Dont ask dont tell policy should gays be allowed in the military Research Paper

Dont ask dont tell strategy should gays be permitted in the military pugnacious - Research Paper Example Simultaneously on account of the mental and organic reasons, it is hard for an officer to control or breaking point his sexual vitality for a delayed period. He will attempt to discharge his sexual vitality in one manner or other. In the vast majority of the cases, the unsatisfied officers may take part in same sex sexual exercises so as to discharge their sexual vitality. In this manner the quantity of gays in the military may continues expanding. ‘Homosexuals serving in military’ is definitely not another issue. It began even a large number of years prior. Well known savant, Plato has called attention to the nearness of gays in old Greek military in a portion of his books. At the point when we inspect the Napoleonic wars, there likewise we can see the insights regarding the nearness of gays in military. To put it plainly, the particular ways of life constrained a large number of the officers to become gay people. In contrast to ordinary life, the officers compelled to interface just with the male network during their stay in military which keep them from communicating their feelings, emotions or wants unreservedly. In military just the military objectives are significant as opposed to the individual needs. The unsatisfied warriors frequently select homosexuality to discharge their sexual vitality. Indeed, even the military officials know the sexual practices of the fighters. However, in the majority of the cases, the officials won't pay attention to it. The vast majority of the Western nations including United Kingdom, France, and Russia license gay individuals to serve in the military while China and United Sates are against it. Israel is one nation which urges gays to serve in the military. The hesitance of United Sates in permitting gay individuals to serve in the military has incited part of conversations in America and as of now the issue is under legal audit. Indeed, even the ideological groups and political pioneers have various suppositions about permitting gays to serve in the military. Dont ask, dont tell (DADT) is an arrangement actualized in US military by law,

My Most Unfotgottable Moment Essay Example For Students

My Most Unfotgottable Moment Essay In each human life, there is an extraordinary youth occurrences. There could be numerous or only one. These excursions can be positive or negative and potentially end up valuable or not. I too had hardly any such occurrences both great and awful ones. In this review, I will describe one of my great experience which truly welcomed genuine joy on the substance of my mom. Nonetheless, they happened some place in the year 1995 when I was around age comprising of seven family unit. Townspeople make their work from the agribusiness. Summer season is their busiest season. The locals needs to work in the field to make their living. They must be occupied both day and night. During day time they need to work in the field and evening is to monitor the wild creatures from obliterating their items. When the mid year season gets over, the locals joyfully welcome the new season. Winter season is their unwinding season. They are liberated from the agribusiness work. Another magnificence of the winter season is the presentation of yearly custom. Each town plays out the yearly custom in winter season each year. All the residents will be welcomed by the host to accomplish their custom. The guests will be presented with supper and beverages by the host. At the point when the ceremonial gets over; the visitor will be presented with supper then the individuals will perform moves and yells in their obviousness for the entire night subsequent to having loads of beverages. Guardians won't care about the nearness of their youngster. Nobody in the family thinks about who is returning to home and who isn't. A portion of the relative will return back to home after 1 or 2 am to rest however some part will lost in the middle. They will simply get back by the following morning in the wake of having another beverages from the host. The greater part of the individuals the individuals who are from the other town will go through their night in the little cottage joined to the primary house which is made for keeping the grains. Granddad Tenla was playing out his yearly custom in his home. We all went to accomplish his custom before sun-down according to the greeting. We were finished with the supper by 10 pm and we have been watching the moves and gabbing of the individuals till 12 Oclock around evening time. In contrast to different evenings; we truly don't feel drowsy regardless of how much the time is. By 12 past, I returned to our home to lay down with my sister Sangay and mother. Senior siblings were at that point at home since they never achieve those yearly customs. We left our fifth and fourth siblings at the hosts house as we generally do since they were getting a charge out of the moves and also they were visiting with their companions from the following town. By the exceptionally next morning when I woke up, my relatives were in incredible pressure strolling to a great extent yet I wasnt having any thought regarding the explanation of my folks strain. My mom was crying a great deal. Following couple of moments amazingly, my third sibling accompanied a lay priest and began performing something which was outside my ability to grasp. After the entirety of my the two sisters excessively began crying alongside my mom yet I wasnt mindful of the explanation. By around 8 am my cousin sister Sither who was around 5 years more established than me came to play with me as we generally do. We also have little cabin as of different residents to keep our grains and this is the spot were two of us used to play swing each day. It was she who disclosed to me that my fourth sibling Sonam is mysteriously gone. .u727b92bfcfc98ffba00749243bfaf774 , .u727b92bfcfc98ffba00749243bfaf774 .postImageUrl , .u727b92bfcfc98ffba00749243bfaf774 .focused content zone { min-stature: 80px; position: relative; } .u727b92bfcfc98ffba00749243bfaf774 , .u727b92bfcfc98ffba00749243bfaf774:hover , .u727b92bfcfc98ffba00749243bfaf774:visited , .u727b92bfcfc98ffba00749243bfaf774:active { border:0!important; } .u727b92bfcfc98ffba00749243bfaf774 .clearfix:after { content: ; show: table; clear: both; } .u727b92bfcfc98ffba00749243bfaf774 { show: square; change: foundation shading 250ms; webkit-progress: foundation shading 250ms; width: 100%; haziness: 1; change: darkness 250ms; webkit-progress: obscurity 250ms; foundation shading: #95A5A6; } .u727b92bfcfc98ffba00749243bfaf774:active , .u727b92bfcfc98ffba00749243bfaf774:hover { mistiness: 1; progress: murkiness 250ms; webkit-progress: darkness 250ms; foundation shading: #2C3E50; } .u727b92bfcfc98ffba00749243bfaf774 .focused content territory { width: 100%; position: relat ive; } .u727b92bfcfc98ffba00749243bfaf774 .ctaText { fringe base: 0 strong #fff; shading: #2980B9; text dimension: 16px; textual style weight: striking; edge: 0; cushioning: 0; content enrichment: underline; } .u727b92bfcfc98ffba00749243bfaf774 .postTitle { shading: #FFFFFF; text dimension: 16px; text style weight: 600; edge: 0; cushioning: 0; width: 100%; } .u727b92bfcfc98ffba00749243bfaf774 .ctaButton { foundation shading: #7F8C8D!important; shading: #2980B9; outskirt: none; fringe sweep: 3px; box-shadow: none; text dimension: 14px; textual style weight: intense; line-tallness: 26px; moz-fringe range: 3px; content adjust: focus; content beautification: none; content shadow: none; width: 80px; min-tallness: 80px; foundation: url(https://artscolumbia.org/wp-content/modules/intelly-related-posts/resources/pictures/basic arrow.png)no-rehash; position: total; right: 0; top: 0; } .u727b92bfcfc98ffba00749243bfaf774:hover .ctaButton { foundation shading: #34495E!important; } .u727b92bfcfc 98ffba00749243bfaf774 .focused content { show: table; stature: 80px; cushioning left: 18px; top: 0; } .u727b92bfcfc98ffba00749243bfaf774-content { show: table-cell; edge: 0; cushioning: 0; cushioning right: 108px; position: relative; vertical-adjust: center; width: 100%; } .u727b92bfcfc98ffba00749243bfaf774:after { content: ; show: square; clear: both; } READ: Feline versus Canine EssayHe was lost from the earlier night. My folks were crying since the lay priest has pronounced that on the off chance that he isn't found before the draining hour that is 9 am (the point at which the residents let their cows for munching subsequent to draining) he will be lost until the end of time. Today I despite everything recollect myself being out of pressure, completely occupied with playing swing under that little hovel with my sister when my relatives were crying and in incredible tense. I could even now recall how much pressure my mom was experiencing crying and mentioning the residents to look through my sibling in the woods close by. My rest of siblings were at that point in backwoods scanning for our fourth sibling. The strain and crying sound of the family were expanding with every moment pass by since 9 am is the most urgent time for us on that specific day. My mom was crying and yelling that it is going to 9 Oclock. The priest again referenced that my sibling was covered up by the neighborhood divinity what we call it as tsen. Before 9 am he will be kept close by the town yet after 9 am he will be taken far away what it generally occurs. The majority of the townspeople even looked through him in the hovel that I was playing swing however he wasnt there as well. Yet, out of nowhere I have seen one leg dangling from the opening of the cabin that I was playing the swing. I have contacted the draping leg with my hand and I felt the leg like an ice. However, I simply disregarded what I have quite recently observed reasoning that my fifth sibling Tashi is playing with me as he generally tills today. Along these lines, I just took out the security pin from dress I was wearing. With my full quality I prude on his leg with my security pin yet there was no development of the leg regardless of the amount I snob on his leg with the pin. At that point I returned home to check whether my fifth sibling is at home or not. To my skepticism I have seen him at home as it were. I have educated my mom who was covered under the pressure about her lost child about what I have seen few moments prior. My mom straightforwardly step towards the cottage. She went inside the cabin and discovered my lost sibling lying there unknowingly. It was 9 oclock precisely when we recovered our sibling to our family. The grin and joy on my moms face was past reasonable by at that point. He at that point become the veritable purpose behind my moms joy for having him bursting at the seams with us. His lone wish was to drop out from the school and out of joy his yearning wish was likewise satisfied. I got a lot of affection and care from the relatives for the above explanation. My sibling in the wake of picking up his cognizance described what really had transpired the earlier night. He told that, he was removed towards the timberland by one of obscure man while he was dozing in one of the cabin of resident after 2 am. He was taken legitimately in to the timberland. At the point when he recover his cognizance, he saw that he had reached to the profound woods of our town and heard the chicken crows route back in the town. With the sound of chicken which implies by 3 am he at that point divert his way back towards the town. He himself didn't know about how he had entered in that specific cottage since entryway was at that point bolted from outside and there was no space left inside the hovel for any individual to go through. Regardless of what has happened the earlier night yet we were cheerful that we got back our sibling alive. Today more often than not is oblivious in work he take up to do since his half of the cognizant was at that point lost by then when he was lost once in the startling profound woods by 12 PM. However we the family love him for who and what he is. He was, is and will be consistently sibling to the family and adoring child to his mom.

PresentingMy Prefrosh!

Presenting…My Prefrosh! Howdy fellow prefrosh, future MIT applicants, and MIT students!! Im Abir, a prefrosh, and I was fortunate enough to have the BEST host ever, our very own blogger Hamsika :) Being the amazing person she is, Hamsika asked me to guest blog about CPW and I am going to try to give a glimpse into my CPW experience boy, was it an experience!! Being the eager beaver I am, I decided to book my flight to CPW EARLY in the morning; 6:25 to be exact. Nonetheless, lady luck was NOT on my side Thursday morning, and I arrived five minutes late for checking in my bag and thus missed my flight :( BUT I took it like a man, pulled out my macbook and played Sims 3 until the next flight at 8:45 a.m. Sims 3 or no Sims 3, sitting around at the airport can be a drag.. and having no one to talk to makes it worse! Thus, when I saw a slightly dazed and confused looking girl around my age walking around my departure gate, I introduced myself! Lo and behold, she was a prefrosh too! Amanda, if youre reading this it was quite nice to meet you!!! Add me on facebook ;) I also met Ameesh, a high school friend, and David, a fellow Dallas admit, at the airport! Minor shout out to both of you :D (kind of wish I could tag people.. argh!) After finally getting on my flight two and a half hours later than expected, I sighed with relief and took a LONG nap on my flight from DFW to Boston Logan. My arrival at Logan was welcomed with a myriad of texts from my LOVELY and LOVED MITES friends who were already at MIT. I had the awesome opportunity to spend 6 weeks at MIT last summer, and returning to campus was like returning home from a long long absence. Basically, I WAS PSYCHED to be back!! Despite the gloomy weather, seeing campus again was amazing! From chilling in Simmons, where I remember pulling all nighters trying to do Biochem Psets, to eating the Grills pizza, notorious for its abundant supply of grease, memories definitely washed over me all around campus. Campus from Nu Delta roof top :) Thursday was what I like to call a CHILL day :) I settled down in Hamsikas dorm (where I met her wonderful roomies Manu and Jeanne!) and headed to Downtown Crossing with Hamsika and my MITES bud Tiffany. Coming from Dallas, a city filled with cars and void of pedestrians, Boston strikes me as a city with a quick pulse. Im used to the relaxed and sometimes languid feel of Texas, and spending time in Boston is an exciting setting change. Wherever I looked there was an immense diversity of people, some of whom were quite for lack of a better term sketch looking :S Taking the underground transit system is always an experience we witnessed a shouting match and an extremely packed subway wagon leaving me feeling quite urban and hip ;) On our way to the subway station we got to see this hack! Only at MIT do people hang lounges upside down.. notice how the light is on!!! I got to meet Tim!!! YAY! Super exciting :) Thursday evening I attended the minority dinner and got to meet a bunch of interesting new people! The food was good, but the company was definitely better. The dance exhibits were really entertaining, and as a minority I felt quite welcomed to MIT! Following the minority dinner I headed over to the CPW Welcome where Hamsika 3 made a little speech! Im going to be honest with you all.. I bragged about her IMMENSELY!! I made sure that everyone in my vicinity knew that she was MY host :) After the CPW Welcome there was an awesome festival in the Johnson Athletics Center; I got to meet some really interesting and creative people. Everyone was extremely friendly and happy to see us prefrosh creating an awesome and fun filled atmosphere. Tiffany I with the MIT Shakespeare Ensemble Group Friday was quite a gloomy day.. the rain wouldnt let up but we still managed to have a lot of fun!! I toured the Brain and Cognative Sciences labs with my friends Robert and Grace and was amazed at all the opportunities and the amount of research that MIT conducts. I will confess, I did get a little emotional from time to time; its an incredible blessing to be surrounded by people who are working to better this world. Everyone I met on campus was extremely passionate about their goals, and were equally as passionate to tell you about them. I couldnt help but think that I was surrounded by the people who would cure diseases, create marvels, and better the world in every way possible. MIT brings together people who care, and to be surrounded by them definitely had an impact on me. For dinner MITs Muslim Student Association took some of us muslim prefrosh out for dinner/breakfast (our eating schedules were thoroughly messed up at this point). We had a great time eating and talking but I never managed to finish my french toast :( YUM YUM! Friday night I headed out with my friends to the South Asian Culture Show which was a blast!! Got to see some awesome traditional dancing :) Its really incredible to see the diversity in student activities available at MIT I attended the Meet the Bloggers event where I got to meet both Matt and Quinton!! Very exciting :) Quinton is officially one of my favorite people in the world.. hes just TOO funny! I distinctly remember him posing GQ looking with one of my rings.. but for the sake of his dignity I wont be posting the hilarious pictures (pssst..! check out my CPW album on facebook) Saturday rolled around and I still hadnt explored Boston!!! Some friends and I decided to head to town for some tie dye and food! We first visited TEP, a frat, and made some tie dye shirts :) verrry fun! Also had some spice cream.. the MOST sketch tasting ice cream ive ever had!! We spent the next day roaming the city and I honestly had no clue where we were going.. but somehow my friends got us home at 2 p.m. issssh safe and sound ;) The cutest hack ever :D So excited I got to see it!!!!! Overall CPW was AMAZING! Hectic, fun, and interesting are words that attempt, yet sadly fail, to truly describe the event. I meet some awe inspiring people, and had a weekend full of fun!! If MIT wasnt a strong contender (for some strange reason..) after CPW it should be :) Lots of Love, Abir :)

College Farewell Party Themes

If you or someone you know is heading off to college, a college farewell party can be a fun way to celebrate the start of an exciting new chapter. The following themes can all help to make sure a farewell party is the perfect balance of celebration, acknowledgment, and fun. Book Theme   Dont think nerdy; think scholarly. A book-themed party can provide all kinds of creative ideas, whether its a write-the-next-chapter-of-your-life idea or one that focuses on the academic nature of college. Additionally, decorating with books can be easy on the budget, as you (and your friends and neighbors) likely already have a ton of books you can use for centerpieces and the like. State Theme If youre going to college in a new state, consider making that states history and reputation the theme. Places like Hawaii, New York, California, and even Idaho all have strong identities that you can use. Additionally, look into a state (or even specific colleges) history for more ideas. Sports-Team Theme If your school is known, for example, for a great football team, that can easily become your farewell party theme. Similarly, if youre going to college in a town with famous professional teams -- like Boston -- those can also be adapted to a party theme as well. Course-of-Study Theme If you want to be a doctor, consider a party that revolves around those working in the medical field; childrens playsets of doctors coats and stethoscopes can easily become quick centerpieces and decorations. If you want to be a teacher, consider decorating with apples, books, chalkboards, and the like. Using what you want to study, or a job youd like to have after you graduate  can be a smart starting place for party themes. Off-to-See-the-World Theme This can be especially good if youre interested in studying abroad or majoring in something like international relations. The theme can easily carry over, too, with global maps, globes, and other world-theme decor. For an extra fun touch, see if someone can make an ice cream bombe that looks like the earth! What-Will-You-Become? Theme Conversely, however, some students go off to college as undeclared majors and have no idea what they want to study. If this is the case, use the party as a chance to explore the possibilities of what someone can do while theyre away at school. Ask guests to write down their predictions for the future. Put out a crystal ball that sets the theme of what the future might hold. Sometimes the unknown itself can be a perfect farewell party theme. Role Model Theme If you, for example, a woman who is going off to study science, use the opportunity to acknowledge those who helped pave your path. Similarly, if you want to go to college so you can help your community or become politically active, find and display information about role models who helped you set your goals. It can be a great way for you to remind yourself of your internal motivations while also helping party guests learn about people they might not have heard about before. College/University Theme This one is so easy and yet so many folks dont even think about it. Plan your theme around the college youll be attending. Use school colors for things like plates and decorations; have key people wear shirts advertising the name of your future college or university; ask to have a cake decorated with the logo of your school. Its easy and fun and can help everyone celebrate your excitement. Ready-to-Bloom Theme If you love flowers, gardening, nature, or environmental issues, having an off-to-bloom! theme can be original and creative. You can use small plants or even seed packets for decorations and party gifts. You can use the analogy of heading off to college as the start of someone really opening up and becoming him- or herself. This theme offers a lot of funky ideas for the right creative mind. But given how much growth and change happens during ones time in college, it can also be the perfect farewell party theme at the perfect time.

Sydney Carton Analysis - 920 Words

â€Å"The greatest sacrifice is when you sacrifice your own happiness for the sake off someone else† (Unknown). In Charles Dickens’s A Tale of Two Cities, Sydney Carton sacrifices his life for Charles Darnay, the husband of the woman he loves, Lucie Manette. He loves her so tenderly that he is willing to give his life for her happiness. Sydney Carton is a man who feels that he wasted his life and hes always drunk. He is not married but then he meets Dr. Manette’s daughter, Lucie Manette, and he fell for her, but she doesn’t love him. Sydney Carton is tried from his wasted life, so he goes to Lucie Manette to tell her about some things that he got in his head and his plan. Sydney Carton overhears Madame Defarge about some plan that she†¦show more content†¦So, the first thing that Sydney does is tell Mr. Lorry about what he had hear, â€Å"she and her father would unquestionably be guilty of this crime, and this woman would wait to add that streng th to her case† (Dickens 337). Sydney overhearing the conversation is important and know he must plan things accordingly, like when to switch with Darnay and when should the Lucie and her family leave to England. Sydney had two choices, he could have pretended that he never heard what the Madame Defarge was talking about or he could have act upon it. And that’s what Sydney did, he planned everything and made sure that Lucie and her family were safe. This emphasizes that Sydney cared for the Lucie and her family and he is willing to do anything, so that they are safe. Sydney is only doing this because he loves Lucie and he doesn’t want to let her down. And this is his chance to prove that he cares for her and loves her enough to give up his life. Sydney Carton showed Lucie that he fulfilled his promise to her. Sydney is seconds away from his death, where he sits with a poor seamstress who is accused of something she didn’t do. After her head is chopped off by the guillotine, it is Sydney’s turn and he thinks to himself, â€Å"It is far, far better thing that I do, than I have ever done; it is a far, far better rest that I go to than I have ever known† (Dickens 367). Dicken’s clearly says that Sydney feels proud for giving up his lifeShow MoreRelatedSydney Carton Character Analysis790 Words   |  4 Pagesthe streets of Paris turns the lives of many upside down, in particular, a misjudged man known as Sydney Carton along with his admiration, Lucie Manette and her newly wedded husband, Charles Darnay. This complicated love triangle ends at quite an unexpected turn as Carton’s devotion to Lucie drives himself to make the ultimate sacrifice and die in order for her family to remain together as one. Carton confides in Lucie early in the text which Dickens purposely prepares for the momentous ending, â€Å"ForRead MoreEssay on Changing Impressions: A Sydney Carton Character Analysis1260 Words   |  6 Pagesp eople to keep them reading. He creates complex characters who change over time, or rather just gives us more information influence our decisions our opinions. One of these complex characters who Dickens brings out in different light later is Sydney Carton. In the beginning of the story, when he is first introduced to us at Charles Darnays’ trial, we only see his outward actions, and none of his feelings. All we see of the man is that he appears to be a sloppy drunk, and quite the good-for-nothingRead MoreCharles Dickens : A Social Critic And English Writer Essay2210 Words   |  9 Pagesguillotine. A lookalike of Darnay, Sydney Carton, sneaks into the prison and swaps places with him. The Manettes, Lorry and Darney flee to London while Carton is being transported to the guillotine, ready to for Lucie’s love. Themes Resurrection Dickens with A Tale of Two Cities asserts his conviction in the likelihood of a transformation and resurrection, both upon a societal and personal level. For example, the story indicates that the death of Sydney Carton safeguards a novel, peaceful life forRead MoreSydney Carton : The Sacrifice Of His Past And Present Self3040 Words   |  13 PagesSydney Carton In Tale of Two Cities, Charles Dickens uses Sydney Carton to show that sacrifice is necessary to achieve happiness and this is shown through both the sacrifice of his past and present self throughout the novel. One of the two ways Sydney Carton sacrifices himself is by transforming himself into a man of worth and thereby sacrificing his former self and his worthless past. At the beginning of the book, Sydney constantly reminds those around him he cares for nothing along with the thoughtRead MoreBusiness Analysis: Courier Transport3707 Words   |  15 PagesBusiness Analysis: Courier Transport Bachelor of . Business U. S. Q. Australia Executive summary This report analyses the courier service, Capital Transport, through development of a flowchart and Multi-Segment Model. It also discusses the company’s issues pertaining to improvement. Capital Transport is an independently owned company and operates six branches in Australia. The analysis in this report addresses the Brisbane branch of Capital Transport. The service flowchart demonstrates theRead MoreCritical Analysis on a Tale of Two Cities2729 Words   |  11 PagesChelsey Cardwell Dual Credit English 1/3/12 Mr. Burns A Literary Analysis of A Tale of Two Cities I. Introduction Charles Dickens’ twelfth novel, A Tale of Two Cities, was written to show all of the good and evil that was present during the French Revolution. He uses the two main cities, London and Paris, to represent this, and then ties in a love story with many different symbols of good and evil such as Darnay and Carton, Madame Defarge and Miss Pross. In his novel, Dickens also shows bothRead MoreInternal Control of Woolworth Essay1554 Words   |  7 Pagesrealistically improved will also be discussed within the report. Business Introduction Woolworths is a supermarket chain situated within Australia and New Zealand and is owned by Woolworths Limited. Established in 1924, as a single basement store in Sydney Australia, Woolworths has become the largest food retailer within Australia, and second in New Zealand. This year marks Woolworths 25th anniversary with their pledge to being Australia’s ‘Fresh Food People’ and have abided by this pledge by continuallyRead MoreMarketing Report of Window Weatherguard3870 Words   |  16 Pagesthe building while let airflow in. It effectively protects interiors and reduces indoor air pollution. Base on the analysis the marketing environment and consumer behaviours, segmentation, targeting, positioning are designed, as well as product and pricing plan. Table of Contents Background of the invention 4 marketing environment analisys 5 microenvironment analysis 5 marcroenrionment analsis 8 consumer behaviour analisys 8 potential customer behaviour 8 potential influencingRead MoreWoolworths Ltd Doing the Right Thing11796 Words   |  48 Pagesproject million reusable crates to replace single-use waxed boxes 4 Doing the right thing zero 5% food waste in the general waste stream by 2015 Woolworths Limited Sustainability Strategy 2007–2015 reduction in carbon emissions per carton delivered by Woolworths-owned trucks by 2012 5 Our major brands. 6 Doing the right thing Who is Woolworths Limited? Woolworths Limited is an Australian retail company made up of a number of businesses all providing our customersRead MoreMarketing Analysis Of Aesop s Marketing2696 Words   |  11 PagesMarketing Analysis of Aesop Marketing Background Aesop is one of the Australia’s success stories in the competitive world of retailing. Dennis Paphitis established this first luxury beauty and skincare brand in 1987 in Melbourne, Australia. The purpose behind establishment of this luxury brand was to create superlative products for the skin, hair and body (Aesop: the stuff of Fables, 2012). Aesop specializes in making greatest anti-oxidant products using both plant-based and laboratory-made ingredients

Ipad vs. Galaxy Tablet Free Essays

When you want to surf the Internet, what gadgets do you most commonly use: laptop computers, smart phones, or cell phones? Nowadays, many people have smart phones and laptops. However, we now also have access to tablets. So now we will compare two of the newest most commonly used tablets. We will write a custom essay sample on Ipad vs. Galaxy Tablet or any similar topic only for you Order Now One is the new iPad, manufactures by Apple, and the other is the Galaxy tablet note 10. 1, by Samsung. The tablets are quite expensive, the iPad is however priced at $629 and the galaxy note is $499. Both are high-resolution tablets. One can get normal usage out of the two if the batteries are fully charged. The main difference lies in the operating software and various other features, one being iOS whereas the latter is android. First of all we will examine the size. The new iPad is 9. 50 inches high and 7. 31 inches wide. On the other hand, the Galaxy note is 10. 3 inches high and 7. 1 inches wide. Hence, the Galaxy note is a bit bigger than the iPad. These sizes are almost half of a laptop. But the depths of the tablet are very different from a laptop. Galaxy note is a little thinner than the iPad. Moreover, there are great differences in their connections; the Galaxy note has a USB port whereas the iPad does not. The iPad supports 3G Internet, 4G Internet and Wi-Fi Internet, none of which are supported by the Galaxy note. Another important aspect of the two is their respective weights. The new iPad is 1. 44 pounds whereas the Galaxy note is 1. 31 pounds. These are like 20 oz. plastic bottles of water. This makes the iPad a little heavier than the Galaxy note. It is a small difference but it plays a big role because tablets are used frequently and are very useful. They are supposed to be portable for daily use and flexible usage. Finally, we will focus on their prices and critique some reviews. Both these devices have a rating of 4. 5. However, the Galaxy note is priced at a reasonable rate and is more affordable. According to phonearena. com â€Å"From a distance, the two look similar to one another, but once we’re able to grasp both in our hands, the new iPad is able to deliver the impactful wow factor thanks to its premium feel. Well, it’s not to say that the Samsung Galaxy Tab 10. 1 isn’t a bad looker, especially when it’s the lighter and slightly thinner tablet, but its all-plastic body doesn’t have the allure to match the impeccable industrial design of the iPad. † After analyzing all these facts I would say that the iPad is any day better because of its superior features and premium construction. However, it’s a person choice which one they prefer to use as the Galaxy is no far behind in the market either. It all depends on the person’s comfort level and personal choice. In conclusion, As per my personal opinion I would choose the iPad first but since it’s a little more expensive I would be inclined to choose the Galaxy note. We have to consider company value and accessories when choosing a new gadget. We should also check out reviews on amazon. com and other ‘technology geeks’ websites to have a better understanding of what we are spending our money on. How to cite Ipad vs. Galaxy Tablet, Papers

Business Entrepreneurial Rhetoric

Question: Discuss about the Report for Business Entrepreneurial Rhetoric. Answer: Introduction Apple Inc is considered as the most popular technological companies globally. The iPhone is one of the primary products of the company which has over 42 million users globally (Bonk, Celine). There is huge demand for this product and the brand has a dedicated base of loyal customers. The phenomenal success of this brand is dependent on several factors including the business model. A comparison is being done with the existing market research and the article presented by Yuan and Langesen named What factors contributed to the success of Apple iPhone? This report would discuss the various factors that have led Apple iPhone to be one of the market leaders. It describes the innovative approaches adopted by the company. Discussion The article by Yufei Yuan and John Laugesen gives an in-depth analysis of the success factors of iPhone (Laugesen, John and Yufei Yuan). It has focused on the user acceptance aspect of the success factors. This implies that the company is able to understand the customer preferences. Apple has successfully identified the needs of the target market and fulfilled their expectations based on culture, demographics and behavioral aspects (Laugesen, John and Yufei Yuan). It has also paid attention to the environmental factors such as mobile data services that are essential for iPhone (Laugesen, John and Yufei Yuan). The article has proposed an innovative success model and almost all the factors are being tapped by Apple. The first group of factors deals with consumer factors such as demographics, user preferences and culture. The brand targeted the young population who are technology savvy and demonstrated high dependency on smartphones (Laugesen, John and Yufei Yuan). The brand also focuse s on the user preferences such as entertainment services and designed its products accordingly. The company tries to satisfy the cultural niches through the utilization of content as well as software (Laugesen, John and Yufei Yuan). The second group of factors deals with the corporate factors such as business model, technology, marketing, branding, content providers and network operators. Apple has business models which are based on its core competence (Laugesen, John and Yufei Yuan). It has adopted the device centric business approach which is considered as one of the most important factor for the brands success (Laugesen, John and Yufei Yuan). The company also engages in extensive marketing tactics and provides customization of their products based on the customer needs. It maintains control through distribution and content access (Laugesen, John and Yufei Yuan). The company depends on the third parties for the development of application and their content. It aims to increase the value chain by improving the core competencies of the firm. The third group of factors comprises of the environmental factors such as regulatory norms and the infrastructure. The company has focused on the regulatory aspects required during the launch of the services as well as products (Laugesen, John and Yufei Yuan). The company believes that it is important to coordinate well with the regulatory authorities so that there is smooth launch of the iPhone. Apple has focused on the improvement of the infrastructure of the different countries. It has focused on enhancing the user experience and has tapped the current technologies available in the mobile industry. According to Davila et al., Apple has focused heavily on the innovative aspects of their products. It has created innovative product lines such as iPod, iTunes, iPhone, Apple Stores and App Exchange. The innovative product has helped the company to retain its topmost position in the market. This is the primary reason behind the extreme popularity of the brand. The second important reason for the success of iPhone can be attributed to the advertising and the differentiation aspects of the brand (De Mooij, Marieke). It has created innovative advertisements that capture the target markets well. The campaigns involving the Super Bowl Commercials 1984 and iPod People were popular among the masses (De Mooij, Marieke). The third most important reason is the extensive distribution and retail networks of the company. It has been established that Apple has one of the largest distribution network in the United States (Homburg et al.). The distribution of the products of the company is done thro ugh retail stores, online stores, direct sales channels and third party resellers (De Mooij, Marieke). This makes the product readily available at all times and the customers can choose their convenient distribution channels. The fourth important factor deals with the customer service (Bone et al.). Apple strives to provide excellent in store experiences as well as after sales service. It strives to enhance the customer satisfaction level of the consumers (Bone et al.). The problem underlined in the report comprises of the wide variety of alternatives available to the target audiences. This is determined by the market research. The problem was quantified by consulting with several journal articles (Bone et al.). The iPhone has satisfied the requirements of the target market and this is one of the primary solutions to the problem (Bone et al.). The iPhone has fulfilled the customer requirements and this has been proved by the comparative analysis. The economic model showcases that iPhone has benefitted the target market which has increased the sale of the products. It has led to increased revenue for the company which has resulted in the greater profit generation (Bone et al.). It is clear that Apple Inc. receives high benefit from the greater purchase of iPhones. The roadmap is concerned with the distribution channels that are used by the company in order to make sure that its products reach the target audience. Entrepreneurial Storyboard The storyboard presents the events undertaken by Apple Inc. which is related to the conception, launch, promotion and marketing of iPhone. It comprises of several rubrics such as problem rubric, solution rubric, economic rubric and roadmap rubric. The problem rubric identifies the target market and the various alternatives they are looking for in order to satisfy their preferences. The solution rubric shows the launch of iPhone which solves the worry of the customer. The economic rubric shows the increase in sales of the company due to the launch of iPhone. The roadmap rubric shows the marketing approach that should be adopted in the company for the future. Conclusion The article has strong impacts on the issue and enumerates the reasons for strong foothold of Apple. It discusses the appropriate reasons that drive Apple for achieving more success. The comparative analysis method is used for the purpose of comparing the current market research along with the provided article. This comparison is useful in understanding the factors contributing to the success of iPhone. This report would broaden the understanding of the topic and would also facilitate further research on this topic. References Bone, Sterling A., et al. "How customer participation in B2B peer-to-peer problem-solving communities influences the need for traditional customer service."Journal of Service Research18.1 (2015): 23-38. Bonk, Celine. "The impact of Apple's communication and French and Finnish consumers' product perceptions: case of the iPhone product." (2015). Davila, Tony, Marc Epstein, and Robert Shelton.Making innovation work: How to manage it, measure it, and profit from it. FT press, 2012. De Mooij, Marieke.Global marketing and advertising: Understanding cultural paradoxes. Sage Publications, 2013. Homburg, Christian, Josef Vollmayr, and Alexander Hahn. "Firm value creation through major channel expansions: evidence from an event study in the United States, Germany, and China."Journal of Marketing78.3 (2014): 38-61. Laugesen, John, and Yufei Yuan. "What factors contributed to the success of Apple's iPhone?."Mobile Business and 2010 Ninth Global Mobility Roundtable (ICMB-GMR), 2010 Ninth International Conference on. IEEE, 2010.

Business Information System free essay sample

The importance of HRIS system is multifaceted, ranging from operational assistance in collecting, storing and preparing data for reports, simplifying and accelerating the process and controlling the available data, reducing labor costs for HR departments, and providing timely and diverse information to the management of the company, based on which it is possible to make quality strategic decisions related to human capital. (Dorel, Dusmanescu and Bradic-martinouic, Aleksandra n. d. â€Å"The finance department touches all aspects of a business. (By Osmond Vitez, ehow contributor n. d. ). â€Å"Financial Information systems report information relating to the cost of economic resources, amount of labor needed to produce goods or services and the production output. Financial information systems can also gather and report information external to a company’s production process. This information provides business owners and managers with detailed statistics or demographics on all economic markets. In conclusion, information systems represent a collection of information technology that help business owners and manager’s plan, control and make decisions about business operations. We will write a custom essay sample on Business Information System or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page

Free Essays on Everyday Use

Through contrasting the family members and views in â€Å"Everyday Use†, Alice Walker illustrates the importance of understanding African American traditions of their own culture. Using careful descriptions and attitudes, Walker demonstrates which factors contribute to the values of one’s heritage and culture; she illustrates that these are represented not by the possession of objects, but by one’s lifestyle and attitude. In this paper I will explain the theme of the story â€Å"Everyday Use In â€Å"Every Day Use† Walker shows the different sides of culture and heritage in the characters of Dee and the mother. The character Dee can be seen to represent a materialistic, complex, and modern way of life, where culture are to be valued for their trendy-ness and appeal. Mother on the other hand, represents a simple content way of life where culture and heritage are valued for both its usefulness as well as its personal significance. The story clearly states Mama’s simple view of her heritage and Dee’s materialistic connection to her heritage. This is demonstrated when we learn the mother character has inheritated many customs and traditions from her ancestors. The mother (the narrator) describes herself as â€Å"a large, big-boned woman with rough, man-working hands† (459). She also describes her various abilities including, â€Å"I can kill and clean a hog as mercilessly as a man...I can work outside all day, breaking ice to get water fo r washing. I can eat pork liver cooked over the open fire minutes after it comes steaming from the hog. One winter I knocked a bull calf straight in the brain between the eyes with a sledgehammer and had the meat hung up to chill by nightfall† (459-460). Walker is showing what the Mother has learned from her ancestors, and that being tough is a part of her heritage. Mother is proud of her accomplishments and her abilities. The Mother (the narrator) described Dee as thinner than her sist... Free Essays on Everyday Use Free Essays on Everyday Use Everyday Life Alice Walker’s â€Å"Everyday Use† tells the story of how a mother can become emotionally unattached from her oldest daughter after years of separation. Walker shows how these changes can occur by establishing cultural and social conflicts of this time. Walker establishes these conflicts in three ways: through actual racial conflicts, through showing Dee’s (the oldest daughter) rise up the social ladder, and through an overall understanding of one’s heritage. Walker develops the aspect of racial conflict through Mama’s thoughts. Mama, a poor southern black female, describes herself as a strong and hardworking single mother that can not even imagine â€Å"looking a strange white man in the eye† (pg. 87). She also establishes underlying conflicts between lighter and darker skinned people within her own race, when she states how her daughter would rather her skin be â€Å"like an uncooked barley pancake† (pg. 87). This second example is the first real indication of the strained relationship between Mama and Dee. Social aspects of the story begin to unfold when Dee returns home. Dee arrives at Mama’s rural shack-like home, with a man that may or may not be her husband, dressed extravagantly and decorated with an abundant amount of jewelry. She (Dee) begins taking pictures, sure to include the shack, before she even greets her own family. She also begins gathering things around the house that are everyday tools for Mama and Maggie (the younger daughter) which she will use as decoration in her own home. These items seem to be a symbol for her, something she can look at that will represent just how far up the social ladder she has risen. Dee even goes as far as telling her sister Maggie,† You ought to try to make something of yourself, too†(pg 91). This statement is an insult to mama and Maggie both. Both of the examples above can be used to help illustrate the theme of heritage, which can pose a social or a cultur... Free Essays on Everyday Use Through contrasting the family members and views in â€Å"Everyday Use†, Alice Walker illustrates the importance of understanding African American traditions of their own culture. Using careful descriptions and attitudes, Walker demonstrates which factors contribute to the values of one’s heritage and culture; she illustrates that these are represented not by the possession of objects, but by one’s lifestyle and attitude. In this paper I will explain the theme of the story â€Å"Everyday Use In â€Å"Every Day Use† Walker shows the different sides of culture and heritage in the characters of Dee and the mother. The character Dee can be seen to represent a materialistic, complex, and modern way of life, where culture are to be valued for their trendy-ness and appeal. Mother on the other hand, represents a simple content way of life where culture and heritage are valued for both its usefulness as well as its personal significance. The story clearly states Mama’s simple view of her heritage and Dee’s materialistic connection to her heritage. This is demonstrated when we learn the mother character has inheritated many customs and traditions from her ancestors. The mother (the narrator) describes herself as â€Å"a large, big-boned woman with rough, man-working hands† (459). She also describes her various abilities including, â€Å"I can kill and clean a hog as mercilessly as a man...I can work outside all day, breaking ice to get water fo r washing. I can eat pork liver cooked over the open fire minutes after it comes steaming from the hog. One winter I knocked a bull calf straight in the brain between the eyes with a sledgehammer and had the meat hung up to chill by nightfall† (459-460). Walker is showing what the Mother has learned from her ancestors, and that being tough is a part of her heritage. Mother is proud of her accomplishments and her abilities. The Mother (the narrator) described Dee as thinner than her sist... Free Essays on Everyday Use Everyday Use by Alice Walker â€Å"Everyday Use† is a story of a black woman and her two very different daughters. It takes place in the late 1960’s, during the civil rights’ movement, in a small, rural, Georgia farming town. The story is told through the perceptive eyes of Mama, who clearly loves both girls and accepts each as she is. As the story begins, Mama and her younger daughter, Maggie, are awaiting the arrival of Dee, the older daughter, who is coming to visit after being away at college. Mama points out how much Dee hated their lifestyle and always wanted more from the very beginning. But today Dee is snapping pictures of the house and farm and even a cow, as though it is suddenly important to her. The story revolves around some handmade quilts that were promised to Maggie, but Dee now wants them to hang on the wall and appreciate them for their handmade and aesthetic value. Mama is in a dilemma as to which daughter to give them to. Although it could be argued that Dee mi ght have taken better care of the quilts, I feel Mama is making an important statement to both girls by giving them to Maggie. Because she is teaching them integrity by keeping her word, as she had promised the quilts to Maggie as a wedding present for her marriage to John Thomas, and she wants to improve her relationship with both girls. From the time she was young, Dee wanted and demanded more and better things for herself. She was forceful and assertive to the point of suffering great personal loss. Mama points out that Dee had few friends and even her only boyfriend dumped her after, â€Å"Dee turned her faultfinding on him.† Dee seems to learn everything the hard way, and in the past, Mama let her do what she needed to do, but this time she decided to put her foot down and take a stand on Maggie’s behalf. Both Mama... Free Essays on Everyday Use Everyday Use In Alice Walker’s, Everyday Use, the point of view is that of the mother’s. She is the narrator. She is also what we’d call a protagonist. A hero in a way. She is telling the story from her perspective, so we see her children the way she sees them. As with most stories, there is a protagonist and an antagonist. In this story, the antagonist is Dee, the narrator’s oldest daughter. Dee does her own thing and is a bit of a rebel. Perhaps just an average African American teenager of the 1970’s, trying to find her place in the world, but her mother thinks differently. She sees Dee as a rebellious teen, and sometimes dreams of having one of those T.V. mother-daughter relationships with her daughter. As with any protagonist/antagonist relationships, the antagonist creates a problem for the protagonist. Dee creates a problem for her mother by the way she begins to act around her new boyfriend and in other ways. Dee decides to change her name, a nd her mother is okay with it. She knows that she has a problem saying â€Å"no† to Dee, or at least that’s the way she said Maggie sees it. Then, when it comes to the quilts, Dee who once said she didn’t want to quilts because they were â€Å"old fashioned† has now decided she wants them, to hang up, to represent her heritage and that Maggie wouldn’t or couldn’t appreciate them. When characters change, it causes conflict, and that is exactly what happens when the Mother decides to finally stand up for herself and she says â€Å"No† to Dee. She gives the quilts to Maggie and tells Dee to take one or two of the other ones. Dee has a problem with this, obviously because the world has never said â€Å"no† to her, and along with her new name, new style, and new outlook on life, she experienced a new word, and it didn’t make her very happy. For once, the mother could sit back and be proud of the way she handled somethin g.... Free Essays on Everyday Use In the short story â€Å"Everyday Use† the character Dee can be described as secure, confident, beautiful, smart, yet scornful, remorseful, and high demanding young woman. This can look as having a supercilious attitude, but it is just Dee wanting what is best for herself and her family. Her attitude observed by her family and others kept them at arms length, but she tried to make up for it once she reached a certain age; then she began to try to appreciate her family, but she did it for the wrong reasons. In the end, only her mother truly understands her. Dee is described as having light skin, nice hair, and a fuller figure than her sister. In the mid-sixties, those with light skin and nice hair were treated better because they were closer to white. Being so beautiful, Dee wanted nice things, such as clothes, although her family could not afford them. She therefore makes her own clothes out of other people’s old clothing. She is a very confident and secure young lady. She knows what she wants out of life and no one is going to stop her from getting it. She knows she has an advantage with her light skin to get ahead in life, and she is going to try to get there and let nothing get in her way. Dee has forgotten where and what she has come from. Now that Dee has been off to college, she has earned an education but also has learned the fancy ways of the city. Dee now dresses herself according to the dictates of a faddish Africanism. According to David Cowart, â€Å"an American who attempts to become an African succeeds only in becoming a phony† (172). Dee’s attitude towards her family has also changed. She despises her sister, her mother, and the church that helped to educate her. Dee and her sister Maggie are at conflict morally in this story. Mamma has maid a beautiful quilt with a little of the families history on it. Dee wants the quilt for all of the wrong reasons. She wants the quilt for materialistic reasons and not f... Free Essays on Everyday Use Through contrasting family members and views in â€Å"Everyday Use†, Alice Walker illustrates the importance of understanding our present life in relation to the traditions of our own people and culture. Using careful descriptions and attitudes, Walker demonstrates which factors contribute to the values of one’s heritage and culture; she illustrates that these are represented not by the possession of objects or mere appearances, but by one’s lifestyle and attitude. Throughout the story, Walker personifies the different sides of culture and heritage in the characters of Dee and the mother (the narrator). Dee can be seen to represent a materialistic, complex, and modern way of life where culture and heritage are to be valued only for their â€Å"trendy-ness† and aesthetic appeal. Mother, on the other hand, represents a simple content way of life where culture and heritage are valued for both its usefulness, as well as its personal significance. The story clearly supports the mother’s simple, unsophisticated view of heritage, and shows disdain for Dee’s materialistic connection to her heritage. This is demonstrated from the beginning of the story. We learn very quickly that the mother has inherited many customs and traditions from her ancestors. She describes herself as â€Å"a large big-boned woman with rough man-working hands† (485). She also describes here various abilities including, â€Å" I can kill and clean a hog as mercilessly as a man†¦I can work outside all day, breaking ice to get water for washing. I can eat pork liver cooked over the open fire minutes after it comes steaming from the hog. One winter I knocked a bull calf straight in the brain between the eyes with a sledgehammer and had the meat hung up to chill by nightfall.† (485). While these feats are not extraordinary, Walker exemplifies what Mother has learned from her ancestors, and that being resilient and tough is a part of her heritage. Mother is ... Free Essays on Everyday Use True Heritage In the story â€Å"Everyday Use,† Alice Walker tells a tale of how a daughter’s idea of heritage is distorted by society, and how her true heritage lies within her family. Walker conveys this theme by narrating the story from what is apparent to be the mother’s point of view of how Dee, the oldest of the two daughters, does not have a grasp of her true heritage. Dee’s idea of her heritage is clouded by her experiences away at school and her new friend Hakim-a-barber. The real Johnson family heritage is evident in Ms. Johnson’s detailed description of daily activities around the house. It is easy to picture Ms. Johnson in her day-to-day activities with descriptions of events being this graphic, â€Å"One winter I knocked a bull calf straight in the brain between the eyes with a sledge hammer and had the meat hung up to chill before nightfall† (131). The reader almost needs to reread her descriptions to make sure she is talking about herself and not some large male farm hand. Her description of herself further adds credibility to her being a real women of rural Georgia in the late 60’s, â€Å"In real life I am a large, big-boned women with rough, man-working hands† (131). Ms. Johnson is obviously a woman of her time, and her youngest daughter Maggie is sure to follow in her footsteps. While Maggie may be a shadow of her mother, Dee on the other hand is not. Dee would, however, like to appear to others as having this hard life background. Early on Ms. Johnson knows Dee is going to be different. She explains some of Dee’s traits in an almost envious manner, â€Å"She would always look anyone in the eye. Hesitation was no part of her nature† (132). At times, Ms. Johnson seems proud of Dee’s differences, but also troubled at some of the things she does. From the time Dee steps out of the car and begins snapping photos of the house and animals, to the end of the story where she asks to take items ... Free Essays on Everyday Use The story clearly supports the mother’s simple, unsophisticated view of heritage, and shows disdain for Dee’s materialistic connection to her heritage. This is demonstrated from the beginning of the story. We learn very quickly that the mother has inherited many customs and traditions from her ancestors. She describes herself as â€Å"a large big-boned woman with rough man-working hands† (485). She also describes here various abilities including, â€Å" I can kill and clean a hog as mercilessly as a man†¦I can work outside all day, breaking ice to get water for washing. I can eat pork liver cooked over the open fire minutes after it comes steaming from the hog. One winter I knocked a bull calf straight in the brain between the eyes with a sledgehammer and had the meat hung up to chill by nightfall.† (485). While these feats are not extraordinary, Walker exemplifies what Mother has learned from her ancestors, and that being resilient and tough is a part of her heritage. Mother is very proud of her abilities and accomplishments. The mother, describes Dee as light skinned with nice hair and a full figure (486). She recounts Dee’s childhood and her appreciation of nice things. She was not the least upset when the family home burned to the ground while she was just a girl, â€Å"Why don’t you do a dance around the ashes? I’d wanted to ask her. She had hated the house that much.† (486) Dee’s character in the story is a direct relation to any number of people in society that do not know or are confused about their heritage. She is struggling to create an identity for herself, and is confused as to what it encompasses. She grasps at African tradition and culture, yet fails to acknowledge her own African American culture. This happened all over America, particularly in the North, in the 1960’s, following the civil rights movement. Dee is misconstruing her heritage as material goods, as opposed to her ancestor’s habits and... Free Essays on Everyday Use Through contrasting the family members and views in â€Å"Everyday Use†, Alice Walker illustrates the importance of understanding African American traditions of their own culture. Using careful descriptions and attitudes, Walker demonstrates which factors contribute to the values of one’s heritage and culture; she illustrates that these are represented not by the possession of objects, but by one’s lifestyle and attitude. In this paper I will explain the theme of the story â€Å"Everyday Use In â€Å"Every Day Use† Walker shows the different sides of culture and heritage in the characters of Dee and the mother. The character Dee can be seen to represent a materialistic, complex, and modern way of life, where culture are to be valued for their trendy-ness and appeal. Mother on the other hand, represents a simple content way of life where culture and heritage are valued for both its usefulness as well as its personal significance. The story clearly states Mama’s simple view of her heritage and Dee’s materialistic connection to her heritage. This is demonstrated when we learn the mother character has inheritated many customs and traditions from her ancestors. The mother (the narrator) describes herself as â€Å"a large, big-boned woman with rough, man-working hands† (459). She also describes her various abilities including, â€Å"I can kill and clean a hog as mercilessly as a man...I can work outside all day, breaking ice to get water fo r washing. I can eat pork liver cooked over the open fire minutes after it comes steaming from the hog. One winter I knocked a bull calf straight in the brain between the eyes with a sledgehammer and had the meat hung up to chill by nightfall† (459-460). Walker is showing what the Mother has learned from her ancestors, and that being tough is a part of her heritage. Mother is proud of her accomplishments and her abilities. The Mother (the narrator) described Dee as thinner than her sist... Free Essays on Everyday Use â€Å"Everyday Use,† a short story written in the first person perspective by Alice Walker, was first published in 1973. This story takes place in rural Georgia, during the early 1970s. Walker uses narration to show, I think, the black woman’s dilemma about how to face the future – whether to continue as her ancestors or become involved in the contemporary world. She does use symbolism, i.e. the contested quilt, yet I am going to focus on the characters themselves – the mother, Maggie, and Dee. In short, the story centers on an educated farm girl, Dee, who went to the big city for college and assimilated into modern society. She then returns for a visit to her old-fashioned mother and sister. Dee expects to take some of the old hand-made items particularly some quilts, with to her to display for her â€Å"enlightened† friends. However, Dee’s mother finally asserts herself with her daughter and firmly says no, that Maggie would be bette r suited to have them. The most developed character of the story is the Mother, who describes herself as a â€Å"big-boned woman† who can â€Å"kill and clean a hog as mercilessly as a man† (174). Yet, she is also a humble and furtive woman who never had the courage to say â€Å"no† to her daughter. It appears that her low self-esteem comes from a severe lack of education, only finishing the second grade. Mother seems to dwell on the past, especially her shortcomings. Even though she knows them, she doesn’t take steps to improve or change her situation. She is a woman given to fancy, dreaming about being the person her eldest daughter wants her to be: slim, unblemished complexion, with well-educated manners and speech. At the end of the story, she realizes that she can say, â€Å"No† to Dee, at least concerning the quilts. Maggie is a character who is not discussed much in the story. The author describes the girl as a person who walks around shuffling, with her head down, and eyes... Free Essays on Everyday Use Alice Walker’s short story â€Å"Everyday use† tells the story of a mother and her daughter’s conflicting ideas about their identities and heritage. Mrs. Johnson an uneducated woman narrates the story of the day one daughter, Dee, visits from college. Mrs. Johnson auto-describes herself as a â€Å"big-boned woman with rough, man-working hands.†(180,Walker). Contrasting her auto-description, she describes Dee as a young lady with light complexion, nice hair and full figure that â€Å"wanted nice things.†(181,Walker). The arrival of Dee to Mrs. Johnson’s house causes mixed emotions on Mrs. Johnson. Dee Johnson and Mrs. Johnson have differing viewpoints on heritage and each value possessions for different reasons. Dee’s superficiality and materialist ways clash with Mrs. Johnson’s appreciation and understanding of her heritage. The conflict between the two characters depict the meaning of the work which is that heritage is to be v alued for both its usefulness as well as its personal significance. Dees’ misconstruction of her heritage was a source of conflict. Dee Johnson changes her name believing that it would affirm her heritage. Dee informs her mother she has changed her name, she states, â€Å"I couldn’t bear it any longer, being named after the people that oppress me.†(184,Walker). Dee discards the name in favor of an African name, Wangero, that, although, is African, is not directly related to her heritage. Mrs. Johnson does not understand why would Dee want to change a name that has been passed down through generations. Mrs. Johnson points out to her daughter that she was not named after the oppressor, but named after her aunt, who was named after her grandmother. Dee does not pay much attention to her mother’s clarification of why the name Dee is significant to the generations of the Johnson’s women. Unlike Dee, Mrs. Johnson grasps and understands the significance of the name. Dee has taken on an African name; h...

Causal Argument, Nouri Al-Maliki Essay Example | Topics and Well Written Essays - 1000 words

Causal Argument, Nouri Al-Maliki - Essay Example minister has a lot of support for him but there is an equal number of people who are against him and now raising their voices against the decisions taken by him. Mr. Maliki was elected as the prime minister of Iraq after the end of Saddam Husain’s regime by US. The reason of electing him as the Pm of the country and selecting a person as the speaker of parliament from another sect was to create a government that is represented by all. But, the decisions of the PM just when the American armies were leaving the country for a better good have once again raised questions on the future of the country and its people. The main question raised by the people of Iraq and many international authorities is: â€Å"Are the actions of Prime Minister leading Iraq to a civil war?† It was on the eve of celebrating a free Iraq when the three main leaders of the opposing party were house arrested on the orders of the prime ministers. The charges on them were of aggravating terrorism in the country. The charges on them looked absurd and although confessed by them on national tv they were proved to be manipulated and the confession was also proved to be due to torture. When all these charges were proved wrong, a large question arose on this action of Mr. Maliki that what was the need of such an abrupt action the main leaders of his opposing party when the country is still trying to get out of a major crisis. The leaders were of iraqqiya Coalition and also the current Vice President, Finance Minister and Deputy prime Minister. The iraqqiya coalition is an important of the country and the vice president Tariq al Hashmi also took more votes than the prime minister in the elections of 2010. This action of the prime minister against three important politicians of the c ountry could lead to the instability of the government and surely the country to a civil war. As we all have been observing that after the American army left Iraq, a series of bombings has started in many important cities

Internship experience at Arabian Building Chemicals factory Essay

Internship experience at Arabian Building Chemicals factory - Essay Example Internship experience at Arabian Building Chemicals factory My major task was to determine the satisfaction level of the employees within the organization through survey and data collection method. ABC Company is one of the emerging Saudi Arab based paint products manufacturing organization. This internship report will try to motivate the employees of the organization to participate in the sample survey data collection method. Primary and secondary data collection method has been implemented to achieve significant data. The report will propose some recommendations if there is any problem with the workplace environment and employee satisfaction level. The Report Methodology and Individual task This internship report has been compiled based on the experiences during the internship at ABC Company. The data and information is gathered from sample survey method, secondary literature sources and text books. I joined Arabian Building Chemicals factory as a management trainee in the human resource department. My internship duration was 2 months. My role was to review the employee satisfaction level and employee loyalty. Introduction Several leading organizations around the globe are trying to implement new unique strategies in order to retain effective and skilled employees. Now-a-days, the organizations are trying to develop effective HRM strategies. HR policy can enhance effective organizational culture and favorable workplace environment. Skilled employees always demand favorable workplace environment and effective communication with the top management. ... This report will determine the ABC Company’s employee satisfaction level and loyalty of employees. Summary of Internship positions, scope, goals and objectives Employee and workplace management in a manufacturing company is a challenging task. This process needs experienced and skilled management team who can manage effective workplace environment by handling the workplace issues with sheer leadership skills. I have joined the company as a human resource management trainee. The human resource manager, sales department manager, general manager and law department manager helped me to learn several practical aspects of HRM. My role was to review the satisfaction level of the employees. Moreover, I had to find out the conflicts and issues with respect to the workplace if they are available. It can provide huge scope for my future career. I am trying to enter in this type of management sector. The 2 months of internship experience can help to provide solutions to the critical cases in my future organization. This internship experience can help me to achieve both professional and personal growth. My key task was to handle the entire questionnaire and the employees who are participated in this data collection process. HRM Process Every business aims at the realization of a particular mission. The mission can be achieved through the adoption of appropriate strategies and when carried out in the proper fashion. This is done by the employees of the organization who are regarded as the biggest assets. It is the task of the human resource management department to understand who should be entrusted with what job and who has the capability to taste success in the times to come. Hence how the people would carry

Case Study Workplace Learning Analysis Education Essay

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