A Synopsis of the Movie: The Social Network

The document is a movie. It is a comedy drama produced by David Fincher. The title is The Social Network. This film was produced on 2010 and last 2 hours. By the title, we may assume that this movie talks about Network in our generation. Indeed, this film relates about the creation of Facebook which is the most famous social network. Facebook allows all people to have their own account to publish their information. So this document shows the improvement of new technologies. The main character is Mark Zuckerberg. He is a student at the University of Havard and he is also the one who invent the system of Facebook. Im my opinion, I think the character of Mark Zuckerberg in the movie looks like him. By this film, we may assume that Mark is geek since he spends a lot of time with his computer. Nevertheless ,it is difficult to say that he is a geek, even though he is always with his computer during the film. Because he would like to be a brilliant computer scientist. During the film, the scene take place the most of the time at the University of Havard. Indeed, Havard is an private American university situated at Cambridge in Massachusetts. Mark who is a student at this university, was accused to break with volunteers the security, the right of the reproduction and the respect of the private life. In reality, after his breaking with his girlfriend, he decides to create a blog which allows the student in his university to vote the most beautiful girl. Then this system has had a big success and becomes the most well-known social network from all around the world : Facebook. Actually the director criticizes the geek who spend their time with the social network in order to learn about the private life of someone else. So, it's an illegal act. Thus Facebook symbolizes the influence of the media in our society. It makes me ask myself if I should or shouldn't involve in the social network. And I also wonder how strong the impact of new technologies. Can new technologies break our private life. I'm very sorry that I send you this email so late because I had some problem with Internet in country. Indeed, I can access to the Inthernet only at night that's why I can send only now. I hope that you don't mind with this issu. Thank advance.

Importance of Art in the Society

Art brings beauty into our world. Art is important because it makes our world a better place. It also brings a sense of enjoyment and pleasure. Art allows for the expression of truth and beliefs. Some art challenges our beliefs. Other works affirm our faith. Art is an important tool in causing us to examine our beliefs in light of an artists' rendition or perception of truth. Art has the ability to transport us to a different time and place. It allows us to gain historical perspective and understanding. Art allows us to appreciate different periods in history and their impact and significance in our world. Art immortalizes people, places, and events. Artists create a visual record of life experiences commemorating the memorable and challenging social injustices, such as slavery and abuses, in time. Artists serve as historians in this role, documenting life on canvass, photography, or sculpture. Art may be used to express chaos and misunderstanding, or to establish order from what appears to be chaos. Art helps us organize our world. It is one means by which we understand our society and culture, and the society and cultures of others. Art is important as an intellectual stimulant. A good artist advances culture and civilization by provoking thought, introspection, and discussion. Art triggers emotions. Subject, color, and texture are used by artist to evoke feelings. In this way art can serve as a catharsis, or help us uncover feelings of which we were previously unaware. Art has the intrinsic ability to elevate the commonplace. It lifts the viewer beyond the confines of reality and into another world, such as the use of art to express fantasy. Sometimes art provides pure escapism, such as cartoons and comics. Other art allows us to juxtapose fantasy and reality, creating a world in which the artist wished we lived. Art communicates across all cultures, tells the stories of the past and present, and inspires minds, both young and old, to do beautiful things.

Strategic Benefits of Effective Diversity Management

Abstract Diversity management acknowledges the reality that people are different with respect to factors such as gender, marital status, age, disability, social status, sexual orientation, personality, ethnicity, religion, and culture. If a company values diversity in its workforce, it can manage its employees in a way that creates harmony in all work practices and higher standards of collaboration and teamwork. Effective management of workplace diversity results in an innovative culture where creativity has no boundaries and ideas continue to flourish. Thus, it is of paramount importance for companies to integrate diversity in their daily operations. Introduction Diversity entails understanding, acknowledging, accepting, celebrating, and valuing differences among people based on their class, ethnicity, age, physical and mental ability, gender, race, language, religion, and sexual orientation (Hubbard 2004, p.27). In the contemporary world, effective management of diversity is essential because the work-environment is characterised by a wide range of employees from different cultural, social, and religious backgrounds. Moreover, the success of any organisation is highly dependent on how well the employees integrate and collaborative with each other at the workplace. In order to ensure teamwork and collaboration among employees, it is imperative to have effective management of diversity in the workforce (Combe 2013, p.273-277). In most cases, diversity management involves removing barriers and allowing job applicants and employees to have equal access to employment opportunities and promotion; hiring a workforce that reflects the communities wi thin which the organisation operates; empowering all workers to reach their full potential, and encouraging personal growth, as well as professional development among all employees (Paludi 2012, p.123). This paper aims at exploring the strategic benefits of effective diversity management, how diversity is handled at UKRD Group, and it provides some recommendations on how to enhance diversity at UKRD. Literature ReviewBenefits of effective diversity managementDiversity confers various benefits to companies, and as a result, many scholars suggest that it should be a feature of every aspect of an organisation including employee development, succession planning, reviews, performance management, and rewards. To start with, employees from diverse social and cultural backgrounds bring unique skills, perceptions, and experiences to the table while working in teams. Pooling the diverse skills and knowledge from different cultural and social backgrounds increases employees’ productivity, and responsiveness to varying conditions (Buhler 2010, p.91). Furthermore, in a diverse workforce, each employee possesses distinct strengths and weaknesses, drawn from their diverse backgrounds and their individuality. If a company ensures effective diversity management is in place, it is possible to leverage the diverse strengths among employees, and compliment the weakness of each employee to mak e the productivity of the workforce more than the sum of its parts (Griffin 2012, p.241). By bridging together employees from various backgrounds, businesses can market their products effectively to clients from different ethnic and racial backgrounds. This is because by ensuring the workforce reflects the region within which the business operates, it is usually easy to know the expectations, demands, tastes, and preferences of their consumers. As a result, the company will be able to produce goods/services, which conform to their client’s expectations and demands (Thiederman 2008, p.3). Moreover, effective diversity management strengthens the company’s relationship with a given category of customers by making communication efficient. This is achieved by pairing customers with customer-service representatives from their social or cultural background, making them feel comfortable and satisfied. For example, a company operating in the southwest of the U.S. can employ bi-lingual customer representatives in order to serve Spanish-speaking clients in their native language (Guffey & Loewy 2010, p.99). Companies that fail to foster diversity in their workforce experience higher turnover rates than those that treasure diversity in the workplace. This is because they portray a hostile work environment, and consequently, make most of their employees to quit. Inability to retain most of the qualified personnel leads to high turnover-related costs, which a company can avoid by embracing diversity. Losing an employee is highly detrimental to the company’s success because it results to lowered productivity; overworked remaining staff; loss of knowledge and skills; and loss of company’s time while conducting interviews (Griffin 2012). In addition, when employees are working in groups, diversity enables them to generate more and better ideas. Since the group members come from a host of varying cultures, they often propose creative and unique solutions and recommendations, unlike when they come from same backgrounds (Paludi 2012, p.93). In other words, group diversity eliminates groupthink, which is often witnessed in companies that do not foster diversity in their workforce. Groupthink makes participants in a team to think that their ideas and actions are valid, and those objecting them are either sabotaging their efforts or are uninformed. However, multicultural teams are not affected by such problems since the participants have different perspectives (Aswathappa 2013, p.769). By having a positive approach toward diversity at workplace, a company signals an ethical stand. Consequently, it can build and maintain a positive corporate image. A positive corporate image enables a company to have stronger relationships with existing clients, as well as broaden the consumer base by attracting more customers. A strong consumer base is a direct incentive to a noteworthy competitive edge, and it enables companies to face various challenges in the market such as the recession (Mor-Barak 2011). Diversity is also a key aspect in the creation of effective global relationships. Employing international talent helps in enhancing the company’s reputation through outwardly encouraging cultural diversification to a broader consumer-base. If a company hires employees from different countries, it stands a greater chance of expanding and seizing global opportunities by establishing a network of languages and cultures (Guffey & Loewy 2010). Additionally, by creating an environment of inclusion and by making commitment to valuing diversity, managers can boost employee morale and motivation. This is because acknowledging and accepting a person regardless of their social or cultural background makes them feel honoured, and as if they a part of the family ‘company.’ As a result, they will devote all their efforts toward realization of the organisation’s goals (Abiodun 2010, p.82-87).Managing diversity at UKRD GroupUKRD Group is a multi-media company, based in the U.K. The company owns and operates a portfolio of websites, a software-licensing firm, and 16 local commercial radio stations. The company has been ranked number one for three years in a row on the U.K’s top 100 best employers (Toten 2013). Diversity management is central to the company’s human resource strategic goals, which include the development of an inclusive and integrated workforce. UKRD Group acknowledges the benefits of a diverse workforce, and it invests much in ensuring that the work-environment is free from discrimination. Moreover, the company endeavours to promote the principles of diversity in all its operations with employees, job applicants, suppliers, clients, recruitment agencies, contractors, and the public (UKRD Group Ltd, n.d.). According to the company’s CEO, William Rogers, one of the key goals of the company is to build a supportive culture, based on various fundamental standards of behaviour including honesty, fairness, openness, professionalism, and fun. For instance, employees have the liberty to express their disagreement with anything the group purposes to accomplish. However, they are expected to observe fairness and professionalism when presenting their views. Having such a splendid value-based culture portrays a good image of how the company is investing in diversity management. Furthermore, the company does not have a structured human resource department. All the HR functions are outsourced. It has adopted such as strategy in order to encourage the management to have a greater responsibility for their employees. By having a structured HR department, the company’s management believes that the relationship between managers and employees would weaken, since matters such as discipline m ay be shifted from one department to another, and as a result, they may not be handled effectively. This is a viable strategy toward strengthening of the manager-employee relationship, which is key to the effective management of diversity (Toten 2013). All employees as well as anyone who acts on behalf of the company is required to adhere to the company’s set principles of equality and diversity. Any sort of unlawful discrimination in the workplace is not condoned, and the company has put in place necessary measures to prevent its occurrence. Specifically, UKRD Group purposes to ensure that no job applicant or employee is subjected to unlawful discrimination based on gender, race, sexual orientation, disability, age, part-time status, or religion. This commitment is taken into account at all aspects of employment such as training, recruitment, promotion and career-development opportunities, grievance handling and the application of disciplinary procedures, and terms/conditions of employment. Because of the evolving nature of the job market and the legislation changes, the company often reviews its policies regarding diversity, and implements relevant changes (UKRD Group Ltd, n.d.). Recommendations In order for the UKRD Group to be at the forefront in ensuring diversity prevails in all its operations, it is necessary for its management to take into consideration the following suggestions. To start with, it should ensure it has a wide recruiting base. This can be achieved by adopting tools such as online job boards, where anyone with an access to the internet can view the job opportunities being advertised by the company. The company should also have a standard evaluation form. By having a standard evaluation form, instances of discrimination will be eliminated, and it allows the hiring team to use the same criteria for all candidates (Thiederman 2008). Moreover, managers of UKRD should explain the benefits of diversity to the employees, and familiarize the new hires with the company’s culture. For instance, they can clarify the roles the new hires are expected to execute, and explain to them the values treasured in the company (Hubbard 2004, p.85). Conclusion The above discussion has explored the strategic benefits of diversity management, and examined how diversity is handled at UKRD Company Ltd. Since the market is becoming increasingly global, it is necessary for businesses to understand, acknowledge, and embrace diversity in their day-to-day operations, and in their workforce. Effective management of diversity is the key to leveraging the benefits, and reducing the drawbacks associated with diversity in the workplace. Companies reap huge benefits through effective management of diversity. For instance, pooling the diverse skills and experiences from different cultural and social backgrounds increases employees’ productivity and responsiveness to varying conditions. In addition, when employees are working in groups, diversity enables them to generate more and better ideas unlike when they come from the same social or cultural background. Based on this discussion, it is worthwhile arguing that companies should ensure diversity is well managed in order to thrive successfully. Bibliography â€Å"Diversity & Equal Opportunities Statement.† UKRD Group Ltd -. (n.d.). Available from . [14 August 2014]. Abiodun, R. A. (2010). Leadership behavior impact on employee’s loyalty, engagement and organizational performance:. [S.l.], Authorhouse. Aswathappa, K. (2013). Human resource management: text and cases. New Delhi, McGraw Hill Education. Buhler, P. (2010). Human Resources Management All the Information You Need to Manage Your Staff and Meet Your Business Objectives. Cincinnati, F+W Media. Combe, C. (2013). Introduction to management. Oxford: Oxford University Press. Griffin, R. W. (2012). Fundamentals of management. Mason, OH, South-Western Cengage Learning. Guffey, M. E., & Loewy, D. (2010). Business communication: process and product. Mason, OH, South-Western/Cengage Learning. Hubbard, E. E. (2004). The manager’s pocket guide to diversity management. Amherst, MA, HRD Press. Mor-Barak, M. E. (2011). Managing diversity: toward a globally inclusive workplace. Los Angeles, SAGE. Paludi, M. A. (2012). Managing diversity in today’s workplace: strategies for employees and employers. Santa Barbara, Calif, ABC-CLIO. Thiederman, S. B. (2008). Making diversity work: 7 steps for defeating bias in the workplace. New York, Kaplan Pub. Toten, Mike. â€Å"Employee engagement case study: UK radio group.† Workplace Info -. Available from . [16 May 2013].

Can freedom of speech guaranteed by 1st Amendment be lawfully and Essay

Can freedom of speech guaranteed by 1st Amendment be lawfully and soundly used to advocate abolishment of 1st Amendment - Essay Example Even advocating illegal acts is legal. Therefore, if we can use our freedom of speech to, for example, control someone with our lies, or to impose our personal convictions to others, there is no reason why we could not use that same freedom to advocate its own abolishment. Every single individual has the right to express their opinion. Although, sometimes not entirely. In some cases an individual may not be allowed to fully express his right of free speech because it may lead to criminal actions or have a bad effect on the society. This way of prevention is called censorship and it is a crucial symptom of collectivism. Furthermore, if everything gets under the control of the government (gets nationalized), it will mark the end of free speech. No matter how offensive its content is, freedom of speech is protected by the first Amendment and it is believed that academic freedom is a â€Å"bedrock of education in a free society†, furthermore, it cannot be denied, unless the speaker breaks the rules of the first Amendment that forbid the use of fighting words (which are not essential part of exposition of ideas and are likely to provoke a person to take revenge). Everyone has a right to express themselves freely, as long as they respect the few of restrictions of the first Amendment. Using that right, we can lawfully speak about almost anything. And, yes, we can use that right to speak against the first Amendment without doing anything that is illegal. But the fact that we have the legal right to speak against the first Amendment does not mean that anyone has to hear about it. â€Å"Free speech does not require anyone to listen.† But who would want to limit or completely abolish his rights? Theoretically, freedom of speech can be lawfully used to advocate abolishment of the first Amendment, but there are not many people who would agree that it would be a good thing to abolish it, and, without the support of the listeners, the one who advocates the

Imperialism in China Essay Example | Topics and Well Written Essays - 500 words

Imperialism in China - Essay Example The Chinese army was ill equipped to stand the modern weapons that Britain used (Keay, 47). The defeat of China in the first Opium war forced it to sign the Treaty of Nanjing in 1942. The treaty was unfair to the Chinese as it gave foreigners a lot of leverage in terms of trade. Hong Kong was given to Britain on a ninety nine year lease. The treaty also allowed for several ports to be opened for foreign trade and China was required to pay a fine of twenty one million dollars for the opium that was destroyed. The second opium war also known as the Arrow War pitied the Chinese Qing Dynasty against the British Empire and the Second French Empire in 1856 t0 1860. The issues of this war were similar to those of the first opium war. Due to growing imperialism, the British demanded to renegotiate the Treaty of Nanjing but China refused. This precipitated the war in which China was defeated. Further, the Western powers created Spheres of Influence in China so as to foster their economic interests. After the defeat of China in both the first and the second Opium Wars, the formulation of unequal treaties led to the creation of the six spheres of influence. The British, French, Germans, Russians and the Japanese benefited in the partitioning of China into spheres to suit their own economic interests (Kay, 149). The Taiping Rebellion that lasted from 1851 to 1864 was led by Hong Xiuquan who was a village teacher. The rebellion was as a result of dissatisfaction with the leadership of the ruling Dynasty. The Qing administration was faced by numerous challenges including natural calamities and economic turmoil of unprecedented nature. The rebels were determined to overthrow the dynasty aided by the fact that the Chinese imperial forces were weak and demoralized. Eventually, the rebellion was suppressed by an army commanded by Zeng Guofan. The Open Door Policy was a proposal by United States of America to allow all

INDIVIDUAL project plan Essay Example | Topics and Well Written Essays - 2500 words

INDIVIDUAL project plan - Essay Example The immediate effect on the families includes affording basic needs among them clean food and education. The learned individuals would as well become a role model to other children in their respective communities. This would consequently improve the society well being and general economy. The project is funded with ?500 which is intended to successfully carry out a golf tournament event scheduled for 1st June 2013. The event is planned to attract more than 5000 interested individuals to raise more than ?600,000 to help fund education for various children living in deplorable conditions. Tables of Contents 1. Introduction†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.1.0 2. Business case†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦2.0 3. Need assessment†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦...2.1 4. The significance of the project†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.2.2 5. Investigating alternatives†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦2.3 6. Evaluation†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦2.4 7. Breakdown structure†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦3.0 8. Marketing†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦..4.0 9. Network diagram †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦..5.0 10. ... The problems have been perverse in three main cities. These include Pretoria, Cape Town and Johannesburg. It is well known that South Africa has the highest number of street children. Many governmental and non-governmental organizations in the world have attempted to curb the situation without a complete success. However, it is clear that most of the destitute children have reformed given the highest increment of students at both primary and secondary levels. Although these children attend school, it is reported that there have been a tendency of students boycotting classes without teachers' knowledge. It is further noticed that habit of bhang smoking has led to high level of students drop out. Many of them fail to join high school following the high level of dropout at the primary level. It is also realized that some students drop out of school as a result of malnutrition. Many families rarely experience three meals in a day. The families find it prudent to involve their children in their efforts to search for a meal. Girls are extremely affected as most of them are forced to involve in prostitution as well as working as house girls in well off families. These activities deny the girl child a chance to study as their counterparts. Through various researches done, it was found out that if a single student is provided with adequate fees to cater for boarding facilities it is likely that the levels of school absenteeism and dropout would significantly drop. This would ensure that the chance of a student completing a college course is meaningfully increased. Accordingly, the student would become a role model and furthermore help the

Should Americans have free universal health care Research Paper

Should Americans have free universal health care - Research Paper Example However, the health insurance project does not give an impression of achieving its intended purpose of providing quality health security. In the contemporary American society, health security seems to be confined to a given section of the local populace. I am a loyal retiree and an inhabitant of the United States of America. No member of my entire family is currently entitled to health insurance coverage. My health insurance coverage was, unfortunately, withdrawn when I lost my job. Nonetheless, I do admit that even when I enjoyed the privileges that come with full-time job, I never benefited from the scheme as to my expectations. Consequently, my quest for valuable health care services coerced me into conducting a research on the proposed free Universal Health Care; its legitimacy and suitability to the ordinary American population. The research paper is a detailed, analytical editorial based on a number of past research studies. INTRODUCTION The universal health care, also known as the social health protection, is a system which provides quality health coverage and financial shield to all citizens of a given country. Its key goal is to provide a significant package of financial and medical promotions to all members of the state’s populace. ... Today, scores of debates and arguments have developed in America pertaining to whether or not the Universal health coverage is morally justified. The so called Obama Care was established and approved in 2010 as an idea of the Institute of Medicine. Its principal concern is to ensure that all Americans have affordable health coverage by 2014. The Americans’ take on the current health care system Most American citizens sympathize with the fact that the present-day American healthcare system is skewed toward the concern of corporate bodies rather than independent individuals and small scale business units. The contemporary American health insurance policy employs a scheme known as pooling in which employers attached to large corporations insure their employees with health care insurances, subject to contract. However, there is usually a wide disparity between the sick and healthy as a majority of the insured employees live healthily. As a matter of facts, the said discrepancy cov ers the expenses of the sick resulting to sound premiums for the companies’ employees. Conversely, this approach is only appropriate for companies with the substantial number of employees thus creating hurdles for undersized businesses. Miniature business units find sheer intricacy in covering their employees. This is attributed to the high ratio of the hill to the healthy resulting in sky-scraping premiums. In contrast, such establishments often fail to afford the premiums hence opt out of upholding the health coverage system for their employees. As a result, most American employees in the small business sector tend to believe that the proposed free Universal health coverage will be a better deal if well implemented.

Developing imaging reporting by Radiology Practitioner Assistants Article

Developing imaging reporting by Radiology Practitioner Assistants - Article Example However, as with any change there was resistance to the changing developments on the role of RPA’s and minimal acceptance of the benefits in speeding up radiology reporting, with particular emphasis in radiology reporting in the case of accidents and emergencies that came from the increased role of RPA assistance in radiology reporting (Williams et al, 2005). The advent of imaging technology as a diagnostic aid is nearly a century old and certain practices evolved with the reporting traditions in radiology. These practices have created the requirement of a medical report. Statutes relating to the medical report to accompany radiological findings have made it essentially the domain of radiologists, negating any intrusion on the medical report by radiographers. This has led to a situation, wherein radiographers find that despite developments in their role whereby they are encouraged to point out their imaging findings, they are forced to avoid making any comments on the medical significance of their imaging findings. In short this makes their imaging findings deficit in supporting clinical decisions (Robinson, 1998). In the United States of America this practice in radiological reporting has led to a limited role in the advanced functioning of RPAs to three key areas under the supervision of a radiologist. These key areas are responsibility for the assessment of patients, patient management and education of patients; evaluation of image quality, initial image observations, and the communication of these observations to the supervising radiologist, and performing certain selected radiology procedures that include fluoroscopy. RPAs are not allowed to interpret images, make diagnosis, and prescribe medication or therapies, which remain in the realm of radiologists (The Radiologist Assistant: Improving Patient care While Providing Workforce

Using more community service combined with probation we can eliminate Research Paper

Using more community service combined with probation we can eliminate the broken windows theory - Research Paper Example This may be a key policy issue for city management, which may be forced to weigh their options in an attempt to reach at the most effective method of dealing with crime. Would using more community service accompanied with probation prove effective in eliminating the â€Å"broken windows theory†? Does disorder actually spread in the neighbourhoods? Previous research has not offered a strong empirical support so far, and it is difficult to define what constitutes disorder, what may lead to its spread or which may be the most effective means of curbing disorder and crime (Harcourt, 2001). Using hypotheses generated about the systems of combating disorder and crime, we tested the hypotheses in a different field experiments. We found that when an offender was sentenced to more hours of community service and/or probation, people who observed them were less likely to indulge in violation of other rules or norms that may cause the disorder to spread, thus the theory of broken windows is eliminated. Law enforcement agencies have in the past adopted community service and probation as effective methods of reducing recidivism among offenders and supervision of offenders in the community. Community service is a form of alternative sentencing by courts in which individuals convicted of crimes are obliged to take part in compulsory unpaid work that is intended to be of social value, in place of serving a prison sentence, other sanctions and judicial remedies such as fines or incarceration. For instance, the court may reduce or write off offenders’ prison terms in exchange for a specified number of hours of community service, which the convict may be allowed to choose after which it is documented by credible agencies like NGOs. The sentencing may sometimes be specifically targeted to the offender’s crime. 4 Sometimes community service may be accompanied by probation-a court ordered sanction that permits an offender to stay free from detention subject to a prescribed perio d of proper behavior under the supervision of a probation officer. The types of supervision vary and include intensive, home detention, GPS monitoring, informal, standard or unsupervised probation. 4 2.Literature review 4 3.1 Introduction 4 Studies and available literature on community service and probation have stressed the significant role of developing effective and concrete strategies of eliminating the broken windows theory. This chapter will put forward what is already known regarding the use of community service accompanied with probation to eradicate the spread of disorder as proposed by the broken windows theory. We examine the core principles of effective community service and probation putting into account some of the research questions advanced in the introductory chapters- how effective is a community service and probation in eliminating the broken windows theory? There is plenty of research is available on what is considered to be effective in tackling the spread of di sorder. Essentially, there is an abundance of research focusing on a collection of approaches deemed to possess the most impact on convicts in helping them minimize or desist from more criminal behavior. In addition, this section also analyzes the approaches and community work skills commonly employed by probation officers, and also consider the

Example Creative Project Analysis as Film Studies Essay Example for Free

Example Creative Project Analysis as Film Studies Essay In my storyboard I started with normal diegetic sound to create the normal, realistic atmosphere of sounds such as gates creaking and the wind blowing. This is so the audience is aware of the surroundings, considering no establishing shot was used prior to this to show the setting also generates a dark and mysterious atmosphere to begin with, leaving it to the audience’s imagination to guess what is going to happen as no hints to the genre have even been made yet. Then we have non-diegetic sound as music influenced by the beat from Jaws starts to play. This makes the audience feel uneasy and unusual as they realise something bad may happen because of the sinister music. I was conscious of the significant use of music to create atmosphere within the horror genre and therefore wanted the soundtrack to emphasise the tension on screen. The music gets louder and louder as the attacker gets closer to the victim to emphasise the fact that there is danger ahead and something bad is clearly about to happen. The music stops just before the murder as the girl screams as it is inevitable now that the girl is going to die, it builds up tension more and pulls you into a false sense of security. At the end the only sound we hear is the diegetic sound of the attacker laughing, this is so all the focus is on her and shows she has no guilt over what she has done, leaving the audience wondering about the character so it keeps it interesting and intriguing for them to watch. Costume is used in this storyboard to show normalcy. The attacker is dressed like a normal teenage girl so the audience can somehow relate to her as well as the other character and to suggest she is just another typical modern girl, which is why it is a shock to the audience when she kills the other girl and impacts so greatly. The killer in this film is also a female because they are usually seen to be damsels in distress that need saving so you’d never expect her to kill someone, which is another way I have attempted to make the film be original and shock the audience. Women serial killers may not be as strong as a male would be but they have a bigger impact on the victims and on the audience watching, the influence for this idea comes from films such as Friday The 13th, Audition and Phenomena. The props in this storyboard are also significant, especially the use of the knife in the picture when the attacker is at the door. The use of the knife is taken from the 1996 slasher/horror film scream which greatly influenced the film and how the killing took place, this is to help when marketing to a specific target audience and so the audience can have something to compare the film too without it being too over-predictable. In picture 10, the girl is being killed and has a teddy bear in her hand; this is to imply she is young, innocent and vulnerable and also shows that she is just a normal child in the comfort of her own home and was not expecting anything like that to happen, which is an effective contrast to when she is being stabbed. The lighting used was very dim and minimal throughout as it was shot at night so the killer could hide in the shadows effectively to make her seem mysterious at first and to make the audience wonder about her. This is to play on the audience’s natural fear of the dark and shadows, which is a usual characteristic of the genre and is seen in many other horror films. The main camera shots used where over the shoulder shots and point of view shots from the killer itself, this is so the audience can actually identify with the killer and the audience will drive pleasure from the actions of the killer because if the audience is there to see a horror film they expect there to be deaths and blood as it is typical of the genre itself to play on natural human fears. During the attack there is rapid use of camera movement such as a zoom used to intensify the stabbing action and to put it in clear perspective for the audience. The extreme close up at the end is also used to emphasise on the psychotic glare of the killer as she laughs and is meant to unnerve the audience. In my creative sequence I wanted to use micro features in keeping with the horror genre in order to create audience response. My choice of sound, mise en scene and cinematography was done so to maximise the effect of my chosen scene and to effectively make a different type of horror film with an addition of originality and an addition of normal generic conventions, overall I think it was successful.

Bullying: Effects On Social Anxiety And Self Esteem

Bullying: Effects On Social Anxiety And Self Esteem The present study documented measures of social anxiety and self esteem in adolescents and sought to determine its association with dimensions of bullying in victims. Social anxiety entails feelings of apprehension in social situations, while bullying involves recurrent and intentional acts like teasing to injure another and has been suggested in the occurrence of social anxiety. Self esteem refers to the general view of oneself and proposed as a link with bullying. An independent variable of this study is bullying while dependent variables are social anxiety and self esteem. Two hypotheses were yielded: (a) higher rates of bullying in victims were linked with social anxiety and (b) there is a relationship between bullying and self esteem. Eriksons developmental theory of Identity versus Role Confusion supported hypotheses of why bullying increased social anxiety and lowered self esteem in adolescent victims. Adolescents between ages of 12 and 20 completed self-report questionnaires on bullying, social anxiety and self esteem. Results proposed individuals who identified themselves as bullied victims had higher degrees of social anxiety and lower self esteem. Keywords: social anxiety, self esteem, adolescents, bullying, victims, erikson, developmental, identity, role confusion Chapter One: Introduction Before measuring the association between bullying, social anxiety and self esteem, it is crucial to be equipped with an understanding of the variables. Bullying With the intention of conducting investigations on bullying, researchers have to first determine what exactly is bullying As denoted by Marini, Spear and Bombay (1999), bullying is the manipulation of physical and emotional influence of deliberate harm towards a person, thereby producing a destructive environment instilling anxiety, threat and apprehension in an individual. Adding onto Marini et al.s (1999) definition, researchers who further assessed bullying indicated two different types namely direct and indirect. Direct bullying is portrayed as perpetual, existing as bodily assaults like kicking and hitting, while indirect bullying consists of behaviours such as teasing and intentional exclusion of an adolescent (Fitzpatrick et al., 2007; Haddow, 2006; Hampel, Manhold, Hayer, 2009; Nansel et al., 2001; Omizo et al., 2006; Raskauskas Stoltz, 2007). Social Anxiety An underlying characteristic of social anxiety is a phobia of social settings and interpersonal communication yielding self awareness and negative beliefs of oneself. Individuals suffering from social anxiety typically dread negative assessment by people (DSM-IV-TR; American Psychiatric Association, 2000). Based on Slee (1994), social anxiety has been unveiled to impact negatively on peer involvement, thereafter contributing to peer refusal. Self-Esteem Schaffer (1996) postulates self esteem as an assessment of an individual and the extent to which one perceives himself or herself as either optimistic or undesirable. Cooley (1902) proposed an understanding of oneself is shaped in accordance with peoples behaviour towards the self. Those who obtained positive views from others like a compliment would have increased self esteem. Onset of Bullying Bullying has evolved into a universal issue in adolescence. Several public findings by Cho, Hendrickson, Mock (2009) recognized bullying as multifaceted, producing a series of adverse societal, psychological and educational effects on adolescents. A justification for the rise of bullying occurrences in adolescence could be because of numerous progressive changes happening in this stage. Such changes include emotional ones like escalation in anxiety (Green, 2007; Nansel et al., 2001; Pergolizzi et al., 2007). Bulach, Fulbright and Williams (2003) theorized the manner in which bullying contributed significantly to the development of school violence. This was evidenced by an incident in 1998; Georgia, where an adolescent succumbed to death due to school bullying. The misfortune evoked awareness in the country where regulations on bullying were authorized. Hence, it is no wonder bullying is acknowledged as a prominent kind of violence in schools (Bulach et al., 2003; Olweus, 2003; Siris Osterman, 2004; Vossekuil, Fein, Reddy, Borum, Modzeleski, 2002). The following describes the influence of bullying on victims by highlighting the prevalence rates, thereafter introducing traits of victims and how these are linked with social anxiety and self esteem. Prevalence of Bullying Bullying is highly prevalent among adolescents and differs among cultures. It results in detrimental consequences and persists as a stumbling block in schools, where adolescents struggle to handle distress from bullying. National studies directed by Nansel et al (2001) demonstrated an approximate of 2,027,254 adolescents identified themselves as victims of temperate bullying while 1,681,030 youths engaged in repeated bullying. Reviews have generated an increasing interest on bullying in the 21st century (Rigby 2003; Arseneault et al. 2009), with adolescents of United States of America (USA) generating the highest distress from either forms of bullying. This is evident in a study, where an estimated 10% claimed to be bullies or victims at least once a month (Omizo, Omizi, Baxa, Miyse, 2006). A study by Olweus and Limber (1999) stated approximately 1.6 million of college adolescents in (USA) constituted bullied victims. Additionally, Nansel et al. (2001) uncovered 30% of them were linked with bullying, existing as a bully, victim or both. A separate statement by the U.S. Department of Education revealed 77% of adolescents whom were assessed were victims throughout their entire education (Garbarino et al., 2003). With bullying occurrences on the rise, researchers have thus commenced detailed examinations to further evaluate such occurrences in adolescence (Espelage Asidao, 2003). Since such elevated incidences of bullying are a cause for concern, it is vital to be mindful of different types of aggression and that bullying is just a specific kind. Despite majority of studies on issues of adolescent bullying for bullies and victims, only those pertaining to victims and the relation to social anxiety would be investigated. Attributes of Victims This group of adolescents are known as receivers of violence inflicted by their aggressors. Victims are more likely to appear timid, withdrawn and lack motor synchronization. Besides being known to have minute body sizes and regarded as undesirable by their peers (Bernstein and Watson, 1997), they have nervous disposition characterized by an intense worry of negative appraisal from people, (Bernstein Watson, 1997; Haynie et al., 2001), a trait of social anxiety. In addition, these victims display avoidance in social settings as a result of being bullied (Fitzpatrick, Dulin Piko, 2010; Ivarsson, Broberg, Arvidsson, Gillberg, 2005; Hampel et al., 2009). Olweus (1973, 1978) recognized victims exist in two groups; submissive and highly aggressive or provocative victims. The submissive ones are portrayed as vulnerable and do not incite bullies to further violence. Instead, they behave in ways that intensify the act. As submissive victims do not protect themselves, they are deemed weak, therefore undergoing peer refusal, an aspect of social anxiety. On the contrary, provocative victims exhibit restlessness and seem more irritable. They are likely to retaliate during assaults. Though all victims are highly susceptible of appraisal especially negative ones, submissive victims are more affected by such criticism and reproach themselves repeatedly. Highly aggressive victims portray nervous tendencies and difficulties focusing on tasks at hand, experiencing greater disregard compared to submissive victims. Victims and Social Anxiety Though anxiety is manifested in several forms, social anxiety is most palpable in bullied victims and acknowledged as a persistent disorder (Watson and Friend, 1969; as mentioned in Slee, 1994). Adolescents who suffered from childhood bullying may be at greater exposure to being bullied in school (Chapell et., 2004). Despite beliefs on bullying as uncommon in schools, a study has disputed such claims, indicating bullying rates as frequent across some colleges (Chapell et al.). A study was held on 1,025 university students where 60% claimed to have witnessed bullying and around 44% noticed a lecturer victimizing a student (Chappel et al.). This finding led Chapell and his team (2006) to further investigations, where a clear link regarding bullying occurrences in infancy, adolescence or both stages and chances of becoming victims in school was established. Their results are of considerable importance as it can assist some medical practitioners in treatment effects as they manage patients who might be bullied victims before. Social anxiety results in public aversion and restraint in affected individuals, reducing peer involvement due to a self belief of being undesirable by people (Ginsburg et al., 1998), therefore affecting peer communication which prolongs bullying and decreases their self esteem. This understanding was further developed as Crick and Bigbee (1998) noted adverse peer communication can affect ones self assessment, thus accounting for insufficient self esteem and exacerbates social anxiety. Investigators uncovered not all victims of bullying manifest social anxiety in adulthood (Hawker Boulton, 2000; Jantzer, Hoover, Narloch, 2006; Newman, Holden, Delville, 2005; Olweus, 1993; Schafer et al., 2004). However, regardless of their studies that bullying might suggest psychosocial issues during adolescence, there is still inadequate interest in the understanding of why only certain adolescents may experience such issues. Reviews (Chapell et al., 2004; Chapell et al., 2006) indicated adolescents who recalled being victims of bullying were at heightened possibilities of social anxiety in contrast with those who had no recollection. Such experiences pose worry particularly since bullying throughout adolescence has displayed a significant connection with higher emotional and interpersonal difficulties (Dempsey Storch, 2008; Hawker Boulton, 2000; Jantzer, Hoover, Narloch, 2006; Newman, Holden, Delville, 2005; Olweus, 1993; Schafer et al., 2004; Tritt Duncan, 1997). Further analyses on previous bullying occurrences in males who were weekly sufferers discovered that they regarded anxious tendencies as a result of being bullied (Gladstone, Parker, Malhi, 2006). Similarly, the ability to recall past episodes of attacks was known to influence its start, with adolescents who recollected their situation recording a hastened experience of anxiety conditions and greater unease in social settings as compared to those who failed to remember their traumatic experience (McCabe, Miller, Laugesen, Antony, Young, 2010). An analogous study revealed adolescents who were victims before displayed more negative perception of the public than non-bullied adolescents. This perception is an example noted in anxiety disorders (Hawker Boulton, 2003). Furthermore, bullying accounts have specified adolescents who were once victims had more inclination to display characteristics of social anxiety like phobia of negative appraisal from others and social avoidance (Dempsey Storch, 2008). In comparison with non-bullied adolescents, victims are known to experience elevated psychological and emotional suffering due to bullying episodes they faced in school. Research has suggested this intense distress would persist even in adulthood (Fekkes, Pijpers, Verloove-Vanhorick, 2003; Hampel et al., 2009; Solberg Olweus, 2003). Està ©vez, Murgui, and Musitu (2009) piloted a finding on psychological changes with regards to social anxiety and self esteem in 1,319 adolescents. It was revealed bullied victims manifested higher social anxiety and greater discontentment with life compared to bullies and those non-bullied. This was reinforced in bullied. This was reinforced in Fitpatrick et al.s (2010) review where low self esteem and high degrees of social anxiety were evident due to bullying occurrences. Graham and Bellmore (2007) formed a profile sheet for bullying by grouping it based on bullies, victims, bully-victims and those non-bullied. They discovered significant disparities of psychological changes in victims, bullies and non-bullied adolescents, where victims garnered the most scores for anxiety and least in self esteem. In contrast, bullies yielded the lowest degree of social anxiety and were extremely high on self esteem scores. Based on cross sectional information, a study on 226 adolescents with past occurrences of being bullies and victims was operated (Gladstone et al., 2006). Gladstone and his team focused on victims and their likelihood of displaying anxious tendencies in adulthood. Self reported measures were used to determine anxiety. Results depicted bullied victims had greater levels of social anxiety and suffer from insufficient self esteem. Furthermore, social anxiety was still constant in a notable percentage of victims, expanding current findings on the relationship between bullied victims and adverse effects they experience. Additional research on bullying was conducted by Menensi et al. (2009) which concentrated specifically on psychological influences of bullying on victims. This assessment indicated bullies engaged in threatening behaviours like violence while victims suffered from worrying symptoms including social anxiety. In Esbensen and Carsons (2009) four year analysis, based on the belief that bullying happens continuously which causes major psychological issues like social anxiety, a set of questions were devised to establish the outcome of bullied victims and bullies. An apparent disparity in bullying frequency was uncovered. A meagre 28% indicated themselves as victims in yes and no questions; whereas 82% admitted they were victims on questions inquiring personal development and behaviour. Victims faced with bullying on a constant basis also experienced increased social anxiety, higher possibilities of being harmed at school and a severe fear of being bullied, which was supportive of Menensi et al.s (2009) study. Bullying and Self-Esteem The effects of bullying are well documented in countless reviews, from lingering health issues to emotional distress and diminished self esteem. Self esteem is constituted by a series of beliefs an individual has (Berk, 2009). The relationship of bullied victims and low levels of self esteem is clear. This is apparent in Houbre et al.s (2006) report which implied a lack of self worth in victims who were seemingly displeased with their physical appearance. This negative self evaluation may cause victims to isolate themselves from the public, and this could result in mental health issues. Hence, it is significant to identify the connection between bullying and how it leads to low self esteem in victims. According to Hodges and Perry (1999), bullying serves as factors of self esteem and social anxiety. A co-relational study on 8,249 Irish adolescents indicated links between rates of bullying and esteem, where bullies garnered least self esteem and anxiety (OMoore Kirkham, 2001). A separate study directed by Rigby and Slee (1999) on bullying in adolescence revealed 48.8% of males and 62.5% of females who lacked self esteem suffered more negativity following an assault. As a result, they have lesser peer involvement and suffer from refusal, triggering weakened self esteem and isolation from social settings, a core aspect of social anxiety. Thus, as predicted, it appears that self esteem contributes notably to the domains of bullying as well as social anxiety. In a subsequent finding, Houbre, Tarquinio and Lanfranchi (2010) questioned if low self esteem was a determinant and outcome of bullying. Their study supported the idea of self esteem as a predictor of bullying based on results portraying pessimistic beliefs as the strongest indication of the act. In addition, further examination by them on repetitive bullying and self esteem described the extent to which both were connected; the lower the self esteem, the higher the occurrence of the attack. Apparently, bullying can reduce a victims self esteem. Despite victims possessing a likelihood of being bullied, such attacks decrease their self esteem and also exacerbate feelings of anxiety as they accept their aggressors beliefs. Thus, these findings imply that self esteem can exist as a cause of bullying and can also be influenced by it. Ample evidence regarding self esteem in bullying occurrences has been displayed before (Andreou, 2000; Callaghan Joseph, 1995; Ross, 1996). Boulton and Underwoods (1992) study unveiled a whopping 80% of adolescents claimed to experience more happiness and confidence in life before episodes of bullying commenced. This is further evidenced in Bosworth et als (1999) analysis on 558 students of a certain academic level, where low degrees of self esteem and higher bullying rates were linked. Moreover, victims of bullying were recognized to have lower self esteem in comparison with bullies and those not implicated (Andreou, 2000; Bolton Underwood, 1992). Hence, self esteem served as an originator and a result of bullying (Graham and Juvonen, 1998). In a precise finding by Graham and Juvonen (1998), it was noted that adolescents who perceived themselves as victims came across several social issues like low self esteem. This is in contrast with adolescents, who were identified as bullied v ictims by their peers, suffering from peer issues like refusal. Nansel et al.s (2001) research relating to self esteem and the capability to befriend others produced an unfavourable relationship with school bullying, but was surprisingly positively correlated with victimizing people. This is reasoned by Borgs (1998) study which stated male victims were extremely resentful and female victims were mainly unhappy. As feelings of resentment and unhappiness result in distress which affects victims self esteem, they may also be placed at heightened risks of being bullied (Hazler, 2000). In different reviews, the extent of bullying is considered an influence of an adolescents mental well being. This seems to imply anxious tendencies of an adolescent are likely to stem from bullying. This notion was supported by an examination on bullying as a correlation of decreased self esteem and elevated intensities of anxiety (Mynard, Joseph and Alexander, 2000). An exact finding by Mynard et al. (2000) purported oral bullying as a negative link with self esteem and that adverse outcomes of bullying may vary based on the extent of aggression applied. As a majority of adolescents are predisposed to intimidation by bullies, one possible reason for those who are more confident and less anxious would be their low acceptance of assaults by bullies as they attempt to protect themselves against harm, instead of the victims who fail to retaliate (Egan Perry, 1998). This explanation hence clarifies why only some adolescents who lack self regard and display social anxiety depict a phase of bullying. Several findings specified self esteem as a significant link to bullying and social anxiety, proposing that bullying incidents cause unfavourable effects on an individuals self esteem, thus justifying the high degrees of social anxiety according to them (Bernstein Watson, 1997; Fosse Holen, 2002; Kumpulainen, Rasanen and Henttonen, 1999; Kumpulainen Rasanen, 2000; Mahady-Wilton, Craig, Pepler, 2000; Marini, Spear Bombay, 1999; Nansel, Overpeck, Pilla, Ruan, Simons Morton, Scheidt, 2001; Perry, Kusal Perry, 1988; Rigby, 2000; Roecker Phelps, 2001).

Analysing The Universality Of Human Rights Philosophy Essay

Analysing The Universality Of Human Rights Philosophy Essay Abstract:This paper aims to critically study and assess the different perspectives on the universality of human rights,and locate the position of the perspectives according to Dembours four schools of thoughts. The perspectives of human rights on cultural divesity and linguistic diversity have also been emphasized upon here. Universality of Human Rights its Different Pespectives Human Rights are rights that one is entitled to enjoy simply because of thefact that he is a human being. These are equal and inalienable for all , and cannot be denied to anyone human in nature and form. Thus they are Universal in nature, and function as a legitimate standard for a political system. This ofcourse willlead to a discussion of being human and enjoying the human rights(Donelly 2003). Being Human beings, everyone deserves to enjoy certain rights after fulfilling certain obligations to the society. These fulfillment of obligations are based on morality of the people as an individual and as a class, judged by the society at large and then being endowed with certain privileges to be enjoyed in the form of Political rights. Rectitude and entitlement, the two aspects of a right, are directed towards a preset standard of conduct, which bings forth the duty and obligation that an individual is expected to perform, and calls for individual and universal attention towards righteousness . Performance of this duty entitles the individual to enjoy the et of privileges in the form of a right. To have a right to something, makes one entltled to own the sole authority to enjoy it, denial or repression of which entitles one to have special claim for justice. Rights enjoyed by one cannot be reduced because it clashes with correlative duties of another, neither can it be reduced for enjoying a benefit. Hence, rights give authority to its holders , and not just benefits( Donelly 2003). Rights are meant to be exercised, enjoyed, respected, and enforced.These are the four principle dimensions of a right. Respecting ones rights gives other the privelege of enjoying and asserting his own rights, otherwise it is liable to be questioned , threatened or denied. A violation of a right is an injustice doneto someone, and is subject to distinctive force and remedial logic(Donelly 2003). Ludwig Wittgenstein, the analytical philosopher propagated that a concept should not be defined by what one thinks it means , but by its meaning and practice in everyday life. One should rather analyse facts on the basis of observation, rather than thinking. This led to the introduction of his concept of Family Resemblance The concept of Human rights when approached through the family resemblance matrix, highlight the following factors: Morality Their existence disregarding social recognition Possessed by every human being Their arbitrariness Emergence through political and social struggle Their usage for political communication Servitude to bourgeois Basis on human nature Bear a socio-legal concensus Ability toget transformed into legal rights ( Dembour 2006). Dembour argues that , although most people believe in the combination of the first three factors as the essential element of the concept of Human Rights, or that human rights exist irrespective of bein having social recognition as every man is deemed to enjoy it being human beings as the rights are framed on the basis of human nature, it should not be assumed that it rests on a socio- legal consensus, or bears arbitrariness in its state. He believes that Human Rights have come into existence as result of force of language use, and believes that they would cease to exist if conversation ordiscussions about them die down Different competingconcepts of Human rights exist inthe society,and people fight to establish their own opinions disregarding others. Donellys concept og Human Rights though is encouraging for many, but highlight some political or intellectual inadequacies in termsof moral integrity in his book Universal Rights in Theory and Practice. Harshers Philosphy Of Human Rights points out that Human Rights demands that every single individuals dignity is considered in an existing political norm, where one individuals security of Human Rights leads to the security of another , mankifesting this security to an indefinite expanse and time in the society(Dembour 2006). Every individual craves for recognition in the personal and intimate level where an identity is formed, as well as in the broader socio-politcal level. The uniform formation or malformation of an identity and recognition leads to infringement or violation of rights by one on the other. The politics of universalism emphasizes on equal dignity of all citizens, barring division in the society leading to classes of citizenship. However, from the politics of Universalism grows the politics of differences, when one shifts from the universally familiar and accepted practices in the society (Taylor 1994). This is the basis of differentiation amongst the fellow members of the society , which threatens the universality of theHuman Rights and often leads to its violation. While enjoying their human rights,individuals tendto forget that their forbearers had to fight to acquire them,and hence they need to be protected. Hence it is often found that Human Right issues are treated with a Machiavellean approach, with the sole intention of maintaining ones interests and dominion power( Dembour2006). A study of Dembours four schools of thought would further help to understand the different perspectives of Human Rights. Position of the Perspectives:Dembours 4 schools of thought on Human Rights Based on the analysis of the thoughts of the scholars, Debmour has broadly categorised all discussions on human rights to be based on four schools, namely- The Natural Scholars: These group of scholars believe inthe existence ofthe Human Rights independent of social recognition, laying their basis on the Universe,God, Reason or any Transcendental source. Their basis of Human rights is much contradictory according to Dembour, as they propagate that it is based on human nature as well as consensus. The Natural Scholars argue that human rights constitute a social choice of a particular moral vision of human potentiality, which is directly linked to the historical rise and consolidation of liberalism in the modern west. This according to Dembour is contradictory as human rights cannot have their existence always as well as historically. The Natural scholars according to him perceive Human Rights as universal even though they come to receive a single means of expression. They do not depend on an actual manifestation of it on the context of t he international law, disregarding the metaphysical basis.Some natural scholars again, do not agree t hat consensus is the basis of Human Rights.In this regard , Michael Freeman disagrees with Donelly for considering consensus as a basis of Human Rights in order to avoid conflicting and contradictory philosophical theories on Human Rights. Scholars like Donelly consider Human rights to be readily protected,and wantedthe most when they are not enjoyed. The Natural scholars on the aspect of embodiment of human rights by human laws opine that human beings can actually have human rights because they are humans. The Protest Schlars:These scholars believe that, Human Rights is language to express a protest, and is not an entitlement as thought by others. Harscher, one ofthe prominant scholars of this schol of thought argues that thebasis of human rights on God and reason should be should be absolutely discarded for the sole reason that god is non existent, and reason does not transcend as it is focused only on itself. The protest scholars depend more on things that are less specific and deal with social consciousness.However, Harschers view of considering the existence of a society where human rights are efficiently protected naturally is very m,uch surprising as the protest scholars are naturally never satisfied with whatever they receive in this world but ask for more. They always visualize human rights injustice, and want tofight the abuses of the rights. On the aspect of embodiment of human rights by human laws, the protest scholars argue that ,human rights are always beyond reach, being the negative principle at the heart of social imaginery. Dembour points out, Rights therefore according to the Protest scholars are -moral claims or aspirations, which challenge the status- quo, and are chiefly concerned with the oppressed class of people. They evolve historically and are directed towards a more free and egalitarian human society. The Deliberative Scholars: The most interesting part about this group ofscholars is that, they stay committed to human rights withou believingin them, though both the natural scholars as well as the protest scholars strongly believe inhuman rights. The Deliberative scholars consider human rights to be an essential string of procedural principles or legal and political values that is necessary for running the government. They believe human rights should not dictate howthings should be substantively , but rather act as guiding principles of a process. Both Michael Ignatief f and Conor Gearty ,the two prominent representatives of this school are of this opinion.They believe that there cannot be any human rights beyond human rights law, and the sole objective of human rights should be about the process, and not attaining the right moral solutions. The Deliberative scholars are non-religious in their approach to human rights and get itassociated with the concept of liberalism. The Discourse Scholars: The Discourse scholars are a bit cynical about the existence of human rights. Makau Mutua in his book Human Rights:A A Political And CulturalCritique presents his scepticism saying that human rights cannot necessarily present the best means to alleviate suffering. He further mentions that, to him the very concept of human rights seems dangerous as far as the human society is concerned, and Universality in terms of Human Rights is even more shocking. Wendy Browm has a different opinion than Mutua, but expresses her doubt pertaining to Human rights asking about the standpoint of Human rights, in the perspective of International justice project, or should it be considered as a progressive international justice project. Thediscourse scholars not only insist on the non-naturalness of human rights, but also question the benefits of human rights on the individuals as well as the society.They point out at the inefectivity of the concept of the human rights , but fail to provide an appropriate standpoint on this discourse, and explain what their alternative would rather be. (Dembour2006) Human Rights Perspectives on Diversity Cultural diversity in any state calls for cultural recognition in the political governance of a state,and have been reflected by various ethno-national movements, language groups, indegenous people, migrant communities. Cultural diversity has become a major challenge for many nations, and affects their policy making. Globalization is one ofthe major factors responsible for cultural diversification. The intense capital flow in the market, the post-Fordist production methods, and the widespread western consumer culture globally has given rise to various social movements that lay emphasis on their own distinct ethnicity, linguism or religion. The common claim of all these movements is to be included equally in the mainstream society, and their particular identities be recognized publicly. Cultural diversity has become a major threat to the nation states,where claims of cultural recognition put forwarded by different social movement groups has started to be considered as a majotr threat to the stability of the state and national unity.Theoretically,governing a culturally diversepolity has become a major challengingand controversial issue for the nation states, with the institutionalization of Human Rights in the cultural and social platform. The international human rights have far reaching contributions in the periphery of national citizenship. Its institutionalization in both goverment and non-governmental organizations has led to the establishment of a Universal Personhood,which go beyond the arena of classical modern political tradition. The Right of equality and non-discrimination have thus been specifically mentioned in articles peraining to individual rights to cultural identity andminority rights, obliging governments of the state to take up a pro-active approach in promoting the identity of all minorities within their territories(ICCPR Article 27 adopted by the UN in 1996)(Koenig Guchteneire 2007). Multi-Culturalism In General Multiculturalism terminoligically refers to practice of sharing a set of positive evaluation of cultural traditions and ethnic identities of minorities. The literatures, arts and even politics cites evidences about it, acknowledging the intellectual and artiostic contributions of the minorities, though multiculturist thought is often accusedof promoting nihilism as they are considered to be influenced by Derrida.The basic challenge faced by multicultural societies is,on one hand they are entitled to enjoy the rights and opportunities of a ;liberal democracy, on the other hand they also have the right to maintain their identity and remain different. This directly contradictsthenationalistic view of a state which maintains that a state should have a homogeneous culture. This refers to necessity of cultural uniformity, shared territory and citizenship as the basis of nation integrity and political legitimacy. The Classic Enlightenment thought highlights that a universal human civilizati on existed, which was accessible to all human beings. Propagators of German Romanticism emphasized that every nationality has their own linguistic and cultural character, which it had a right to defend. This concept developed as a defense against french Universalism restrained itself from interfering with individual human rights. Every society is a multicultural one irrespective of the fact of holding diverse ethnic groups, as it id full of individuals havinf different values and views peraining to the world. The practice of Multiculturalism in a society in thas respect can be a practice of instigating strong individualistic thinking, about personhood. If the core practices of multiculturalism is based on institutionalised diffrerences, it has the definite poossibility of regressing into apartheid, nihilism, or enforced ascription of cultural identities( Eriksen 1996,pgs 49-53). Linguistic Diversity Language is one ofthe three major dimensions of cultural diversity. Historically it is evident that Nation States have been formed on the basis of linguistic homogeneity,so as to ease the process of communicatrion in the governance. The most sensisite challenge that a government faces is blending a collective identity with the territorially based national movement. Though Linguistic diversity does not lead to seccesionist movements, it sufficientently threatens a democracy. Language being the most essential form of communication, no state can maintain a state of neutrality as far as language is concerned. Apart from carrying out communicative and instrumental function,language also performs symbolic functions and contributes to the cobnstruction of collective identity. State building is often characterised by linguistic homogenization as found in the case of France. The standardization of scripts, grammar , semantics and cannonization of literatures are the most important policy tool s involved in the process of state building. The Classical Democratic Theory is essentially develop on this linguistic characteristics of a state, where language is considerd as the main public discourse. This modular concept is presently challenged by the defacto linguistic diversity that arises out of international migration abnd social networks which is basedon the new electronic media communication,and by dejure linguistic pluralism imposed on the nation states by the international human rights regimes.Ferdenand de Varennes argues that, language rights are generally considered as basic human rights of freedom of expression and non-discrimination both in the global as well as various regional human rights regimes. Thet are inadequately captured by notions of unenforceable collective or minority rights. It is argued that claims to the privalkte and public use of minority language rights are more justified as individual human rights. However since minorities cannot be termed as bea rers of collective rights, the transnational legal discourse on human rights de-legitinmizes strong policies of language homogenization and clearly obliges states to respect and promote linguistic diversity (Koenig Guchteneire 2007). Conlusion To conclude, it can be said that governing cultural and linguistic diversity is a very important and controversial issue in contemporary politics whethe in the domestic politics or international politics. States in order to accomodate increased cultural diversity has to balance by recognition of the diferences. They also have to promote equal participation of the minorities, ethnic groups and indegenous groups publicly, and with a vision towardsthe future should frame policies accordingly. This task alls for framing suitable policy making pertaining to trhe issues of the ethnic, linguistic and religious claims for recognition, going beyond classical institutional contours and modern nation-state. They also highlight that while human rights provide some normative yardsticks for making policies pertaining to these issues there are no simple or easy solution for dealing with the burning challenge of cultural diversity. The dynamics of ethnic ,linguistic, and religious diversity follow t heir own logics which are varied depending on the historical trajectories of state formation and nation building. Therefore,to accomodate cultural diversity it is essential to find highly context-sensitive pluralistic policy designs. Having knowledge of socio-historical context are pre-conditions for framing successful pluralistic policies that would contribute successfully to the political governance of cultural diversity. (Koenig Guchteneire 2007).

American Conservatism Essay -- Politics United States History

American Conservatism Beginning with Nixon and continuing with Reagan after the radical changes of American culture in the sixties and seventies, Americans would begin to shift towards more conservative ideas unsure of the rapid radical change. In the 1994 mid term elections, the American people would elect a congress of mostly conservatives for the first time in nearly 50 years. At the core of this success would be the Contract with America. A set of promises and goals devised by conservative congressional representative Newt Gingrich. In 2000 the Republicans (modern conservative party) would retain the Congress and capture the White House. Conservatism has been a leading political ideology since the inception of the United States to recent Presidential and Congressional elections. Over the last 230 years, conservative ideas in America would evolve to become a distinct brand of conservatism. The first conservative party in the newly formed United States of America was the Federalist. The Federalist were made up of several of the founding fathers including John Adams and Alexander Hamilton. John Adams a "Massachusetts lawyer spent the greater part of his life declaring, with perfect indifference to popularity, that freedom can be achieved and retained by sober men who take humanity as it is, not as humanity should be" is often cited as the founder of conservatism in an America (Kirk 71). They favored a strong central government that would protect the rights of property owners. They also favored little radical change after the Revolutionary War and retained a sense of social class apparent in the British Government. These parties tended to be supported by the businessmen of the time and those residing in smaller states. ... ...ervative tenets. This is a draw back of the two party system in which compromise must be made in order to form a viable political party. In that case, one may say the Republicans have been successful, yet they have only been so at the cost of their conservative ideology. Although it is also viable to say that since the Republican Party is the only major outlet for conservatism, conservatism has been relatively successful. The Republican Party will continue to evolve but will likely be the major source of conservatism in America for years to come. Hence as the Republican Party evolves American Conservatism will evolve. Works Cited Hauss, Charles. Comparative Politics: Domestic Responses to Global Challenges. Belmont, CA: Thomson Wadsworth, 2003. Kirk, Russell. The Conservative Mind: From Burke to Eliot. Washington, D.C: Regnery Publishing Inc, 2001.

Sir Gawain and the Green Knight :: Essays Papers

Sir Gawain and the Green Knight What makes a man a hero? Where lies the line which when crossed changes a mortal man into a legend? Is it at the altar at Canterbury? in the Minotaur’s labyrinth? or is it an age or a time? Does a man become a hero when he transforms from a boy to an adult? or when he stops being a man and becomes a martyr? Where are the heroes of 1993? In whom do the children of this age believe? Like whom do they strive to be? Kennedy, Lennon, and even Superman are dead. World leaders are mockeries of real men, more like Pilates than Thomas Mores. Pop culture’s icons change daily. It is interesting that nearly 600 years ago someone was writing about heroism in a way that can be understood today. The poet of Sir Gawain and the Green Knight tells a tale in which a man is proven to be a hero through the seemingly un-heroic decisions made in the course of numerous tests. Sir Gawain is a hero for the 21st century. He is tried and trapped, he is inundated with opportunities to fail and yet he does not lose. More importantly though, in the end he learns an essential, inescapable fact about himself and human nature. What makes a man a hero? Just before he leaves Camelot in search for the Green Knight, Sir Gawain gives perhaps the best possible answer to this question: â€Å"In destinies sad or merry, True men can but try.† Tests and decisions are as numerous in any man’s life as are the beats of his heart. The consequences he incurs follow him forever; he is judged by them and they affect his entire existence. Gawain’s statement is not merely profound sentiment, useful even today as a measure of a man’s mettle. It is also, coming as early as it does in Part II of the poem, a harbinger of how Gawain’s tale may end. It tells a reader that Gawain means to do his level best in his grand endeavor and if in but one small way he should fail, do not persecute him until considering how a different man may have fared. Gawain, similar to most of the characters in the tale, is tested on several occasions. In the poem, as in real life, judgment should not be passed on a man’s single decisions individually, but only by observing how he has chosen to live his life. Sir Gawain and the Green Knight :: Essays Papers Sir Gawain and the Green Knight What makes a man a hero? Where lies the line which when crossed changes a mortal man into a legend? Is it at the altar at Canterbury? in the Minotaur’s labyrinth? or is it an age or a time? Does a man become a hero when he transforms from a boy to an adult? or when he stops being a man and becomes a martyr? Where are the heroes of 1993? In whom do the children of this age believe? Like whom do they strive to be? Kennedy, Lennon, and even Superman are dead. World leaders are mockeries of real men, more like Pilates than Thomas Mores. Pop culture’s icons change daily. It is interesting that nearly 600 years ago someone was writing about heroism in a way that can be understood today. The poet of Sir Gawain and the Green Knight tells a tale in which a man is proven to be a hero through the seemingly un-heroic decisions made in the course of numerous tests. Sir Gawain is a hero for the 21st century. He is tried and trapped, he is inundated with opportunities to fail and yet he does not lose. More importantly though, in the end he learns an essential, inescapable fact about himself and human nature. What makes a man a hero? Just before he leaves Camelot in search for the Green Knight, Sir Gawain gives perhaps the best possible answer to this question: â€Å"In destinies sad or merry, True men can but try.† Tests and decisions are as numerous in any man’s life as are the beats of his heart. The consequences he incurs follow him forever; he is judged by them and they affect his entire existence. Gawain’s statement is not merely profound sentiment, useful even today as a measure of a man’s mettle. It is also, coming as early as it does in Part II of the poem, a harbinger of how Gawain’s tale may end. It tells a reader that Gawain means to do his level best in his grand endeavor and if in but one small way he should fail, do not persecute him until considering how a different man may have fared. Gawain, similar to most of the characters in the tale, is tested on several occasions. In the poem, as in real life, judgment should not be passed on a man’s single decisions individually, but only by observing how he has chosen to live his life.

Adult Learning Techniques and Methods Application for successful

Many organizations in today’s competitive business world focus on training to enhance capacity development to their staff in order to compete effectively. The reason that underlies this competition is the emergence of knowledge based economy that put organizations to task and compete on the basis of knowledge.Therefore, many companies focus on building and equipping their staff with necessary skills and knowledge. It is therefore, a daunting task to design, develop and plan for the workforce training intervention; since are different from children in regard to learning.As a result of complexity in instructional approach for adult learning, many training intervention for the Human Resource Development programs fail to give the desired results or changes intended by training intervention.The area of approach to design of training intervention is an outstanding concern because it determines the outcome of those training programs. In this regard, this paper shall look at best trai ning or learning design to be embraced while developing a training intervention for developing workforce. This is because adult learners process information differently than one another and justify special approach.IntroductionOrganizational learning usually aims at capacity development of the organization, individual and occupational. Campbell (2007), defines organizational capacity as the organizational potential to perform that is enabled by its ability to define and realize its goals and objectives in a more sustainable and relevant manner.Therefore, organization capacity development shall refer to the processes by which an organization effectively formulate and achieve organizational goals. In order to achieve the desired Organizational capacity through learning, training should focus to realize the needs and goals of the organization.Capacities emphasized in organizational learning are: adaptive capacity that enables organization to learn and change in response to operational environment dynamism; and operational that aims at equipping the organization workforce up-dated skills and knowledge to carryout daily activities of the organization (Baud, Gerick 1999, 131).Powers (2002), states that in order for the organizational learning to bear fruit and be meaningful, process of learning should be emphasized to ensure quality instruction to the adults in learning session.A quote by Campbell, (2007), says â€Å"many organizational facilitators have failed to give quality instruction to learners during organization’s workshops, seminars and trainings because their content and methodological approach do not match the needs of the learners† Therefore, in order to have a meaningful and useful training.A variety of learning techniques and methods are necessary when training and developing adult learners because adult learners process information differently than one another. In this line of thought, the paper shall look at these techniques that should be employed to carter for adult differences in processing the information.Learning objectivesLearning objectives are important because they guide the instructor on the designing, planning and developing training that is relevant to the needs of the trainees in relation to agenda of meeting the organizational goal. Taylor (2003); notes that good learning objectives should be derived from need assessment conducted.Importantly, learning objectives should be; realistic, measurable, time conscious, and take into account the needs of the learner. Using two sets of objectives: general objective depicts changes or competencies expected after training; while the specific objective describes what the trainees should be able to do after undergoing the training, the instructor should formulate content, method and aids to be used (Kraiger, Salas, 1997, p. 272).Organizational learningIn order to have a successful and relevant Organizational training should involve identification of the target gr oup; learning mode choice; and selection and sequencing of the contents.Identification of the training target group: training intervention will be rendered fruitless if the trainees do not put into practice the training when they go back to their functions resulting from wrong choice of the participants (Baud, Geric, 1999, p. 95).Therefore correct participant’s choice is necessary. For example, in some cases the entire department may be selected for training where there are changes in the processes regarding to that department. While in other cases, key person is involved for training for specific task or skills like C.E.O. or managerTraining mode choice: it’s important to consider sheer volume and learning task complexity that can be used to direct the choice for distance or onsite classroom. While mass vs. distributed training, since research indicates that training instruction under distributed practice is retained more and longer.Selection and sequencing of the con tent: the content should be strictly based on the learning objectives in consideration with job and task analysis. The difficult task should be allocated appropriate and sufficient time. Additionally, learning topic should not come in ad-hoc manner since it may hamper learning.Rest duration is important and dependant on the memory warm-up and psychological fatigue. In relation to rest duration, Armmons (1947), research work indicated that performance efficient may rise between 18%-43% with rest duration of 5-20 minutes after an intensive learning by trainers (Baud, Gerick 1999, p. 294).Training Activities, techniques and methodsThis is central to learning by using of instruction strategy and approach. According to Kraiger and Salas (1997), instructional strategies are set of tools, contents and methodologies which are combined to create an instructional approach.In this connection four best principles should be used to create an efficient instructional strategy: relevancy of concept s to be learned, demonstration of the altitudes, knowledge and skills to be learnt by learners; and feedback provision to instructors after practice and during practicing the skills attained.The instructional strategy selection is dependant on the instructor, but should choose a variety of strategies to accommodate content delivery, objectives, materials or aids used, and aim to maintain interest of learning.   Adults learns best by doing and working in a non-threatening, participators, respectful and informal environment.Principles of adult learning useful for instruction designIn regard to performance improvement through learning, there are six key principles to enhance successful adult learning. These principles integrate the perspectives, models and theories provided by great scholars like Kolb, Knowles, Mezirow and Freire on their take on effective learning.Participation: In learning, trainees learn more and remember the content of the subject matter when they are actively en gaged in learning process. While skills best develop by doing and engaging in practical exercise, group work, simulation, games and discussion.Furthermore participation can be enhanced by facilitating a collaborative environment, role sharing and use of friendly dialogue to encourage sharing of experiences and knowledge. Thus by enhancing positive altitudes and learning atmosphere it corresponds to participation boosting to trainers.Understanding: Greater understanding can be enhanced when training starts at the level of the trainee as provided by training needs assessment.Practices and learning activities that can increase understanding to trainers are appropriate use of vocabulary according to trainers level, use of trainers language, avoidance of unnecessary technical jargon (Celinski, 1983), reformulation of ideas in trainers own words, use of real life examples provided by the trainer and use of learners experience as examples. The checking mechanism for the learners understand ing is through use of short questions.Feedback: Feedbacks are important part of construct process for learning. Through feedback the trainees get a sense of their progression towards learning objectives and if not, they strategize how to get there. Feedback should be provided shortly after instruction to enable learners relate to processes they have used.Additionally, learners should be given good reacceptance on their feedback to encourage them to try again. For instance, instructor should use encouraging term like good trail or good attempt even if the trainee has given a wrong feedback.Interest: In training intervention, learner’s interest comes as a result of learner’s intrinsic motivation. Whereby, the trainee should be made to feel the need to learn and own the goal of training is likely to increase urge to participate and be more engaged.To achieve trainees interest in training intervention, learning objectives must be relevant to their needs, Kolb (1979) emphas ize that adult learners interest is embedded in their personal histories, vision of who they are and what the want to do. Therefore, to capture the interest of trainees, learning methods should integrate work and studies, theory and practice will provide a more productive learning undertaking by the workforce.In addition to this, adult will only remember or have interest to learn what they consider useful to them and has pleasure to learn it. Therefore, learning should be cantered on the content relevancy in accordance to what adult’s value with more pragmatic examples like marriage, divorce, parenting, taking a new job, losing a job (Powers, 2002, p. 241).Emphasis: Emphasis is attained by focusing the attention of learners on the most important points that will be useful to make a trainee remember easily. This emphasis should be used to crucial points. Through instructors, repetition, reformulation, examples, summarizing or asking question gives emphasis to main ideas desire d to be attained by use of didactic aids and exercises.This by giving more attention and time to certain concepts, it allows learners to practice and retain skills and knowledge. (Baldwin, Ford 1998: 217), state that when a trainee is not able to recall content after a training session, the content is likely to have extend the long term memory, as a result it will not be retained.Results: Organizational training intervention aimed at capacity development should make learners feel successful after the training session and enable the employee to plan how to effect and use the skills and knowledge attained in organizational working environment.As a result this learner’s confidences in his or her ability to cope with work task to a great extend supports performance improving to an individual and organization collectively.The instructor can scaffold the trainees by keeping them informed on their progress, congratulating for good work and more accelerated by issuance of a participa tory certificate to the trainees, the certificate will put employee in task of reflecting the theoretical value of certificate to practical world (Baud, Geric, 1999, p.103).Teaching methods and techniquesThe instructional methods designated to have a positive impact to an adult learner, should aim at fulfilling the special characteristics of the adult learner.These characteristics are geared towards achievement of LEARN (Leadership, Experience, Appeal, Respect and Novel Styles) that makes them realize their need to gain something; to be something; to do something; and to save something in an event of learning (Goldstein, 2003, p. 219). The following general techniques are proposed.Icebreaker: good and integrated introduction to achieve a friendly and a relaxed atmosphere in a learning session. Done through adjourning the learning for five minutes and for each member to introduce himself to the person on his right by giving name, where he comes from, hobbies, and interests. Researche rs have found out that icebreaker breaks down the formality of meetings that tends to force shy members into deeper silence.Group Discussion: it is evident that people enjoy learning, themselves more when are engaged in discussion groups and can remember well the information discussed in the group.The advantage to the instructor is that he or she has a quicker way to obtain the views of all members. The learners shall have the opportunity to participate in the discussion. Furthermore, learners consider that they are contributing to the goal of progress and that their contribution is being recognized.Brainstorming: This is a technique used by the instructor to literally storm a problem to achieve the maximum number of ideas in the shortest possible. The purpose of brainstorming is to stimulate the creative ability of the trainees and improves creative powers.Case Study: employing case studies that describes a situation that contains a number of problems and it requires a solution. Th is gives the trainees a basis and opportunity for studying a situation, analyzing its important aspects, and reaching various conclusions.Team presentations: the importance of team presentation is to create a sense of team building and provides an ideal learning and review experience. As a result, the learners shall be able to understand the issue and convey it in a creative and entertainingLearning games: this is an activity that is meant to complement the learning experience. Inclusion of a game into a training module allows the trainer to drive home a point in another fashion, thereby increasing the probability of retention and application. Ideally, content retention of new material or a new skill will be more likely if the trainee hears it more than once or practices new behavior several times (Goldstein, 2003, p. 229).ConclusionTo sum up the paper, the paper has discussed and examined the best practices that can facilitate effective adult learning in the context of organization al learning.However, after learning the transfer process may be negative or positive but should be reinforced through follow up- to training activities to scaffold and help the trainees to use the acquired knowledge in work environment. In order to determine effectiveness of the learning evaluation is vital tool of design to be employed.Main areas that should be evaluated are identification of training needs, learning process, learning outcomes, behavioral change, impact on the organizational performance and organizational outcomes.ReferenceGoldstein, I. L. (2003) Training in Organization; needs, assessment, development and evaluation: pacific groove, BrooksBaud, D. & Gerick, J (1999), Understanding Learning at Work: London: Routledge.Celinski, D. (1983), ‘Trainers Manual: Formulating Training Policy Statements’, Training and Development, June.Campbell, J. P. (2007), ‘Personnel Training and Development’: Annual Review of Psychology, vol. 12, p.565.Kraiger, K., Salas, E. (1997), Improving Training Effectiveness in Work Organization: Mahwah, Erlbaum.Powers, R. (2002). Instructor excellence: San Francisco, CA: Jossey-Bass.

Culinary artistry

Culinary artistry goes beyond the ordinary art forms. Unlike painting, literature, and the performing arts, culinary arts offer more than just the usual ocular, intellectual, or auditory experience. The culinary arts combine all of the aspects of all the art forms that we know of – a culinary masterpiece, unlike any other masterpiece in any art field should offer a multi-disciplinary experience as well as please the two other remaining sensations of taste and smell.A culinary obra maestra has to complete the experience by offering visual appeal, the application of the concepts of food preparation, as well as the ultimate experience for the palate. Chef Jacques Torres has undoubtedly mastered the art of food preparation and more. Our likely chef was already a master in the kitchen at the tender age of 15. He spent most of his childhood in Bandol, in the south of France and was an apprentice in a relatively small pastry shop called La Frangipane.His two years being an apprentice was sheer pleasure for this young chef, and as a testament to this passion for cooking, he graduated at the top his apprenticeship class. Chef Torres went to attend high school and spent a year in the military; these however, did not dampen his passion for the culinary arts. Upon leaving the military he pursued his love for cooking and polished his culinary skills at the La Cadiere d'Azur where he earned the degree of master pastry chef.At 26 years old, Chef Torres was recognized by his countrymen with the most prestigious award for French craftsmen, the Meilleur Ouvrier de France Patissier (Best Pastry Chef in France), making him the youngest in history ever to receive this coveted recognition. He did not stop here – during this considerably early period in his career, Chef Torres already began to reap awards from all over the world; among these are the gold medal of the Japanese Pastry Chef Association and his win in the 1986 French Championship of Desserts M. O. F., to na me a couple. He was quite aggressive in pursuing his passion as he went on to spend culinary weeks in Tokyo, Sydney, Melbourne, and Spain as well as went on a culinary cruise with Le Figaro's through the countries of the Mediterranean. He also offered consultation and product development services to Cointreau and Valrhona. Later, he also left for the United States to participate in the rededication ceremonies of the Statue of Liberty honoring President Francois Mitterand of France and President Ronald Reagan of the United States.Chef Torres wanted to share his expertise to aspiring chefs, which made him a cut above other chefs who would like to keep their secrets to themselves. Chef Torres believed in the value of legacy and made sure that his legacy lasted forever by ensuring that his skills and knowledge was appropriate transferred to younger chefs who shared his passion for pastry. Ideally, Chef Torres wanted to improve the area of pastry making so that the world could experience the wonders of this desert.To accomplish this particular objective of his, Chef Torres joined the French Culinary Institute Faculty in 1993. He even went to as far as designing the Classic Pastry Arts curriculum for the school. His dedication to the education of aspiring chefs appropriately made him the program's Dean of Pastry Arts. His commitment to the education of young chefs allowed him to pay back the industry that made him into whatever he has become. He was a good educator and many of his students have gone on to pursue their own careers and make milestones of their own.Chef Torres was also a health buff, he regularly joins the New York City Marathon. As a testament to his love affair with health a few of his recipes appeared in the French Culinary (your family name) 3 Institute's ‘Salute to Healthy Cooking (Rodale, 1998)’. This recipe book pays particular attention to healthy eating and cooking and so features menus arranged according to season availability th at are a made from low-fat, healthy ingredients the classic French culinary way. No less than the Ritz-Carlton Hotel Company hired Chef Torres as the corporate pastry chef in 1998.He was with the Ritz for a year until the great Sirio Maccioni invited him to be the executive pastry chef of Le Cirque which featured a custom-built state-of-the-art pastry kitchen. His work at Le Cirque allowed him to wow patrons with his creations. He gave them the culinary experience of a lifetime, one they will never forget. People from all over the country and even the world began to consider Le Cirque as the home of deserts made only for the gods. More and more, the patronage of Le Cirque grew.The patrons wanted more of Chef Torres’ deserts, and not only that, they wanted the diversity of the choices and expected more to come from this culinary genius. Chef Torres, on the other hand, never wasted a dull moment in making his creations and as a result, none of his patrons went away disappointed . They either had a wide smile on their faces or a small paper bag filled with more of his deserts to take home. For eleven years, Chef Torres impressed his clientele with his culinary expertise. As his fame spread throughout the land, his fame also grew.Soon enough, the demands were too much for the culinary genius; and as if his work at Le Cirque was not enough, Chef Torres also launched Dessert Circus with Jacques Torres, a public access show that aired 52 episodes; aside from this, he also released two recipe books to accompany the show, â€Å"Dessert Circus: Extraordinary Desserts You Can Make at Home† and â€Å"Dessert Circus at Home†, the former of which earned a 1999 James Beard Nomination. He did not however take any offense against these demands, in fact, ;his spirit was more than willing to indulge in the demands, but his flesh was weak, and so stress took the culinary genius down.After eleven years of heavenly deserts and more than satisfied customers, Chef Torres made a milestone decision; he left Le Cirque to start his own business. Fortunately, Chef Torres was not just an exquisite pastry chef but a businessman as well. He opened his own chocolate factory in Brooklyn and called it Jacques Torres Chocolate. The name was synonymous with the chef’s amazing deserts, and who can resist chocolate created by someone who can create divine deserts?Chef Torres wasted no time in building his business; he personally took care of the retail, wholesale, and internet operations, and in not time, his creations reached chocolate lovers from all over the world. His Chocolate Coconut Napoleon, Chocolate Bark, and Chocolate Mousse all became instant hits. How else would chocolate stuff made from real chocolate fare? To add to this, Chef Torres also created some unusual chocolate flavors like ginger-laced and chili-laced chocolates which became demand items! Soon after, in 2004, Chef Torres went into another giant venture, he opened a chocolate factory in Manhattan.The factory is a mix of cafe, retail, and manufacturing so that the guests can actually see how chocolate is created straight from cocoa beans, making Chef Torres a real live Willy Wonka. A feature to note is that Chef Torres is the only chocolatier who not only creates his own candy, but his own chocolate as well. Chef Torres’ chocolate has earned a name for itself in the roster of great chocolate makers like Godiva. Chef Torres too has earned a name for himself, even before his chocolate acquired his very own signature.Chef Torres was named the James Beard Pastry Chef of the Year, received the Chartreuse Pastry Chef award, was named the Chefs of America Pastry Chef of the Year, and earned membership into the Academie Culinaire de France. (your family name) 4 Chef Torres also has a big heart for children and the elderly. He has never hesitated to share his blessings to the less fortunate members of society, so aside from teaching the art of pastry making at The FCI, demonstrating his skills around the world, and creating and selling exquisite chocolates, Chef Torres also spends time with and donates generously to various charity organizations.We don’t really know if it is this commitment and dedication of Chef Torres to the needy that has given him all the great things that he is currently enjoying or his inherent talent and expertise in the craft that he loves; but one thing is for sure, whatever the reason for Chef Torres’ success, he is one individual who was never afraid to take the risk. His initially venture in Brooklyn was a big risk in itself considering the area in which his factory would be in. He took the risk and put more confidence in his business mind than in his fears and went on to pursue the challenge.This makes Chef Torres not only a brilliant chef, a chocolatier, or a teacher, but also a successful and proactive businessman. A passion in one’s chosen field always yields great results. Chef To rres is a classic example of this particular philosophy; like other great artists who came before his time, whether in the field of literature, visual arts, or the performing arts, Chef Torres has proven himself to society and to the world. There are challenges in pursuing your own particular field of endeavor but being persistent and being dedicated to your chosen field can always work for your dreams.Perhaps, Chef Torres did not know or dream of how great he can be, perhaps he just did well in pursuing his particular field of endeavor, but the burning passion and love that he spent on his craft paid-off well, and big time. The lesson that we could learn from this great chef is that it doesn’t really matter where you come from and what you believe in so as long as you have passion for your particular field of endeavor – always, what happens is, people acquire the contagion of our passion, dedication, and sincerity, and whether they like it or not, they all end up deve loping an acquired love for our art.(your family name) 5 References Treuting, J. (2007). Jacques Torres. Retrieved March 1, 2009, from http://www. delish. com/cooking-shows/famous-chefs/celebrity-chef-jacques-torres? ref=findex Chef2Chef (2007). Chef Torres's Biography. Retrieved March 1, 2009, from http://topchefs. chef2chef. net/recipes-2/torres/