Model United Nations free essay sample

Model UN or Model United Nations. After browsing the internet and MUN’s website, I have found lots of information. Now I am going to share this with you. MUN is an academic simulation of the  United Nations  that aims to educate participants about current events, topics in international relations, diplomacy and the United Nations agenda. Model United Nations simulates United Nations, International Organizations, and governmental bodies such as the World Health Organization, the ASEAN Regional Forum, and government cabinets in which participants are assigned to represent countries, organizations, or leaders in order to debate pressing international issues. Over a series of committee sessions, the delegates have to work together constructively in order to introduce working papers and eventually draft resolutions. The session’s end when the committee votes on all the introduced draft resolutions, generally choosing to adopt a single document that addresses the problem being discussed. The sessions are moderated by a Chair and are (with the exception of some Specialized Agency committees) run under rules of parliamentary procedure. We will write a custom essay sample on Model United Nations or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page Participating in Model United Nations is an excellent way to develop one’s negotiation skills, learn  effective communication skills  and form solutions with peers from around the world, as well as to broaden one’s perspective on a variety of international topics. In today’s era of rapid globalization, the leadership, organizational, creative, and personal skills that you develop will be useful for any career! Few university students, let alone business and government leaders, have the opportunity to take part in a conference of this magnitude with this global scale! So, MUN is like an organization where has students as participants. It can be a group not only for students of college and universities in world but also for school students and youth. Its groups are usually formed as a  club, conference, or class. A class can be a full semester class called Model United Nations or just one class period devoted to a short simulation. It organized conferences worldwide and its conferences can be a school-wide, local, regional or international gathering of Model United Nations students who come together over a period between one and five days. There are various formats which are followed in Model United Nations Conferences and the most widely used model was developed by Shivish Soni and has been adopted by various conferences all over the world. Participants research a country, take on roles as diplomats, investigate international issues, debate, deliberate, consult, and then develop solutions to world problems. Now MUN is in Bangladesh. The first  MUN  was organized by UNYSAB (United Nations Youth and Students Association of Bangladesh) in association with UNAB and UNIC- Dhaka in October, 2002 on  terrorism  in observance of the UN day. This all about Model United Nations (MUN).

Jaguar Facts (Panthera onca)

Jaguar Facts (Panthera onca) The jaguar (Panthera onca) is the largest big cat in the Americas and the third largest in the world, after the lion and tiger. spost Fast Facts: Jaguar Scientific Name: Panthera oncaCommon Names: JaguarBasic Animal Group: Mammal Size: 5-6 feet plus 27-36 inch tailWeight: 100-250 poundsLifespan: 12-15 yearsDiet: CarnivoreHabitat: Central and South AmericaPopulation: 64,000Conservation Status: Near Threatened Description Both jaguars and leopards have spotted coats, but the jaguar has fewer and larger rosettes (spots), often containing small dots. Jaguars are shorter and stockier than leopards. Most jaguars have golden to reddish-brown spotted coats with white bellies. However, melanistic jaguars or black panthers occur about 6% of the time in South American cats. Albino jaguars or white panthers also occur, but they are rare. Black jaguars occur naturally in wild populations. Alicia Barbas Garcia / EyeEm / Getty Images Male and female jaguars have a similar appearance, but females tend to be 10-20 percent smaller than males. Otherwise, the size of the cats varies greatly, ranging from 3.7-6.1 feet from the nose to the base of the tail. The cats tail is the shortest of the big cats, ranging from 18-36 inches in length. Mature adults may weigh anywhere from 79-348 pounds. Jaguars in the southern end of their range are larger than those found further north. Habitat and Distribution The jaguars range once ran from the Grand Canyon or possibly Colorado in the United States down through Argentina. However, the cat was heavily hunted for its beautiful fur. While its possible a few of the cats remain in Texas, Arizona, and New Mexico, sizable populations only exist from Mexico through Central America and into South America. The cat is protected and believed to have a high chance of survival in the Kaan Biosphere Reserve in Mexico, the Cockscomb Basin Wildlife Sanctuary in Belize, the Manu National Park in Peru, and the Xingu National Park in Brazil. Jaguars are disappearing from most of the remainder of their range. While jaguars prefer forested areas near water, they also live in shrubland, wetlands, grasslands, and savanna biomes. Diet and Behavior While jaguars resemble leopards, their ecological niche is most similar to that of the tiger. Jaguars stalk and ambush prey, often falling upon the target from a tree. They are strong swimmers and readily pursue prey in water. Jaguars are crepuscular, usually hunting before dawn and after dusk. Prey includes capybara, deer, pigs, frogs, fish, and snakes, including anacondas. The cats jaws have a powerful bite force that enables them to crack open turtle shells and defeat all but the largest caimans. After making a kill, a jaguar will haul its dinner up a tree to eat. Although they are obligate carnivores, jaguars have been observed eating Banisteriopsis caapi  (ayahuasca), a plant containing the psychelic compound N,N-Dimethyltryptamine  (DMT). Reproduction and Offspring Jaguars are solitary cats except for mating. They mate throughout the year, usually whenever food is abundant. Pairs separate immediately after mating. Gestation lasts 93-105 days, resulting in up to four, but usually two, spotted cubs. Only the mother cares for the cubs. Cubs open their eyes at two weeks and are weaned by three months of age. They stay with their mother for a year or two before leaving to find their own territory. Males typically have larger territories than females. Male territories do not overlap. Multiple females may occupy a territory, but the cats tend to avoid each other. Females reach sexual maturity around two years of age, while males mature later at age three or four. Wild jaguars live 12-15 years, but captive cats may live 23 years. Jaguar cubs are spotted. Picture by Tambako the Jaguar / Getty Images Conservation Status The IUCN classifies the jaguars conservation status as near threatened. As of 2017, the total cat population was estimated to be around 64,000 individuals and was decreasing rapidly. Jaguars, especially males, range across vast territories, so the animals are heavily influenced by habitat loss and fragmentation from development, transportation, agriculture, pollution, and logging. As apex predators, they are at risk from diminishing availability of natural prey. Jaguars are not protected across much of their range, particularly in countries where they threaten livestock. They may be hunted as pests, as trophies, or for their fur. While the Convention on International Trade in Endangered Species of 1973 greatly reduced pelt trade, illegal trade remains a problem. Jaguars and Humans Unlike leopards, lions, and tigers, jaguars rarely attack humans. However, the combination of human encroachment and decreased prey has led to increasing conflict. While the risk of an attack is real, jaguars and pumas (Puma concolor) are much less likely to attack people than other big cats. Perhaps a handful of human attacks by jaguars have been documented in recent history. In contrast, over a thousand people have been attacked by lions in the past 20 years. While the direct risk to humans is small, jaguars readily target pets and livestock. Sources Dinets, V. and P. J. Polechla. First documentation of melanism in the jaguar (Panthera onca) from northern Mexico. Cat News. 42: 18, 2005.Mccain, Emil B.; Childs, Jack L. Evidence of resident Jaguars (Panthera onca) in the Southwestern United States and the Implications for Conservation. Journal of Mammalogy. 89 (1): 1–10, 2008. doi:10.1644/07-MAMM-F-268.1  Mossaz, A.; Buckley, R.C.; Castley. Ecotourism Contributions to Conservation of African Big Cats. Journal for Nature Conservation. 28: 112–118, 2015. doi:10.1016/j.jnc.2015.09.009Quigley, H.; Foster, R.; Petracca, L.; Payan, E.; Salom, R.; Harmsen, B. Panthera onca. IUCN Red List of Threatened Species: e.T15953A123791436, 2017. doi:10.2305/IUCN.UK.2017-3.RLTS.T15953A50658693.enWozencraft, W.C. Order Carnivora. In Wilson, D.E.; Reeder, D.M. Mammal Species of the World: A Taxonomic and Geographic Reference (3rd ed.). Johns Hopkins University Press. pp. 546–547, 2005. ISBN 978-0-8018-8221-0.

Wall St Journal Essay Example | Topics and Well Written Essays - 500 words

Wall St Journal - Essay Example The significance of the major concern linked with the requirement of a 21st century trade policy is of great importance in today’s business world as it might bring new changes particularly in trade liberalization. It is worth mentioning in this similar context that the new alterations especially in the aspect of trade liberalization would lower trade barrier throughout the globe facilitating dynamic global trade (Razeen, â€Å"Its Time for a 21st-Century Trade Policy†). According to the article, it has been apparently observed that the World Trade Organization (WTO) and free-trade agreements (FTAs) are broadly considered as trade negotiations belonging to 20th century and thus requires 21st century trade policies for the purpose of raising the level of global trade with the gaining momentum of globalization along with internationalization. The article mainly focused upon realizing the need for a 21st century trade policy representing that the tariff barriers would be reduced by a considerable level as it is regarded to be one of the major obstructions towards trade. The article concerning â€Å"Its Time for a 21st-Century Trade Policy† revealed that the modern world require adopting as well as executing 21st century related trade policies in order to mitigate or address different financial issues. In this similar concern, one of the economic issues can be identified as sustaining the growth performance of exports. It has been viewed that the growth of exports were not much satisfactory in the early years due to the factor of augmented tariff barriers. Thus, according to the article, the world requires to introduce as well as to implement effective trade policies belonging to 21st century for the purpose of mitigating the aforementioned economic issue by a greater level through lessening tariff barriers by a certain degree (Razeen,† Its Time for a 21st-Century Trade Policy†). The change of 20th century trade policies to 21st century

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

Assistant - Essay Example Orientation is done on the eighth step. In the ninth step, there is a probationary period. There are various external sources of recruitment. In order to select the high-level staff, there is a need for management consultants. Public advertisements are another external source. Additionally, campus recruitment is another external source. Recruiting individuals based on recommendations is another source. Deputation personnel are another external source (Tanabe, 2014). There are five internal sources of recruitment. Promotions, transfers, internal advertisements, retired managers and recall from long leave are internal sources of recruitment. The internal sources are reliable and often motivate the employees. Selection interviews select the people fit for the job. The types of selection interviews are situational interviews, job-related interviews, psychological interviews, and competency interviews. The most common questions in the selection interview are; what do you have to offer us?, what do you need?, what appeals about the job? and tell us about yourself (University of Oregon, 2014). There are four selection tests. They include performance tests, intelligence test, personality test, and interests test. They are useful in weeding out candidates, providing information about qualities of prospective employees, and the tests are unbiased methods of selecting candidates (North Dakota state university,

Food and Baverage Operations Management Assignment

Food and Baverage Operations Management - Assignment Example In between these times, the demands as well as production are slow and there are valleys. Another important characteristic of the food production as well as the beverage and food service system is that both these factors are labor intensive and not involve not only the skilled but the unskilled workers as well. The fact that the men us tend to change at daily basis shows that the pattern of food production also varies largely. The above mentioned characteristics are seen to create challenges emerging in not only production but also in scheduling employees, high food and labor coasts and lastly difficulty in staffing. The food service directors strive to eliminate the effects of these traits and search for ways to reduce them. Since the conventional food service systems are highly responsible for these characteristics to exist, several other foodservice systems provide solutions to this issue. The different foodservice systems include the conventional system, assembly serve, ready prepared and lastly the centralized or commissary system. Different factors possess specific effects on the menus and recipes for each of these foodservice systems. The first and foremost factor is the nature of the menu that is being finalized; this factor is followed by other features such as size of the operation for which the menu is being decided, the quality of the operation along with the objectives of the operation. Furthermore, the type age group and quality of customers the specific system will be targeting also plays a major role in deciding the menu as well as the recipes. This includes the food habits as well as the food preferences of the customers being targeted. Since nutritional balance of the dishes in the menu is of immense importance, it is vital that the dishes that are being produced have a nutritional balance. Since in the given case study, 50 guests are adults, so the men u planned will contain more dishes that

The Understanding Of Knowledge Influence Human Resource Development Education Essay

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

Fear and Suspense in A Single Shot :: Single Shot Essays

Fear and Suspense in A Single Shot  Ã‚  Ã‚  Ã‚  Ã‚   Matthew F. Jones' novel A Single Shot is a disturbing tale of one man's unfortunate mistake and the hellish consequences it brings him. John Moon, in need of money to support his estranged wife Moira and their infant son Nolan, sets out early one morning to hunt an impressive buck he has recently spotted grazing near his mountain home. Having weighed the value of the deer meat against the thousand dollars in fines and two months in jail he can expect to serve if caught shooting the animal out of season on state land, he decides it is worth the risk. This risk, however, proves to be far greater than John anticipates. After he wounds the deer, chases it several miles through dense underbrush, has his shoulder gored, and accidentally shoots sixteen-year-old Ingrid Banes dead before finally killing the buck, John is forced to reevaluate his decision. Having made the leap from small-time poacher to second degree murderer with a single misguided gunshot, John, his life transformed into a d elusory state of confusion and guilt, reacts reprehensibly, but similarly to how most decent individuals would likely respond if placed in his dreadful situation. Choosing to hide her body in a small cavern in the quarry, "because burial has a ring of finality to it he can't yet bear" (24), John runs to an abandoned lean-to where the girl and her boyfriend Waylon have been camping, in search of material to build a torch. There, stumbling upon a large metal container full of money that he is unable to resist keeping, he realizes his troubles may have only begun. Indeed, this is true, as in the few short days that follow, he is tormented incessantly by both his own conscience and the men whose money he now possesses. Jones is able to convey this torment, as well as evoke apprehension and suspense, through his expert use of such elements as setting, atmosphere, structure, narrative voice, and, especially, characterization and dramatic action. As the story opens John is embarking on a deer hunt in the early hours of morning. It is before sunrise, still "three-quarters dark" (3), and "it's so quiet in the forest that, even on a soft bed of pine needles, John's footsteps echo in his ears" (4). There is no wind, and as the scene unfolds, birds take flight, and the crows begin to caw.

Jewish Resistance to Nazi Occupation

Emmery Cary Mr. Harvey Social Studies Research Paper 10 November 2012 Jewish Resistance From early 1930s to middle 1940s, Jews in Germany, Poland, and other parts of Europe faced discrimination from Hitler and the Nazis. They were sent to ghettos and later concentration camps and extermination camps. In the ghettos, Jews had to live in small homes and consumed small amounts of food. In addition, disease and death were rampant. Living conditions were worse in the concentration camps. In contrast to common belief, not all Jews accepted such unreasonable and unequal treatments of the Nazis.Consequently, Jews resisted in various forms. Resistance by the Jews could be as simple as planning uprisings and escapes. They disguised themselves as Aryans (non-Jewish people). They organized secret schools and religious services, hid Jewish books, and wrote diaries about life and death. The effort to preserve their traditions was a kind of spiritual resistance. (Fidhkin 8) Resistance took forms wi thout weapons. For many, attempting to carry on a semblance of â€Å"normal† life in the face of wretched conditions was resistance.David Altshuler writes in Hitler’s War against the Jews about life in the ghettos, which sustained Jewish culture in the midst of hopelessness and despair. (Grobman) Underground newspapers were printed and distributed at great risk to those who participated. Praying was against the rules, but synagogue services occurred with regularity. The education of Jewish children was forbidden, but the ghetto communities set up schools. The observance of many Jewish rituals, including dietary laws, was severely punished by the Nazis, and many Jews took great risks to resist the Nazi edicts against these activities.Committees were organized to meet the philanthropic, religious, educational, and cultural community needs. Many of these committees defied Nazi authority. (Grobman) The Jews did not care that these actions were against the rules. They felt they needed to keep their race and religion alive and they did whatever they needed to do peacefully. Some Jews thought differently though. Many Jews thought they needed to use violence to beat the Nazis. Nazi-sponsored persecution and mass murder fueled resistance to the Germans in the Third Reich itself and throughout occupied Europe.Although Jews were the Nazis' primary victims, they too resisted Nazi oppression in a variety of ways, both collectively and as individuals. Organized armed resistance was the most forceful form of Jewish opposition to Nazi policies in German-occupied Europe. Jewish civilians offered armed resistance in over 100 ghettos in occupied Poland and the Soviet Union. Also in Eastern Europe, Jewish units fought the Germans despite minimal support and even anti-Semitic hostility from the surrounding population, thousands of Jews battled the Germans in Eastern Europe.Jews resisted when the Germans attempted to establish ghettos in a number of small towns in eas tern Poland in 1942. As the Germans liquidated the major ghettos in 1943, they met with armed Jewish resistance in Krakow (Cracow), Bialystok, Czestochowa, Bedzin, Sosnowiec, and Tarnow, as well as a major uprising in Warsaw. Between July 22 and September 12, 1942, the German authorities deported or murdered around 300,000 Jews in the Warsaw ghetto. SS and police units deported 265,000 Jews to the Treblinka killing center and 11,580 to forced-labor camps.The Germans and their auxiliaries murdered more than 10,000 Jews in the Warsaw ghetto during the deportation operations. The German authorities granted only 35,000 Jews permission to remain in the ghetto, while more than 20,000 Jews remained in the ghetto in hiding. For the at least 55,000-60,000 Jews remaining in the Warsaw ghetto, deportation seemed inevitable. In response to the deportations, on July 28, 1942, several Jewish underground organizations created an armed self-defense unit known as the Jewish Combat Organization (Zydo wska Organizacja Bojowa; ZOB).Rough estimates put the size of the ZOB at its formation at around 200 members. The Revisionist Party (right-wing Zionists known as the Betar) formed another resistance organization, the Jewish Military Union (Zydowski Zwiazek Wojskowy; ZZW). Although initially there was tension between the ZOB and the ZZW, both groups decided to work together to oppose German attempts to destroy the ghetto. At the time of the uprising, the ZOB had about 500 fighters in its ranks and the ZZW had about 250.While efforts to establish contact with the Polish military underground movement (Armia Krajowa, or Home Army) did not succeed during the summer of 1942, the ZOB established contact with the Home Army in October, and obtained a small number of weapons, mostly pistols and explosives, from Home Army contacts. In accordance with Reichsfuhrer-SS (SS chief) Heinrich Himmler's October 1942 order to liquidate the Warsaw ghetto and deport its able-bodied residents to forced la bor camps in Lublin District of the Generalgouvernement, German SS and police units tried to resume mass deportations of Jews from Warsaw on January 18, 1943.A group of Jewish fighters, armed with pistols, infiltrated a column of Jews being forced to the Umschlagplatz (transfer point) and, at a prearranged signal, broke ranks and fought their German escorts. Most of these Jewish fighters died in the battle, but the attack sufficiently disoriented the Germans to allow the Jews arranged in columns at the Umschlagplatz a chance to disperse. After seizing 5,000-6,500 ghetto residents to be deported, the Germans suspended further deportations on January 21.Encouraged by the apparent success of the resistance, which they believed may have halted deportations, members of the ghetto population began to construct subterranean bunkers and shelters in preparation for an uprising should the Germans attempt a final deportation of all remaining Jews in the reduced ghetto. The German forces intend ed to begin the operation to liquidate the Warsaw ghetto on April 19, 1943, the eve of Passover. When SS and police units entered the ghetto that morning, the streets were deserted. Nearly all of the residents of the ghetto had gone into hiding places or bunkers.The renewal of deportations was the signal for an armed uprising within the ghetto. ZOB commander Mordecai Anielewicz commanded the Jewish fighters in the Warsaw ghetto uprising. Armed with pistols, grenades (many of them homemade), and a few automatic weapons and rifles, the ZOB fighters stunned the Germans and their auxiliaries on the first day of fighting, forcing the German forces to retreat outside the ghetto wall. German commander SS General Jurgen Stroop reported losing 12 men, killed and wounded, during the first assault on the ghetto.On the third day of the uprising, Stroop's SS and police forces began razing the ghetto to the ground, building by building, to force the remaining Jews out of hiding. Jewish resistance fighters made sporadic raids from their bunkers, but the Germans systematically reduced the ghetto to rubble. The German forces killed Anielewicz and those with him in an attack on the ZOB command bunker on 18 Mila Street, which they captured on May 8. Though German forces broke the organized military resistance within days of the beginning of the uprising, individuals and small groups hid or fought the Germans for almost a month.The Germans had planned to liquidate the Warsaw ghetto in three days, but the ghetto fighters held out for more than a month. Even after the end of the uprising on May 16, 1943, individual Jews hiding out in the ruins of the ghetto continued to attack the patrols of the Germans and their auxiliaries. The Warsaw ghetto uprising was the largest, symbolically most important Jewish uprising, and the first urban uprising, in German-occupied Europe. The resistance in Warsaw inspired other uprisings in ghettos (e. g. , Bialystok and Minsk) and killing centers (Tr eblinka and Sobibor).The Jews didn’t break even after being tortured and killed by the Germans. The Jews fought the Nazis until their death. In every ghetto, in every deportation train, in every labor camp, even in the death camps, the will to resist was strong, and took many forms. The Jews were fighting with the few weapons that would be found, individual acts of defiance and protest, the courage of obtaining food and water under the threat of death, the superiority of refusing to allow the Germans their final wish to gloat over panic and despair.To die with dignity was a form of resistance. To resist the demoralizing, brutalizing force of evil, to refuse to be reduced to the level of animals, to live through the torment, to outlive the tormentors, these too were acts of resistance. Merely to give a witness of these events in testimony was, in the end, a contribution to victory. Simply to survive was a victory of the human spirit.

Gender Role Reversal essays

Gender Role Reversal essays Throughout one's life each of us face new obstacles due to the progression of the life cycle. Many of these so-called obstacles we encounter are from the many role demands that each one of us has to fulfill. As we get older our lives take on new roles, such as being a: wife, parent, school teacher, etc. One role, however, will never leave us, that's our gender. We will never truly know what it's like to put ourselves in the shoes of the opposite gender, but I can try and elaborate from my own personal experience and observations of what I fell society would demand from being a male in the United States. I am going to first discuss a few of the many negatives that I believe can accompany being a male. I feel in some incidents women can manipulate situations with body language, but men must use material or external influence to achieve this type of manipulation. The movie "Erin Brockovich" immensely demonstrates this characteristic. Julia Roberts portrays a poor, single mother who uses her cleavage in a few situations to get what she wants. Another negative characteristic I feel about being a male would not being able to buy and wear female clothing. I wanted to make sure that I took into consideration what is negative about the entire gender role itself from a male's perspective. So, I got onto the Internet and joined a transsexua ls chat channel. I felt this would give me a great new point of view about being a male. One valid issue that I feel society has made men view as being horrible is men buying and wearing female clothing. One male mentions how females can buy boys' items or girls', and are not viewed with amazement. I, for one, have and do on occasion wear men's clothing. Why shouldn't I be viewed as weird or gay; but a male cannot even wear a light pink colored shirt? A few of the many positives that come along with being a male is that men are not expected to bring that little-bit-of-something to a frien...

Rouler - to Roll; to Drive - French Verb Conjugations

Rouler - to Roll; to Drive - French Verb Conjugations The  French verb  rouler means to roll or drive. Find simple conjugations for this regular -er verb in the tables below. Conjugations of Rouler Present Future Imperfect Present participle je roule roulerai roulais roulant tu roules rouleras roulais il roule roulera roulait nous roulons roulerons roulions vous roulez roulerez rouliez ils roulent rouleront roulaient Pass compos Auxiliary verb avoir Past participle roul Subjunctive Conditional Pass simple Imperfect subjunctive je roule roulerais roulai roulasse tu roules roulerais roulas roulasses il roule roulerait roula roult nous roulions roulerions roulmes roulassions vous rouliez rouleriez roultes roulassiez ils roulent rouleraient roulrent roulassent Imperative tu roule nous roulons vous roulez Verb conjugation patternRouler  is a  regular -ER verb

Operation Iraqi Freedom Logistics, Strategy and Support Essay

Operation Iraqi Freedom Logistics, Strategy and Support - Essay Example The  distribution  based logistics did not function smoothly, as it  was expected  when the US  group  went to Iraqi for the first time (Peltz, Halliday, and Girardini, 2005).  Variety of problems needed to be addressed and they included insufficient logistics employees, reduced asset visibility, lack of proper communication, and inadequate provision of transportation materials. Although, with time the Army has persistently continued to  change  the  supply  process  and has advanced the materials used so that the  distribution  based logistics system can  become  more successful. It was  evident  that when operation Iraqi freedom begun, the department of defense did not have the  supply  capability  to set up and  manage  the majority of  distribution  and tools in theater. The  principal  factor that led to the issues of  distribution  in the operation Iraqi freedom was insufficient war service maintaining staff in the theater. Most of the units in the  war  service  sustenance  are reserved  and, therefore, need almost 90 to 120 days to activate and  deploy  the operation Iraqi freedom. To  prevent  the  training  division over the December 2002 festive season, the  conclusion  was decided  so that there is a delay in some of the recruitment of operation Iraqi freedom (Amaal and Judi, 2007).  Because of this reason, majority of the army and the  aquatic  service logistics staff, did not  prepare  to the theater till the time when the  warfare  troops entered and the significant  warfareà ‚  operations were in progress. At the time, when the  warfare  service maintaining staffs were in the theater, defense supply of food and extra parts in  various  units  were exhausted  and meals that were  ready  for  consumption  stocks in the maintaining storehouse were not as much for the day in the operation Iraqi freedom.  This led to the crippling beginning of the  distribution  based logistics system

Survivor-Like Program Essay Example | Topics and Well Written Essays - 4500 words

Survivor-Like Program - Essay Example The families will have to support their own subsistence during free time. During activities, subsequent rewards and punishments per activity will be programmed. As the game progresses, challenges will be more physically demanding, mentally difficult, and psychologically stressful. This means, the basic necessities they will have to fend for themselves, to get rewards, they will have to strategize with their members, and they will have to harbor strength from the team for the psychological challenges – all as a family. The twist in the program lies farther during the game where families will be eliminated until only three will remain. As these families struggle to compete for the top spot, members will also be eliminated thus weakening the team set-up. Temptations of luxury will be introduced while rewards will be greater and challenges will vary from easy but tricky to hard but fun. The program is classified as suitable for general viewing. It is geared to be entertaining as well as educational. The content will go through major screening and evaluation for values it will instigate and amusement it will provide. The existing trend of television viewers highly rates reality shows as the most entertaining and educational. The various realism provides the public a kind of connection for the different situations that are universal among humans – pain, shame, competition, happiness, etc. Because these are the facets of social beings that appeal greatly towards the general public viewer, my reality show, called Survivor Family, can be quantified to hit big among various audiences and become successful. The Survivor Family series will be hosted by top personalities who have established themselves as a well-balanced persona. By appealing to the audience with the grand and remote setting, it will highly attract their attention as they are interested and almost always on the lookout for what is new, what is strange, what is â€Å"exotic†, what is on the other part of the world, what is left to be explored, etc.