The Fourth Geneva Convention Essay - 475 Words

The Geneva Conventions, which was adopted before 1949, were concerned with the soldiers and prisoners only, and not with the protection of civilians. World War II had shown the devastating consequences of the absence of a Convention for the protection of civilians during the war. On August 12, 1949 a new Convention was made for the protection of civilians in time of war. This Convention was called Fourth Geneva Convention or Geneva Convention, 1949. According to Fourth Geneva Convention, civilians have the protections as long as they do not take a direct part in the war. It also permits the free passage of foodstuff, clothes, medicine, and also objects necessary for religious worship proposed for civilians. This Convention also covers†¦show more content†¦Ã¯â€š § According to article 3, even if there are no conflicts of international characters, the parties must provide minimum protection to noncombatants, associates of military forces who have lain down their arms and out o f fight (hors de combat) due to injury or imprisonment. In all circumstances they must be treated kindly or humanely with the following prohibitions: †¢ Taking of hostages. †¢ Corporal Punishment (deliberate infliction of pain as revenge for an offence). †¢ Violence of life and persons, unkind treatment and torture, defacement. †¢ Humiliating and undignified treatment. †¢ Medical and scientific experiments. ï‚ § According to article 4, protected persons are those who find themselves, in case of occupation or conflict, in the hands of international occupying power. ï‚ § Article 13 states about the general protection of populations against certain consequences of war like distinction based on color, religion, nationality, or political opinion. There is also one provision written for the status and treatment of protected persons in the territories of the parties to the conflict and to occupied territories. According to article 32, conflicts parties should not give any physical and mental torture to the protected persons. Prohibition writtenShow MoreRelatedThe Necessity of Evil and the Applications of Good in Response800 Words   |  4 PagesHenry Durant witnessed the aftermath of the battle. He arranged an international agreement of war to protect wounded and uninvolved people. In 1864, twelve European nations signed the document, called the Geneva Convention (The Battle of Solferino). The organization that formed from the Geneva Convention was named the Red Cross (The Battle of Solferino). They were dedicated to helping people, no matter their stance on whichever conflict was currently underway. It stated: â€Å"The human dignity of all individualsRead MoreWaterboarding is Torture Essay1130 Words   |  5 Pagestorture because it violates Title 18, Part I, Ch. 113C of the United States (U.S.) Code; it is an act of inhumanity based on the U.S. Constitution’s Eighth Amendment, and it is against the international treaties set forth by the Third and Fourth Geneva Conventions. 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After the massacre, Charlie Company officers managed to cover for a year by not mentioning the large amount ofRead MoreRespect For International Humanitarian Law1517 Words   |  7 PagesRespect for International Humanitarian Law Article 1 of the Geneva Conventions provides that States parties undertake to â€Å"ensure respect for the present Convention †. The same provision is repeated in Additional Protocol I in relation to respect for the provisions of that Protocol . It further provides that in the event of serious violations of the Protocol, States parties undertake to act, jointly or individually, in cooperation with the United Nations and in conformity with the Charter of the UnitedRead MoreThe War Of The United States1377 Words   |  6 Pagespresident to make something like this happen. (Lindsay, 2013). Geneva Conventions are a group of treaties governing the treatment of civilians and service members during time of war or conflict. Below is a synopsis of the conventions: 1. 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The first Geneva Convention, which dealsRead MoreHague Regulations Essay1215 Words   |  5 PagesBrussels Declaration formed the basis of the definition of combatant which was incorporated into Articles 1 and 3 of the Regulations annexed to the Hague Convention (II) with Respect to the Laws and Customs of War on Land of 1899 and 1907. In a later developmen t, the Brussels/Hague provisions were incorporated into the 1949 Third Geneva Convention on Prisoners of War, in order to establish the qualifications required to receive prisoner of war treatment. Because there is no definition of combatantRead MoreEssay On International Law1850 Words   |  8 Pageswillful disregard for the Treaty it signed at the Fourth Geneva Convention in 1949, wherein all civilians are entitled to protection from armed conflict between two countries. Geneva Conventions broadly outline the fundamental rights of wartime detainees for all citizens and military personnel, create assurances for the injured and debilitated, and set up insurances for citizens in and around a battle region. In this manner, the Geneva Convention has made rules and guidelines to ensure that all humanityRead MoreGuantanamo Bay and Human Rights Violations by the United States1536 Words   |  6 PagesWar on Terror campaign by Secretary of Defense, Donald Rumsfield. It has three main camps that house the prisoners. These prisoners of war were later referred to as enemy combatants. They were excluded from the prisoner of war statutes of the Geneva Convention because of their involvem ent in a foreign terrorist organization and therefore earning themselves the title of terrorists. The Guantanamo Bay Detention Center served as the perfect location to send these terrorists. It allowed the United StatesRead MoreThe Aria of War: Justifications for the Pursuit of National Security at Any Price1434 Words   |  6 Pagesinfringement? Moral Ambiguity and The Making of a POW Inconsistent and convenient applications of the Geneva Conventions have been particularly highlighted in the delineation of prisoner of war (POW) status as it applies to terrorists. The Bush administration agreed that the Taliban were fighting for a state (Afghanistan), and as such would normally be accorded protections under the Geneva Conventions. However, they declared that both al Qaeda and Taliban fighters would, in fact, not be classified as

What to Expect From Cheap Essay Writing Service?

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Education and Mark Twain Tags free essay sample

Live as if you were to die tomorrow. Learn as if you were to live forever. †Ã‚   ? Mahatma Gandhi tags:  carpe-diem,  education,  inspirational,  learning 38,294 people liked it like â€Å"I have never let my schooling interfere with my education. †Ã‚   ? Mark Twain tags:  education 11,482 people liked it like â€Å"You can never be overdressed or overeducated. † ?  Oscar Wilde tags:  education,  fashion 6,803 people liked it like â€Å"You educate a man; you educate a man. You educate a woman; you educate a generation. †Ã‚   ? Brigham Young tags:  education,  feminism,  men,  women 3,833 people liked it like â€Å"The world is a book and those who do not travel read only one page.    ? Augustine of Hippo tags:  allegory,  books,  broad-mindedness,  classic,  education,  imagery,  travel,  world 3,650 people liked it like â€Å"Education is the most powerful weapon which you can use to change the world. †Ã‚   ? Nelson Mandela tags:  change,  education 2,344 people liked it like â€Å"Whatever the cost of our libraries, the price is cheap compared to that of an ignorant nation. †Ã‚   ? Walter Cronkite tags:  education,  ignorance,  intelligence,  libraries 2,006 people liked it like â€Å"Education is the ability to listen to almost anything without losing your temper or your self-confidence.    ? Robert Frost tags:  education 1,846 people liked it like â€Å"When you know better you do better. † ?  Maya Angelou tags:  education,  intelligence,  knowledge,  wisdom 1,709 people liked it like â€Å"The past has no power over the present moment. † ?  Eckhart Tolle tags:  education,  inspirational,  life,  philosophy,  truth,  wisdom 1,564 people liked it like â€Å"Education: the path from cocky ignorance to miserable uncertainty. †Ã‚   ? Mark Twain tags:  education 1,267 people liked it like â€Å"Intelligence plus character-that is the goal of true education. †Ã‚   ? Martin Luther King, Jr. tags:  education ,160 people liked it like â€Å"The task of the modern educator is not to cu t down jungles, but to irrigate deserts. †Ã‚   ? C. S. Lewis tags:  education 1,111 people liked it like â€Å"The best thing for being sad, replied Merlin, beginning to puff and blow, is to learn something. Thats the only thing that never fails. You may grow old and trembling in your anatomies, you may lie awake at night listening to the disorder of your veins, you may miss your only love, you may see the world about you devastated by evil lunatics, or know your honour trampled in the sewers of baser minds. There is only one thing for it then — to learn. Learn why the world wags and what wags it. That is the only thing which the mind can never exhaust, never alienate, never be tortured by, never fear or distrust, and never dream of regretting. Learning is the only thing for you. Look what a lot of things there are to learn. †Ã‚   ? T. H. White,  The Once and Future King tags:  curiosity,  depression,  education,  learning,  teaching 1,045 people liked it like â€Å"If you want to get laid, go to college. If you want an education, go to the library. †Ã‚   ? Frank Zappa tags:  education,  sex 1,013 people liked it ike â€Å"Give a girl an education and introduce her properly into the world, and ten to one but she has the means of settling well, without further expense to anybody. †Ã‚   ? Jane Austen tags:  education,  women 980 people liked it like â€Å"Education without values, as useful as it is, seems rather to make man a more clever dev il. †Ã‚   ? C. S. Lewis tags:  character-development,  education,  ethics 834 people liked it like â€Å"Eragon looked back at him, confused. I dont understand. Of course you dont, said Brom impatiently. Thats why Im teaching you and not the other way around. †Ã‚   ? Christopher Paolini,  Eragon tags:  education,  humor 828 people liked it like â€Å"I am not a teacher, but an awakener. † ?  Robert Frost tags:  carpe-diem,  education,  inspirational,  learning,  mentoring 819 people liked it like â€Å"In real life, I assure you, there is no such thing as algebra. †Ã‚   ? Fran Lebowitz tags:  algebra,  education,  humor,  mathematics 775 people liked it like â€Å"[Kids] dont remember what you try to teach them. They remember what you are. †Ã‚   ? Jim Henson,  Its Not Easy Being Green: And Other Things to Consider tags:  childhood,  education,  learning,  teaching 773 people liked it like Ideally, what should be said to every child, repeatedly, throughout his or her school life is something like this: You are in the process of being indoctrinated. We have not yet evolved a system of education that is not a system of indoctrination. We are sorry, but it is the best we can do. What you are be ing taught here is an amalgam of current prejudice and the choices of this particular culture. The slightest look at history will show how impermanent these must be. You are being taught by people who have been able to accommodate themselves to a regime of thought laid down by their predecessors. It is a self-perpetuating system. Those of you who are more robust and individual than others will be encouraged to leave and find ways of educating yourself — educating your own judgements. Those that stay must remember, always, and all the time, that they are being moulded and patterned to fit into the narrow and particular needs of this particular society. †Ã‚   ? Doris Lessing,  The Golden Notebook tags:  conformity,  education,  feminism,  knowledge-power,  quip,  school 740 people liked it like â€Å"Study without desire spoils the memory, and it retains nothing that it takes in. †Ã‚   ? Leonardo da Vinci ags:  education,  schooling,  university 734 people liked it like â€Å"Prejudices, it is well known, are most difficult to eradicate from the heart whose soil has never been loosened or fertilised by education: they grow there, firm as weeds among stones. †Ã‚   ? Charlotte Bronte,  Jane Eyre tags:  education,  prejudice 700 people liked it like â€Å"The mind is not a vessel to be filled, but a fire to be kindled. †Ã‚   ? Plutarch tags:  curiosity,  education,  mentoring,  mind,  thinking 669 people liked it like â€Å"Without education, we are in a horrible and deadly danger of taking educated people seriously. †Ã‚   ? G. K. Chesterton tags:  education,  ignorance,  indoctrination 667 people liked it like â€Å"Often, it’s not about becoming a new person, but becoming the person you were meant to be, and already are, but don’t know how to be. †Ã‚   ? Heath L. Buckmaster,  Box of Hair: A Fairy Tale tags:  education,  growth,  life,  self-acceptance,  self-realization 664 people liked it like â€Å"You know, sometimes kids get bad grades in school because the class moves too slow for them. Einstein got Ds in school. Well guess what, I get Fs!!! †Ã‚   ? Bill Watterson tags:  calvin-and-hobbes,  comic,  education,  funny,  school 662 people liked it like The educated differ from the uneducated as much as the living differ from the dead. †Ã‚   ? Aristotle tags:  education 625 people liked it like â€Å"Try not to have a good time this is supposed to be educational. †Ã‚   ? Charles M. Schulz tags:  education,  humor 589 people liked it like * Home * Authors * Topics * Quote of the Day * Pictures * Top of Form Bottom of Form Authors:  A  B  C  D  E  F  G  H  I  J  K  L  M  N  O  P  Q  R  S  T  U  V  W  X  Y  Z - Education Quotes * Grid  List * * Prev * 1 * 2 * 3 * 4 * .. * 40 * Next * Share220309 Education is the most powerful weapon which you can use to change the world. Nelson Mandela Change,  Powerful,  Weapon It is the mark of an educated mind to be able to entertain a thought without accepting it. Aristotle Mind,  Without,  Thought A liberal education is at the heart of a civil society, and at the heart of a liberal education is the act of teaching. A. Bartlett Giamatti Society,  Heart,  Act An education isnt how much you have committed to memory, or even how much you know. Its being able to differentiate between what you know and what you dont. Anatole France Between,  Able,  Memory My mother said I must always be intolerant of ignorance but understanding of lliteracy. That some people, unable to go to school, were more educated and more intelligent than college professors. Maya Angelou Mother,  School,  Ignorance Education is an admirable thing, but it is well to remember from time to time that nothing that is worth knowing can be taught. Oscar Wilde Time,  Nothing,  Remember Ads by Google Church Online Tired of your lif e? Find hope at Church Online westside-family. churchonline. org Education is the ability to listen to almost anything without losing your temper or your self-confidence. Robert Frost Without,  Anything,  Losing Education is not the filling of a pail, but the lighting of a fire. William Butler Yeats Fire,  Lighting,  Filling Develop a passion for learning. If you do, you will never cease to grow. Anthony J. DAngelo Learning,  Passion,  Grow An investment in knowledge pays the best interest. Benjamin Franklin Knowledge,  Best,  Interest In the first place, God made idiots. That was for practice. Then he made school boards. Mark Twain God,  School,  Made The roots of education are bitter, but the fruit is sweet. Aristotle Sweet,  Bitter,  Roots Education is the key to unlock the golden door of freedom. George Washington Carver Freedom,  Door,  Key Education is not preparation for life; education is life itself. John Dewey Life,  Itself The only person who is educated is the one who has learned how to learn and change. Carl Rogers Change,  Person,  Learned Education is the best friend. An educated person is respected everywhere. Education beats the beauty and the youth. Chanakya Beauty,  Best,  Friend He who opens a school door, closes a prison. Victor Hugo School,  Door,  Prison I spent three days a week for 10 years educating myself in the public library, and its better than college. People should educate themselves you can get a complete education for no money. At the end of 10 years, I had read every book in the library and Id written a thousand stories. Ray Bradbury Money,  Myself,  End Education is a progressive discovery of our own ignorance. Will Durant Ignorance,  Discovery The only thing that interferes with my learning is my education. Albert Einstein Learning,  Interferes It is a thousand times better to have common sense without education than to have education without common sense. Robert Green Ingersoll Better,  Without,  Sense A human being is not attaining his full heights until he is educated. Horace Mann Human,  Until,  Full Education is a better safeguard of liberty than a standing army. Edward Everett Better,  Liberty,  Army No one has yet realized the wealth of sympathy, the kindness and generosity hidden in the soul of a child. The effort of every true education should be to unlock that treasure. Emma Goldman Sympathy,  Kindness,  True An educated person is one who has learned that information almost always turns out to be at best incomplete and very often false, misleading, fictitious, mendacious just dead wrong. Russell Baker Best,  Person,  Learned - Share with your Friends Share Everyone likes a good quote dont forget to share. - Popular Authors Abraham Lincoln Albert Einstein Buddha C. S. Lewis Dalai Lama Eleanor Roosevelt Helen Keller John F. Kennedy Khalil Gibran Marilyn Monroe Mark Twain Martin Luther King, Jr. Maya Angelou Mother Teresa Oscar Wilde Ronald Reagan Socrates Thomas Jefferson William Shakespeare Winston Churchill More authors * Grid  List * * Prev * 1 * 2 * 3 * 4 .. * 40 * Next - Popular Topics Love Quotes Life Quotes Friendship Quotes Motivational Quotes Inspirational Quotes Success Quotes Funny Quotes Wisdom Quotes More topics - Get Social with BrainyQuote BrainyQuote Desktop BrainyQuote Mobile - Site Home Quote of the Day Topics Authors Pictures Professions Birthdays - Social BQ on Facebook BQ on Twitter BQ on Pinterest BQ on Google+ Syndication Quote Feed Art Quote Feed Funny Quote Feed Love Quote Feed Nature Quote Feed - About Us Our Story Inquire Advertise Su bmit Privacy Terms AdChoices Copyright © 2001 2013 BrainyQuote ®          BookRags Media Network - Sharing Successful! Share again! Youve successfully shared using Po. st! Welcome to po. st! 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The Full Monty and Bridget Jones Essay Example

The Full Monty and Bridget Jones Essay In the West, during the 20th Century the traditional roles, views on inherent abilities and predispositions, and thus their representation in art, underwent a fundamental change, reflecting the feminist agenda that womens role could and should be equal to that of men. Sometimes these changes reflect the changes in the world, sometimes they are propaganda to promote such change, and yet others satirise inequalities. Contemporary representations of gender in art are consequently far different to that of their traditional gender roles, many of them subverted and even swapped; for example the dominant ideals right up to the 1970s was the male gaze, however in the 21st century the amount of media focusing on both the male and female gaze is nearer to equal. The gender roles displayed in both the Full Monty and Bridget Jones Diary differ largely from the traditional stereotypes. Both the Full Monty and Bridget Jones Diary show how the perception of gender roles has changed over time. Both demonstrate how in todays modern society females are gaining attributes that were usually associated with the male gender and vice versa. For example the Full Monty explores the female gaze while it is usually assumed that males lust after the female body. Typical working class labourers are required to perform a strip show and the main protagonists are a father and his son, whereas in the 20th century, fathers were not really promoted in films as the dominant parents to a child, nurturing being seen as more of a female attribute. We will write a custom essay sample on The Full Monty and Bridget Jones specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on The Full Monty and Bridget Jones specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on The Full Monty and Bridget Jones specifically for you FOR ONLY $16.38 $13.9/page Hire Writer Contradictory to the traditional role, none of the main male characters in the film are breadwinners; in fact they are all unemployed. When comparing Bridget Jones to Jane Austins Pride and Prejudice, which the book was loosely based upon, it is an obvious observation that Helen Fielding has brought the novel into the 21st Century. A working woman who socialises with feminists and camp homosexual men and has a desperate passion for cigarettes, chocolate and good times differs greatly from the more flaccid personality of Elizabeth. Although it could be argued that both pieces of media show positive change in the female gender role, Bridget Jones also shows how much social and media pressure is on women. Bridget is constantly trying to change; she is almost addicted to trying to better herself even if it is half-heartedly. Every new-year there is a long list made in the binary opposite forms I WILL and I WILL NOT of unrealistic resolutions that include Stop smoking, save up money, be more confident, reduce circumference of thighs. (1) She is very body conscious, which is demonstrated through her giant pants (2) and constant calorie counting and her insecurities are only reinforced by her love interest, Daniel Clever, leaving Bridget for an American stick insect (3) in the modelling industry, relating to the size zero debate, and the weight of celebrities which is all over the tabloids in popular culture, putting pressure on young female readers. In addition to this she (Bridget) continuously comments on the pressure from family and non-single friends, to achieve the married with 2. 4 children lifestyle she feels is expected of her. Bridget Jones is about the female struggle in todays society. However, in the Full Monty the roles are subverted. You can see the social and physical pressures that are placed on men, particularly as, after they start to practice the routine doubts begin to appear, due to some of the men not feeling secure about their appearances and lifestyles for different reasons. While Dave wraps himself in cling film, due to the fact he is unhappy with his body, and even quits the show less than a week before their performance because he couldnt imagine anyone wanting to see his naked body, Gerald, an unemployed steel worker who leads a middle class lifestyle, only agrees to being part of the act, as he is ashamed about not being able to financially support his wife. Providing for the family is one of the most key points rooted to the male gender tradition, just as one of the keys for women is to be a homemaker. Unlike traditional families, the protagonist Gary or Gaz is separated from his sons mother, who has a new partner, and again breaking with traditional stereotypes, it is the love the father has for his son that spurs on the act, as Gary needs to pay his child support. Both films and the book of Bridget Jones were huge best sellers. It is a personal belief that the successes of both the films are partially due to the uplifting nature of stories. The happy endings result in the deviance from traditional gender roles being accepted and supported by other characters, and the end result was not a failure. As shown on the television and often written about in the media, the UK has a problem with both obesity and eating disorders; people do deviate from the traditional and ideal physically, in their lifestyle choices and within aspects of their personality. It would appear that there is no longer a normal (assuming of course that there ever was! ) and moving every day closer to equality as female and male attributes merge, in our new hybrid society, both texts show that it is acceptable to digress from the traditional gender roles, which almost everyone does to some degree. Despite Bridgets cosmopolitan lifestyle, throughout the book she describes how she longs for a stable relationship, even though she is self-sufficient. It is clear that Bridget feels social pressures alongside those from her married friends and family, but Bridget clearly wants a relationship for her own stability and happiness despite the independent-woman drunken rants that she partakes in with her feminist friend Jude. While Helen Fielding has managed to reflect the increase in female independence in her novel, she has not diminished the longing for intimate adult companionship. This mirrors the marriage and divorce figures ((4)on overleaf) although there has been an increase in the number of divorces there has also been an increase in the number of people who re-marry. The data could suggest that an increase in choices and a slow progress towards equality from both genders has meant that the divorce rate has risen, but that the human need for adult company, love and affection has led to a society of serial monogamy.

Examples of Polar and Nonpolar Molecules

Examples of Polar and Nonpolar Molecules The two main classes of molecules are polar molecules and nonpolar molecules. Some molecules are clearly polar or nonpolar, while many have some polarity and fall somewhere in between. Heres a look at what polar and nonpolar mean, how to predict whether a molecule will be one or the other, and examples of representative compounds. Key Takeaways: Polar and Nonpolar In chemistry, polarity refers to the distribution of electric charge around atoms, chemical groups, or molecules.Polar molecules occur when there is an electronegativity difference between the bonded atoms.Nonpolar molecules occur when electrons are shared equal between atoms of a diatomic molecule or when polar bonds in a larger molecule cancel each other out. Polar Molecules Polar molecules occur when two atoms do not share electrons equally in a covalent bond. A dipole forms, with part of the molecule carrying a slight positive charge and the other part carrying a slight negative charge. This happens when there is a difference between the electronegativity of each atom. An extreme difference forms an ionic bond, while a lesser difference forms a polar covalent bond. Fortunately, you can look up electronegativity on a table to predict whether or not atoms are likely to form polar covalent bonds. If the electronegativity difference between the two atoms is between 0.5 and 2.0, the atoms form a polar covalent bond. If the electronegativity difference between the atoms is greater than 2.0, the bond is ionic. Ionic compounds are extremely polar molecules. Examples of polar molecules include: Water - H2OAmmonia - NH3Sulfur dioxide - SO2Hydrogen sulfide - H2SEthanol - C2H6O Note ionic compounds, such as sodium chloride (NaCl), are polar. However, most of the time when people talk about polar molecules they mean polar covalent molecules and not all types of compounds with polarity! Nonpolar Molecules When molecules share electrons equally in a covalent bond there is no net electrical charge across the molecule. In a nonpolar covalent bond, the electrons are evenly distributed. You can predict nonpolar molecules will form when atoms have the same or similar electronegativity. In general, if the electronegativity difference between two atoms is less than 0.5, the bond is considered nonpolar, even though the only truly nonpolar molecules are those formed with identical atoms. Nonpolar molecules also form when atoms sharing a polar bond arrange such that the electric charges cancel each other out. Examples of nonpolar molecules include: Any of the noble gasses: He, Ne, Ar, Kr, Xe (These are atoms, not technically molecules.)Any of the homonuclear diatomic elements: H2, N2, O2, Cl2 (These are truly nonpolar molecules.)Carbon dioxide - CO2Benzene - C6H6Carbon tetrachloride - CCl4Methane - CH4Ethylene - C2H4Hydrocarbon liquids, such as gasoline and tolueneMost organic molecules Polarity and Mixing Solutions If you know the polarity of molecules, you can predict whether or not they will mix together to form chemical solutions. The general rule is that like dissolves like, which means polar molecules will dissolve into other polar liquids and nonpolar molecules will dissolve into nonpolar liquids. This is why oil and water dont mix: oil is nonpolar while water is polar. Its helpful to know which compounds are intermediate between polar and nonpolar because you can use them as an intermediate to dissolve a chemical into one it wouldnt mix with otherwise. For example, if you want to mix an ionic compound or polar compound in an organic solvent, you may be able to dissolve it in ethanol (polar, but not by a lot). Then, you can dissolve the ethanol solution into an organic solvent, such as xylene. Sources Ingold, C. K.; Ingold, E. H. (1926). The Nature of the Alternating Effect in Carbon Chains. Part V. A Discussion of Aromatic Substitution with Special Reference to Respective Roles of Polar and Nonpolar Dissociation; and a Further Study of the Relative Directive Efficiencies of Oxygen and Nitrogen. J. Chem. Soc.: 1310–1328. doi:10.1039/jr9262901310Pauling, L. (1960). The Nature of the Chemical Bond (3rd ed.). Oxford University Press. pp. 98–100. ISBN 0801403332.Ziaei-Moayyed, Maryam; Goodman, Edward; Williams, Peter (November 1,2000). Electrical Deflection of Polar Liquid Streams: A Misunderstood Demonstration. Journal of Chemical Education. 77 (11): 1520. doi:10.1021/ed077p1520

Adaption vs. Adaptation

Adaption vs. Adaptation Adaption vs. Adaptation Adaption vs. Adaptation By Maeve Maddox A reader in the UK who grew up hearing the word adaption used in reference to radio and television programs based on books wonders, Where did adaptation come from, since there is no verb adaptate? The earliest OED documentation of the verb adapt is dated 1531. The noun adaptation comes along in 1597, 18 years earlier than adaption (1615). English has no verb â€Å"adaptate,† but the past participle stem of Latin adaptare (to fit, to adapt) is adaptat-. Adaptation came into English from French, with the extra syllable already in place. Adaption looks like a homegrown nominalization of the verb adapt. The Google Ngram Viewer, which tracks the incidence of words in printed sources from 1800 to 2000, shows adaption running a distant second to adaptation during the entire period. The OED has a brief entry for adaption, prefaced by the notation â€Å"Now nonstandard.† Clearly, adaptation is the standard form of the word meaning, â€Å"an altered or amended version of a text, musical composition, etc., especially one adapted for filming, broadcasting, or production on the stage from a novel or similar literary source.† But although adaptation is the preferred spelling, adaption is in use among English speakers in Canada, Australia, the UK, and the US: The Snow Queen: A Pop-Up Adaption of a Classic Fairytale  Hardcover  Ã¢â‚¬â€œPublication date: 2013. Movie Adaption > Popular Movie Adaption Books –categories on Goodreads Why book-to-film adaption soundtracks need to fit with the original book –headline, The Guardian Lake Bell to Direct Film Adaption of  The Emperor’s Children –headline, Time.com The Broadway musical  West Side Story  is an adaption of  Romeo and Juliet.  Ã¢â‚¬â€œarticle, The Globe and Mail (Canada) On a page at the BBC News site, adaption occurs in a header, but adaptation is used in the text below it. Bottom line: Some writers in the English-speaking world continue to use adaption as an alternative spelling of adaptation, but adaptation is the preferred standard form. Want to improve your English in five minutes a day? Get a subscription and start receiving our writing tips and exercises daily! Keep learning! Browse the Misused Words category, check our popular posts, or choose a related post below:10 Rules for Writing Numbers and Numerals40 Synonyms for â€Å"Different†Appropriate vs. Apropos vs. Apt

Victims of Terrorism, Hate Crimes & Racial Profiling Assignment

Victims of Terrorism, Hate Crimes & Racial Profiling - Assignment Example However, there have been attempts to end racial profiling in the United States. Question one: Terrorism is a systematic use of terror, especially as a means of coercion. Domestic terrorism refers to illegal use of force or violence committed by a person or group against a person to intimidate them for political or social objectives. The US considers terrorist attacks domestic if they are carried out by its citizens who are not acting on behalf of a foreign power (Doerner, 2012). Investigations of domestic violence are carried out in accordance with The Attorney General guidelines on general crimes and Domestic Terrorism Investigations. The establishment of terrorism as a crime that can be committed domestically became a law in the year 2001 when President George W. Bush signed the Patriot Act. Domestic terrorism is a major concern in the United States. In fact, domestic terrorism has currently hit the highest point of the cycle in the United States but most of the cases are simple at tacks committed by lone actors. However, the implications of the crimes is as those of jihadist and Iranian attacks (Peek, 2011). Recently there was an attack on Oak Creek, which was termed as a case of domestic terrorism where seven people were shot and killed. The US local law enforcement agencies have played a key role in dealing with the many threats of the modern world. The police in the United States are involved in mitigating and defeating terrorism in the United States. This is because the police agencies have acquired technology and ideas on how to offer effective defense and conquer offence. According to Peek (2011), they work with communities in order to achieve this goal. Therefore, the establishment of terrorism as a crime that can be committed domestically has changed policing in a number of ways. It has broadened the ideas and knowledge of the Department of Homeland Security who work together with police, intelligence and immigration agencies to fight terrorism (Doern er, 2012). Question One A: Policing in the US has changed with the establishment of terrorism as a crime that can be committed domestically. As mentioned above, police play a major role in mitigating and overcoming terrorism in the United States. Local agencies in the country have the knowledge and technology to create counter networks and to work on effective defenses and offenses. This has been possible due to expansion on knowledge concerning the concept of terrorism and what entails it. Through multijurisdictional efforts, police can determine whether individuals or enterprises are an active threat that calls for inquiry or enforcement action (Peek, 2011). The agencies are transparent, flexible and adaptable enough to join forces with one another. They develop more important and credulous unions and create strategies that capitalize on law enforcement resources. Most significantly, they work with societies to counter the acts of terrorism. Policing is therefore a convergent tact ic that battles crime and disorder while creating unfriendly environments for terrorists. For instance, after terrorist events in 2011, police organizations have strengthened their efforts against terrorism (Peek, 2011). The Justice Departments’ federal Bureau of Investigations which is the leading agency dealing with matters of terrorism and the Department of Homeland Security and the local agencies have strongly been involved in the fight against terrorism. The police have been able to attack

Physical Inactivity Research Paper Example | Topics and Well Written Essays - 750 words

Physical Inactivity - Research Paper Example This paper reviews the literature available to know more about various consequences of childhood physical inactivity. Millar and Dean (2012), pointed out that â€Å"Obesity is the most significant risk factor for the development of type 2 diabetes in childhood. The main causes of obesity and diabetes in the developed and the developing world include a lack of adequate physical activity (Millar and Dean, 2012). The intrusion of internet, computers and mobile phones, forced children to shift their attention from painful physical activities to less painful mental activities. From the above data, it is evident that girls are undergoing severe harassments both in the family and in other social circles because of overweight. Such harassments can affect the development of self-esteem among children. â€Å"According to the WHO, the regional differences in overweight and obesity could be explained by a number of factors including differences in socioeconomic status and the availability and preferences of food and leisure-time physical activities† (Malkogeorgos, 2010, p.137). Different countries have different overweight statistics among teenage community. This is because of the differences in life styles and eating habits in different countries. It should be noted that underweight is the problem among children in some of the poor African countries whereas in American and European countries children are suffered because of overweight. It is evident from the figure that only 7% of the available 39% of other than classroom hours is used for physical workouts. TV watching and reading take 26% of the available 39% of leisure time. All these facts clearly show that modern children are using negligible time for physical workouts and the percentage of physical inactivity time is more than the desired level. Adegoke and Oyeyemi (2011) mentioned the consequences associated with physical inactivity. In their opinion, â€Å"Physical inactivity is

The Same Story Essay Example for Free

The Same Story Essay Write A Detailed Comparison On The Way Of How A Tabloid Newspaper (The Sun) And A Broadsheet Newspaper (The Times) Treat The Same Story. The purpose of this essay is to write a detailed comparison based on the ways of how different newspapers present their data in order to attract custom. I will be looking closely at the presentation, content and style of a tabloid newspaper (The Sun) and a broadsheet newspaper (The Times). To enable this assessment to be fair, I will be concentrating on a particular event, which happened back in 1986. The article in which I will be focusing on is about an Arab man (Nezar Hindawi) who tried to dupe his pregnant girlfriend. The Arab had planted an explosive in the luggage belonging to his intended wife and sent her as a human time bomb to board a jet containing more than four hundred unsuspecting passengers and crew. Newspaper articles always consists of a subject heading; to attract a reader to a story, subheadings; to guide the reader through the story, and paragraph sections which contain necessary details appropriate for the clarification of the story for the reader it targets. The language and visual appearance are the key factors to the contents of a newspaper, and the editors pride themselves on a politically correct informative style of journalism, suitable for the newspaper they are promoting. The visual appearance is a very important aspect of both a tabloid and a broadsheet newspaper layout, as it has to capture the publics eye. If it fails to do this, there will be a decline in public interests and sales would decrease through loss of custom. The standards of the newspaper should be of the same quality each time it comes off the press, otherwise the public turn towards other companies. The consistency of this standard is vital to the consumer who expects a particular style. Newspaper companies often run the beginning of the story on the front page and continue it on a later page. The importance of the story is usually included in the information given on the front page. The story about the human time bomb hit the front pages of the Sun and The Times. The two companies displayed the story in extremely different ways. The Sun used most of the space on the front page for this article. The size of a tabloid newspaper is suitable to fit into small places, and it does not create the problem of folding over when being read, like a broadsheet does. The only other information featured on the page was an advertisement for the Sam Frocks Collection and another for the i 50,000 Bingo prize for that days winner. The journalists managed to fill it with a big, bold WANTED sign stretching from one side of the page to the other as well as a quarter page black and white picture of the Arab, and a twenty-one worded headline placed just above the tiny amount of text that was squashed into the bottom corner. To make the headline eyecatching the W. O. B technique was used. W. O. B is an abbreviation for White On Black. This is effective because it darkens the space around the writing enabling the words to make a dramatic appearance. This technique was used in three different places throughout the front page. It is used in the papers name appearance, the advert featured and the headline of the Arab story. In comparison, The Times displayed many of their articles on the front page. The Times is able to provide more detailed stories, as it is longer and wider than The Sun. Broadsheets are often carried under the arm, as they are too big to store in a handbag or suitcase. The Arab rat article was placed at the top of the page in a tiny space. The other information included on the page is an advertisement for Swindon Enterprise, a cartoon caption and articles such as England Down And Out, Pledge On Terror Even At Cost Of Life, Thousands Seek To Flee Tripoli. Within the space provided for this story the editor inserted a small picture of the Arab, with a caption just beneath it, a headline, a sub headline, and the text. The picture in The Times used for the article was the same picture as the editor of the Sun had used. The only difference between the two photographs is the size.

Back Where I Come From Essay -- Kenny Chesney Music Essays

Back Where I Come From Where someone is born and raised holds a special place in their heart. In the song, â€Å"Back Where I Come From,† written by Kenny Chesney, he speaks from his heart about his hometown and attempts to share those feelings with his audience. He sings about specific experiences growing up, and this is his way of reflecting what the feeling of home means to him. The structure in which he has written this piece focuses a lot of attention on the author himself. His informality invites the audience to share his experiences with him. Chesney appeals to emotion through his anecdotes and creates an impression on the audience. Through the analysis of this song it is easy to identify the type of rhetorical appeal Kenny Chesney presents to his audience. Kenny Chesney was born and raised in the tiny town of Luttrell, Tennessee. He played high school football and attended college. â€Å"Anyone who is passionate about music is emotional,†(â€Å"Kenny Chesney†) comments Chesney. Since he was young he had a dream to do what he loves most, and that is to sing. Kenny Chesney has become famous by singing about his own life, which is particularly apparent in the song, â€Å"Back Where I Come From.† Ultimately, it seems that he wants his audience to feel what he feels and be where he has been. â€Å"My audience is smart. They are real people who lead whole lives,†(â€Å"Kenny Chesney†) explains Chesney. He believes his audience to be, in essence, like himself: those who feel the deeper meanings of life. When explaining the audience of a performer, it could be as straightforward as the people who fill music venues around the world to hear his music. In this case, it is more than that. It is the people who hear his music and don’t shrug it off as typ... ...ics. A successful musical artist appeals to these rhetorical ideas to keep the interest growing for more of the same type of music. The song, â€Å"Back Where I Come From† tells a lot about its author, Kenny Chesney. Lyrically, the song can relate to so any people on so many levels and appeals to its audience through emotion. The structure he uses affects the music he makes. There are so many ways of expressing feelings and emotions. Music seems to be one of the strongest ways of conveying deep thought and emotion, because without the added beat or tune, music is just words. Some audiences can relate just as well to written text, but Chesney’s audience loves him for his musical purpose and talents. He writes with his heart for people like him that can relate to his experiences or live with him his dreams. Kenny Chesney is a lover, a writer, a singer, and an inspirer.

Exclusionary Rule Essay

The Fourth amendment guards against unreasonable searches and seizures, along with requiring any warrant to be judicially sanctioned and supported by probable cause. The interpretation and execution of the Fourth amendment in the courtroom however, is decided by the Supreme Court in an attempt to find a fair balance between individual and community interests. The exclusionary rule for example, is a Supreme Court precedent that holds police departments responsible for seizing incriminating information according to constitutional specifications of due process, or the information will not be allowed as evidence in a criminal trial. The question that arises in turn, is whether the exclusionary rule has handcuffed the abilities to effectively protect the community by the police, or if it has actually resulted in a positive police reform which needs to be expanded upon. My opinion is that although the exclusionary rule may significantly slow down the police department’s investigation and arrest process, it is a necessary â€Å"evil† in order to protect the rights of the individuals who in fact should not have their homes searched. I do however, agree that without the restrictions of the exclusionary rule police departments would be able to do their job a lot faster and more effectively, without having to worry about first getting a search warrant or after getting â€Å"slam dunk† evidence, having to see a case thrown out because it was not obtained through due process. My personal concern for allowing the police such a high level of discretion though, is that in the heat of the investigation and desire to catch or lock away a suspect, police may search the homes of people related, associated, or even suspected of having connections to the suspect in order to get information that could result in a guilty verdict, which would pote ntially violate the privacy of people who potentially are not connected to the crime or suspect being investigated. If I was personally appointed by the President of The United States to serve in the Supreme Court for example, I would take a close look at the case of Mapp v. Ohio. In Mapp v Ohio the Cleveland Police Department forcibly entered the home of Dollree Mapp without a warrant in search of a wanted fugitive. The Cleveland Police failed to find a fugitive, but instead found a trunk full of obscene material which under Ohio law was illegal. When the case went to court Mapp was initially convicted, through a series of appeals that eventually made it to the U.S. Supreme Court however, the conviction was overturned. As an appointed Supreme Court Justice, I would have absolutely done the same thing in overturning the decision on Mapps case. The reason for my vote or decision, would be that the police did not only forcibly enter the defendants home without a warrant, but they lied about having a warrant, and arrested her for a crime completely unrelated to what they were looking for if they had a warrant. Even if the Police department had a warrant to search Mapp’s home for a fugitive, my first question would be what size the trunk was. If the trunk was a small one in turn, I would question why the Police opened it if the fugitive could not possibly be hiding inside the trunk. I believe that the actions of the Cleveland Police Department were abusive, deceptive, and overall destructive for the reputation of their police department, their complete disregard for due process if overlooked, could have possibly encouraged other police departments around the country to take similar approaches to investigations without consequence. I am confident in the decision made by the U.S. Supreme Court and would not change it at all if I were appointed as a Supreme Court Justice myself.

European Type Jaw Crusher for Sale in India

European Type Jaw Crusher Brief Introduction: By adopting the world’s most advanced crushing and manufacturing technology, European type jaw crusher is mainly used for secondary and tertiary crushing of various medium-hard ores and rocks. European type jaw crusher has already become the most popular equipment in the world without controversy. It is the first choice for hard and strong abrasion material. [pic] Highlights: 1. Adopt world-level manufacturing techniques and raw materials. 2. Movable jaw assembly is made of high-quality cast steel piece.Forging blank is adopted for heavy eccentric shaft for processing, which makes the machine more reliable and endurable. 3. Integral cast steel structure is adopted for bearing saddle to guarantee full cooperation with crushing stander, which greatly enhances radial strength of bearing saddle. 4. Adoption of finite element analysis technology ensures much higher strength of the machine. 5. Crusher chamber adopts â€Å"V† struc ture which could make the actual feed width complies with the nominal one. 6. Adjustment device with discharge hole with wedge installed is simpler, safer and rapider than the old spacing piece. . Compared with crusher of other specifications, all machines of the series adopt more endurable and bigger eccentric shaft bearing; its higher bearing capacity and effective labyrinth seal make service life of bearing greatly prolonged. 8. The latest tooth-shaped guard plate is adopted to increase effective length of jaw plate and improve output. [pic] Working Principle: The motor transmits power through belt, drives the moving jaw to do periodic motion towards the fixed jaw by the eccentric shaft.The angle between toggle plate and moving jaw plate increases when moving jaw moves. So the moving jaw moves towards the fixed jaw. The stuff will be crushed in this process. The angle between toggle plate and moving jaw decreases when moving jaw moves down, the moving jaw moves leaves fixed jaw b y pulling rod and spring, the final crushed stuff will be discharged from the outlet. [pic] For more detailed information, please click here:http://www. crusherindustry. com/index. php/european-type-jaw-crusher/

Sample Responses to a College Deferral Letter

Sample Responses to a College Deferral Letter If you applied to college through an Early Action or Early Decision option, you may find that youve been neither accepted nor rejected, but deferred. Many applicants despair when their application for early admission ends up in this frustrating limbo for it feels much like a rejection. It is not, and you can take steps to improve your chances of getting admitted with the regular admission pool. One easy step is to write the college a response to your deferral letter. Key Takeaways: Responding to a College Deferral If you have new information that could strengthen your application, share it with the admissions folks. This can include improved test scores, a new award, or a new leadership position.Be positive: reaffirm your interest in the school, and dont let your anger and frustration at being deferred darken your letter. Be careful not to suggest the admissions folks made a mistake.As with all written parts of your applications, pay careful attention to grammar, punctuation, and style. Colleges want to admit students who write well. Always remember that if the college did not think you had the qualifications necessary to be admitted, you would have been rejected, not deferred. Essentially, the school is telling you that you have what it takes to get in, but they want to compare you to the full applicant pool. You simply didnt stand out quite enough to be admitted with the early applicant pool. By writing to a college after being deferred, you have the opportunity to both reaffirm your interest in the school and present any new information that might strengthen your application. So, dont panic if you received a letter of deferral after applying to college through  early decision  or  early action. Youre still in the game.  First, read through these  7 tips on what to do if deferred. Then, if you think you have meaningful new information to share with the college that has deferred your admission, write them a letter. Sometimes you can write a simple  letter of continued interest  even if you dont have new information to share, although some schools explicitly state that such letters are not necessary, and in some cases, not welcome (admissions offices are extremely busy in the winter). Sample Letter from a Deferred Student Below is a sample letter that would be appropriate if deferred. Caitlin has a significant new honor to report to her first choice college, so she certainly should make the school aware of the update to her application. Note that her letter is polite and concise. She doesnt express her frustration or anger; she doesnt try to convince the school that theyve made a mistake; instead, she reaffirms her interest in the school, presents the new information, and thanks the admissions officer. Dear Mr. Carlos, I am writing to inform you of an addition to my  University of Georgia  application. Although my admission for Early Action has been deferred, I am still very interested in UGA and would very much like to be admitted, and therefore I wish to keep you up to date on my activities and achievements. Earlier this month I participated in the Siemens Competition in Math, Science and Technology in New York City. My high school team was awarded a $10,000 scholarship for our research on graph theory. The judges consisted of a panel of scientists and mathematicians led by former astronaut Dr. Thomas Jones; the awards were presented at a ceremony on Dec. 7. Over two thousand students entered this competition, and I was extremely honored to be recognized alongside the other winners. More information on this competition can be found through the Siemens Foundation web site: siemens-foundation.org/en/. Thank you for your continued consideration of my application. Sincerely, Caitlin Anystudent Discussion of Caitlin's Letter Caitlins letter is simple and to the point. Given how busy the admissions office will be between December and March, short is important. It would reflect poor judgment if she were to write a lengthy letter to present a single piece of information. That said, Caitlin could strengthen her letter slightly with a few tweaks to her opening paragraph. Currently she states that she is still very interested in UGA and would very much like to be admitted. Since she applied Early Action, we can assume that UGA was among Caitlins top choice schools. If so, she should state this. Also, it doesnt hurt to briefly state why UGA is a top choice school. As an example, her opening paragraph could state something like this: Although my admission for Early Action has been deferred, UGA remains my top-choice university. I love the energy and spirit of the campus, and I was truly impressed by my visit to a sociology class last spring. I am writing to keep you up to date on my activities and achievements. A Second Sample Letter Dear Mr. Birney, Last week I learned that my application for early decision at Johns Hopkins was deferred. As you can imagine, this news was disappointing to me- Johns Hopkins remains the university Im most excited about attending. I visited a lot of schools during my college search, and  Johns Hopkinss program in International Studies appeared to be a perfect match for my interests and aspirations, and I loved the energy of the Homewood Campus. I want to thank you and your colleagues for the time you put into considering my application. After I applied for early decision, I received a couple more pieces of information that I hope will strengthen my application. First, I retook the SAT in November and my combined score went from 1330 to 1470. The College Board will be sending you an official score report soon. Also, I was recently elected to be the Captain of our school Ski Team, a group of 28 students who compete in regional competitions. As Captain, I will have a central role in the teams scheduling, publicity and fund raising. I have asked the teams coach to send you a supplemental letter of recommendation that will address my role within the Ski Team. Many thanks for your consideration, Laura Anystudent Discussion of Laura's Letter Laura has good reason to write to Johns Hopkins University. The 110 point improvement on her SAT scores is significant. If you look at this  graph of GPA-SAT-ACT data for admission to Hopkins, youll see that Lauras original 1330 was on the lower end of the accepted student range. Her new score of 1470 is nicely in the middle of the range. Lauras election as Captain of Ski Team may not be a game-changer on the admissions front, but it does show more evidence of her leadership skills. Especially if her application was originally light on leadership experiences, this new position will be significant. Finally, Lauras decision to have a supplemental  letter of recommendation  sent to Hopkins is a good choice, particularly if her coach can speak to abilities that Lauras other recommenders did not. Don't Make the Mistakes in This Letter The letter below illustrates what you should not do. Brian asks to have his application reconsidered, but he does not present any significant new information for reconsidering the decision. The increase in his GPA from a 3.3 to a 3.35 is fairly trivial. His newspaper has been nominated for an award, but it has not won the award. Moreover, Brian writes as if he has been rejected, not deferred. The university will look at his application again with the regular pool of applicants. The biggest problem  with the letter below, however, is that Brian comes across as a whiner, an egotist, and an ungenerous person. He clearly thinks very highly of himself, placing himself above his friend and making much ado about a modest 3.3 GPA. Does Brian really sound like the type of person the admissions officers will want to invite to join their campus community? To make matters worse, the third paragraph in Brians letter essentially accuses the admissions officers of making a mistake in admitting his friend and deferring him. The goal of Brians letter is to strengthen his chances of getting into college, but questioning the competence of the admissions folks works counter to that goal. To Whom It May Concern: I am writing in regards to my deferral for admission to Syracuse University for the fall semester. I received a letter earlier this week informing me that my admission had been deferred. I would like to urge you to reconsider me for admission. As you know from my previously submitted admissions materials, I am a very strong student with an outstanding academic record. Since I submitted my high school transcript in November, I have received another set of mid-year grades, and my GPA has gone up from a 3.3 to 3.35. In addition, the school newspaper, of which I am assistant editor, has been nominated for a regional award. Frankly, I am somewhat concerned about the status of my admission. I have a friend at a nearby high school who has been admitted to Syracuse through early admissions, yet I know that he has a somewhat lower GPA than mine and has not been involved in as many  extracurricular activities. Although he is a good student, and I certainly do not hold anything against him, I am confused about why he would be admitted while I have not been. Frankly, I think that I am a far stronger applicant. I would very much appreciate it if you could take another look at my application, and reconsider my admissions status. I believe I am an excellent student  and would have much to contribute to your university. Sincerely, Brian Anystudent A Final Word on Responding to a Deferral As with any communication with a college, youll want to pay careful attention tone, grammar, punctuation, and style. A sloppily-written letter is going to work against you, not strengthen your application. Finally, keep in mind that writing a letter when deferred is optional, and at many schools it wont improve your chances of being admitted. You should definitely write if you have compelling new information to present (dont write if your SAT score went up just 10 points- you dont want to look like youre grasping). And if the college doesnt say not to write a letter of continued interest, it can be worthwhile to do so.

The Merry Wives of Windsor - Character Analysis

The Merry Wives of Windsor - Character Analysis In The Merry Wives of Windsor, a character is a key ingredient that makes this play one of Shakespeare’s funniest comedies. This â€Å"who’s who† of characters is written to aid your study and enjoyment of the play. You can also find more detail on Sir John Falstaff and Mistress Quickly in these articles. Mistress Ford A resident of Windsor, Mistress Ford is married to Ford, who is a fiercely jealous husband. When Mistress Ford receives a letter from Falstaff trying to seduce her, she finds that her best friend Mistress Page has also received a similar letter. Mistress Ford is a strong independent woman and in the spirit of girl power, she and Mistress Page decide to teach the men in their lives a lesson. They decide to humiliate Falstaff who has attempted to disgrace them. Mistress Ford also sets out to prove to her husband for once and for all that she is a faithful and loyal wife. She is successful in her plans and outwits the male characters proving herself to be a loyal wife but not without teaching her husband and Falstaff a lesson...don’t try and cross her or doubt her, you will regret it. Mistress Page Mistress Page also lives in Windsor. She is married to Page and is the mother of Anne Page. Anne has attracted many suitors and Mistress Page and her husband disagree about who is most suitable for their daughter. She prefers Caius as a match for her daughter whereas her husband favors Slender. Anne likes neither of her parents’ choices and she teaches her mother and father a lesson at the end of the play by marrying her true love. Mistress Page and her husband are made to see that the most important thing was to listen to their daughter and find out who she preferred. Anne takes after her mother in many ways, she teaches them a lesson in the same way that her mother teaches Falstaff the error of his ways. Ford Ford is the jealous husband of Mistress Ford. Presumably, low self-esteem leads to him believing that Falstaff will succeed in seducing his wife, also a shameful lack of belief in his wife’s loyalty to him. Ford even decides to disguise himself as ‘Brooke’ to find out from Falstaff how his wife has been responding to his advances. Of course, Falstaff informs him that his wife has arranged to meet Falstaff secretly which enrages Ford further believing that his wife is being unfaithful. He eventually comes to understand the truth and gains more respect for his wife in that she orchestrates the humiliation and downfall of Falstaff and thus proving her loyalty to him as her husband. He is made to feel a little silly for not believing in her. Page Page is a much easier going character than Ford and does not believe that his wife will be seduced by Falstaff – this shows that he has faith in his wife and shows their relationship to be much more secure. However, he does not listen to his daughter about who she is in love with and is finally taught a lesson by her. Anne Page Anne is Mistress Page and Page’s daughter. She has an array of unworthy suitors including Caius and Slender who her parents favor but Anne is in love with Fenton. She eventually elopes with Fenton and turns up with him to show her parents up and demonstrate that true love is more important. Sir Hugh Evans Sir Hugh is a Welsh Clergyman and much merriment is made about his accent. Sir Hugh Evans and Caius finally group together to humiliate the Host who has made fools of them. Caius Mistress Quickly’s Master and the local Doctor. He is French and like Hugh Evans is mocked for his accent. He is in Love with Anne Page and Mistress Page approves of the match but her husband Page and Anne herself do not like Caius. Caius teams up with Evans to give the Host his comeuppance. Slender Another match for Anne Page. Urged on by Shallow, Slender tries to seduce Anne but is only able to talk nonsense to her. Slender is overlooked by Anne. Fenton Anne’s true love, Fenton is discounted by Page who believes he is after Anne’s money, which he admits he was at first but on getting to know Anne he has fallen in love with her. They elope in secret.

The Summer of Sam Essay Example | Topics and Well Written Essays - 500 words

The Summer of Sam - Essay Example The film then cuts to a car driving through New York. In these opening scenes great emphasis is placed on the juxtaposition off sonic and visual elements to create impact and viewer interest. As the film advances it begins to assume more of a traditional linear narrative format. As it follows a man and his wife as they go into a nightclub, and the follows the man as he leaves and engages in intercourse with a woman he picked up there; they are ultimately interrupted by a mysterious car. The next scene at 7:32 includes another murder. It’s clear that while the narrative appears to be centered around these characters, in reality the viewer has in part been placed in the position of the mysterious murderer, who hovers in the background throughout these narrative developments. The film then cuts back to the man in who has returned to the nightclub. These characters, in contrast to the murderer, represents the film’s first developed parallel narrative structure. At 13:00 the film introduces the third narrative element, considering the life of Richie, a punk rock youth. At 20:25, the film then combines these parallel narratives as Richie and the man from the nightclub meet-up. At 30:00, the narrative then seamlessly gives way to an encounter between two cops and perceived Mafioso.

Business planning Essay Example | Topics and Well Written Essays - 1000 words

Business planning - Essay Example For formation of a successful business plan all the internal key players of the organization should be involved. Their suggestions and ideas should be valued by the top level management and the business head’ as they are more involved in the on field tasks and can give an insight of on field operations. Also all the core components of the business i.e. all the departments of the business should be actively involved in the business process of planning as they specialize in their respective departments. They know what their strengths and weaknesses are and through this the business can extract its strengths and weaknesses as a whole. By consulting and getting a vote of majority on which goals and objectives to pursue the business functions as a whole and the departments will make efforts for achievement of these goals and objectives later on in the execution stage as they were involved in the planning process and their opinions and suggestions were valued. As most of the busines s plans in the industry which have been successful had the inclusion of the internal stakeholders of the business in the planning process this indicates that the claim made by Stutley was quite true in the sense that if in the start all the internal key players of business from the start are involved in the business activities , this makes a sense of ownership and loyalty prevail amongst the members of the organization and each player feels as an important member of the business hence working for the good of business is taken up as a responsibility by the members of the organization which is quite necessary for business to expand and succeed. A business plan in simple words can be stated as those set of activities or the line of action which is needed to be followed or taken by an organization or a corporation to identify its goals and objectives. It can be termed as the backbone of firm’s business i.e. it guides the company or the organization to the right path so as to adhe re to its vision and stay put on its mission along with catering to the organization’s need for arrangement of resources and have certain contingency measures available at all times in case of problems and troublesome situations. For many people there is a certain misconception that a business plan is formed only while starting the business as it indentifies the short and long term objectives the business wants to achieve over a period of time. That is a structured presentation of business goals and objectives, along with the inclusion of financial statements through which business can approach investors for investments and loans. But in reality a business plan is a framework for running the business and according to certain situations or scenarios faced , the plan can be changed and new additions or modifications can be made in the original plan later on in to business. Not everything can be included in the business plan from the start as you cannot perfectly predict how muc h investment and resources will be required and how will the market trends change or shift from time to

Contrast the three general approaches to setting prices Essay

Contrast the three general approaches to setting prices - Essay Example The demand for the product would be lesser when the price is kept high, but the revenues could be more because of the high selling price. (Bovay, 2008) There are many instances of new products following the market skimming strategy including Mercedes Benz, Sony High-definition television, Nokia N series cell phones and so on. All these products have one thing in common: they are all high quality products. Setting a high price for a new product could be disastrous for products that do not offer premium quality. As price gives a perception of quality to the consumers, setting a price too low for a high quality product just to make it more affordable, is also not a good strategy. It says to the consumers that the product is not of the premium quality they expected, and deteriorates the brand image of the company. Therefore, market skimming strategy is ideal for cases in which the product is innovative or does not have competition. Also, if the new product is of a strong brand, the company can use premium pricing because the consumers are less likely to switch to another product because of their loyalty with the brand. Apple Computers is an ideal example of such a case. Even though the company has several close competitors that offer the same products with the same specifications, it’s the perception of the brand that lets the company demand a higher price for its products. In contrast to the market skimming pricing, this strategy focuses on attracting a large number of buyers through setting a low price for the product. This pricing strategy is usually adopted when there are a number of sellers in the market and the company wants to penetrate into the market quickly. When the consumers see the low priced product that offers them the same product that other companies are offering, they are attracted towards the low priced one. In this way, the company is able to attract a large

Case Study Workplace Learning Analysis Education Essay

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