Criminology- Moffitt's Life Course Persistent and Elliott's Integrated Essay

Criminology- Moffitt's Life Course Persistent and Elliott's Integrated Strain- Control Paradigm - Essay Example Teenagers mostly develop antisocial behavior based on the hormonal changes that their bodies are undergoing. However, a different class of antisocial people exists whose antisocial behavior can be rather persistent and stable. Most of the individuals with antisocial behavior tend to use it as an item of self-defense against their fears, for example, their inability to control their environment (Net Industries, 2015). A lot of research studies has been conducted to investigate the probable causes of this rare maladjustment in the society. Researchers tenet this condition to stress, child abuse, hyperactivity disorder and family problems including divorce or the death of a parent. The environment where an individual is raised up in also contributes to the type of behavior they will have. The salient feature of people having antisocial behavior is that they will appear to have no positive feelings for others but only remorse. They also tend to lack expression of their feelings except for anger and hostility and even these are seen through their violent and aggressive acts (Net Industries, 2015). Moffitts Adolescent-Limited or Life-Course Persistent theory suggests that there are two types of distinct developmental pathways to delinquency. In his theory, he argues that antisocial behavior may be adolescent limited or life-course persistent. Based on the theory of life-course persistent antisocial behavior, there is a cumulative interaction between the criminogenic environment and neuropsychological problems. This theory asserts that this group exhibits antisocial behavior beyond their adolescent stage. On the other hand, the adolescence-limited antisocial behavior is a contemporary antisocial behavior that prompts adolescents to engage in antisocial behavior but in ways that can be adjusted and are normal. For example, adolescents may violate school rules or engage in antisocial

Current HR Practices and Insights Essay Example | Topics and Well Written Essays - 1000 words

Current HR Practices and Insights - Essay Example The article shows that inadequate practices applied by OBM management led to lack of skills and knowledge among employees. A special attention is given to assessment, creation and sharing of information and knowledge. The authors state that learning strategies are formalized and structured by the goals, activities and culture of the work practice, just as learners' experiences in educational institutions are structured by those institutions' cultures of practice. Workplaces are often highly contested, with access to the activities and guidance required for learning not being uniformly distributed. Opportunities to participate may be distributed on the basis of factors such as workplace cliques, affiliations, gender, race, language or employment standing and status. Indeed, it could be suggested that, rather than being unstructured, workplace learning experiences are structured by too many factors. Instead, the kinds of activities engaged in by individuals and the support and guidance they can access in the workplace from other workers will influence the quality of learning at work. In this way, much of the knowledge required for demanding vocational practice can be learnt through work. The article provides a clear and detailed description of the situation and allows readers to concentrate on the best practices and solutions proposed by IBM team. There is long-standing evidence of the efficacy of learning in the workplace. Prior to the establishment of vocational colleges and universities, most people learnt their vocations through their work. The evidence also suggests that workers have long produced goods and provided services with limited technology and in ways that have required understanding and robust (transferable) procedures developed through their work. The products and services of craft and other workers require combinations of creativity and functionality. Many of the world's great buildings, such as the castles, churches and cathedrals of Europe, were built by workers whose vocational practice was developed through participation in their craft (Becker 1993). The article "Organizational Learning" by D. Cayla describes the role of permanent changes and its impact on environmental interactions. the author argues that learning takes place on the job and is structured, with supervisors having the responsibility for developing the work-related knowledge of their subordinates. Much of what apprentices learn during their three- or four-year indenture is also a product of engagement in everyday work practice. This learning often generates capabilities that are transferable across tasks and situations. Learning in the workplace cannot, therefore, be described as concrete-fixed and embedded inextricably in the circumstances of its acquisition. Instead, at least some of what is been learnt in workplaces is transferable to other situations. Learning can be independent and interdependent, with the latter probably best able to be achieved through guidance rather than direct teaching. It is also inaccurate to characterize workplace learning as concrete. Learning in any environment will be more or less transferable, depending on the quality of learning processes experienced (Bateman and Snell 2004). Therefore, the same claims about the structure,