Wednesday, February 12, 2020
Quest for Justice - Case Study Example The South Poverty Center has offered its services to the investigators from Center's Intelligence Project; both the units have worked in cordial atmosphere to "secure justice for the hate victims targeted by domestic terrorists" (Lester, 2005). The law firm has been able to achieve desirable results, and judgments were pronounced against "ten major white supremacist organizations, and more than fifty individuals were sentenced for their participation in stylish stunts" (Lester, 2005). The Intelligence Project conducted mutually by Southern Poverty Law Center and American Civil Liberties Union resulted in the "criminal conviction of different individuals in stylish stunts cases". The law firms publish their respective journals in which the investigation work conducted against racists and radical groups have been reported, such publications "expose the activities of the radical right and are made available for free to media, human rights workers and law enforcement" (Lester, 2005). The American Civil Liberties Union has stressed that the courts are supposed to perform improved role of arbitration and accounta
Friday, January 31, 2020
Assessment Template Essay A trainer of this Competency Unit must: Ã¢â¬ ¢ have demonstrated competency under this Competency Unit Ã¢â¬ ¢ have at least 2 years related experience in the Manufacturing Industry Ã¢â¬ ¢ be certified competent in preparation, delivery and evaluation of training sessions or relevant National Trainer Competency Standards certification (ACTA) Assessor Requirements An assessor of this Competency Unit must: Ã¢â¬ ¢ have demonstrated competency under this Competency Unit Ã¢â¬ ¢ have at least 2 years related experience in the Manufacturing Industry Ã¢â¬ ¢ be certifiedÃ competent in the conduct of competency-based assessments or relevant National Trainer Competency Standards certification (ACTA) Candidates Profile Description of candidates: Age group: 21 to 55 years old Education level: PSLE or equivalent Language: Chinese / Basic English Minimum ability of: Ã¢â¬ ¢ Singapore Workplace Safety and Health requirements knowledge Ã¢â¬ ¢ Follow written and oral work instructions Ã¢â¬ ¢ Listen, read and write English at a proficiency level equivalent to Employability Skills system (ESS) Level 3 Ã¢â¬ ¢ Manipulate numbers at a proficiency level equivalent to Employability Skills system (ESS). Level 3Ã Special needs of candidates As the candidates are expected to have a varying level of command of the English Language, it is expected that the assessor shall apply the principle of fairness without comprising the validity and reliability of the assessment especially during oral questioning where candidateÃ¢â¬â¢s comprehension of the questions may be impacted by the command of English. In this case, the assessor can paraphrase the questions in order to solicit a response from the candidate. Evidence Gathering Plan for Performance Statement. |Performance Statement |Assessment Criteria |Assessment | | |(Candidate is able to) | | | | |Method |Tools | |PS 1 | | | | | | | | | | | | | | | | | | | |PS 2 | | | | | | | | | | | | | | | | | | | | | | | | | | | | | |PS 3 | | | | | | | | | |PS 4 | | | | Evidence Gathering Plan for Underpinning Knowledge |Underpinning Knowledge (UK) |Assessment Criteria |Assessment | | |(Candidate is able to) | | | | |Method |Tools | |UK 1 | | | | |UK 2 | | | | |UK 3 | | | | |UK 4 | | | | |UK 5 | | | | |UK 6 | | | | |UK 7 | | | | |UK 8 | | | | |UK 9 | | | | |UK 10 | | | | Assessment Specification for Practical Performance. |SPECIFICATIONS |GUIDELINES | |Duration |xx minutes | |Venue |Training Provider | |Set-up |Simulated condition / environment with the capacity for up to 15 candidates for conduct of | | |assessment and equipped with, but not limited to: | |Documents to be used |For Candidate Ã¢â¬â Practical Performance Assessment Paper | | | For Assessor Ã¢â¬â Practical Performance Assessment Paper (with answers) and Individual Assessment| | |and Checklist Summary record | |Pre-assessment instructions |Prepare the test materials, checklists, hand tools, measurement devices and equipment required| |(Assessor) |for work assignment. Place it at designated locations. | | |Instruct the candidates to retrieve test materials, checklists, hand tools measurement devices| | |and equipment from the designated locations. | |Pre-assessment instructions |Inform candidates the following before commencement of assessment: | |(Candidate) |Purpose of the assessment | | |Assessment duration | | |Performance statements expected | | |Method of assessment Ã¢â¬â Direct observation | | |Verification of candidateÃ¢â¬â¢s identity | | |Appeal procedures | | |Workplace Safety and Health requirements if any | | |Special needs if any | | |If candidates have no further questions or needs, assessment shall begin. | |Process |The work assignment consists of three tasks as follow: | | |Task 1: | | |Task 2: | | |It is suggested that assessors conduct the tasks sequentially starting with Task 1 and end | | |with Task 2 and use the Individual Assessment and Checklist Summary record for Practical | | |Performance Record to rate the observations against the performance statements and criteria | | |Where assessor is not able to ascertain the competency during practical performance, this can | | |be supplemented by oral questioning | | | If candidateÃ does not demonstrate competence against any PS, the candidate should still be | | |allowed to complete the assessment. | | |The result of the assessment will be made known at the end of the test | |Recording Assessment Result: |Record findings and conclusions in Individual Assessment and Checklist Summary record for | | |Practical Performance | | |Place a tick in the Ã¢â¬Å"CÃ¢â¬ column for Ã¢â¬Å"CompetentÃ¢â¬ to indicate the outcome of the assessment for a| | |PS. | | |Place a tick in the Ã¢â¬Å"NYCÃ¢â¬ column for Ã¢â¬Å"Not Yet CompetentÃ¢â¬ to indicate the outcome of the | | |assessment for a PS. | | |Record observations of competence | | |Record any questions asked and the given answers | | |Record reasons for Ã¢â¬Å"NYCÃ¢â¬ in the event the candidate intends to appeal and these will serve as | | |your supporting evidences. | | |Transfer your results to the Overall Assessment Summary Record | | |A candidate is deemed competent if Ã¢â¬Å"CÃ¢â¬ is ticked in all Assessment Criteria | | |If any Assessment Criteria is graded Ã¢â¬Å"NYCÃ¢â¬ , the candidate is deemed Not Yet Competent in the | | |Performance Statement and therefore in the assessment | |Feedback |Give feedback to candidate on the outcome and request for feedback. | | |Candidate is to sign on Individual Assessment and Checklist Summary record for Practical | | |Performance Record at the end of the assessment. | | |In the case of Ã¢â¬Å"NYCÃ¢â¬ , candidate must be reminded of his / her right for appeal. In case where | | |candidate accepts the outcome of the assessment, the candidate will sign the Overall | | |Assessment Summary Record. If the candidate intends to appeal, the assessor will remind | | |candidate of the appeal process and the candidate does not sign the Assessment Record Summary. | Assessment Specification for Written Questions. |SPECIFICATIONS |GUIDELINES | |Duration |xx minutes | |Venue |Training ProviderÃ¢â¬â¢s room | |Set-up |Chairs and tables for each Candidate | |Documents to be used |For Candidate Ã¢â¬â Written Assessment Paper | | |For Assessor Written Assessment Paper (with answers) and Individual Assessment | | |and Checklist Summary record | |Pre-assessment instructions (Assessor) |This section is to be conducted after the Practical Performance. | | |If the candidate is unable to clearly express his / her answer in writing, the | | |assessor can request the candidate to draw or demonstrate. The assessor must | | |indicate in the Ã¢â¬Å"EvidenceÃ¢â¬ column of this method of answering the question | | |A variation in the answer may appear which is not 100% describing the given | | |answers. In this case, the assessor can use his or her own discretion to assess if | | |the answer meets the need of the question. Comments must be written in the | | |Ã¢â¬Å"EvidenceÃ¢â¬ column. | | |All questions must be answered | | |Further questions for clarification must be noted down in the Ã¢â¬Å"EvidenceÃ¢â¬ column as | | |well. | |Pre-assessment instructions (Candidate) |There are a total of xx written questions in this section. | | |In the event that you are unclear of the question, you may ask for any | | |clarification before proceeding to answer the question. You are allow to draw or | | |demonstrate if needed | | |If you have no further questions or needs, we shall begin. | |Process |Assessors are to use the Written Assessment Paper (with answers) to rate the | | |answers against the questions. | | |Where assessor is not able to ascertain the answers , this can be supplemented by | | |further oral questions | | |If candidate is not able to answer any question, the candidate should still be | | |allowed to complete the assessment. The unanswered question will be re-asked again | | |at the end of the final question. | | |The candidate must be given other means to express the answer where necessary. | | |The result of the assessment will be made known at the end of the test | |Recording Assessment Result: |Record findings and conclusions in the Individual Assessment and Checklist Summary | | |record | | |Place a tick in the Ã¢â¬Å"CÃ¢â¬ column for Ã¢â¬Å"CompetentÃ¢â¬ to indicate the outcome of the | | |assessment for a UK. | | |Place a tick in the Ã¢â¬Å"NYCÃ¢â¬ column for Ã¢â¬Å"Not Yet CompetentÃ¢â¬ to indicate the outcome of| | |the assessment for a UK. | | |Record answers given by candidate. | | |Record any additional questions and answers given. | | |Record reasons for Ã¢â¬Å"NYCÃ¢â¬ in the event the candidate intends to appeal and these | | |will serve as your supporting evidences. | | |Transfer your results from Individual Assessment and Checklist Summary record to | | |the Overall Assessment Summary Record | | |A candidate is deemed competent if Ã¢â¬Å"CÃ¢â¬ is ticked in all Underpinning Knowledge | | |questions. | | |If any UK question is graded Ã¢â¬Å"NYCÃ¢â¬ , the candidate is deemed Not Yet Competent in | | |the Performance Statement and therefore in the assessment | |Feedback |Give feedback to candidate on the outcome and request for feedback. | | |Candidate is to sign on the Individual Assessment and Checklist Summary record and | | |Overall Assessment Summary Record at the end of the assessment. | | |In the case of Ã¢â¬Å"NYCÃ¢â¬ , candidate must be reminded of his / her right for appeal. In | | |case where candidate accepts the outcome of the assessment, the candidate will sign| | |the Assessment Summary record. If the candidate intends to appeal, the assessor | | |will remind candidate of the appeal process and the candidate does not sign the | | |Overall Assessment Record Summary. | Appeal Process A general practice carried out by assessors is to share the appeal process at the beginning of the assessment. It may give the candidate the assurance that if they fail the assessment, there is a procedure to handle that situation. However, if the candidate is very nervous from the moment he/she enters the room, it is important to assure the candidate that the purpose of the assessment is to assess his/her ability to demonstrate certain knowledge and skills, and to help calm him/her down. It would not be advisable to share the appeal process while conducting the assessment. It would just suggest to the candidate that he/she has failed some sections of the assessment and that may affect the performance of the remaining assessment. If sharing is done at the end of the assessment, it may be redundant especially when the candidate has shown competency according to the assessment criteria. However, if the candidate fails the assessment, he/she might be too emotional to listen to the appeal process. In summary, it is best to share the appeal process at the start of the assessment. Code of Practice for Assessors The National Council for Measurement in EducationÃ¢â¬â¢s Code of Practice stipulates: 1. The differing needs and requirements of the person(s) being assessed, the local enterprise(s) and/or industry are identified and handled with sensitivity. 2. Potential forms of conflict of interest in the assessment processes and/or outcomes are identified and appropriate referrals are made, if necessary. 3. All forms of harassment are avoided throughout the planning, conduct, reviewing, and reporting of the assessment outcomes. 4. The rights of the candidate(s) are protected during and after the assessment. 5. Personal or interpersonal factors that are not relevant to the assessment of the competency must not influence the assessment outcomes. 6. The candidate(s) is made aware of the rights and processes of appeal 7. Evidence that is gathered during the assessment is verified for validity, reliability, authenticity, sufficiency and currency. 8. Assessment decisions are based on available evidence that can be produced and verified by another assessor. 9. Assessments are conducted within the boundaries of the assessment systems policies and procedures. 10. Formal agreement is obtained from both the candidate(s) and the assessor that the assessment was carried out in accordance with agreed procedures. 11. Assessment tools, systems and procedures are consistent with equal opportunity legislation. 12. The candidate (s) is informed of all assessment reporting processes prior to the assessment 13. The candidate(s) is informed of all known potential consequences of decisions arising from an assessment, prior to the assessment. 14. Confidentiality is maintained regarding assessment results 15. Results are only released with the written permission of the candidate(s) 16. The assessment results are used consistently with the purposes explained to the candidate 17. Self-assessments are periodically conducted to ensure current competencies against the assessment and Workplace Training Competency Standards 18. Professional development opportunities are identified and sought 19. Opportunities for networking amongst assessors are created and maintained 20. Opportunities are created for technical assistance in planning, conducting and reviewing assessment procedures and outcomes. Resources This section provides the reference materials needed to implement and conduct the assessment. Practical Performance Assessment Paper Instructions to Candidates: Ã¢â¬ ¢ Check carefully to ensure you are sitting for the correct paper. Ã¢â¬ ¢ You are required to complete and submit your work assignment within the time allocated to the Assessor for marking. If failure to do so will result in you been considered Not Yet Competent (NYC). Time allocated: xx minutes Task 1: xxx Instruction: 1. xxx Task 2: xxx Instruction: 2. xxx Written Assessment Paper Instructions to Candidates: Ã¢â¬ ¢ There are a total of xx questions. Ã¢â¬ ¢ The candidate shall answer all the questions in this section. Ã¢â¬ ¢ Time allocated: xxmins List of Questions: 1. xx NAME OF APPROVED TRAINING ORGANISATION: |Candidate Name: |NRIC/FIN No. : | |Candidate Designation: |Company: | |Assessor Name: |Date of Assessment: | |Candidate Acknowledgement: |Tick (() | |1. I was given information about the assessment and I have completed the Self Assessment Checklist | | |2. The assessmentÃ¢â¬â¢s purpose, process and duration were clearly explained | | |3. The assessor checked for my special needs | | |4. The appeal procedure was clearly explained | | |Candidate Signature: Date: | CHECKLIST FOR ASSESSORS |Did I Ã¢â¬ ¦ |Tick (() if you | | |have done so | |Pre-Assessment Preparation | |Ensure the availability and safe working condition of assessment resources such as tools, equipment and materials. | | |Ensure the set-up of assessment site is in accordance with assessment plan and WSH guidelines. | | |Introduce myself in a friendly manner to the candidate. | | |Verify candidateÃ¢â¬â¢s identity via his identification documents. | | |Put the candidate at ease. | | |Encourage candidate to seek clarifications if in doubt. | | |Explain the purpose, context and duration of assessment to candidate. | | |Brief candidate on the assessment requirements and process, including clear instructions on the assessment to be | | |taken. | | |Establish the evidences that will be gathered during the assessment. | | |Check with candidate for any special needs. | | |Brief candidate on his rights and process of appeal to the assessment outcome. | | |During Assessment | |Use assessment plan and tools to carry out the conduct of assessment. | | |Use evidence gathered to decide if the relevant criteria are met and make assessment decision. | | |Comply with the Code of Practice (ACTA-CU6) for Assessors when conducting assessment and making assessment decisions. | | |Assess and record candidateÃ¢â¬â¢s competency for all assessment criteria (AC) promptly and accurately. | | |Record outcomes in summary record page. (Candidate is considered competent only when he/she is rated Ã¢â¬ËCÃ¢â¬â¢ for all the | | |ACs. ) | | |Feedback results to candidate. | | |Sign on appropriate pages. | | |Ensure candidate sign on summary record. | | |Check and submit completed form to appropriate person in organization. | | Assessment Record Ã¢â¬â Practical Performance [Durations: xxmins] |Performance Statements | |Please tick (() |REMARKS | | |Assessment Criteria | | | | |(Candidate is able to) | | | | | |C |NYC | | |PS 1 | | | | | | | | | | | | | | | | | | | | | | | |PS 2 | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | |PS 3 | | | | | | | | | | | |PS 4 | | | | | |Remarks: | | | | | | |Assessor Signature: | |Date: | | Assessment Record Ã¢â¬â Written / Oral Questions [Durations: xxmins] |Underpinning Knowledge|Question |Suggested Answers |Please tick (() |REMARKS | | | |(may include) | | | | | | |C |NYC | | | | | | |. | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | |Remarks: | | | | | | |Assessor Signature: | |Date: | | Overall Assessment Summary Record Competency Unit : xxx Assessment Duration: x Hrs xx mins |APPROVED ASSESSMENT CENTRE: |xxx | |Candidate Name | |NRIC Number | | |(As in NRIC) | | | | |Performance Statements |Assessment|Overall |Date |Assessor Name |Assessor | | | |Method |Result | | |Signature | | | |Indicate |Indicate | | | | | | |C or NYC |C or NYC | | | | | |PS 2 | | | | | | | |PS 3 | | | | | | | |PS 4 | | | | | | |. PP Ã¢â¬â Practical Performance WQ Ã¢â¬â Written Questions OQ Ã¢â¬â Oral Questioning Assessment Outcome: COMPETENT NOT YET COMPETENT Feedback on outcome: | | | | | | AssessorÃ¢â¬â¢s Signature: _________________ Date: __________________ CandidateÃ¢â¬â¢s Signature: ________________ Date: __________________ * Candidates would be certified with a Statements of Attainment (SOA) only when they have achieved 100% skills competency, as stipulated in the course, and score 80% and above in their post-test (if applicable). Pre-Assessment Information for Candidate. XXX is required to provide candidates with relevant pre-assessment information which include but are not limited to: 1. This assessment covers the following competency unit: Ã¢â¬ ¢ xxx 2. The eligibility to sit for this assessment which include: Ã¢â¬ ¢ Candidates should have at least 6 months of industrial working experience within the last 2 years from the date of application for assessment, or Ã¢â¬ ¢ Candidates should had received training or on-the-job training or personal coaching on topics that are relevant to the selected competency elements of the competency unit 3. The purpose of this assessment is to assess candidateÃ¢â¬â¢s competency level in applying productsÃ¢â¬â¢ assembly skills at operational level in their work places. 4. The assessment duration and methods for the competency unit must be clearly explained and communicated to candidates. 5. For candidates intending to apply for certification under WDAÃ¢â¬â¢s Assessment Only Pathway (AOP) they should do a self-evaluation of their competency against the competency unit standards before registering for assessment. (see next Section) 6. The implication of the assessment results which include: Ã¢â¬ ¢ Awarding candidate who passed the assessment sitting with Statement of Attainment (SOA) for the respective competent unit by Workforce Development Agency (WDA). Ã¢â¬ ¢ Obtaining a pass in this assessment does not automatically qualify or imply that the candidate is a R1 pass holder. There are other criteria that to be fulfilled by the candidate as stipulated by Ministry of Manpower (MOM). 7. The disciplinary actions against cheating in the assessment or performing unsafe act despite repeated warning in the assessment must be clearly explained and communicated to candidates. 8. Candidates have the same right of appeal as other candidates who are assessed under the learning pathway. The process of appealing must be clearly explained and communicated to candidates. 9. The conditions of granting a deferred assessment on: Ã¢â¬ ¢ Medical grounds Ã¢â¬â a medical report or certificate from registered medical practitioners Ã¢â¬ ¢ Unexpected and exceptional grounds which may include (but are not limited to): Ã accidents (sporting, motor vehicle, etc) where an injury is sustained Ã bereavement. Unexpected and exceptional circumstances does not include where a candidate had mistaken the day, time or venue of assessment. The process of deferred assessment must be clearly explained and communicated to candidates. Self-Assessment Checklist for Candidate Instructions and Advice 1. This self-Assessment Checklist is designed to assess your competency in the area of xxx. 2. In this self evaluation, you are advised to reflect your current or past work experience where you have acquired the competency in the following good practices at the workplace in your area of responsibility. 3. Please answer all the questions truthfully, and to the best of your knowledge and ability, by putting a tick on either Ã¢â¬Å"YESÃ¢â¬ or Ã¢â¬Å"NOÃ¢â¬ column respectively. 4. If you answer Ã¢â¬Å"YESÃ¢â¬ to all the questions, it is likely you have acquired the required level of competency and ready to take the assessment. You may apply for a certification of your competency through the Assessment Only Pathway with ATOs. 5. You are encouraged to read the Assessment Only Pathway guide (which can be obtained from ATOs) thoroughly to find out more about the assessment for this competency unit before enrolling for the assessment of this module. 6. However, if you have not achieved the expected level of competency through this simple self evaluation, you are also advised to gain more experience, attend a relevant training program, or take on self development before enrolling for the certification. 7. Please note that this self evaluation checklist is not exhaustive. It is meant as a guide only. Please also note that the actual assessment under the AOP certification framework is much more rigorous, consisting of a written test on underpinning knowledge and a comprehensive competency based assessment (CBA) using various CBA methodologies. You must be able to demonstrate or provide evidence that you have acquired the various competency elements within the competency unit during the actual assessment. SELF-ASSESSMENT CHECKLIST xxx For each performance criterion, you should evaluate your knowledge, skills and attitude (KSA) described. If you have the KSA, put a tick (() on the Ã¢â¬Å"YESÃ¢â¬ column and if no or not sure tick the Ã¢â¬ËNOÃ¢â¬ column. If you do not have the required KSA, write the details of the areas that are needed to learn. Competency Unit: xxx |Performance Statement |Self Evaluation Questionnaire |Your answer (Tick ()|Details of KSA that I | |(Requirements) |(Knowledge, Skills ,Attitude (KSA) I must be able | |donÃ¢â¬â¢t have yet | | |to show and tell during the assessment) | | | | | |YES |NO | | | |I know how to Ã¢â¬ ¦ | | | | | |I know how to Ã¢â¬ ¦ | | | | | |I know how to Ã¢â¬ ¦ | | | | |PS 2 |I know how to Ã¢â¬ ¦ | | | | | | | | | | | |I know how to Ã¢â¬ ¦ | | | | | |I know how to Ã¢â¬ ¦ | | | | | |I know how to Ã¢â¬ ¦ | | | | | | | | | | | | | | | | |PS 3 | | | | | | | | | | | | | | | | | |PS 4 | | | | | | | | | | | End of Self-Assessment [pic] ASSESSMENT RECORDS for Competency Unit: xxx Code: (TBA) Self-Assessment Checklist For Competency Unit:
Thursday, January 23, 2020
Historiography of U.S. German Relations Historiography on American German relations from the end of the Civil War up to the First World War is a rather obscure subject. Rather than having its own specialized and narrow individualized study, it is studied primarily in thematic articles dealing with specific events that marked such relations or in contrast to growing British-American rapprochement during this period, written in the context of European foreign relations historiography. There is little written about the structural continuity in the relationship between the United States and Imperial Germany between the years 1871 and 1918, unless it is in the context of the First World War and then only between the start of the war to its end and the subsequent period. While there are many parallels between both the United States and Germany during this time, such as the stresses of industrialization, urbanization, the search for national unity following a period of war, and the search for a world policy, there is little written about such similarities and about the shift from amiable relations to the growing antagonism that occurred during this period. In the period of following the outbreak of the First World War and the entry of the United States into European affairs, there is an immense amount written about American German relations. However, much of this is written in the context of the First World War and does not stress any sort of continuity in foreign relations from the period that preceded this general conflagration. Nonetheless, while there is a lack of attention in reference to the relations between these two great nations, simultaneously undergoing similar processes of industrialization, urbanization, and a world foreign policy, there are some key works that address their relationship during the period following German unification and the American Civil War and before the First World War, which saw them emerging as enemies from a period of them being once erstwhile allies. In the latter half of the twentieth century, many notable European diplomatic historians, such as A.J.P. Taylor, William L. Langer, and Raymond Sontag, mentioned the relationship between the United States and Germany in the period 1871 to 1916 in passing, when addressing the greater antagonism that existed between the British Empire and growing German interference in its spheres of influence throughout the globe.
Wednesday, January 15, 2020
Westerhoff narrates about Graham GreeneÃ¢â¬â¢s four fundamental requirements for leading a spiritual life. (1) willingness to embrace suffering of world while enduring oneÃ¢â¬â¢s own (2) a life of solitude and silence (3) introspection of deep restlessness within spirit (4) to see the image of God (Christ) within the community of faith. (John. H. Westerhoff 1994, 30) To preach or to teach, expertise level of human knowledge and understanding is required in order to communicate verbally without hurting others. There were no instances in Bible where Jesus hurted disciples or followers. Jesus was above solutions and problems and that is why offered a formulae by saying Ã¢â¬Å"Take my yokeÃ¢â¬ which means accepting oneÃ¢â¬â¢s own suffering along with worldÃ¢â¬â¢s suffering. Ã¢â¬Å"My burden is lightÃ¢â¬ (St. Matt. 11:29) which includes a fact that Jesus carries the burden along with those who are practicing Jesus teachings. Spiritual life with God can be compared with a grape wine climber as Jesus said Ã¢â¬Å" I am the true vineÃ¢â¬ (St. John 15:1) Ã¢â¬Å"Abide in me and I in youÃ¢â¬ (St. John 15:4) . A constant communication with God or clinging to the word of God leads to spiritual formation. Ã¢â¬Å"If ye abide in me, and my words abide in you, ye shall ask what ye will, and it shall be done unto youÃ¢â¬ . (St. John15:7). Communication with God through prayer is explained by Urban Holmes in the book Ã¢â¬Å"A History of SpiritualityÃ¢â¬ (John H. Westerhoff 1994, 53) wherein knowing God in two different methods. (1) Kataphatic means knowing God indirectly in which relationship with God is mediated (2) apophatic means, knowing God directly and where there is no mediation. Speculative-kataphatic encourages rationalism. Further this school of prayer is based on imaginary senses and even includes writing of conversations with God, while affective-kataphatic encourages pietism which is more charismatic and includes all the bodily expressions and senses in complete contact with God (e. g. clapping, moving body, shouting etc). ,. Speculative-apophatic leads to encratism while affective-apophatic leads to quietism. The four symbols of four categories are : speculative-kataphatic = Ã¢â¬Å"SÃ¢â¬ , speculative-apophatic = Ã¢â¬Å"TÃ¢â¬ , affective-kataphatic = Ã¢â¬Å"FÃ¢â¬ , affective-kataphatic = Ã¢â¬Å"NÃ¢â¬ . These categories offered by Jung are applicable in prayer and devotion according to the personal preferences. Schools of spirituality can only be applied as an aid for spiritual growth. Prayer purifies souls, castes away unhealthy minds and thoughts and brings closer to God who is an embodiment of love. (St. John 3:16) (I Corinthians 13). God also said Ã¢â¬Å"Seek ye first the kingdom of God, and all these things shall be added unto youÃ¢â¬ . Seeking God amidst of daily lives and chores. Karl Rahner, the Jesuit priest-theologian, in a letter to God, discusses about tiring hours of activities in a day and how the time is not allocated to God and lays emphasis on how important it is to be in relation with God. Further states that for the entire mankind seeking GodÃ¢â¬â¢s guidance and support amidst of daily life, is another way of practicing GodÃ¢â¬â¢s presence. Conclusion Prayer is the only means and a wonderful gift of God to be in constant relation with God. Prayer is a strong weapon that has been used by several preachers in the past such as King Martin Luther, D.L. Moody, John Wesley, David Livingstone and several holy and pious preachers. The present international evangelists and Bible preachers include Dr. Billy Graham (BGEA)and Charles Stanley (In Touch Ministries) who believe concretely in the power of prayer. The preachers who dedicate hours of prayer to God, receive visionary experiences, divine power to deliver gospel of God. Preachers have to maintain a dual relation, one with God and second with those who are receiving the gospel/word of God.
Tuesday, January 7, 2020
Virtue is the conformation of ones life and conduct to moral and ethical principles. Virtue is a trait that many people would see as good. This word means many different things to many different people as described in this paper. I will be describing The Sophists, Socrates, and my own view on virtue and what it is means in all of our minds. Back in the fifth century B.C.E. (Before Common Era) many Athenians such as Socrates believed that there was a basis for stable and certain knowledge. They believed that by arguing and trying to figure out lifes true meaning he would be able to understand the concept of truth. He also believe that goodness and knowledge were derived from the very same thing. He believed that if a person committed aÃ¢â¬ ¦show more contentÃ¢â¬ ¦Last but not least there was Thrasymacus. He believed that unjust person was superior in character and in intelligence to the just persons. He believes that if a person only believes in justice in their life then it only le ads to weakness in their minds. I believe, just as Socrates does, that knowledge is virtue. In life you make choices that make you happyShow MoreRelatedPlato s Views On The Virtue Of The Virtues Essay1256 Words Ã |Ã 6 Pagesa kind of virtue or not, or whether a person who has it is happy or unhappyÃ¢â¬ (Republic 354c) Plato presents Socrates as believing in the unity of the virtues, skeptical of those who, like Meno, wish to treat the virtues as distinct objects of inquiry in dialogues such as Laches, Protagoras, Meno, the Republic, and Euthyphro. These dialogues provide good reason to deny that PlatoÃ¢â¬â¢s Socrates believed in the numerical identity of the virtues. I shall argue that in the various virtues is one essenceRead MorePlato s Views On Morality And Virtue1819 Words Ã |Ã 8 PagesSocrates in intellectual argument with a fellow philosopher: Protagoras who claims to be Sophists (professional expert in wisdom) they both use various arguments and counter arguments to prove their arguments on the topic of piety and virtue. Socrates believed that Virtues is something that could not be taught or learned, where Protagoras claimed that he can teach people Ã¢â¬Å"good judgementÃ¢â¬ in both personal affairs, civil issues and teach political science so that his students will become good citi zensRead MorePlato vs. Aristotle: Virtue1656 Words Ã |Ã 7 PagesScience 201 November 12, 2013 Anna Umstead Plato and Aristotle, arguably two of the most influential Greek philosophers, discussed their differing views on virtue extensively throughout many of their works. Although they agree that virtue is a desirable characteristic that will lead to happiness, the ultimate good, there exists between the two philosophies salient differences. While Plato believes only philosophers are capable of true, inherent virtue, Aristotle believes all men can be virtuousRead MoreWollstonecraft And Plato s Notions Of Virtue1625 Words Ã |Ã 7 Pagesof Ã¢â¬Å"VirtueÃ¢â¬ Intro: Wollstonecraft and Plato have similarities and differences concerning their notions of virtue both consider virtues to be a standard of excellence whether for an individual or a city. Wollstonecraft believes that excellence is developed through education and both men and women can attain it. Plato believes education is a tool to identify virtuous traits people already possess. Both also have different views on the purpose virtue serves in society. Wollstonecraft sees virtues asRead MoreAristotle And Plato s Philosophy1688 Words Ã |Ã 7 PagesOctober 2015 Aristotle and Plato are famous for their many works in the philosophical field. Specifically, the Republic by Plato and Nicomachean Ethics by Aristotle seem to be their most popular works. In these works they discuss things that are needed to achieve the Ã¢â¬Å"good lifeÃ¢â¬ both on an individual level and on a societal level. There is some variance between what the two philosophers think can create the Ã¢â¬Å"good life.Ã¢â¬ They explore the concepts of eudaimonia, virtue, and soul with the same endRead MoreKant And Kant s Philosophy On Ethics970 Words Ã |Ã 4 Pagesfigure through time from Socrates to Immanuel kant (and to this very day for the matter!). While comparing two great eathist Plato and Immanuel Kant I, the writer argue that Kant s ideological views on ethics were far superior to PlatoÃ¢â¬â¢s due to several factors. For one Kant was born in a more recent time and is a for lack of a better term a Ã¢â¬Å"modern westernerÃ¢â¬ .Some of plato s ideas are outdate d and relied heavily on ancient grecian culture . Secondly , while PlatoÃ¢â¬â¢s version of ethics has more toRead MoreThe Notion of the Good in the Ethical Views of Plato and Aristotle1232 Words Ã |Ã 5 Pagesthe Good in the Ethical Views of Plato and Aristotle 1. Discuss the notion of the good in the ethical views of Plato and Aristotle. State which of potentiality would lead to normal life. Plato explored such subjects as beauty, justice, and good government. Platos ethics were ethics of happiness. He based his ethical theory on the proposition that all people desire happiness although, of course, people sometimes act in ways that do not produce happiness. Plato believes that they doRead MorePlato And Aristotle Disagree About Virtue. Plato And Aristotle1403 Words Ã |Ã 6 PagesPlato and Aristotle Disagree about Virtue Plato and Aristotle are great philosophers and they have talked a lot about virtue. Although these two people started from similar settings, their ideas about virtue were actually different. PlatoÃ¢â¬â¢s philosophy was more about non-material things, like ideas and love. On the other hand, Aristotle liked things that are more measurable and physicals. In this paper, I will first discuss PlatoÃ¢â¬â¢s ideas about the nature of virtue, which people have virtue when theyRead MoreEssay about Philosophy: Living a Happy Life1550 Words Ã |Ã 7 PagesAs one ponders on how to live a good life, many ideas come to mind. Whether this may be wealth, family, or beauty, the early philosopherÃ¢â¬â¢s theories need to be taken into consideration. Those early philosophers include Plato, Aristotle, the Stoics, and The Epicureans. These four committed their lives towards bettering life, and are the basis of most philosophical theories. It is evident that these four need to be read, understood, and discussed to better understand oneÃ¢â¬â¢s life. They always ponderedRead MoreEssay about Morals and Ethics1134 Words Ã |Ã 5 Pages Plato, Aristotle, Augustine, and Nietzsche all had their own ideas for which one could reach happiness in his/her life. All have similarities in there reasoning except Nietzshe, who contradicts the others entirely. Plato states that to understand virtue is happiness. In turn virtue suffices for happiness and is necessary. Also he intuits that human reasoning prevails over spirited element or a person?s appetite. Aristotle?s arguments relate with Plato, but he builds more to it and finds his own
Monday, December 30, 2019
Index Abstract: 2 Market orientation: 2 Benefits of market orientation 3 Barriers to marketing orientation 5 Market orientation concept for new business: 6 Effects of market orientation on the existing business: 7 Mass marketing: 8 Role of mass marketing in developing tactical action programmes 8 Advantages of Mass Marketing: 9 Limitations of mass marketing 9 Market Segmentation: 9 Advantages of Market segmentation 11 Disadvantages of Market segmentation 11 Mass marketing versus Market segmentation 12 Conclusion: 13 References: 13 Abstract: The first half of the assignment deals with the adoption of market orientation as a key principle for guidingÃ¢â¬ ¦show more contentÃ¢â¬ ¦They identified the tastes and preferences of the Foreign tourist who visit kerala, south India. They accordingly implemented the plans to help satisfy the needs of the tourists. Ã¢â¬ ¢ Increased creativity and delivering value to the customers: The main characteristic feature of a market oriented firm is the extensive research which they use in order to identify the needs of the customers and satisfy them. They give more importance to the customer needs than to the product process. Market oriented organisations give more importance to the highly innovative production techniques and offer services to customers like delivery, warranty, after sales service etc. The immediate and strong response to the marketing intelligence is one of the major benefits of market oriented firms. They target the selected market segments, design the new products and modify the existing products to fulfil the customer needs (Kohli and jaworski, 1990). Ã¢â¬ ¢ Improved employee commitment to the organisation: The commitment of the employees increase along with the increase in the market orientation. It also increases the benefits of the employees like psychological and social which the employees spawn from the organisation. This will automatically result in better co-ordination between the employees of various departments which in turn will help the company to achieve its goals and objectives. This in turn will give employee the job satisfaction and commitmentShow MoreRelatedMarketing Orientation1208 Words Ã |Ã 5 PagesThere have been many studies of the term Ã¢â¬Ëmarketing orientationÃ¢â¬â¢, and its presence within organisations. Marketing orientation is an approach that companies take which centres its activities towards achieving customer satisfaction through effective marketing. It is where customers form the basis of an organisations performance and overall success. In order to achieve successful marketing orientation, a company must organise an effective structure throu gh planning its activities, products and servicesRead MoreMarketing Orientation And Product Orientation1479 Words Ã |Ã 6 Pagesthe economy era full challenge, marketing theory and practice are accelerating the pace of innovation. Marketing not only has widely exploited in the economy and society field, but also more and more enterprises constantly innovate new performance, new competitive, new brilliance in unprecedented enthusiasm. Therefore, diverse strategies are adopted by most firms to discover and meet the needs and desires of its customers (Jobber Fahy, 2009). Marketing orientation is one of the most successful strategiesRead MoreMarketing Orientation6794 Words Ã |Ã 28 PagesMarketing is an organizational function and a set of processes for creating, communicating, and delivering value to customers and for managing customer relationships in ways that benefit tChapter 1: An Overview of Marketing Learning Objectives 1 Define the term marketing Marketing is an organizational function and a set of processes for creating, communicating, and delivering value to customers and for managing customer relationships in ways that benefit the organization and its stakeholdersRead MoreMarketing Orientation : Marketing And Marketing1450 Words Ã |Ã 6 PagesA wide range of companies today prefer to adopt the marketing orientated approach to sell their new products rather than using product orientation before.In fact,marketing orientation also helps such companies to earn more profits in the long time.According to Jobber and Ellis Chadwick (2013),marketing orientation focuses on customers need as the primary drivers of organizational performance.However,this is not always the case.Product orientation still be used by some senior executives and this methodRead MoreMarketing : Marketing Orientation Of Boots3697 Words Ã |Ã 15 PagesEXECUTIVE SUMMARY: Marketing is the process of selling of goods and services to the real customers. We conduct an assignment based on marketing orientation of Boots. The assignment consists of four parts. The first part discusses the basic concept and the method of marketing orientation of Boots. Then second part represents the various treatments of segmentation, positioning and targeting. The third part consists of the marketing mix and its basic components. And the last part discusses about theRead MoreMarketing and Customer Orientation1614 Words Ã |Ã 7 PagesÃ¢â¬Å"customer orientationÃ¢â¬ for an organisation in the context of the marketing mix. Please discuss two elements of the marketing mix and illustrate your answer with examples of products or brands of your choice. This essay is for discussing customer orientation and analysis how customer orientation works. During this essay, I will show you what is customer orientation and compare it with other different orientations. In addition, I will talk about marketing mix in customer-orientedRead MoreMarket Orientation And Relationship Marketing1345 Words Ã |Ã 6 PagesIntroduction Recently interest in marketing area increase tremendously and this interest has deeply happened because Ã¢â¬ËmarketingÃ¢â¬â¢ term became popular and development rapidly (Esteban et al., 2002). In this review the focus is on two areas of marketing which are market orientation and relationship marketing. Market orientation is a mean for constructing relationship and communication knowledge with customers in terms of satisfying customers and make them loyal (Balarabe, Gambo kk, 2014). On the otherRead MoreImportance of Marketing Concept and Practice of Marketing Orientation1578 Words Ã |Ã 7 PagesMARKETING STRATEGIES FOR ENHANCED CUSTOMER SATISFACTON AT BIGWAYS LIMITED 1.0 Introduction Bigways Limited is a manufacturing and distributing company of a unique pesticide that no other company manufactures in the whole of East Africa and has been operating in Kenya for the last six years. The companyÃ¢â¬â¢s smallest package size of their products is 5kg, and they open for business from Monday to Friday between 9am to 4pm with a one hour lunch break. Additionally, the employees of Bigways have beenRead MoreMarketing Orientation Has Evolved And Shifted1486 Words Ã |Ã 6 PagesOver the years, marketing orientation has evolved and shifted. At first, when the production concept was found, firms were primarily production-orientated meaning they were more focused on the production, manufacturing, and efficiency issues than the customers . The orientation assumes that consumers will favour products that offer the most quality, performance and features and that the organisation s objectives will be most readily achieved by a concentration on these . Narrow product lines Read MoreThe Applicability of the Five Marketing Orientations to Avon Operations1073 Words Ã |Ã 5 PagesThe applicability of the five marketing orientations to Avon operations: Production Orientation focuses on the efficiency and quality of production, with little emphasis on marketing. AvonÃ¢â¬â¢s core competency is providing low cost beauty care products to individual customers via direct sales. Their edge over other beauty care companies is the variety and quality of their products. AvonÃ¢â¬â¢s cost savings come from decreased infrastructure as they do not maintain many actual stores and the savings derived
Saturday, December 21, 2019
Introduction: Sleep is as essential to the human body as food and water, but sometimes sleep quality and quantity is inadequate and this is known as sleep deprivation (SD). Sleep deprived people are sleepy and fatigued making them prone to accidents, impairing their judgement and they are more likely to make mistakes and bad decisions. Not sleeping for 24 hours reduces hand-to-eye coordination, which can be compared to having a blood alcohol content of 0.1 and contributes to road accidents and work injuries. A childÃ¢â¬â¢s school performance is negatively affected by the lack of sleep and may cause emotional problems such as depression. Sleep deprived adults suffer from lack concentration, irritability, sleep inertia and a grogginess that lastsÃ¢â¬ ¦show more contentÃ¢â¬ ¦Poor sleep hygiene Ã¢â¬â some peopleÃ¢â¬â¢s habits are disruptive; for example, drinking coffee or smoking cigarettes close to bedtime stimulates the nervous system and makes sleep less likely. Another common problem is lying in bed and worrying, rather than relaxing. Babies, older babies and toddlers Ã¢â¬â parents almost always experience SD because their young children wake frequently in the night for feeding or comfort.  Psychological Effects: 1. a. Depression This investigation builds upon past findings by evaluating sleep problems as cross-sectional and longitudinal predictors of interviewer-assessed suicidal ideation and attempts, in direct comparison with depression, hopelessness, PTSD diagnosis, anxiety, drug and alcohol abuse, in a military sample. The present study revealed that insomnia symptoms served as a unique predictor of suicidal ideation assessed cross-sectionally, and for suicidal ideation and suicide attempt longitudinally (though the latter only held when controlling for only depression, hopelessness and baseline suicidal ideation, which are still strong predictors of death by suicide). This is a stringent test, given that depression is among the strongest predictors of suicide risk, and considering that insomnia and suicidality are symptoms of depression and highly associated with PTSD.  Although insomnia and nightmares were significantly associated with depressive and suicidal symptoms, after controlling for addition alShow MoreRelatedPersuasive Essay On Sleep Deprivation1735 Words Ã |Ã 7 Pagesmuch to realize that a great number of them lack sleep. Sleep deprivation has been and is currently a growing Ã¢â¬Å"epidemicÃ¢â¬ that is affecting human beings of all sizes and ages. ItÃ¢â¬â¢s crucial, yet it has been thrown aside and weÃ¢â¬â¢ve completely disregarded its evident consequences that are taking its toll on our bodies. Sleep, an uncomplicated action that requires minimum effort, is vital to human life; though most people takes its importance lightly, sleep has an abundant amount of benefits: stronger immuneRead MoreStart School Later And Let Teens Sleep : Persuasive Essay973 Words Ã |Ã 4 PagesSchool Later and Let Teens Sleep: Persuasive Essay The national sleep epidemic that has taken the world by storm is also taking a toll in not only teenÃ¢â¬â¢s health but also their performance in school as well as personal safety. The sleep deprivation that teens are experiencing everyday has caused many health problems as well as academic problems. I believe starting school later will hinder this ever growing teen sleep deprivation problem we face today. Letting teens sleep later is beneficial to theirRead MoreWhy We Need Sleep1376 Words Ã |Ã 6 PagesDaniel Mariscal Persuasive Essay Why We Need Sleep Sleep is a very important aspect of our lives and people rely on it to re-energize them so they can continue onto the next day. Although sleep is thought to conserve energy it actually drains your metabolism by 5-10%. However, sleep is very beneficial to humans. Sleeping progresses the bodiesÃ¢â¬â¢ growth and rejuvenates the immune, skeletal, nervous and muscular systems. Sleep also improves short-term memory, mood, efficiency, concentration, andRead MoreSpeech Against Procrastination1290 Words Ã |Ã 6 Pagesmany parents have in common? No, itÃ¦Å ¯ not that they all have Golgi bodies and retinas. Let me give you a hint. They put off Ã¦â Ëill tomorrow what they should do today... get my drift? About right now, Joey is late for an audition, Spongebob is writing an essay due in five minutes, my theatre teacher is dilly dallying on who to cast for the upcoming show, high school students are too tired to do anything and parents are putting off their morning meetings until the afte rnoon! And do you know what causes allRead MoreThe Effects Of Television On Childhood Obesity1337 Words Ã |Ã 6 PagesThe Effects of Television on Childhood Obesity Essay It is evident that the rate of obesity is steadily increasing in North America and has reached an all-time high (Novonty 2015). This is due to the lack of physical activity, increased consumption level of unhealthy foods, and the prominent amount of exposure to media such as Television (TV). Although TV has not been proven to be a direct cause for obesity, it does however contribute to the development of children and adolescence obesity due toRead MoreWho s For The Game?1531 Words Ã |Ã 7 PagesWithin this essay, I will be comparing two very different poems; the propaganda and pro-establishment poem Ã¢â¬ËWhoÃ¢â¬â¢s for the game? written in 1916 by Jessie Pope which attempted to recruit men to the army by creating an unrealistic, glorified image of war and Dulce et decorum est written by Wilfred Owen in October 1917 which provides a horrific yet realistic insight into life as a solider. Within Who s for the game? , Pope uses various poetic devices to create a jovial, ebullient imageRead MoreAnswer: Paragraph and Thesis-and-support Outline Thesis9738 Words Ã |Ã 39 Pagesunsupported. Structure and Technique 1. It does follow the traditional pattern, although it is unusually brief. Introduction: paragraph 1 Support: paragraphs 2-4 Conclusion: paragraph 5 2. In his essay, Russell explores how three causesÃ¢â¬âhis search for love, his search for knowledge, and his pity for humankindÃ¢â¬âhave affected how heÃ¢â¬â¢s lived his life. Examples Russell provides of his first passion, love, are that it brings ecstasy; it relieves loneliness;Read MoreAnswer: Paragraph and Thesis-and-support Outline Thesis9749 Words Ã |Ã 39 Pagesare unsupported. Structure and Technique 1. It does follow the traditional pattern, although it is unusually brief. Introduction: paragraph 1 Support: paragraphs 2-4 Conclusion: paragraph 5 2. In his essay, Russell explores how three causesÃ¢â¬âhis search for love, his search for knowledge, and his pity for humankindÃ¢â¬âhave affected how heÃ¢â¬â¢s lived his life. Examples Russell provides of his first passion, love, are that it brings ecstasy; it relieves loneliness;Read MorePsy 244 Essay10464 Words Ã |Ã 42 Pagestext. Under each heading will be a mix of true-false and multiple-choice questions, and possibly a few analogies, with all answers to be recorded on a scantron sheet. Along with the true-false and multiple-choice questions, there may be a few short essay questions to be answered directly on the test booklet. Because the test organization will follow the organization of the lectures, be thoroughly familiar with the material presented in lecture. For textbook readings, focus first on the materialRead MoreOrganisational Theory230255 Words Ã |Ã 922 PagesThey are experts who know things other people do not and are just doing what has to be done. Thus, managerial prerogative Ã¢â¬â managementÃ¢â¬â¢s right to manage together with the power and social standing that accompanies it Ã¢â¬â is morally supported by a persuasive claim to an expertise grounded in superior scientific knowledge. In turn, this knowledge depends upon the philosophical assumption (Figure 1.7) that such neutral access to reality is actually possible in the first place. So, as we noted earlier