Assessment Template Essay Example for Free

Assessment Template Essay A trainer of this Competency Unit must: †¢ have demonstrated competency under this Competency Unit †¢ have at least 2 years related experience in the Manufacturing Industry †¢ 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: †¢ have demonstrated competency under this Competency Unit †¢ have at least 2 years related experience in the Manufacturing Industry †¢ be certified  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: †¢ Singapore Workplace Safety and Health requirements knowledge †¢ Follow written and oral work instructions †¢ Listen, read and write English at a proficiency level equivalent to Employability Skills system (ESS) Level 3 †¢ Manipulate numbers at a proficiency level equivalent to Employability Skills system (ESS). Level 3  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 candidate’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 – Practical Performance Assessment Paper | | | For Assessor – 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 – Direct observation | | |Verification of candidate’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 candidate  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 â€Å"C† column for â€Å"Competent† to indicate the outcome of the assessment for a| | |PS. | | |Place a tick in the â€Å"NYC† column for â€Å"Not Yet Competent† 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 â€Å"NYC† 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 â€Å"C† is ticked in all Assessment Criteria | | |If any Assessment Criteria is graded â€Å"NYC†, 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 â€Å"NYC†, 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 Provider’s room | |Set-up |Chairs and tables for each Candidate | |Documents to be used |For Candidate – 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 â€Å"Evidence† 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 | | |â€Å"Evidence† column. | | |All questions must be answered | | |Further questions for clarification must be noted down in the â€Å"Evidence† 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 â€Å"C† column for â€Å"Competent† to indicate the outcome of the | | |assessment for a UK. | | |Place a tick in the â€Å"NYC† column for â€Å"Not Yet Competent† 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 â€Å"NYC† 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 â€Å"C† is ticked in all Underpinning Knowledge | | |questions. | | |If any UK question is graded â€Å"NYC†, 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 â€Å"NYC†, 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 Education’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: †¢ Check carefully to ensure you are sitting for the correct paper. †¢ 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: †¢ There are a total of xx questions. †¢ The candidate shall answer all the questions in this section. †¢ 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 assessment’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 †¦ |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 candidate’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 candidate’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 ‘C’ 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 – 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 – 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 – Practical Performance WQ – Written Questions OQ – Oral Questioning Assessment Outcome: COMPETENT NOT YET COMPETENT Feedback on outcome: | | | | | | Assessor’s Signature: _________________ Date: __________________ Candidate’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: †¢ xxx 2. The eligibility to sit for this assessment which include: †¢ Candidates should have at least 6 months of industrial working experience within the last 2 years from the date of application for assessment, or †¢ 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 candidate’s competency level in applying products’ 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 WDA’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: †¢ Awarding candidate who passed the assessment sitting with Statement of Attainment (SOA) for the respective competent unit by Workforce Development Agency (WDA). †¢ 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: †¢ Medical grounds – a medical report or certificate from registered medical practitioners †¢ Unexpected and exceptional grounds which may include (but are not limited to):  ­ accidents (sporting, motor vehicle, etc) where an injury is sustained  ­ 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 â€Å"YES† or â€Å"NO† column respectively. 4. If you answer â€Å"YES† 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 â€Å"YES† column and if no or not sure tick the ‘NO† 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 | |don’t have yet | | |to show and tell during the assessment) | | | | | |YES |NO | | | |I know how to †¦ | | | | | |I know how to †¦ | | | | | |I know how to †¦ | | | | |PS 2 |I know how to †¦ | | | | | | | | | | | |I know how to †¦ | | | | | |I know how to †¦ | | | | | |I know how to †¦ | | | | | | | | | | | | | | | | |PS 3 | | | | | | | | | | | | | | | | | |PS 4 | | | | | | | | | | | End of Self-Assessment [pic] ASSESSMENT RECORDS for Competency Unit: xxx Code: (TBA) Self-Assessment Checklist For Competency Unit:

Historiography of U.S. German Relations from 1871-1916 :: Historiography Diplomatic Essays

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[1], William L. Langer[2], and Raymond Sontag[3], 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.

Graham Greene’s four fundamental requirements Essay

Westerhoff narrates about Graham Greene’s four fundamental requirements for leading a spiritual life. (1) willingness to embrace suffering of world while enduring one’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 â€Å"Take my yoke† which means accepting one’s own suffering along with world’s suffering. â€Å"My burden is light† (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 â€Å" I am the true vine† (St. John 15:1) â€Å"Abide in me and I in you† (St. John 15:4) . A constant communication with God or clinging to the word of God leads to spiritual formation. 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 you†. (St. John15:7). Communication with God through prayer is explained by Urban Holmes in the book â€Å"A History of Spirituality†(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 = â€Å"S†, speculative-apophatic = â€Å"T†, affective-kataphatic = â€Å"F†, affective-kataphatic = â€Å"N†. 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 â€Å"Seek ye first the kingdom of God, and all these things shall be added unto you†. 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 God’s guidance and support amidst of daily life, is another way of practicing God’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.

Platos View on Virtue - 706 Words

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 a†¦show more content†¦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   |  6 Pagesa kind of virtue or not, or whether a person who has it is happy or unhappy† (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 Plato’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   |  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 â€Å"good judgement† in both personal affairs, civil issues and teach political science so that his students will become good citi zensRead MorePlato vs. Aristotle: Virtue1656 Words   |  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   |  7 Pagesof â€Å"Virtue† 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   |  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 â€Å"good life† both on an individual level and on a societal level. There is some variance between what the two philosophers think can create the â€Å"good life.† They explore the concepts of eudaimonia, virtue, and soul with the same endRead MoreKant And Kant s Philosophy On Ethics970 Words   |  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 Plato’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 â€Å"modern westerner†.Some of plato s ideas are outdate d and relied heavily on ancient grecian culture . Secondly , while Plato’s version of ethics has more toRead MoreThe Notion of the Good in the Ethical Views of Plato and Aristotle1232 Words   |  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   |  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. Plato’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 Plato’s ideas about the nature of virtue, which people have virtue when theyRead MoreEssay about Philosophy: Living a Happy Life1550 Words   |  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 philosopher’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 one’s life. They always ponderedRead MoreEssay about Morals and Ethics1134 Words   |  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