Mr. Jim Wormold, the Unlikely Optimist in Our Man in Havana free essay sample

To have a faith in someone or something also involves an act of will to persevere when the odds are at great length. Even though the protagonist, Jim Wormold doesn’t have religious faith and his actions motivated entirely by desperation to have the approval of an absent wife and spoiled daughter, he is the only character that doesn’t exhibit blind faith. Faith is closely related to loyalty, as evidenced by the ideal of †fidelity to one’s promises† or an inherent â€Å"faithfulness†. Faith is not an uniquely religious principle, but it is a byproduct of entrusting loyalty. And both loyalty and faithfulness have connections to trustworthiness. Loyalty cannot exist without faith. Wormold’s faith is engrossed to the loyalty of his daughter. As stated in Chapter 2, â€Å"Unlike Wormold, who believed in nothing, Milly was a Catholic: he had been made to promise her mother, he supposed, was of no faith at all, but she had left a Catholic on his hands. We will write a custom essay sample on Mr. Jim Wormold, the Unlikely Optimist in Our Man in Havana or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page It brought Milly closer to Cuba than he could come himself† (Greene, 15). When marrying, Wormold promised his wife they would raise their children as Catholics. Even when his wife leaves he continues to raise Milly as a Catholic. Although it appears that he himself is absent of a religious faith, his actions to ensure she is Catholic are very significant. Wormold failed in his marriage, but doesn’t want to fail in raising his daughter with the right upbringing. Wormold is wholly dedicated and governed by the main woman in his life, his daughter Milly. She is the entire reason for him becoming involved in the Secret Service. By all accounts he should have rejected Hawthornes offer. He has no background or training of any kind that would qualify him to be a spy. However, he sees a chance to make some money and he exploits it. He not only takes the basic pay of $300 offered him, but goes out of his way to make as much money as possible by creating phantom agents and missions all requiring more money, which of course he uses on his daughter. The following quote presents the reasoning why Wormold accepts Hawthorne’s offer. Milly wants a horse and a country club membership for her seventeenth birthday although she knows Wormold cannot afford the extra expenses of such a gift. †¦,‘Oh, I knew you’d take it like this,’ Milly said. ‘I knew it in my heart of hearts. I said two novenas to make it right, but they haven’t worked. I was so careful too. I was in a state of grace all the time I said them. I’ll never believe in a novena again. Never. Never. ’ (†¦) He had no faith himself, but he never wanted by any action of his own to weaken hers. Now he felt a fearful responsibility; at any moment she would be denying the existence of God. Ancient promises he had made came up out of the past to weaken him. (18) In the given quote, Milly begins to doubt whether her prayers will be answered. It is obvious she takes advantage of her father and asks for anything even if she knows her father cannot afford it. In fear of Milly becoming skeptical of her Catholic faith, Wormold keeps the horse as he had made ancient promises to his wife to raise a good Catholic. Wormold’s fear of his daughter, or at least the fear of her disapproval is brought to realization. Wormold has a great love for his daughter and wants to give her everything she wants so that he can succeed as a single parent and remedy faults he committed to his wife. He sees direct parallels to his daughter with his wife. Wormold failed at his marriage, but he intends to succeed in rearing their child. Several times throughout the novel, Milly manipulates and controls her father with a similarity to her mother. He feels distant and detached from her world and often gives into her requests. â€Å"He was glad that she [Milly] could still accept fairy stories: a virgin who bore a child, pictures that wept or spoke words of love in the dark. Hawthorne and his kind were equally credulous, but what they swallowed were nightmares, grotesque stories out of science fiction (75). Wormold compares the significance of Millys Catholic faith to that of a childhood fairytale as it ensures she maintains her innocence and faith in something without skepticism. This critique of Catholicism is similar to the Santa Claus myth. Parents lie to their children about the existence of an imaginary entity in hopes to instill principles of goodness and morality in their children. Wormolds’ lack of religious faith is a result of a moral discrepancy. His wife was apparently a devote Catholic but still managed to overlook her marriage and run off with another man. Religion for the protagonist, Wormold is irrelevant. On the other hand, to have a faith that things will continue being advantageous isn’t considered far-fetched. Our Man In Havana takes place against the background of the Cold War. The British Secret Service is operated by heresy and the fear of expansion of the Communist regime. The novel’s setting in Havana Cuba is important because the story is written and takes place just before the revolution led by Fidel Castro. At the time of the story, Cuba is a largely poor country. There are many European and American tourists and businesspeople on the island who have their personal agendas and respective loyalties. Wormold remarks about this in Part 5 of Chapter 4: You are loyal. Who to? To Milly. I dont care a damn about men who are loyal to the people who pay them, to organizations I dont think even my country means all that much. There are many countries in our blood, arent there, but only one person. Would the world be in the mess it is if we were loyal to love and not to countries? (195) The paranoia surrounding the Cold War is what drives the Secret Service to recruit agents so quickly without giving them proper training. Loyalty is a recurring theme throughout Greene’s novel and questions the validity of the ability to have a loyalty to a country when residing in another. Espionage is rampant because the fear of a Communist threat appears imminent. Consequently, they are so desperate for any information that they are very excited when they get Wormolds fake reports. Their desire to outmaneuver the Communists overshadows their common sense. The British Secret Service engages in a prime example of blind faith with enlisting Jim Wormold. Hawthorne, the British secret agent who recruits Wormold, is not revered as an outstanding agent and isn’t trusted by his superiors. This may be a result in his questionable judgment for selecting new recruits. Although the British secret Service prides itself to â€Å"employ agents who were men of good social standing,† Hawthorne lies about Wormold’s true occupation and social standing by embellishing it: â€Å" ‘Oh, he imports, you know, Machinery, that sort of thing. ’ It was always important to one’s own career to employ agents who were men of good social standing. The petty details on the secret file dealing with the store in Lamparilla Street would never, in ordinary circumstances, reach this basement-room† (52). Later, Hawthorne suspects Wormolds reports may be falsified, but does nothing about it. In Part 4 of Chapter 2 Dr. Hasselbacher states, â€Å"At first they promised me they were planning nothing. You have been very useful to them. They knew about you from the very beginning, Mr. Wormold, but they didnt take you seriously. They even thought you might be inventing your reports. But then you changed your codes and your staff increased. The British Secret Service would not be so easily deceived as all that, would it? (146) Faith is a suspension of disbelief. This is vital for believing in things that cant be proven, and as such is a personal decision for the individual. The function of the British Secret Service is to rely heavily on sources that cannot be easily confirmed. They have to put much trust in people like Wormold. While it is likely that most of them are reliable and diligent intelligence gatherers, there are few checks and balances in place to confirm they are not. The information they provide is obviously secret and not easily verifiable. This is dangerous because decision makers have to much of their faith on these sources when making serious decisions. When wrong information gets through the system, whether it is intentionally wrong or not, it resulted in disastrous consequences as several people do in fact die indirectly because of Wormolds fake reports. The Secret Service is supposed to be a highly competent organization, but in reality they are unwittingly relying on Wormold who is neither qualified nor a loyal patriot of the British Crown. â€Å"If you have abandoned one faith, do not abandon all faith. There is always an alternative to the faith we lose. Or is it the same faith under another mask? # The idea of faith being either religious or not is purely semantics. For Wormold it is not a matter if he has faith, but who or what he places his faith in. Throughout the novel, Wormold exhibits optimism that he will be able to preserve a decent livelihood for himself and his daughter through playing up the insecurities and paranoia of the British secret service. Through the depiction of Wormold, Greenes Our Man In Havana suggest s that true faith is not blinded by fear of attack of an unknown enemy or mythology of an ominous being, but loyalty to one’s individual morals and loved ones.

A History of the English Language †Past Changes Precipitate Worldwide Popularity Essay

A History of the English Language – Past Changes Precipitate Worldwide Popularity Essay Free Online Research Papers A History of the English Language Past Changes Precipitate Worldwide Popularity Essay The history of the English language is of significance because English is spoken more frequently than any other language except Chinese, according to the International Encyclopedia of Linguistics (410). A Germanic language, English is spoken by an estimated 1,500,000,000 people, and that number is ever increasing, according to An Encyclopedic Dictionary of Language and Languages (121). English is the chief language of world publishing, science and technology, conferencing, and computer storage as well as the language of international air traffic control (121). English is also used for purposes of international communications, and international politics, business communications, and academic communities (122). The history of English can be traced to the colonization of people from a family of languages which spread throughout Europe and southern Asia in the fourth millennium BC, (185). It is thought that a seminomadic population living in the steppe region to the north of the Black Sea moved west to Europe and east to Iran and India, spreading their culture and languages (186). According to The Cambridge Encyclopedia of Language, the European languages and Sanskrit, the oldest language of the Indian sub-continent, were tied to a common source. When a systematic resemblance was discovered in both roots and verbs and in grammar forms, by comparing similar features of the European languages and Sanskrit, a common source language was reconstructed named Proto-Indo-European (298). The Proto-Indo-European language was more complex than English today. According to The Cambridge Encyclopedia of Language, It is possible to reconstruct three genders (masculine, feminine, and neuter) and up to eight cases (nominative, vocative, accusative, genitive, dative, ablative, locative, instrumental). Adjectives agreed in case, number, and gender with the noun. The verb system was also rich in inflections, used for aspect, mood, tense, voice, person, and number. Different grammatical forms of a word were often related by the feature of ablaut, or vowel graduation: the root vowel would change systematically to express such differences as singular and plural or past and present tense, as is still the case in English foot/feet or take/took (Crystal 299). The Proto-Indo-European language is thought to have been spoken before 3,000 BC, and to have split up into different languages during the following millennium (298). The languages families include Celtic, Germanic, Italic, Indo-Iranian, Tocharian, Armenian, Anatolian, Albanian, Greek, Balto-Slavic, and Slavic languages. Yiddish, German, Afrikaans, Dutch, Flemish, Frisian, and English make up the West Germanic subgroup of the Germanic Branch (Crystal 186). Scholars renamed the language group the Indo-European family after 3,000 BC (298). Theorists suggest that the horse was a major element of the Proto-Indo-European and the Indo-European family of languages. They conjecture that the culture was spread by warriors who conquered from horse-drawn chariots. Others discount this theory, according the Dictionary of Languages (273). The Indo-European languages have been marked by a succession of changes affecting different languages. One change of note includes the centum/satem split. K followed by a front vowel became s or sh in Indo-Aryan (Sanskrit sata), Iranian (Persian sad), Slavonic (Russian sto), Baltic (Lithuanian simtas), Albanian (qind, pronounced chind) and Armenian. It remained k in Celtic (Welsh cant), Italic, Tocharian (kant), Greek (hetaton) and Germanic (with a subsequent move to h, English hundred). A sound shift in consonants occurred that differentiated the Proto-Germanic languages from other Indo-European languages. It included several consonants that were changed from the first example to the second example in the following consonants: p>f, t>0, k>x, b>p, d>t, g>k, bh>b, dh>d, and gh>h. The sound shift was named Grimms Law, after the man who described it, according to Contemporary Linguistics (332). The Proto-Indo-European, the Indo-European, and specifically the Germanic language, of which English is a derivative, influenced the early history of the English Language. The early history of the English language began in Britain and with several groups of people. At first people migrated to the placed now called England. Several invading groups joined the original settlers of England, bringing with them their language and culture. English became a mixture of languages that adapted to the circumstances and the needs of the people. England eventually commanded an empire, thus, spreading the language around the world. When the empire, diminished the Americas continued to spread the English language because of their political power and wealth. The history of the English language is fascinating and follows as events and language changes are pointed out. The Celts were the first Indo-European people to spread across Europe, according The Cambridge Encyclopedia of Language (304). They emerged from south central Europe and spread throughout most of Europe, reaching the Black Sea and Asia Minor. They migrated to south-west Spain, central Italy, and throughout Britain in a series of wave-like migrations. Their culture was named after a Swiss archaeological site called La Tene. The first group of Celts went to Ireland in the 4th century and later reached Scotland and the Isle of Man. The second group went into southern England and Wales, and later to Brittany, producing a type of Celtic know as British. During the greatest days of the Roman Empire, their law ruled all men from Britain to Egypt, from Spain to the Black Sea, according to A History of Knowledge, (67). The Romans had a fierce respect and love of the law. Everywhere the Romans governed, they took their laws and administered them over the peoples they ruled. In fact, Roman law continues to this day to be an influence upon almost all legal systems in the Western world. The Romans adopted the Greek alphabet, Greek ideas, images and world views. They copied the Macedonian order of battle and Spartan steel weapons and armor. They conquered everywhere they went, building roads, establishing cities, trading, and sharing their culture. The Romans build a transportation network with hundreds of miles of roadway. The roads the Romans built still exist today, after twenty centuries of continuous use. Britain was acquired as a province of the Roman Empire during the century after 14 AD, following the death of Augustus. Words from Latin and Greek languages were adopted into the language. The Greek alphabet, with a few minor changes, is used in the English language today (25). Eventually, the Romans also brought Christianity to Britain. English became a distinct tongue about 449 AD when Angles, Saxons, and Jutes, who spoke Germanic dialects, arrived in Celtic-speaking Britain. Groups of Angles, Saxons, and Jutes came to aid the Romanized Britons who were besieged by Picts and Scots after the Roman military withdrew in 410 AD (Bright 410). English owes its origin to the Angles, Saxons, and Jutes who crossed the sea and settled in Britain, according to the Dictionary of Languages, (166). The Anglo-Saxon kingdoms covered most of what is now England by around 600 AD. The West Saxons were the most powerful of the new kingdoms, and the only one able to withstand the Viking invasion in the 9th century AD. It was also in Wessex or the West Saxon kingdom that a written language first flourished. The International Encyclopedia of Linguistics divides the history of English into three periods: Old English, Anglo-Saxon from 700 to 1100 AD, Middle English from 1100 to 1500 AD, and Modern English or New English from 1500 to the present (410). Old English (OE) was a highly inflected language. There were suffixes on nouns, verbs, adjectives, and demonstratives. It had an elaborate system of personal interrogative and relative pronouns. The four dialects during the Old English period were Kentish in the southeast, West Saxon in the south and southwest, Mercian in the Midlands, and Northumbrian above the Humber River. West Saxon was the written standard during the reign of Alfred the Great from 871 to 899 AD. Old English morphology included noun forms of singulars and plurals, with five cases, and three genders. Old English personal pronouns have been retained, and have transferred into New English, more of their morphological variations than any other form class. With the influx of the Christian religion at the end of the 6th century, some Latin words were added. About 2,000 Danish words and phrases were also added to Old English. At that time, the combining of native elements in prefixing, suffixing, and compounding was the most characteristic way of expanding the word stock. (Bright, 412) Britain was invaded again during the Viking age of about 750 to 1050. This invasion was mostly by Danes who then settled in central and southern England. Throughout Britain, most of the people spoke Old English and few words from the Celtic influence remained. Middle English began with the 1066 Norman Conquest. French-speaking Normans carried out government and educational duties. The Norman invasion caused a bilingual environment with the middle class speaking both French and English. It brought approximately 10,000 Norman French words into Middle English. The Normans exerted a great influence in food, fashion, education, religion, government, law, and the military. Social and linguistic upheaval changed the language climate in 1215 when King John of England was forced to acknowledge the Magna Carta. According to The Heritage of World Civilizations, this monumental document was a victory of feudal over monarchical power in the sense that it secured the rights of many the nobility, the clergy and the townspeople over the autocratic king; it restored the internal balance of power that had been the English political experience since the Norman conquest. Now the English people could be represented at the highest levels of government. This eventually brought English back into use as the countrys language (446-447). Modern English developed when Caxton established his printing press at Westminister in 1476. New English is a derivative of the dialect of medieval London. It is in the same dialect used by Cha cer and Chancery. During this time Johannes Gutenberg, a German printer invented type molds for casting individual letters. His first book using movable type was printed about 1450 and was printed on rag paper. (The Chinese government is credited with the discovery of paper in 105 AD, however, Arabs also discovered how to make paper.) Gutenbergs invention made movable type practical because he could produce any quantity of letters and words and place the timeype in a frame. He used rag paper in his printings. His most famous printing is the Gutenberg Bible (Van Doren 154). According to the International Encyclopedia of Linguistics, all vowels were systematically raised, and the highest were dipthongized between 1400 and 1564. Also, there were 333 strong verbs in Old English. Half of the verbs are still used, although, only 68 are inflected as strong verbs (414). The most important phonological event in modern times is the so-called Great Vowel Shift. It began in late middle English and continued until the eighteenth century. The long vowels of Middle English came to be pronounced in a higher position, while the highest vowels became diphthongs, according to The Encyclopedia of Language and Linguistics (1125). With the approach of the 18th century, English became an analytical language. Its rich inflectional system weakened, causing a great increase in the use of prepositional phrases, in new phrasal prepositions (e.g. in spite of, with regard to, on the basis of), and in periphrastic verb construction. For example, did say is the periphrastic past tense of say, and said is the inflected past tense of say. During this period, there was a reduction of inflectional distinctions (Asher 1125). Also, Old English had used both SVO and SOV sentence word orders without requiring a grammatical subject. Middle English used SVO and the subject was obligatory (Bright 413). During the Renaissance, English displaced Latin as the language used in philosophy, science, and other learned arenas. Since English was lexically deficient, it borrowed Latin and Greek words for nouns and adjectives. The International Encyclopedia of Linguistics estimated that during the first 150 years of New English, more than 10,000 words from 50 languages were borrowed. It also asserted that the current English language has borrowed foreign words from more than 75 languages with French as the principal donor. The Old English method of using affixes and compounding to form words was displaced in New English by borrowing words as the favorite way of enlarging the English word stock. According to the Dictionary of Languages, the history of Modern English has three important themes. The themes include the extension of English into new subject areas, the spread of English to many parts of the world, and the growth of English into Standard British English. The extension of the language began with the first printed English translation of the Bible in 1525. The Authorized Version of the English Bible was translated in 1611. Finally, the revised Book of Common Prayer was published in 1662. The Bible and the prayer book were in everyday use in Anglican churches until the 1970(s), where they influenced the speaking and writing of English for over 300 years. English took the place of Latin during the 16th century in religion, science, and scholarship. To make this transition possible, vast numbers of loan words have been added to the English language. English has spread to many parts of the world. It became a native language for English-speaking colonies, which are now independent and powerful states. English was spread by British trade and influence. It is the second language of many other states because the ex-colonial countries have no better choice of a national language. English is currently acknowledged as the universal language of diplomacy and science. It is also the language that people usually speak when addressing foreigners, and it is the most popular second language(167). Standard British English is the widely accepted standard language, the language of London and its elite. It is sometimes called the Kings (or Queens) English, BBC English, and Received Pronunciation. This standard use of English has been helped by the spread of education and literacy, the extension of printing and publishing, and recently the influence of radio and television. All these factors have increased the standardization of pronunciation, spelling, and spoken and written style. English shares linguistic features with other Indo-European languages. However, the lexicon, morphology, and phonology are characteristically Germanic. One example of this is that past tense inflections are a Germanic characteristic. Another distantly Germanic characteristic is the fixed primary stress on the first syllable, as expressed in the word brother (Bright 410). An Encyclopedia Dictionary of Language and Languages (AEDLL) describes English as spoken worldwide by a large and ever-increasing number of people. The English language has official status in more than 60 countries. Two diagrams called A Family of Languages and English: the world language follow the bibliography. One shows that English is listed with languages in the West Germanic subgroup, and the other illustrates the use of English in countries around the world today. A summary of the trends allows the prediction that English may become the language of universal communications. Bibliography Asher, R.E. and J. M. Y. Simpson. The Encyclopedia of Language and Linguistics. 10 Vols. New York: Pergamon Press, 1994. 1125. Bright, William. International Encyclopedia of Linguistics. 4 Vols. New York: Oxford University Press, 1992. 410-415. Craig, Albert M., et al., eds., et The Heritage of World Civilizations. 2 Vols. New York: Macmillan Publishing Company, 1986. 446-447. Crystal, David, The Cambridge Encyclopedia of Language. 2nd Ed. New York: The Press Syndicate of the University of Cambridge, 1997. 298-299. Crystal, David. An Encyclopedia Dictionary of Language and Languages. USA: Blackwell Publishers, 1992. 121-122, 134, 185-186. Dalby, Andrew. Dictionary of Languages: The Definitive Reference to more than 400 Languages. London: Bloomsbury Publishing PLC, 1998.166-179. OGrady, William, Michael Dobrovolsky and Mark Aronoff. Contemporary Linguistics. 3rd Ed. New York: St. Martins Press, Inc., 1992. 332. Van Doren, Charles. A History of Knowledge Past, Present, and Future. New York: Ballantine Books, 1992. 154. Research Papers on A History of the English Language - Past Changes Precipitate Worldwide Popularity EssayQuebec and CanadaAssess the importance of Nationalism 1815-1850 EuropeHip-Hop is ArtPETSTEL analysis of India19 Century Society: A Deeply Divided EraComparison: Letter from Birmingham and CritoAnalysis Of A Cosmetics AdvertisementStandardized TestingDefinition of Export QuotasMarketing of Lifeboy Soap A Unilever Product

Capital punishment and why does the Church (Christianity) oppose it so much Essay Example for Free

Capital punishment and why does the Church (Christianity) oppose it so much Essay Christian (302) , Punishment (104) , Capital punishment (54) company About StudyMoose Contact Careers Help Center Donate a Paper Legal Terms & Conditions Privacy Policy Complaints Man is a sacred and precious creature created by God.   When God has created the Universe, light, the birds, animals, the trees, water and the earth, he had given a lot of importance to man.   Evidence from the Bible suggests that God had left creating man as his final task, and after he had created man, God was so amazed, satisfied with himself and fulfilled with his own creation, that he decided to rest (on the Seventh day).   Through his creation of man, he had provided a reflection of himself ( The Old Testament: Genesis 1 ).   In deed God has given a lot of importance to man, and no one has the right to take away or destroy the life this very special and beautiful creation of God.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Countries throughout the World are beginning to understand the importance of capital punishment and are slowly outlawing such laws.   However, certain developed countries such as the US are still encouraging Capital punishment.   The US had stopped capital punishment for some period of time (from 1972 to 1977).   However, the practice resumed again following Gregg V. Georgia case ( Horigan, 2004 ).   Most of the states in the US permit Capital punishment only in very specific instances.   However, the very existence of such an option in the judiciary system, does suggest the States Support to this inhuman act.   The rate of execution in the US has dropped since the 1930’s, but this has no fully ended. The largest number of executions is performed by the State of Texas, and the highest percentage of the population executed by the State is Virginia (Robinson, 2006).   The response of the US public to capital punishment is somewhat mixed.   However, the reaction of the Canadian people to capital punishment was also similar, but the Country has abolished capital punishment.   Depending on the seriousness of their crime, the crimes are imprisoned even for indefinite periods ( Robinson, 2006 ).   Canada has also shown that imposition of capital punishment does not necessarily result in a drop in the crime rates.   The Japanese on the other which permit capital punishment have a crime rate much below that of the US. Hence, it can be demonstrated that capital punishment may not play an important role in crime ( Robinson, 2006 ).   In the US, many people who have been executed by the law, were found not even to be given a proper lawyer during their trials. Several states in the US that have capital punishment in their legal systems seem to have a higher criminal rate than those which do not have capital punishment ( Robinson, 2006 ).   People may feel that by incorporating capital punishment in their legal systems, the State is cheapening the value of human life.   Hence, the crime rates in such states are on the rise.   Several other factors such as poor socio-economic status, low educational levels, poor living conditions, etc, may be related with an increase in the crime rates.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   The Church has seriously opposed the use of capital punishment in case of serious crime.   Pope John Paul II has opposed the imposition of death penalty by the State ( Dulles, 2001 ).   Christians give a lot of importance to life and have opposed any action that could result in the ‘violation to the right to life’ such as murder, abortion, suicide, euthanasia, etc.   Christians usually feel that as God has controlled life, no one including the Governments and the Courts can take away a human life.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   In the Old Testament, death was specifically suggested to those who had sinned or committed offences (such as murder and adultery).   The Sacred Covenant during Noah had mentioned that anyone who offenders and disobeys God be stoned or hanged to death.   Several episodes in the Old Testament such as those of with Korah, Dathan, and Abiram ( Numbers 16 ), have given instances in which capital punishment was performed to penalize sinners.   People who helped to execute the will of God by ending the life of the offenders were considered as Agents of God.   Many Countries of the World still follow the Old Testament of capital punishment in penalizing serious crimes.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   However, things have changed since the New Testament times.   Although Jesus Christ had not spoken much about the use of capital punishment by the state, indirect instances are present in the New Testament which may suggest that Jesus was against the practice of capital punishment.   One of these instances included the Stoning of a woman who had sinned.   Jesus did not allow his disciples to pronounce curses of destruction of death on people who did not have feelings of love towards others. In John 19:11 , Jesus told Pilate that he had the authority to sentence anybody who had sinned against God, and that Pilate had the right to fulfill God’s intentions.   In Matthew 26:52, Jesus told Peter to put back his sword when he was arrested.   Jesus even put back the soldier’s piece of ear, after Peter had cut it with his sword.   In Luke 23: 41 , Jesus tells the thief crucified on his side, that they were receiving punishment for the sins that they had committed on earth.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Christianity believed in the concept of ‘love thy neighbor as thy self’, and Jesus in his preaching expressed that this feeling should be extended to every aspect of life.   We could potentially extent its application for use to prevent capital punishment.   In the New Testament after Christ, there may be several instances in which capital punishment was encouraged.   However, these instances may not directly support capital punishment.   In Acts 5: 1-11 , capital sentences were imposed because they disobeyed Simon Peter.   The Letter to the Hebrews also encouraged the Mosaic Laws on capital punishment. St. Paul told the Romans that death sentence was a mean of expressing God’s intentions against sinners.   However, there have also been instances in the New Testament in which the Church and Christians have opposed death sentence.   During the early Christianity period, the Church did not approve Christians to function as executioners of death sentences ( Dulles, 2001 ).   St. Augustine felt that the Fifth Commandant should be utilized even to prevent execution of death sentences and killing of criminals.   He wrote an entire book about Capital punishment named The City of God .   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   The idea of capital punishment changed a bit during the Middle Age.   Christianity had some influence on the people, and the Courts were told to impose capital punishment only for people who committed serious crime.   This was mainly as a self-defense mechanism to prevent the criminals from committing further crime and to ensure that the society was safe.   Some of the theologists felt that capital punishment was more of a hatred act against the criminal than one to enable him to reform in the future ( Dulles, 2001 ).   Even though the Church opposed death sentence, it constituted a body to pronounce and capital punishment. The Church even conferred the State the power to issue death sentences in the later part of the 16 th century.   It derived this power from the Commandant â€Å"thou shall not murder†, and it was performed in several instances.   Slowly the Church began to approve capital punishment only in the case the criminal committed a serious crime.   Slowly the attitude of the Church towards capital punishment began to change as they felt that life was a precious gift given by God and it was morally wrong to take one’s life for sins committed.   The Italian thinker Gino Concetti , wrote a Book L’Osservatore Romano in 1977, demonstrating the importance and sacredness of God-given life.   He said that humans could not destroy the life of another human, and even the criminals who had performed serious crimes should not be punished with death sentence.    He said that there should not be any circumstance in which capital punishment was justified as no person had the right to take the life of another and destroy one of God’s precious creations.   We should be able to respect the view that God is expressing himself in man.   This work had really changed the attitudes of Christians and the Church towards capital punishment. Many people felt that the Church itself did not respect or identify this view of life before.   There was a uproar against capital punishment in the 20 th century in Europe.   Several European countries who believed in Christianity began to incorporate the latest teachings and beliefs of the Church in their Legal systems.   The Governments began to underhand the importance of life ( Dulles, 2001 ). Since, the criminal is also a human being; he is a precious creation of God and has a reflection of God in himself.   His actions have an element of God expressed in it.   Hence, it would be morally wrong to even punish the most serious criminals with capital punishment.   In the Old Testament, the view that a criminal action should be punished with a similar action by the law-enforcement agency existed.   However, a person may be expressing the Will of God through his actions.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Christianity has developed over a long period, and now it does not permit both, direct destruction (taking the life of a specific person) and indirect destruction (actions performed without the intention of killing another person).   In some instances, taking the life of another person by mistake may be pardoned by the Church.   The Church is also against any individuals taking the life of another on the advice of the State ( Pesenke, 1981 ). God does not allow one human to take the life of another because God is the creator of the human beings and can create or destroy a life.   Any person who takes the life of another with a mental intention is sinning against God.   A Human life is the most precious work of God, and destroying it would be against the Will of God.   No political or legal body in the World has the right to interfere with God’s creation.   It is not justified for any Court or King to take the life of any individual including a criminal.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Many countries feel that capital punishment should be permitted at least to end the life of criminals who committed serious crimes.   They may also be considering that it would be a cheaper option to end the life of such criminals than to punish them with life-imprisonment.   However, the legal and the political systems should not cheapen human life, and should consider them as important to God.   Having capital punishment options in the legal system is not going to reduce crimes.   It is essential that the Government provides a socio-economic environment that may permit development and reduce frustration of the people.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   The Jews believed firmly in capital punishment and permitted it following murders, adultery, worship of idols, war crimes, and kidnapping.   They feel that capital punishment would ensure that the society is safer from the actions of the criminals in the future.   They also feel that anybody who destroys God-given creations should be punished with death sentence.   A counsel usually issues death sentences in Jewish courts.   The court will examine the criminal during the trial and 2 neutral witnesses should provide evidence for the case.   As the process of issuing capital punishment under Jewish laws is very stringent, such sentences may usually occur less frequently. In several situations (such as wars, emergencies, dealing with non-Jewish criminals, etc), the stringent process is relaxed and death sentences are issued more easily.   In such situations Noah-Laws are usually applicable.   Usually just one neutral witness is required ( FAQ, 2006 ).   During the later part of the 20 th century, Jewish thinkers began to oppose the use of capital punishment by the legal system.   The ideas of Christian theologists are now being followed by the Jewish thinkers with regard to death sentence.   Only in extremely serious crimes are capital punishment allowed by Jewish courts ( FAQ, 2006 ).   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Capital punishment is not only an ineffective way of dealing with crime (as it does not reduce the crime rate), but is also an immature way (as hatred and revenge are spread).   It also cheapens the importance of God-given life.   The Government should look at alternative to punish or reform the criminals. Dulles, A. C. (2001). â€Å"Catholicism & Capital Punishment.† First Things 112, 30-35. http://www.firstthings.com/article.php3?id_article=2175%20 FAQ (2006). Question 12.21: What is the Jewish position on Capital Punishment? Retrieved on April 8, 2007, from FAQ.org   Web site: Ontario Consultants on Religious Tolerance from Web site: http://www.faqs.org/faqs/judaism/FAQ/06-Jewish-Thought/section-22.html Horigan, D. P. (1996). Buddhism & Capital Punishment . Retrieved on April 8, 2007, from The Engaged Zen Foundation from Web site: http://www.engaged-zen.org/articles/Damien_P_Horigan-Buddhism_Capital_Punishment.html Pesenke, H. C. (1981). Christian Ethics: Volume II – Special Moral Theology in the Light of Vatican II , Bangalore: TPI. Robinson, B. A. (2006). Facts about capital punishment: Part 1: data & trends . Retrieved on April 8, 2007, from Ontario Consultants on Religious Tolerance from Web site: http://www.religioustolerance.org/execut3.htm The Bible Gateway (2007). Genesis 1 (New International Version). Retrieved on April 8, 2007, from The Bible Gateway from Web site: http://www.biblegateway.com/passage/?search=genesis+1 Capital punishment and why does the Church (Christianity) oppose it so much. (2017, Apr 24). We have essays on the following topics that may be of interest to you

Ethics and Governance Case Study Example | Topics and Well Written Essays - 500 words

Ethics and Governance - Case Study Example The cause for Friedman’s statement is probably due to the birth of ‘Ethical business’, this is where companies will demonstrate a social conscience, possibly to gain support from consumers who buy their products, but will cut the profits of the shareholders in a company. Freidman also assumes that there is a link between the birth of ‘Ethical business’ and the growth of left-wing academia, particularly in the United States, although I am not convinced of the relation between the two and that one affects the other. However, Friedman believes that it is these academics that are making the businessmen act like â€Å"unwitting puppets† who are â€Å"preach ­ing pure and unadulterated socialism†. Still, I believe that Friedman is putting across his biased political views with this statement, where he thinks that anything relating to socialism is automatically bad so he does not really back up this quote. I also disagree with Friedman in tha t he believes that the â€Å"intellectual forces† really have that much influence on businessmen to make them â€Å"unwitting puppets†. The factor which would make businessmen turn to a more ethical approach could be down to a rapidly expanding interest in business ethics and the rise of the middle-class looking to ‘clear their conscience’ by buying ethically. 2. Friedman (1970) discusses whether corporations can have a â€Å"social responsibility† or whether having responsibilities is a uniquely human trait. Friedman argues, reasonably convincingly, that a company cannot have the responsibility since it is â€Å"artificial†. We can see this in his article when he says â€Å"Only people can have responsibilities. A corporation is an artificial person and in this sense may have artificial responsibilities†. This would lead him to the conclusion that corporations have no moral obligation to be ethical since they are not moral beings and that the only responsibilities of a company â€Å"is to increase its profits†.

Hot Springs of Glenwood Coloradotheir geological origin Essay

Hot Springs of Glenwood Coloradotheir geological origin - Essay Example The water then rises to the top of the surface through the rocks. Hot springs can also occur when there are faults in the region. Faults are layers (cracks) in the Earth's crust that are the result of differential motion within the crust. The faults enable surface water to penetrate to depths where it is heated. When we talk about hot or thermal springs, these are defined as springs where the temperature of water lies significantly above the mean annual air temperature of the region. A mineral spring is defined as one that contains a reading of 400 parts/million of total dissolved solids. (Tarbuck p274) Both types of spring are found from Mexico to Alaska. In the case of the thermal springs in the mountainous regions, their formation tends to be quite consistent. As rain falls on the surrounding peaks, it percolated into the rather porous sedimentary rocks. Sedimentary rocks are formed from the accumulation of sediment- mineral crystals, particles of minerals and rocks, masses of organic matter, or chemical precipitate, which solidifies into layered rock. As the water continues to descend through the rock, it picks up a variety of materials, everything from radium to sulphur. Also, as it moves further beneath the surface, it heats up from the primal heat of the Earth. Eventually, it encount ers the large thrust fault and now as water descends behind it, these faults forces the now heated water to ascend along the fault-line to surface as a hot or warm spring. Also critical in the creation of a hot spring, is an express route to the surface. If the water moves slowly from depth to the surface, it will cool back down before it bubbles out as a spring. Luckily, since many of these springs occur in limestone formations, the openings allowing the water to the surface may be enlarged by dissolving of the limestone to create a virtual pipeline to the surface. This assures a quick trip and warm waters. Tertiary volcanism and mineralized hot springs have produced the existing geologic environment in the Glenwood Springs area. These volcanic activities led to the present day Rock Mountain regions in which the Colorado River carved its mark. Glenwood Canyon was formed by the Colorado River as it eroded into the southern flank of the White River Uplift. During the Pleistocen Ice Ages, rates of down cutting were accelerated due to glacial melting that caused heavily, over-loaded streams. This erosion allowed for the seeping of water into the deep crevices of the earth, which somewhere met with the heated rocks and returned filling the many springs of Glenwood. Most of W Colorado is occupied by the Colorado Plateau, where deep canyons have been formed by the action of the Colorado, Gunnison, and other rivers. Colorado has a mean elevation of c.6,800 ft (2,070 m) and has 51 of the 80 peaks in North America over 14,000 ft (4,267 m) high, thus laying claim to the name "top of the world." (McTiighe p237) Colorado's eastern expanses are part of the High Plains section of the Great Plains. On their western edge the plains give way to the Rocky Mountains, which run north-south through central Colorado. The mountains are divided into several ranges that make up two generally parallel belts, with the Front Range and a portion of the Sangre de Cristo Mts. on the east and the Park Range, Sawatch Mts., and San Juan Mts. on the west. Mt. Elbert (14,433 ft/4,399 m) is the highest peak in the U.S. Rocky Mts. (McTighe, 1984, p111) The

Ways Groups of People Are Identified Essay Example for Free

Ways Groups of People Are Identified Essay Introduction This paper explores how ethnic restaurants could be a stepping stone towards both sides of the spectrum of in? of multicultural society. A Home to people of manymuch different ethnic backgrounds, Britain is certainly a multicultural place. ContempoaryContemporary Britain has been one of the countries that have experienced a rapid growth of population through the process of international immigration(Piccolo and Thomas 2001). This increases the population diversity, generating a variety of different cultural communities; reshaping the socio-cultural and economic structure of the nation. Britain has arrived to the Age of migration and minority. The ‘differences’ of different cultural groups can coexist in an environment with joyously embrace, celebrated and harmony, or in an environment with disagreement, mistrust and clashes (Thompson 2003). Hypotheses Many different variables can affect the progression of multiculturalism; the ethnic restaurants industry is only part of the bigger picture. Hence, both the internal and external variables from the ethnic restaurant industry will be study. However, this paper will be more focus to the following hypotheses: (this line doesn’t make sense) 1) Does the role of ethnic restaurants acts as a barrier or a stepping-stone on the process of multiculturalism?. 2) At whatich level of the society does ethnic restaurants plays athe largest role on the process of multiculturalism. These hypotheses will be explored and in depth, with theories and ideas supplying the foundation of the paper and the findings will be examined with a case study to test out the findings in relationship with the reality. Methodology The methodology will be based on research on the ideology of multiculturalism in terms of food as a symbol of multiculturalism, and the relationship of ethnic restaurants with multiculturalism. The research will consist of both primary and secondary research; the background knowledge about the ethnic restaurants industry is mainly based on relevant journals and other resources, the ideology of multiculturalism and its relationship with the ethnic restaurants will be split into two separate sections. This allows the ideas of the theories to have equal weight. Following this, will be distinguishing the main factors that have the prime impacts on the progression of multiculturalism and at which level of these factors have the most affect, which is my hypotheses. With adequate amount of ideas and theories in similar field written by a range of authors from different background been examined and explored, a self-constructed case study will be mounted. Investigating how the ideas from the secondary research relate to the reality. An ethnic restaurant will be chosen, the restaurant have to be a restaurant that are similar to the type of restaurants that have been studied from some of the authors that have been researched in the literature review section. The type of primary research will be through observation and interviewing some of the main players within the restaurants, both the staffs and the customers. By interviewing the different players of the ethnic restaurant, I can start building up some of the insight of the kind of knowledge the stakeholders of an ethnic restaurant have on the idea of multiculturalism. The paper will be concluded with a summary of the main findings from the research and how the findings tie in or contradiction to reality, the case study. This is an important part of the paper, as this will prove if the theories behind do or do not occur in reality. It finishes off with some personal insights and any further improvements that could be useful if this paper is to be research in the future. The personal insight s based on the findings of the paper, and further improvement includes some of the difficulties that have arises during the course of the research and the case study constructed. It will be useful for any research if they were to be interested in this topic. Literature Review General Background Since the 1970’s there has been a rapid increase in ethnic entrepreneurship in Britain. This had been argued as a survival strategy for ethnic groups toward deindustrialisation, many immigrants which were initially recruited for low-skilled manual jobs have to adapt to the changes of economic structure from manufacture to service based economy(Jones and Ram 2003). With the ever increasing upward trend of eating out in the British economy (Ram, Sanghera et al.2000; Ram, Jones et al. 2002), many ethnic groups have eyeds this as an opportunity in order to survive the transitional phase of the nation. , Thisthe trend of a more diverse diet of the British economy helps the ethnic minority, as ethnic minority with the knowledge of unfamiliar food have a comparative advantage in entering the ethnic cuisine business (Ram, Sanghera et al. 2000). However, the speed and growth of ethnic entrepreneurs entering the market exceed the market potential, hence creating a market that is overcrowded (Ram, Jones et al.2002) or a market with hyper-competition (Jones and Ram 2003). As we progress to the 21st century there have been periods of time that the growth in the number of the ethnic cuisine market to slow down, however, there have been an increase in the quality of goods and services provide with ethnic cuisines (Ram, Sanghera et al. 2000). We take the Italians for example, when the Italians first started their catering business in Britain; at the beginning they started with pizzeria or dinner, as the start-up cost to the business is relatively low., Today, and nowadays this has progressed to white-tablecloth restaurants where the return of investment is much greater. There have been similar patterns of creating a more upscale business where returns are greater (Ray 2005), also known to some as the bottom-up theory in the catering industry(Riello 2006). Another argument to the shift from quantity to quality in ethnic cuisine is that of the increase in expertise in the business sector from the second generation of the ethnic minority. As mentioned before the rapid growth of ethnic cuisine market is one of the survival strategy adopted in the period of deindustrialisation. With the growth of the second generation from ethnic groups, some of the barriers of the first generation of entering the market are removed. (For example, language/communication barrier removed) Second generation ethnic entrepreneur eyes the ethnic catering industry not as a survival strategy, but rather a strategy to climb the income ladder(Ram, Sanghera et al. 2000; Ram, Jones et al. 2002; Jones and Ram 2003; Riello 2006). Ethnic cuisine have been embedded into the modern society this is partly due to the dynamicity of the economic structure of the nation, the ethnic cuisine industry have also adopted with this dynamicity and restructure itself to establish into the restaurant industry. With the second generation of the ethnic minority becoming more skilled and well adopted in the economy, the nature of the industry have also changed. Food as symbol of culture The importance of consumer behavior in the western society is the contribution in the creation and adaptation to the level of acceptance to new commodities and social habit. The idea of a changing pattern of consumerism plays an important role in the general acceptance of different culture. Food can be assumed to be a commodity to an economy, and different ethnic cuisine supplies different cultural based ‘product’, hence ethnic food to an certain extents is known as an cultural commodity (Ray 2005), and ethnic restaurants, with the increasing trend of eating out acts as a catalyst towards a general acceptance of different cultural social habit(Riello 2006). Catering has been seen as a symbol of culture, this is due to the fact that different ethnic foods have its own identity, quality and traditional attach to it(Ram, Jones et al.2002). Similar to other culture symbols: such as places of worship, ethnic restaurants share some of the fundamental purpose that occurs in places of worship. They both provide a gathering place for groups with common believes, and educating its users to get a feel of the message it is trying to get out. In addition, there are different symbols of culture in different method of eating, similar to different methods of praying. The symbol of cultural relating to the method of different method of eating is very strong., Examples includesuch as the usage of different cutlery, generally in European catering, the main usage of cutleryscutleries are knifes, forks, and spoons, and in the south-east Asian the main usage of cutlery is chopstick. These different methods of eating can be seen as different symbols of food or culture. (Bruckner 2006; Hussain and Miller 2006) Food culture is also associated to class differencest; there have been a long history of catering in relation to class, this is due to the history of strong class separation in the western society. For example: in the 18th century, during the north European renaissance the Italians culture has played an important role in every aspect of living, Italian food and catering included. The taste of Italy has soon become the cultural leader in western society. During that period, the Italian food industry all around Europe was experiencing an increase of acceptance of the Italian catering. However, this surge in the interest of Italian food is not totally due to the taste and quality from superior of skills in catering, but also the cultural associations. (Riello 2006). These long histories of food in association with culture and class have repeated itself with different culture depending on the trend and fashion with the leading culture group. Should I do into class segregation or should I concentrate on culture? In recent history, there have been increasing trends of a more diverse style of catering; this is due to the fact that, the numbers of choices of different ethnic restaurants have increased dramatically, especially south-eastsoutheast Asian cuisines. This is due to the effects that south-eastsoutheast Asians cuisines have been seen as a health diet, hence creating a brand for Asians catering to be a symbol of healthy diet. I will find reading that will support this point. Food in relationship with multiculturalism Multiculturalism has been an increasingly popular ideology to modern society. This is caused bye the increase in convenience of international migration due to the increase in technology that enable people to move around the world with less significant amount of effort. Furthermore, the general reshaping of social and economic structure with the aid from processes such as globalisation. One can say that today’s societies have become more diverse than any other time in history. With such as diverse groups of people with different ethnic, religion, and social background, people have came up with different ideas and models that will accomplish with the increase in diversity of culture group living in the same society. One of the main ideologies of multiculturalism is the balance of power of similar and different groups interacting in close proximity to each other. (Jesudason 1997; Ram, Jones et al. 2002) Should I expand or try to put the arguments of multiculturalism together? Diffusion of different groups One of the main aspects of multiculturalism is how the process of the diffusion of different groups merges into the same society. The advantages and disadvantages of the level of diffusion of different groups merge together. merge. (Thompson 2003; Ray 2005) Advantages: Groups of different culture background merging togethermerging will stimulate an environment of a richer sense of culture. The learning and teaching of different culture meanings will benefits and enhance the standard of living and the standard of well-beings of all the different groups within in the society. With the increase of acceptance and tolerance of groups of different ethnic, religion and social background will reduce or remove any chances of discrimination or racial riotrivet, which, which in history have results in some of most devastating and dramatic historical events. Disadvantages: The losst of identity and beliefsve of different cultural groups will eventually create a society of ‘no difference? t’. Reducing the varieties of identity within a society will damage of possibility of a multicultural society. I have difficulty trying to explain this following idea, I do understand the 2 different approaches, but putting it on paper is difficult. Differences of Groups The most difficult ideology behind multiculturalism is how to verify the differences of groups. In general there are two approaches in verifying the differences of groups: An indifferences approach towards different: The indifferences approach towards different is that instead of identifying different groups in the level of differences in relation to other groups. One will try identifying different groups with the amount of similarity of the members. This approach strongly emphasis on the idea of equality, assuming everyone is equal. This sounds like a more appropriate approach; however it eliminates the importance of different identity in every single member of the group. A differences approach towards different: The differences approach towards different is identifying the level of differences between groups. Opposite to the indifferencesindifferences, approach towards different. This approach shows that all members of a group will still have individual personal level of different. It also takes into consideration that cultural do not follows the rule of universalism, meaning everyone will be different no matter what culture group they are in. Tool or Barrier? In the restaurant industry there is a very strong ethnic based pattern of recruitments, part of the reasoning behind this is the strong cultural background behind ethnic restaurants. Firstly, catering is one of the classic niches traditionally occupied by ethnic minority, since the cultural identity is of the utmost operational importance. In the case of the operation within the kitchen, it is surrounded with a working environment that consist frequent activities with rushed orders, since in most ethnic restaurant the type of food produced are catered with ethnic chefs. The importance of communication inside the kitchen is essential. This is one of the push factors for any workers with different language skills to operate in this working environment(Ram, Sanghera et al. 2000; Jones and Ram 2003; Ray 2005). Secondly, similar to other service based businesses, the working hours for employees in the restaurants industry can be argued to beas unsociable. , Tthis is due to the fact that in the catering industry the ‘rush hours’ are the hours that can be assumed to be the most ‘sociable hours’ (Ram, Sanghera et al. 2000). Due to the natureal of the catering industry of being serving users for their social activities, This can be deduce as the opportunity cost for people related to the catering industry of forgoing their own social time for the return that they get, in this case wages for working. (this line is too long and I cant see how to make it smaller cos I don’t understand it!! ) A And a lot of ethnic restaurants are is supported with strong family ties and cultural support. , Iit is very common for an ethnic business to operate with a high level of family involvement, and this could be part-time of or full-time involvement. These high levels of family support have been adopted by the ethnic group in their survival strategy that has kept them in the businessThe ethnic group in their survival strategy that has kept them in the business has adopted these high levels of family support. , FAas family support do not only offers support financially, but also physically and morally, and it is the physical and moral support that have kept the ethnic entrepreneurship to stay in the competitive market rather than the financial support. The idea of converting culture or loyalty into capital capital, thatthat can be use as an advantagesan advantage in order to stay competitive against much better resourced organisations. With these reasons, the pattern of the employment in ethnic restaurants has a much higher concentration of ethnic group than most other type of organisations. This can act as a barrier for different ethnic minorities working in restaurants to diffuse into the society. Firstly, the language barrier will be harder to break, as the language used in the workplace will most probably be their native language. The language barrier should be the first barrier to break in order for people to diffuse into the surrounding society, as communication is one of the fundamentals of any kind of social interaction. In the case of working unsociable hours, this is also another barrier for employees related to the catering industry to diffuse with the society, as the ‘timing’ to interact with people are limited, reducing the chance and pace of which they can diffuse into the society. Finally, with the high level of family involvement in the restaurants industry, this is a ‘micro’ scale compared to the other two examples mentioned before. By this I mean, the higher the concentration of family involvement in the business the more isolated the group is to the surrounding society. , Tas the only people that they will be in contact is their family members again creating a barrier by reducing the level of interaction to the surrounding society. As mentioned before one of the functions of restaurants is to bring people of similarity together, acting as a gathering point and educating its users. , Inin this instance,case it is the culture and the traditional of the ethnic food they can trying to educates it users. Ethnic restaurants like other businesses are located in areas of high demand of the product (Jesudason 1997; Ray 2005; Riello 2006), as ethnic food is a cultural commodity, most ethnic restaurants are located in area of higher concentration of ethnic population, this is to increase the number of possible customer of the ethnic restaurants, which makes economic sense. As in some casescases, an ethnic restaurant is focusing on a niche market. By having an distinctive focus group of potential customers, they can become an ultimate ethnic monopoly (Ram, Sanghera et al. 2000). Again with the increasing trend of eating ethnic food, and the increase of the level of acceptance of ethnic food, an ethnic restaurant will be a gathering point of both similar and different groups. This can act as a tool as an opportunity for similar and different group to congregate together, both learning and teaching about they culture background, achieving one of the theory of multiculturalism, which is people from dissimilar groups gather together in an environment with joyously embrace, celebrated and harmony(Thompson 2003). (cut this sentence into two) The idea of going to restaurants with a different ethnic background is that it offers a taste, quality and an environment that is different from ordinary cuisine. The experience of been in an environment of different culture background is one of the main attraction of ethnic restaurants and the reason behind the surge in the popularity of ethnic restaurants(Ram, Jones et al. 2002). Taken the theory of consumerism into account, if there is a higher level of consumption in any goods or services, the general acceptance of the particular goods or services will also increase. Hence the increase in the consumption of ethnic food will increase the general acceptance of ethnic food (Riello 2006). As catering can be seen as an art, meaning catering and art both share some common proprieties such as producing a product that will educate and sent out an message to the user, with the increase in the level of general acceptance of ethnic food, the user will become more and more aware and appreciate the artist (in this case the chef), and similar to a piece of art, user will also start to appreciate the cultural background and the historical aspect behind the method and ideology of catering as the same as they admire the food. (Hussain and Miller 2006; Pickett 2006) (cut this into 3 sentences) Does this final part make sense? Case study Case study will be constructed after the x’mas holidays; this is due to the fact that the time just before x’mas is the high season for any restaurants. After the x’mas period they will ‘hopefully’ give me an interview more willingly which I can have better answer/results. The Case Study will be based on a modern Japanese restaurants situated in the city, where there is a high concentration of Japanese oversea organisation near by. The main focus of the case study will be on the awareness of people in the catering industry on some of the ideas that I have mentioned in the paper Some stats on the recruitment pattern, try to find evidence that will support the ideas I have mentioned * And find any points that will go against my ideas, and then try to find the reasoning behind the disagreements. This is a self-constructed case study; the aim of this case study is to test out some of the findings earlier in thisof the paper. Firstly, does the role of the ethnic restaurants acts as a stepping-stone, or barriers towards the progression of multiculturalism. , Ssecondly, at which level of this in the society does ethnic restaurants, have the most impact towards multiculturalism. The case study is carried out in order to test out some of the main findings from the literature review. It is based on interviewing and talking with the different actors in the chosen restaurant, this is the best way to know what different actors feels about ethnic restaurants, questions will include general conception of ethnic restaurant and the relationship with multiculturalisms. Observation of the restaurant will also play an important role in my case study. This is due to the fact that is difficult to talk to all the different actors of the restaurant, as a high percentage of the actors will be the customers of the company, and the interview will be main be done during the operational time of the restaurant. The findings will be first be analysed? is in the sections, and some of the ideas from the case study will be concluded in the conclusion section at the end of the paper. Saki Bar and Emporium is located at Farringdon, at the heart of the city of London. One of the main selling points of the restaurant is to integrate modern Japanese technology into the design of the restaurant. This have acted as one of the main attraction to both Japanese and non-Japanese customers. â€Å"Some of these technologies are very common in Japan†¦for Japanese customers coming here, I hope that this will make them feel closering to home, and for European customers it is simply an attraction point. † Manger Director of Saki Ms. Ayako Like many ethnic restaurants, the staffs are mainly with the same ethnic background. The kitchen staffs in Saki are also the same, most of them are Japanese, expect for one or two, however, these non nativesexceptions can speak fluent Japanese. The waiting staffs have a more diversity in terms of ethnic background, ranging from Japanese, Chinese, to Spanish and English. However, the concentration of Japanese waiting staff still contributes more than 50% of the total. The communication within the kitchen is through the language of Japanese, and the communication on the floor is through English. Thaned the communication between the floor staff and the kitchen staffs is mainly Japanese, hence a translator is often used to communicatein the progress commutating to one another. In terms of customers, around 50% of the customers are Japanese, however, this is still a very high proportion, as the population of Japanese in London is relatively much lower than that. â€Å"Is always good to walk in a Japanese Restaurant surrounded with Japanese, this means that the restaurant can’t be too bad†¦I much prefer Japanese chefs, it will be strange having a European cooking Japanese for me† European customers of Saki. For customer with a different ethnic background this is an opportunity to learn the culture and some of the traditional relating to catering. For example, the greeting of the Japanese culture is very strong. Hence, by entering and exiting the restaurant, customer can experience the shouting of welcome and thank you in Japanese, which in the western society can be assume to be rude. â€Å"I always wonder what exactly do they say to me when I enter her†¦I guess that is what their culture is. † European customer of Saki. This high concentration of Japanese customer can be cause by the cultural loyalty that have been mentioned before, this loyalty can be converted into capital that can be used in order for a more successful ethnic based restaurants. This culture loyalty aids the idea that ethnic restaurants can be used as a general gathering point for people with similar ethnic background as food is a culture commodity â€Å"I haven’t got used to eating sandwiches for lunch yet, I prefer having rice as part of my meal†¦also coming here sometimes I see my friends† Japanese Customer of Saki. To surmise, several of my findings from the literature do relate in reality. Firstly, ethnic restaurants have adapted to the changes of the economic structure of the nation, and moving from quantity into quality dinners. Secondly, in terms of food in relation to culture, the general acceptance of the Japanese food culture for Europeans is relatively high, for example, the idea of eating raw fish is general accepted. Ethnic restaurants can act as a gathering point for groups of similar background. Ethnic restaurants in terms of multiculturalism as expected do play an important role in both as a stepping-stone and a barrier. The recruitment pattern of ethnic restaurant follows the trends of other ethnic restaurants that have been studied in my literature review, as the kitchen been mainly of staff with the same ethnic background, and the floor been a more diverse. The culture support is higher than expected as the culture loyalty was very high in Saki Bar and Emporium. As expected from the case study, it shows that ethnic restaurants can be both a stepping-stone and a barrier in the progression of the multiculturalism, and these two occur simultaneously and it is difficult to determine which side of the scale it tilts. Depending at which levels and groups one look into, the result of ethnic restaurants can be determined, however this depends on how one verify the groups, with a difference approach or an indifference approach towards differences. Conclusion This paper looked into some of the issues that have been under researched by scholars and academicsresearchers in this field; however there has been an increase of interest of some of the ideas explored in this paper. More and more scholars are in the process of examining and exploring the idea of the restaurant industry in relation to issues of culturalism. The first point to note is that the idea of the progression of a society towards multiculturalism is indefinite, it is still an ideology. Also there a numbernumerous of different definitions of a multicultural society, some can argue that there are already societies that followssocieties that follow the same characteristics of a multicultural society and via versa. The aim of this paper is to explore some of the issues that are surrounding the restaurant industry in contrast to the progression of a multicultural society. In the paper I have examined why the restaurant industry can act as a barrier and a tool towards the idea of multiculturalism. However, the levels of effectiveness of each of these variables have not been examined, nevertheless I can conclude that the different variables are acting on the issue of multiculturalism simultaneously, acting as a barrier and tool at the same time. (this sentence doesn’t make sense) However which way of the balance restaurants will have on the idea of multiculturalism will be very difficult to measure.; Thisthis is due to the fact that there are too many different variables both internal ad external with the catering industry that can have an effect on the progression of a multicultural society. (Reuck, A Knight, J 1966) In the case study I have found out that the recruitment pattern of ethnic restaurants do apply in reality, as staff with similar ethnic background is preferred not only in the operation of the restaurant, but also it is more appealing‘pleasing’ forto the customers, as they prefer an environment with a higher concentration of people in an ethnic restaurants. This factor reduces the langue barrier within the restaurant; on the other hand it also reduces their skill to speack the English language. OneWhich is one of the largest barriers that a foreigner hasve inon a foreign country is, as communicating with people. It is is essential to communicate fluently but in, without this essential skill, especially in the restaurant industry, where the working hour is both ‘unsoicalise’ and long, withhich produces a relatively smaller social sphere, one can live without this essential communication skill much longer than other professions. TheWith the recruitment pattern within the restaurant industry is heavily concentrated with the same ethnic background from various reasons, the restaurants industry follows some of the theories that the paper have been explored. The working environment of ethnic restaurant act as a barrier for its staff to merge with the rest of the society, due to the nature of the working hours of the industry, along side with the high concentration of the ethnic groups, changing minority to majority. This changing from minority to majority within the working environment makes the environment of the industry unique. (Bensman, J Arthur, J 1975) Referring back to the ideology of multiculturalism, either depending on which approach one might use to tackle the restaurant industry, by differences, or indifferences approach towards different. The outcome will be different. In addition, the level of scale of the issue will also change the outcome. For example: an ethnic restaurant can aid the progression of multiculturalism in the wider society, but at the same time, it acts as a barrier to the progression of multiculturalism in the society created in the working environment. Finally, this section will examine some of the difficulties occurred during the course of the paper, and suggestion of improvement if some of the ideas from this paper is to be explored in the futurerther. Firstly, due to the limited time, and manpower, some of the ideas have only been examined on the surface; each sections of the paper can be explored in more detail. For example, due to these restrictions, the case study is only based on one restaurant; one obvious improvement is to look into a more and diverse range of ethnic restaurants. This paper looks at only one ethnic group, but, ifwith more restaurants werebeen look into, one can start to identify similarities and differences in different ethnic groups. This would be a interesting topic to look into as the similarities and difference might or might not follows the culture of the ethnic background. Further more, one of the main difficulties is the limited sources that are available for my literature review research that is directly related to this paper. However, as mentioned before this is a field that is becoming more popular among scholars and researchers, one can only imagine the number and quality of the sources are increasing everyday. more conlusion on the case study Biography Bensman, J Arthur, J (1975). Metroplitan communities; new forms of urban sub-communities. New York, New Viewpoint. Barrett, G. A. , T. P. Jones, et al. (1996). Ethnic Minority Business: Theoretical Discourse in Britain and North America. Urban Studies 33: 783-809. Barrett, G. A. , T. P. Jones, et al. (2001). Socio-economic and policy dimensions of the mixed embeddedness of ethnic minority business in Britain. Journal of Ethnic and Migration Studies 27: 241-258. Bruckner, P. (2006). Multiculturalism: Nationalism of the Minorities. New Perspectives Quarterly 23: 23-25. Collins, J. (2003). Cultural diversity and entrepreneurship: policy responses to immigrant entrepreneurs in Australia. Entrepreneurs.

Uranium :: essays research papers

Uranium Uranium was discovered in the 1700's in the coal mines of bohemia and Jachlovikna. Uranium's atomic number is 92, its Symbol is U and the atomic mass of uranium is 238.0289. Miners called it Pechblende meaning, Pechblende, from the German words pech, which means either pitch or bad luck, and blende, meaning mineral Uranium's first full analysis was done on 1789 by Martin Klaproth, a self-taught well educated german chemist. Klaproth, having extracted from pitchblende what he called 'a strange kind of half metal' (he had only isolated its oxide), he resisted the temptation to give his own name to the new element, which was quite customary at the time. William Herschel gave uranium its name from the last planet founded in are solar system at the time, he named it Uran, which in its final form became uranium, a name which today is known worldwide while klaproth's own fame has faded. Uranium is as dense as gold. Uranium, was first prepared with some difficulty, in 1841 by the french chemist Eugà ¨ne Peligot, using thermal reaction of tetrachloride with potassium. Later in 1870, an important fact was established: uranium is the last and heaviest element present on earth. This was demonstrated by Dimitri Mendeleev in his famous perodical classification of the elements by chemical properties and increasing atomic mass. Experimentation with uranium lead to many discoversies such as the X-ray by Wilhelm Rà ¶ntgen, on November 8, 1895. Wilhelm Rà ¶ntgen, was awarded the first Nobel prize in 1901 for the development of the X-ray. Uranium is weakly radioactive, decaying slowly but inexorably at the rate of one milligram per tonne per year. It is transformed into inactive lead through a chain of radioelements or daughters, each of which has a characteristic disintegration rate, a constant of nature that man has never been able to alter. The proportion of each radioelement in the ore is inversely proportional to its rate of disintegration.

Coffee and Mission Essay

Analysis Of Mission And Vision Statement Of Nokia Essays and Term Papers Search Results for ‘analysis of mission and vision statement of nokia’ Displaying 1 – 30 of 1,500 * Analysis Of Mission And Vision Statement Toyota Indus Motor Company Analysis Of Mission And Vision Statement TOYOTA INDUS MOTOR COMPANY LTD. VISION STATEMENT: To be the most respected and successful enterprise, delighting†¦ * Analysis Of Mission And Vision Statement. Toyota and working toward creating a prosperous society and clean world. ANALYSIS: The vision statement of Toyota Indus Motors Company Ltd is clear and powerfully†¦ * Starbucks Coffee Mission And Vision Statement: concise, and direct for the target audience. Starbucks combine Mission and Vision statement can be broken down into six key elements which are the followings: Coffee†¦ * Mission And Vision Statement seems a bit unnecessary. KHULNA SHIPYARD LIMITED (KSY) Mission and vision statement of this organization have been written tactfully and they are praise worthy†¦ * Mission And Vision Statement exact, measurable, and time-sensitive goals to guide my development; however, the mission and the vision statement offer a solid foundation for building these goals†¦ * Analysis Of Mission And Vision Statement Of Nokia. complex and challenging environment. Nokias mission/vision statement analysis In analysing Nokias mission/vision statement Ill be using the 9 essential * * published this * no reads * no comments * Saved * Mission And Vision Analysis Of Pso And Coca Cola order to meet the needs and satisfy the customers. Vision Analysis.

Assessment and Learners Essay

1. 1 Explain the functions of assessment in learning and development. The functions of assessment in learning and development are a regular process that allows the assessor to gauge the learner’s knowledge and skills against set criteria in the chosen qualification. This is completed at the begging of the qualification so the assessor can see if the learner has skills, competence and knowledge to complete the qualification. The assessments are on-going throughout the qualification. The assessments give opportunity for the assessor to monitor the progress and performance of the learner and enable them to record achievements. Within the assessments the assessor can identify learner’s needs. If it is identified that the learner is struggling it will give the opportunity to look at other ways of learning which may suit the individual. At the assessment the assessor can provide positive feedback to the learner, as well as offer advice on how to improve work or progress further. 1. 2 Define the key concepts and principles of assessments. Key concepts The key concepts of assessment are the aspects involved throughout the assessment process. These key concepts are as follows; Accountable: As the assessor I need to be accountable to my learners and the organisation I am working for to ensure I am carrying out my role as the assessor correctly. The learners need to be aware why they are being assessed and what is expected from them to complete their assessment criteria. I will also be accountable to the awarding body if I am working on their accredited qualifications and to the employers if I am assessing in their work environments. Achievement: I may be required to analyse achievement data and compare them to national or organisational targets. The funding my organisation receives may be related to my learners achievements. Assessment strategy: Staying to the assessment strategy for my subject will ensure i am carrying out my role correctly. Benchmarking: Benchmarking involves comparing what the excepted standard is for a particular subject area against the current position of my learner’s performance. Benchmarking will allow me to target set for my individual or group learner’s. If I find my learners are not meeting benchmarks set I will evaluate this and implement improvements. Evaluation: The evaluation of the assessment process should always take place to inform current and future practice. All aspects of the assessment cycle should be evaluated on an ongoing basis and feedback obtained from all involved. Internally devised assessment: Internal devised assessments may be produced by myself or other staff in my organisation. These could be assignments, projects or questions that will also be marked by myself. Externally devised assessment: Externally devised assessments are usually produced by an awarding body such as an examination. Progression: Progression should be discussed between me and my learner to identify opportunities and that the right route has been chosen. To progress I could move my learners onto new units or if they have finished a qualification we could discuss what would be appropriate for them now. Transparency: To define transparency would be to say that it has to be clear to all involved in the assessment process and we all understand what is expected and that nothing untoward is taking place. This is assisted by my own understanding of the criteria within the qualification and what is expected of the learner. I must keep auditable records for every learner and maintain these throughout the qualification. Principles The principles of assessment are the functions of which the key concepts are put into practice. VACSR: VACSR is used to ensure that all leaner’s assessed work is; Valid, Authentic, Current, Sufficient and Reliable. If this is not followed I may make an incorrect judgement on assessment of work or may not notice that work has been plagiarised. Other key principles of assessment: Communication: I should communicate with my learners regularly and others such as employers, internal quality assurers and assessors. CPD: I must make sure I am up to date with new legislations and my knowledge is of the highest up to date standard. Equality and diversity: I must insure I am open to all and treat everybody the same regardless of religion, sex or ethnicity. Ethics: I must ensure that my assessment process is honest and morally correct. As the assessor of learners I need to keep confidentiality and integrity. Fairness: I must make sure the activities I set are fit for purpose and my planning and feedback justifiable. Health and safety: Learners must be kept safe whilst being assessed so regular risk assessments must be carried out. Motivation: Motivation should be given to my learners to help them achieve their full potential. Quality assurance: It is my job to ensure assessments meet the standards set out by awarding bodies. Record keeping: Through the teaching and learning process I must keep accurate records of my learner’s progression. Responsibility: It is my responsibility to follow organisational guidelines and produce reports when asked. SMART: All assessments need to be Specific, measurable, achievable, realistic and time bound. Standardisation: I must ensure all assessment criteria’s are understood accurately by my learner’s and I am consistent in my decision making. The key concepts and principles are there for me to follow so that I can ensure my role as an assessor is being carried out correctly in accordance to all relevant regulations and requirements. 1. 3 Explain the responsibilities of the assessor. There are many responsibilities that I will have in my role as assessor. They include; * Attending meetings, exhibitions, award ceremonies and presentation events. * Checking the authenticity of witness testimonies. * Maintain and complete safe and secure records. * Countersign other assessors work (If they are not qualified) * Deal with appeals made against my assessment decisions. * Follow organisation or regulatory authority’s procedures. * Give constructive and developmental feedback to learners. * Identify and deal with barriers to fair assessment. * Implement internal and external quality assurance action points. * Liaise with others in the assessment process. * Make my own judgements based on assessment requirements. * Maintain my own development. * Negotiate and agree assessment plans. * Provide statistics to managers. * Review my learner’s progress. * Standardise practices with other assessors. * Support my learner’s with special assessment requirements and deal with any issues supportively. * Work towards relevant assessment qualification. If I am ever unsure of my roles or responsibilities I will not hesitate to contact other assessors or management for guidance. 1.4 Identify the regulations and requirements relevant to assessment in own area of practice. My current practice is the supervision of a childcare setting. I have identified the requirements and regulations that are relevant to assessment are; * Ofsted * Every child matters * Early years foundation stage * Health and safety * Equal opportunities * Safeguarding of children * The children act 1989 2 2. 1 Compare the strengths and limitations of a range of assessment methods with reference to the needs of individual learners. I will be comparing the strengths and limitations of two assessment methods in the table below. Method| Description| Strengths| Limitations| Observations| Watch learners perform a skill| Observation will allow me to see my learner’s skills in action. I will be able to holistically cover several aspects of the qualification. It will allow my learners (were safe to do so) make mistakes and learn from them. Ideal for levels 1,2 and 3 learners. | A time must be set so I can observe my learner. My learners may feel under pressure to perform their job role in a different manner. No permanent record is kept unless I record what the learner is doing. Questions must be asked to confirm understanding. | Professional discussions| A recorded discussion based on learners qualification criteria| This will be an ideal way for me to asses aspects of learners qualification that are difficult to observe. Will help provide evidence towards observations. My learners will be able to describe how they carry out work activities. Good for level learners 2, 3. | I must keep a record of the discussion using a recording device. Minutes must be kept of discussions. I will have to give my learners time to prepare. I must gather experience at listening to learners and ask the appropriate questions. Learners around level 1 may feel pressured and unable to enter the discussion. | 3. 3. 1 Summarise key factors to consider when planning assessment. When planning an assessment I must make sure that it is SMART. * Specific-the activity is clear to the learner and what is expected of them is agreed. * Measurable- the activity can be measured against the assessment criteria, allowing any gaps to be filled. * Achievable- the activity is at the level for my learner. * Realistic- the activity is relevant and will give consistent results. * Time bound-target dates and times are arranged. I must also factor in the time allowance I have with my learner, which I will discuss with the employer prior to the assessment planning. I may need to adjust my planning to different shift patterns or annual leave entitlements my learner may have. I must follow the SMART principle and consider the level and knowledge of my learners and set the realistic targets to meet the requirements of their chosen qualification. 3. 2 Evaluate the benefits of using a holistic approach to assessment. I have found that it can be beneficial to use a holistic approach as you are able to asses more criteria within the qualification at one time. Therefore highlighting which areas my learner is competent in or may need further support. I may be able to carry out a holistic assessment and find that my learner is competent in most areas of criteria but was unable to cover certain aspects, I will cover these aspects by using other assessment methods such as professional discussions or set assignments. 3. 3 Explain how to plan a holistic approach to assessment. To plan an holistic observation I would first consider the (WWWWWH) Who, what, when, where, why and how the assessment will take place. I would then sit and agree a plan with my learner. I would make it clear of what was expected from the learner and allow them time to prepare. I will plan to observe naturally occurring situations which may occur whilst observing the agreed plan, I will make sure the learner understands this. I will keep written notes to back up the evidence that I witness. 3. 4 Summarise the types of risk that may be involved in assessment in own area of responsibility. In my area own area of responsibility as Assessor the risks involved with assessment are as follows; * Lone working. * Time allowance to my learners * Different shift patterns of learners * Learners attendance * Company external training days * Company closures * Recourses available for observation’s * Assessment folders/work not being brought to planned dates 3. 5 Explain how to minimise risks through the planning process. I can avoid and plan around the risks above with good communication with management and learners. I will make sure there is a clear understanding from all that are involved to what is expected from them through planning assessments to minimise the risks. I will contact company management at certain times to make them aware of my location, especially when working late evenings. 4. 1 Explain the importance of involving the learner and others in the assessment process. It is important to involve my learners within the assessment process because it allows me the opportunity to ask if there is anything I can do to help support their chosen qualification. I will be able to help support needs such as hard of hearing, visual impaired or dyslexia suffers. It is also important to involve learners as we will agree their plans. I will make sure that there is a clear understanding of what is required of them and discuss ways of achieving the tasks set out in the assessment. 4. 2 Summarise types of information that should be made available to learners and others involved in the assessment process. The types of information that should be available to learners and others involved in the assessment process have been identified below. * The criteria that my learner will be assessed by. * The awarding organisation requirements. * Assessment plans (Specific Criteria) * Venue in which assessment will take place. * The feedback that I give my learners. * Assessments decisions that I have made. 4. 3 Explain how peer and self-assessment can be used effectively to promote learner involvement and personal responsibility in the assessment of learning. Peer and self-assessment can be used effectively to promote learner involvement and personal responsibility in the assessment of learning by promoting interaction between learners. The learners are able to discuss and share information which can lead to the learner checking or reflecting on their own work and filling in any new information they may have acquired. Activities that I put on for a group of learners may correct misunderstandings without my involvement, and the comments made to the individual learner may be taking in a better manner then coming from myself the assessor. I am also able to reflect on my own practice and identify areas in which I may be able to improve my performance. 4. 4 Explain how assessment arrangements can be adapted to meet the needs of individual learners. When planning assessments I can make arrangements to adapt the needs of individual learners. I may need to change the way I am delivering feedback or my assessment methods. For example I had a learner that had forgotten his notes for a professional discussion that was agreed in a previous feedback and planning session. I was able to rearrange the agreed plan to allow my learner to do a question and answer on that visit. This helped my learner continue with their progress. At all times I should support and encourage the learners and treat them all as individuals. I will treat all learners in compliance with The Equal Opportunities act 2010. 5. 1 Explain how to judge whether evidence is: sufficient, authentic, current. To ensure my judgments are sufficient, authentic and current I will asses all learner’s work by the principle of VACSR, Valid Authentic Current Sufficient Reliable. Sufficient: Make sure my learners work covers the assessment criteria. Authentic: Be positive that work produced by my learners is produced solely by them. Current: Decide whether the work is still relevant at time of assessment. 5. 2 Explain how to ensure that assessment decisions are: made against specified criteria, valid, reliable, fair. To ensure that my assessment decisions are made against specified criteria, valid, reliable and fair I will: Made against specified criteria: Have a good understanding and knowledge of the qualification I am assessing and understand its requirements. Valid: I will ensure the learners work is relevant to the assessment criteria. Reliable: My learners work is consistent over time and the required level. Fair: The assessment type used was appropriate to the learner’s needs and level. 6. 1 Evaluate the importance of quality assurance in the assessment process. It is important to have quality assurance during the assessment process is because it monitors and evaluates the service I am giving to my learners. The quality assurance should identify and recommend measures to make improvements to standards of my work or monitor the standard to stop it dropping. The quality assurance will monitor my learners for the duration of time they are with me. They will monitor the training and assessment activities and overall make sure I am carrying out my job correctly. 6. 2 Summarise quality assurance and standardisation procedures in own area of practice.