Mystical Pathways to the Governing Body of consciousness

Mystical Pathways to the Governing Body of consciousness

William James submits to us the notion that “personal religious experience has its root and centre in mystical states of consciousness. ” Stating that mystical states of consciousness must have the characteristics of ineffability, Noetic quality, transiency, and passivity , James ascribes four marks to mystical states of consciousness, clearly defining them from our normal state of consciousness (what James calls “rational consciousness ”). These four marks provide reason for the existence of a supreme governing body over mystical states of consciousness, which will be established as G-d. Furthermore, G-d’s existence in these mystical states provides reason for G-d’s existence in rational consciousness.

In dissecting James’ four marks of mystical states of consciousness, we find that the very nature of them either implies or makes reference to some form of supreme governing being over their existence. Primarily, James states that there are two main qualities which every mystical state must have: Ineffability, and Noetic quality. The ineffability of mystical states provides a link to the ineffability of G-d. James quotes, “whoso calls the Absolute anything in particular, or says that it is this, seems implicitly to shut it off from being that – it is as if he lessened it. ” This is to say that not only is anything we use to describe G-d by no means of the level of divine quality, it also limits G-d and detracts from anything else that G-d may be. This raises a pondering question: If G-d is ineffable, how may we know of G-d’s existence? The preeminent means of addressing this problem is to compare this issue to the ineffability of mystical states of consciousness. While it is true that these states of consciousness are inexplicable, we do not deny the validity of their existence. Rather, we acknowledge that only the one experiencing them may know the true meaning of them. The same can be said of G-d. While it is true that G-d is ineffable, we must not deny G-d’s existence. Rather, we must accept that only G-d may know the true meaning of G-dself. As Søren Kierkegaard puts it, “the works of G-d are such that only G-d may understand them ”

James’ statement that Mystical states must possess a Noetic quality provides for a much more direct approach to establishing the existence of G-d. James stipulates that mystical states plunge the experiencer into an insightful state of truth and knowledge. This poses the question: from where is this knowledge gained? There only two options. It is either a prior or a posteriori. Let us for a moment assume that the knowledge gained in mystical states of consciousness is a priori. If this is so, then knowledge is, as Plato puts it, “simply recollection .” The mystic is merely accessing knowledge in parts of his/her mind which could not be accessed while in a rational state of consciousness. This statement, however disposes of the concept of a governing body over mystical states of consciousness. If the Noetic quality of mystical states of consciousness is approached with the conjecture that the knowledge gained is a posteriori, then one can clearly state that the governing body – G-d – is that source of that knowledge. And while the mystical state and the source of knowledge in that mystical state are both ineffable, we do not deny the validity of their existence.

Secondly, James submits that there are two more characteristics which, though “less sharply marked, ” are commonly applied to most mystical states of consciousness. The first is transiency. James proposes that:

Mystical states cannot be sustained for long. Except in rare instances, half an hour, or at most an hour or two, seems to be the limit beyond which they fade into the light of common day.

With this in mind, we must now address a prevailing question which has followed us throughout this critique. If other states of consciousness exist – which they do – what is it that allows us to move back and forth between these states, and what is it that holds us in our rational state usually and prevents us from entering others involuntarily? If it were a biological or physiological reason, that would then all but nullify any spiritual significance these mystical experiences would have in the first place. Being mystical experiences, there must be a spiritual foundation in them. The answer to our question must therefore be a spiritual one. Keeping in mind the divine nature of mystical states of consciousness which we have been exploring, the justification for what governs our state in and of consciousness can be said to be G-d.

Lastly, James asserts that mystical states of consciousness are passive. This is the most convincing argument for the validity of G-d’s place in mystical states of consciousness. If “the mystic feels as if his own free will (is in) abeyance ” during mystical states of consciousness, then there are four ensuing explanations for the events that occur during these states: 1. the events that transpire and the knowledge and insight that is gained is influenced by G-d. 2. The events that transpire and the knowledge and insight that is gained is due to fate. 3. The events that transpire and the knowledge and insight that is gained is merely chance. 4. The mystic only perceives his/her free will to be nonexistent – in reality, it does exist and the mystical state of consciousness is merely shrouding it. Explanations three and four deny the existence of a divine governing body, and are thus not compatible with this elucidation of James’ four marks. Explanations one and two both present the possibility of mystical states of consciousness being governed by an external body of some sort. Whether that body is G-d or fate is irrelevant. If it is G-d, the very ineffable nature of G-d will cause us to view the explanation as fate – Kierkegaard’s postulation holds true: “the works of G-d are such that only G-d may understand them ” If it is fate, there is still the possibility that it may be G-d – we are just unable to perceive it as such. Additionally, seeing as G-d’s influence on mystical states is evident, if the external body is perceived by the mystic as having control over his/her autonomy, the simple question to ask would be: “Why wouldn’t G-d be the one controlling my fate? Who else would?”

Underlying James’ four marks are the foundations of G-d’s presence and influence in mystical states of consciousness. With G-d’s presence established in the mystical state of mind, we turn to the rational state of mind and the question of God’s presence here. As the mystical states of consciousness which we have been exploring are not consciousnesses different than the one in which we regularly exist – they are merely mystical states of this consciousness – it stands to reason that due to the monotheistic values which Judeo-Christian society upholds, whatever being governs the altered states of awareness will also govern the unaltered state of awareness . We can therefore establish G-d’s presence in our rational daily state of consciousness.

The question of the function of G-d in rational consciousness is answered in two ways: 1. while we humans transcend to a different level of consciousness during mystical experiences, G-d does not. G-d remains the same, constant being – we merely alter our relationship with G-d during mystical states of mind. Consequently, G-d’s function in our rational state of consciousness is the same as G-d’s function in our mystical state of consciousness. What is that function? To be the governing body over consciousness as a whole. Bearing this in mind, we find that, 2. G-d is ineffable – we cannot describe G-d’s function. Seemingly at first a paradox, one must realize that stating that G-d is the governing body over consciousness is not a description of G-d. We have already established that there must be some form of governing body – it just so happens that the governing body is G-d. One would not say that a description of G-d is that G-d is a god . That is implied when we speak of G-d. So too is it implied that G-d is the governing body over all consciousness.

Thus, we find that G-d’s existence includes being the governing body over all states of consciousness – both mystical and rational. But in keeping with this rationalization of James’ marks of mystical states of consciousness, G-d is also ineffable.

A final realization of James’ treatise is that “mystical states wield no authority (over others) due simply to their being mystical states. ” While James maintains this to be true and while no one person can claim that their mystical experiences are of just cause to be considered dogmatic principles over all others, it must be supplemented that the governing nature of G-d over consciousness that is revealed through mystical experiences does indeed wield an unwavering form of authority that must not be questioned.

Bibliography:

Hick, John, ed. Philosophy of Religion. New Jersey: Prentice Hall, 1991.

Classical Conditioning

Classical Conditioning

Ivan Petrovich Pavlov a famous Russian scientist is commonly known for his contribution in the physiological field regarding mammal digestive system mechanisms. His work made him recognized globally and the positive impact on science made him a winner of the Nobel Prize in Medicine in 1904. Afterwards, he turned to the study of the laws of development of conditioned reflexes which is significant in the science of behavior commonly referred to as classical conditioning. It is a process of learning that occurs when two stimuli are provoked together repeatedly and eventually a response that was stimulated by first stimulus is stimulated by the second stimulus.

Initially on his study of classical conditioning Pavlov realized the signals that are triggered by the digestive phenomena such as salivating in dogs when they encounter meat. He first noted that dogs drooled without an appropriate stimulus especially on seeing the lab coats that the person who served them meat used to wear. Also, on striking the bell just before the dogs are served for a long while made them adopted to it and they would drool anytime the bell is rang. It come to a conclusion that animals generally adapt to stimuli favorable for their survival and food is an example of natural conditioned stimulus.

The important principle discovered regards extinction. It states that conditioned response decreases in intensity if the conditioned stimulus is repeatedly elicited without the unconditional stimulus which in the dogs’ case is food. Conditioning is essential in the study of human behavior and it has been significant to commercial advertising. The aim of working out people to make connection between positive emotions and the reaction of a particular brand. Pavlov has played a vital role in physiology as the fore father of the classical conditioning knowledge which is essential not only in the science field but also in commercialization.

Client Engagement Assignment

Please name your file: zID Client Engagement.docx

University of New South Wales

FINS5510 Personal Financial Planning 21T1

Client Engagement Assignment

Template version 1.0

Student details:

Student ID: Replace this text with your UNSW student zID

Given name: Replace this text with your given name (UNSW student records)

Family name: Replace this text with your family name (UNSW student records)

Word counts:

Question 1 1160

Question 2 816

Student declaration:

☒This assessment is my own work and has not been done in collaboration with anyone else.

Question 1

Financial advisors play one of the most important roles of helping individuals manage their finances. According to Cruciani (2017), a financial advisor is charged with the responsibility of providing guidance and advice to clients for compensation. Basically, a financial advisor is an expert who provides advice and consultation to individuals concerning their entity or individual finances. In addition, they also provide a variety of other services ranging from tax planning, investment management and estate planning. Among many clients and business organizations, financial advisors are considered important advisors who assist clients achieve their financial goals by providing them with ways and strategies to eliminate debts, create more wealth, and reduce costs. Furthermore, they also provide savings, insurance, budget, and tax assistance strategies to clients who come to them for advice. While providing financial advice to their clients, it imperative for financial advisors to develop a good understanding of the client’s situations, objectives, needs, financial literacy and risk tolerance for them to be able to provide the best advice to their customers.

Cruciani (2017) indicates that developing a good understanding of the client’s situations, objectives, needs, financial literacy, and risk tolerance is one of the basic standard requirements in the investments industry which ensures that both investment and financial advisors know and understand detailed information concerning their clients. In addition, this basic standard is also considered an ethical requirement for those operating in the security industry such as financial advisors when dealing with customers. The basic knowledge of the client’s information is of vital importance to a financial advisor as it protects both the investment advisors and the clients. By developing a good understanding of the clients, financial advisors are able to protect their client’s financials by engaging in financial opportunities that best suit their personal and confidential situations. In addition, a proper and detailed knowledge of the clients also protects the financial advisor on what to include and not include in their customer’s portfolios.

In order to provide for a financial adviser to provide financial advice that is of the best interest to the customer, it is important for them to develop a better understanding of the customer’s situation. This involves developing a clear knowledge about the client’s annual income and the net worth (Collins, 2012). By providing their annual income information to their financial advisor, clients are able to assist their advisor understand their savings, cash flows, and debt capabilities enabling the financial advisor to determine the client’s income needs and appropriate risks. In addition, by understanding the net worth situation of their clients, financial advisors are able to better understand the ability of their clients to take different types of risks and identify the suitable opportunities for them to invest and make more finance or save more cash on current investment expenses. Therefore, the clear understanding of the customer’s current situation assists the financial advisor to develop some of the best investment opportunities and strategies for their clients to continue earning more money and better saving approaches.

Apart from understanding their client’s situation, it is also important for financial advisor to develop knowledge on the objective or goals of their clients (Wood, 2012). In many cases, this can be achieved by developing a clear relationship that is based on mutual trust. By understanding the goals and objectives of their clients, financial advisors are in a position to provide the most appropriate advice on the type of investment selection that the client should adopt. In so doing, financial advisors are able to provide their clients with the best advice while protecting their client’s financials by engaging in financial opportunities that best suit their personal situations. For instance, the case of a couple buying a home is one of the many examples in which Tristan, a financial advisor attempted to build this deep understanding of the client while providing advice that was in the client’s best interest. Based on this case, after buying their house, this couple was faced by drastically changing budget causing a lot of financial issues due to the fact that they were depending on their paycheck for the day to day living. By listening and developing an understanding of couple’s current situation, Tristan begins by providing clarity and financial advice on the budget situation of the couples (Good Tristan, 6:22). Despite building a deep understanding of the client situation, there cases where Tristan failed to do so. For instance, in a case where Tristan shows lack of seriousness due to distractions while attending to clients is a good indicator of some of the factors that results to a lack of deep understanding of the clients, needs, goals and situations (Bad Tristan 4:18). The results of this include poor financial advice, lack of trust, and detailed information from the client.

Wood (2012) asserts that financial advisors also have the responsibility of developing a deep understanding of their client’s tolerance for risk. As is common knowledge, investment is usually a difficult risk that many individuals opt not to take due to the unguaranteed nature of return. With this in mind, it is therefore important for financial advisors to understand their customer’s tolerance for risks. In so doing, they are able to understand how much change or fluctuations their clients are able and willing to manage in their portfolio and hence ensuring that they feel secure and safe when investing in business opportunities that involve risks. In many cases, a vast majority of people lack financial literacy on the various basics of their finances. As a financial advisor, it is imperative to understand your client’s financial literacy which is critical in the effective management of finances. This helps the investor understand how complex or simple their client’s investment portfolio are.

The case of a client considering retirement is another example of how Jeremy, a financial advisor attempted to build a deep understanding of the client while providing advice that was in the client’s best interest. A client considers retirement but she has concerns such as how she will get funds throughout the retirement. In addition, she has needs and objectives during her retirement which she must satisfy such as traveling and spending more time with family. After developing an understanding of the client’s situation, goal of retirement and the need to be financially comfortable, Jeremy provides advices to the client indicating that it is very important for her consider financial services and privacy policy guide that provides more information on financial services (Good Jeremy, 6: 38). Despite building a deep understanding of the client situation, there cases where Jeremy failed to do so. For instance, in a case where a client follows up on the issue they are trying to solve, Jeremy displays the element of uncertainty where he is not sure about the issue the client is taking about. In this case, this shows that Jeremy does not have a deep understanding and knowledge of the issue which in many cases result to poor financial advice (Bad Jeremy, 4:40).

Question 2

Trust is one of the very most important elements in any relationship. According to Burke and Hung (2021), trust involves a firm belief in the ability or reliability of someone to do something. In many occasion, the availability of trust cements relationships bringing people to work and live together with a feeling of safety and belonging. Within many organizational structures, trust in a leader allows communities and organizations to flourish, while its absence causes fragmentation and individualism. Over the past decades, financial planning environment has been experiencing significant development and change with the global financial crisis being blamed for the public’s trust loss in the financial service world. With this, customers trust in various financial service industries has deteriorated over the years. Bearing this in mind, it is clear that client trust in one of the major important element of the financial planning process. It is therefore the responsibility of financial advisors to develop trust with various clients in order to ensure the establishment of a successful advisor-client working relationship (Cull, 2015).

Building the client’s trust is considered the most important part for a financial advisor during the financial planning process. For clients to be able to engage and totally commit in financial planning process, they must first be able to develop a trustful relationship with their financial advisors. With this in mind, it is therefore the responsibility of the financial advisor to adopt various ways and strategies that ensure the development of a successful advisor-client working relationship. According to Cull (2015), building trust with clients during the financial planning process is important as enables the clients to share all their goals with their financial advisors. With this, financial advisors are able to provide the most appropriate advice on the type of investment selection that the client should adopt. In so doing, financial advisors are able to provide their clients with the best advice while providing protection to their client’s financials by engaging in financial opportunities that best suit their personal situations.

Building trust with the clients is an important part of the financial planning process as it encourages openness from the client’s side (Cull, 2015). By being open, clients are able to provide more information on their needs, objectives (goals), financial literacy, current situation, and their tolerance to risk. In so doing, clients are able to provide accurate and more information to their financial advisors who are able to provide financial advice that is in the best interest of the customer. In addition, the access to accurate and more information concerning the client also protects the financial advisor on what to include and not include in their customer’s portfolios. Cull and Sloan (2016) also indicate that, the establishment of trust between clients and financial advisor during the financial planning process is of great significance as it results into the development of a successful based client-advisor working relation. It is only through this working relation that clients are able to relay their information to their financial advisors. In regard to the financial planning process, building trust in clients is important as it result to an increase in the number of clients either through referrals or retaining of clients.

While developing trust which is the key in the financial process, it is imperative that financial advisors adopt various steps towards the attainment of customer’s trust. For instance, in the case of Tristan, a financial advisor, the steps to building an effective trust with his clients began with getting to know them and deeply having an understanding of their situations. After words, Tristan proceeds by providing financial advice on the matter at hand as seen in the case of the couple who bought a home and have been facing financial situations. In so doing, Tristan is able to develop a trust between him and his clients (Good Tristan, 6:22). However, there are also ways in which financial advisors erode the trust of clients. For instance, in the case of Tristan, displaying distraction when attending to clients is a factor that erodes clients trust as it does not involve listening and understanding of clients needs, situations, and goals to provide the best suitable financial advice (Bad Tristan, 4:18). In the case of Jeremy, the steps to building an effective trust with his clients also began with understanding the client’s situation, her need, and objectives during retirement. He provided the client with good advice of adopting financial service to help her during her retirement. It is such clarity and advice that builds trust between financial advisors such as Jeremy and their clients (Good Jeremy, 6: 38). However, despite this there are also ways in which financial advisors such as Jeremy erode the trust of clients. For instance, in the case of Jeremy not paying attention to client’s information to an extent of them reminding him indicate poor or lack understanding of the customer’s situation, needs, and objectives (Bad Jeremy, 4:40).

References

Bad Jeremy (4:40)

Bad Tristan (4:18)

Good Jeremy (6: 38)

Good Tristan (6:22)

Burke, J., & Hung, A. A. (2021). Trust and financial advice. Journal of Pension Economics &

Finance, 20(1), 9-26.

Collins, J. M. (2012). Financial advice: A substitute for financial literacy?. Financial Services

Review, 21(4), 307.

Cruciani, C. (2017). Investor decision-making and the role of the financial advisor: A behavioural

finance approach. Springer.

Cull, M. (2015). The role of trust in personal financial planning.

Cull, M., & Sloan, T. R. (2016). Characteristics of trust in personal financial planning. Financial

Planning Research Journal, 12-35.

Wood, W. H. (2012). Role of the Financial Advisor. The Handbook of Municipal Bonds, 43-50.

Classical Era of Music

Name

Professor

Course

Date

Classical Era of Music

The Classical era of the eighteenth century was a period of major changes for the world by the great compositions from Wolfgang Amadeus Mozart.

The Classical era of music stated from 1750-1820. The major composers of this time were Mozart, Haydn, Beethoven and Gluck in vocals and instrumentation. The variety in genres of music in the Classical era was the sonata, string quartet and the orchestra. The difference of music style from the Baroque Era was that the classical music was much longer and had more than a singular rhythm. The melody was tuneful with variety of crescendos. The harmony changed at varied point of a composition (Campbell, p. 150).

Sonata in the Classical Period used one or two instruments. This was later modified by the Sonata form. The Sonata form is different in that it has three varied movements in the same composition. The first begins fast, preceded by a slower movement then finally a fast one again. An example is the piano Sonata from Mozart. The opening key sets the mood for the whole piece of music. It had a lively tempo. Then there is dramatization with a move from one key to another to produce syncopated rhythms to raise the melody of the music and is a bit slower (Campbell, p.150-153).

Then last part is marked by tension and surprise with a fast tempo. In the development section in the sonata form, the rhythm, melody and harmony are modified to make the music less conventional. Mozart’s compositions had this characteristic (Campbell, p.150-153).

Another example of Sonata is the string quartet. The instruments in a string quartet are the violin, the cello and the harpsichord and the music produced is of the same timbre. This style was different from the former sound in which the instruments produced contrast and different sounds. For instance, in Corelli’s solo sonata, the sounds of the instruments varied. The piano was invented in this era replacing the harpsichord whose strings would break easily (Campbell, p.153- 154).

The symphony orchestra consists of about 100 or more musicians playing a variety of instruments from woodwind, brass and percussions. There are other instruments that are played such as the piano. The string instruments make up the core of the orchestra. Mozart’s concerto consisted of a flute and harp known as Flute Concerto. An example of a modern well known orchestra is the Chicago symphony (Campbell, p. 9-12).

Some of the major master pieces by Mozart were the last ten string quartets in C major, the Clarinet Concerto, the Serenades and the six symphonies. He had composed over 20 piano concertos which are models to date. The opera of Don Giovanni was Mozart’s major works and has been considered as “the greatest opera composition” worldwide. The themes are well carried out in the dynamics and tempo (Schefold).

Color is used in music when a particular composition of one instrument has been redone by using a variety of instruments mainly to add a variety of tones. The dynamics of Mozart’s music was soft and loud. In the classical era, the orchestra had more color with the inclusion of instruments such as flutes, oboes, clarinets, and bassoons (Campbell, p.157).

In the Classical period, the low class could not mingle with the high class commonly known as the aristocrats. There was segregation according to economic ability. Mozart composed Serenades and concerto music preceded by a flute in his time. The serenades were played in parties in the aristocrats houses in the high class society (Schefold).

The classical era came with it an advancement of the society. With this new style of music, there were more jobs created in the orchestra. There was also a new need to have people write about the music hence writing became predominant. There were public concerts, musicians and artists. Music was not meant to be understood but enjoyed. There were formation of schools and a new attitude towards religion was formed. There were also a lot of achievement in art and literature. Their art was more passionate and descriptive (Schefold).

The different elements of music have well been used by Mozart in his compositions. You notice the use of fast and slow tempo, form, texture harmony and melody. There is a wider range of instruments being used with the introduction of the piano in this era. Mozart’s compositions have been greatly practiced in society today. There are major schools of music reading about this eighteenth century compositions. It has also been a way of living for people who have studies his music over the years.

In conclusion, music is a very strong agent for change in any society. Even in this modern time, music has been used to educate people. It has also been used to change people’s perception and promote positive aspects in the society such as peace.

Works cited

Michael Campbell. Student’s Edition, Schirmer Cenage Learning, Boston, MA, 2011. Print.

SCHEFOLD, K. The art of Classical Greece, New York. 1966. Print.

Client Letter

Howard Fellows, Esq.

BREAKER AND FELLOWS LLC

Attorneys at Law

320 E. D Street

Ontario, CA 91763

September 15, 2021

Helen Lemons

1414 Thornhill Drive

South Covina, CA 90000

Dear Ms. Lemons,

I hope you are well. It was brought to my attention that you require advice on a situation regarding your client on an account of violation of the Rules of Professional Conduct in California. In this letter, I present to you a breakdown of the events from a legal point of view. The aim of the analysis is to assist with maintaining objectivity for your benefit. I will look at the matter with impartiality in order to provide to you the best advice possible based on the case facts. As described to me, your client (Mr. Raymond) claims that you received a gift from him contrary to the Rules of Professional Conduct in California. The client further complains that the gift was a coercion and that you took advantage of his situation. I will review these issues thoroughly and provide a legal position that I see fit for the situation.

Brief Summary of the Facts

Mr. Charles Raymond sought your (Ms. Lemons) services, a criminal law attorney specializing in juvenile cases. Mr. Raymond was seeking legal services for his son Marco Raymond who was arrested on charges of vandalism, theft, and criminal mischief. At the time of the arrest, Marco was 16 years old. Recent developments on the case have seen the District Attorney’s office file a motion to try Marco as an adult.

You (Ms. Lemons) came highly recommended. A visit to your office by Mr. Raymond led to a discussion where it was made clear that you were too busy to represent Marco. Mr. Raymond offered to pay double your fee to which you refused. However, it is recorded that you offered to take on the case should a contribution be made to your charity, Lemons for All, by your client Mr. Raymond so as to free up your time. Mr. Raymond dropped a cashier’s check for your charity later, in the amount of $15,000.00.

Your office later represented Marco Raymond in court, where your attempt to persuade the judge to allow Marco’s case to be heard in a juvenile court was unsuccessful. Mr. Raymond later wrote to you indicating an intention to report you to the State Bar of California on allegedly accepting a gift from a client which would constitute to a violation of the Rules of Professional Conduct.

Constitution of a Gift

Under Rule 1.8.3 of the California Rules of Professional Conduct, the rules and regulations prohibit lawyers from soliciting clients to provide a substantial gift. The rules also recognize gifting a lawyer through someone else related to the attorney. A gift here represents any form of favor or actions benefiting the lawyer whether directly for personal gain or indirectly through related entities.

From the case facts presented above, you (Ms. Lemons) solicited a favor from Mr. Raymond with the promise of representing Marco Raymond. In a statement “I’m your son’s only hope, so you should really consider a large donation”, you persuaded a rather hesitant client to send money to your foundation (a related entity as per Rule 1.8.3 of the California Rules of Professional Conduct) in order to free up your time for easier representation. Upon receipt of the monetary contribution to your foundation, you begun the process of representing your client.

From the constitution of a gift definition provided under Rule 1.8.3 of the California Rules of Professional Conduct, there is evidence of solicitation of a gift and a demand for said monetary contribution before Mr. Raymond’s son could be represented. Further, the gift is described by you as a condition for representation and a promise for a successful court hearing.

Standards of Fairness and Undue Influence

Under Rule 1.8.3 of the California Rules of Professional Conduct, it is established that a lawyer may accept gifts from clients subject to standards of fairness and the absence of undue influence. Standards of fairness mean that no party is coerced to accept or provide a gift. It also means that the gifting process is aligned to legal requirements and the provisions of the California Rules of Professional Conduct. Standards of fairness also point to a need to ensure that the gift is not related to unethical activities, whether from the lawyer or the client and any of their related entities. From the facts of this case, standards of fairness were violated. The client was openly required to provide a gift so as to open up time for representation. The condition provided was not generally within the standards of fairness expected where a lawyer interacts with a client.

Absence of undue influence means that no party has been excessively influenced to offer or receive a gift of any kind. The facts of the case point to a situation where Mr. Raymond was induced to act contrary to what his free will would dictate. His initial hesitance shows that he was influenced into the decision without paying adequate attention to all of the consequences. Mr. Raymond was made to believe that the gift would not only open up time for representation in a court but would also see that his son is tried in a juvenile court. In this regard, there is evidence of undue influence.

Conclusion

In summary, this letter presents a breakdown of the events from a legal point of view with an aim of analyzing the content to assist with maintaining objectivity for your benefit and to offer a legal standpoint on the matter. Your client (Mr. Raymond) claims that you received a gift from him contrary to the Rules of Professional Conduct in California. From the case facts, the analysis indicates that first, there is evidence of solicitation of a gift and a demand for said monetary contribution before Mr. Raymond’s son could be represented. Second, the condition provided to Mr. Raymond was not generally within the standards of fairness expected where a lawyer interacts with a client. Third, there is evidence of undue influence. Conclusively, it seems that you consciously solicited, received, and accepted a gift from a client. My objective opinion of the case is that you are in violation of the Rules of Professional Conduct in California.

Sincerely,

Howard Fellows

My World View Paper

My World View Paper

Student’s Name

Institutional Affiliation

Professor’s Name

Date

My World View Paper

1. My Identity

a) Who are you?

My name is XXX. I was born and raised in Iran until I was 3 years old.

b) What are your social identities?

Being born in Iran I consider my ethnicity as an Iranian. Besides, I identify with the Iranic culture. Having been born from an Islamic populated country, I am characterized with strong Islamic influence. Also, I speak Iran language.

c) My Values

My values are fundamental and essential beliefs that motivate or guide my actions and attitudes. Most importantly, they help me determine what is more significant in my life. My values describe the personal attributes that I embrace to guide my activities; the kind of person I want to be; the way that I treat myself and others; and the way I interact with the environment around me. I believe that my good values serve as the overarching principles that govern my behavior. Specific values have shown me to be resilient throughout my life; they represent conduct that is consistently moral or appropriate. Some of my values include; kindness; I always believe that the act of being kind, compassionate, polite, and thoughtful have the possibility of making the world around us a happier place. Being kind has boosted my feelings of being in control, happy, and confident and has assisted me in inspiring others to emulate my suitable activities. In addition, I am an honest person, and this attribute has made it possible for other people to trust me by being trustworthy, loyal, and sincere.

Moreover, I am a responsible person, and I always believe that recognizing my faults and taking ownership of fixing them has been critical to my growth and success. Besides, being accountable and getting things done have boosted my self-esteem and improved my interactions with others. Another value that I possess is integrity. I always try to live according to my deepest values, be honest to others, and keep my word. My integrity value has been so helpful since, in most cases, I have been considered for vital promotions and leadership positions. Also, I am respectful, and I always accept other people for who they are, even if we differ or I can’t entirely agree with their opinions. When it comes to relationships, I believe that respect builds feelings of trust, well-being, and safety. I have learned that being respectful does not have to be a natural value; instead, it is something we know as we grow. Furthermore, I am a courageous person, and this value boosts my self-confidence and gives me the strength to go after the things I believe are important to me without fear. Lastly, I am a generous person; this value has proven to be good for my health since I always feel happier, fulfilled, and more peaceful when I am helpful to others.

d) My Biases

Despite the good values that I possess, I still have some biases. I believe that everyone has their own biases; thus, I don’t regret having mine, either. It is crucial to recognize and work through any unconscious prejudices that an individual may have to improve our interactions with others. Among my biases include; gender bias. As I grew, I watched women being discriminated against in several situations. As a lady, I was not too fond of it, and thus why I became gender-biased, favoring women over men. I always believe that women can do better and that I work hard toward women’s empowerment. The other bias is confirmation bias, the affinity to search and use information that confirms my views and expectations.

e) Thesis = how your social identities shaped your values and biases

Been born from one of the richest countries, I believe in success. Besides, I consider myself to be a high standard, educated, and a brilliant person. I always want to be on civilization and this has given me a reason to work hard and become responsible. In addition, been a religious person I have an understanding of why we should life in harmony with other people and why we should be kind to others.

2. My Personality

i) My Meyer’s Briggs Personality type

After completing Meyer’s Briggs Type Indicator, the results revealed that my personality type is a protagonist (ENFJ-T). I possess extraverted, intuitive, feeling, and judging personality traits. Being extraverted means I get a lot of energy from interacting with other people, and I express my enthusiasm openly. As an Intuitive person, I may be predisposed to focus on nebulous concepts and hypothetical outcomes. Besides, my feeling personality characteristic shows that I always emphasize social harmony, expressing my sensitivities and feelings, cooperation, and empathy. In addition, with my judging personality characteristic, I am well-organized and decisive. Besides, I always value clarity, and I prefer planning over impulsiveness. Lastly, my turbulent traits make me sensitive to stress and a goal-oriented and self-conscious person.

i) My Strengths

Being a protagonist, I have various strengths, such as being a tolerant person and always considering other individuals’ opinions even though their views are not similar to mine. Also, I am reliable, and thus I always make other people feel safe around me by not letting them down. Besides, I am very responsible in my duties and always remember to fulfill any promise I make to a person. Additionally, I am charismatic, and I value this strength because it helps me influence others and help them find their way into leadership positions easily. I find it fascinating to inspire others through my thoughts and actions. My last strength is that I am an altruistic person meaning that I am a loyal and caring person with a solid aspiration to solve other peoples’ concerns and problems.

iii) My Areas of growth

Despite my strengths as a protagonist, I have several areas of growth that I need to address. First, I need to look at my weakness of being too sensitive and focusing too much on other people’s requirements which leaves me emotionally exhausted. Thus, I need to focus more on my emotional well-being. Another area of growth I need to consider is that I am over-idealistic. As a protagonist, I strongly believe in my ideals, and thus due to over-idealism, I tend to set very high goals, which sometimes I do not achieve. Therefore, I need to set achievable goals so that I avoid some frustrations. In addition, I need to grow my self-esteem and start being confident in my abilities. I need to learn how to maintain high self-esteem and respect my worth and skills even when I do not achieve my set goals. Lastly, I need to pay as much attention to my needs and desires as I am focused on other people’s needs and requirements. 

3. Factors that Shaped my Identity

a) My privileges

I possess several privileges, such as religious privilege. I am privileged to be Christian, a dominant religion where I live. Having a religious privilege means that I am not likely to be persecuted based on my religious affiliation, meaning I can worship safely and freely. Another privilege that I have is a socioeconomic privilege; thus, I do not have to worry about managing to pay for necessities such as shelter and food, and I do not have the burden of debt. Besides having socioeconomic privilege, I can afford quality physical and mental health care. My last privilege is a heterosexual privilege, meaning I never feel unsafe when associating with my romantic partner in public.

b) How My Privileges have Shaped My Values and Biases

Having a religious privilege has helped me gain respect from many people since, where I live, people from the dominant religion are respected and are not judged based on their religious affiliation. Besides, having socioeconomic privilege has helped me be generous to others. When I can cater to my needs, I can also help others who do not have the little I have. Lastly, through heterosexual privilege, I have boosted my self-confidence, loyalty, and honesty.

c) Oppressions that I Carry

One of the oppressions that I carry is sexism. Being a lady, I have often faced discrimination based on my sex and gender. Also, I take classism oppression where being a middle-class person; I am always discriminated against by high social class people who are wealthy and powerful. Lastly, another oppression I carry is lookism since my body fits well in social ideals, and I am sometimes treated differently from people whose bodies and faces do not.

d) How My Oppressions have Shaped My Values and Biases

Even though I do not appreciate that I have to face these oppressions, they have helped me shape my values and biases. For example, facing sexism has made me a gender-biased person, always aiming for women’s empowerment. Also, facing class oppression has helped me become more generous by proving that not only those in high social classes can help those who do not have one, but also middle-class people. Facing lookism oppression has helped me boost my self-confidence.  

4. Understanding and Transforming Biases

a) How Biases will make it difficult for me to work with Certain Populations

Having a confirmation bias will make it difficult for me to involve with information that challenges my views, thus leading to poor decision-making. Having a confirmation bias will limit me from working with people who have better ideas than mine since I will always feel the urge to reject their opinions believing that my thoughts and beliefs are correct. In addition, being a person who always favors women over men, it will be difficult for me to work with men since I will always feel that I am only supposed to work with women in the name of women empowerment. b) How to Counteract My Biases to ensure I do not Unconsciously Oppress Others

One thing that I can do counteract my biases and ensure that I do not unconsciously oppress others in my social work practice is to make considered decisions. I will ensure that before making any decision, I consider other peoples’ opinions and views to ensure that I come up with the best decision. Secondly, I will widen my social circle by interacting with individuals from diverse academic and cultural backgrounds to gain insight into how people approach different situations. Lastly, I will utilize rotas to ensure equality and minimize the potential for gender stereotyping.

5. Becoming who I am meant to be in the world

a) How My social Identities, Privileges, and Oppressions have Shaped My Values

My social identities, privileges, and oppressions have played a significant role in shaping my values. My privileges, such as religious privilege, have influenced my values and morals in multiple ways. Being religious has helped shape how I think about and respond to the world around me. I have understood why we should make the world around us happier by being kind, polite, and compassionate to others. Besides, being religious has helped me shape values such as honesty, integrity, and loyalty. In addition, socioeconomic privilege has helped me shape my value of generosity by constantly feeling the desire to share what I have with those who do not have it. Lastly, heterosexual privilege has helped me learn the importance of being loyal and respectful to my romantic partner.

Moreover, some of my oppressions have helped me shape my values. For example, facing sexism has taught me why we should not discriminate against anyone despite their gender or sex. This has helped me remember the importance of practicing equality in all circumstances. Also, facing classism oppression has helped me become a respectable person who always respects other people despite their social class.

b) How My Meyer’s Brigg’s personality Type Informs about My Future Plans

Knowing my personality type has played a significant role in planning my future since it has helped me better understand myself and those around me. Besides, it has helped me to comprehend better how I can achieve more than what I have by setting a concrete goal that I believe I can achieve. Knowing the protagonist as my personality type has helped me to identify my plan based on my strengths and personality preferences.

c) Introducing My Future Plans

Having a protagonist personality type, I desire to serve others; thus, I plan to work as a social worker. Being a protagonist, I have a lot of passion for helping others, and I love making a change in people’s lives. Therefore, social work is an ideal field for a person like me who wishes to be a force of change and empower individuals who need the most help. Since I have always wanted to advocate for those who cannot advocate for themselves, I believe that working as a social worker will help me a chance to help different people as much as possible.

d) How I will Work for Social Justice in My Future Career

As a social worker, I will work for social justice by empowering groups and individuals to influence institutions and social policies to promote social justice. In addition, I will work for social justice by advocating for a change to guarantee that all individuals, despite their social class, have equal access to opportunities and resources needed to satisfy their basic needs.

Mythic Tragedy, Hydra was a beautiful island and then the plague came

Mythic Tragedy

Hydra was a beautiful island…and then the plague came. The farmers of Hydra took great pride in their crops and livestock. Their beasts of burden were admired throughout the land because of the highest quality of health they possessed. So naturally, it came as a shock when the first oxen were discovered dead lying in the plains. Suspicions arose as to the cause of their sudden deaths. Many physicians analyzed the dead carcasses, but found no abnormalities in the slain animals.

Then little by little, more farmers began to lose their cattle to the same irrational disease. It was thought that by quarantining the animals from the general population, the growth infection could be controlled, seeing as how the farmer’s centurion population had been not noticeably been infected. But those who had been assigned as caretakers of the remaining flocks, which had dwindled to a handful, began to exhibit certain behavioral changes.

Their tempers were quickly ignited, and they were prone to violent bouts. But with the continuing intermingling of the caretakers amongst the general population, the entire centurion fellowship began to erode. Fights were started, family structure began to break down, yet the cause of such sporadic violence and societal degradation was still indecisive. Many who had seen the effects of the contamination fled the so-called safety of the clan of centurions, only to be hunted down by the psychologically changed centurions. One was fortunate enough to make it to the sure after capture and severe torture…beaten almost to the point of death he struggled toward the coast, freeing a boat from the docks used for various trades in agriculture.

In an effort to escape the wanton bloodshed and demoralized culture now becoming rampant in his once beloved home land the lost centurion wrecked his boat on the shores of Anelis. Stumbling upon the rocky cliffs, the waves pummeling his weakened body, he hears the sounds of life…ever so faintly. As the battered escapee dragged himself along through the dense forest, toward the strange noises he hears, he fears for his own life. These new trees, this surrounding, it was all very disconcerting. He grew fearful for his own life. What creatures inhabited this strange island? Of what mind set were the creatures? Were they a race of tranquil and gentle beings? Or were they savages, incapable of feelings of mercy and kindness?

Where they prone to the same ravaged warfare that had ransacked the home he was now fleeing? The sudden rush of anxiety flooded the bruised explorers mind as he pressed on in his sojourn toward the signs of habitation. Finally the creature finally decided to rest, for it was beginning to get dark, and the two moons where completely shielded by clouds. The gods must have frowned upon him. He thought best to continue the search by land in the day, when he would have the security of the light to shine upon his misguided footsteps in this new world. The first sign of light beamed through and opening in the canopy of trees and awakened the traveler. He quickly scrambled to his feet and continued his odyssey. Then suddenly the forest seemed to open and strange structures appeared…they were tall, extremely elegant, and seemingly impenetrable.

There were figures moving around in the village doing what seemed to be everyday chores. The tired journeyer stumbled toward the outwardly peaceable beings that stood upon two legs and wore garments of fur. Upon seeing this burdened soul who was obviously stricken with many blows, a female of the village felt pity and as the custom of their people she aided the creature to her dwelling. There she dressed his wounds and nursed him back to health. In the comfort of the courtesy extended to him the centurion finally rested. No questions where asked of his condition or how he had come to the island of Hydros from his far away home until he had fully recuperated from his injuries. He regaled a group of these oversized-bipeds with the heroic tale of his escape from his home. He had been welcomed into the fold of these new creatures with hospitality and concern.

Now stories of his tale had reached far and wide, to the far north of the island and as far south as the south shore. Even to the ears of Obelix, the mightiest of the giants. Stories of the giants valiance was known to every man woman and child. Stories of how he had slain the evil five-headed serpent, and of how he made a border of rock to barricade the city from pending doom when Mount Olvius had erupted were as common as bed time stories to children. He had become a legend before he was even 345 years old…which was relatively young. Obelix traveled from his home to the central part of the island to here of the tale himself. Upon hearing of the sudden change in the attitudes of a calm nation of people Obelix became outraged, for he knew of the cause. It was very well known to him that this was no rare disease or contamination. To Obelix the cause was plain and simple.

There was only one being capable of such atrocities. Bronte. Obelix turned to leave but vowed to end the cause of such a violent and evil plot. He girded his loins with a sword and his back with a quiver and took his bow in hand and set out to locate this island. The centurion asked to travel along seeing as his home was becoming only a memory to him. Hesitantly he allowed the traveler to return home with him. He proved useful in mapping out the land for Obelix. After reaching the island of Hydros, Obelix asked the centurion to remain at bay with the boat and he consented.

Knowing of Brunte’s powers he knew he had to be near by, and the fact that he was coming unaware had given him an advantage over his opponent. See Obelix was also a skilled hunter veered by many. In searching the land he found a certain cave, but the cave wasn’t normal. It seemed to have not been a cave made by nature, and it wasn’t. This cave had been created as an observatory, and Obelix knew by whom. He also knew that at this point Brunte was aware of his presence. Obelix pulled his sword from its sheath and carefully entered the cave. All at once a force beyond his knocked him to into a wall almost knocking his sword from his grip. “Good to see you too brother!” Obelix said as he lunged at the identical figure, and a fierce battle erupted between the two giants. Swords clashed, blows were exchanged and all at once the ground shook. “Why won’t you let these mortals be?” Obelix grit his teeth after landing a blow to his evil counterpart. “Why do u care?” grunted Brunte after swing his sword “They’re nothing to us.

We have the power to control there thoughts, why should I deny myself the pleasure of a game or two!!!” In fast lunge Brunte fashioned himself on the end of a pointed blade, dashing thru his stomach. “Because I won’t let you. We are not the beast we used to be. I am not going to allow your craving for death harm the beings of this frail planet. You will not win!” The sword then found its way thru the chest of Brunte releasing his mental hold over all the evil he had controlled. Returning to the boat, he boarded with someone a solemn attitude for he had killed his own brother. Upon reaching the shore he looked back once more to bid his fallen sibling farewell.

His new companion looked at his wounds but his scars seemed to be not as external as Obelix let off. Something still felt weird to him. He had a chill as if something was different with Obelix, the sorrow of killing changed him, but all he did was kill an evil entity. So what was wrong? The sail back was long and tiring. Not much talking occurred and conversation was kept to a minimum. Obelix had been in a world of pain his arm had several gashes…and his torso contained many stab wounds. Obelix waited patiently to return home to eat the fruit of the Jifi tree. Its healing abilities where remarkable, although it left a smell that forbade contact for at least 3 days. The centurion reflected on all that Obelix had trained him in along the journey there. The mind protection techniques, the various telekinesis abilities along with many battle skills where learned. He doubted that he would ever need to use them but the telekinesis had come in handy with the steering of the craft.

It was mentally tiring. When land was within sight he awakened Obelix. The shore was lined with many villagers. There hands were filled with many gifts, foods of all sorts and wine. The centurion docked the boat, and went through the procedures that were customary to make sure the boat wouldn’t drift away. The crowd welcomed him home with opened arms but the tired warriors dragged his bow and quiver behind him and continued walking toward the mountain top, where he lived. He ached inconsolably. Obelix’s aids came to assist him but he turned them away. The confused men and women servant left his living quarters wondering about the change in his attitude. Meanwhile back in the cave the body of a fallen warrior stirred, slowing climbing the ruins of a destroyed lair.

Struggling to make it out of the cave and back to the shore line of Hydros…and back to his home, of Anelis. His brother had been slick in taking his identity, and leaving him there to perish, but foolish enough to leave him alive. Brunte made the same error that Obelix had…and that was to show mercy. The humane feelings of kindness had become unneeded in battle, but they were brothers after all, identical since birth. So naturally the switch would be easy, and with the abilities to read minds all that was needed was a quick scan of his mind and all knowledge would be transferred easily and with no problems he should be able to memorize it. Obelix knew this fact very well. He also knew that he had to make it back home and expose the wicked scoundrel. He staggered along the forest grasping trees for support. From the ravaged townships of the fallen centurions he gathered supplies…for he knew in his weakened condition he would be no match for his brother.

Brunte had no doubt begun healing himself from the fruitage. Cursed thief!!! Back on Anelis, Brunte disguised as Obelix, maintained a certain distance from the people…studying them learning of there traditions and behaviors. In a sharp pain as if someone stabbed him Brunte sat up…he quickly realized his predicament. His brother would come back if he didn’t die, and…HE DIDN’T!!! He could sense his brothers’ life energy as if he were in the very next room. How could this have happen? He dealt him a mortal wound that left him unconscious and bleeding. Brunte at once began preparing himself for he knew that if the gods would allow his return he would certainly battle him again…and he was in no where near ready to fight.

The centurion had noticed certain things about Obelix that weren’t normal though. He didn’t seem as open as he had at one time. More often than not he preferred the company of solitude. Back on the island of Hydros some of the older centurions who had survived the dark days had taken care of Obelix teaching him various techniques. Many skills, different abilities anything he could pick up. One particular gift he learned was the ability to conceal himself mentally…which went hand in hand with his dematerializing techniques. When he was strong enough Obelix left the island on boat…he had devised a plan in which to fool his brother. Along the journey back he had run into the rocks. Brunte which had been in deep meditation in order to prepare and keep an eye on his brother had been watching this…sensing his brothers despair and evident demise he relaxed.

Rejoicing in the fact that his opposing brother Obelix could no longer oppose his reign of evil, he allowed his meditation to calm down. Then suddenly he felt another sharp burst of pain but this time it was physical. To his sudden shock it was his deceased brother. But how? He felt his presence leave…he felt him die. “Don’t worry my ill fated brother…your end will not be in this manner.” Obelix looked upon his deceitful other with utter hatred. After seeing first hand the lost of life on the island of Hydros, he no longer felt the pity he had at their previous encounter. “Touch my hand and we will leave this place, we will go to a place of seclusion where we can finish this fight of ours away from the people here.” Brunte searched his brothers mind and heart and found no deception…no secrets. “Fine…brother…let us leave these mortals and battle as gods were meant too!” Upon touching Obelix hand Brunte felt his physical being depart…but his mental consciousness remained intact.

When his body completed its reconstruction he stood and released his sword from its container. Obelix unhooked his quiver and threw it to the wayside along with his bow. His sacred sword was released from a shield that he placed down. “Fare thee well, my blood brother!!” In an effort to commence the battle Brunte lunged at his brother with all his might barely missing his opponents’ ear, and ducking so as to avoid the counter swing delivered by Obelix. Obelix ran and jumped off a tree trump over his stunned enemy and swung downwards but Brunte had already moved and slashed at his brother.

“You have improved but your abilities are still limited…Obelix!!!” Brunte grunted this words as Obelix sword grazed his shoulder cutting his garments. Out of anger Brunte swung his blade as hard as he could at Obelix missing his neck but freeing his sword from his hand, and at the same time shattering his own. Brunte then dove at Obelix and the battle continued thus forth without blades…a series of blows landed on Obelix as he kicked Brunte toward a rock embedded in the ground knocking him through a hollow in the ground. Obelix jumped underground and followed his assailant into this cave and a super fast exchange of hits and kicks were shown out with great dexterity but then the rage of the fallen centurion triggered a transformation and a set of wings sprouted from Obelix’s back and he grew in speed and strength.

Simultaneously Brunte’s jealousy and anger in his brothers’ goodness triggered a similar transformation. The two took flight and the cave began to quake with the new fighting commenced among gods…one of evil and one of good. After continuous blows it became very clear that Obelix power far surpassed and in a last effort Brunte tried to kill his brother by surprise…but failed. In turn Obelix grabbed Brunte by the throat holding him over a bottomless pit in the cave and finding his sword vowed to end his tyranny. “Brother no please DON’T!!!!” His pleads fell on death ears and the mighty lunged the sword through his brothers heart, “YOUR BLOODSHED ENDS THIS VERY NIGHT!!!!!!!!”

Bibliography:

My Teaching Responsibilities

Teaching Philosophy and Goals

My Teaching Responsibilities

I work as an instructor of English language in New York City College. Since establishment of language department in the college in 1993, enrollment in the department has risen from 150 to over 1,100 students by 2013. The increase has mainly occurred due to presence of numerous immigrants in the United States from non-English-speaking countries who undertake studies the US. Students from China, Spain, Japan and other countries may not have adequate knowledge in English yet all lessons in the college are taught in this language. My role is to take such students through English lessons for them to sharpen linguistic skills and hence, comprehend texts and tutors’ talk in other lessons. The lessons also enable such students to converse effectively with American students and hence, make meaningful social relationships with fellow students (Fry et al, 2009).

I have a Masters degree in linguistics and teaching experience of more than two decades in the same field and thus, I fit well in the faculty. I have established that most people taking English as the second language (ESL) encounter various difficulties in the learning process, especially during initial stages, including cognitive load, cultural load, language load and learning load (Scales, 2008). Thus, I have a role to do extra instructional work to make lessons more meaningful and less confusing and overwhelming to the students.

My Teaching Philosophy and Goals

I like my teaching career since I love learning. I learn from students as I share my knowledge with them. I believe that a successful teacher must be a lifelong learner. My ideal classroom is comprised of students who love learning and who work together to understand new concepts and ideas and to solve problems. It is exciting, though a bit noisy. I am either moving around providing guidance or assistance to the students or am in the midst of an exciting debate with them. I believe in developing an atmosphere where students are willing to learn, do not fear making mistakes and are comfortable to express their problems.

The following are my goals that guide me to become an effective language instructor:

To encourage students to always seek clarifications and elaborations through asking questions

To encourage students to engage in debates and to teach them to think rather than to memorize

To teach students to solve problems rather than to always rely on me

To be always prepared through continuous research and practice

To integrate technology in the teaching practice

To inspire the students through good impressions and making fun during lessons

To instill passion for self-reflection among students and always inspire them to improve

To always answer questions regardless of number of times that a student asks

To be available to assist students even after classes

To always acknowledge students’ improvements

To be prepared to learn as I teach

To encourage lifelong learning

To recognize and embrace diversity

To be a mentor to students and represent what they aspire to be

Description of Teaching Methodology

I engage in various vital teaching activities, on top of those indicated in the goal’s section. When dealing with a new student the first thing I do is to cultivate positive attitude through making the student understand that grammar is a liberating rather than a constraining force. I support this by allowing students to pursue topics of their interest. However, I allow this only for topics that are valuable for learning. As Power (2007) and Osterman and Kottkamp (2004) argue, student’s interests should be broadened through a creatively selected and implemented curriculum. I also adopt several activities that help to minimize difficulties in understanding grammar terminologies. I try to lighten learning difficulty through rewriting and providing explanations of grammar terminologies. This involves breaking them down and explaining them in ways that are comprehensible to the students. I like presenting grammar terminologies at the start of a lesson and define them. I avail different texts to learners containing terminologies but varying in reading difficulty and linguistic complexity. Finally, I constantly search for knowledge in available resources to gain understanding of grammar issues and how to explain them. As Borova (2012) and Biggs and Tang (2007) explain, it is vital to give explanations to errors in students’ work and avoid giving negative feedback that might de-motivate them.

Course Syllabi and Assignments

I am responsible for creating detailed tutorials, assignment sheets, handouts week by week logs, quizzes, rubrics, presentation outlines and other documents provided in this department. The following are exhibits of such documents:

Presentation outline: L104 Language development

Rubric: L103:Non-verbal communication techniques

Quiz: L106 Culturally responsive communication

Handout: L102 Verbal communication techniques

Assignment Sheet: L201 Responsive listening

Tutorial exhibit: L203 role of language in learning

Teaching Effectiveness

Peer Assessment of My Teaching

Teacher’s name ________ Tom Franklin ___________________________ Date May 30, 2013

Rating: Good

Strengths Identified:

Demonstrates knowledge of students

Selects instructional goals

Manages classroom procedures

Establishes a culture of learning

Creates an environment of respect and rapport

Uses questioning and discussion techniques

Maintains accurate records

Identified growth areas:

Need to use both implicit and explicit approaches to teaching grammar

Teacher’s name ________ Jane Doe ___________________________ Date May 30, 2013

Rating: Good

Strengths identified

Demonstrates knowledge of students

Selects instructional goals

Manages classroom procedures

Establishes a culture of learning

Demonstrates knowledge in behavior and teamwork management

Uses assessments for instruction

Identified growth areas

Need to use both implicit and explicit teaching approaches

Teaching Improvement Activities

One main weakness that I have in teaching grammar, as identified by my peers, is failure to adopt both implicit and explicit approaches in teaching grammar. I have learnt that grammar teaching should not be restricted to analysis of written documents. Rather, it should also be provided in context or in an implicit manner by examining living speech. To incorporate this approach, I will provide function-based lessons in which I will be applying grammar in context after undertaking grammar-based lessons (Merriam et al, 2007).

Future Teaching Goals

Drawing from this reflection, I find the need for more methodologies and approaches that will help in creating and in cultivating positive attitude among ESL learners towards grammar. Secondly, I will have to incorporate implicit teaching of grammar, alongside the explicit approach. I also find the need for additional supplementary materials that will help in clarifying terminologies to students. Generally, this reflection has helped me in identifying my competencies and competencies and needs for personal development as a grammar instructor. The reflection has helped me to identify areas of improvement which may lead to a culture of excellence evidenced by improved learning and reduction in learning difficulties encountered by grammar students.

References

Biggs, J., & Tang, C. (2007). Teaching for Quality Learning at University. Berkshire:

Open University Press.Borova, T. A. (2012), The higher school teaching staff professional development

system creation on the adaptive management principles, Pedagogics, Psychology, Medical-Biological Problems of Physical Training and Sports. 3, pp. 16 – 20

Fry, H., Ketteridge, S., & and Marshall, S. (2009). A Handbook for Teaching and

Learning in Higher Education: Enhancing Academic Practice. New York: Routledge.

Merriam, S., Caffarella, R., & Baumgartner, L. (2007). Learning in Adulthood: A

Comprehensive Guide. San Francisco: Jossey-Bass.

Osterman, K., & Kottkamp, R. (2004). Reflective Practice for Educators:

Professional Development to Improve Student Learning. Thousand Oaks, CA: Corwin Press.

Power, J. (2007), Staff Development, Journal of Access Services, 3(3), pp. 65 – 70

Scales, P. (2008). Teaching in the Lifelong Learning Sector. Berkshire: Open

University Press

Class as Relational Peer Response

Class as Relational Peer Responses

Peer 1: Jack

Your assertion that the biggest variable when it comes to “income tier” would have to be education level for all individuals. Again, I agree that age also plays an important role. When you flip the ages around for each race and education level, there is a dramatic increase in middle and upper class income levels. It is also true that race is a massive variable in income tier differences. In summary, the income levels are completely incomparable based on the amount of money and distribution across the different races and ethnic groups: whites make more compared to Hispanic and Black people. You pose an interesting question on the steps that can be taken in the future to increase the chances to be in the middle and upper income tiers besides the focus on education. I think there is no way of avoiding the role of education in determining where one falls in the income tiers. Primarily, education levels mean the level of specialization, and therefore we can never eliminate it as a variable.

Peer 2: Angelica

I agree that the area one lives in plays a vital role in defining the income tier. I also agree with your position that education is an important variable because the higher the education the higher the chances of one becoming middle or upper income increased especially with White and Asian people. Additionally, age, race, and capitalism play a big role because the majority of people who have a strong chance of becoming upper-class are white and Asian, up to a certain age where income begins to fall. He patterns are further supported by the ability of white and Asian people to invest, through capitalism thus allowing them to remain wealthy over time. Your question on if the results would remain the same or different if the study was conducted elsewhere is interesting. I think the same would apply in all other capitalistic nations in the Western countries. However, the issue of races would not play such a huge role. The differences between black and white people would not be so pronounced.

Classic political economists believed that the value attached to a commodity

Q1.

Classic political economists believed that the value attached to a commodity is directly related the labour that was put up in production of the same commodity. This is later expounded that labour in its own unchanging value is the real and ultimate measure for value in the current world and this value may be showed by, the amount of money paid for the commodity which is pointed out as the nominal value of the same (Milios, Dimoulis, & Economakis, 2018). The real value of the labour however maybe met by difficulty in valuing the actual effort that went into the production process since some of the labour is more skilled and experienced than others. In spite of this, the economist argue that the difference brought out here is later balanced within the “haggling and bargaining” nature of the market which tends to correct the true value of the labour (Kurz, 2010). Socially necessary labour is the current labour effort required to produce a given output whereas socially average time is the given labour time necessary to give a given output.

Q2.

Marx and Schumpeter showed that what really set of the difference and made firms stand out in promotion of capitalism is the firm’s ability to have access to better technology, better suppliers and better firm organisational plans. This ability, as pointed out by Marx and Schumpeter, strikes at the margins of the firm foundation directly and impacts the very lives of these firms (Phillimore, 2001). An example is the giant Apple company which strategy of competitiveness is put to the internal factors, specifically the production factors giving the company the higher competitive advantage which offsets it as a minor monopoly.

Q3.

Ernest Mandel argues that the rate of profit in the monopoly sector is limited by and dependent on the production of surplus value in the competitive sector (Mandel, 1967). He explained the dynamics of crisis and uneven development in the concept of surplus profit in Marxist economic model. According to Mandel, inequalities, crises, wars, mass poverty, majority oppression, and perversion through fascism are not external disturbances, accidents, nor temporary interruptions but logical and natural expressions of the free market (Freeman, 1996). In his observation, Mandel suggested that capitalism is relatively unstable and dependent on surplus value in the free market economy. He observed this based on the movement of capital, labour, and the limits to equalization of different profit rates.

Q4.

The precariat social group is essentially a class of people in the job market whom employment mode or type is in anyway structured to be insecure (Standing, 2013). They include temporal employments and freelancers on the other hand the “reserve army of labour” refers to a group of people in the society that are unemployed or their position of employment is lowly rated to the skills they carry (Grover & Piggott, 2005). It may also refer to the mismatch in occupational places compared to the skills possessed where the current occupation is in lower rating compared to the skills possessed. Insecure employment and underemployment status have greatly affected the general wellbeing of the people involved. This is both mentally and health wise. It is seen that with underemployment status the people involved happen to showcase a lot of dissatisfaction. This is accrued to the fact that they are working in a field not related to their profession or lowly rated to the set of skills at disposal. Underemployment results such as low-income rates are a major cause of increased stress levels within the working groups (Standing, 2013). This is also evident with the class of people under the precariat jobs section. These two groups represent a mentally deprived group associated with day to day worry of termination and feature expectations that are mostly unpredictable.

Q6.

Labour shedding in one part of the economy means there are increased numbers of unemployed personnel in the economy. An increased number of unemployed people in the economy reduces the labour cost due to the increased number of people readily available for employment (Boeri and Keese, 1992). When there is increased supply of labour in the economy it results to less choosy nature of the unemployed group to the jobs available. This means that people tend to refrain from being specific on the skills they possess for job securing which results to people working in fields they are not necessarily skilled in for even lower wages. Therefore, when the is labour shedding in one part of the economy, the other parts gain the advantage of low cost of labour that adds up to increased profit levels in these economy parts. Mechanization in work places is a great way for lowering production cost with other production benefits (Kongolo, 2010). Adopting mechanized systems lowers the number of employees needed in the firm hence the firms cut on the payments of the wages of the employees cut from the workforce and with that firms cuts on the wages in the event of production mechanization. When the levels of unemployment rise in the economy it results to increased labour supply which does not match the demand of labour in place. A higher labour supply with regard to the labour demand results to lower prices on the labour value available and this is an advantage to the labour-intensive firms. These firms are able to access adequate labour at cheaper prices.

Q7.

Productivity levels in firms or organizations is highly dependent on the leadership system in these settings. Proper leadership is accrued to the set of skills possessed by the personnel put in the higher positions in the firms and organisations. For higher productivity the leadership in these areas should possess a morale captivating skill with which to encourage and motivate the entire workforce for maximization of their output (Soltanisehat, Alizadeh, & Mehregan, 2019). The motivating factor in leadership should also support teamwork within the workforce for a unified goal internally. Socially, leaders should be great team workers and support team working within their group too. Team working is a great tool to ensure the goals of the organisation are met. Synchronization of the entire team makes the focus remain clear to every employ preventing deviation while promoting hardworking and determination. Organizational skills are also very critical to the success of the organization. Some of the necessary organizational skill include proper work delegation, time management skills, proper and effective communication skill and critical thinking with analytical organisation and formulation of ideas.

Q9.

Public goods are products or services that are available for use by all people in the sector the product is necessary. These products are said to have the characteristics of non-rivalry and non-excludable. The users of these products cannot be exempted to use them even when they are not able to compensate the same. These products are also not affected by multiple persons using them in that the use by one person does not affect the use by another (Bramoullé & Kranton, 2007). Landmarks and facilitating infrastructure are products usable by multiple people and are meant to operate this way in order to serve their estimated purpose and to be cost effective. These products are meant to be treated as public goods since their ownership is not assigned to a single individual and their nature is meant to serve a group of people without exemption.

References

Freeman, A. (1996). Ernest Mandel’s Contribution to Economic Dynamics. https://mpra.ub.uni-muenchen.de/64974/1/MPRA_paper_64974.pdf

Mandel, E. (1967). The labor theory of value and Monopoly Capitalism. International Socialist Review, 28(4), 29-42.

Kurz, H. D. (2010). Technical progress, capital accumulation and income distribution in classical economics: Adam Smith, David Ricardo and Karl Marx. The European journal of the history of economic thought, 17(5), 1183-1222.

Milios, J., Dimoulis, D., & Economakis, G. (2018). Karl Marx and the classics: An essay on value, crises and the capitalist mode of production. Routledge.

Phillimore, J. (2001). Schumpeter, Schumacher and the greening of technology. Technology Analysis & Strategic Management, 13(1), 23-37.

Standing, G. (2013). Defining the precariat: A class in the making. Eurozine. https://eprints.soas.ac.uk/18276/1/Defining%20the%20precariat%20Eurozine%20Apr%202013.pdfBoeri, T., & Keese, M. (1992). From labour shortage to labour shedding: labour markets in Central and Eastern Europe. Communist Economies and Economic Transformation, 4(3), 373-394.

Kongolo, M. (2010). Job creation versus job shedding and the role of SMEs in economic development. African journal of business management, 4(11), 2288-2295.

Bramoullé, Y., & Kranton, R. (2007). Public goods in networks. Journal of Economic theory, 135(1), 478-494.