INTRODUCTION According to Vietnam General Tax Office, every year, there are roughly 50 thousands of companies entering Vietnamese market. Even in a hard year when the market has experienced continuous fluctuations like 2012, it is counted that only within the first 7 months of 2012, the number of Vietnamese newly established enterprises amounted to 46,818, in which the non-state-owned sector includes 42,349 new enterprises. On the other hand, almost half of that figure represents the number of enterprises declared bankruptcy or cessation. Statistics also showed that by the end of the 7th month of 2012, the number of enterprises that cease their operation are 20,741 (insert footnote: source – Tax Office). Which means quite obviously that, when the economy does not show positive signs and competitions remain harsh, immature enterprises may easily fail the market. So the issue addressed is that, with limited resources both in terms of capital and personnel, how can a new business, with an unfamiliar product or service overcome such challenges and prevail in the market? The Company chosen for study and analysis is Belgium Chocolate JSC (also referred to as Belcholat). Belcholat JSC. is a Vietnamese company, which was establish in 2000 and specialized in chocolate products. The taste of chocolate which comes from Belgium is probably better than any other country in the world thanks to its special combination of gifted geographical, soil, and weather conditions which cannot be found elsewhere and which provides best cocoa for making chocolate. Aiming at bringing real, tasteful, and high quality Belgium chocolate to Vietnamese people, Belcholat’s products are made from 100% cocoa butter, following strict storing, warehousing and manufacturing standards. The name of the Company are also named accordingly as “Belcholat”. Like any other SME, Belcholate had to operate with a comparatively small budget. To cover all the costs to keep the business running, the Company has been trying hard to boost up the sales volume. Belcholat is no exception. To stay firm in the market and optimize the profit, producing high quality and tasteful chocolates are not enough, and hence, a sound marketing strategy is compulsory to ensure its success. This dissertation is thus dedicated to the analysis on how a cost-efficient marketing strategy has been applied and monitored by Becholat to sustain the Company’s existence and make its products well-recognized. Throughout the research, the marketing strategy chosen Imperativeness of the research When high quality real chocolate is not defined or positioned as a mass product, Belcholat would apparently not adopt a cost-volume strategy. With limited resources (in the year 2000 when the Company was established, Belcholate only has 3 people sharing the common ambition to bring real Belgium chocolate to Vietnamese people and a relatively small starting capital of USD 20,000) at the early stage of development, Becholat might not either set a huge budget for advertising or distribution channels. After first 7 years very successful with very high grown every year, in 2008, Belcholat has first time faced with the go down growth and it happened again in 2009, 2010. By early 2011, Belcholat has come to realized better than ever the need to change the marketing strategy for better fit for some new market condition. And by the consulting, they decided to apply the Guerrilla Marketing strategy. Detailed definition on the Guerrilla Marketing strategy as well as in-depth explanations on Guerrilla Marketing tactics and approaches would be given in the following chapter. Still, it can be briefed as: in adopting the Guerrilla Marketing strategy to reach target customers, with limited resources both in terms of finance and personnel, Belcholat has put huge efforts in designing smart and influential campaigns. Designing intelligent and inspirational campaigns are crucial for every pro-Guerrilla Marketing business; monitoring costs and choosing the right time to deliver such campaigns are also major concerns in Guerrilla Marketing. Belcholat’s marketing team has also focused on developing suitable plans with profound impacts on their customers and gradually won a considerable market share. However, to generate strong impacts on customers and achieve a desirable sales volume each year with a limited annual marketing budget of VND 500,000,000, Belcholat has to deal with very tough calculations and adjustments. After one year applying Guerrilla Marketing strategy, by the end of 2011, Belcholat has made an increase of almost nearly 30% in sales volume compared to that of 2010. Along with some considerable achievements when adopting Guerrilla Marketing approaches, Belcholat has to cope with several difficulties, including unstable market conditions, increasing signs of economic downturn, as well as the emergence of huge competitors in the market over the past few years such as: Chocolate Graphics, D’art Chocolate, Guylian, etc. Therefore, it is of high urgency to develop a fit and sustainable marketing strategy for the Company to survive in Vietnamese market, and later on may penetrate foreign markets. This dissertation is also for such purpose. Problem statement As addressed above on the imperativeness of the research, the dissertation seeks to figure out a sustainable roadmap for Belcholat in applying Guerrilla Marketing strategy. In doing such, it is necessary to look at Belcholat’s current status and existing conditions, which can be briefed as: Belcholat is categorized in Small and Medium Enterprises (SMEs) according to Vietnam’s standards and definitions. The Company has totally 12 years of experience in manufacturing and delivering chocolate products in Vietnam. Currently, Belcholat has acquired a remarkable market share in chocolate ingredients to hotels, resorts and bakery companies. On the other hand, its retail market has not been very lucrative. Retail sales volume peaks at Valentine’s period (40-50% of total retail sales volume for the whole year) even though Belcholat does not position its products as seasonal products. Moreover, recently several foreign competitors have penetrated Vietnam’s chocolate market via import channels and hence, the Company has to cope with increasingly fierce competitions. In terms of marketing plans and approaches, Belcholat has conducted some certain marketing activities yet achievements were rather modest, and the Company is still struggling in figuring out an overall, long-term and suitable marketing strategy to boost up sales volume and promoting Belcholat brand in the market. So what are the solutions for Belcholat? Throughout the dissertation, the author will try to provide the answers and explanations to the following questions: How to develop suitable marketing strategies to better deliver the products to customers and enhance the Belcholat brand, at affordable costs? How to push forward the retail market for Belcholat? How to raise customers’ awareness on the qualities and benefits that chocolate would bring them and how to have a positive influence on their consumption habit? How to sustain effective Guerrilla Marketing approaches within the context of increasing market fluctuations and harsh competitions? How are costs controlled during the implementation of Belcholat’s marketing strategy? And the answer to all those above, is found in a marketing strategy, called “Guerrilla Marketing” Research objectives Aiming at seeking the answer to the questions of how to extend the retail market for Belcholat’s products as well as how to develop suitable and affordable marketing strategy for the Company, the dissertation is aimed as: Evaluating the suitability of the Guerrilla Marketing strategy for such companies as Belcholat; Highlighting the differences in Belcholat’s performance in the pre-guerrilla and post-Guerrilla Marketing application, and evaluating achievements gained by Belcholat after one year of Guerrilla Marketing application; and Providing some recommendations for improvements and better control over the implementation of Guerrilla Marketing strategy for other Vietnamese firms. With the objectives as above, the dissertation shall be structured as following: Structure of the research Closely connecting with the introduction, the body of the research is about to answer the big question of how Guerilla marketing strategy has been developed in Belcholat. Jsc. The structure of the research has 4 chapters that are followed with details and illustrations. Chapter 1 is the literature review on marketing concept and Guerrilla Marketing theory. The concept of Guerrilla Marketing is expressed theoretically and is compared with class marketing ideation. Based on that framework, the success of Guerilla marketing is showcased in various companies worldwide and in Belcholat., Jsc. – a 100% Vietnamese company in particular. This chapter will also list major elements of a powerful and effective Guerilla marketing strategy. Chapter 2 draws attention to the specific case of Belcholat, Jsc. First of all, this chapter will talk about chocolate and its products and its demand worldwide and in Vietnam. Then, it talks about benefits of chocolate to consumers. Vietnamese market has been receiving a number of chocolate producers and suppliers. The final part of the chapter will be the appearance of Belcholat., Jsc in Vietnam. It will present elaborate introduction, history and culture, economic market share, its competitors and its success in Vietnam. These facts and figures will be later analyzed with details and graphs in Chapter 3. Chapter 3, the following chapter digs deeper into the facts and figures of the Company’s marketing plans. The author will evaluate the company’s current marketing plans, its competitive market position and SWOT analysis. In between, the author has done a survey on habit and demand for chocolate in Vietnam market and how much information chocolate consumers know about Belcholat brand-name. From analyzing data of the survey and applying Five Forces analysis formula, the author will reveal pros and cons of different keting strategies the Company has been developing recently, yet, the main issues go parallel. The success of Belcholat becomes real only when Guerrilla marketing concept is applied. Chapter 4, the final chapter is entirely about how Guerrilla Marketing has solved Belcholat Sale and Marketing plan and the outcomes of this development. The development of this strategy including marketing segmentation, market targeting, market positioning and market mix of 4 P elements will be presented in this chapter. The author will also lay out monthly action and budget plan that has been applied in Belcholat. The outcomes will prove the effectiveness of Guerrilla Marketing concept in a Vietnamese company, thus, expected bring success to plenty more companies worldwide. The relevance of the research With an analysis on the specific case of Belcholat in applying the Guerrilla Marketing strategy to chocolate products, the research is dedicated to visualize marketing theories and effectuate marketing models which have been learned from the MBA course and figure out how those theories and knowledge are applied in empirical cases. Scope and limitation Scope: Vietnam market will be the focal point of the analysis. Limitation: by focusing on designing a suitable and effective Guerrilla Marketing strategy, discussing pros and cons of this strategy, and suggesting helpful control mechanisms for Belcholat, this dissertation draws greater attention on marketing plans and tactics, rather than on analysing the R
This paper is a critical review of Rosss paper in which he presents a review of a research done on the reliability, validity and utility of self-assessment as a technique for improving learning. In his findings Ross (2006) reported that self assessment produced consistent positive results in terms of raising student achievement and improving behaviour for learning. According to the findings of the research it was found that strength in the use of self-assessment was embedded in training the students in the technique of assessing their own work. The stated purpose and aims of Ross’s paper were to discuss four important questions posed by teachers on the subject of self assessment. Stated below is the same set of questions which will form the core for the discussion in this paper: Is self assessment a reliable assessment technique? Does self-assessment provide valid evidence about student performance? Does self assessment improve student performance? Is self assessment a useful student assessment technique? In this paper I argue that whereas these may be fundamental questions to teachers (Ross, 2006) it is important to take a critical look at why they were found to be relevant to the subject of assessment, why they were raised and who would benefit from the result of their investigation. I also analyse the evidence-based assertions made by Ross regarding the subject of self-assessment and the literature he used to establish his findings. First I will start by discussing assessment in general, what it is and what are its purposes before I embark on the critical analysis of Ross’s work. The Purpose of Assessment School and schooling is about assessment as much as it is about teaching and learning. Black and William (1998a) define assessment in education as “all the activities that teachers and students alike undertake to get information that can be used diagnostically to discover strengths and weaknesses in the process of teaching and learning” (Black and William, 1998a:12). Assessment can therefore be a means of performance motivation for all stakeholders in the education system starting from the student right to the policy maker. Whereas assessment in schools may serve many purposes, Black, (1998b) sums them up into three main ones namely, support for learning, certification and accountability. The discussion throughout this paper however is confined to self-assessment as a formative form of assessment with the main objective of supporting students’ learning. Whilst Freeman and Lewis (1998) agree that assessment in general can have a big influence on pupils’ learning, paradoxically they accept that it can work against it (the learning) if teaching is done to the test, (i.e. with a focus on passing tests) while ignoring the significance and understanding of the concepts. This, they reiterate, “tends to encourage a passive reproductive form of learning” (Lewis, 1998:7) which defeats the purpose of assessment. Ross (2006) points out at the onset of his paper that assessment can be more of a stimulant to learning through prompting and motivation of students by way of giving them regular practice so they can see how well they are doing in the learning outcomes. Similarly, he asserts that giving prompt feedback on any tests done provides information that will help learners diagnose their strengths and weaknesses to help them improve their learning and understanding of concepts. Accordingly as Freeman (1998) suggests, involving the learners themselves through the use of self- assessment technique tends to help them understand their weaknesses better and aid them in planning what to do next thereby taking responsibility of their own learning. This is the central theme in Ross’s paper and forms the step by step analytical review in this paper. Is Self-Assessment a reliable assessment technique? Before addressing the questions on self assessment in this paper I will focus briefly on some of the literature by the proponents of self-assessment technique, such as Boud, (2004), Orsmond, (2004) among others. In general terms, self assessment is what happens every time we do something and look back in the act of questioning or judging ourselves and making decisions about what we have just accomplished and what would be the next step (Boud, 2004). Self assessment means more than students grading their own work. It means involving the students in the processes of determining what is good for their learning and how they can achieve it. It requires them to consider the characteristics of a good piece of work and how they can apply this to their own work (Boud, 2004; Orsmond, 2004). Because the identification of standards and criteria used in self-assessment involves many activities, an effective self assessment process will require a great deal of preparation if it will serve the purpose it is intended to do. This paper will address the issues raised in Ross’s paper (Ross, 2006) regarding the various aspects of self assessment and its benefits to the students, teachers and parents. Self assessment is any activity which entails the learner rather than the teacher taking the lead, (Brooks, 2002:8). As asserted by Boud (1986) in Orsmond (2004), it is the ‘involvement of learners in identifying standards and/or criteria to apply to their work and making judgements about the extent to which they have met these criteria and standards’ (p.8). Regardless of the circumstances, the most important feature of self-assessment is ‘who assumes the lead and who benefits in the process’ (Brooks, 2002:68). Whereas Ross (2006) affirms that effective self-assessment helps pupils to become better learners, heightening self awareness and deepening their insight into the assessment process, this paper takes on the task of identifying the features that make the process effective, one of which is reliability, an issue that is about to be discussed in this paragraph. Reliability as used by Ross refers to ‘the consistency of the result produced by a measurement tool under different circumstances,’ (p. 2). Also Walkin, (1991) describes reliability as “the extent to which an assessment is consistently dependable and reliable when carried out by different assessors or by a single assessor with different candidates, or at different times of day and in different places” (p.10). In this section of the paper an attempt will be made to relate these definitions and / or descriptions of reliability to the evidence provided in Ross’s paper regarding the reliability of self assessment. In the subsequent paragraphs, further attempt will be made to analyse the extent to which Ross used various scholars to establish how self-assessment can be a reliable assessment technique. Ross, (2006) introduced his paper by observing that the majority of teachers researched were found to be widely using self-assessment although they still had doubts about the reliability of the technique. According to Ross, (2006) these doubts centred on the possibility of two extremes happening among the students. On the one hand it was found that students who were not well motivated and confused would have a tendency of over-estimating and inflating their achievement out of self interest whilst on the other hand those who were regarded as ‘good kids’ underestimated their achievement. Whereas Ross, (2006) observed that this discrepancy could possibly result in what he called a ‘construct-irrelevant variance’ (ibid.), which would most likely threaten the reliability of grading, one would still question the authenticity of the circumstances under which learners are observed to be either ‘good kids’ or ‘ill-motivated and confused. The question of who sets the criteria and who determines the good and bad learners is an issue of contention as a possible lack of consistence in the learning environment and students’ failure to cope under different circumstances may result in one student’s good day to be a bad one for the other. Likewise students who fall in the weak category may find themselves retreating into disillusionment to the detriment of their performance which in turn could affect the reliability of self-assessment. Nevertheless, this paper will explore further the concept of good students and low achievers and the effect it has on their performance in self assessment. Basing on Klenowski’s definition of self assessment (Klenowski, 1995 in Ross, 2006) Ross describes the process as bearing a formative element which aims to improve student learning. Regarding reliability of self assessment Ross found what he called a ‘high level of internal consistency’ which typically refers to the ‘ability of the technique to yield consistent results under different circumstances’ (Walkin, 1991:10). Ross (2006) used examples of results from his own research coupled with that of other scholars such as Rolheiser and Hogaboam-Gray (2002-b) where they reported high ‘internal consistence’ in Mathematics and English. Further evidence he cited was in connection with consistence across tasks, quoting examples from Fitzgerald, Gruppen and White (2000) who examined self-assessment of medical students and found that a high level of consistence existed in the students’ results across a range of tasks, and in particular pointing out performance in the ‘examination of standardized patients’ and ‘interpretation of test results’ (Ross (2006: 4). The frequency of assessment is another factor Ross identified as having a bearing on the reliability of self-assessment. Ross (2006) cites scholars like Blatchford (1997), whose research findings indicated that there was less consistency in the results of tasks which were less frequently assessed, therefore indicating less reliability. Likewise findings from a study by Sung, Chiou and Hou (2005) revealed a greater reliability (high consistence) when the time periods between assessments is shorter. The age of the participating students was another factor found to have a bearing on the reliability of self-assessment. The reviewed research showed that the younger the students the less reliable were the results and likewise, there was a tendency for the older students to be more realistic in their approach to self-assessment of their performance, reflecting a higher level of reliability (ibid, in Ross 2006:3). In answer to the question whether self-assessment is a reliable assessment technique, Ross (2006) used considerable amount of literature and backed his findings by evidence-based scholarly citations ranging from beyond a decade to the most recent on the subject of assessment. Consequently he summarised his findings on this question by observing that there was enough evidence to support self-assessment as a reliable technique. Notwithstanding, Ross (2006) emphasised that the level of reliability tends to be higher when the students are properly trained to evaluate their work and it is done more frequently over short periods of time. Likewise, it is less consistent when assessment is done over longer periods and especially so when done among younger children. In his reflections on reliability Ross makes no mention of inconsistence as a result of good or bad students but points to age as a mitigating factor, where young children can have a less realistic approach to self-assessment. This paper will discuss further evidence on the relevance of Ross’s work to the subject of assessment and in whose interest it was published. In the following paragraph I present an analysis of Ross’s attempt to address the question of validity of self-assessment technique. Does Self-Assessment provide valid evidence about student performance? Black, (1998) suggests that a test is considered to be valid if it measures that which those who prepared it intended to measure. In his paper, Ross, (2006) defines validity in self assessment as “agreement with teacher judgement” or “peer rankings” (p.3). In other words validity in self-assessment will be more obvious as we see how closely related the outcomes of the triangulation process appear. Whereas Ross’s analysis of the research results done on 48 university students (Boud and Falchikov, 1989) revealed positive results regarding validity, there was concern regarding the quality of the studies. For instance, it was found that there were unexplained variations about what constituted agreement between the self-assessed and the teacher assessed result, the criteria used by teachers and students was undefined, as well as a “lack of replications involving comparable group of student” (ibid, p. 3). Given the likely discrepancies Ross gives several reasons why self-assessments can at times be higher than teacher ratings. First he cites examples by some scholars such as Aitchison, (1995) in which he mentions that overestimates are likely if the self assessment contributes to the final grade of a course (Boud and Falchikov, 1989, in Ross, 2006:3). Secondly age of the participating students was again found to be a factor with a bearing to validity in as much as it was with reliability of self-assessment as discussed in the preceding section. It was found that the younger the children the more likely it was for them to overestimate their performance. This phenomenon was attributed to a possible lack of cognitive skills as well as getting over ambitious in their achievements. Ross (2006) established this fact by making reference to Butler (1990), who found that self-teacher agreement increased at a higher rate of correlation with age. However Ross (2006) further attributed a high rate of student-teacher agreement to training of the students in how to properly assess their work (Ross et al, 1999; Sung et al, 2005; in Ross, 2006). In this respect Ross, (2006) established that aspects such as “knowledge of the content of the domain in which the task is embedded” (ibid, p. 3); a knowledge that self assessment is going to be compared with teacher or peer ratings (Fox
Walden University Connecting Real World Data Through Quantitative Analysis Paper.
I’m working on a psychology multi-part question and need a sample draft to help me learn.
Final Project Structure and FormatYour Final Project for this course will consist of a narrative/report in which you will apply what you have learned in this course, including presenting a research question related to a dataset, exploring variables that relate to this research question, analyzing the data using descriptive and inferential statistics, describing your results, and discussing your findings, limitations, implications, and possibilities for future research.For the format and structure of your narrative/report, you will use the Walden Writing Center APA Course Paper Template for Graduate Courses found in this week’s Learning Resources. Your narrative/report must include the information in the Assignment section below. Assignment (4–6 pages, not including title page, tables and figures, and reference pages. The number of paragraphs in the outline below are recommended ranges and not requirements):TitleIntroduction (1 paragraph)Present your research question and state your hypothesis.Method (4–6 paragraphs)Participants represented in the datasetInstruments used to measure the variablesProcedures used to select, clean, and manage variables from your datasetAnalysis (include any tables that display the statistical analyses you conducted on your selected variables)Note: Provide a citation for any reference you use to support your analysisResults (2–4 paragraphs) (include any figures you feel are necessary to support your results)Provide a summary of your findings.Discussion (4–6 paragraphs)Explain whether your findings answered your research question.Describe whether you can draw causal conclusions based on the data and explain why (or why not).Explain any limitations that can limit the reliability or generalizability of your findings (i.e., sample size, sampling strategy, ethical issues, threats to internal and/or external validity, or any other flaws).Discuss the implications of your findings regarding how they might effect positive social change.Based on your findings, what might be the possibilities for future research regarding your research question and topics?And there is another tempalet that needs to be filled.Use proper APA style.
MUS 101 Queensborough Community College Emilly Crawford Opera Paper.
Walden University Connecting Real World Data Through Quantitative Analysis Paper
I’m working on a music writing question and need an explanation to help me study.
MUS 101 – Prof. Lekic DIY Opera AssignmentIn this assignment you are asked to imagine and write about an opera that you would create. To complete the assignment please answer the questions below and be prepared to talk about your creation during our synchronous meeting. Part I: Plot and Characters CharactersName and describe 3 characters in your opera.Who are they?What is their relationship to each other? What do they do?What do they care about? What is their personality?Which voice type will you assign to each character (lyric soprano, dramatic mezzo……)?PlotWhere does your opera take place?What happens in your opera?What’s the drama? Part II: Visual features (costumes, scenery, props)What kinds of things will the audience see on stage?Part III: MusicDescribe ONE aria that a character will sing?What will the character be saying?How will the orchestra accompany this aria? When will each instrumental group will play and how will they interact with each other?How will the instruments interact with the singer’s melody?Is this aria based on a major or minor scale (or something else)?Describe other musical characteristics (tempo, dynamics, phrase shape, rhythmic patterns, etc.)Describe the overall musical effect of the aria.Describe the music of this aria’s most dramatic/touching/climactic moment.
MUS 101 Queensborough Community College Emilly Crawford Opera Paper
Crime And Control Models Of Criminal Justice Criminology Essay
Throughout this assignment, it will aim to highlight the similarities and differences between the models of the criminal justice system, especially looking at the ‘due process’ model and the ‘crime control’ model. These models consist of challenging crime and allowing the right justice to be issued. Briefly, the ‘due process’ model was designed to make sure individuals had their rights portrayed and that they had a fair trial to defend themselves in court. In contrast, the ‘crime control’ model was established to try and ensure that weak criminal cases were dealt with quickly and “discarded at the earliest opportunity” (Packer, 1968). This meant that larger and more important cases would be dealt with leading to a conviction and punishment as soon as possible. Both models are significant to the criminal justice system and play a major role in identifying crimes and interpreting the criminal justice system. The criminal justice system is a complicated system and is constantly changing due to new laws and awareness of crimes. The system varies from country to country with the criminal justice being different and having many contrasts with the law by which each country governs and establishes their authority. In England and Wales, the criminal justice system is made up of several agencies including the police, prisons and probation services. These agencies are governed and funded by the government and have to keep to the rules and regulations which the government issues. As these models are only theories from criminologists, this assignment will look into how they could affect the criminal justice system and what advantages or disadvantages they might cause. The criminal justice system is a system which has been set up in response to crime and is made up of a series of agencies which enforce the laws given by a government. In England and Wales, the criminal justice system involves; agencies who enforce the law; the courts system; the penal system; and the crime prevention scheme (Malcolm, D). These are the mains aspects of the criminal justice system which in general try to safeguard people within society and condemn and punishes those individuals who commit crimes. The criminal justice system has many aims and objectives which try to deliver justice in ways to protect the innocent and punish and convict the guilty. The biggest aim is to try and bring offences to justice and reassure the public they are being protected from criminals. They do this through orders of the court, such as collecting fines, and supervising community and custodial punishment (stated http://www.cjsonline.gov.uk/the_cjs/aims_and_objectives/). Many criminologists would agree that the criminal justice system within England and Wales has been effective towards stopping crime and enhancing punishment to those who committed crime. This can be shown through the increase of confidence which the public have identified by studying data from the ‘National Criminal Justice Board’ (available at http://lcjb.cjsonline.gov.uk/ncjb/perfStats/confidence_e.html) which shows that there has been a 2% increase from March 2008 to June 2009 in the level of confidence among people in England and Wales. This indicates that the criminal justice system is gaining confidence from the public, however it is still a small proportion of people that have confidence, an estimated 39% in June 2009 (National Criminal Justice Board), had confidence that the criminal justice was effective and reliable. As mentioned above, the due process model is the understanding that a person who has come into contact with one of the criminal agencies cannot have their rights rejected without appropriate legal measures. Therefore any individual who is being or has been charged with a crime, they have several rights in which the criminal agencies have to uphold as the individual is protected under human rights which could be said to co-inside and relate to the due process model. Packer (1968) describes the due process model as having less faith in the criminal agencies, such as the police, and believes that among few criminal cases mistakes can happen and additionally, there is a chance of agencies acting corruptly or dishonestly. For that reason, this is why Packer believes this model is useful as it limits the coercive powers of the criminal agencies and if there is an occurrence of any mistake or corruption, an individual has the right to defend them self. Therefore, the main aim of the due process model is to establish a system that an individual is innocent until proven guilty in court (Packer, 1968). Also mentioned above is the crime control model which is a model that Packer (1968) describes as the part of the criminal justice system which condemns individuals for doing an action which is seen as criminal. Packer describes this model as prioritizing in the convictions of individuals who have committed a criminal act and not waiting for the courts to decide. In his theory, Packer believes that this model is concentrated on the conviction and would risk the conviction of innocent people to achieve its goal. The crime control model can therefore be said to be the scheme set to punish people and make a difference towards society in reducing crime and showing the public that by these arrests and convictions, it may show the criminal justice system being effective and beneficial to society. As a result of these two models, which have been analysed and identified, it is possible to link each model together and highlight the similarities and difference which may be involved with each model. Firstly, a comparison that can be made about these models is that they are both essential in tackling crime and trying to reduce crime. Both models try to tackle crime and punish the people who have committed a deviant act. However, both models do this in different ways and how they approach a person who has committed a criminal act is contrasting. For example, the crime control model would say a person is guilty until proven innocent by the courts, whereas the due process model would say that an individual is innocent until proven guilty. Furthermore, there have been several more differences that have been identified compared to similarities which would suggest each model has taken a different approach in tackling crime. A difference which can be noticed is that the due process model believes that policing is the most effective way to tackle crime and it is essential in maintaining justice amongst society. However the crime control model believes that policing has a negative effect on society and more should be done to convict those who have committed crimes and reduce criminal activity. Throughout this assignment, there have been two models which have been identified and analysed through the theories of Packer (1968). However, there are other theorists, such as Michael King (1981), who have studied the criminal justice system and would argue that there were several more models which could make the criminal justice system effective. King (1981) has analysed the criminal system and has published a theory of six models which correspond to Packer’s theory but King has elaborated on it and argued that Packer’s work is too simplistic. King’s six models consist of; due process model; crime control model; medical model; bureaucratic model; status passage model; power model. Even though King agrees with Packer, he argues that these six models are essential to the effectiveness of the criminal justice system. King’s third model, which Packer does not include in his theory, is about rehabilitation which highlights that some criminals need treatment for their actions and need to be evaluated and treated in the correct manner to reduce them from conducting further criminal activities. This model is essential in identifying and reducing crime as it tackles the issues why criminals commit crime and how they should be punished depending on the mental ability. Therefore with this example, it shows that Packer’s theory may lack depth and could be said to be too bard and narrow minded which could lack creditability if put into place. However, King’s models do create some criticisms as it may cause further pressure on the criminal justice system to implement rules and procedures. Overall King’s extended models have highlighted that there are issues with Packer’s work and the models for the criminal justice system should be enlarged and taken into greater consideration. However, as these are only models and have not been put into place, it cannot be said to be more effective than Packer’s theory as neither of them have been placed into action. In conclusion to this assignment, there have been several issues raised with the due process and crime control models and how these models could affect the aims of the criminal justice system. As stated above, the due process could be said to be essential to the criminal justice system as many criminologists, such as Packer (1968) and King (1981), agree with the idea that people should have their rights portrayed and given an equal chance to defend themselves through the courts and justice system.
The Importance Of The Holy Spirit Theology Religion Essay
assignment writing services The third Personality of the Godhead is referred to as the Holy Spirit. Accordingly, there is no specific name that is assigned to the Holy Spirit regarding Biblical knowledge, but the Holy Spirit is inseparable to the God the Father and the Son hence, in unison with Holy trinity. Indeed, there are diverse referrals and works that the Holy Spirit is recognized at specific allusions in the Bible. These comprise; the Holy Ghost, Sprit of Truth, The Spirit of The LORD, The Spirit of Christ, The Comforter and many more that affirms the indivisibility of the Holy Trinity. This paper will critically analyze the works and significance of the Holy Spirit in relation to man. Individual relations to the Holy Spirit There is need for every individual Christian to understand the importance of the Holy Spirit in our daily lives. Many Christians view the Holy Spirit’s existence and works as just an occurrence that was left to the past and may not be present in contemporary world. Conversely, in the book of Acts, it is evidently presented that the Holy Spirit was initially granted to the disciples, later transferred to the early Jewish believers and ultimately to the Gentiles. It is in faith that all those who believe posses the Holy Spirit that reside in them. But not all those who believe grant the Spirit to shape their lives. Indeed, we are powered to be filled with the Spirit but this depends on how one live within God’s proper directions. Paul gives a precise case where a believer should not be drunk with alcohol. A sense of great peace is attained when one is filled with Holy Spirit and since the Holy Spirit is so imperative, we are informed to not “quench or grieve the Holy Spirit” (1 Thessalonians 5:19; Ephesians 4:30). For instance, when we intentionally sin, we cease walking with the Spirit and at the same time our conscience affirms that; we mislay the tranquility of moving with the Spirit. A case in point when losing peace is derived from David where he realized loss of peace in him. David sinned by committing infidelity with Bathsheba. He sensed and beseeched God to help him by not withdrawing the Holy Spirit away from him. Actually, confessions affirm that if we have identified our sins and agreed to repent; this puts us back on track with the Holy Spirit through fellowship (Iverson: 4). Sin of any kind will diminish joy of the Holy Spirit and consequently, one will be enslaved to the sin. Being involved in spiritual endeavors like giving thanks to God, reciting Psalms, singing spiritual songs and hymns will enable one to be filled with the Spirit. Therefore, being filled entails setting our mentality on divine possessions (Deem Rich: 1). The Importance of the Holy Spirit Upon His daily teachings, Jesus at one time pointed out the utmost importance of the Holy Spirit. He said blasphemy against Him (Jesus) shall be forgiven but blasphemy against the Holy Spirit, will never be absolved at present and in days to come (Matthew 12:3). The connotation of blasphemy could be “speaking ill” of something or personality that is far beyond your powers Indeed, this has chilling moments to all believers and maybe few Christians who are talented could get the meaning and great importance of this fact. Accordingly, the Holy Spirit empowers Christians to carry out faithful acts that are far beyond any physical abilities. One may imagine that after all the guidance and help the Holy Spirit gives individuals, you turn against it and speak badly of the Spirit. Among the splendors of the Christian faith, is the prominence that the Bible puts on the extent of God’s exoneration. This is obvious to every man, but the forgiveness of God has a perimeter. And this actually is the blasphemy against the Holy Spirit (Cheng: 1). Empowerment of the Holy Spirit Every teaching of Christ points great empowerments of the Holy Spirit to each Christian. The Lord said that “The gift of the Holy Spirit shall follow the believers wherever they go.” The significance of this directive points out the spiritual combat between God’s people and the Satan. The moment one becomes a Christian, the warfare begins with the satanic forces. Since Satan is the master of destruction, death sickness, deceit and tribulations, only the Blood of Christ triumphs upon these. The Empowerment of the Holy Spirit in unison with the Blood of Christ, makes every Christian feel protected and keeps the enemy at bay all the times so long as ones lives according to the God’s morals (Iverson: 18). Conversely, a lot has not been implicit in regards to the gifts of the Holy Spirit. In Mark: 16, 16-20, it is clear that whoever is baptized is indeed saved and shall not receive condemnation. They shall not be hurt by deadly poisons; they shall touch the sick and will get well. Among these confirmations, God is proving to be present with every individual believer in the existence of the Holy Spirit. The power of the Holy Spirit is not a reserve for specific Christians; be it preachers, Church ministers, Evangelists, but it is for every believer that freely capitulates every minute in compliance and conformity to the Holy Spirit. The Holy Spirit has different gift to diverse individuals that may comprise, wisdom gift, Knowledge, prophecy, tongues among others (Iverson: 79). By fruits of the Holy Spirit and God’s power, we are facilitated to demonstrate love, joy peace, kindness, self-control among others that are associated with the goodness of the Holy Spirit (Flanders Fred:1). Conclusion The Holy Spirit as the universal teacher guides every Christian in their daily lives. Through baptism Christians are redeemed by the power of the Spirit. This is the Wisdom provider that warns of every bad path that one may get into. The Holy Spirit is the great protector from wickedness and the true partner that Jesus ever promised to believers. Indeed, the Holy Spirit is the omnipotent personality that lives within Christian believers and the factual director, provider that was promised to disciples and everyone else that believes. The Holy Spirit is ever present and every Christian should embrace the existence. There are moral values that a believer must possess and practice in daily life to sequentially abide by the norms of the Holy Spirit. Negative conducts that may not go well with the Holy Spirit are discouraged, since according to the scriptures our bodies act as the temple of Christ and at all times should be in sanctity. God’s clemency is perpetually great. Accordingly, God never acquires any delight in the demise of the sinful. He favors sympathy to judgment, but when an individual hardens his heart continually against His will; disregarding the influence of his conscience, this person will attain a point of no coming back. And in regards to that, permanent spiritual desertion may occur, hence proclaiming God’s abandonment.
Advance Science Institute End of Life Issues and Decisions Discussion
Advance Science Institute End of Life Issues and Decisions Discussion.
350-400 words answer the questions below and about 50 words respond to another discussion (that I’ll send later). Questions to answer (please give in-text citation):Based on the slides, and your readings, I would like you to pick one of the 10 cases from the link below, and reflect on how the legal process limits, neglects, or removes the ethical or moral elements of the case you chose…what I mean, is where should the laws protect the vulnerable from neglect/abuse, versus where does humane treatment become obfuscated, or impeded by our legal and justice system.Where do you personally stand on the issue of right to die? Is it a right? Or is there an obligation to survive? What is the role of your personal belief system in your opinion?What is the role of suffering in the developmental process? (I’m looking for your opinion, but I want you to substantiate or support it with our readings)https://law.justia.com/constitution/us/amendment-1…https://listverse.com/2014/11/15/10-heartbreaking-…https://www.npr.org/2011/09/12/140336146/for-the-d…
Advance Science Institute End of Life Issues and Decisions Discussion
FIN 335 Harvard University Explain the Social Security Number Discussion
FIN 335 Harvard University Explain the Social Security Number Discussion.
(Great English is a must!! No grammar errors!)(Paraphrase the paper attached)(Nothing more needs to be done, only paraphrase the document)(NO grammar errors or incohernt senteces)(The document is attached,APA Format)(The number of words should stay close to the original file,1300 words)File Name : Paraphrase Fin335——————————–Task: The document is fully retrieved from external sources due to that it has a high plagiarism percentage. Your purpose is to reprhase each question in order to reduce the plagiarism to under 6% ( make it passable through Turnitin).Other information: DO NOT USE ANY PARAPHRASING SOFTWARES. I already tried them and they fail doing their job. The plagiarism still remains high and the final version is incoherent. Please focus on maintaining the coherency of the document attached. Providing a work which is not coherent will result in a refund.Format:APA FormatNo plagiarism is acceptedNo Grammar errors ( refunds will be asked for incoherent/ full of grammar errors papers)*** The work will be checked for plagiarism through Turnitin by the professor. It is essential for everything to be free of plagiarism otherwise sanctions will be imposed***——–Thank you for your support
FIN 335 Harvard University Explain the Social Security Number Discussion