What are the similarities in each authors’ argument and methods?

Assignment

 

Write a critical review essay (4 pages maximum) on assigned readings in the Courses’ Second Section General Topics in Citizenship. This essay is a critical review of key concepts in the course’s second section and should focus on them. You should also cite the lectures as well. Other outside materials are not required.

  • What are the similarities in each authors’ argument and methods?
What are the current global challenges facing by the chosen business and recommendations on how to overcome them in this current time?

How will the UK current growth rate impact on the chosen business (give reference to economic life cycle, GDP, inflation, unemployment rate)

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How can the government current intervention methods affect the selected busines? (e.g., fiscal and monetary policies, furlough scheme etc).

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What are the current global challenges facing by the chosen business and recommendations on how to overcome them in this current time?

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Conclusion

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References

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Explain two macro- economic factors that your chosen business will need to consider and the influences these could have on its business outputs

Assessment Brief:

 

Sir Richard Branson is the founder of Virgin Group which owns a number of businesses ranging from Virgin Atlantic airlines to Virgin media. Sir Richard Branson is well known for the growth and success of his businesses, however due to the global pandemic the founder is in need for cash to keep all its businesses floating. The British government has brought out a range of measures that can help businesses during this difficult time. Sir Richard Branson has asked you to prepare a business report that he can present to his board of directors and shareholders on the level of influence that macro-economic activity can have on one of his business during this pandemic. You will need to refer to one business that is part of the Virgin Group like Virgin Atlantic airlines, Virgin Holiday, Virgin media.

 

Assessment Details

 

You are required to write an individual business report, your report should cover an investigation into the following related to macro-economic activity and factors.

 

  1. Explain two macro- economic factors that your chosen business will need to consider and the influences these could have on its business outputs (macro-economic factors e.g., economic output, unemployment rates, inflation,).

 

  1. How will the UK current growth rate impact on your chosen business (give reference to economic life cycle, GDP, inflation, unemployment rate)

 

  1. How can the government current intervention methods affect your chosen business? (e.g., fiscal and monetary policies, furlough scheme etc).

 

  1. What are the current global challenges facing your chosen business with recommendations on how to overcome them in this current time?

 

You must choose one of the businesses that belong to the Virgin Group and refer to the same business throughout the report. You may use graphs, diagrams and tables, were you feel necessary.

In your opinion and professional experience, how can (or does) the corporate structure of shareholders, a board of directors, and senior management, in conjunction with the concepts of legal personhood and limited liability, influence a corporation’s ability or willingness to implement sustainability practices?

Description

In your opinion and professional experience, how can (or does) the corporate structure of shareholders, a board of directors, and senior management, in conjunction with the concepts of legal personhood and limited liability, influence a corporation’s ability or willingness to implement sustainability practices? Be as specific as you can and include any relevant examples with which you may be familiar.

How has the student developed and claimed a ministerial stance or theory?

Reflections on Taking a Unit of Clinical Pastoral Education

 

From May 29 through August 10, 2018, I had the privilege of taking a unit of Clinical Pastoral Education at Pine Rest Christian Mental Health Services. At the conclusion of our time together, each of us students wrote a “final evaluation”. Here are some excerpts from mine.

 

When I finished my first unit of Clinical Pastoral Education (CPE) in 1986, I had not intended to take another unit. As I worked with chaplains during my stint as interim director of Chaplaincy and Care ministry for the Christian Reformed Church (CRC) in 2009 and 2010, my interest in taking another unit was piqued. A particular conversation made a deep impact on me; the chaplain said that he took a unit of CPE when he was in his 50’s, and that it had changed his life. In addition, my pastor has been taking units of CPE for the past several years. As he talked about his experiences, I felt an even greater yearning to do it myself. When an opportunity arose for me to take a leave from my regular work with CRC Disability Concerns ministry, I applied for leave with the intent of doing a unit of CPE and was delighted when I was approved for the study leave and for CPE. It may be years before I can say that it changed my life, but as my unit of CPE winds to a close, I have deep gratitude for the opportunity, for the experiences I’ve had, and for the personal and professional growth I have experienced these past 11 weeks.

 

I’m grateful for CPE’s clinical method of learning that allows for action and guided reflection. Interacting with patients/residents formally in one on ones and leading groups as well as informally by “hanging out” have brought me into intimate spaces of people’s lives in which interactions can happen on deep emotional and spiritual levels. In addition, being present with and for staff has provided me with similar opportunities to invite them to reflect on their work, to think about what gives them hope, and to affirm and encourage them in their work. The multiple opportunities to contemplate on these experiences have allowed me to grow personally and professionally as a chaplain to both patients and staff. CPE provides multiple venues for emotionally and spiritually safe reflection on clinical experiences including conversations with my CPE Certified Educator and Certified Educator trainee and with my mentor chaplain as well as through meetings with peers in a structured covenant group, writing verbatims of one on one conversations with patients and reflecting on those in the covenant group, writing weekly reflections, and also writing midterm and final evaluations.

 

The most meaningful contributions of the CPE program to my pastoral growth and development were:

 

Engaging in the incredible power of listening in such a way that someone knows that he/she has been heard. I have sat or walked with people while they talked and talked and felt as if I were not doing a thing, but I have learned that my reflectively listening helped them process and sort through issues they were struggling with to help them come to deeper insights about themselves, their purpose, their relationship with God, and their relationships with other people.

Deepening my ability to identify my own emotions and learning how those inform my interactions with other people.

Discovering appreciation for emotions that I have wanted to run from throughout my life. In particular, I’ve dealt with anxiety throughout my life and perpetually tried to eliminate it, but now I consider it one of many emotions that comprise my everyday life and have begun to appreciate the many ways anxiety has helped me in life.

Appreciating past experiences that I used to consider only negatively.

Embracing hope as a way to live and learning practices that will help me live hopefully.

My experiences in CPE also helped me hone my theology. I’ll conclude with my thoughts on the central themes of my religious heritage and theological understanding which shape my ministry:

 

Image of God – all people are made in God’s image; therefore, God chooses all people as his friends, giving all people infinite worth.

Hope – God has invested each person and all creation with purpose.

Community – God is a divine community in three persons. We humans are made to be in community as well, and we need each other.

Sin – Life is difficult and full of misery, and people will make poor choices that hurt others and themselves.

Grace – God’s compassion looks upon all people with the same love that a healthy mother has for her young child. (See Psalm 131)

Incarnation – God made us and all creation with matter, and God entered the material world through Jesus Christ.

God’s providence – God cares for people and all creation intimately.

God’s immanence – God is present throughout the world and with all people. God rejoices and weeps with us, his friends.

God’s transcendence – God is not limited by the material, temporal world.

One of my mentors this summer, Rev. Lisa Taylor, is in training to be a CPE Certified Educator. Her thoughts about CPE are a good way to conclude:

 

The one thing that I have been reflecting on is “pace.” Even though the Summer CPE Unit is only 11 weeks, it is not a sprint. It requires pace, a different kind of pace. Students move and progress through the program, but CPE requires more than counting down the days until completion. CPE is academic in nature and head knowledge is important, but CPE is heart related. This means that it requires a person to do the “soul work” to look at the issues of his/her heart. I believe that there are soul questions that are addressed and possibly answered during the CPE process. I define soul questions as the questions that evolve, because the way we think, live, move, and have our being do not serve us any longer. They do not help us to evolve into our greater self. Soul questions are the questions that question and/or confirm our beliefs, values, and commitments. As we journey with patients, and for me with students, we are introduced to our own soul questions. When these soul questions are identified, asked, answered, and/or resolved, we are more self-aware, emotionally intelligent, and healed because according to Psalm 23:3, “He restores my soul.” God wants to restore our souls, but sometimes we are not attuned to the work of the soul. CPE is a place where soul work can began and continue in a nonjudgmental sacred space.

 

The Purpose of Evaluation

 

Evaluations in ministerial education give students an intentional learning agenda and help them clarify direction in ministry and address issues which promote or hinder effectiveness.

 

In Contextual Education, students experience the effects of their manner of ministry. Thus, the most important issues to address in evaluation are the following:

 

  • How has the student developed and claimed a ministerial stance or theory?
  • How has the student attended to theological issues in the practice of ministry?
  • How has the student attended to issues of their spiritual formation?
  • How has the student attended to issues of personal growth?
  • In what areas does the student need to grow?
How will you know you have met these goals?

 

 

 

 

 

 

Clinical Pastoral Education

 

The essential ingredients in CPE include ministry with people, detailed reporting and evaluation of pastoral work, individual supervision, peer group learning and reading. Your continuing in the programme is at the discretion of your supervisor.

  1. Reason for taking CPE:

CPE enables the utilisation of religious tradition, religious comprehension, and cognitive science expertise in pastoral care for individuals or communities. CPE begins with a journey of intensive learning about oneself and providing pastoral care within abilities and limits.

CPE improves my capacity to operate within an interdisciplinary team as a pastoral member. Furthermore, CPE increases my ability to use pastoral viewpoint and expertise in a range of roles, including preaching, instructing, management, pastoral care and counselling.

Through CPE, I will be mindful of how my beliefs and preconceptions influence my work as a missionary. CPE will facilitate my in-depth personal understanding of human nature by combining the disciplines of religion and behavioural science.

CPE will facilitate an in-depth personal understanding of human nature by combining the disciplines of religion and behavioural science.

Through CPE, my traits and pastoral abilities may be integrated via peer support, conflict and explanation. CPE will teach me the skills necessary for self-evaluation, working with my supervisor and oversight to assess my pastoral work.

  1. State your goals for the CPE Unit:

(a) Personal:

To build upon my confidence in ensuring that I can convey to communicate clearly as I am Deaf and able to lip read. At times, it may be challenging, but I will overcome this by being confident and asking the person to repeat what they have said.

To acquire self-knowledge to the degree that permits pastoral care to be offered within my strengths and limitations.

To develop my pastoral understanding of the several functions, such as preaching, teaching, and administration, to transform other people’s lives.

(b) Pastoral:

To develop the ability to use my faith, theological understanding and knowledge of behavioural in the pastoral care for individuals and groups.

To work as a pastoral care member of an interdisciplinary team and assume a leadership role, when necessary.

To build a good pastoral connection for individuals and groups.

To be an effective communicator and having the confidence to ask for repetition when needed.

(c) Professional:

To show an increased ability to deal with theological and moral issues that deliver CPE’s efficacy.

To be competent in self-evaluation and working with my peer group to evaluate my pastoral work in align with spiritual guidance.

Write 2-3 goals (not more than three) for each of the areas above. The goals need to be specific (not too broad) and concise (a couple of lines). Please align your goals with the objectives of CPE.

  1. How do you wish to accomplish these goals?

Through my passion and commitment, I will overcome personal challenges is vital in attaining my goals. For example, I could deliver my message to them by connecting with the patients to ensure that we understand each other despite my deafness. Also, interpretation is required to provide safe, satisfactory, and quality care to patients by collaborating with the interdisciplinary teams for the consensus on spiritual inputs in offering overall care.

  1. How will you know you have met these goals?

By a personal reflection examining how I progressed from day one to the end of the course. By being successful in resolving emotional issues and crises quickly for patients. That result in quick healing among the patients. If my counsel to patients who experience life-threatening illnesses can transform them to reconsider their ways will meet my goals. The feedback that I receive from my supervisor and peers I take immediate action in implementing their advice which is vital to help me attain my goals.

What cognitive skills are derived from playing this game? What does the game teach about effort and practice?

Video Games as Everyday Cognition

 

Details: Researchers have frequently confronted findings that indicate large discrepancies between the abilities people demonstrate in laboratory settings and those the same people demonstrate in real life. For example, Nunes (1995) found that child vendors in Brazilian markets demonstrated mathematical abilities on the job but did poorly in test situations. Such findings have prompted social scientists to explore the skills people learn and demonstrate in the context of daily life, termed everyday cognition (Schliemann & Carraher, 2001) – described in your textbook on page 133. Patricia Greenfield (1994) has described a form of everyday cognition that involves interacting with a specific type of cultural artifact – the action video game. Greenfield has outlined a series of competencies required for, and developed from, experience with video games. Paul Gee (2003) goes even further, suggesting that the design of video games helps children develop a new kind of literacy and may hold the secret to how schools can teach more effectively in the future. The purpose of this assignment is to explore video games as a form of everyday cognition that prepares children for effective functioning as adults in your culture.

 

For this assignment, you are to examine (whether by playing, observing others playing, or researching about) an action video game. If you do not select an action game, you will lose points. If you are not sure whether the game is an action video game, you can email me to see if the game will count. Then, answer the following questions:

 

Describe the video game that you played/observed/researched. Include the name of the game, the goal, how it is played, and the audience targeted by the game.

What cognitive skills are derived from playing this game? What does the game teach about effort and practice? What about risk-taking and trying new things?

At one time, most computer games were designed for boys (Gorriz & Medina, 2000). Now, this doesn’t appear to be the case. Look on the Internet for video games that are marketed specifically to girls. Note: there are many games now that have a strong female protagonist but that are marketed toward both men and women. I want you to find games that are specifically targeting just women. Although the content of these types of games may differ, do the cognitive skills learned in games for girls differ from those learned in games for boys? Explain.

Anthropologists and psychologists have studied how children’s play activities develop competencies needed for adult roles. For example, Karen Watson-Gegeo and David Gegeo (1986) report that Kwar’ae children in the Somoon Islands learn appropriate adult language behaviors through the use of calling out routines during play. How might video games prepare young people to assume adult roles in your culture?

Would individuals who are not exposed to video games be deficient in skills needed to function as an adult in your culture? Said differently, are those who are exposed at an advantage in terms of skills gained? Explain.

Make sure your answers are thorough and have specific examples. Make it clear to me that you are truly thinking about the questions. For questions with multiple parts, make sure you answer each part or you will lose points. This assignment is worth 20 points (4 points per question)