Who Created Evil Essays - Sin, Theodicy, Philosophy Of Religion

Who Created Evil? Where did evil come from? Ever since the beginning of time our reality has been based on the conflict between good and evil. From the story of Adam and Eve to modern day and everything done by the human race has been a battle between these two. Many theologians and scholars have tried to argue the creation of evil. They question if God created it or if man and his perversion of the good created it. Still many have reached the conclusion that evil is man's perversion of God's great gift of free will. However, I do not agree. I believe that evil is inherent in man. I believe that God, whether directly or indirectly, created evil. St. Augustine was one of the great theologians in church history. He had the idea that man was inherently and totally good until the fall. After the fall, man was both good and evil. A dualistic thought, but nonetheless a very Christian statement because we now had the ability to sin. From that point on, man was not prone to evil, but was born with evil in him. This is what drives us to sin in the first place. How could we perverse a good without having that perverseness, evil, in us already? Augustine himself identifies with this in his famous story of the theft of the pears. When he stole those pears he didn't have ?any desire to enjoy the things [he] stole, but only the stealing of them and the sin.? What he's saying is that there was no reason for him to steal the pears, no need or desire. It was simply the fact that it was evil and sinful that drove him to commit his pointless theft. He realized that there was a side of him that was naturally drawn to the enjoyment of evil. He r ealized that he had evil in him. And that part of him is what delighted in sin. Augustine admitted that it could not have been a perversion of a good because if that were so, and he was naturally all good, then he would have felt remorse. He would not have felt such pleasure in the act. It was the evil that part of him craved. How could anyone enjoy such sin if it wasn't already in him or her? The reason is that he had evil in him, we all do. If we didn't, then we wouldn't sin. Some would say that we are good and the gift of free choice allows us to sin. But if that were true, then we still wouldn't sin. How would we be able to perverse good if the ability to do it isn't in us? The ability and desire too perverse is evil. So if we do possess that ability and desire then we must possess evil. This paradox goes back a long time before Augustine. It goes back a long time before man. The angels themselves were created as beings of worship for the Lord. After an extensive search of the bible, I have failed to locate any passage that explains the creation of the angels. Nowhere in the bible does it state whether or not angels have free will. Assume that they do have free will, Lucifer and his angels' chose freely when they decided to go against the Lord. This choice of Lucifer's is not documented at any point in the bible. When the war in Heaven broke out it was divided into two sides, God's and Lucifer's. Michael, God's general, won the battle. Lucifer and his minions were cast down from the heavens. From this time on Lucifer would be known as the very epitome of evil. Since then it has seemed that all evil has originated from Lucifer, Satan. The part of the story that seems to be a bit odd is that God, as we understand him, is all knowing. Augustine described God as having ? supreme knowledge of all things.? So if the Lord were all knowing, then he would know that Satan and his angels would rebel. He would know that Satan would be evil and bring evil in to the world. In this sense God created

Running head GENETIC DISORDE R RESEARCH SEVERE C Essays - Medicine

Running head: GENETIC DISORDE R RESEARCH: SEVERE COMBINED IMMUNODEFICIENCY Genetic Disorder Research: Severe Combined Immunodeficiency Spring Valley High School Biology 1 CP November 3, 2011 Genetic Disorder Research: Severe Combined Immunodeficiency Inherited immune disorders are also called primary immune deficiency disorders. They are caused by a mistake in a gene that affects the immune system. Genes carry an inherited code of instructions that tell the body to make all the cells and proteins in the body. Severe Combined Immunodeficiency (SCID) is a group of very rare-and potentially fatal-inherited disorders related to the immune system. This disorder results from a heterogeneous group of genetic conditions. In SCID, there is a fault in the specialized white blood cells (T and B cells) that fight off viruses, bacteria and fungi. The B cells make antibodies that are proteins that attach to unrecognized cells and mark them to be attacked and destroyed. T cells direct B cells to make antibodies against other cells. These cells also direct the rest of the immune system when to attack and also when to stop. They help in the attack as well. SCID is sometimes called "Bubble Boy Disease". "Bubble Boy Disease" is named aft er David Vetter, a boy from the 1970's, who lived in a plastic bubble for 12 years after being diagnosed with SCID. The immune system is supposed to fight off attacks from dangerous bacteria and viruses on a regular basis. However, people with SCID have a problem in their immune system that leaves them defenseless to dangerous infections. There are many different types of SCID. All forms of SCID are inherited. Some types of SCID appear when the gene is inherited by both parents. These occur in both males and females. Half of the SCID cases are linked to the X chromosome, and is passed on by the mother. The most common form of SCID has a X-linked pattern of inheritance that's recessive. It is referred to as X-linked SCID. There is also a mutation in JAK3 on chromosome 19 that can also result in SCID. When a gene is on the X chromosome, males are often more affected than females. Males don't have a second X chromosome to take place for the defected one. They only need to inherit one bad copy of the gene to have the symptoms of the disorder. Females have two X chromosomes that makes having SCID somewhat ineffective. If one of the X chromosomes becomes defective, there is still a healthy pair left. Females also don't get symptoms of the disorder, but they will carry the gene and can pass it to their children. Ano ther form of SCID is a lack of the enzyme adenosine deaminsase ( ADA ). This is coded for by a gene on chromosome 20. The substrates for this enzyme grow in the cells. Immature lymphoid cells (in the immune system) are sensitive to toxic effects of the unused substrates; they fail to reach maturity. This results in the immune system of the person to be unable to function properly. About 1 in every 100,000 babies is born with SCID. Doctors can diagnose SCID to the baby before it is born by removing and testing cells from the placenta, or by removing and testing a sample of the fluid surrounding the baby . Symptoms of SCID usually show up in the first few months of their life. Most babies are diagnosed with SCID in the first six months. Infants with SCID tend to appear with infections that are secondary to the lack of T-cell function. The immune system cannot protect the body of a baby, causing babies with this disorder to get one infection after another. Their infections may be frequent, severe, long-lasting or just hard to treat. Some of the bacterial infections may be life-threatening, such as pneumonia, meningitis, and sepsis. Babies also get diarrhea that doesn't go away. Babies with SCID also don't gain weight or grow at a normal rate. SCID patients often don't respond to the medicines used to treat bacterial infections. U nlike people with normal functioning immune systems, people with SCID may suffer more from ear infections, sinus infections, chronic cough, and rashes on skin. It is better to have

Death Penalty in the Philippines Essay Essays

Death Penalty in the Philippines Essay Essays Death Penalty in the Philippines Essay Paper Death Penalty in the Philippines Essay Paper 1987. But six yearsafter it has reimposed the decease punishment. the Philippines has overtaken its Asiatic neighbours and hasthe most figure of decease inmates. Within less than a twelvemonth. nevertheless. the military constitution was buttonholing for its reimposition as ameans to battle the â€Å"intensifying† offenses of the CPP/NPA guerillas. Gen. Fidel V. Ramos. thenChief of the Armed Forces of the Philippines and subsequently elected President of the Philippines in 1992. was among those who were strongly naming for the reintroduction of the decease punishment againstrebellion. slaying and drug trafficking. In mid 1987. a measure to reinstate the decease punishment was submitted to Congress. Military force per unit area wasvery much evident in the preamble which cited the pestering insurgence every bit good asthe recommendations of the constabulary and the military as obliging grounds for the reimposition ofthe decease punishment. The measure cited recent right flying putsch efforts as an illustration of the alarmingdeterioration of peace and order and argued for the decease punishment both as an effectual deterrentagainst flagitious offenses and as a affair of simple retaliatory justness. When Ramos was elected as President in 1992. he declared that the reimposition of the deathpenalty would be one of his precedences. Political discourtesies such as rebellion were dropped from thebill. However. the list of offenses was expanded to include economic discourtesies such as smuggling andbribery. In December 1993. RA 7659 reconstructing the decease punishment was signed into jurisprudence. The jurisprudence makersargued the deteriorating offense state of affairs was a compeling ground for its reimposition. The mainreason given was that the decease punishment is a hindrance to offense. In 1996. RA 8177 was approved. qualifying deadly injection as the method of executing. Six old ages after Last February 5. 1999. Leo Echegaray. a house painter. was executed for repeatedly ravishing hisstepdaughter. He was the first inmate to be executed since the re-imposition of decease punishment in1995. His executing sparked one time once more a het argument between the anti and the pro-death penaltyforces in the Philippines with a immense bulk of people naming for the executing of Echegaray. Thatthere was a strong blare for the infliction of the decease punishment should be viewed from the pointof position of a citizen who is urgently seeking ways to halt criminalism. The Estrada disposal peddled the decease punishment as the counterpoison to offense. The concluding wasthat if the felons will be afraid to perpetrate offenses if they see that the authorities is determinedto put to death them. Oppositors maintained that the decease punishment is non a hindrance and that therehave been surveies already exposing the disincentive theory. Legislators and politicians refused toheed the rec ommendation of the Supreme Court for Congress to reexamine the decease punishment siting onthe popularity of the pro-death punishment sentiment Six old ages after its reimposition. more than 1. 200 persons have been sentenced to decease andseven inmates have been executed through deadly injection. Yet today. there are no marks thatcriminality has gone down. From February 6. 1999. a twenty-four hours after Leo Echegaray was executed. to May 31 1999 two leadingnewspapers reported a sum of 163 offenses which could be punishable by decease punishment. But perhapsthe best index that this jurisprudence is non a hindrance to criminalism is the ever-increasing figure ofdeath inmates. From 1994 to 1995 the figure of individuals on decease row increased from 12 to 104. From 1995 to1996 it increased to 182. In 1997 the entire decease inmates was at 520 and in 1998 the inmates indeath row was at 781. As of November 1999 there are a sum of 956 decease inmates at the NationalBilibid Prisons and at the Correctional Institute for Women. As of December 31. 1999. based on the statistics compiled by the Episcopal Commission on PrisonerWelfare of the Catholic Bishops Conference of the Philippines. there were a sum of 936 convictsinterned at the National Bilibid Prisons and another 23 detained at the Correctional Institute forWomen. Of these figures. six are bush leagues and 12 are aliens. One of the grounds as to why human rights groups oppose the decease punishment is because of theweaknesses and imperfectnesss of the Philippine justness system. This is really much evident in thereview of decease punishment instances made by the Supreme Court from 1995 to 1999. Two out of everythree decease sentences handed down by the local tribunals were found to be erroneous by the SupremeCourt. Out of the 959 inmates the SC reviewed 175 instances affecting 200 inmates from 1995 to 1999 ; 3cases were reviewed in 1995. 8 in 1996. 8 in 1997. 38 in 1998. 118 in 1999. Of these 175 instances. the SC affirmed with conclusiveness and first avowal merely 31 % or 54 casesinvolving 60 inmates. Of these instances 24 were affirmed with conclusiveness. while the staying 36 weregiven first avowal. Sixty nine per centum ( 69 % ) or 121 instances were either modified. acquitted or remanded for retrial. Eighty four ( 84 ) instances affecting 95 inmates were modified to reclusion perpetua. 10 insta nces involving11 inmates were modified to indeterminate punishment. 11 instances affecting 11 inmates were remanded tolower tribunal for retrial and 16 instances affecting 23 inmates were acquitted by the SC. . In a survey prepared by the Free Legal Assistance Group ( FLAG ) . it pointed out that the consequence ofthe reappraisal of instances done by the Supreme Court â€Å"point all excessively clearly to the imperfectnesss. failings and jobs of the Philippine justness system† . Some determinations of the test tribunals wereoverturned for enforcing decease punishment on discourtesies which were non capable to decease punishment. Otherdecisions of the lower tribunals were set aside because of substantial and procedural mistakes duringarraignment and test. Still others were struck down because the lower tribunal mis-appreciatedevidences. In a study conducted among 425 inmates in 1998. 105 or 24. 7 % were agricultural workers. 103were building workers. 73 were transport workers. and 42 were in workers in gross revenues andservices. Merely 6 % finished college while 32. 4 % finished assorted degrees of high school while theremaining did non travel to school or hold finished merely simpl e or vocational instruction It is possibly of import to indicate out that out of these 46 offenses punishable by decease. the deathpenalty has been applied to merely 17 offenses. No 1 has been convicted of qualified graft. qualifiedpiracy and loot. Interestingly besides. no public functionary has been sentenced to decease for crimesinvolving public functionaries. Yet. the authorities maintains that it is effectual in battling offense. Under the decease penaltylaw. 46 offenses are considered flagitious and are now capable to the decease punishment. It imposes themandatory decease punishment on 21 offenses while the other 25 offenses are decease eligible. These arecrimes for which a scope of punishments including the decease punishment is imposed. Some Congressmans and Senators are suggesting other lists of offenses to add to the above. Some evencontemplated take downing the age of those punishable by the decease punishment to include youthfuloffenders. The decease punishment is an easy manner out for a authorities in the face of a strong call from thecitizenry who wanted the authorities to halt criminalism. It is being used to make the semblance thatthe author ities is making something to halt the offenses when in fact it is non. Sad though it possibly. more lives would be lost unless the decease punishment in the Philippines is repealed. SANTOS A. LABANPHILIPPINE ALLIANCE OF HUMAN RIGHTS ADVOCATESAquino disposal 1987 Harmonizing to the 1987 Constitution. Art. III ( Bill of Rights ) . Sec. 19. ( 1 ) Excessive mulcts shall non be imposed. nor barbarous. degrading or cold penalty inflicted. Neither shall decease punishment be imposed. unless. for obliging grounds affecting flagitious offenses. theCongress afterlife provides for it. Any decease punishment already imposed shall be reduced toreclusion perpetua. In mid-1987. a measure to seeking to reinstate the decease punishment for 15 ‘heinous crimes’ includingmurder. rebellion and the import or sale of forbidden drugs was submitted in Congress. 1988 In 1988. the armed forces started buttonholing for the infliction of the decease punishment. Then Armed Forcesof the Philippines Chief General Fidel Ramos was outstanding among those naming for thereintroduction of the decease punishment for rebellion. slaying and drug-trafficking. The militarycampaign for the Restoration of the capital penalty was chiefly against the CPP-NPA. whoseoffensives so included urban blackwash runs. Anti-death punishment groups including Amnesty International opposed the measure. but the House ofRepresentatives voted for Restoration by 130 ballots to 25. 1989 Three similar measures were put before the Senate. After a bloody 1989 putsch. President Aquinocertified as pressing one of these measures on the suggestion of Ramos. The said measure once more proposed deathpenalty for rebellion. every bit good as for sedition. corruption and rebellion. 1990 The Senate suspended the ballot on decease punishment for a twelvemonth1991 The Senate did non hold to travel to a determination. Ramos disposal A series of high profile offenses during this period. including the slaying of Eileen Sarmenta andAllan Gomez. created public feeling that flagitious offenses were on the rise. The Ramosadministration succeeded in reconstructing decease punishment. 1992 President Fidel Ramos during his first State of the Nation reference declared that hisadministration would see the Restoration of the decease punishment a legislative precedence. and urgedCongress to take rapid action. 1993 Ramos signed into Republic Act 7659. the new decease punishment jurisprudence. on December 13. 1993. 1994Republic Act 7659 took consequence on January 1. 1994.1996 Republic Act No. 8177. which mandates that a decease sentence shall be carried out through lethalinjection. was approved on March 20. 1996. Estrada disposal Seven decease inmates were executed during the Estrada disposal before he announced amoratorium on executings. 1999 Leo Echegaray. 38. was executed by deadly injection on February 5. 1999. He was the first to beexecuted after the Philippines restored decease punishment. It was the Philippine’s first executing in 22 old ages. Six more work forces followed within the following 11 months. 2000 On March 24. 2000. Estrada imposed a de facto moratorium in observation of the Christian JubileeYear. He besides granted 108 Executive Clemencies to decease inmates. On December 10. 2000. Human Rights Day. Estrada announced that he would transpose sentences ofall decease inmates to life imprisonment. He expressed his desire to attest as pressing a measure seeking arepeal of the Death Penalty Law. Arroyo disposal Please see Gloria Arroyo on decease penalty–a timelineWhile the Arroyo disposal has been characterized by a flip-flopping base on decease punishment. no decease inmate has been executed under her ticker. Voting individually. the two Houses of Congress on June 6. 2006 repealed the decease punishment jurisprudence. Arroyo signed Republic Act 9346 on June 24. 2006. The jurisprudence prohibited the infliction of the deathpenalty. History of decease punishment inthe Philippines The history of the decease punishment was extensively discussed by the Supreme Court in People vs. Echegaray. [ 1 ] As early 1886. capital penalty had entered the Philippine legal system through theold Penal Code. which was a modified version of the Spanish Penal Code of 1870. The Revised Penal Code. which was enforced on 1 January 1932. provided for the decease punishment inspecified offenses under specific fortunes. Under the Revised Penal Code. decease is the penaltyfor the offenses of lese majesty. correspondence with the enemy during times of war. qualified buccaneering. parricide. slaying. infanticide. snatch. colza with homicide or with the usage of deathly weapon orby two or more individuals ensuing in insanity. robbery with homicide. and arson ensuing in decease. The list of capital discourtesies lengthened as the legislative assembly responded to the exigencies of thetimes. In 1941. Commonwealth Act ( C. A. ) No. 616 added espionage to the list. In the fiftiess. at the heightof the Huk rebellion. the authorities enacted Republic Act ( R. A. ) No. 1700. otherwise known as theAnti-Subversion Law. which carried the decease punishment for leaders of the rebellion. From 1971 to1972. more capital discourtesies were created by more Torahs. among them. t he Anti-Hijacking Law. theDangerous Drugs Act. and the Anti-Carnapping Law. During soldierly jurisprudence. Presidential Decree ( P. D. ) No. 1866 was enacted punishing with decease. among others. offenses affecting homicide committedwith an unaccredited piece. In the wake of the 1986 revolution that dismantled the Marcos government and led to thenullification of the 1973 Constitution. a new fundamental law was drafted and ratified. The1987Constitutionprovides in Article III. Section 19 ( 1 ) that: Excessive mulcts shall non be imposed. nor barbarous. degrading or cold penalty inflicted. Neithershall decease punishment be imposed. unless. for obliging grounds affecting flagitious offenses. the Congresshereafter provides for it. Any decease punishment already imposed shall be reduced to reclusionperpetua. Congress passed Republic Act No. 7659 ( entitled â€Å"An Act to Enforce the Death Punishment on CertainHeinous Crimes. Amending for that Purpose the Revised Penal Code. as Amended. Other SpecialPenal Laws. and for Other Purposes† ) . which took consequence on 31 December 1993. Constitutional challengeThis is extensively discussed in the instance of Peoples vs. Echegaray. ( For redacting ) Abolition of decease penaltyOn 24 June 2006. President Gloria Macapagal-Arroyo signed into jurisprudence Republic Act No. 9346. entitled â€Å"An Act Forbiding the Imposition of Death Penalty in the Philippines† Effectiveness of the new jurisprudence Section 5 of R. A. No. 9346 specifically provides that it shall take consequence instantly after itspublication in two national newspapers of general circulation. This is pursuant to Article 2 oftheCivil Codewhich provides that Torahs shall take consequence after 15 yearss following the completion oftheir publication either in the Official Gazette. or in a newspaper of general circulation in thePhilippines. unless it is otherwise provided. R. A. No. 9346 was published in Malaya and Manila Times. two national newspapers of generalcirculation on 29 June 2006. Consequently. R. A. No. 9346 took consequence on 30 June 2006. [ 2 ] Exemplifying instances As a consequence of the abolishment of the decease punishment. bing punishments for decease were reducedtoreclusion perpetua. within the possibility ofparole. Here are exemplifying instances: The instance of Peoples of the Philippines vs. Quiachon [ 3 ] involves an accused who raped his 8-year olddaughter. a deaf-and-dumb. Under Article 266-B of theRevised Penal Code. the imposable penaltyshould have been decease. With the abolishment of the Death Penalty. nevertheless. the punishment was reducedtoreclusion perpetua. without the possibility of parole under theIndeterminate Sentence Law. The instance of Peoples of the Philippines vs. Santos [ 4 ] involves therapeof a 5-year old kid. Theaccused was meted the punishment of decease because colza committed against a  ¶child below seven ( 7 ) old ages old · is a dastardly and abhorrent offense which merits no less than the infliction of capitalpunishment under Article 266-B of theRevised Penal Code. The sentence was besides reducedtoreclusion perpetua. without the possibility ofparole. The instance of Peoples vs. Salome [ 5 ]involves arapeof a 13-year old miss ( who got pregnant ) . committedin a home and with the assistance of a bladed arm. The imposable punishment should hold been decease. but with the abolishment of the Death Penalty. theSupreme Courtreduced the punishment toreclusion perpetua. without the possibility ofparole. The instance of Peoples of the Philippines vs. Tubongbanua [ 6 ]involves the slaying of a victim whosuffered 18 pang lesions which were all directed to her thorax. bosom and lungs. Sing theexistence of the measure uping circumstance of apparent forethought and the aggravatingcircumstances of brooding. and taking advantage of superior strength without any mitigatingcircumstance. the proper imposable punishment would hold been decease. However. with the abolishment ofthe decease punishment jurisprudence. the punishment imposed wasreclusion perpetua. without the possibility ofparole

No specific topic Essay Example | Topics and Well Written Essays - 500 words

No specific topic - Essay Example Parsons table has four square legs, which has the same thickness as its deck or top, whatever may be the length or width of the table. It has maximally influenced human behaviours, because it is being part of many homes and also because the people have modified the table according to their purposes. â€Å"Essentially it’s a sleek, spare, versatile table that designer Susan Brunstrum believes every home needs.† (Gerlach Group 2011). In the first part of the 20th century, it was used as a deluxe decorative furniture item without mass use. However, as part of changing culture, people wanted a decorative table, which can be used in a multipurpose manner. â€Å"Its striking design makes it the perfect cocktail table, coffee table, dining table, side table or occasional table,’’ (Gerlach Group 2011). Credenzas are storage cabinets with both fixed cabinets and adjustable shelves. When it was launched in line with culture of perfectionism in early 1960s’, it came up with perfect and at the same time cool and interesting designs. As people from various regions showed interest in this product, it became further adaptive, as it incorporated different fabrics, different metal finishes, etc.

Analysis of Articles about Leadership Values and Ethics Term Paper

Analysis of Articles about Leadership Values and Ethics - Term Paper Example Leaders, who are honest in their welfare plans and continuously strive to improve their skills and competency through the constant learning process, are capable of motivating and encouraging the target group to optimal performance. The article is highly relevant in the contemporary environment of highly competitive business. Indeed, basic assumptions about the leadership qualities especially which relates to the individual approach of tackling issues and objectives, are vital as they may create a vast difference to the results achieved. Leadership refers to people who have the capacity to bring about changes in other people. Leaders create visions and goals for people, not only for self-development but also for the organization and society at large. It is important because leaders provide an intangible stability within the organization that comprises of people coming from cross-cultural value systems and facilitates their integration with the system. At the same time, they are also known to promote the collective vision of the organization and provide the necessary impetus to the people to strive towards it. This article is written by Susan Heathfield stresses that ethics and value-based leadership greatly enhances organizational performance. The organizational code of conduct and leadership initiative in ethically delivered goals and objectives are important paradigms in the workplace. The author has emphasized that leaders are responsible for advocating and nurturing a high standard of ethics and quality work while fostering a good relationship amongst them. Good leaders are optimistic and build relationships based on mutual trust and confidence. People observe and imbibe qualities that help them to evolve as an individual with a strong character. Credibility and trust are important characteristics that significantly impact his or her followers.  

Commodity Paper Essay Example | Topics and Well Written Essays - 1000 words

Commodity Paper - Essay Example The Chinese used hand fans as coolant since time immemorial. In the 1800, American engineers made an attempt to create air conditioners as they had money and resources for doing this. The 20th century saw major development in this area majorly contributed by the discovery of electricity. Willis Carrier a 25 year old American invented the first model of air conditioning which was not designed for human comfort but was made to reduce humidity at his printing plant. It was made of mechanical unit that cooled air through circulating it in cooled water coils. He later added a centrifugal cooler to this unit greatly reducing its size. By 1930s, air conditioners were been used in offices, department and cars and this increased the workers productivity during the hot summer periods. This was a major development for Carrier Corporation which grew incredibly during these years. At some point the use of Air conditioning in the workplace was seen as an unnecessary luxury. However, evidence from several researches conducted showed that the use of air conditioning during the hot summers came with increased productivity. Organization therefore started getting the air conditioners for their offices in order to leap off benefits (Street et al 629). The air conditioners were not very common in homes with only 10% of the American homesteads using air conditioning. The rest of Europe and eastern countries slowly stated using the air conditioning mostly in the workplace. Outside work people still use the traditional methods of staying cool like dipping their underwear in iceboxes. Some of the popular air conditioning companies include Carrier Corps, Daikin Industries, LG and Samsung and lastly Haier, Midea and Gree. Carrier Corporation is the biggest layer in the market. This can be as a result of the fact that it was the pioneer in this industry and has therefore has the competitive advantage over the others that mushroomed after it was established. The company has established its operations in almost every part of the globe. It engages in the production of a wide varied range of products including indoor units, outdoor units, heaters of all kinds and HVAC equipment. It has several established brands such as the weathermaster, weathermaker, centurion, Byrant and Payne among others. Daikin Industries is based in Japan which is responsible for the creation of the Variable Refrigerator Flow HVAC systems. This is a special kind of system that is used to supply cooling or heating to a room depending on the demand. It can also provide cooling and heating simultaneously in different parts of a building. In order to get to its current position, the company has wielded to the wind of globalization. For instance in the year 2006, it acquired the OYL group company based in Malaysia. This expanded its scope and also increased the company’s brand giving it a stronghold in the market. Some of the brands associated with this company include the J& E hall and AAl (Am een, 72). Acquisition has made Daikin the second largest company in the production of air condition equipments after Carrier Corporation. There are other players in this industry in Japan and they include Sanyo, Toshiba, Mitsubishi and Panasonic. LG and Samsung are the third largest companies in this industry both based in South Korea. In a united effort to have a large market share in the globe,

Assessment and Evaluation of English Learning Modules

Assessment and Evaluation of English Learning Modules Assessment and Evaluation We did the worksheets for the Standard Four pupils in SJK (T) RRI. The worksheets that we did are Unit Six to Unit Ten. Unit Six is Tell Me A Story, Unit Seven is Be Safe and Unit Eight is Save, Spend Wisely. Unit Nine which is Stories from other lands and lastly Unit Ten is Let’s Celebrate. We based our questions on the English Year 4 textbook and other relevant resources such as workbooks and educational newspapers. The worksheets consist of three levels. The first level would be the High English Proficiency (HEP) and the symbol would be a triangle. Second level would be Average English Proficiency (AEP) and the symbol represented it would be square. The third level is Low English Proficiency (LEP) which is a circle. We tried our level best to come out with worksheets which are suitable for all the students to answer. All the worksheets given have its’ own answer sheets as well. This is to enable teachers to know the answers. There are different number of questions and sections in each unit. This is because; every unit has its own types of questions that can be formed. One question will be one mark. The worksheets consist of Multiple Choice Questions (MCQs), fill in the blanks, rearrange and rewrite the sentences and write sentences. We also take into account skills such as reading, listening and speaking into our worksheets besides just writing. By this, students can improve and do well in their future test or examinations. From the trial worksheet, some students are capable of completing the worksheet, but most of them need guidance from the teacher. They like the multiple choice questions because they just need to circle the answer instead of writing the answer by themselves. These worksheets can help them because it is a form of practising for them. Unit Five which is â€Å"Tell Me A Story†, the first section is where students are required to choose the correct sentences by filling in the number in the correct box provided. In this section, the students need to read through the story first and then figure out the sequences of the story. The story in this section is â€Å"The Mouse- Deer and the Crocodile† (Wignell, 2009). This enables students to think well. As for the second part, students must join the two sentences into one. They must use â€Å"and†, â€Å"but† and â€Å"because† in order for them to join the sentences. The reason for this exercise is to enable students to learn how to join two different sentences into one. In order to let the students understand how to join the sentences, there will be an example provided for them. This will make it easier for the students. The last section of the worksheet is fill in the blanks. This part, students are required to fill in the blanks to com plete the story. The story is â€Å"The Fox and the Grapes† (n. d, 2013). By this, students will be able to read the story and learn at the same time. This enables them to be creative in putting words that fits and tally with the story given. For Unit Seven, activity 1 and 2 are for the LEP students. Activity 1 is a reading activity which uses simple English for students to read. Activity 2 is MCQs. This can help the LEP students to choose answers from the choices given. However, question five will be fill in the blanks where students can give their own point of view. Here, students are required to think a bit. This can help in their Creative, Critical Thinking Skills (CCTS). Activity 3 is a reading activity, but it is for the AEP students. It uses long and difficult words. Activity 4, students are required to circle the words with the correct spelling. It is for AEP students. The words are longer and the word choices are close to each other. What makes it more challenging is that, the spelling might be wrong, but the pronunciations can be the same. As for activity 5, students need to put the correct punctuations in the sentences. There are short and long sentences. The longer the sentences the more punctuation needed in one sentence. In Chapter Eight, students are going to learn about how to save and spend money wisely. It is important to teach children about the financial skills from young (Shin, 2013). In the first part of the worksheet, we try to enhance their reading and speaking skills. Reading and speaking skills are critical to children’s development, but it is important for their success in school and work (Boyse, 2010). Multiple choice questions can consider as an easy level, because they just need only recognize a correct answer (Popham, 2011). For the AEP students, they can train their critical thinking skills from finding out the words from the diagram that had shown in the worksheet. Here, they can also improve their grammar skills. The students will do some exercises on the â€Å"do† and â€Å"don’t†. They will be asked to write down a short sentence regarding the action in the pictures that had been shown. Moving on, there will also be questions where students need to calculate the total cost for owning each type of pet and write a short sentence in response to a direct question (Popham, 2011). In additional, since the topic is about saving and spending wisely, students need to write down their daily usage of their spending. Picture of what they are saving for also can be drawn in the space provided, as they will be asked to draw it. This can enhance their awareness in saving money. Chapter Nine would be Stories From Other Lands. We first started with MCQ’s. Students will be required to read a passage given and answer the questions. In the second section of the worksheet which is filling in the blanks, the students’ grammar ability is being assessed. Section D, students was asked to complete the short sentences based on the pictures. In this section, we had given some words to help them construct and complete their own sentence. Besides that, complete the sentences based on the pictures are a useful way of finding information about physical objects (Yeh, Lee, Darrell, n.d.). These pictures also help students to construct sentences easily. Thus, this enables them to construct their own story. As for the last questions for Unit Nine, students ought to create any sentences regarding the pictures given. The story given was about the The Crow and the Pitcher. This is for the HEP students because students must make sentences with the correct grammar and punctuations. Lastly, in chapter ten, students are going to learn about festivals. Firstly, the LEP students will start by reading short paragraphs about other cultures. These include the cultures of Chinese, Muslims and Murut. We included a paragraph about the culture of the minority group in Malaysia which is Murut. By doing so, students will be exposed to more minority groups in Malaysia besides Kadazan-Dusun which will be taught in the textbook. In the second session, for AEP students, we had prepared questions where students are required to fill in the blanks with the help of the picture given at each blank. With the help of visuals, students will be able to accurately retrieve the content associated with the visual (Kouyoumdjian, 2012). Besides filling in the blanks, MCQ’s were also being included in the worksheet. Lastly, as for the HEP students, they are required to complete the sentences based on the pictures and words given. The last question for this activity requires students in their CCTS where they have to think and answer the question. In conclusion, the purpose of all these worksheets is to make sure that the students improve on their English. A slight improvement is always better than nothing. When we interviewed the English teacher who is Ms Siti, she told us that the students there do not have high performance in English. They are weak in grammar and spelling. Most of them cannot spell words correctly. This happens even though teachers try to guide them by going through all the exercise, question by question. Therefore, by giving them our worksheets, we hope to help them to be better in English and know the importance of that language. References Book Popham, W. J. (2011). Classroom Assessment: What Teachers Need to Know. United States: Pearson Education. Internet resources Boyse, K. (2010). Reading, Literacy and Your Child. Retrieved from http://www.med.umich.edu/yourchild/topics/reading.htm Chin, S. (2012, November Thursday). The goose that laid golden eggs. Retrieved July Tuesday, 2014, from Enjoy Reading, English Story Books: http://englishstorybooks01.blogspot.com/2012/11/the-goose-that-laid-golden-eggs.html?m=1. Dr. Savitz, J. (2014). Tips for being safe. Retrieved July Thursday, 2014, from Rowan University: http://www.rowan.edu/open/studentaffairs2/sexualviolence/tipsforbeingsafe.html. Emma. (2004). Top 10 tips for staying safe online. Retrieved July Wednesday, 2014, from Safety net Kids: http://www.safetynetkids.org.uk/personal-safety/staying-safe-online/. Haker, F. (1931). Safety first. Retrieved July Thursday, 2014, from Books of Short Stories: http://bookofshortstories.com/stories/safety-first.htm. Kouyoumdjian, H. (2012). Learning through visuals. Retrieved from http://www.psychologytoday.com/blog/get-psyched/201207/learning-through-visuals (N. d.). (2013). The fox and the grapes.Retrieved 21 July 2014 from  http://www.moralstories.org/the-fox-and-the-grapes/ Panda, S. L. (2013, January Monday). A beautiful poem on Childrens Day. Retrieved July Thursday, 2014, from PoemHunter.com: http://www.poemhunter.com/poem/a-beautiful-poem-on-children-s-day/. Shin, L. (2013). The 5 Most Important Money Lessons To Teach Your Kids. Retrieved from http://www.forbes.com/sites/laurashin/2013/10/15/the-5-most-important-money-lessons-to-teach-your-kids/ Stephen. (2008, September Saturday). Learn and earn. Retrieved July Wednesday, 2014, from Motivation: http://academictips.org/blogs/learn-and-earn/. Wignell, E. (2009). The mouse-deer and the crocodile. Retrieved 21 July 2014 from  www.edelwignell.com.au/docs/the-mouse-deer-and-the-crocodile.pdf Yeh, T., Lee, J. J., Darrell, T. (n.d.). Photo-based Question Answering. Retrieved from http://www.icsi.berkeley.edu/pubs/vision/Yeh Photo base d-1.pdf