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GCSE (9-1) English Literature Exemplar Candidate Work - Romeo and
bailey ryon resume Had the and juliet gcse coursework, role of Matilda from Nov 2010 to Jan 2011. Fun Facts: Josie lives in South London, and enjoys tennis, gymnastics and playing with her dog, Pippa. She had roles in other musicals such as Chitty Chitty Bang Bang (Jemima Potts) as well as The Sound of book 4th grade, Music (Marta). She was (one inch!) too tall to transfer to the West End production. On the original Matilda Album, Josie sings I'm Here and Naughty Had the role of Matilda from and juliet gcse english, Nov 2010 to Jan 2011. Essay. Fun Facts: Adrianna's birthday is on the 9th of February 1999, and she was born in Southend-on-sea in Essex, England. She first appeared as Gretl von Trapp in The Sound of Music, and then in Les Miserables as Young Cosette. She was unable to transfer to and juliet gcse english coursework, the West End production of Matilda also due to her height. She is currently in the West End production of Charlie and essay emory the Chocolate Factory the musical playing Violet.
Adrianna sings quiet on the original Matilda Album. Age (in Matilda): 11 to and juliet gcse coursework, 13 years. Age (Current): 14 years. Had the essay, role of Matilda from Nov 2010 until April 2012. Fun Facts: Kerry shared the romeo and juliet english, role of descriptive, Matilda with two different casts, the original Stratford cast and the original West End one.
She won Best Actress in a Musical Olivier Award together with Sophia Kiely, Cleo Demetrio, and Eleanor Cox for her portrayal of Matilda. She was born on 26 May 1999 and is currently cast as Shireen Baratheon in The Game of Thrones. Kerry attends Redroofs Theatre School in english, Warfield. Kerry Ingram ( already above) Had the role of Matilda from October 2011 until April 2012. Fun Facts: Sophia is the only original West End Matilda that had no acting or theatre experience prior to her role in essay emory university, Matilda. Gcse English. She went through 6 Auditions before getting the role. She was born in Kensington, London, United Kingdom and avoids all social networking sites as she enjoys her privacy. Sophia won an Olivier award for Best Actress in a Musical along with her co-stars, Kerry Ingram, Eleanor Cox, and Cleo Demetriou. Sophia also performed Naughty live at West En Live 2012 right after her run as Matilda ended, Had the role of Matilda from November 2011 until August 2012.
Fun Facts: Eleanor was born on 21st June 2001 in Merseyside, United Kingdom. in 2012, she was one of the recipients of the Laurence Olivier Award for Best Actress in a Musical along with her co-starts, and is the youngest recipient of the award at the age of 10. Before starring in Matilda, she was in a chorus for Joseph and chicago state essay the Amazing Technicolor Dreamcoat. Eleanor continued to gcse coursework, be Matilda until August 2012, sharing the role this time with Cleo Demetriou, Jade Marner, and Isobelle Molloy. Special Teacher. After finishing Matilda Eleanor starred in the 2014 film Maleficent as Young Princess Aurora and played Scout in a play of To Kill a Mockingbird in May 2013. Age (in Matilda): 10 years. Age (Current): 11/12 years. Had the role of Matilda from November 2011 to gcse english, August 2012. Fun Facts: Cleopatra was born in Nicosia, Cyprus and lived in Putney throughout her primary schooling (at Brandlehow Primary School), and experienced special teacher now lives in East Sussex. SHe played Greti in romeo and juliet gcse coursework, the Sound of Music and has performed as young Cosette in Les Miserables in essay, 2011. She was one of the recipients of the romeo gcse coursework, Laurence Olivier Award for Best Actress in a Musical along with Eleanor Cox, Sophia Kiely, and Kerry Ingram.
Notable West End Matilda replacements. Had the role of Matilda from April 2012 to emory, August 2012. Fun Facts: Jade is a British child actor, and starred in The Wizard of Oz as Munchkin. Initially, she did not audition for the role of Matilda but instead, for a smaller role and was extremely surprised to and juliet gcse, get the essay on an eventful, lead role of the play. Romeo Gcse English. She received a standing ovation on her first performance, sharing the descriptive, role with Eleanor Cox, Cleo Demetriou, Isobelle Molloy, and Hayley Canham. Jade is 4' 8 tall and weighs 4s 0lb. Her eyes are a light blue, and she learns Ballet, Jazz and Tap outside. Name: Isobelle Molloy. Had the role of Matilda from April 2012 to August 2012. Fun Facts: Isobelle Molloy began dancing at three and knew that she wanted to be an actress from then. She was a little shy at english first, but developed her confidence after training at a small theatre school for two years.
She initially performed as Amanda Thripp, the pig-tailed schoolgirl when the show started in 2011, and only did two auditions before the director offered her the role. She shared her role with Eleanor Cox, Jade Marner, Cleo Demetriou and Hayley Canham. Had the role of Matilda from May 2012 to March 2013. Fun Facts: Hayley shared the role of matilda with two different casts, first with Cleo, Jade, Isobelle and Eleanor, and then with Lucy-Mae. Chloe, and Lara. Hayley is a British actress from Windsnor, and attents School of Theatre Arts and Pat Steel School of Dance.
She contributed to descriptive essay, various other productions such as It's a Wonderful Life as Zuzu, Beauty and the Beast as girl, and and juliet english coursework Hairspray as part of the ensemble. Had the role of Matilda from August 2012 to September 2013. Fun Facts: Lara was born on March 30th, 2003 in Enfield, London. She shared the role of buy a essay, Matilda with two different casts, at first with Lucy-Mae, Hayley, and Chloe, and secondly with Elise, Christina, Lollie, and Georgia. She is currently the Matilda with the and juliet, longest time in the role.
Other than being in Matilda, Lara has been known for her role as the voice of Lucy in 64 Zoo Lane and on an journey has been involved in many West End productions such as Shrek the Musical (Young Shrek, Young Fiona and a ward) from September 2011 to February 2012. She currently attends the Valle Academy of Performing Arts and attends ballet classes at Cheshunt Dancing School in Cheshunt Hertfordshire. She has a younger brother named Zac, who was born in 2006. Had the role of Matilda from romeo english, August 2012 to September 2013. Fun Facts: Chloe was born in 2002 in Havering, and experienced teacher currently lives in Essex and attends the Beverly Marks Stage School. She was in the original West End production of The Wizard of romeo english coursework, Oz.
Chloe too, shared the role of essay emory university, Matilda with two different sets of Matildas, the first being Lucy-Mae, Hayley, and Lara, and romeo gcse coursework the second being Elise, Christina, and Lara. Journey. She sang Naughty for Roald Dahl day in September 2013 shortly after she left. Had the role of Matilda from September 2012 to May 2013. Fun Facts: Lucy-Mae Beacock is a British child actress, and has starred on gcse coursework, Matilda, sharing the role with Hayley, Lara, and Chloe. Essay Eventful. She has two younger twin sisters that are following in her footsteps of romeo gcse english coursework, being a West End star. The eight year old twins were determined to make their West End debut after being inspired watching their older sister in Matilda. Lucy Mae has also contributed to other productions such as Cinderella and Badjelly's Bad Christmas as Kate.
Current West End Matilda. Fun Facts: Christina was part of two groups of Matildas, one of emory, which was with Chloe, Lara and Elise, and the other being Georgia, Lollie, and Elise. Christina is a British Child Actress from Camden, and attends Sylvia Young Theatre School. She was in Les Miserables as Young Cosette. Romeo Gcse Coursework. Current West End Matilda. Fun Facts: Elise Mia Blake is special cover a British Child Actress from Essex, and attends Emery Dance School. Romeo And Juliet Gcse Coursework. She co-stars on emory, Matilda with Christina, Lollie, and Georgia. Elise is the youngest Matilda in history and has been in and juliet coursework, many productions such as The Sound of Music as Gretl VOn Trapp, The Wizard of Oz as Ripp the Munchkin, and Les Miserables as Young Cosette/ Young Eponine. Current West End Matilda. Fun Facts: Lollie co-stars on Matilda together with Georgia, ELise, and Christina. Jaws Music. She is a British child actress and and juliet gcse has previously been in Snow White and the Seven Dwarfs Current West End Matilda.
Fun Fact: Georgia is a British child actress from Surrey, and attends Julie Sianne Theatre Arts school. She shares her role of Matilda together with Lollie, Elise, and Christina, and has recently finished playing young Eponine in Les Miserables. She has also been on the television show, William Mary Current Broadway Matilda. Fun Facts: Sophia was the essay emory university, Matilda on the Broadway opening night, and received the Tony Honours for Excellence in Theatre together with Oona, Milly and Bailey. She sang Naughty in the Official Broadway Cast Album. Also, she appeared in the last six productions of the gcse, Nutctacker at Purchase College, Conservatory of Dance. Current Broadway Matilda.
Fun Facts: Bailey received the Tony Honours for Excellence in Theatre together with Oona, Milly and Sophia. She performed Story 3 in the Official Broadway Cast Album. Bailey was Cindy Lou in How the Grinch Stole Christmas, and essay emory university was part of Chitty Chitty Bang Bang which performed at Fulton Opera House. Age (in Matilda): 11 years. Age (Current): 11 years. Current Broadway Matilda. Fun Facts: Oona played Matilda on the first Broadway preview. She received the Tony Honours for Excellence in Theatre together with Milly, Sophia and Bailey. She sang I'm Here and performed Story 2 on the Official Broadway cast Recording. Romeo Gcse English. Oona also appeared on stage in Woody Guthrie Dreams, Seussical, Scout in Mockingbird, Penny Dreadful, Days Dance, Esther, Louie, and A Little Game Age (in Matilda): 11 years.
Age (Current): 11 years. Chicago State University Essay. Current Broadway Matilda. Fun Facts: Milly sings Quiet and performed Story 1 on the official broadway cast recording. She received the Tony Honours for Excellence in Theatre together with Oona, Sophia and Bailey. Milly has also appeared in other productions such as Annie playing Annie, as well as in Les Miserables playing Young Cossette.
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Romeo and Juliet Language Coursework - GCSE English - Marked by
kk thesis Frederick Suppe argues that skeptical arguments from Descartes to Feyerabend are based upon the KK thesis, and therefore are not worth worrying about. It seems to coursework, me that his argument is unwarranted, and essay university, the purpose of this paper is to and juliet coursework, reconstruct skeptical arguments without the KK thesis. Roughly speaking, these skeptical arguments presuppose a weaker version of the KK thesis which does not require either: (1) the identity of the knower A and the knower of A's knowing, or (2) actual existence of the knowledge of A's knowing. Descriptive. If we refuse this weaker thesis, this will cause a serious problem to the very enterprise of epistemology. Surely Suppe should take skeptical doubts more seriously.
In his forthcoming book, Facts, Theories, and Scientific Observation , Frederick Suppe dismisses traditional skepticism as follows: The collapse of the Cartesian and Empiricist epistemological programs into romeo gcse english coursework pervasive skepticism has been one long series of essay university, dismal corollaries to the level confusions inherent in romeo and juliet english, Descartes' uncritical acceptance of the KK Thesis. Kantian subjectivism and its neo-Kantian successors, including Pragmatism and university application essay, associated radical relativisms, are attractive alternatives only against the background of those confusions. These level confusions naturally led epistemologists to conflate the and juliet coursework, evidential basis for knowledge with reasons given in justification for knowledge and philosophers of science to conflate the reasoning given in scientific articles with the belief formation process used to obtain scientific knowledge. (Suppe forthcoming, Part II chapter 5, section 5) In short, Suppe claims that the majority of traditional philosophers have kept making level confusions by accepting the KK thesis, and this is the only reason skepticism seemed so forceful to them. If Suppe is report 4th grade right, since the KK thesis is now widely rejected, we have no reason to worry about skepticism. But I think that Suppe's claim is unwarranted. 2. And Juliet Coursework. The KK thesis and what is wrong with it. To start with, we should refresh our memory about what the KK thesis is and what is wrong with it.
the KK thesis is essay emory is supported by several epistemologists. Jaakko Hintikka (1962) is the most famous recent defender, and he formulates the thesis as follows: namely, if a knows that p, then a knows that a knows that p . There are several arguments against the KK thesis. Romeo Gcse English Coursework. First of all, even though Hintikka 'proved' the on an eventful journey, thesis from several axioms of epistemic logic (Hintikka1962, 104-105), his proof was circular because the axioms used in the proof implicitly presupposed the romeo gcse english, KK thesis (Chisholm, 1963, 784-787). Of course this circularity does not show that the essay, KK thesis itself is problematic. The First substantial objection is that the KK thesis implies that the and juliet, knower has self-knowledge, that is, the knower a knows about essay on an eventful, himself/herself/itself (Carrier 1974, 141). Gcse English Coursework. This means that according to buy a, the KK thesis those who do not have the concept of self (children, dogs etc.) have no knowledge whatsoever. This sounds counterintuitive.
Hilpinen's (1970) argument is also illuminating. Suppose a knows that p implies that a has a justified true belief that p, namely. where Bap means a believes that p and Jap means a is justified in romeo and juliet english, believing that p. Suppose also that the distribution law about knowledge holds, namely. (2) and (3) are widely admitted among philosophers. Then from (1), (2) and (3), we can infer as follows: There are several dubious conjuncts on the right side of (4), but the most dubious one is the term BaJap, namely a believes that a is justified in believing that p. Special Teacher Letter. Does this follow from a knows that p (this is what (4) implies)? Hilpinen thinks that it is imaginable that a fails to recognize the situation (e.g. she has enough evidence for the knowledge claim) that justifies a's believing that p, even when a knows that p. This is an uncomfortable consequence of the KK thesis. Hintikka's reply to these challenges is that he is talking about a strong notion of 'knowing' (Hintikka 1970). From this point of view, the above difficulties are not difficulties, but merely show that there are differences between Hintikka's strong sense of knowing and 'knowing' in our ordinary language.
For example, the first difficulty with self knowledge disappears by romeo gcse coursework asserting that children and dogs do not have this strong sense of knowledge. The second problem with the KK thesis by Hilpinen can be dealt with by interpreting Jap quite strongly. For example, read Jap as a has incorrigible evidence for believing that p. This implies that a has a proof for incorrigibility of the evidence, and therefore something like BaJap and JaJap are required. Book Report. With this strong interpretation, the accepted formula Kap - Bap J ap p does (almost) imply the KK thesis. Suppe (1977) criticizes this move, because the strong sense of knowledge does not help us in understanding scientific knowledge.
He enumerates four features of scientific knowledge which are not suitable for romeo english coursework the KK thesis. Essay University. First, the KK thesis make a correspondence notion of truth impossible, but this is and juliet gcse necessary for scientific knowledge. Second, the standards of rationality in science keep changing, and this together with the book report, KK thesis implies a relativism. Third, science's procedure to romeo gcse english coursework, assess knowledge claims is fallible, therefore the incorrigibility does not apply to science. Finally, the state essay, KK thesis make sophisticated observational knowledge impossible, because scientific observations depend on background knowledge, which is not incorrigible. I totally agree with Suppe that Hintikka's strong sense of knowing does not help us much in philosophy of science (though I disagree with him in that the rejection of the KK thesis eliminate the skeptical doubt about gcse coursework, correspondence notion of truth and the relativism on the scientific rationality). I think that this is a good reason to reject the KK thesis, so if the KK thesis is experienced special education letter essential for skepticism, we also have a reason to reject skeptical doubts. 3. Suppe's argument against skepticism. In chapter 10 of his 1989 book, Suppe argues that skeptical arguments by Berkeley, Hume, Kuhn, Feyerabend and others depend essentially on the KK thesis (332).
What is the argument for this claim? In the first section of this chapter Suppe provides an romeo and juliet english, overview of the history of skeptical arguments by empiricists up to jaws, the logical positivism, but Suppe does not mention the KK thesis here. Romeo And Juliet Gcse English. In the report 4th grade, next section Suppe summarizes Feyerabend's (1958) relativistic argument, and here Suppe tries to connect Feyerabend with the KK thesis. Feyerabend claims that phenomena cannot determine interpretations of sentences. Feyerabend's argument goes as follows.
If an and juliet english coursework, observer O utters a sentence S because he observes a phenomenon P and experienced education teacher, recognizes that S 'fits' P, this relation of romeo english, phenomenological adequacy between P and S is another phenomenon, P'. But O can recognize P' by relating it to S', and this calls for P'', S'', and so on education letter, infinitely. Therefore phenomena P cannot determine the romeo gcse, interpretation of the sentence S. Rather, we need somewhat arbitrary assignments of interpretations. (Feyerabend 1958, 155; see also Suppe 1989, 312). Special Teacher. Suppe also attributes to Feyerabend following position: experience is incapable of playing any significant role in ascertaining the truth of either theoretical or observation assertions (Suppe 1989, 312). This position seems to be derived from the above-mentioned infinite regress argument, but this derivation is possible only if one accepts the and juliet gcse coursework, K-K Thesis (Suppe 1989, 313).
His argument for this claim is chicago essay worth quoting: For if this thesis is accepted, then from the fact that experience cannot show that such a correspondence holds and from the vaguely plausible assumption (tacit in his discussion) that such a correspondence could not be known except if displayed in experience, it would follow that one cannot know that P is true; hence one cannot know that he knows that P; hence via the gcse, K-K Thesis, one cannot know that P. But we do have empirical knowledge, so we must reject the buy a, idea that fitting the physical world plays any role in knowledge. But this argument (and I can think of no other one compatible with what he says that will serve his purposes) depends essentially on the K-K Thesis, for and juliet gcse english coursework if it is report 4th grade denied, the requirement of truth by correspondence is and juliet gcse english totally compatible with Feyerabend's other claims: One can experientially know that P, where P fitting or corresponding to the physical world is special education teacher cover letter a condition of knowledge, but one cannot know that one knows that P. (Suppe 1989, 313; italics in original) This is the most elaborate argument to connect the KK thesis and skepticism (or relativism) that I can find in Suppe's book. Romeo Coursework. What does this argument show? First, Suppe reconstructs a plausible line of Feyerabend's argument using the KK thesis (thus the KK thesis is a part of the eventful, sufficient condition for Feyerabend's relativism).
The argument goes as follows: F1. Suppose that a correspondence between a sentence and physical objects play an essential role in knowledge. F2. Experience cannot show that a correspondence between P and physical objects holds (because of romeo and juliet coursework, infinite regress). F3. Such a correspondence could not be known except if displayed in experience. F4. If S knows that P, then S knows that S knows that P. (the KK thesis) F5. From F1, If S knows that S knows that P, S knows about the buy a, correspondence between P and physical objects.
F6. From F2 and F3, S does not know about the correspondence between P and physical objects. F7. English Coursework. From F5 and F6, S does not know that S know that P. F8. From F4 and F7, S does not know that P. F9. Since we do have knowledge, assumption F1 is false. Then he shows that in this line of argument the KK thesis is essential.
He also adds, I can think of no other [line of argument] compatible with what he says that will serve his purpose. That is all. This is supposed to show that the buy a, KK thesis is romeo and juliet gcse a necessary condition for Feyerabend's relativism! Suppe provides similar arguments for the relationship between Cartesian/Humean skepticism and the KK thesis in essay eventful journey, his 1977, but they do not do any better than this. He constructs lines of romeo, argument for Cartesian skepticism and education, Hume's skeptical argument against induction using the and juliet gcse, KK thesis, and shows that the KK thesis is essential in these lines of argument. Despite this obvious gap in inference, he asserts that the KK thesis has showed up at virtually every crucial juncture as empiricism has proceeded toward complete capitulation to jaws essay, the skeptic (Suppe 1989, 332).
From this, he arrives at this conclusion: a viable epistemology of science, where experience plays an essential role in knowledge, must begin by denying the K-K thesis, thereby rendering the Cartesian skeptic's challenges question-begging (332). Thus, to undermine Suppe's claim, all I have to do is to show that there are plausible alternative interpretations of skeptical arguments which do not appeal to the KK thesis. And Juliet English Coursework. I don't have to even show that my interpretations are more plausible than Suppe's, because to avoid dismissing skeptical doubt as question-begging, mere existence of a plausible and non-question-begging interpretation of skepticism is enough. This is what I try to show in the next section. 4. Alternative interpretations of traditional skeptical arguments. The purpose of experienced cover letter, this section is to propose alternative interpretations of skeptical arguments, ones by the KK thesis and others by what I call the HEKK thesis (I will explain the details of the thesis later). The basic idea of my own interpretations is that a thesis weaker than the romeo and juliet english coursework, KK thesis supports the purpose of skeptical arguments enough.
To illustrate, take an example from the above Feyerabend's argument. My alternative interpretation goes as follows: F'1. F'2. F'3. The same as F1, F2 and F3. F'4.
If S knows that P, then someone can know that S knows that P. F'5. From F'1, If someone knows that S knows that P, he/she knows about the essay music, correspondence between P and physical objects. F'6. From F'2 and romeo and juliet gcse english, F'3, no one can know about the correspondence between P and physical objects. F'7. From F'5 and F'6, no one can know that S know that P. F'8. Application Essay. From F'4 and F'7, S does not know that P. F'9. Coursework. Since we do have knowledge, assumption F'1 is false.
The point is that, since F6 is a quite strong claim, F4 can be replaced with a weaker thesis F'4. In this way we do not need the KK thesis to reconstruct Feyerabend's argument. The following sections are attempts to investigate the possibility of university, this kind of interpretations for traditional skeptical arguments in general. I use Descartes, Berkeley and Hume as examples. 4-a. Descartes' methodical skepticism. First of all, we should look at Descartes's methodical skepticism. Actually I do not think that Descartes' own statements are clear enough to settle the argument. Here is the statement of his methodical skepticism. . Coursework. reason already convinces me that I must withhold assent no less carefully from what is not plainly certain and indubitable than from what is chicago application obviously false; so the discovery of some reason for romeo and juliet english coursework doubt as regards each opinion will justify the rejection of all (Descartes  1971, 61). The methodology itself is stated here clearly, but he does not tell us how reason convinced him to accept the strict methodology.
Here is a room for interpretations. First, let us assume Descartes' uncritical acceptance of the application, KK Thesis (Suppe forthcoming, Part II chapter 5, section 5). Then surely we can understand why Descartes set the criteria so high. To know something, I should know that I know. To know that I know, I should eliminate all possibilities that I am mistaken. I must withhold assent when I cannot eliminate such counterpossibilities, because in that case the belief is not knowledge. Therefore methodical doubt is necessary (Suppe 1977, 717-718). To put slightly more formally, the romeo gcse coursework, interpretation goes as follows (using Cartesian Demon as an example): D1. If I know that there is an essay, external world, then I know that I know that there is an romeo gcse, external world. Essay Journey. (the KK thesis) D2.
I know that I know that there is an external world only if I eliminate all counterpossibilities to the existence of and juliet gcse, external world. D3. Book. I cannot eliminate the counterpossibility that a Cartesian Demon is and juliet coursework deceiving me. D4. Therefore I do not know that I know that there is an external world. D5. Therefore I do not know that there is an external world. This interpretation attributes a rather radical view to Descartes, however. If the reason to adopt methodical skepticism is the KK thesis, then actually going through the methodical doubt is a necessary condition for making a belief a piece of knowledge.
This means, people who have neither read Descartes' book nor heard about methodical doubt have no knowledge whatsoever. Maybe Descartes was that radical, but here is another interpretation. Descartes is playing the role of an epistemologist who classify beliefs into knowledge and non-knowledge, and methodical doubt is a criterion for the classification. Under this interpretation, to go through the skeptical doubt does not make a belief a piece of knowledge, any more than an investigation of an ornithologist does not make a raven black. Thus those who never think about experienced special teacher cover letter, methodical doubt can have knowledge, whether or not an epistemologist come to them and romeo and juliet gcse english, confirm that their beliefs are knowledge. From these considerations, I would like to essay journey, propose a weaker version of the KK thesis to which Descartes might have committed himself: (5) if a knows that p, then someone can know that a knows that p. This thesis explains Descartes motivation equally well. Gcse Coursework. We might have knowledge but we do not know which beliefs are knowledge.
According to (5), when we start an epistemological investigation, we should be able to find out which ones are knowledge, and as before, knowledge should be beyond any doubt. Therefore, until epistemologists can eliminate the essay journey, possibility of the existence of the Cartesian demon, they should withhold classification of knowledge and romeo and juliet gcse, non-knowledge. This is why epistemologists should obey the strict methodology. To put in the same way as above D1-D5: D'1. If I know that there is an external world, then someone can find out that I know that there is an external world. (a variation of (5)) D'2. Descriptive Essay. Someone can find out that I know that there is an external world only and juliet gcse, if he/she can eliminate all counterpossibilities to the existence of external world. D'3.
No one can eliminate the counterpossibility that a Cartesian Demon is deceiving me. D'4. Therefore no one can find out that I know that there is an external world. D'5. Therefore I do not know that there is an external world.
Some comments on eventful, (5) are in order here. Romeo And Juliet English. First, even though I call it a weaker version of the KK thesis, it is not the KK thesis at all. Book Report. The KK thesis requires the identity of the knower a and the knower of a's knowing, while the weaker thesis does not. The KK thesis requires the romeo english coursework, actual presence of knowledge about knowledge, while the weaker thesis requires only the possibility of such knowledge about knowledge. Another comment is essay emory necessary about romeo and juliet gcse english coursework, this possibility. When I say someone can know, what kind of modality do I mean? Since Descartes' program requires that we actually can find out which beliefs are knowledge, 'logical possibility' or 'causal possibility' is not suitable for the purpose (logically speaking I can be omniscient, and causally speaking, there can be a world in which I know about the Cartesian demon without violating any causal law). I would like to propose a modality of humanly possible: if a reasonably competent human being meditates like Descartes under ordinary circumstances, she should be able to distinguish knowledge from non-knowledge eventually. With this last consideration, it is appropriate to rewrite (5) as follows: (6) If a knows that p, then it is humanly possible that someone knows that a knows that p. where H stands for humanly possible and buy a descriptive essay, Ex stands for a quantifier there is at least one x such that. I shall call the thesis (6) the HEKK thesis henceforth. To sum up, in this subsection I have proposed an alternative interpretation of Cartesian skepticism using the HEKK thesis instead of the KK thesis. If all our epistemological efforts fail to show that there is no such thing as the Cartesian demon, then the HEKK thesis is enough to romeo and juliet english, destroy most of our knowledge (and this is what happened in Descartes' case).
In this sense, Cartesian skepticism does not depend on the KK thesis. 4-b. Berkeley's rejection of substance. Next, let us briefly look at Berkeley's skeptical argument against state application essay substance, or Matter. Here is the base line of his argument: But, though it were possible that solid, figured, moveable substances may exist without the mind, corresponding to the ideas we have of bodies, yet how is it possible for romeo english us to know this? Either we must know it by Sense or Reason. As for book our senses, by them we have the knowledge only of our sensations, ideas, or those things that are immediately perceived by sense, call them what you will: but they do not inform us that things exist without the romeo and juliet, mind, or unperceived, like to essay emory, those which are perceived. This the materialists themselves acknowledge. Romeo Gcse English Coursework. -- It remains therefore that if we have any knowledge at all of external things, it must be by essay reason inferring their existence from what is immediately perceived by sense. But what reason can induce us to believe the existence of bodies without the mind, from what we perceive, since the very patrons of Matter themselves do not pretend there is any necessary connexion betwixt them and our ideas? (Berkeley  1965, section 18)
Thus, basically, Berkeley says that we cannot know about romeo and juliet gcse coursework, substances from either of our two sources of knowledge, sense or reason. Therefore we have no knowledge about substance. The question is, is this argument dependent on the KK thesis? Of course if we assume that Berkeley accepts the KK thesis, we can understand why Berkeley thinks that the necessary connexion between substances and essay, ideas is essential for the inference to substance; it is romeo coursework because, to know that we know about substances, we should be absolutely certain that we know about substance. Thus the argument can be reconstructed as follows: B1. If A knows that there are substances, then A knows that A knows that there are substances. (the KK thesis) B2. Our evidence comes from one of two sources, sense or reason. B3. Neither sense or reason provides evidence that A knows that there are substances.
B4. Therefore A does not know that A knows that there are substances. B5. Therefore A does not know that there are substances. But this is by no means the only way to understand Berkeley. The HEKK thesis serves exactly the same function as the KK thesis. Under the HEKK thesis, if we know about substance, then it should be humanly possible that epistemologists will find out that we certainly know about substance. But under human conditions epistemologists can use only sense and reason, and neither of them assure us such a certainty. Experienced Education. Thus the interpretation goes as follows: B'1. If A knows that there are substances, then someone can find out that A knows that there are substances. (the HEKK thesis)
B'2. Our only ways of inquiry are by sense or by romeo and juliet reason. B'3. Experienced Teacher Letter. Neither sense or reason provides evidence that A knows that there are substances. B'4.
Therefore no one can find out that A knows that there are substances. B'5. Therefore A does not know that there are substances. I think that in this case the and juliet, HEKK thesis provides an buy a descriptive essay, even better interpretation. For, if Berkeley has the KK thesis in mind, all he has to show is the absence of certainty about knowledge on substance. But his proof is intended to be much stronger: impossibility of and juliet gcse english coursework, certainty about the music, knowledge, by any human being. This scope of proof (whether it is valid or not) is more suitable for the HEKK thesis than for the KK thesis. 4-c. Hume's skepticism on induction. Hume's famous argument on inductive knowledge can be treated in a similar manner. Romeo And Juliet Gcse English. For Hume, the sole source of our knowledge is jaws essay music what he calls impressions.
Then how is the knowledge about causation possible? Hume argues that all we know about causation from impression is a constant conjunction of romeo and juliet english coursework, cause and effect in cover, our memory (Hume  1878, Bk. I, Pt. Romeo And Juliet. III, sect. VI). However, he feels that a constant conjunction is essay not enough for causation. Rather, he thinks that people require that the romeo gcse english coursework, relation between cause and emory university, effect be a necessary connexion (ibid.). How can we know about such a necessary connection?
One way is to assume the following principle: instances, of which we have no experience, must resemble those, of which we have had experience, and that the romeo and juliet, cause of report 4th grade, nature continues always uniformly the same (ibid. italics in original). Call this the principle of uniformity. Romeo And Juliet Gcse English Coursework. Obviously there can be no demonstrative arguments to prove the essay music, principle (ibid. italics in romeo and juliet gcse coursework, original). But this principle is not even probabilistic knowledge (in Hume's own terminology, probability; ibid.). The only possible way for our probabilistic knowledge to go beyond our impressions is to experienced education teacher cover, assume some causation (ibid., Bk. I, Pt.
III, sect. II), and the principle apparently goes beyond our impressions. But the principle to be proved is english coursework necessary to essay, establish such causation. Therefore, since the same principle cannot be both the cause and effect of another, the principle itself cannot be a probabilistic knowledge (ibid., Bk. Romeo Gcse. I, Pt. Descriptive. III, sect. VI).
Now we are not interested in the details and validity of Hume's argument, but in the overall structure of english, it. Like Berkeley's argument, this argument can be reconstructed using the KK thesis, but again like Berkeley's argument, Hume argues against buy a essay not existence but possibility of knowledge about and juliet english coursework, knowledge. One characteristic feature of Hume's argument is his explicit appeal to circularity or infinite regress in the denial of the essay, principle of uniformity. This seems favorable for the KK thesis interpretation because the KK thesis implies an romeo and juliet english, infinite regress (Kap - KaKap - KaKaKap - . ). On the other hand, my HEKK thesis does not imply such an infinite regress. But still I think that Hume's infinite regress argument can be reconstructed without the KK thesis. Let us compare following formulatons: (a) The KK thesis interpretation.
H1. If A knows that x causes y, then A knows that A knows that x causes y. (the KK thesis) H2. A knows that A knows that x causes y only essay, if A can infer that x causes y from evidence available for A. H3. To infer that x causes y, A need to know that the principle of uniformity holds. H3 replacing that x causes y with that the principle of uniformity holds) H5. Since H4 entails an infinite regress, A never has enough evidence to infer that x causes y.
H6. Therefore A does not know that A knows that x causes y. H7. Therefore A does not know that x causes y. (b) The HEKK thesis interpretation. H1.
If A knows that x causes y, then someone can find out and juliet gcse coursework that A knows that x causes y. (the HEKK thesis) H2. Someone can find out that A knows that x causes y only if it is possible to infer that x causes y from evidence available for human beings. H3. To infer that x causes y, the principle of uniformity is necessary. H4. The only (humanly possible) way to establish the jaws essay, principle of uniformity is to infer it from itself. H5.
Since H4 entails an infinite regress, no one can know that the principle of uniformity holds. H6. Therefore no one can find out that A knows that x causes y. H7. Coursework. Therefore A does not know that x causes y. In this case the two interpretations are not symmetrical, but it seems to me that both formulations interpret Hume's argument well. 5. Essay Eventful Journey. The HEKK thesis and the fate of epistemology. As my analyses in the previous sections show, the KK thesis has played almost no role in and juliet, skeptical arguments. Even if the above-mentioned philosophers did hold the KK thesis, their arguments can be easily reformulated without the thesis.
Rather, I have found that what they need is report 4th grade a weaker thesis, the HEKK thesis. What is the romeo gcse english, point of replacing the KK thesis with the book report 4th grade, HEKK thesis? Can we not dismiss the HEKK thesis as easy as the KK thesis? First of all, the romeo english coursework, HEKK thesis is jaws music immune from most difficulties raised against the KK thesis. Gcse English Coursework. The HEKK thesis does not require self-knowledge of the knower, and it does not imply that the knower believes that she is justified in believing. Therefore the HEKK thesis does not require Hintikka's strong sense of knowledge. The place of incorrigibility in the strong sense of knowledge and in the HEKK thesis are also different. Jaws Music. The strong sense of knowledge requires that the incorrigibility should be attained with the evidence available to the knower. Coursework. The HEKK thesis also requires a kind of incorrigibility, but this is an incorrigibility after all humanly possible efforts by epistemologists. This point is related to essay emory, another point, namely the HEKK thesis is romeo and juliet coursework even compatible with a kind of externalist notion of knowledge.
The externalism is a position that the justification of essay on an journey, a belief has nothing to do with evidence available to romeo and juliet english coursework, the knower herself. For example, existence of an appropriate causal relation between the essay, knower and coursework, the state of affairs expressed by p may be enough to state, say that 'a is justified in believing that p'. The HEKK thesis is compatible with this view as far as the romeo and juliet, 'appropriate causal relation' is knowable to essay journey, epistemologists. Since I agree with many philosophers that externalism is a promising approach to analysis of romeo and juliet english coursework, scientific and other kinds of knowledge, Suppe's objection to the KK thesis, i.e. the essay journey, notion of knowledge associated with the KK thesis do not help us in understanding scientific knowledge, does not apply to the HEKK thesis. But, one may object, two of gcse coursework, Suppe's points had to do with the fact that if we accept the KK thesis, we are led to skepticism/relativism. Book Report 4th Grade. This is exactly what I have proved about the HEKK thesis. Then why do we not dismiss the romeo gcse, HEKK thesis for this reason? I think that the university, answer lies in the amount of gcse english, sacrifice to get rid of jaws, skepticism. To give up the KK thesis does not cause us a lot of problems, so if by doing so we can get rid of skepticism, we are willing to give it up. But giving up the HEKK thesis has a grave consequence. The HEKK thesis is a corollary of the following thesis:
The thesis (7) states that no truth is out of our reach. I would like to call it the 'epistemological optimism' thesis. To reject the romeo english coursework, HEKK thesis leads to rejection of the 'epistemological optimism' thesis, which is a widely accepted thesis, especially by both sides of the realism - anti-realism debate (e.g. Essay Emory. Putnam 1981,134; Fine 1986, 131; Devitt 1997, 232 ). To see the result of the rejection in epistemology, let us consider a negation of the romeo, HEKK thesis:
This is equivalent to. with some easy transformations, namely, a knows p, and it is jaws music humanly necessary that, for romeo english all x, x does not know that a knows that p. Jaws Essay. It is true that we are capable of knowing something under (10), but at the same time we can never know that. This sounds too much a sacrifice to avoid skepticism. Instead of discarding the HEKK thesis, if we adopt Kantian subjectivism or its neo-Kantian successors, including Pragmatism and associated radical relativisms (Suppe forthcoming, Part II chapter 5, section 5), we can avoid skepticism to and juliet gcse coursework, some extent. In this sense, despite Suppe's claim quoted in essay, the introduction, these are still attractive alternatives. The relationships among theses I have discussed in this paper are illustrated in Figure 1. And Juliet. In this paper, first I have discussed that the KK thesis with Hintikka's strong sense of knowledge is unhelpful for buy a essay the inquiry of scientific knowledge. This seems a good reason to reject the KK thesis, so if the KK thesis is essential for skepticism, we can also reject skepticism.
However, Suppe's argument to connect skepticism and the KK thesis is coursework weak, and I have argued that the HEKK thesis, a weaker version of the jaws essay music, KK thesis, is enough for skeptical arguments. Unlike the KK thesis, to give up the HEKK thesis causes a serious epistemological problem. It seems to me to adopt one of Kantian alternatives is much more attractive than giving up the HEKK thesis. Certainly Suppe should take skepticism more seriously.References. Barense, J.G. (1966) Knowledge and true belief: Hintikka's logic of one notion, presentation at the APA Pacific Division Annual Meeting. Berkeley, G. ( 1965) Principles of Human Knowledge , reprinted in gcse, Berkeley's Philosophical Writings . ed. by essay D.M. Armstrong.
New York: Collier Macmillan. Carrier, L.S. (1974) Skepticism made certain in romeo and juliet gcse coursework, The Journal of Philosophy 71, 140-150. Chisholm, R.M. (1963) The logic of knowing in The Journal of Philosophy 60, 773-795. Descartes, R. ( 1971) Meditations on First Philosophy , translation in essay music, E. Romeo English. Anscombe and P. Geach (trans., ed.) Descartes; Philosophical Writings . Prentice Hall. Devitt, M. (1996) Realism and Truth , second edition with new afterword.
Blackwell. Fine, A. (1986) Shaky Game; Einstein, realism and the quantum theory . University of buy a descriptive, Chicago Press. Feyerabend, P. (1958) An attempt at romeo and juliet gcse english a realistic interpretation of experience in Proceedings of the Aristotelian Society 58, 143-170. Hall, M. (1976) Skepticism and buy a, knowing that one knows in Canadian Journal of Philosophy 6, 655-663. Hilpinen, R. (1970) Knowing that one knows and the classical definition of knowledge in Synthese 21, 109-132. Hintikka, J. English. (1962) Knowledge and Belief: An introduction to the logic of the two notions . Report. Ithaca: Cornell University Press.
--. (1970) 'Knowing that one knows' reviewed in Synthese 21, 141-162. Hume, D. ( 1878) A Treaties on Human Nature , a reprint edited by T.H. Green and T.H. Grose. London: Longman, Green and co. Putnam, H. Romeo English Coursework. (1981) Reason, Truth and History . Cambridge: Cambridge University Press. Suppe, F. (1973) Facts and empirical truth, in Canadian Journal of Philosophy 3, 197-212.
--. (1977) Afterword, in F. Book. Suppe (ed.) The Structure of Scientific Theories , 2nd ed. University of Illinois Press. --. (1989) The Semantic Conception of Theories and romeo and juliet gcse, Scientific Realism . Book Report 4th Grade. University of Illinois Press. --. (forthcoming) Facts, Theories, and Scientific Observation .
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As an and juliet gcse english coursework, equal opportunity employer, Verint Systems Inc. Essay? prides itself in gcse coursework, providing employees with a work environment in which all individuals are treated with respect and descriptive essay, dignity. This means we are committed to providing equal opportunity to all qualified employees and gcse coursework, applicants for employment without regard to one’s race, color, religion, national origin, age, gender, disability, alienage or citizenship status, marital status, creed, genetic predisposition or carrier status, sexual orientation, Veteran status or any other classification protected by applicable federal, state or local laws. This policy applies to all terms and conditions of employment including but not limited to hiring, placement, promotion, compensation, training, leave of absence or termination. Verint Systems, Inc. Raleigh NC. Regional Sales Manager SIS (Central) Verint Systems, Inc. Posted 2 days ago.
VIEW JOBS 10/1/2017 12:00:00 AM 2017-12-30T00:00 **Regional Sales Manager, SIS (Central)** Location **US-Remote (United States)** Job ID **11796** Apply Now **Verint Situational Intelligence Solutions Overview:** Verint Situational Intelligence Solutions (SIS) is a leading provider of Enterprise VMS and chicago application, Situational Awareness solutions for Mission Critical security networks globally. Excelling in complex Transportation, Critical Infrastructure, and Campus Enterprise environments, SIS combines robust, flexible, and highly scalable product offerings with outstanding end-to-end Professional Services and gcse english coursework, deep customer engagement to help ensure success even in the most demanding deployments. Essay On An Eventful? By bringing together traditional physical security with Cyber and IT security solutions to create Actionable Intelligence, Verint is changing the face of Security. **Overview of Job Function:** The Regional Sales Manager (RSM) located in the US will have overall responsibility for expanding the Verint SIS business presence in the region. Working both with channel partners and directly with End-Users within the region, the romeo and juliet gcse, RSM will develop and nurture relationships, grow existing accounts, and develop new opportunities to on an journey grow the sales pipeline. The Sales Manager will be assigned an individual sales quota of romeo and juliet gcse coursework bookings responsibility within an assigned region and/or end user verticals. **Principal Duties and Essential Responsibilities:** + Develop and execute an overall Territory Plan that aligns with the SIS strategy and lays the foundation for sustainable growth in the region. 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Chicago University Essay? + Provide ad hoc reports and perform assigned projects as needed. Romeo And Juliet Gcse English Coursework? **Minimum Requirements:** + College Degree or equivalent experience + Minimum of five (5) years of experience selling enterprise software solutions, complex security and/or video-based technology. Must have experience managing large, high dollar value projects and accounts + Comprehensive experience with in-direct sales through integrators, leveraging a strong network of relationships. + Extensive end-user relationships in the territory + Broad knowledge of market needs in the field of situational awareness, video-based security technologies including information technology, local and wide area networks, and software analytics. Jaws Essay? + Strong technical competency to understand and effectively communicate information about Verint products + Proven capability to successfully develop and manage relationships with senior level contacts and romeo and juliet gcse english coursework, influencers. + Creative problem solver with sound judgment and high degree of integrity + Strong selling and closing techniques with a proven history of high dollar sales success within the security space. + Excellent written and experienced education teacher cover letter, verbal communications skills at all organizational levels + Proficiency in Outlook, Excel and PowerPoint + Willingness to travel on occasion outside of english assigned region and emory, throughout the U.S. region as required + Successful completion of the romeo coursework, background check process, including but not limited to employment, education, criminal convictions, OFAC, SS Verification and credit, where available and in experienced cover, accordance with federal and local regulations **Preferred Requirements:** + IT background preferred + Prior experience in the security industry preferred + Familiarity with VERINT Products is preferred + Four year degree preferred As an equal opportunity employer, Verint Systems Inc. And Juliet Gcse English Coursework? prides itself in buy a, providing employees with a work environment in which all individuals are treated with respect and dignity. Romeo And Juliet Gcse English? This means we are committed to providing equal opportunity to all qualified employees and applicants for buy a descriptive employment without regard to one’s race, color, religion, national origin, age, gender, disability, alienage or citizenship status, marital status, creed, genetic predisposition or carrier status, sexual orientation, Veteran status or any other classification protected by applicable federal, state or local laws.
This policy applies to all terms and conditions of and juliet gcse employment including but not limited to hiring, placement, promotion, compensation, training, leave of absence or termination. Verint Systems, Inc. Eventful? Raleigh NC. Telecommunications Manager - Verint / Avaya Experience Preferred. 1. Resume Copy paste or upload your resume. 2. Cover Letter (Optional) 2. And Juliet? Cover Letter (Optional) Attached Cover Letter. 2. Cover Letter (Optional) Copy paste or upload your cover letter. Don’t have a cover letter?
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42A Human Resources Specialist Duty Descriptions. And Juliet Gcse! Senior Human Resources Sergeant Readiness NCOIC. Emory! Serves as the Senior Human Resources Sergeant Readiness NCOIC for and juliet, an Army Service Component Command (ASCC) G1. Directly responsible for supporting over 106,000 service-members across all Components in eight major subordinate and theater enabling commands dispersed across Hawaii, Alaska, Japan, Korea, JBLM and music the Pacific; actively assists in and juliet coursework, the preparation of the Strategic Readiness Update (SRU) analysis; conducts personnel distribution analysis; conducts analysis on and coordinates release of selection board results; routinely coordinates with HQDA G1 and subordinate units on readiness, personnel support, JPERSTAT, DTAS, Operational Planning Teams, IPPS-A, HR Metrics working groups. Brigade HR NCOIC/Enlisted Strength Manager/42A5O. Senior HR NCO of a Force Entry Combat Aviation Brigade (CAB) consisting of six battalions and special education teacher letter a Headquarters Company with approximately 2900 Soldiers; serves as the Brigade strength manager and advisor to the Brigade S1, the Brigade Command Group, and subordinate unit S1 personnel on all strength management issues; actively involved in the daily operations of the Brigade S1; leads and mentors a deployed HR Management Center consisting of three NCOs and four junior enlisted Soldiers in performing their HR duties in a combat theater.
NCOIC, Enlisted Strength Management/42A4P2S. Performed duties as the Enlisted Strength Management NCOIC, for the XVIII Airborne Corps G1, Strength Management Division (SMD) comprising of over 107,000 Soldiers across four divisions, eight separate brigades and a special troops battalions located on six different installations. Manages requisitions, allocations, assignments, diversions, intra-post transfers (IPT) and orders for over 40,000 Fort Bragg and tenant units Soldiers; coordinates with Human Resources Command (HRC) for Soldiers reassignments, issues, deferments and deletions; and coordinate stop-move request for all units within XVIII Airborne Corps. Assists the romeo and juliet english, Corps Command Group with processing and on an eventful distribution of senior enlisted promotions selection board results. 42A4O JRU/IMA PERSONNEL STAFF NCO. Manage and oversee the day-to-day operation of more than 150 officers and senior NCOs assigned as Drilling Individual Mobilization Augmentee (DIMA) and Army Reserve Element (ARE) members to an active duty joint combatant command; serve as the primary interface between U.S.
Pacific Command and Human Resource Command (HRC) Fort Knox; manage development and and juliet gcse implementation of programs, policies, and procedures for IMA/ARE Soldiers; process and coordinate orders for active duty training and mobilization for jaws essay, operations and emergent requirements in the HQ USPACOM AOR; supervise three Soldiers. 42A5Q Equal Opportunity Advisor. Romeo! Serves as an Equal Opportunity NCOIC for a Combined Joint Task Force deployed to Kandahar Afganistan; assists in the implementation of the EO program; receives and processes complaints; conducts staff assistance visits to subordinate Task Forces and Sustainment commands; disseminates EO policies and guidance to over 17,400 Soldier, Sailors, Airmen, and civilians; coordinates and instructs a 40 hour Equal Opportunity Leaders and a 20 hour Unit Victim Advocate Course; plans, coordinates, and implements ethnic observances to include requesting guest speakers; quarterly collects, organizes, and interprets demographic EO data in a CJTF. 42A5O Senior Personnel Sergeant. Serves as Chief of essay Staff to Political Advisor serve as assistant to the three Deputy Political Advisors and liaison with US Aide for the USN SE civil affairs office in Pristina, Kosovo, Yugoslavia; As Chief of Staff serve as liaison assistant with the Yugoslav people and US on gcse english coursework special events to include coordination with national support units within NATO Multilateral and Regional Affairs Office; Worked closely with such as the experienced education teacher, notably EU and the WEU, to include dealing with NATO Foreign Ministers on the local level.
42A3OE3 EXECUTIVE ADMINISTRATIVE ASSISTANT. Serves as the principal advisor for the Area Support Group-Kuwait (ASG-KU) Command Group on all administrative matters; directly responsible for romeo gcse english, one NCO and one civilian in essay on an, the distribution and supervision of general administrative duties and transportation require-ments for the command group; plans and organizes office operations to romeo and juliet gcse coursework include calendar maintenance, travel itineraries and reservations for the ASG-KU Commander, Deputy Commander, Command Sergeant Major, Garrison Commander and Garrison Sergeant Major; reviews and edits all correspondence prior to submission for Commander's signature; responsible for jaws, equipment valued in excess of $250K. 42A40 BN S-1 NCOIC. Serves as the Senior Human Resourses Sergeant for gcse english coursework, the 4th Brigade Support Battalion (BSB), 1/4 ID, consisting of 400 personnel; responsible for planning, directing, and managing all HR competencies; supervises and manages the processing and tracking of all Personnel Actions, Awards, NCOERs, Promotions, Suspension of essay university Favorable Actions, Leaves and Passes, and romeo gcse english Military Pay; responsible for timely Personnel Accounting and Strength Reporting; resonsible for the Accountability and experienced special education teacher letter readiness of all assigned and and juliet gcse english attached personnel, to include direct supervision of one NCO and over eleven Soldiers. 42A4O Casualty Operations NCO. Monitors and manages the Army Casualty Program, one of the Army's most sensitive programs; provides guidance and assistance to 34 Casualty Assistance Centers (CAC); coordinates, synthesizes, and confirms facts surrounding the death, injury or serious illness of Soldiers, Family members and civilians worldwide; makes quick decisions that have lasting effects on Family members; provides Soldier's medical status and updates to experienced special letter distraught Family members, and communicates with senior military officials in the event of an Army casualty. 42A40 PERSONNAL SERVICE COURSE MANAGER. Serves as the 42A School Course Manager for the 80th TTC Support Battalion, consisting training 1500 personnel; responsible for planning, directing, and managing all PS Course competencies; supervises and manages the processing and tracking of all Students at the school, Suspension of Favorable Actions, Leaves and Passes, and romeo and juliet responsible for timely Personnel Accounting and Strength Reporting; resonsible for the Accountability and descriptive readiness of all assigned and attached personnel, to include direct supervision of romeo and juliet english coursework eight Instructors/NCO's.
42A Administration Sergeant. Administration Sergeant for a worldwide deployable, thirty-seven personnel Battle Command Training Program (BCTP) team; responsible for coordination, supervision and preparation of daily status reports, all officer and enlisted evaluations, daily status and PERSTEMPO reports, awards, mail distribution, all leaves and passes, appointment orders, TDY orders, flight arrangements, unit alert and social rosters, and any additional personnel service support required of the chicago application, team. 42A4SF4QB Postal Platoon Sergeant. Served as the Platoon Sergeant for gcse english, the 2nd Platoon, 48th Human Resouces Company; responsible for the health and welfare of 20 Soldiers and their families; responsible for essay on an journey, providing postal support to the military communities of gcse english City, serving over buy a descriptive essay 25000 Soldiers, retiress, civilians and romeo english coursework their families; responsible for jaws essay, Soldier's training and and juliet coursework readiness; and the accountability and maintenance of of over $1,850,00 of MTOE and United States Postal Service equipment; manages all Soldiers technical and tactical training. 42A20 BDE Intel Admin NCO. Serve as Personal Security NCO at brigade level maintaining over 750 clearances, report issues and education cover letter resolutions to command and staff bi-weekly, Maintains the brigade's security control access roster (SCAR). Assist NCOIC with developing and executing Intel training, prepare Language and Country Culture plan of and juliet coursework instructions for more than 1,200 PRT and COIN troops in support of Operation Enduring Freedom (OEF). Responsible for over $200,000.00 worth of facilities and equipment used to administer OEF Language/Country Culture Training. Perform random urinalysis at buy a, the commander's request. In/out process personnel.
42A Theater IG SGM. Assist in english, assessing the state of essay emory university efficiency, discipline, morale, and readiness of the command; maintain liason with MACOM and subordinate brigade unit SGM to accomplish mission; resolves complaints and requests for assistance from Soldiers, Family members, civilians, and romeo and juliet gcse coursework retirees for a community of 12,000 personnel; assist in conducting inquiries and investigations into alleged improprieties; conducts inspections; provides career development and professional guidance to three NCOs and application a soldier; responsible for an fiscal budget of $25,000. 42A Duty Description. Responsible for personnel and administrative support to over 20 Soldiers; processes, reviews, and coordinates all actions pertaining to actions, and military awards; screens and updates promotion packets for Semi-centralized Promotion Boards; establishes and maintains unit Alert Rosters; coordinates and romeo and juliet gcse english schedules APFT, weapon qualifications and experienced special cover letter required training for Soldiers in the Postal Platoon. 42A Duty Description.
Reviews soldier in-processing, out-processing, birth month audits, maintains military personnel files, medical and dental records; types all correspondence in english, draft and final form; prepares and process evaluations, all personnel requests for promotions, OCS, awards and report decorations; posts changes to Army regulations and other publications.
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Free International Relations and Politics essays. It has been over a decade since the inauguration of Asia-Europe Meeting (ASEM) in Bangkok, 1996. And Juliet! ASEM was created originally under Singapore's Prime Minister Goh Chok Tong's suggestion of jaws essay music developing a framework to strengthen the and juliet coursework, interregional relations between Asia and Europe. The strategic reason behind the raison d'être of report 4th grade ASEM lies in its bridging of the gap between two of the world's three most important and romeo and juliet gcse english, dynamic regions. In over a decade of time, the special education letter, ASEM has provided Asia and romeo and juliet gcse english coursework, Europe a framework to cover wide-ranging of interregional and multilateral issues as two equal regions. It is an important implication that interregionalism has on these two regions, especially for Asia, because in face of the well established entity of EU, Asian states first time in the modern era engage in framing a sort of regional coordination to response collectively to their European counterpart. As a case of interregionalism, the potential impact of the essay eventful journey, interaction of the romeo and juliet english coursework, two regions is not only within the interregional level, but also at global multilateral level. Therefore, this essay will utilize Dr. Christopher M. Dent's (2004) typology of essay emory university ‘multilateral utility' to assess whether ASEM can be considered as a successful case of interregionalism. This essay will first try to define what is interregionalism and what makes a successful case of and juliet gcse english interregionalism. Buy A Essay! Then, the essay will provide an overview of ASEM process in romeo gcse coursework, the past years.
Dent's theory of ‘multilateral utility' will be applied to essay analyse ASEM, and explain why the ASEM process still cannot be seen as a successful case of interregionalism. Finally, in romeo and juliet coursework, the conclusion some suggestions will be provided for ASEM future process in order to form a more successful case of interregionalism. 2. Theoretical Perspectives of Interregionalism. The prototype of interregionalism was European Community's group-to-group dialogue which evolved since 1970s and expanded to also most all the regions in the world. Largely due to EC's presence as the single most advance regional organization in the world, the interregional network emerged as a ‘hub-and-spokes' system gravitating around the EC during the Cold War period (Hänggi,2000). Since the end of Cold War, profound changes have taken place in international relations. Although the EU was still the major actor in the interregional networks, other regional organizations which had proliferated and developed in the past decades, such as ASEAN and Mercosur, began to expand interregional network beyond EU's external relations. Report! At the same time, new form of interregional agreements or frameworks which features a multi-layered interregional relation such as APEC and ASEM also came into being. From the romeo and juliet english coursework, existing interregional agreements or frameworks, three types of interregionalism can be distinguished.
The first type refers to relations between regional groupings , such as EU-ASEAN, EU-Mercosur; the second type refers to essay biregional and trans-regional agreements, such as APEC, ASEM; the and juliet gcse, third type refers to the hydrides such as relations between regional groupings and single powers, such as EU-US (Hänggi, 2000, Doidge, 2007, Söderbaum Langenhove, 2005). Within the multi-layered structure of interregional relations mentioned above, different schools of thought have offered various theoretical explanations for on an eventful the functions of interregionalism. Romeo And Juliet English Coursework! The realist approaches have focused on the balancing function of interregional dialogues among different regional actors, while the institutionalist approaches highlights the functions of rationalizing and agenda setting of interregional dialogues, especially they emphasize the buy a descriptive essay, contribution of institution-building function to facilitating communication and cooperation at the emerging multilateral level to romeo english the global governance. Finally, the social constructivist approaches stress to the identity-building function as interregional dialogues has also promoted intra-regional communication and cooperation through interregional interaction, a process referred by chicago, Hänggi as ‘regionalism through interregionalism' (Hänggi, 2000, Hwee, 2008, Doidge, 2007, Gilson,2002). Therefore, these functions of interregionalism have implied that the cognition of interregional relation cannot be simply attributed to a single theoretical perspective, rather, it's a complex mix of policies and romeo gcse coursework, processes that derived from different theoretical approaches. 4th Grade! In this respective, this essay utilizes Hwee's (2008) typology of interregionalism, which not only and juliet gcse coursework identify interregionalism as' the interaction between two regional entities, moreover, it encompass how interregionalism interact with and impact on the dynamic process of regionalism, shaping the consciousness and contour of the regions, and influencing the on an journey, institutional development of an emerging world order'.
In this case, a successful case of interregionalism should refer to processes or frameworks which makes proactive contributions to foster stability, peace, prosperity and equality in the global system in romeo and juliet gcse, partnership with multilateral institutions, in a term which Dent (2004) defines as ‘multilateral utility' . In the following sections, the term of ‘multilateral utility' will be utilized to assess the ASEM process, to see whether this process has proactively contributed anything fundamentally new to the interregional cooperation or development of multilateral institutions, or it only passively concerns about consistency and compatibility with the existing multilateral orders as ‘multilateral deference' do (Dent, 2004). 3. A Overview ofAsia-Europe Meeting. Inaugurated in 1996 with a summit in Bangkok, ASEM brought together 10 Asian member states of ASEAN + 3 (APT) and 15 EU member states plus the European Commission, endeavouring to strengthen the relationship between the buy a descriptive essay, two regions with a spirit of mutual respect and equal partnership. ASEM has experienced two enlargements in romeo coursework, the new millennium, in 2004 and 2007 respective, increasing the grouping into journey a total of 45 partners. ASEM was conceived as an informal process of dialogue and cooperation between the two regions. Within this process, the main components have so far been loosely organized into ‘three pillars': political dialogue, economics and finance, social and culture. The highest level of decision making in the process of ASEM is the biennial summits which has been held in Asia and Europe alternatively since ASEM 1. Up to now, ASEM summits have been held in Bangkok, London, Seoul, Copenhagen, Hanoi, Helsinki and Beijing.
The 8th ASEM Summit will be held this October in Brussels. Gcse English! Besides the attendance of leaders of the participating states, the summits also include other non-state stakeholders into book 4th grade its process. Apart from the Summit meetings, there are a series of foreign, economic, financial, environmental Ministerial and working-level meetings being held to cover various issues, as well as a variety of romeo gcse english coursework other activities running alongside the summits and meetings, such as Asia-Europe Business Forum (AEBF), Trade Facilitation Action Plan (TFAP), Investment Promotion Action Plan (IPAP), ASEM Trust Fund and ASEM Child Welfare. The Asia-Europe Foundation (ASEF) is the only formal institution under ASEM framework which aims at promoting cultural, intellectual and people-to-people exchanges between the two regions. The strategic rationale behind the descriptive essay, establishment of ASEM was the concept of completing the triangle of the formalized relationship and creating strong links between the three triadic regions (i.e. North America, Europe and Asia). The long established transatlantic relation was further tightened under the new framework of the New Transatlantic Agenda (NTA) while the transpacific ties continued to prosper because of the more proactive role the US played in romeo english coursework, APEC and other bilateral relationship between US and its Asian partners. State! By contrast, the linkage between Asia and Europe was the weakest part in the triad. Therefore the romeo and juliet, need for establishing an interregional framework to build and strengthen the linkage between the two regions arose.
The rapid growth of Asian economy in the past decades and the “East Asian Miracle” model of development makes the EU to aware of the essay eventful, importance of engage into romeo and juliet Asia's dynamic growth. In the European Commission policy documentToward a New Asian Strategy in 1994, it emphasized the importance of strengthen the political and economical cooperation with Asia. On the book 4th grade, other hand, US has fostered much closer ties with East Asian region. APEC provided a resolute basis for transpacific links to prosper and romeo gcse coursework, intend to phase the Pacific Free Trade Area (PAFTA) amongst its members. This caused Europe's panic of losing benefits associated with its postcolonial links and being marginalized in the transpacific-dominated world economy especially after EU had been rejected observer status in APEC. Hence Europe was motivated to experienced special education cover letter promoting ASEM in order to rectify such structural and gcse english coursework, relational power imbalances within the triad. Within Asian participants, the motivations to promote ASEM varied but are de facto critical to experienced special letter the region. Romeo Gcse English Coursework! First, for Japan and China, the active engagement of EU in Asia can help to counterbalance the power of essay university US involvement in the region, while the ASEAN countries want to romeo and juliet gcse coursework reduce the leverage that may bring by the potential rivalry between China and Japan and balance the power of essay on an eventful US, Japan and China in general. Second, ASEM has presented Asian countries opportunities to diversify their economic and foreign policies, especially for countries which have perceived their overdependence up on US and Japan in terms of market, capital and technology. Third, ASEM offered an additional portal for Asian states and companies to engage in the commercial opportunities that EU's regional integration presented, especially after the creation of romeo and juliet single Europe Market. Although the objective of this interregional framework is to achieve the overall development of economic, political and social relations between the two regions, economic interest still remain the major driving force of parties to participate in the dialogues.
Within the state essay, ASEM process, various subjects are covered by and juliet gcse, the meetings and activities, such as trade, science and technology, environmental problems, anti-terrorism, illegal migration and trafficking of drugs. After years of essay emory university dialogues and cooperation, although difficult to quantify the real achievements and impact of ASEM, some general approaches can still be identified. More tangible results lay under the economic pillar for gcse english the concrete action and special education teacher letter, progress made by the TFAP and IPAP. Interregional trade and investment has considerably increased since the gcse, inauguration of ASEM. Book Report! In political pillar, ASEM creates an informal platform for romeo and juliet gcse english coursework regular interregional dialogues on human rights, the university essay, emerging security issues of terrorism and proliferation of weapons of mass-destruction, migration and environmental problems. The relative success of the third pillar of romeo gcse english coursework ASEM is presented by the various educational, cultural and people-to-people exchange projects carried out by ASEF. In a more broad term, ASEM served as synergy for experienced education teacher cover the Asia-Europe relation. ASEM is not an alternate or affiliate to the other bilateral or multilateral forums between Asia and Europe, it works as catalyst to increase the mutual understanding between Asia and Europe thereby to improve the overall relation between the two region.
The non-binding character of ASEM process and the principle of ‘equal partnership' made the Asian members easier to accept European-style of integration as reference for its future effort. In this process, Asian members felt of the need to first form an ‘Asian identity' or coordinate as a region to prepare for the ASEM meetings when in face of such advanced regional entity as EU which is highly integrated economically and politically. ASEM also helped the Asian states to build a more coordinate and collective intraregional relation and get first-hand examination of practice of regional integration from EU. Romeo Gcse English Coursework! On the other hand, the EU also used ASEM as a tool to forester a common foreign policy and security policy and enhance its European identity. In this case, ASEM served as the identity-building function of interregionalism. As ASEM continue to work as a ‘multi-faceted dialogue facilitator' and play the role of ‘a platform for policy development' (Chairman Statement of the music, 6th Asia-Europe Meeting, 2006) , ASEM has allowed its participants to exchange views on current policies and conceive new ideas for future policy-making through open and and juliet english, inclusive dialogue. It also provided a dialogue framework to pre-discuss international matters such as United Nations reforms, WTO negotiations and regional security before full negotiations conducted at report, a multilateral level potentially reduced the risk that the agenda of those multilateral institutions and and juliet gcse english coursework, the decisions they made were dominated or over-influenced by the US. In this respect, ASEM in deed tried to make contributions to the multilateralism and multiregionalism of the global governance which demonstrate its purpose of ‘developing the multilateral utility potential and function' (Dent, 2004). However, the existing problems within ASEM process revealed that the current process of buy a descriptive essay ASEM served more like multilateral deference rather than multilateral utility. One of the existing problems in ASEM is the imbalance of development of three pillars.
The economic pillar is the coursework, most developed and substantive among the three pillars. Maybe it is largely because economic benefits form the most significant and common interest that drive the interaction between the two regions. EU is eager to on an be engaged into the dynamic economic development of and juliet gcse english East Asia and its inherent cheap factor cost-base, rapid upgrading industrial ability and emory university, vast market. On the and juliet gcse english, other hand, Asian countries also want to share the enormous opportunities that presented by EU's regional integration. But even if concerning of the economic interaction, most of the trade and book report 4th grade, investment promotion program are still operating within the romeo and juliet, existing bilateral framework between EU and Asian countries, no significant progress has been achieved to raise the importance of Asian to EU and vice versa for the total trade.
Despite of economic exchanges, much less attention was paid to other aspects, and expecting to reach common position and agreements among these divergent participants on issues as human rights, governance of civil society and regional security is also far more difficult. Besides, the effect of ASEM process to special teacher cover serve as the ‘identity building' function of interregionalism is on the wane accompanied by the enlargement of ASEM. Since the embryonic of the ASEM process, it has been complimented for its coordination of the interregional relation between two ‘regions' for Europe presented by EU and East Asia in romeo and juliet gcse coursework, form of special education teacher APT framework. As ASEM develop to co-opt more members into its partnership and the recent enlargement to include India, Pakistan and Mongolia on the Asian side, the divergence within Asian partners was further increased and the regional integration process was further diluted. And Juliet English! In view of the aforementioned facts, the potential of developing ASEM into a more efficient and effective interregional framework remained in doubt. Another problem is the ‘intrinsic' problem of ASEM that mentioned by Dent (97-98) which refers to the difficulties of attempting to establish a common interregional agenda for descriptive essay all member states to and juliet gcse comply. Asia and Europe are quite disparate in their political structure, cultural background, and economic development status.
Different partners in both regions have different priorities in participating in this process. On Asia side, an agenda has been largely determined by the policy goals of dominant states in eventful journey, the region, such as Japan and China, may be to the harms of other weaker countries. So these countries would prefer to rely on bilateral channels to enhance their economic relations with the EU and cherish the flexibility this kind of mechanism affords. On Europe side, individual EU members also have distinct national-level objects and this will exert adverse effects on internal bargaining within the EU's supranational institutions and subsequently adopted policy positions. Reaching common positions or agreements among intraregional partners are tough tasks, let alone achieving interregional consensus between such two distinct regions. And Juliet Gcse! Therefore, most of the subjects discussed with ASEM framework are normally broad or only the expanding negotiations of some sort of consensus-based frameworks.
Since ASEM is an informal process of dialogue and co-operation, no binding agreements have been enacted in this process and even no secretariat, the contribution of ASEM to certain issues is hard to evaluate. The implementation of policies and essay emory university, agreements made by ASEM are totally depending on individual partners. Also there's no formal institution to and juliet coursework guarantee the enforcement of buy a descriptive essay such policies and agreements. Besides, because of the loose networking of ASEM and and juliet gcse english coursework, lacking of concrete goal as most of formal institutions do, the decision making process within the ASEM is essay quite slow and cumbersome. The pre-discussion of romeo and juliet english coursework agenda before the multilateral negotiation being conducted at multilateral institutions is more like exchange of education letter information and viewpoints, rather than decision making process that will make concrete contribution to the final outcome of the multilateral institutions. In that respect, ASEM was insofar viewed as ‘a new channel through which bargaining takes place and leverage can be exerted'. (Smith, 1998) Therefore, expecting ASEM to actually contribute something new or significant to the interregional relations or to the world multilateral governance seems unlikely to happen in a short term. Based on aforementioned points, we can see that ASEM as an interregional framework currently mainly served passively as multilateral deference to reinforce the existing multilateral order, but not proactively as multilateral utility to further develop and help to shape the multilateral-global governance. In such term, ASEM still cannot be defined as a successful case of interregionalism. However, there're still many things for ASEM partners to do in the future to fulfill its potential of and juliet english achieving multilateral utility. First, pragmatic and specific objects for ASEM's future development should be set while random subjects for descriptive essay discuss and ad hoc programs should be avoided.
Second, some sort of institutionalization is need (e.g. the establishment of an ASEM Secretariat) to romeo english deal with the complexity growing with the enlargement of ASEM process. By coordinating and establishing network with other ASEM- linked institutions as ASEF and AEBF, substantive examine can be carried out to essay music assess the implementation of policies and projects. Finally, the ASEM process was supposed to give more focus on serious discussions and negotiations of agenda items especially in the pre-discussion of forthcoming multilateral negotiation. The participants should take more proactive action to achieve explicit result which would be potentially value-added to the multilateral order. In a word, to continue the role of gcse coursework strengthening interregional relation between Europe and Asia and seek to achieve the goal of university multilateral utility, improving the internal effectiveness and efficiency, and cooperate in a more proactive and coursework, pragmatic way is essential for future ASEM process. If this essay isn't quite what you're looking for, why not order your own custom International Relations and Politics essay, dissertation or piece of coursework that answers your exact question?
There are UK writers just like me on hand, waiting to experienced special teacher cover letter help you. Each of us is qualified to a high level in our area of expertise, and we can write you a fully researched, fully referenced complete original answer to your essay question. Just complete our simple order form and and juliet coursework, you could have your customised International Relations and on an eventful journey, Politics work in your email box, in as little as 3 hours. This International Relations and Politics essay was submitted to us by a student in order to help you with your studies. This page has approximately words. If you use part of this page in your own work, you need to coursework provide a citation, as follows: Essay UK, Asem and interregionalism . Available from: http://www.essay.uk.com/free-essays/international-relations-politics/asem-and-interregionalism.php [05-10-17].
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