Experiential Methods for Acquiring Self-Knowledge
Do people ever know enough about themselves to determine the direction of their career journey? Various strategies have been developed to provide guidance toward this end; however, as the realities of work change due to such factors as global competition and new technologies, it is necessary to develop new awareness of self in relation to work. This Digest examines various processes by which learners of all ages, elementary to adult, can expand their self-knowledge--their interests and the importance of those interests to their personal satisfaction, their strength and weaknesses in relation to their interests, and the ways in which their interests and abilities are applicable in the changing social, economic, and work environments.
Self-knowledge is the first of three integral competency areas in the National Career Development Guidelines (National Occupational Information Coordinating Committee 1989). The guidelines address the progressive acquisition throughout life of (1) knowledge of the influence of a positive self-concept; (2) skills to interact positively with others; and (3) understanding of the impact of growth and development. Studies conducted by Anderson (1995) and DaGiau (1995) among others demonstrate the influence that increased understanding of one's self-concept and its effect on roles and relationships has upon career maturity. According to Anderson (1995), "self-knowledge is a domain with many pathways" (p. 280). Historical self-knowledge--understanding of past experiences and influences that led to one's current level of development--is a key to shaping the future.
Ask any first-time job seeker the main reason employers rejected them and they will ...
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Iran is the only country in the world to have completely and truly succeeded in creating an islamic state using political Islam. The modern western tendency to separate church and state is frowned upon there, Islam is believed to be an integral part of politics, a way of life. This is evident through the 1979 Iranian revolution and institution of the Ayatollah Khomeini.
Some of the disadvantages are health risks by eating foods high in protein which will often make these high in fat, too much fat increases LDL cholesterol. The Atkins diet limits fiber which is essential for digestion. The Atkins Diet Also limits fruit and vegetable intake that deprives people of antioxidants that help prevent cardiovascular disease and cancer. Another disadvantage is counting carbohydrates by making sure that you stay within your daily range. The possibility of regaining the weight back is a big disadvantage to The Atkins Diet. According to Atkins exposed the chair of Harvard’s nutrition department went on records before a U.S Senate committee in 1973 and stated “The Atkins Diet is nonsense, any book that recommends unlimited amounts of meat, butter, and eggs, as this one does, in my opinion, is dangerous. The author who makes the suggestion is guilty of malpractice.” According to the ADA “The ADA has been warning Americans about the potential hazards of the Atkins diet for almost 30 years.” According to Atkins exposed “the National Academy of Sciences agrees with opposing the Atkins diet along with the AMA, ADA, American Cancer Society, American Heart Association, Cleveland Clinic, Johns Hopkins, and the American Kidney Fund.” From my research, The Atkins Diet is harmful to all people that practice this diet for long periods of time, regardless of age, or medical
During the course of the centuries, Christianity has both flourished and declined in the Persian region. The flourishing, initiated by the first leaders of the Christian Church, has dissolved over time and has become oppressed by other beliefs and faiths, specifically Islam. Blood, sweat, and tears of many persecuted Christians saturate the arid lands, which Islamists primarily inhabit. Many of those Islamists live in direct antipathy to the Christian minority. The current Supreme Leader of Iran, Ayatollah Seyyed Ali Khamenei, once said that “their (Christians) goal is to weaken the (Islamic) religion within the society” (“The Cost of Faith” 15). Many Iranians also feel this way, and have certainly not accepted the existence of a Christian minority within their country gently. From the Islamic conquest in the 7th century, to the Islamic Revolution in 1979, Iranians have not let up on their subjugation of Christians. Indeed Christianity has witnessed various forms of deterrents to their religion, from the modern day imprisonments and executions to the ancient ways of leaders such as Shapur II, who would have them burned or fed to animals (Price 1). The government of Iran has acted severely towards Christians, subjecting them to harsh consequences for not turning from their religion, such as prolonged imprisonment and even ex-judicial killings. Despite all of this, many Christians living under these harsh conditions persevere and Christianity still receives new followers. Christianity in Iran has suffered and continues to suffer at the hands of a militant Islamic regime, and although this is nothing new, it receives little publicity in the West, something...
Even though people are still discriminated against, it has slowly shown progress. In modern time, religious persecutions do not happen as often as they did right after the constitution was drafted. Minorities today still have to obey by the strict law presented, but can see a little more light through the window.
Iran’s political landscape is complex to say the least, and despite popular American belief it is not fair to classify Iran and the government as a totalitarian regime (Kesselman, Krieger and Joseph 615). A traditional definition of a totalitarian regime is a government in which the leaders, generally a small group of elites, exercise control of public and private life (Kesselman, Krieger and Joseph ch. 1). While it is true that Iran has an assembly of religious clerics whom play a role in determining how the country is run, in recent years the control over public and private life have slipped. Furthermore, the people are responsible for electing the president and legislative branch, Islamic Majles. Iran also maintains a constitution that is a mix of democracy and th...
“Occupation Profile.” Careeronstop Pathways to Career Success. U.S. Department of Labor, Employment and Training administration, n.d. Web. 5 Feb. 2014.
In conclusion, Skeptics hold a firm belief that morality plays little to no role of foreign policy, especially when it comes in conflict with the states self interest. Due to the anarchic system of international politics, there is no enforcing any state to comply to international law or morality. However other theories help highlight key phenomena that may lead to an international morality not founded on self interest. Morality of States core belief of state sovereignty and non-interference has definitely come to play (borders had hardly grown since the creation of the Westfalian state). And cosmopolitans have demonstrated an ideal path for human rights and peace where we can see possibilities already like the formation of the United Nations and the spread of democracy.
The first step of career management process is self-assessment. Self-assessment is refers to the employees using some information that help them to decide which career they really interested to pursue, ability, skills, and behavioural tendencies. According to Allen (2005), self-assessment is a process to identify skills, abilities, knowledge of the employees. During this step, the employees need to do some tests such as the Strong-Campbell Interest Inventory and the Self-Directed Search. The tests help the employees to identify the value of work that they place on their work and also leisure activities. Self-assessment is also involved with some exercises which able the employees to identify their career future plan, where are they for now and also how their career match with the current situation and resource that available (Noe, 2010). After done with the exercises, career counsellors usually used to assist the employee in their self-assessment process and also provide explanation about their result of psychology tests. Then the employees assess their current skills and abilities and also capabilities they are lacking with some informa...
...ries and the 1979 revolution. The author presents Iran through the leadership of mullahs and shah tradition. The book has rich information covering the history of Iran. Mottahedeh managed to develop an impressive book that satisfies the curiosity of a reader wanting to understand the history, culture and political atmosphere of Iran through the eighteenth, nineteenth and twentieth century. Roy Parviz Mottahedeh and Ali Hashemi represent two views of Islamic learning and Iranian history and culture. While Ali Hashemi represents a religious view of Islamic learning and history of Iran, Parviz represents a secular view of Islamic learning and ambiguity of culture in Iran. The two views help to bring out the ways in which Islamic religion and culture influenced political atmosphere, in Iran especially at a time when politics in Iran was shaped by religion.
“Career One Stop Pathways to Career Success.” NC Employment Security Commission. 2 Sep. 2009. Web. 18 Feb. 2010.
The intention of the essay is to show reflective self-analysis, which will be described from strengths and weaknesses, personality, skills, learning styles, emotional intelligence and psychometric profile in order to develop myself to have sense of employability for my career in the future. Once Trought (2012) says that employability skills can help establishing success. Therefore, it is very crucial to review oneself as a first step.
Lowman, Rodney L. (1991). The Clinical Practice of Career Assessment: Interest, Abilities, and Personalities (1st ed.). Washington: American Psychological Association.
Social cognitive career theory (SCCT) emphasizes cognitive-person variables that enable people to influence their own career development, as well as extra-person, contextual variables, which enhance or constrain personal agency (Lent, Brown, & Hackett, 1994). SCCT attempts to understand the processes through which people form interests, make choices, and achieve varying levels of success in educational and occupational pursuits (Lent, Brown, & Hackett, 2000). Cognitive-person variables include qualities such as self-efficacy and personal goals that enable people to exercise personal control or agency in their own career development; while environmental variables consider a person’s physical attributes, features of their environment, and particular learning experiences which have influence on career-related interests and choice behaviors. Environmental variables can be further divided into two basic categories according to their relative proximity to the career choice-making process. Distal factors are those which have had an impact on the learning experiences through which expectations have developed, for instance the type of career role models to which one is exposed and the support or encouragement one receives for engaging in
Ethical traditions are varying perspectives from which historical and current events are viewed and analyzed with a focus on interactions between actors. According to Terry Nardin, ethical traditions have three basic attributes as well as a relation between ethical tradition and ethical judgment. With these characteristics in mind, the potential for change within a tradition will be addressed. Finally, this paper will look at how the Realist tradition has fared in the international system.
Through assessment students and teachers are able to determine the level of mastery a student has achieved with standards taught. Both formative and summative assessment should be purposeful and targeted to gain the most accurate data to drive further instruction (Ainsworth, 2010). While this syllabus does a good job of identifying the need for both formal and informal assessments, the way in which this is communicated does not provide enough detail for understanding. Simply listing assessment types does not give any insight into how these assessments fit in the learning process of this course. While some of the assessments mentioned could be common assessments chosen by the school or district to gain insight into the effectiveness of instruction, the inclusion of authentic assessments is most beneficial to students and demonstrates learning in a context closer to that of a work environment (Rovai, 2004). Unfortunately, this particular course, according to this syllabus, relies heavily on quizzes and traditional tests and essays to form the bulk of assessment opportunities. While other activities, such as formative assessments, journaling and discussions are mentioned as possible avenues for scoring, they are given a very low percentage of the overall grade. This shows that they are not valued for their ability to show progression and mastery. If this is indeed the case, this puts the students as a