Battle Royal By Ellison Essays (941 words) - Social Philosophy

Battle Royal By Ellison After I read the story "Battle Royal" by Ralph Ellison, I could not restrain my thoughts about issues of morality and what it has to do with reality, from clashing in to one another in my mind. As these two completely different ideas were pushing me to the brink of madness, my mind began to click. At this point I came to the realization that a person's reality, that is that person's mental reflection of the society and/or time in which he or she lives, is consistent with that person's morality or standards of right and wrong. I realize that my concept of a person's reality being consistent with morality is quite confusing. I also accept the fact that there are always exceptions to rules. The story "Battle Royal" is the key in understanding and seeing the relationship between morality and reality. The characters in this story, namely the grandfather and his grandson, reveal to us their individuality, principles, morals, and ethics. Doing so they unfold a map that reveals their mental reality. Because their principals, morals and ethics reveal to us their mental reality, then their mental reality discloses the reality of the society in which they live. "Battle Royal" is a story about a black boy that is psychologically wakened when he overhears what his grandfather says on his deathbed to his father. Our hero's journey toward the light (truth) is started a long time ago. However in the beginning he is unable to get on the right course, due to the wrong advice he is given by different people; he says it as "All my life I had been looking for something, and everywhere that I turned someone tried to tell me what it was. I accepted their answers too, though they were often in contradiction" (223). Because each time that he accepts their advice he is little by little pushed off the right track. It is not until he realizes that he is searching for himself, and instead of asking others questions, he needs to ask the questions to himself. Once he discovers whom to turn to, he begins a long and difficult journey in which he realizes that he is a unique person. He puts it as, "I am nobody but myself" (223). This means that he is unique and he is who he is, black. However before he comes to this enlightenment he discovers that he is an "invisible man" (223). He marks himself invisible because in the society in which a person is unheard and unseen by others he is invisible. At that point our young friend's problem is clear. He is a black boy in a White men's world, in which he is not seen or heard. Yet he still does not know what to do about it until he hears his grandfather's words to his father: Son, after I'm gone I want you to keep up a good fight. I never told you, but your life is a war and I have been a traitor all my born days, a spy in the enemy's country ever since I give up my gun back in the Reconstruction. Live with your head in the lion's mouth. I want you to overcome'em with yeses, undermine'em with grins, agree'em to death and destruction, let'em swoller you till they vomit or bust wide open. Learn it to the younguns. (223) These last words that his grandfather speaks are the chain-breakers that set the young boy's mind free. These are the words that guide him on the right path to the realization of who he is, and how he needs to start thinking and acting. However, this path that his grandfather sets him on, is one that presents many mind-tormenting problems. This boy and all like him live in a white dominated society, and the white men in the society can be seen as the puppeteers. In his society the black people are chained down in a reality in which the white dominating society imposes certain morals or principles by which the black community needs to act. However unlike the people around him, he is able to break the chains that imprison his mind and see how things really work. He first gets a true sense in what kind of society he lives when he is invited to give his graduation speech at the battle royal. A battle royal is a sort of a barbarous boxing match in which black boys with blindfolds are forced to fight each

A Detailed Break Down of a Teachers Job Description

A Detailed Break Down of a Teachers Job Description Teachers do much more than just teach. Their job descriptions are lengthy, much more than people realize. Most teachers work well after the final bell has ended. They take their work home with them. They spend several hours over the weekend working. Teaching is a difficult and misunderstood profession and requires a dedicated, patient, and willing person to keep up with all of the jobs demands. This article provides an in-depth look at a teacher’s job description.   A Teacher Must... A teacher must†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. have a comprehensive understanding of the content that they teach. They must continuously study and review new research within their content area. They must be able to break apart the foundations of new information and put into terms that their students can understand.A teacher must†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. develop weekly lesson plans that link their objectives with their required state standards. These plans must be engaging, dynamic, and interactive. These weekly plans must align strategically with their year-long lesson plans.A teacher must†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. always prepare a backup plan.  Even the most well-thought-out plans can fall apart. A teacher must be able to adapt and change on the fly according to their students’ needs.A teacher must†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. organize their classroom in such a way that it is student friendly and conducive to maximizing learning opportunities.A teacher must†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. decide whether or not a seating chart is appropriate. They must also decide when a change to that seating chart is necessary. A teacher must†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. decide on a behavior management plan for their classroom. They must adopt classroom rules, procedures, and expectation. They must practice their rules, procedures, and expectations on a daily basis. They must hold students accountable for their actions by determining an appropriate consequence when students fail to meet or follow those classroom rules, procedures, or expectations.A teacher must†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. attend and participate in all required district professional development.  They must learn the content being presented and figure out how to apply it to their classroom situation.A teacher must†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. attend and participate in optional professional development for areas that they recognize an individual weakness or an opportunity to learn something new. They do this because they want to grow and improve.A teacher must†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. spend time observing other teachers. They must have in-depth conversations with other educators. They must exchange ideas, ask for guidance, and be willing to listen to constructive criticism and advice. A teacher must†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. use the feedback from their evaluations as a driving force towards growth and improvement concentrating on areas that are scored lower.  They should ask the principal or evaluator for strategies or suggestions on how to improve those specific areas.A teacher must†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. grade and record every student’s papers in a timely manner. They must give their students timely feedback with suggestions for improvement. They must determine whether or not students have mastered a topic or are in need of re-teaching or remediation.A teacher must†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. develop and construct assessments and quizzes that align with classroom content and help determine if the lesson objectives are being met.A teacher must†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. break down data from assessments to self-assess whether or not how they are introducing the new content is successful or if changes need to be made.A teacher must†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. plan with other gr ade level and/or content level teachers determining common themes, objectives, and activities.A teacher must†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. keep the parents of their students informed of their progress on a regular basis. They must often communicate by routinely making phone calls, sending emails, having face-to-face conversations, and sending written notifications. A teacher must†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. find a way to engage parents in the learning process. They must keep parents actively involved with their child’s education by developing strategic cooperative learning opportunities.A teacher must†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. oversee classroom fundraising opportunities. They must follow all district procedures while tallying orders, submitting orders, counting money, turning in money, and sorting and distributing orders.A teacher must†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. serve as a sponsor for a class or club activity. As a sponsor, they must organize and oversee all of the activities. They must also attend all of the related activities and meetings.A teacher must†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. keep up with and study new instructional pedagogy. They must determine what is appropriate to utilize within their classroom and find a way to implement what they have learned in their daily lessons.A teacher must†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. keep up with the newest technological trends . They must become tech savvy to stay up with the digital generation. They must assess what technology would be advantageous to use in their classroom. A teacher must†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. organize and schedule all field trips in advance. They must follow all district protocol and get information out to parents in a timely manner.  They must create student activities that enhance the field trip and cement learning.A teacher must†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. develop emergency lesson plans and substitute plans for days that they have to miss work.A teacher must†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. attend extra-curricular activities. This demonstrates school pride and support for the students who participate in these events.A teacher must†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. sit on various committees to review and oversee critical aspects of the school such as budget, hiring new teachers, school safety, student health, and curriculum.A teacher must†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. monitor students while they are working independently. They must walk around the room, checking student progress, and assisting students who may not completely understand the assignment.A teacher mustâ⠂¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. develop whole group lessons that keep every student engaged. These lessons must consist of entertaining and content-based activities that help students learn key concepts, making connections to prior learning, and building towards topics that will be introduced in the future. A teacher must†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. gather, prepare, and distribute all the materials needed to complete a lesson prior to when class begins. It is often beneficial for the teacher to go through a practice run of the activity before doing it with the students.A teacher must†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. model newly introduced content or concepts to their students walking students through the proper steps to solve the problem prior to giving the students the opportunity to do it themselves.A teacher must†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. develop ways to differentiate instruction to challenge all students without frustrating them while still ensuring that every student meets their learning objective.A teacher must†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. develop guided practice activities for each lesson where the entire class is able to work out or solve problems together. This allows the teacher to check for understanding, clear up misconceptions, and determine if further instruction is needed before turning them loose o n independent practice.A teacher must†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. formulate sets of questions that require both higher level and lower level responses. Furthermore, they must ensure that they give every student the opportunity to participate in the discussion. Finally, they must give those students an appropriate wait time and rephrase questions when necessary. A teacher must†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. cover and monitor a wide variety of duties including breakfast, lunch, and recesses.A teacher must†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. return parent phone calls and hold parent conferences whenever a parent requests a meeting. These phone calls and meetings must be held during their planning period or before/after school.A teacher must†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. monitor the health and safety of all their students. They must look for signs of abuse or neglect. They must report it anytime that they believe a student is in any potential danger.A teacher must†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. develop and cultivate relationships with their students. They must build a trusting rapport with each student and one built on a foundation of mutual respect.A teacher must†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. must pause from lessons to take advantage of teachable moments. They must use these moments to teach their students valuable life lessons that can carry on with them throughout their life.A teacher mus t†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. must have empathy for every student. They must be willing to put themselves in their students’ shoes and realize that life is a struggle for many of them. They must care enough to show their students that getting an education can be a game changer for them. A teacher must†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. evaluate students and complete referrals for many individual needs and services including special education, speech-language, occupational therapy, or counseling.A teacher must†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. create a system for organization within their classroom. They must file, clean, straighten, and rearrange when necessary.A teacher must†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. utilize the Internet and social media to search for activities, lessons, and teaching resources that they can utilize within or supplement a lesson.A teacher must†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. make enough copies for their students. They must fix the copy machine when there is a paper jam, add new copy paper when it is empty, and change toner when necessary.A teacher must†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. must counsel students when they bring a personal issue to them. They must be a willing listener capable of giving students great life advice that can help lead them to the right decisions.A teacher must†¦Ã¢â‚¬ ¦ †¦. establish healthy working relationships with their co-workers. They must be willing to help them out, answer questions, and work together in a team environment. A teacher must†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. take on a leadership role once they establish themselves. They must be willing to serve as a mentor teacher to beginning teachers and serve in leadership areas as necessary.A teacher must†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. change the decoration on their bulletin boards, doors, and classroom at various points in the year.A teacher must†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. help students identify their individual strengths and weaknesses. They then must help them set goals and lead them on the path towards reaching those goals.A teacher must†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. develop and lead small group activities focused on helping students acquire missing skills in areas such as reading or math.A teacher must†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. be a role model who is always aware of their environment and does not allow themselves to be in a compromising situation.A teacher must†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. be willing to go the extra mile for their students offering tutoring or extended help for students who may be struggling.A teacher must†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. arrive at school early, stay late, and spend part of their weekend to ensure that they are prepared to teach their students.

Micro and Macro - What Happened to Price, Quality and Choice in the UK Essay

Micro and Macro - What Happened to Price, Quality and Choice in the UK Spectacles Market after Deregulation - Essay Example Deregulation: There were number of regulations and deregulations that happened in the United Kingdom in the market for spectacles. In the country, more than 70 percent of the total market for spectacles is concentrated among the four big sellers or producers. In the United Kingdom, those who produce and sell spectacles and/or contact lenses are called Opticians (Davies et al., 2004, p.4). These deregulations started in the 1900s and happened in 1948, 1958, in early part of 1960s or 1970s and in 1979. Various changes have been made during implementation of these deregulations in the country. For instance, in 1900s the demand of the Opticians regarding legal recognition of status of these opticians has been met. In 1948, provision of spectacles has been incorporated in the NHS. In 1958, â€Å"The Opticians Act established a legal monopoly for sight tests and the dispensing of spectacles, and prohibited most forms of advertising†. In 1960s and 1970s, trade restrictions have been removed by the Restrictive Practices Legislation Act in many industries across the country along with this spectacle industry. During this time this removal of restriction raised the question that whether professional service industries will be allowed to enjoy these facilities or not. The most important deregulation occurred in the 1970s when The Monopolies Commission (MC) opined after investigating the Restrictive Practices in mainly in professional service industries that advertising will be prohibited in the market for spectacles. During this time, the Monopolies Commission also concluded that this reduction in advertising of spectacles will increase the prices of spectacles and will increase the level of competition among firms in the market for these products by encouraging new entrants to enter into the industry (Advertising Association (Great Britain), 2002, pp.512-517). Finally, in the 1976 and in 1979, the final deregulations were set in the market for spectacles in the co untry. During these times reports of two Price Commissions (PCs) revealed that there exists lack of competition in the market for spectacles in the country and suggested that all restrictions on advertising of spectacles have to be removed. These Price Commissions also suggested that provisions for ‘sight tests and prescriptions from the retailing of spectacles’ have to be separated in the market for spectacles in the country. In 1982, further investigation by the comprehensive Office of Fair Trading (OFT) came up with the suggestion that unregistered retailers are needed to be encouraged to enter into the market and thus to help to reduce the price level. The OFT also suggested to remove restrictions on advertising for encouraging new entry, stimulating innovation in the product and also for increasing the level of choice of consumers (Davies et al., 2004, p.9). Effects of deregulation in Price, quantity and consumers’ choice: These deregulations affect prices, quantities as well as choices of consumers of spectacles in the UK market for this product. With the introduction of the deregulation in the market for spectacles new entrants entered into the market. With the help of this new entry, competition in the market was increased and hence, companies which were selling spectacles

Controversial Television Advertising Essay Example | Topics and Well Written Essays - 1500 words

Controversial Television Advertising - Essay Example Put simply: under traditional law, the rewards for advertising deception were so great and the penalties so modest (especially when discounted against the remote likelihood of detection and suit) that it was virtually perverse for advertisers not to engage in certain kinds of false claims. It comes at a time when concern is growing about the effectiveness of television advertising regulation in light of technological developments in media. Such developments include the rapid growth of television channels that are available via a number of platforms-terrestrial, satellite, and cable-and that are being further facilitated through the transition of broadcasting from analogue to digital transmission. Digitalization means not only more television channels for viewers to choose from but also greater scope for interactivity. This, in turn, may mean more power to consumers to select what to watch, when to watch, and how to watch. Concerns about increased volumes of advertising on burgeoning television channels and the use of more subtle forms of advertising that accompany greater commercialization of the television system (e.g., program sponsorship, product placement, program-related merchandising) have led to calls for tighter regulations governing televised advertising. This development is regarded as being especially necessary where children are concerned because their psychological immaturity as viewers and consumers leaves them more vulnerable to advertising influences. Under traditional advertising law, successfully prosecuted violations resulted in a "cease-and-desist" order that directed the advertiser not to engage in similar future frauds. Violations of these orders could result in prosecutions (extremely rare in practice) leading to fines of $5,000 per day per violation.1 Since most advertising campaign themes run for a year or less, and most commission advertising enforcement proceedings span periods of two to five years - with one horrible example running to sixteen years2 -the effect of any order was usually to direct the advertiser to discontinue an advertising campaign that had long since disappeared. Thus the major risk that an advertiser ran in disseminating a false claim was that the litigation expenses necessary to delay enforcement might exceed the value to the advertiser of the business advantage generated by the deception. Any move toward tightening restrictions upon advertising will create a tension with freedom of speech rights in democratic societies. To overrule freedom of speech (which includes freedom to advertise) rights, a legislator, regulator, or complainant will need to prove that harm is being done by commercial messages. Discussion of this issue has become particularly acute in debates surrounding moves to harmonize or even to standardize advertising related regulations across national boundaries-such as in Europe. Some countries operate much tighter regulations than others over advertising to children on television, and finding common ground that satisfies all national partners' concerns about children and about the freedom for advertisers to reach consumers with promotional messages can be difficult. Beginning in 1970, the commission claimed the authority to impose corrective advertising

The Battle of Little Big Horn Essay Example | Topics and Well Written Essays - 500 words

The Battle of Little Big Horn - Essay Example From this study it is clear that the Battle of Little Big Horn is characterized as a massacre war because of not only the processes of the war, but also the end result of that war. A massacre war is associated with mass killing of unarmed people. In tandem with this assertion, it is evidenced by Everett that the U.S. Calvary under the leadership of Lt. General George Custer was trapped by Indian forces and spread with arrows and bullets which killed them in less than an hour despite their use of horses’ bodies as a barricade. From the description of the war, it is apparent that Custer and his men did not fight back; they were killed mercilessly.This research highlights that  in the information provided by Derudio also supports the claim the Battle of Little Big Horn was a massacre war. According to Derudio, Custer divided the armies into three groups ignored the orders to wait, and decided to attack the Indians without realizing the number of Indian warriors numbered three t imes his army. The Cheyenne, Hunkpapa Sioux and Oglala Sioux enveloped Custer and his men then poured them with gunfire and arrows. The shooting horses and using their carcasses to form a wall provided insignificant protection against the bullets and arrows. Custer and his men were killed in what was referred in this account as â€Å"the worst American military disaster ever.†Ã‚  Calvary had killed. According to her, the Indian armies surrounded the Custer and killed every army.     

Globalization And Impact On Indian Banking Sector Finance Essay

Globalization And Impact On Indian Banking Sector Finance Essay INTRODUCTION PREVIEW This is an introduction chapter which describes the structure of the dissertation. It begins with a brief introduction to the area of research, purpose and aims and objectives set for this research. This section also includes justification for selecting banking sector to study the impact of globalization for this study. 1.2 INTRODUCTION A bank is a licensed body by the government which is primarily engaged in the process of borrowing and lending money which in turn helps in economic development of the country. The customers of a bank are mainly households government, public/ private corporations who invest and borrow funds from these institutions. Banks have a monopoly in creating credit in the market. If companies are provided with finance, it encourages enterprises which leads to increase in production, leads to promotion of jobs, less reliance on foreign imports. If personal customers are provided with finance it would stimulate the demand for goods which then leads to an in increase production of goods. Therefore banks play a very important role in the economic development of the country (Cox 1983, pg2-4). Initially there were many barriers in the banking sector through out the world. These were lack of information about foreign companies, tax liability which was applicable to income earned from these transactions, cost of executing international transactions were expensive. Regulations were eliminated in 1980s and early 1990s. Government allowed privatization in 1990. Government owned firms were sold to individuals, trading of stocks of firms was allowed publicly. This led to globalization, deregulation and liberalization. Under the influence of globalization Internet and telephone banking, ATM, credit and debit cards and many other services provided by the banking sector were introduced which has increased the efficiency of banks and has brought the banking revolution( Madura 1995, pg-7 ). Globalization has led to a revolution in the banking sector though Indian banks stiff face severe challenges . This study will highlight these challenges and the researcher will also suggests some of solutions found in the literature to overcome these challenges and will co-relate solutions found through primary research. This will help in understanding the Indian banking sector in dept. In addition to this if the Indian banking sector overcome these challenges it can mark its place with other leading global titans. 1.3 RESEARCH AREA To examine critically the impact of globalization on Indian banking sector highlighting the challenges faced by the Indian banks is the primary focus of this research. Since the days of Bretton Woods era financial world has witnessed tremendous changes. Technological change and cut throat competition has enforced the financial world to adopt better techniques and attract customers. The range of products and services were limited in the 70s(Raul 2005, pp 39). After gaining independence in 1947 Until 1991 there has been regulations like administered interest rates and government control etc. upon implementation of recommendations by Narsimha committee led to rapid and radical changes. Now the banking sector offers wide range of services like securitization, leasing and hire purchase, custodial service, depositories , factoring etc. New financial institution, dis-intermediation, greater professionalism and technological innovation have emerged as a result of liberalization, privatization and globalization. In addition to this capital adequacy norms, income recognition and assets classification were introduced in the ambit of banking activities and banks are compelled to cope up with the process of deregulation, competition, asset liability management and globalization(Raul 2005, pp 39). 1.4 AIMS AND OBJECTIVES The main aim of this research work is to analyze critically and examine the concept of globalization and its impact on the Indian banking sector along with and challenges which arise as a result of globalization. The researcher also aims to find out the adverse effect of these challenges and what measures can be taken to reduce them. Research question A study on the impact of globalization on the Indian banking sector highlighting the challenges faced by the public sector banks in India. The main objectives of this research are as follows:- To examine the the challenges faced by the Indian public sector banks with regards to technology, human resource, customer service , NPAs. To analyze and explore the potential solutions to overcome these challenges. 1.5 PURPOSE OF THE STUDY Indian banking sector is resilient and has shown tremendous growth yet it faces many challenges which needs to be controlled and managed. Recently there have been waves of bank failures throughout the world. Banks became insolvent due to which there was financial downturn globally. Banks are highly volatile in nature and have a direct impact on the economy of a country. So every country should aim to make their banking system stable and sound only then they will be able to withstand the shocks. Many changes have taken place in the Indian economy since 1990s that has revolutionized and revitalized the Indian economy. During this phase the key growth sectors and consumer demands have undergone a series of changes. The researcher is keen on investigating the impact of changes with respect to banking sector. India is a developing economy there lies many areas in the Indian banking sector to be explored also this is an untouched area in the UWIC. All the above mentioned points motivated the researcher to study in detail about the Indian banking sector, impact of globalization on it, and challenges arising as a result of globalization also highlighting potential solutions. This piece of work can provide guidance or a framework for other developing countries which are also facing similar challenges. Moreover ,The researcher is a permanent resident of India and would be able to gain access or conduct interviews of the bank managers to retrieve information which would further form a basis of research. 1.6 JUSTIFICATION FOR THE RESEARCH ROLE OF UBLIC SECTOR IN BANKING Anglo Saxon and Asian model are the two models of ownership by the banks. Many developed countries have adopted the Anglo Saxon model. Under this model the key decisions are taken by the top executives independently dictated by short term requirements and regulations may not be stringent .The latter model is adopted by many developing countries like India . India has a financial system which has substantial ownership by the public sector and has a different structure of incentives for the top executives. It is more likely that in this model where more complex products are involved there is less financial innovation . thus this sector is likely to be less efficient and less innovative but would be more steady. The advantage of this sector during the time of crisis is the perceived sovereign backing. While the former model during crisis came under pressure whereas the later model like the presence of public sector made the Indian financial system sound and stable. It was evident from t he fact that during 2oo8 and 2oo9 foreign and private sector banks NA ratio increased significantly and as an after effect of crisis , the public sectors NA ratio declined. It was lowest amongst all bank groups. For the Indian Banking sector , the public ownership has proved to be a source of strength rather than weakness. On the contrary to the belief that public ownership weakens the efficiency of a firm does not stand true in the case of the Indian banking sector. RBI organized an analytical exercise which indicates that cost and technical efficiency of the public sector banks have been much higher than private and foreign banks in India recently. Moreover public sector banks key role played by the banks is social development and to meet the objectives of developmental finance which is very essential for a developing economy like India. public ownership plays a significant role in the economic development of the country. (RBI 2OO7 2OO8 , pp 22 In addition to the above mentioned reasons the main motive of the researcher to highlight the challenges faced the public sector banks was because if these banks overcome their challenges they can mark a place for itself with the other leading banks. 1.7 STRUCTURE OF THE STUDY This dissertation is divided into five chapters which are as follows:- Chapter 1- This is an introductory chapter. It highlight the aims and objectives; purpose ; justification of the study. This chapter explains the structure/body of this dissertation . Chapter 2- This chapter forms a base/ platform for this dissertation. It consists of ideas and opinions put forward by scholars and different authors who have successfully researched on this field. The researcher has critically reviewed the literature also highlighted the key issues, ideas, arguments by different authors. This chapter mainly covers globalization , its characteristics, theory of globalization, Indian banking sector and challenges faced by the Indian banks. Chapter 3- Primary focus of this chapter is on the methodology adopted for this research. This will include the research design, data collection methods, research ethics, validity and reliability. It also includes limitations of this study. Chapter 4- This chapter explains the analysis of the data/information gathered . Interviews and questionnaires are critically analyzed to give a clear picture about the study. Chapter 5- The previous chapter of data analysis enabled the researcher to draw conclusions and provide recommendations which is described in this chapter, along with the research findings and research area which the researcher intends to cover and undertake next year after successful completion of this research. 1.8 SUMMARY This chapter explicitly explains the structure of this dissertation along with aims and objectives set up for the study by the researcher. It also explains about the research area, purpose and highlights the reason for selection of banking sector in Indian to study the impact of globalization.

Educating Rita by Willy Russell :: English Literature

Educating Rita Educating Rita is a story written by Willy Russell. He was born in Whiston, which is just outside Liverpool. When he was five his mum and dad moved to Knowsley, on an estate full of Liverpudlians who taught him how to talk properly. It is about two main characters Rita and Frank. Rita is a literature student at the Open University. This is a university that is used as a way of enabling adult students, like Rita. Frank is a tutor at the Open University but unlike the normal upper class tutors frank is a normal scruffy old man, this shocks Rita. Rita wanted to study and learn here, and so the fear and pressure from her friends made her join in with the others around her. She didn't want to become different from her family and friends, nor those around her, and so blocked the thought that she wanted more from her life: "I'd just play another record or buy another dress an' stop worryin" She put this off because of the peer pressure from the other working class people, she didn't want to be different and upset them so went along with their assumptions of women as low, and this put her off for a while. Rita sees the middle class as totally different from herself, and although doesn't want to be working class, doesn't feel she will be accepted as middle class either. She has the idea that all middle class individuals are free, and stereotypes, making sweeping generalisations. She assumes they all eat wholemeal bread, flora, and watch the BBC, as this is seen as more intellectually stimulating than ITV, the channel that many of the working class watch. This shows that she stereotypes certain groups of people from what she has heard, instead of her own views, she doesn't wait to get to know them before judging. As Rita believes herself to be sophisticated and well read, she has named herself after an author. Her real name is Susan, but Rita Mae Brown is a pornographic author, and as Rita likes her books, she laughably adopts her name and believes she is making herself seem more sophisticated, once again showing her complete misunderstanding that sexually explicit novels are classified as good literature. Such an action again indicates her naive outlook and lack of literary awareness at the beginning of the play. There are many themes during the play, change is probably the most important as it shows how an individual can develop and learn in both positive and negative ways, the play indicates the protagonist changing from one extreme to the other, eventually discovering a happy

Describing the Social and Cultural Dimensions in My Organization Essay

Social and cultural theories strive to explain how people relate to each other and/or the surrounding environment. Organizational culture represents a common perception held by the organization’s member. This was made explicit when we defined culture as a system of shared meaning. Therefore, those individuals with different backgrounds or at different levels in the organization will tend to describe the organization’s culture in similar terms. Most large organizations have a dominant culture and numerous sets of subcultures. A dominant culture expresses the core values that are shared by a majority of the organization’s members. When we talk about an organization’s culture, we are referring to its dominant culture. It is this macro view of culture that gives an organization its distinct personality. Subcultures tend to develop in large organizations to reflect common problems, situations, or experiences that members face. These subcultures are likely to be defined by department designations and geographical separation. The purchasing department, for example, can have a subculture that is uniquely shared by members of that department. It will include the core values of the dominant culture plus additional values unique to members of the purchasing department. Similarly, an office or unit of the organization that is physically separated from the organization’s main operations may take on a different personality. Again, the core values are essentially retained but modified to reflect the separated unit’s distinct situation. If organizations had no dominant culture and were composed only of numerous subcultures, the value of organizational culture as an independent variable would be significantly lessened because there would be no uniformity in the interpretation of the values that represented appropriate and inappropriate behavior. It is the â€Å"shared meaning† aspect of culture that makes it such a potent device for guiding and shaping values in the cultural behavior. But it is not to be ignored that the reality which many organizations contained also has subcultures that can influence the behavior of their members. The field of sociology focuses on cultures that are ethnically or geographically defined. However, the study of any culture is referred to as â€Å"a group of people who work (or play) together and journey towards a shared meaning and assumption†(Griswold, p.133). Griswold (1994) also shared that â€Å"culture† is one of those words that people use all the time but have trouble defining. Peterson (1979) states that when sociologists talk about culture, they usually mean one of four things: norms, values, beliefs, or expressive symbols. Norms are the way people behave in a given society; values are what people hold dear; beliefs are how people think the universe operates and expressive symbols are representations of the culture. Moreover, Lincoln and Kalleberg (1990) hold that â€Å"the quality of relationships between workers and their co-workers is positively associated with commitment and satisfaction.† If the people within a school do not connect and work together toward a common goal or passion, the culture is said to be stagnant or unproductive. Lincoln and Kalleberg provide three models of organizations. The consensus model holds shared goals and values within an organization that are the norm and dissidence is a problem requiring correction. The cleavage model has distinct groups within an organization that have different interests, especially fault lines that exist between job levels. The fragmentation model shows that are riddled with ambiguity where people hold multiple perspectives. It is plausible that most working environment can fall under all three models or have factions of each model within one department. I am now attached with SMK (P) Methodist, Pulau Pinang as an operational clerk. My services here include the basic operation of the school administration and also involved accounting for the staff and stock inventories in the school. I am under the Ministry of Education and the Jabatan Pelajaran Pulau Pinang. My school consists of 42 academic staff, 8 non-academic staff and 640 students. We have a unique ethnic diversity whereby most of the teachers are Chinese, four Indians and ten Malays. The students are also diversified into the three main ethnicity in Malaysia with minimal number of mixed ethnic students. My Principal is a Chinese lady. Her name is Wong Soon Kee. She is a very fierce and strict head of department. I do not have a very close rapport with her. She does not have very much concern for the teachers as well. It has been a very stressful environment for me and most of the staff here. But, the teachers have been very helpful and understanding to me. They are very friendly and accommodative towards me. At the office, there is a typist and a general worker to assist with my work here. This really helps ease my work and release my pressure of working here. My works is about service conformation of the teachers and support workers, prepare salary and pension worksheets and do the necessaries if there is any changes. My work also involved accounting such as preparing the accounts, paying bills, and bookkeeping. Every month, I have to settle the bill and make orders for items needed by the school. Any bills that I received will have to be settled in 2 weeks time which is a very short dateline for me. However, it is the ethics of the Jabatan Pelajaran Pulau Pinang. We have to abide by the rules set by the upper hands. If I have any meeting by the JPN, I will meet up with my friends from other schools. During this time, we will exchange our experiences about work and how to handle certain situations that arise. It is very useful and helped me a lot to improve my performance to do better than before. Every year, auditors from Jabatan Audit Sekolah will come to school to do auditing on the school accounts. They will take a week to check the accounts and identify whether all the transactions are according to the rules or not. Nevertheless, there will never be a session where they had never found any errors. If we had done a lot of errors, our school will be categorized under â€Å"Audit Bersyarat† and the JPN will send us for a course on how to improve our accounting skills to upgrade our performance. With the teachers’ high spirit and determination to guide the students, the PMR (Penilaian Menengah Rendah/Lower Secondary Assessment) and the SPM (Sijil Pelajaran Malaysia/Malaysian Certificate of Education) results are very encouraging. Most of the students show fortitude and willpower be it in their academic or co-curricular activities. All these achievements had helped them to be successful and quite a number of them had furthered their studies abroad. As a conclusion, a social and cultural dimension in an organization is important. It is because, it portrays the relationship between employees in completing their daily tasks and ensuring that the tasks are done well with high quality. Culture Beginnings and the Impact of Founders as Leaders spring from three sources: 1. beliefs, values, and assumptions of founders

Introduction and Client Care Issues The WritePass Journal

Introduction and Client Care Issues Introduction Introduction and Client Care Issues ) Unlocking Company Law, Taylor Francis p.302 Measures Brothers Ltd v Measures [1910] 2 Ch 848 Re City Equitable Fire Insurance Co Ltd [1925] Ch 407 Re Saunders (A Bankrupt) Bristol and West Building Society v Saunders (1997) CH 60 Tolmie, F (2003) Corporate and Personal Insolvency Law, Psychology Press, p.342 Whalley (Liquidator of MDA Investment Management Ltd) v Doney [2003] EWHC 227

Chlorophyll Definition and Role in Photosynthesis

Chlorophyll Definition and Role in Photosynthesis Chlorophyll is the name given to a group of green pigment molecules found in plants, algae, and cyanobacteria. The two most common types of chlorophyll are chlorophyll a, which is a blue-black ester with the chemical formula  C55H72MgN4O5, and chlorophyll b, which is a  dark green ester with the formula C55H70MgN4O6. Other forms of chlorophyll include chlorophyll c1, c2, d, and f. The forms of chlorophyll have different side chains and chemical bonds, but all are characterized by a chlorin pigment ring containing a magnesium ion at its center. Key Takeaways: Chlorophyll Chlorophyll is a green pigment molecule that collects solar energy for photosynthesis. Its actually a family of related molecules, not just one.Chlorophyll is found in plants, algae, cyanobacteria, protists, and a few animals.Although chlorophyll is the most common photosynthetic pigment, there are several others, including the anthocyanins. The word chlorophyll comes from the Greek words chloros, which means green, and phyllon, which means leaf.  Joseph Bienaimà © Caventou and Pierre Joseph Pelletier first isolated and named the molecule in 1817. Chlorophyll is an essential pigment molecule for photosynthesis, the chemical process plants use to absorb and use energy from light. Its also used as a food coloring (E140) and as a deodorizing agent. As a food coloring, chlorophyll is used to add a green color to pasta, the spirit absinthe, and other foods and beverages. As a waxy  organic compound, chlorophyll is not soluble in water. It is mixed with a small amount of oil when its used in food. Also Known As: The alternate spelling for chlorophyll is chlorophyl. Role of Chlorophyll in Photosynthesis The overall balanced equation for photosynthesis is: 6 CO2 6 H2O → C6H12O6 6 O2 where carbon dioxide and water react to produce glucose and oxygen. However, the overall reaction doesnt indicate the complexity of the chemical reactions or the molecules that are involved. Plants and other photosynthetic organisms use chlorophyll to absorb light (usually solar energy) and convert it into chemical energy. Chlorophyll strongly absorbs blue light and also some red light. It poorly absorbs green (reflects it), which is why chlorophyll-rich leaves and algae appear green. In plants, chlorophyll surrounds photosystems in the thylakoid membrane of organelles called chloroplasts, which are concentrated in the leaves of plants. Chlorophyll absorbs light and uses resonance energy transfer to energize reaction centers in photosystem I and photosystem II. This happens when energy from a photon (light) removes an electron from chlorophyll in reaction center P680 of photosystem II. The high energy electron enters an electron transport chain. P700 of photosystem I works with photosystem II, although the source of electrons in this chlorophyll molecule can vary. Electrons that enter the electron transport chain are used to pump hydrogen ions (H) across the thylakoid membrane of the chloroplast. The chemiosmotic potential is used to produce the energy molecule ATP and to reduce NADP to NADPH. NADPH, in turn, is used to reduce carbon dioxide (CO2) into sugars, such as glucose. Other Pigments and Photosynthesis Chlorophyll is the most widely recognized molecule used to collect light for photosynthesis, but its not the only pigment that serves this function. Chlorophyll belongs to a larger class of molecules called anthocyanins. Some anthocyanins function in conjunction with chlorophyll, while others absorb light independently or at a different point of an organisms life cycle. These molecules may protect plants by changing their coloring to make them less attractive as food and less visible to pests. Other anthocyanins absorb light in the green portion of the spectrum, extending the range of light a plant can use. Chlorophyll Biosynthesis Plants make chlorophyll from the molecules glycine and succinyl-CoA. There is an intermediate molecule called protochlorophyllide, which is converted into chlorophyll. In angiosperms, this chemical reaction is light-dependent. These plants are pale if they are grown in darkness because they cant complete the reaction to produce chlorophyll. Algae and non-vascular plants dont require light to synthesize chlorophyll. Protochlorophyllide forms toxic free radicals in plants, so chlorophyll biosynthesis is tightly regulated. If iron, magnesium, or iron are deficient, plants may be unable to synthesize enough chlorophyll, appearing pale or chlorotic. Chlorosis may also be caused by improper pH (acidity or alkalinity) or pathogens or insect attack.

Childhood obesity Essay Example | Topics and Well Written Essays - 3000 words

Childhood obesity - Essay Example Obesity as a consequence of reduced physical activities is becoming more and more frequent in the modern world and is increasing at an especially alarming rate in children. Globally 155 million children with ages ranging from 5-17 years are overweight. Lobstein et al. (2004) claimed that of these 155 million children approximately 30-45 million are obese (cited in World Heart Federation 2007). According to our own National Health Service (NHS, England , January 2008) statistics on obesity, physical activity and diet, 16% of children aged from 2-15 are classified as obese. In the under five year old group the figures for 2007 show that there were approximately 22 million overweight children and that roughly 75% of those live in the low-middle income bracket (WHO, 2008). We are creating an increasingly obesogenic environment where this rising trend in obesity may be associated with the increase in: Technologies and affordability of televisions, computers, etc. Fox (2004) suggested that the time spent being physically inactive by playing video-games, watching television and using computers has increased. Transportation has increased allowing little expenditure of calorie intake due to fewer or reduced physical activities (St-Onge et al., 2003). Children are driven to school or use public transport rather than walk as parents are worried by the apparent lack of safety in the communities in which they live (Fox, 2004). In a cross sectional study by Voss et al. (2005), within a cohort of 277 families in Britain 75% of parents with overweight children did not realise that their children were overweight; 33% of mothers and 57% of fathers thought that their children were at the correct weight when they were, in fact, obese. The current school curriculum allows for a minimum of two hours of physical activity per week. 86% of schools in Britain

Child malnutrition Research Paper Example | Topics and Well Written Essays - 1000 words

Child malnutrition - Research Paper Example Some of the worst cases are in the regions of sub-Saharan Africa (in countries such as Botswana, Burundi and Nigeria) and in South Asia (India, Pakistan and Bangladesh) but there are also packets of malnutrition in areas like Southeast Asia (Cambodia and Laos) or in Latin America (Bolivia, Guatemala and Peru). Child malnutrition can start at the infant stage when there is no or very poor breast feeding is available. This can persist as the child grows up and has an irreversible impact on a child’s health by age two. Malnourished children grow up into adults with some serious health problems such as tuberculosis and increasing the risk of infection to a variety of diseases. The issue of child malnutrition has a knock-on effect on an individual starting with lowered brain functions resulting in impaired educational achievement which in turn results into a failure to gain the right education in order to get decent jobs and earn a respectable income. This paper discusses the issue of child malnutrition from a global perspective, what the charities and aid organizations are doing to help kids and evaluate how effective these aid programs are. Discussion Child malnutrition has taken center stage in the world’s attention because it had crept up again, with the number of malnourished children increasing. Various causes of this are to frequent conflicts that destroy the delivery of basic government services. In the past period, especially during 1950-2000, there was a significant reduction in the prevalence of children’s malnutrition worldwide especially in the group of developing countries (Smith & Haddad 61). Vast improvements in women’s education, women’s social status, national food availability, a rise in incomes and attainment of democratic freedoms contributed to the reduction (ibid.) and the most significant improvements were achieved in the region of East and Southeast Asia. In these two regions lived some 2.1 billion inhabita nts (with China alone at 1.3 billion people). The reduction in child malnutrition prevalence was due extremely rapid reduction in the child mortality rates from migrations, urbanization, increased access to education and an aggressive family-health and maternal-health intervention program (Attane & Barbiere 7). Global Issue – child malnutrition has attracted the focus of efforts from the WHO as it is one of the leading preventable causes of death among children. In particular, about half of all child deaths (estimated between 4.6 and 5.0 million annually) are caused by malnutrition. Diarrhea is a major risk factor in child malnutrition that results from the lack of safe drinking water in developing countries, especially for children under five years old (Oloo 3). Diarrhea is the most prevalent in developing countries and accounts for a high proportion of sickness and death among children because of its strong correlation to malabsorption of nutrients (The World Bank 22). A la ck of iodine has been identified as a leading preventable cause of child’s mental impairment which is estimated to reduce the intelligence quotient by10-15 points in a case of another preventable cause of malnutrition that requires only little financial resources which developing countries could very well afford even without outside aid. Child Malnutrition in Somalia –