Credit Appraisal Process

List of Chapters 1. Presentation * Reason for choosing the task * Scheme of the undertaking * Research Methodology * Limitation of the investigation 2. CREDIT POLICY OF COMMERCIAL BANK * Commercial banks and its goals * Recent approach improvements with respect to bank credit * Changing period of bank credit * Trends of bank credit in India * Procedure for giving bank credit * Credit Appraisal 3. THE PROFILE OF THE ORGANIZATION OF PNB * Indian financial segment and its significant difficulties * Punjab National Bank initially * Mission and Vision * Organizational structure of PNB 4. Acknowledge PHILOSOPHY and POLICY For REGARDS TO PNB Credit reasoning * Credit strategy * Introduction to advances * Classification of advances * Building up of a proposition * Requirements according to constitution of borrower * Financial Appraisal 5. Investigation AND INTERPRETATION OF DATA * Credit Appraisal procedures * Process of credit examination for giving money credit * Appraisal methods for reta il advances 6. End * Conclusion * BIBLIOGRAPHY Introduction The most recent year money related emergencies have become the primary driver for downturn which was begun in 2006 from US and was spread over the world. The world economy has been significantly influenced from the crisis.The protections in stock trade have tumbled down definitely which has become the main driver of chapter 11 of numerous money related foundations and people. The main driver of the monetary and money related emergency is credit default of large organizations and people which has gravely affected the world economy. So in the current situation investigating one’s credit value has gotten significant for any budgetary establishment before giving any type of credit office so such circumstance doesn’t emerge in not so distant future once more. Investigation of the credit value of the borrowers is known as Credit Appraisal.In request to comprehend the credit examination framework followed by the bank s this undertaking has been directed. The venture has examined the acknowledge evaluation strategy for unique reference to Punjab National Bank which incorporates thinking about the distinctive credit offices gave by the banks to its clients, how an advance proposition is being made, what are the conventions that will be fulfilled and above all thinking about the different credit examination procedures which are diverse for each kind of credit office. Before going further it is important to comprehend the need and fundamental system of the project.Therefore this section gives a prologue to the theme, goal of the task, explanations behind choosing the undertaking and the essential structure and structure how the venture continues. So as to comprehend the significance of the subject chosen a prologue to the diagram of the business bank , its capacities, and present patterns and development in bank credit are required and it is shrouded in this section. Purposes behind choosing the und ertaking Whenever an individual or an organization utilizes a credit that implies they are acquiring cash that they guarantee to reimburse with in a pre-chosen period.In request to survey the reimbursing capacity I. e. to assess their credit value banks utilize different strategies that contrast with the various sorts of credit offices gave by the bank. In the current situation where it is seen that huge organizations and money related foundations have been bankrupted in light of credit default so Credit Appraisal has become a significant angle in the financial division and is increasing prime significance. It is the episode of credit defaults that has offered ascend to the money related emergency of 2008-09.But in India the credit default is nearly less that different nations, for example, US. One reason prompting this might be acceptable evaluation strategies utilized by banks and money related establishments in India. In the long run the significance of this task is for the most part to comprehend the credit evaluation procedures utilized by the manages an account with exceptional reference to Punjab National Bank. Plan of the venture It covers the goal and structure of the undertaking which is talked about as follows:- Objective of the task The general target of this undertaking is to under stand the current credit evaluation framework utilized in banks.The Credit Appraisal framework has been examined according to the distinctive credit offices gave by the bank. The nitty gritty clarification about the strategies and procedure has been examined in detail in the further parts. Structure or Plan of the undertaking The task above all else makes an investigation about the business banks-its significant capacities. At that point it features on the idea of Bank Credit and its ongoing patterns. The venture at that point continues towards the loaning method of banks and here it features about credit examination being the initial phase in working up of an advance p roposal.Then it talks about the bank acknowledge strategy for regard to Punjab National bank where the task was attempted. The task at that point continues with the survey of writing I. e. audit of some past work in regards to credit examination by different analysts. The undertaking at that point moves towards research approach where it covers the data with respect to the sort of information gathered and the hypothetical ideas utilized in the task are talked about in detail. At that point the venture continues with the following section comprising of the investigation part which covers the examination of different methods utilized by the banks with the end goal of credit appraisal.Then the undertaking moves to its next part I. e. discoveries where a few outcomes discovered are deciphered and afterward proceeding onward to the last and the last part I. e. the recommendations and ends where a few stages are proposed to be executed to expand the work proficiency and to decrease to wor k pressure Commercial banks and its goals A business bank is a sort of budgetary delegate that gives financial records, investment accounts, and currency showcase accounts and that acknowledges time deposits.Some utilize the term â€Å"commercial bank† to allude to a bank or a division of a bank principally managing stores and advances from enterprises or huge organizations. This is the thing that individuals ordinarily call a â€Å"bank†. The term â€Å"commercial† was utilized to recognize it from a speculation bank. Business banks are the most seasoned, greatest and quickest developing monetary go-betweens in India. They are likewise the most significant stores of open investment funds and the most significant disbursers of account. Business banking in India is a special financial framework, the like of which exists no place in the world.The truth of this announcement turns out to be clear as one examinations the way of thinking and approaches that have added to the development of banking strategy, projects and activities in India. The financial framework in India works under imperatives that go with social control and open possession. The open responsibility for has been accomplished in three phases: 1995, july 1969 and April, 1980. The open division banks as well as the private segment and outside banks are required to meet the objectives in regard of sectoral arrangement of credit, territorial conveyance of branches, and local credit store ratios.The activities of banks have been controlled by lead bank conspire, Differential Rate of premium plan, Credit approval plot, stock standards and loaning frameworks recommended by the specialists, the definition of credit plans, and administration territory approach. Business Banks in India have an exceptional job in India. The special job of the banks is the consequence of their one of a kind highlights. The liabilities of Bank are cash and in this way they are significant piece of the insta llment component of any country.For a money related framework to activate and apportion reserve funds of the nation effectively and beneficially and to encourage everyday exchanges there must be a class of budgetary foundations that the open perspectives are as protected and helpful outlets for its investment funds. The structure and working of the financial framework are basic to a country’s monetary security and financial development. It has been properly asserted that the enhancement and improvement of Indian Economy are in no little measure because of the dynamic job banks have played financing monetary exercises of various sectors.Major goals of business banks Bank Credit The getting limit gave to a person by the financial framework, as credit or an advance is known as a bank credit. The all out bank credit the individual has is the aggregate of the getting limit every loan specialist bank gives to the person. The working ideal models of the financial business all in all and credit regulation specifically have experienced a significant change. * Lending rates have fallen pointedly. * Traditional development and gaining, for example, corporate credit has been either moderate or not productive as in the past. Banks moving into retail money, financing cost on the once appealing retail advances additionally began descending. * Credit dangers has went up and new sorts dangers are surfaced Types of credit-Bank in India give primarily transient credit to financing working capital needs despite the fact that, as will be seen in this manner, their term advances have expanded throughout the years. The different sorts of advances give by them are: (a) Term Loans, (b) money credit, (c) overdrafts, (d) request Loans , (e) buy and limiting of business bills, and, (f) portion or recruit buy credit. Volume of Credit-Commercial banks are a significant wellspring of money to industry and trade. Remarkable bank credit has continued expanding from Rs 727 crore in 1951 to Rs 19,124 crore in 1978, to Rs 69,713 crore in 1986, Rs 1,01,453 crore in 1989-90 , Rs 2,82,702 crore in 1997 and to Rs 6,09,053 crore in 2002. Banks have presented numerous imaginative plans for the dispensing of credit. Among such plans are town selection, agribusiness improvement branches and value finance for little units. As of late, a large portion of the banks have presented appealing instruction credit plans for seeking after investigations at home or abroad.They have I

It Outsourcing Essay -- Globalization Essays, Papers

It Outsourcing Presentation Organizations are progressively re-appropriating the administration of data innovation (IT) for reasons that incorporate worry for cost and quality, slacking IT execution, provider pressure, access to extraordinary specialized and application aptitudes, and other budgetary components. The re-appropriating arrangement is satisfactory to enormous and little firms the same on the grounds that vital unions are currently increasingly normal and the IT condition is evolving quickly. Motivation TO OUTSOURCE In spite of the fact that the blend of elements raising the chance of re-appropriating differs broadly starting with one organization then onto the next, there are a progression of topics that clarify the greater part of the weights to re-appropriate. Above all else, general managers’ worries about expense and quality drive re-appropriating. Similar issues, for example, getting existing administrations at a decreased cost at satisfactory quality standard came up more than once. Second, inability to satisfy administration guidelines can constrain the executives to discover different methods of accomplishing unwavering quality. It isn't atypical to discover an organization in which combined IT the executives disregard in the long run finished in a wild circumstance the present IT office couldn't recuperate from. The executives can see re-appropriating as an approach to fix a messed up division. Third, a firm under extraordinary expense or serious weights, which doesn't consider IT to be its center ability, may discover re-appropriating an approach to designate tedious, muddled issues so it can concentrate rare administration time and vitality on different differentiators. Next, a few money related issues can make re-appropriating engaging. One is the chance to sell the firm’s elusive IT resource, along these lines reinforcing the asset report and keeping away from a flood of irregular capital interests later on. Likewise, re-appropriating can transform a to a great extent fixed-cost business into one with variable expenses. This is especially significant for firms whose exercises change broadly in volume starting with one year then onto the next or which face critical cutting back. THE BENEFITS FROM OUTSOURCING Re-appropriating has recognized various potential advantages. Money related advantages from redistributing included quick financing of new frameworks improvement and economies of scale and extension. As unite foundation through IT re-appropriating, a firm can encounter cost decreases in equipment and programming authorizing, offices, and bolster headcount. Re-appropriating, likewise, can benefit from an outside ve... ...s not had involvement with banding together exercises previously, the relationship can create significant pressures. The advancement of innovations frequently changes its key importance administration to a firm. From the customer’s perspective, appointing a ware administration to an outcast is extremely alluring if the cost is correct. Designating a firm’s administration differentiator is another issue. The client that settled on the first choice on productivity will pass judgment on it contrastingly if utilizing viability measures later. End IT re-appropriating has such a significant number of constructive outcomes for an organization despite the fact that it despite everything contains different issue should have been understood. In the Internet age, any organization might need to concentrate its inner staff on moving it to the condition that will bolster them tomorrow and redistributing could be perhaps the best arrangement. Likewise, re-appropriating is extremely a greater amount of a joining of two separate organizations to be effective. Both need to take the best pieces of each culture and set up them. What's more, basic achievement factors including presence of a multi-years, corporate pledge to the IM system and redistributing, and quality culture and demeanor ought to be considered in re-appropriating.

Interview Tips from an MIT Educational Counselor

Interview Tips from an MIT Educational Counselor I was an interviewer myself for many years before leading the Educational Council but think it would be helpful for you to hear some advice from a current interviewer named Nikki Springer. Here are some suggestions she has for you as you prepare for your interview: I can’t believe I graduated from MIT 10 years ago! Each time I am lucky enough to be back on campus it immediately feels like home, and I remember my own interview like it was yesterday. I’ve been an EC for six years and have interviewed 50+ applicants in the places work and life have taken me: Bentonville, Arkansas, Springfield, Missouri, Seattle, Shanghai, and New Haven, CT. I’m currently working on a joint MBA/PhD in Environmental Management at Yale and have been the Regional Coordinator for the New Haven, CT area for the past three years. Like most ECs, I LOVE interviewing applicants. It’s a unique and amazing way to stay connected to MIT and the students I meet are inspiring in so many different ways. Everyone at MIT genuinely wants your interview experience to be as low-stress and rewarding as possible, and to that regard, I’ve put together a list of tips for applicants based on interviews I have conducted. Remember that every interview will be unique, and that is what MIT wants, but these suggestions should help to alleviate a bit of nervousness regardless of where, when, and with whom your interview is with. 1. Don’t wait until the last minute to contact us. ECs know that the college application season is a stressful and busy time for applicants and that sometimes it can be hard to find a convenient time and place for your interview which is why the admissions office has deadlines for contacting your EC. While most of the applicants I have interviewed contact me before the deadlines, there is always a small rush of requests right before (or right after) the deadline. It’s in your best interest not to be part of that rush. If circumstances lead you to a last-minute request for an interview, try to be especially flexible in your availability, as your EC also has to scramble to accommodate you and have time to write your report before the application deadline. 2. Be nice in your emails â€" first impressions count. Your EC only has a very limited amount of time to get to know you and make a recommendation about you. This includes the email (or phone) communication to set up the interview. The vast majority of applicants are perfectly nice in their communication, but I’ve had a few experiences with applicants who are curt, demanding, or rude in their emails, or applicants who fail to demonstrate any sort of command of the English language, and I don’t hesitate to include that in my interview report. Remember that part of what ECs look for are NICE people, and this includes people who are nice in their correspondence. This is especially true if you are contacting your EC at the last minute and asking to be quickly accommodated. (See #1) 3. Dress nicely â€" but not too nicely. ECs know that the students we interview are real kids, and that is what we expect. I’ve interviewed students in three-piece suits with their hair slicked back and a briefcase under their arm â€" they look sharp, but overdressed. This is not an interview for a Wall Street bank. I’ve also interviewed students who look like they have just rolled out of bed after a night of too much fun. If you shouldn’t wear it to the grocery store, you shouldn’t wear it to your college interview. It’s perfectly ok to wear the same clothes you wore to school that day, whether that is a uniform with a blazer, your team jersey and sneakers, or jeans and a non-offensive t-shirt. 4. Bring something cool. I always encourage the students I interview to bring something they are proud of to share with me. I have had applicants bring editions of their school newspaper or literary magazines that have articles they have written, laptops to show me websites they have built or movies they have made, engineering projects they are tinkering with when they should be doing homework, and yearbooks that include photos or layouts they have worked on. It often seems to help break the ice when we have something physical to discuss, and it makes you, the applicant, much more memorable to us, especially when we have a number of interviews in a short period of time. If you do bring a “show-and-tell” object, though, make sure you are prepared to talk about it. Being able to present and discuss your work will be a huge and important skill in college and beyond, and presenting something cool to your EC is a great opportunity to practice. Remember that your EC may or may not have any idea about the fields you are most interested in (or they may be an expert!!), so prepare for both scenarios. Being able to explain something to someone outside of your field is critical as you begin applying for grants, fellowships, or pitching projects to clients. We call this the “grandmother test” â€" can you explain your highly technical work to your grandmother in a way that she will understand? Of course, if your grandmother went to MIT than that question takes on a whole new meaning… It certainly isn’t a requirement that you bring anything, but if you have something special to share, I highly recommend it. Note â€" if you are formally submitting artwork or other materials in conjunction with your application, the interview is not a substitute for that. Feel free to bring and/or share these things with your EC, but make sure you also follow instructions from the admissions office about how to officially submit that material. 5. Every interview will be different, and there is no “right” answer. Hopefully you know this already, but ECs don’t have a standard set of questions we ask each applicant. There are no math problems to solve and there is no way to ‘study’ for the interview. Each EC has his/her own style and each interview will have its own vibe. Don’t rely on friends or classmates to tell you what their interview was like â€" yours will be different. Some interviews flow naturally as a conversation, while others take on a more traditional question and answer format. Either is ok and not a judgment on the applicant. If you are asked a series of questions, however, avoid one-word answers â€" the more in-depth and genuine the information you provide us is, the better our report will be. The best way to prepare for an interview is to review the things that YOU want to talk about. I often ask the applicants I interview “What else would you like the admissions office to know about you?” This is a great opportunity for you to fill in and round out your application with information that doesn’t seem to fit elsewhere, but only if you come prepared to share that with us. Make sure you feel confident answering probably the two most common interview questions: (1) Why do you want to go to MIT? And (2) Tell me about yourself. 6. It’s ok to Google us. But not too much. ECs know we are part of the digital world and social media. It’s no surprise that most applicants I interview have Googled me and know a bit about my major, year of graduation, that I completed my master’s at the “other” school in Cambridge, etc. If you can smoothly work in some questions regarding our background, more power to you, but don’t feel the need to compare yourself to us, and don’t dwell on our own backgrounds. However, avoid questions that ask us to directly compare MIT to another institution that we may have attended, regardless of whether or not you may be submitting an application there as well. Also, please refrain from sending us friend requests on Facebook and/or connection requests on Linked In during the application cycle. I’ve known applicants and ECs who have become friends and/or kept in touch for many years, but it’s best to wait until after the application decisions have been made before continuing this relationship. 7. Don’t bring paperwork â€" most ECs take notes. ECs are not supposed to know your grades or test scores, or see recommendation letters from teachers or coaches. Our assessment of your application is to be based only on our interview experience with you. Most ECs will take notes during the interview, and that is to be expected, but please refrain from bringing copies of transcripts, test scores, and the like. Some students bring a small resume/CV with a listing of extra-curricular activities, which is fine (but not required), but please remove any grades or test scores before your interview. 8. Come prepared with questions for us. The interview is really more of a two-way conversation than a formal interview, and we are happy to answer questions from students. Feel free to ask us about the classes we took, how we decided what to major in, where we lived, our activities, if we missed home, etc. Keep in mind that every EC is different and that things at the Institute continue to change, so no two MIT experiences are completely alike, but we wouldn’t be ECs if we didn’t enjoy sharing our own MIT experiences. If you do ask questions, however, make sure they are intelligent ones that show you have done at least a little bit of research on MIT. You don’t need to know everything about the UROP program, for example, but a question like “Are there any opportunities for undergraduates to participate in research?” tells us you have hardly looked at the website. Just like you wouldn’t go to a job interview and ask what the company does, don’t come to your MIT interview and ask overly simplistic questions. Th is is a time for you to help learn whether MIT might be a good fit for you, so help yourself make the most of it. 9. Try not to be too nervous â€" but we understand if you are. Every EC knows that the college application process is a stressful one, and that all applicants are nervous during the interview. It’s ok â€" if you weren’t nervous at all, we would likely think you were either (1) overly confident; or (2) not that interested in MIT. My advice is not to let it get the best of you. If you are asked a question and need a moment to think before you respond, that’s ok. If you start to ramble and realize you are off on a tangent, that’s ok â€" pause for a minute, smile, and start again. I would rather an applicant tell me upfront “I’m really nervous,” than to try to hide it and stammer through the interview. Remember that all ECs, regardless of our age, background, or occupation, are all volunteering to conduct interviews because we believe that MIT is an amazing place and we want to help the next generation of MIT students succeed.

Ethical Dilemmas and Decisions in Criminal Justice chapter...

Chapter 4 5 Assignment By Lydia Henley Chapter 4 5 In chapter four, I particularly liked how they started off with the unethical decisions that famous politicians had made. On a side note I think it is quite obvious that all of that bad press led to John Edward’s eventual downfall in the election. I think it was ironic how the governor, Spitzer, had promised to clean up the streets but then turned and was caught on tape setting up a â€Å"date† with a call girl. It is, in my opinion; when you are in a position of power the people who are under you, or look up to you, ultimately decide your credibility. With that said, if you re in a position of power any†¦show more content†¦Of course I knew that things similar to this went on, but actually reading a story about it made me sick. I find it difficult that someone could put a price on a crime that they would commit. I know that the majority of people I know say† never say never†, but I know that I would never commit a crime for my own benefit. That is why I definitely do not believe the saying â€Å" every man has his price â€Å". This small section actually interested me so much that i went ahead and read about this Martha Garncia lady and what she actually did. I did not find it settling that she was only given 20 years and four years of supervised release. She could have let in hundreds of murders, rapist, and or lawbreakers every time she smuggled in people and she only had to do 20 years in prison. I also find it disturbing that they imported over 200 pounds of marijuana on many different occasions. For me, right off the bat, I found the opening small story of chapter five shocking. I wonder what has to go through someone s mind and thoughts, in order to commit such a heinous crime like the one the story says they did. 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Acid Rain Science Fair Project Ideas

Looking for creative science fair projects? Acid rain is an important, interesting topic. Acid rain (pH less than 5.0) is rain that is more acidic than normal (pH greater than or equal to 5.0). Rising to prominence in the 1960s when Scandinavian lakes became too acidic resulting in fish deaths, acid rain was traced to pollutant emissions from western and central Europe. Today, acid rain is a ubiquitous dilemma that is a serious issue in portions of North America and eastern Canada. Science Fair Acid Rain Project Ideas Explain how acid rain started.Show the rain cycle.What is the major cause of acid rain?How do we combat acid rain? What happens if we dont? Link Resources About Acid Rain What is Acid Rain?  - Article from the EPA includes a detailed diagram of the acid rain cycle.Environmental Protection Agency: Acid Rain Program  - Includes a copy of current laws and regulation.Acid Rain and Plant Growth  - Experiment developed concerning plant growth and acid rain. Recommended Books for Science Fair Projects 365 Simple Science Experiments with Everyday Materials -  The fundamentals of science are brought to life in a years worth of fun and educational hands-on experiments that can be performed easily and inexpensively at home. People who have purchased this book have called it easy to understand and great for the student who needs a project but they arent really interested in the sciences. The book is for both young and older students.The Scientific American Book of Great Science Fair Projects - From creating your own non-newtonian fluids (slime, putty, and goop!) to teaching a sow bug how to run through a maze, youll be astounded at the number of incredible things you can do with Scientific American Great Science Fair Projects. Based on the long-standing and well-respected Amateur Scientist column in Scientific American, each experiment can be done with ordinary materials found around the house or that are easily available at low cost.Strategies for Winning Science Fair Projects - Wri tten by a science fair judge and an international science fair winner, this must-have resource is packed with strategies and pointers for putting together a winning science fair project. Here youll get the nitty-gritty on a wide variety of topics, from the fundamentals of the science fair process to the last-minute details of polishing your presentation.The Book of Totally Irresponsible Science: 64 Daring Experiments for Young Scientists - Introducing 64 valuable science experiments that snap, crackle, pop, ooze, crash, boom, and stink! From Marshmallows on Steroids to Home-Made Lightning, the Sandwich Bag Bomb to Giant Air Cannon, The Book of Totally Irresponsible Science awakens kids curiosity while demonstrating scientific principles like osmosis, air pressure, and Newtons Third Law of Motion.

The Tempest as a Power Struggle Between the New and the Old World Free Essays

To what extent do you agree that The Tempest is a power struggle between the old and the new world? Shakespeare’s Plays II Assignment 1 Rocio Corral Garcia 119042576 It is generally accepted that Shakespeare’s Play The Tempest is complex in many senses, but it cannot be denied that it is especially rich in terms of interpretation. A huge variety of critical analyses have been written about Shakespeare’s last play suggesting different possible approaches to it, such as human salvation, magic, colonisation and power. This essay will focus on the struggle between the old and the new world, which is one of the major themes in this play and that can be easily applied to politics and conspiracy in their more broad sense. We will write a custom essay sample on The Tempest as a Power Struggle Between the New and the Old World or any similar topic only for you Order Now Prospero is a European who dominates the island on his own and he is able to do so because he has magic powers. In this way he controls the island and its inhabitants by combining threats of force, promises of freedom and all kind of techniques characteristic of a proper dictator. He takes charge of the island which does not belong to him and exerts his power over the inhabitants, forcing them to serve him as slaves. It is almost impossible to draw a parallelism between this situation and the European colonial power in North America during the XVII century. Thus, it may be assumed that the old world stands for Europe and all its common practices and customs while the new world is represented by the uncivilised island. Throughout the whole play the reader is able to find several occasions in which the struggle between the new and the old world is very noticeable. In the first scene of the play, for example, we find the exchange between Prospero and Miranda talking about what has been left in the old world: dukedom and serving women. For them, living in the island means abandoning all these things and implementing facets of the new world. Miranda has been educated by her father following the old world rules but at the same time she has learned the secrets of the island by Caliban. Caliban is a native of the island who rails against language and is forced to submit. He reveals against all those things related to the old world, since he belongs to the new one. This fighting is constant along the play. Then, on the second act Shakespeare presents the difference between the new and the old world in terms of appearance. That is to say, the green and the light of the new world contrast with the European world. The new world is wild and uncivilised. Gonzalo has his own dream which is labelled as a utopian view of the island. He portrays it without order and hierarchy. In his new world there would not be chaos because everyone will be happy: I’ the commonwealth I would by contraries Execute all things; for no kind of traffic Would I admit; no name of magistrate; Letters should not be known; riches, poverty, And use of service, none; contract, succession, Bourn, bound of land, tilth, vineyard, none; No use of metal, corn, or wine, or oil; No occupation; all men idle, all; And women too, but innocent and pure; No sovereignty; The reader may acknowledge this as the internal fight men had in this era. Following this scene we find the metaphor of the drunken servant men that come to the island and they imagine that they are able to rule it, thinking that they will secure the loyalty of a native through gifts and the promise of benevolent ruling. This metaphor is made on the basis of a strong parallelism with the real accounts of the colonisation. So, there cannot be any reading of The Tempest without considering it as a study of colonialism. During the colonisation the struggle between the colonizers and the colonized world was a constant feature, so this view support the idea that The Tempest is a clear example of the struggle between the old and the new world. The English colonial project is on Shakespeare’s mind throughout the play, as almost every character, from Gonzalo to Stephano, imagines how he would rule the island if he were its king. Shakespeare seems as well to be influenced by Montagne’s essay â€Å"Of the Cannibals† since the name of Prospero’s servant is Caliban could be an anagram of â€Å"cannibal†. Prospero stands for the dominant part in his relationship with Caliban and his allusions to him are most the time is contemptuous. Prospero describes Caliban as: â€Å"Devil, a born devil on whose nature, Nurture can never stick† This description of Caliban is quite similar to those descriptions of the â€Å"savages† by Captain John Smith who set the first English settlement in Jamestown, or to those descriptions given by Mary Rowlandson later in the XVII century. These descriptions fit perfectly with Prospero’s concept of Caliban, so maybe Shakespeare’s intention here is to make a direct link between the current accounts of the colonisation process and the situation of the play. Again, this makes a clear instance that the play wants to portray the confrontation between the old and the new world. This clear struggle in the play between the new and the old world may be emphasized by political themes associated with Caliban’s conspiracy and Prospero’s colonialist control of the island. This essay will focus now on the political issue of the play. On the one hand, it may be clear that usurpation is the main political theme pervading the play. The possibility of usurpation is precisely what allows Prospero to legitimise and sustain his totalitarism on the island. Paradoxically, he was first usurped from his throne and it is him who repeats that behaviour in the island. Prospero’s power is proved by Caliban’s resistance. Caliban stands for the main dissident voice in the play. His threatening integration of Prospero’s rhetoric makes him a dangerous insider to the established system: â€Å"You taught me language, and my profit on ’t Is I know how to curse. The red plague rid you For learning me your language! † Caliban’s use of language illustrates perfectly the potential to resistance contained within power. , and Prospero’s response to Caliban consists in violent outbursts of rage: â€Å"Hag-seed, hence! Fetch us in fuel. And be quick, thou ‘rt best, To answer other business. Shrug’st thou, malice? If thou neglect’st or dost unwillingly What I command, I’ll rack thee with old cramps, Fill all thy bones with aches, make thee roar That beasts shall tremble at thy din. Prospero’s violence hardly hides his terror at Caliban’s appropriation of his language. On the other hand, the play deals perfectly with the topic of conspiracy, being Caliban its maximum exponent. Caliban resists to Prospero’s authority, but this authority may be called into question, since Prospero gets it by means of usurpation. Anyway, Caliban’s role is essential in ter ms of resistance; however, by depriving Prospero by his unique discourse, he represents the existence of alternative voices in the island. He exposes three different versions of the past in the island: Caliban’s, Ariel’s and Prospero’s, although it is the latest the one who succeed. Prospero appropriates the past of the island, and he rewrites history according to his own standards, in order to construct a credible narrative. Caliban shows his resistance: â€Å"This island’s mine, by Sycorax my mother, Which thou takest from me† Prospero manages to make his version the one to be trusted. He describes Sycorax as the malevolent witch, a chaos and evil, which contrasts with him, the balance. This is another actual clue that asserts the play as the struggle between the new and the old world. Prospero assures that it was Sycorax who imprisoned Ariel and it was him who released Ariel. It seems that Sycorax is dead, since she does not appear on stage, but her presence lurks ominously in the background. Despite her physical absence from the play Sycorax has great importance. In the politics of the play she serves an ideological function as she is constructed as the evil witch, the ‘other’, through which Prospero’s ownership of the island is legitimised. She is constructed as being the antithesis to Prospero – female, non-European and evil – and Prospero uses her to justify his acts of dispossession. Prospero shapes the past on his own way. However, the presence of other rivals frightens Prospero, and his anxiety increases as it is shown with his irrational outburst of anger at Caliban’s command of language. Besides, in the island there are different ideological ways of thinking, such as Gonzalo’s political manifesto mentioned above â€Å"No sovereignty† (2. 1, 156). Indeed, Gonzalo’s utopia is likely to the real hierarchy in the island, ince there is a king but without sovereignty. Another aspect of the play that may be related to politics is the marriage between Miranda and Ferinand, since it serves as an agreement between the old world, here represented by Ferinand, and the new world, embodied by Miranda. In this way the marriage stands as a peace treaty between both worlds. It might repre sent a political marriage, which were very common during the Elizabethan period. The reader may find another political marriage in the play, since in Act II Alonso’s daughter marries the king of Tunis against her wishes. But this is not the case of Miranda, since she falls in love to Ferinand at the first glance. However, this marriage is a sort of business because Miranda is a political tool in Prospero’s plan. Besides, it is very interesting that Miranda is the only female character on an island full of men. She makes possible the reconciliation and redemption of both, Prospero and Alonso. The most important value of Miranda is her chastity which enables the marriage. Virginity is a matter of politics in the play, since with Miranda being not pure the marriage would not be possible. But Prospero makes sure that her daughter is virgin and emphasizes Miranda’s purity linking her to her mother: Thy mother was a piece of virtue, and She said thou wast my daughter; and thy father Was Duke of Milan, and his only heir And princess no worse issued. Finally, it may be concluded that The Tempest presents different instances of the struggle between the old and the new world, and that Shakespeare draws a strong parallelism with the issue of colonisation and the plot of the play. It might be also acknowledged that there is a final reconciliation between both worlds which is sealed by Miranda and Ferinand’s marriage. Although this play was composed in the XVII century, there are several timeless topics that Shakespeare portrays like political usurpation, conspiracy and struggle for power, that occupy a first place in present day life. Bibliography Primary texts: Shakespeare, William. The Riverside Shakespeare, ed. G. Blakemore Evans. Boston: Houghton Mifflin, 1974 Secondary texts: Free Tempest Essays: â€Å"Relevance of The Tempest Today† Retrieved February 26, 2012 from: http://www. 123HelpMe. com/view. asp? id=7486 Gibson, Rex. The Tempest. Cambridge Student Guides. Cambridge: Cambridge University Press,2006. Hamilton, Donna B. Virgil and The Tempest: The Politics of Imitation . Columbus: Ohio State University Press, 1990. Montaigne, Michael de, The Complete Essays. London: Penguin,2003. ——————————————– [ 1 ]. Gonzalo’s speech. (2. 1,123-32) [ 2 ]. Montagne, Michael de. The Complete Essays. Trans. M. A. Screech. London: Penguin, 2003 [ 3 ]. Prospero’s description of Caliban (4. 1,188-9) [ 4 ]. Caliban’s speech (1. 2,369-70) [ 5 ]. Prospero’s speech (1. 2,371-76) [ 6 ]. Caliban’s words (1. 2,334. 5) [ 7 ]. Prospero’s speech (1. 2,56-59) How to cite The Tempest as a Power Struggle Between the New and the Old World, Essay examples

Performing Arts Is a Waste of Time, Money and Resource Essay Example For Students

Performing Arts Is a Waste of Time, Money and Resource Essay Nowadays almost all schools include such subjects as art, drama, and music in their educational program. Therefore, by the time when children graduate school they have general understanding and basic knowledge in all of them. In my opinion, it is a positive tendency and these subjects should indeed be a part of every childs education. Would like to introduce several reasons and examples that believe will support my viewpoint. First and foremost, teaching of subjects such as art, drama and music is very crucial in forming of a thoroughly developed ND educated individual who is well aware not only of science and related fields but also of arts in wide sense of this word. Completely educated person should have skills or at least knowledge in and understanding of art, music and drama as well, because these subjects develop creativity and artistic approach to life and surrounding world. Even though if a child will not pursue any of these fields of arts, he Will be able to comprehend and appreciate them, by making his input to preservation and promotion of these subjects in future. For example, did not attend any specialized music or art school, but my basic knowledge obtained at school assist me in apprehension and evaluation of pieces of art, music or drama. In addition, I can hold discussion in any Of these subjects Without any difficulties due to my background, received at school. Furthermore, teaching of these subjects helps parents in detection of hidden talents and special aptitudes of their child, because usually parents take their children to specialized art or music schools after discovering interest and abilities toward any of the mentioned subjects. For instance, my neighbors decided to send their seven years daughter to fine art courses because she was doing very well in her art class, especially in painting. Moreover, teaching of these subjects enrich the inside world of any child and assist in expression to ideas, thoughts and feelings that a child is unable to due to the traits of character, Usually people who cannot convey their feelings through words are successfully express them by playing music, drawing, reading sculptures and so on _ The best example is the prominent scientist A. Einstein who was at the same time a very good violin player. When asked of the reason of his passion to music he responded that it was the best way to express what he could not deliver in words. In contrary, too much propagation of music, art or drama may shift a child away from the other subjects that constitute an important part of education as well. Only few of children display special aptitude to the mentioned subjects and mere interest in, let us say, music may erasure parents and a child to believe falsely that the latter has talent to it and drift him/her away from studying Other subjects, causing serious gaps in a childs education. In conclusion, would like to emphasize, that teaching of music, art, and drama are critical in revealing hidden abilities Of children toward these subjects and in forming completely educated and thoroughly developed individual with rich inside world. That is why adhere to opinion that music, art and drama should be a part of every childs education.

Decline Of The American Empire Essays - International Relations

Decline of the American Empire In any era there are different protagonists, playing the same game on a similar board. Like a game of monopoly, there are nations competing to become the foremost leaders of their time. They amass great wealth, powerful armies, and political sway. When the influence and might of these countries transcends the confines of their boundaries, so that they become a presence throughout the world, they become empires. At times, it seems as though one of these empires wins the game, becoming the undisputed superpower in the world. Today, there is one such nation that has outlived all of its rivals in the great game, it is the United States of America. This vast empire of political power, economic and military supremacy, exerts its influence over much of the world. It has risen from the obscurity of the New World, to a level of ubiquity unprecedented in history. America is more than the sum of its territories, it the sun around which the other powers revolve. Regardless of geographic location or technological development, American culture, economics and politics are concerns for the entire globe. In this age of instant communication and information, what preoccupies America, to some extent preoccupies the world. America has become eponymous with the 20th century, we live in the American Century in a state of Pax Americana (American Peace). By the might of its armies and wealth of its economy America has created an imperial peace, ensuring that threats to world peace are put in check. The Pax Americana has also been a justification to impose American will on almost every part of the world, from Vietnam to Haiti. In order to exert such power, the United States has created a massive military apparatus, and has undertaken numerous foreign obligations. But as the American Empire grew more powerful, it also became more complicated, and eventually over-extended in its obligations; and hence, more difficult to sustain. It suffers from the ailments that inflict empires when they age: a loss of direction, fiscal excess, cultural degradation and a bloated military. When a dominant empire declines, another empire emerges to replace it. It is a cycle that has held true throughout history. Rome replaced Carthage, Ottoman Turkey replaced Byzantium, Britain replaced France, America replaced Britain. Like past empires, America can neither sustain its power indefinitely, nor can it exist statically under the weight of its current difficulties. While America is racked by unprecedented domestic disunity and a sense of economic decline a resurgent Europe and an aggressively modernizing China stand to eclipse the American Empire. The close of the American Century may well be the beginning of the final twilight of the American Empire. The United States of America rose to its position of prominence in the 20th century by filling the vacuum left by the waning powers of Europe. The old empires of Europe had grown too vast; the British Empire alone covered one fifth of the globe. Their economies lost the vigor of youthful growth, while the cost of maintaining their armies grew immense. The great powers of Europe finally self-destructed within the span of two world wars. Following the Second World War, the colonial empires disintegrated with the rise of independence movements. Consequently, Europe lost its easy access to foreign markets and sources of raw materials, leaving it further weakened, creating the opportunity for the emergence of a new economic and military power. Due to geographic chance, and thanks to the opportunity created by the implosion of Europe, only the United States emerged stronger after the war. It had not endured fighting on its soil and its industries and infrastructure were undamaged. America, rejuvenated and inspired by its heroic feats, took up the duty of nursing Europe back to health. While Europe was convalescing, the United States was substituting for Europe throughout the post-war world. Thus, the Eurocentric world gave way to the American hegemony. The United States inherited the bi-polar world that emerged after the Second World War. Countries aligned themselves either to United States or to the Soviet Union in a tense Cold War. America actually benefitted from the Cold War, as it was the undisputed leader of the alliance of Western countries.

Detour and Gun Crazy Essays - English-language Films, Film Noir

Detour and Gun Crazy Essays - English-language Films, Film Noir Detour and Gun Crazy English 223 Professor Havas June 17, 2015 Detour and Gun Crazy Detour and Gun Crazy are the epitome of film noir, filled with thrill, suspense, and deadly interactions. The women in both films are adventurous trouble seekers with no problem in persuading men to do their dirty deeds, the perfect femme fatales. With their alluring beauty, and their charming and quick-witted personalities, they seduce their men into committing crimes only fueling more into their corruption. In Detour, Al (male protagonist) picks up hitchhiker Vera (female protagonist) in which they endure a wild adventure filled with scheming. In Gun Crazy, Bart (male protagonist) and Annie (female protagonist) are two characters with an abnormal obsession with crime. In the films Detour and Gun Crazy, they both exude the essence of film noir which is why I will be explaining the interactions of the women and their men, the strength and weakness of these men, and lastly, why the men were doomed since the beginning. In both films these women use beauty, charisma, love, and black mail as their lethal weapon. In Detour, Al is in a uncanny situation when his friend Hascal dies without explanation. Al than chooses to take Hascal belongings hoping that he avoids being framed for murder. On his way to Hollywood, he comes across and picks up Vera, whom unknowingly had a quarrel with Hascal. That is the moment when Vera decides to black mail Al in order to fulfill her plot; to scam the inheritance from Hascal's father. Vera was feisty and vicious and very unsympathetic unlike Al. She treated him unfairly knowing that he wouldn't do anything about it, a gentlemen. It was a very one sided relationship in which Vera was the autocratic leader and Al the follower (all he wanted was to see his girlfriend one more time.) Filled with crimes, this film is similar to Gun Crazy in which two crooked strangers coincidently meet and both end up in a life of crime, greed, lust, and love. In Gun Crazy, Bart, a humble young ex soldier with an obsession with guns meets Annie, a gun performer for sideshows, in which he is infatuated with and begins to work with her and together, they performed dangerous acts. Bart and Annie are young and in love, and it's that very thing that gets them fired from their performing jobs that swindles them into the life of crime. Annie is the mastermind behind their lawless adventures, robbing murdering and running away from the cops. Unlike Vera, Annie claims that they do all of this for the name of love. Her weapon was love. These women con their men and into having them do what they want, Vera used blackmail and Annie used love. Both women are both the strength and weakness for these men which will be described in detail next. Although in this era it was a very male dominated world, these two men were extremely obedient to their ladies. That was their weakness, their inability to say no and put their foot down. Both these men knew the severe consequences of their actions, yet, they continued to obey the women. They were meek, weak-minded, and they were followers and it is as simple as that. However, they both had their strengths as well. Both were loyal (to a point), both knew not to mess with their ladies, but what was their most powerful strength was their demeanor. They were calm, charming, and extremely pleasant through out the film. Even though they had very good strengths, it was their weaknesses that became their downfall. The women in both films and their aggressive and influential personalities are how the men were doomed since the beginning. Both men could have easily avoided their situations and simply run away from their problems. Al could have simply denied his misfortunate events and dropped her off somewhere else and Bart could have simply threatened their relationship in which he would of known if he was taken advantage of (she did love him of course but as she said before, she wanted action.) Al was charmed and although he wasn't in love with Vera, he was still compliant to her. Annie on the

Environmental Issue Essay Example | Topics and Well Written Essays - 1250 words

Environmental Issue - Essay Example Mr. Brown thinks problems like global warming, soil erosion, water shortage and population growth should be addressed first; whereas, Mr. Paarlberg argues that aids directed to the betterment of education, agriculture, infrastructure development etc. will be sufficient to address the problem. Parties to the effort are also a subject of disagreement. Paarlberg thinks developed countries especially the US should take the initiative; whereas, Brown thinks all the counties together should make an effort to solve the problems like water-soil crisis, global warming etc. (Easton, 2011). In some respect both of them are right; but Mr. Brown is more right. For a sustainable and long term solution to the problem of food shortage soil condition and water condition of a region must be improved and global warming must be harnessed on a long term basis by â€Å"restoration of forest, soils and aquifers†. Poverty must be eradicated and population must be stabilized. For the last two efforts developing countries can use some foreign aids (Easton, 2011). 2. Genetically Modified Foods Scientists have found out a way to transfer genes from one living organism to another and give bacteria, plants, animals etc. new features. When similar modification is done in our sources foods like grains, fruits, vegetables or live stocks we get Genetically Modified (GM) food. ... Mr. Coleman argues that to meet the growing demand of food GM food is a solution; whereas, Mr. McDonagh thinks that the problem lies in distribution, not in demand-supply. Mr. Coleman claims that production of GM food requires less chemical and water, whereas yield is higher. Mr. McDonagh completely disagrees and said that though there is an initial saving of cost, the cost of producing GM foods increases after few years and there in no significant increase in yield. Mr. Coleman tries to argue that farming of GM corps for a continuous period of 10 to 12 years has produced no adverse effect on environment and human being; therefore it is harmless. Where as Mr. McDonagh thinks this period is too short to draw any conclusion (Easton, 2011). It is hard to accept Mr. Coleman’s argument and even harder to consume GM foods. Until now there is no real food shortage in the world; only distribution must be improved greatly. Land- reform, social equality and cheaper credit will improve t he distribution of food. Another point is: production of GM food will make us dependent on few big corporate and there is no guarantee that they will help the poor. Moreover, playing with god’s creation and questioning his might is not good (Easton, 2011). 3. Organic Farming Organic farming refers to a practice that utilizes natural, non synthetic nutrient cycling process; almost exclude synthetic pesticides; and sustain or regenerate soil quality. The practice may include cover crops, manure, compost, crop rotation etc. (Easton, 2011). The topic of debate is: â€Å"Can organic farming feed the world?†. Ms. Catherine Badgley says yes and Mr. John J. Miller says no. Badgley claims that organic farming has enough potential to produce sufficient

Blue ocean strategy Research Paper Example | Topics and Well Written Essays - 750 words

Blue ocean strategy - Research Paper Example Due to these underlining causes, the strategy of BOS is offered high concentration by the organizations operating in this era, among many other rival players (Kim & Mauborgne, 2013). The product, Yellow Tail of Casella Wines of Australia needs to implement the strategy of Blue Ocean as it might prove effective in developing new markets as well as wide range of customers. Other than this, by implementation of Blue Ocean strategy, the organization of Yellow Wine might offer more concentration over wine market as compared to others. This strategy might highlights its market segments in a more effective way such as wine drinkers, easy to go drinkers like beer, cocktail, soft drinks etc as well as any individual desiring to attain a refreshing feeling. However, in order to increase its range of customers or to reach beyond the existing demand, extensive promotion or campaigns is essential. Other than this, the organization of Yellow Wine is implementing Blue Ocean in order to reduce driving cost by amplifying the values of the products. This might prove extremely effective for the customers, thereby amplifying their demand and loyalty over the brand among many other rival players. By doing so, maximum extent of the customers desiring to drink wine or beer might get attracted towards the product line that may increase its productivity in the market among others. Along with this, the position and loyalty of the product line of wine might also get improved to a significant extent. Hence, due to these underlining reasons, the organization of Casella Wines might try to implement Blue Ocean strategy so as to amplify its portfolio and brand value in this competitive market among many other rival players. So, the popularity and demand of Blue Ocean Strategy is increasing day by day. Red Ocean Strategy is a strategy used to compete with the existing rival players

Integrating ICT in Teaching and Learning

Integrating ICT in Teaching and Learning Information and Communications Technology commonly termed as ICT comes from the acronym IT and CT and refers to methods of storing, manipulating and communicating information. Information Technology (IT), as defined by the Smart Computing Dictionary, is A general term used to describe any technology that helps to produce, manipulate, store, communicate, or disseminate information. IT refers to the most expensive, complex computers, with devices usually dealing with electronic data in binary format. However, these IT machines are not able to communicate with one another. And, Communication Technology (CT) is the term used to describe telecommunications equipment through which information can be sought and accessed. (New Zealand MOE, 1998). Examples include: video conferencing, teleconference phones, and modems. Globally, educational systems are adopting new technologies to integrate ICT in the teaching and learning process, to prepare students with the knowledge and skills they need in their subject matter. In this way the teaching profession is evolving from teacher-centered to student-centered learning environments. ICT integration is understood as the usage of technology seamlessly for educational processes like transacting curricular content and students working on technology to do authentic tasks (Kainth and Kaur). Nowadays ICT facilitate not only the delivery of lessons but also the learning process itself. This includes computer based technologies, digital imaging, the internet, file servers, data storage devices, network infrastructure, desktops, laptops and broadcasting technologies namely radio and television, and telephone which are used as instructional tools at schools. INTEGRATING ICT IN THE TEACHING AND LEARNING PROCESS In Mauritius government has spent tremendously to promote ICT integration in teaching and learning. Is it worth investing so much money? What advantages do ICT have in education? Many researchers have given their view points about the advantages and how ICT can be integrated in curriculum. Allen (1997) believed that the basic skills of the future are the use of powerful technologies. The traditional textbook can no longer fulfill the need in the rapid changing and the information-explosion world. He asserted that the traditional teacher-centered approach makes classroom no longer an effective system to prepare students for the realities which they face in the near future. Parmley et al. (1997) stated that technology works best as a supporting tool-making complex processes or creative experience either possible or easier to accomplish. He thought that technology can offer new ways to provide meaningful, real-life context for learning, it also allow students to collaborate with peers and experts across the country and around the World. Rosener (1997) described IT as good as, or even better than, traditional method of teaching and learning as it being limitless of time and space. Poole (1998) pointed out that suitably integrated computer use can contribute to successful results in the classroom as to: support teaching and learning, support childrens socialisation, enable children with disabilities to integrate and enables a teacher to duplicate excellence. According to Kennewell et al. (2000), integration of ICT in teaching requires understanding at a deeper level to facilitate the development of strategies and process to identify opportunities, solve problems and evaluate solution. They believe that these higher-level objectives require not only technical knowledge and skills, but the ability to choose an effective strategy for a problem. Poole (1998) shared his view that the technology is only a tool to both teacher and student. The effectiveness of the tool depends entirely on the skills they bring to the learning process. He believed that the teachers task is thus to nurture the students willingness to learn. Gregoire et al (1996) provided the following important points in respecting student learning in analysing that the contribution new technologies can make to teaching and learning: New technologies stimulate the development of intellectual skills New technologies contribute to the ways of learning knowledge, skills and attitudes, but still dependent on pre-requisite knowledge and type of learning activity. New technologies spur spontaneous interest more than traditional approaches of learning. Students using new technologies concentrate more than those in traditional settings Moreover the above outlined points are balanced by further genuine observations: Benefits of ICT for students are greatly dependent on the technological skills of the teachers and their attitudes towards technology. Skill and attitude in turn are largely dependent on the staff training in this area. (UNESCO Paris, 2002). 2.2.1 Impact of ICT on education In educational context, ICT has the potential to increase access to education and improve its relevance and quality. Tinio (2002) asserted that ICT has a tremendous impact on education in terms of acquisition and absorption of knowledge to both teachers and students through the promotion of: Active learning: ICT tools help for the calculation and analysis of information obtained for examination and also students performance report are all being computerised and made easily available for inquiry. In contrast to memorisation-based or rote learning, ICT promotes learner engagement as learners choose what to learn at their own pace and work on real life situations problems. Collaborative and Cooperative learning: ICT encourages interaction and cooperation among students, teachers regardless of distance which is between them. It also provides students the chance to work with people from different cultures and working together in groups, hence help students to enhance their communicative skills as well as their global awareness. Researchers have found that typically the use of ICT leads to more cooperation among learners within and beyond school and there exists a more interactive relationship between students and teachers (Grà ©goire et al., 1996). Collaboration is a philosophy of interaction and personal lifestyle where individuals are responsible for their actions, including learning and respect the abilities and contributions of their peers. (Panitz, 1996). Creative Learning: ICT promotes the manipulation of existing information and to create ones own knowledge to produce a tangible product or a given instructional purpose. Integrative learning: ICT promotes an integrative approach to teaching and learning, by eliminating the synthetic separation between theory and practice unlike in the traditional classroom where emphasis encloses just a particular aspect. Evaluative learning: Use of ICT for learning is student-centered and provides useful feedback through various interactive features. ICT allow students to discover and learn through new ways of teaching and learning which are sustained by constructivist theories of learning rather than students do memorisation and rote learning. And a mentioned in Teaching of ICT by MIE/IGNOU (2005), improvements in telecommunication technologies can lead education to provide more independence to teachers and students by: Better use of learning resources- a presentation once made through use of technologies can be showed to students over and over again. Motivating to learn-ICTs combine text, sound, and colourful, moving images that increase learners motivation and their interest to learn. Facilitating the acquisition of basic concepts that are the foundation for higher order concepts and creativity can be facilitated through drill and practice as repetition and reinforcement of content and skills are being focused. Aspect Less traditional pedagogy More emerging pedagogy for the information society Active Activities prescribed by teacher Whole class instruction Little variation in activities Pace determined by the programme Small groups Activities determined by learners Many different activities Pace determined by learners Collaborative Individual Homogenous groups Everyone for him/herself Working in teams Heterogeneous groups Supporting each other Creative Reproductive learning Apply known solutions to problems Productive learning Find new solutions to problems Integrative No link between theory and practice Separate subjects Discipline-based Individual teachers Integrating theory and practice Relations between subjects Teams of teachers Thematic Evaluative Teacher-directed Summative à ¢Ã¢â€š ¬Ã‚ ¢Student-directed DiagnosticTable 2.2.1 Overview of Pedagogy in the Industrial versus the Information Society While theoretical arguments can be put forward to provide a strong rationale for the use of ICT in enhancing the teaching and learning process, the only real rationale is based on whether, in practice, it has a positive impact on learning, the learners, and teachers (Newhouse, 2002). learning environment entities and external entities. IMPACT OF ICT ON LEARNERS ICT has very strong effect in education and it provides enormous tools for enhancing teaching and learning. There have been many studies that have highlighted the various ways that ICT may support teaching and learning processes in a range of disciplinary fields such as the construction of new opportunities for interaction between students and knowledge and accessing information. ICT enable new ways teaching and learning when used appropriately under right conditions such as suitable resources, training and support. ICT also offers the potential to meet the learning needs of individual students, to promote equal opportunity, to offer learning material, and also promote interdependence of learning among learners (Leach, Ahmed, Makalima Power, 2005). The five ways to establish and sustain effective learning environments through ICT suggested by the Committee on Developments in the Science of Learning (2000) are: 1. Real world problems 2. Scaffolding 3. Feedback, reflection and guidance 4. Local and global communities 5. Extending teacher learning. (Newhouse, 2002) IMPACT OF ICT ON TEACHERS Roblyer and Edwards (2000) suggested that there are five important reasons for teachers to use technology in education: (1) Motivation; (2) Distinctive instructional abilities; (3) Higher productivity of teachers; (4) Essential skills for the Information Age and (5) Support for new teaching techniques (Samak, 2006). In order to make use of technology in the classroom effectively, educators should have a positive attitude toward technology and they should be trained in using the modern technologies in their respective field of education. Chin and Hortin (1994) stated that teachers must act as the change agent in the relationship between technology and the students as teachers are more likely to implement the recommended and proposed changes concerning ICT in education. But at the same time there are many challenges faced by educators as they consider how best to best incorporate ICT tools into their teaching. This is being discussed in the following article. 2.4.1 Factors affecting technology integration in Teaching and Learning I. Jung talks about the enormous challenge teachers are facing in our society due to the rapid expansion of knowledge. The modern technologies are demanding that teachers learn how to use these technologies in their teaching. Hence these new technologies increase the teachers training needs. Gressard and Loyd (1985) asserted that teachers attitudes toward computers are a key factor in the successful implementation of ICT in education. They pointed out that teachers do not always have positive attitudes towards computers and their poor attitudes may lead to a failure of the computer- based projects. Also the most commonly cited barriers are: lack of time; lack of access; lack of resources; lack of expertise and lack of support (Butler and Sellbom, 2002, Leggettt Persichitte, 1998). Another barrier given by Butler and Sellbom (2002) and Chizmar Williams (2001) is reliability. Reliability included hardware failures, incompatible software between home and school, poor or slow internet connectivity and out of date software which are available mostly at school while the students/educators are having more up-to-date software at home. SUBJECT DIFFERENCE IN ICT INTEGRATION Subject being taught is also a factor influencing the integration of ICT in the teaching and learning process. In general, science teachers have more positive attitudes towards ICT and possess a higher level of computer literacy knowledge than other teachers such as Arts, Humanities and Commerce. Law et al (2000) believe that they used ICT in their teaching more frequently. Rosener (1997) sated that the use of IT should be used when they provide more opportunities for students to visualise and understand study materials. In areas where the subject matter focuses more on value, meaning and philosophical ideas, IT will only partially be able to substitute for human interaction. However, in areas which have a high volume of students studying the subject like the sciences which constitute of a standardised curriculum and factual content, it will more likely be able to supplement the content and teaching methods with use of ICT. ICT AND MATHEMATICS There are many potential uses for computers in the teaching and learning process of mathematics. According to Oldknow and Taylor (2000), the role of ICT in the teaching and learning process of mathematics are as follows: In terms of teachers, the use of ICT:- Improves their efficiency Reduces their administrative burden since less paperwork Releases more time to address students individually Provides better records of students progress Acts as a stimulus to rethinking their approach to their mathematics teaching Acts as a stimulus to rethinking their understanding of mathematics Acts as a means to communicate with other teachers sharing the common problems. The use of ICT makes students:- Engage their attention and motivate them Stimulate their curiosity Encourage them to develop their problem-solving strategies Provide models and images which aid them in concept formation Improve their test and examination results since they learn by own pace and learn through feedback provided to them. Mathematics lessons are associated with real life situations and increases the relevancy of the lessons to the real world. The curriculum needs to be updated continually to take account of the technology prevalent in society. Mathematics has tended to be very abstract while most students tend to operate on a concrete level. The use of concrete materials in some lessons is useful but often not convenient. The computer can provide experiences with virtual concrete materials. In approaching problems associated with remedial and extension students computer use can provide appropriate material and overcome classroom management problems. In 1995 the National Council for Educational Technology published a leaflet in which are included the six opportunities students can enhance their mathematics learning through the use of ICT: Learning from feedback: Fast and reliable feedback is provided which encourages students to make their own judgements and to test out and work over their ideas. Observing patterns: The use of computers and electronic calculators enables students to practice as many examples as possible when working out mathematical problems. This chains their study of patterns. Seeing connections: With use of ICT graphs and related formulae and tables of numbers are readily linked. Changing one value probes them to see the immediate effects in the other variables thus helps students to understand the connections between them. Working with dynamic images: Students can make use of IT to manipulate diagrams. This encourages them to visualise the change of geometry when using the required software and this develops their reasoning skills. Exploring data: With the use of IT students get the opportunity to work with real data which can be represented in a variety of ways, which supports explanation and analysis. Teaching the computer: When students design algorithm to achieve a particular result, they are required to express their commands clearly and in the correct order thus developing their thinking skills. These listed opportunities are applicable with the existence of ICT tools that can help students in their mathematics learning and teachers can map those mentioned opportunities with the various types of ICT tools (including both software and hardware), from the guide ICT and Mathematics, for instance Hand-held technology use numerical and graphing features of graphical calculators with data-loggers Programming languages use Logo Small software in the form of games and simulations. Spreadsheets set up a basic spreadsheet to enter data and replicate formulae- use of advance facilities of like statistical graphing Web-sites explore web-based resources related to mathematics teaching. Whiteboards use of electronic whiteboards for whole-class teaching, using OHPs. General purpose software Microsoft Office package such as Excel, Word, Explorer and PowerPoint. Mathematics teaching software dynamic geometry software(for constructions and transformations e.g. for coordinates, measures) and interactive package including graph-plotting using Graph-plotters, data-handling (database or statistical software), symbolic algebra. E-learning- For e.g.Xerte (open source e-learning) is an interactive program and a fully-featured e-learning development for creating rich interactive environment. An example is taken from the guide ICT and Mathematics on the dynamic geometry software. This can help students arrive at a convincing proof. Figure 2.6: Geometry Software The software is used to see the sights of the relationship between the areas of quadrilaterals and the areas of the figures formed by joining their midpoints. The two areas appear to be equal, but clearer seen by dragging A,B,C or D about through the software. So formulating a speculation that the area of EFGH is always half that of ABCD EFGH always appears to be a parallelogram or by adding a diagonal BD, might suggest geometric relationships from which students can arrive at a convincing proof. As mentioned in the leaflet from Mathematics and IT a pupils entitlement in the guide ICT and Mathematics: As the technology progresses and becomes more prevalent, teachers will also need to be continually reconsidering the mathematical content of their teaching. Having software which can, for example, solve systems of equations at the touch of a button has strong implications for the way particular topics are approached. One vital aspect of the widespread availability of ICT tools and easy access to resources of mathematical information through the Internet is that they can enable us to keep in touch with developments prevailing around the world for Mathematics. The four key concepts, highlighted in the ICT in mathematics (DfES, 2004), that are noteworthy for mathematics are: using data and information sources; organising and investigating; analysing and automating processes; models and modelling. How can the use of ICT raise standards in mathematics? (DfES, 2004) ICT can be used as a tool: to support teachers in teaching an objective more effectively, in improving lesson design and improving teaching and learning; to enable pupils to engage with learning and to be motivated to improve their learning; to enable pupils to access geometrical, graphical and statistical ideas dynamically and so to make connections in their learning; to build pupils confidence in their mathematical abilities by testing their conjectures, learning from feedback and using reasoning to modify their solutions. Students learning mathematics most benefit from the use of ICT in areas such as: the teacher using an interactive or electronic whiteboard for starters and plenaries; the teacher using an electronic whiteboard for interactive teaching in the main part of the lesson; using generic software such as databases or spreadsheets as a means of making sense of data; using content-free, mathematics-specific software on computers or graphical calculators to aid visualisation and help make connections in algebra and geometry; using simple programming languages, such as LOGO, to build increasingly complex mathematical models and relationships in shape and space, number and algebra; using content-specific software, usually targeting specific mathematical skills; processing and interpreting experimental information from data-loggers; using information resources such as the Internet, CD-ROMs or data files. E-Learning E-Learning comprises all forms of electronically supported learning and teaching. (Wikipedia). It can use an information network or even no network necessary for the lessons delivery and interaction. It can also be termed as term online learning. Tinio mentioned that Web-based learning is a subset of e-learning and refers to learning using an Internet browser (such as Netscape or Internet Explorer). Figure 2.6.2: E-Learning 2.6.3 Blended Learning Another learning model which is evolving in our educational system is blended learning. This refers to combining traditional classroom methods with e-learning solutions. For example, students in a traditional class can be assigned with printed copies and also online materials through an educational program and even have online monitoring sessions with their teachers through the chat. Blended learning is a supplement to traditional delivery methods in class to support face-to-face lessons. (Tinio). Blending learning can be an online or offline process. 2.6.4 Open Source E Learning Like any teaching styles, e-learning requires a variety of resources to be run effectively. (Tinio).So there are many interactive packages which can be of great use and they are free software packages and of good use to educators since they help to add plain text, images, videos, drawings and other interactivities to their teaching and also various types of questions are included like: true/false multiple choice matching fill in the blank calculations When the student clicks on the submit button, they get their feedback directly and can have repetition of the work if need is. Thus e-learning can be beneficial to educators in the following ways as described by the University of Nottingham: E-learning is delivered through blended learning to supplement traditional learning methods. E-learning can cover a large or small part of a lesson, having already the necessary materials that can be converted into e-learning. Any use of technology to support the teaching and learning process can be described as e-learning. Help to manage and organise lessons materials in a more effective and efficient way Reduction of administrative tasks, for example printed materials and marking tests Enable educators to monitor student involvement and progress and offer support and advice promptly and make effective use of teacher-student contact time Widen communication opportunities with students Help the change in educators role from knowledge provider to learning facilitator Encourage the development of flexible learning materials. The University of Nottingham stated that in terms of students, e-learning: Encourage flexibility of access to lesson materials- anytime, anywhere Provide self-responsibility for learning and allow students to learn at their own pace and to keep track of their progress Enhance student participation while encouraging less confident students to take part Encourage student engagement when using interactive learning materials and improve students motivation and satisfaction and facilitate understanding of the subject matter Promote communication with educators Promote peer support as there is more interaction between the students Help in the preparation of upcoming topics and revision of preceding lessons Increase the accessibility of information and lesson materials to students with low abilities in the subject matter.

Land Rover North America Case Analysis Essay

3. Product Differentiation: What is the typical SUV consumer? An SUV consumer is typically a male between the ages of 35-49. He is likely married but does not have children yet. His has probably completed part of college, or is a college graduate. He typically has an occupation other than being self-employed or a professional/managerial job. The household income of an SUV consumer is just below $50,000 a year up to $74,999 a year. Their most important reason for selecting an SUV is its four-wheel drive capability. They mostly use their SUV for running daily errands and transportation to/from work. They also use their SUV for pleasure driving. Research showed that SUV consumers in the 1990s wanted both real and fantastical experiences, instead of being concerned about status symbols or the collection of possessions that showed wealth and prestige. According to Yankelovich Monitor survey about retail shopping satisfaction, consumers dislike shopping for cars the most. Car shopping was ranked the most anxiety provoking and least satisfying of any of the retail experiences studied. 5. Brand Positioning: What are the three brand positioning alternatives from the case? What are the pros and cons associated with each alternative? The first brand position that was briefly considered for the Discovery was the position of being The More Affordable Range Rover. The benefits of this positioning were that they could use the established Range Rover brand that SUV consumers in America understood and trusted, but for a more affordable price. They decided against this brand positioning because of the experience they had with the Range Rover Hunter. In focus groups that they conducted, it seemed that there was a market for a less appointed vehicle so they created the Range Rover Hunter. But after the Hunter was introduced to the market in 1989, they realized that consumers viewed the Hunter as a â€Å"cheaper stripped down Range Rover† and it ended up being a failure. The second brand-positioning alternative that was considered was positioning the Discovery as The Definitive Family 4Ãâ€"4. Positioning the Discovery this way would stress the credentials it had and portray it as a versatile family vehicle with top of the line safety qualities and 1990s style. The benefits of positioning the Discovery this way was that it focused on the market segment that was looking for a vehicle for their family, which was different  from how they positioned the Range Rover, so they were reaching a total new audience. The negative aspects of this brand positioning was that they might be alienating the consumer base that they had already created with the Range Rover because that audience was looking for more of the rugged off-roading brand. The third brand-positioning alternative that was considered for the Discovery was the position as A Logical Evolution of the Legendary Land Rover. Positioning the Discovery this way would make it look like the latest generation of the authentic 4Ãâ€"4 brand, and stressed ruggedness, off-roading credentials, and brand heritage in the advertising. This positioning would make the Discovery the all-purpose centerpiece of the product line. The benefits of positioning the Discovery this way was that it still had the same feel as the rest of the Land Rover vehicles, but was more versatile in its uses. The negative aspects of this alternative was that it was a lot like the brand positioning of all Land Rovers other vehicles and different offer any new versatility to the brand and was marketing to the same audience that they had been with all the other vehicles. 6. Strategies for Growth of a Niche Brand: What strategic considerations are involved in moving this brand forward? HINT: Your recommendations for moving the brand forward (and allocating funds, retail strategy) must be consistent with your positioning strategy. Think about how you want your target market to perceive your product. After considering the different options of strategic plans discussed in the case, we have decided on several strategies that we would recommend as the best way to keep the brand moving forward. We believe that the best brand-positioning option is positioning the Discovery as A Logical Evolution of the Legendary Range Rover because advertising the Discovery this way would make it the latest generation of the 4Ãâ€"4 brand and would be targeted towards the market segment looking for ruggedness and off-road capability, while maintaining the familiar brand heritage and reputation (pg. 8). We have several recommendations for allocating funds across marketing mix  elements. We recommend that advertising for the Land Rover brand should be around 30% of the marketing budget and the advertisements themselves should be focused more on individual models in the Land Rover line, with an equally distributed level of support for each of the vehicles in the line. Advertising this way will support our brand position because it will show the evolution of the vehicles within the Land Rover brand. Our recommendations for corporate sponsorships and public relation programs is to continue the Camel Trophy Sponsorship and showcase the Range Rover at the event to showcase the most popular vehicle within the models available under the Land Rover brand. The â€Å"La Ruta Maya Expedition† is the only other major public relation campaign that we would recommend continuing with because it is different from the campaigns that have been used in the past, which will help support, the new evolved branding position. When it comes to experience marketing programs, we recommend that Land Rover decrease the amount of spending used on these programs because the programs barely break-even and often are operating below capacity (pg. 12). We would, however, recommend expanding these experiential marketing programs beyond the driving schools and focus more on newsletters and creating a site on the World Wide Web. We believe that the funding used on auto shows, dealer and employee training programs, and consumer research activities should be continued because these are fundamental parts of marketing and are still important moving forward with the new brand positioning (pg. 11). Although we do believe that the concept of the Land Rover Centre could be a great move for the Land Rover brand in the future, we wouldn’t recommend implementing this concept at this time for several reasons. First, creating a new brand imagine should be the main focus of every decision that we make, and even though the Land Rover Centre could support the new brand image there are less expensive and less risky ways of supporting the new evolved brand image. Second, many dealers feel that Land Rover’s sale levels are not high enough to justify the $2 million investment risk (pg.13). Lastly, the Land Rover Centre concepts requires that the dealer network would have to be significantly increased, which would deteriorate the many benefits that they have by having exclusivity in the marketplace (pg. 13).

Organizational Chart Essay

Staff Training Crew Crew Members Crew Members Website Designers Website Designers Delivery Staff Delivery Staff Customer Service Customer Service Cleaners Cleaners An organisational chart shows the main parts of the organisation, and the relationship between the various parts. McDonalds’ organisational chart is hierarchal. It’s also tall because it has more than 3 levels. The reason why this is a tall structure is because McDonald’s is a big company with restaurants all over the world, so they need people in every country to make sure that the businesses is making profit and progress. Organisational structure Organisational structure set out important aspects of how communication will take place. For example: managers, supervisors and assistants would report to senior managers where they would report to board of directors. Also board of directors sets out the strategy, then senior managers are giving targets to staff that works in McDonald’s so they can achieve them. The purpose of organisational structure is to share the work so everyone knows what they are doing and to establish lines of control and communication. McDonald’s divided people into: managers, team leaders, staff training crew, cleaners, customer service, restaurant manager, etc. It helps to control organisational activities. Types of organisational structure: * Geographical area: McDonald’s has its restaurants all over the world. In order to make it work they had to hire people to run the business in every country that they operate. * Function: Span of control Span control is the amount of employees a manager has direct line authority over. Organisational chart- MacMillan Cancer Support

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