Comparing Fate in Virgils Aeneid and Homers Iliad :: comparison compare contrast essays

Destiny in Virgil's Aeneid and Homer's Iliad   â â â â In Virgil's Aeneid and Homer's Iliad, an image of the powerful and its activities was created.â In the two works, there is an idea of a fixed request of occasions which is called fate.â Fate includes two sections.  First, there are laws that administer certain pieces of mens' lives, for example, human mortality and an afterlife.â Second, destiny manages the inescapable result of specific occasions, results that can't be changed by men or divine beings.  â â â â Both Homer and Virgil insinuate the presence of unchangeable laws, one of which is the mortality of human beings.â This can be seen by the way that character after character kicks the bucket during war.â In Virgil's Aeneid, Aeneas ventures to Hades to visit his father.â During his remain, he converses with an enormous number of the warriors that have kicked the bucket in the Trojan War.â The passing of these warriors shows the mortality of individuals (Forman 2015).â Another unchangeable law is the time of limbo that is said to anticipate the spirits of the unburied in the afterlife. Homer shows this law by composing of Patroklos' soul's arrival to remind Achilles that, until he has been appropriately covered, he should meander the earth. These occasions show Virgil's and Homer's confidence parents in law that can't be changed (Solid 62).  â â â â The second component of Fate manages the unalterable fated event of certain events.â One case of such an occasion is the fall of Troy. As indicated by Homer, the pulverization of Troy was prognosticated in Hekuba's fantasy that her child, Paris, would be the cause.â This prescience was affirmed by a diviner. In spite of the fact that Hekuba attempted to turn away the debacle by endeavoring to have Paris murdered, destiny survived and Troy was decimated because of Paris' judgment concerning the brilliant apple of dissension (Strong 15-16).â Virgil likewise expounds on a comparative circumstance when Venus begs Jupiter to assist Aeneas with his excursion.  â â â Meanwhile, on Olympus, Venus, the mother of Aeneas, castigates Jupiter for permitting her child to be oppressed in such a manner.â Jupiter quiets her and helps her to remember the numerous predictions concerning her child and his descendants: how he will found the city of Lavinium in Latium and win an extraordinary war; how his child

Managing Information 2 Essay Example | Topics and Well Written Essays - 1500 words

Overseeing Information 2 - Essay Example Subsequently there are various IT-related issues that have emerged in the ongoing past; some of them are talked about in this after. IT-related Issues Protecting data classification unquestionably positions among the most squeezing IT-related issues. This identifies with how a data proficient or whatever other individual who approaches favored data should treat it and handle it to guarantee it doesn't get into an inappropriate hands and become hindering to other people (Strassman, 2000). It is subsequently coherent that data introduced as secret ought to be treated accordingly. Many individuals are required to give their own data, for example, complete names, habitation, age, sexual orientation, standardized savings number, individual distinguishing proof card numbers and a great deal of other private data while applying for Mastercards, visas and other authoritative reports; if not took care of with the necessary classification this data can be utilized by fraudsters and impersonato rs to siphon money from the clueless open. A data innovation expert ought to guarantee that private data is taken care of with classification. For example, by not tapping other peoples’ telephones or directing observation that interferes the protection of others. The other issue is protection. Customarily, everybody is legitimately qualified for sensible protection. Under the security rights an individual is qualified for sensible mystery, secrecy and isolation (Payne and Landry, 2006). Obscurity ensures that the individual isn't exposed to undesired consideration; mystery guarantees that customized data isn't conveyed to others who are not conscious of it while isolation permits one to genuinely be away from others. This has not changed even notwithstanding the quick changing innovative condition. Nowadays, with the shut circuit TV cameras, one can obtain entrance into another person’s private life and know each and every detail of it. The situation emerges while deci ding if it is moral and legitimate to do as such (Davis, 2010). The assurance is anyway difficult as the subject is perplexing and multifaceted and relies upon the conditions or nature. For instance, there are nations that will permit the encroachment of protection rights with the end goal of national security. Simultaneously there are defenders that contend that one’s’ protection rights ought to never be damaged under any circumstances. Data experts are ordered to deal with favored data. With this benefit comes an obligation; that of guaranteeing that that data doesn't cause hurts in their method for creation, association, scattering and use (Jana, 1998). The moral and good codes administering human direct ought to be watched. This data need not really influence people legitimately; they may influence a country’s security or economy. An a valid example is that of Julian Assange, the manager of WikiLeaks who discharged arranged data of various nations to general society. Assange is an educational technologist and a practiced software engineer. He got possessing some delicate data, some that straightforwardly sway on the national security of the US yet he proceeded to scatter that data without considering the damage it could do (Burstein, 2012). IT development has empowered fast scattering of

United States Regulation Changes in Long-term Health Care - 1925 Words

United States Regulation Changes in Long-term Health Care (Research Paper Sample) Content: Name Task Tutor Date United States Regulation Changes in Long-term Health CareThe United States Idaho healthcare system has experienced several setbacks in providing services to the citizens. Since the renowned former president, Ronald Reagan set up the structures for long-term care services to strutegise and makes improvements for the ultimate benefit of citizens. Regulations such as OBRA 78 act provides legal requirements for the health care system to follow through out the state as it intends that all people within the country can be able to access the healthcare services with a lot of ease. It is quite unfortunate that the regulations have failed to meet the citizens interest thus requiring some changes in terms of legal enactments. Ronald Reagan is observed as revolutionist of the in the long-term health care system in Idaho. He played a critical role in creating the environment that helped the health care system start moving towards current best health practic es and enabling citizen acquire medical interventions at a reasonable price. Being the president at his time, Ronald Reagan came up with various steps to ensure that his legacy remains unchanged and moves to the right direction in all the states more so in Idaho. The health department has to make sure that it makes changes in its operations to ensure that it aligns with the best practices set up by the former president. This is most addressed by the current Obama Administration which introduced the Obama Care bill. Under the Affordable Care Act (ACA), there is realization of cumulative changes throughout history of the United States healthcare system.Ronald Reagan the former president of USA entered into an agreement with the law signing up the very first revision of the federal law for the standards of nursing and healthcare in 1965. This created Medicaid and Medicare legislation procedures in the health department (Johnson Jacobson 36). It marked the major landmark for the lega l expectations of the society from the nursing homes and their health care services. It required that Long Term Care equipments head to include Medicaid and Medicare funding programs to enable services in a manner that all citizens could maintain their highest level of practicable mental, psychological and physical well-being. The law made it possible for the development of Nurse practitioners (NPs) in early 1972, although the NPs came up with licensure for all NPs in the form of Advanced Practice Professional Nurses APPN (Flower 24). It includes all requirements for licensure and certification in the entire state. These paper intents to look at the legal requirements for the citizens of Idaho and make propositions whether they should be changed or stay in the structure, which they are currently (American Medical Association 10). OBRA 78 The federal Nursing Reform Act also known as OBRA 87 provides a set of standards for the nursing department to observe in providing health service s in the entire Idaho region. It also gives the rights for all people who live with certified facilities in nursing. It is from this perspective that sets the landmark for the common features of OBRA that came in through legislative procedures. Since then, the congress normally completes a large measure of budgetary issues in one large bill. The bill provides that the function in the year 1987 came to give entity to Omnibus Reconciliation Act (OBRA 87) (Johnson 56). The different Federal Home Nursing Reform Act together with several bills rolled up into one large bill to allow the final passing process of all elements in the nursing department. The lowest requirement for the federal health and care necessities can be delivered in various protocols established in the nursing homes and other regulatory agencies. Additionally as the lowest standard Long-Term Care Ombudsmen can view the OBRA act in the baseline, which should build on, arrive at the well-being, fulfillment and happines s of citizens. OBRA recognizes the unique and important duty that the LTCOP perform for all the home nursing citizens. The Federal Medicaid and their legislation include real source of the material, which is the National Term Care Ombudsman Resource Centre. Distinct duties of advocacy and subsequent controls together with some of the guidance provided by the LTCOPs are additional equipments to provide citizens interests at a required level (American Medical Association 15). The differences, which OBRA introduced in the home nursing care, are great. Some of them provide specific requirements to the citizens. For example, emphasis on quality of life for residents and clear quality, new expectations that can teach residents capabilities to bathe walk and perform other responsibilities daily. More so, residential assessment procedure that leads to development of personalized plan for caring in 75 hours for testing and training paraprofessional staff (Flower 32). It also outlines the rig hts in the home nursing and lack of dangerous behaviors for residents in the Idaho region significantly shifting medical situations. OBRA provide a motion of forces that enabled changes in the ways in which state inspectors make their approaches to all home nursing. They never spend their precious time, to facilitate records or staff. It is clear that conversation with the residents and family members is the prime time aspect of surveying events. Observation of dinning and medical administration is the focus of all annual inspection (Joint Commission on Accreditation of Healthcare Organizations 38). The CSA has a provision in its comprehensive framework that assures safe production and distribution of controlled products in their correct channels and purposes. Although prescriptions of specific controlled drug substance that are controlled must appear in writing and refills are greatly limited, the idea that the drugs have not allowed to shift with regards to substance control in lo ng-term health provision. The CSA provides this particular principle that most of drugs included in the control aspects play important role when it comes to treatment and health care provision. The legislative history and the language in the CSA make a clear effort to bring issues in health care. Additionally, diversions have less interference with legitimate functions of medicine in health care services given to patients (American Medical Association 22). Requirements for Improvements The state and the federal laws regulate the dispensing, prescription and administration of all controlled medicines in Idaho region. Additionally, states become solely responsible for controlling health care services. It includes medical, nursing practice and pharmacy as a form of international treaty and the federal law. For instance, many state laws do not specifically identify control leading to medications as a public health. This is a concept that is coherent in the federal law. Some state pol icies have also greater restrictions than the federal laws on the provision of health facilities in the region (American Speech-Language-Hearing Association 55). This ultimately interferes with decision making medically which must be because of expertise or practitioners and the personal requirements of a client rather than governmental implementation of policies. For the government policies, it is important to note that they cause less attention to pain relief and management programs. In the response in these statements, it all the international organizations had a call for improvement of management of pain through identifying and recognizing the regulations and requirements of using opioids in relieving pain. Several national and governmental authorities like congers 95, National Conference of Commissioners for uniform state regulations and the State Federation of board of Medicine practices, which has a balanced structure for attending to clients in their specific regions of int erest. This relates to the state laws of in the acts 144, 145 and 151 respectively (Johnson Jacobson 50). Other advocates have recently come to the awaiting negative effect of these features on care of patients thus working with the legislature to eradicate all the ambiguities and some restrictions from their own national IPTA. Michigan and Iowa became the first states to delete vocabulary intractable pain in their regulatory law. Recently, California, Oregon, Arizona, Texas and Rhode Islands replaced several restrictions from their IPTAs that included the removal of the term from their regulations. It resulted in the laws that are currently governing the treatment of all kinds of pain. This calls for the state of Idaho to follow the same character since the nations that made replacements in their laws have greater chances for providing healthcare services to clients with minimal restrictions from the regulations of the law (American ...

Analysis Of The Poem An Unplugged Proposal - 1242 Words

Anjali Devakumar Mrs. Martin AP English 12 November 14, 2014 An Unplugged Proposal Molly Wood was a wonderful, happy girl who loved climbing trees and playing tennis as a child. But everything changed when she received her first iPhone at the age of thirteen. Now, Molly, a shadow of her former cheerful self, stays confined to her room in an almost vegetative state, as her brain is only able to comprehend texting and her speech is limited to 140 characters or less (bathos). Molly’s condition has escalated to the point where she must be dragged from her room to be driven to school. Molly is a victim of technology; instead of being able to play freely outside like her six year old brother and enjoy life, she lays trapped in a virtual world of social media with no escape (pathos). Oliver and Angelica Wood, Molly’s parents, are deeply saddened by what their daughter has become. â€Å"She’s lost all basic functions. All she ever does is swipe her thumb across her screen and roll her eyes when I speak to her!† Angelica says tearfully. â€Å"We just need to have hope that the real Molly is still in there somewhere,† Oliver says, embracing his sobbing wife. Slowly, mobile devices and other forms of technology seem to be destroying basic human interaction, disconnecting people from the outside world. Technology is dominating society, and now it is imperative to find a solution to end our addiction before it completely destroys our lives. Therefore, for our world to progress, it is necessaryShow MoreRelatedStephen P. Robbins Timothy A. Judge (2011) Organizational Behaviour 15th Edition New Jersey: Prentice Hall393164 Words   |  1573 Pagesof systematic study. Identify the major behavioral science disciplines that contribute to OB. Demonstrate why few absolutes apply to OB. Identify the challenges and opportunities managers have in applying OB concepts. Compare the three levels of analysis in this book’s OB model. MyManagementLab Access a host of interactive learning aids to help strengthen your understanding of the chapter concepts at www.mymanagementlab.com cott Nicholson sits alone in his parents’ house in suburban Boston

My Relationship With Your Friend Essay - 2382 Words

Every relationship is unique. And every relationship requires you to tackle it in slightly a different way. Your relationship with your mother is not going to be like your relationship with your partner. And your relationship with your friend is not going to be like your relationship with your coworker. But, there are some common things to remember in every relationship that you have. Regardless of what relationship you are dealing with, they will help you maintain the relationship, have more fun, and get more out of it. 1. Have Authentic Conversations Always remember that as hard as it might be, authentic conversations are necessary to make the most out of all relationships in your life. When you are authentic, the other person can feel it and you feel better about yourself, and that strengthens the bond you have with them. That means you need to speak the truth, even when it seems scary to do so. The truth is what helps people understand you better, relate to you better, and like you more. This should be done from the start of a relationship to avoid trust issues. But, it s never too late to start being authentic. If you are in a rocky relationship or feel like the people around you don t trust you, this is one of the most important things to remember moving forward! Once you start speaking your truth - and maintaining that way of communicating - you will earn the trust of everyone around you and create much better relationships with them. Another thing toShow MoreRelatedHow Personal Are Your Relationships?940 Words   |  4 PagesHow Personal Are Your Relationships? 1. Complete the â€Å"How Personal Are Your Relationships† Questions. For the purposes of this exercise, be sure to list several people who are close to you. 1. 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As you may knowRead MoreSocial Relationships in Childhood1360 Words   |  6 PagesSocial Relationships in Childhood Clarice Booker Kaplan University/ PS 420 – Social Relationships in Childhood February 28th 2015 Unit 3 Assignment Participant #1 Age: 14 Gender: Female 1. What were your friendships like while growing? Did this change from elementary school to middle and then to high school? If so, how? I am in high school now (9th grade) and a lot has changed over the years. I had friends that I was forced to hang out with and some that just grew with meRead MoreFriendship1262 Words   |  6 Pagesthat will fit everybody’s definition of friendship. Friends are people without whom your life wouldn’t be complete. They are the people who you know for ages, or even if you don’t you feel like you were born on the same day. 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Pulp Fiction Analysis Essay Example For Students

Pulp Fiction Analysis Essay Pulp Fiction  is an American crime film directed by  Quentin Tarantino, who cowrote its screenplay with  Roger Avary. The film is known for its rich,  eclectic  dialogue,  ironic  mix of humor and violence,  nonlinear  storyline, and host of cinematic  allusions  and  pop culture references. The film was nominated for seven  Oscars, including  Best Picture; Tarantino and Avary won for  Best Original Screenplay. It was also awarded the  Palme dOr  at the  1994 Cannes Film Festival. A major critical and commercial success, it revitalized the career of its leading man,  John Travolta, who received an  Academy Award nomination, as did co-stars Samuel L. Jackson  and  Uma Thurman. I have chosen this film because quentin tarantino is my favourite director and Pulp Fiction is his masterpiece. The genres of the movie are basically Drama, Action and Crime, the Thriller is present in some parts of the movie but can’t be considered as a genre of it. The film was shot in Los Angeles, California. Some parts of it was filmed in studios and other parts on the streets and restaurants of L. A. It can only be  Quentin Tarantino. The director’s cool and flashy homage to pop culture was naturally shot on the cot of it. Quentin Jerome Tarantino  was born in 1963, in USA. He is film director,   producer, screenwriter and actor. In the early 1990s he was an   independent  filmmaker whose black comedy  films used nonlinear storylines  and the aestheticization of violence. His most notable films include Resevoir Dogs (1992), Pulp Fiction (1994), Jackie Brown (1997), Kill Bill (2003–2004), Death Proof (2007) and Inglorious Basterds (2009). His films have earned him a variety of Academy Awards, Golden Globe, BAFTA and Palme dOr awards and he has been nominated for Emmy and Grammy awards. In 2007,Total Film named him the 12th-greatest director of all time. Outrageously violent, time-twisting, and in love with language, Pulp Fiction was widely considered the most influential American movie of the 1990s. Director and co-screenwriter  Quentin Tarantino  synthesized such seemingly disparate traditions as the syncopated language of David Mamet; the serious violence of American gangster movies, crime movies, and  films noirs  mixed up with the wacky violence of cartoons, video games, and Japanese animation; and the fragmented story-telling structures of such experimental classics as  Citizen Kane,Rashomon, and La jetee. The Oscar-winning script by Tarantino and  Roger Avary  intertwines three stories, featuring  Samuel L. Jacksonand John Travolta, in the role that single-handedly reignited his career, as hit men who have philosophical interchanges on such topics as the French names for American fast food products;  Bruce Willis  as a boxer out of a 1940s B-movie; and such other stalwarts as  Harvey Keitel, Tim Roth,  Christopher Walken, Eric Stoltz, Ving Rhames, and Uma Thurman, whose dance sequence with Travolta proved an instant classic. John Travolta  as  Vincent Vega, nominated to Oscar as Best Actor with this role. Samuel L. Jackson  as  Jules Winnfield. Uma Thurman  as  Mia Wallace. Bruce Willis  as  Butch Coolidge. Harvey Keitel  as  Winston Wolf  or simply  The Wolf. Amanda Plummer  as  Yolanda  or  Honey Bunny. Maria de Medeiros  as  Fabienne. Ving Rhames  as  Marsellus Wallace. Eric Stoltz  as  Lance. Rosanna Arquette  as  Jody. Christopher Walken  as  Captain Koons. Vincent Vega is  probably the most important character in  Pulp Fiction, portrayed by John Travolta in an Academy Award-nominated performance. He is the only character to appear in all story lines in the movie (aside from Marsellus Wallace and Mia Wallace). He is the brother of Vic Vega, a character from Reservoir Dogs. Jules Winnfield is a gangster who works for Marsellus Wallace and always  openly recited was a version of the Biblical chapter Ezekiel 25:17 to his victims before he killed them. Mia Wallace is Marsellus Wallace wife, shes addicted to cocaine and in the middle of the movie she have an overdose, this is the strongest and most famous scene of the movie. The narrative is presented out of sequence to keep with writer-director Quentin Tarantinos trademark of nonlinear storytelling. Pulp Fiction  is structured around three distinct but interrelated storylines—in Tarantinos conception, mob  hitman  Vincent Vega  is the lead of the first story, prizefighter  Butch Coolidge  is the lead of the second, and Vincents fellow contract killer,  Jules Winnfield, is the lead of the third. Although each storyline focuses on a different series of incidents, they connect and intersect in various ways. .u00ce844a6fed5f6060443ab84fc944cc , .u00ce844a6fed5f6060443ab84fc944cc .postImageUrl , .u00ce844a6fed5f6060443ab84fc944cc .centered-text-area { min-height: 80px; position: relative; } .u00ce844a6fed5f6060443ab84fc944cc , .u00ce844a6fed5f6060443ab84fc944cc:hover , .u00ce844a6fed5f6060443ab84fc944cc:visited , .u00ce844a6fed5f6060443ab84fc944cc:active { border:0!important; } .u00ce844a6fed5f6060443ab84fc944cc .clearfix:after { content: ""; display: table; clear: both; } .u00ce844a6fed5f6060443ab84fc944cc { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .u00ce844a6fed5f6060443ab84fc944cc:active , .u00ce844a6fed5f6060443ab84fc944cc:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .u00ce844a6fed5f6060443ab84fc944cc .centered-text-area { width: 100%; position: relative ; } .u00ce844a6fed5f6060443ab84fc944cc .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .u00ce844a6fed5f6060443ab84fc944cc .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .u00ce844a6fed5f6060443ab84fc944cc .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .u00ce844a6fed5f6060443ab84fc944cc:hover .ctaButton { background-color: #34495E!important; } .u00ce844a6fed5f6060443ab84fc944cc .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .u00ce844a6fed5f6060443ab84fc944cc .u00ce844a6fed5f6060443ab84fc944cc-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .u00ce844a6fed5f6060443ab84fc944cc:after { content: ""; display: block; clear: both; } READ: Dukes of T-Town EssayThe film starts out with a diner hold-up staged by  Pumpkin and Honey Bunny, then picks up the stories of Vincent, Jules, Butch, and several other important characters, including mob kingpin  Marsellus Wallace, his wife,  Mia, and underworld problem-solver  Winston Wolf. It finally returns to where it began, in the diner: Vincent and Jules, who have stopped in for a bite, find themselves embroiled in the hold-up. There are a total of seven narrative sequences—the three primary storylines are preceded by identifying intertitles on a black screen: 1. Prologue—The Diner (i) 2. Prelude to Vincent Vega and Marsellus Wallaces Wife 3. Vi ncent Vega and Marsellus Wallaces Wife 4. Prelude to The Gold Watch (a—flashback, b—present) 5. The Gold Watch 6. The Bonnie Situation 7. Epilogue—The Diner (ii) If the seven sequences were ordered chronologically, they would run: 4a, 2, 6, 1, 7, 3, 4b, 5. Sequences 1 and 7 partially overlap and are presented from different points of view; the same is true of sequences 2 and 6. In Philip Parkers description, the structural form is an episodic narrative with circular events adding a beginning and end and allowing references to elements of each separate episode to be made throughout the narrative. Other analysts describe the structure simply as a circular narrative. Film is generally a closed structure unless it is part of some kind of Virtual Reality. Even a unconventional film like Pulp Fiction, still relatively closed structures, exhibiting the particular timespace design that their creators have chosen. Its is very difficult to define this film as open or closed structured because the elements are all mixed up. This movie is so different that it have to be carachterised at least as half-open structured. Camera Angles: This is an example of medium shot, it’s used because they want to put the both actors side by side when they are going to kill the hamburguer guy. This is an example of Medium close up, it’s used to enhance the sexuality of Mia Wallace and to make the dialog between her and Vincent. This is an example of Worm’s eye, it’s used to show how’s the guy feeling low and inferior, when jules it’s powerful and superior. This is an example of Long Shot, they are both dancing so the camera have to take all the scene in the same shot. This is the movie’s most famous scene. This is an example of extreme close up, this is the overdose scene. The close-up is used to make the spectator fell horrified with the scene, by making it very realistic. Music from the Motion Picture Pulp Fiction  is the soundtrack to  Quentin Tarantinos  1994  film  Pulp Fiction. No traditional  film score  was commissioned for  Pulp Fiction. The film contains a mix of American  rock and roll,  surf music,  pop  and  soul. The soundtrack is equally untraditional, consisting of nine songs from the movie, four tracks of dialogue snippets followed by a song, and three tracks of dialogue alone. Six songs featured in the movie were not included in the 41-minute soundtrack. Job Titles: |Mike Stanwick |Color Timer | |Sally Menke |Editor | |Tatiana S. Riegel |1st Assistant Editor | |Gary M. Zuckerbrod |Casting | |Dereck Alff |Set Production Assistant | |Kara Mazzola |Post-Production Coordinator | |Martin Kitrosser |Script Supervisor | |Paul Hellerman |Production Manager | |Haley Sweet |Location Assistant | |Don Asher |Clearance Supervisor | |Vicki Cherkas |Miramax Legal | |Wayne Toth |Make-Up Effects Crew | |Jacqueline Aronson |Costume Supervisor | |Audree Futterman |Key Hair Supervisor | |Iain Jones |Hair Designer | |Earl V. Thielen |Driver | 4)identify enigma code and action code. The best action code in the movie is in the overdose scene, when Vincent ave to give the adrenaline shot in mia Wallace. The camera give a close-up in the needle and then you just hear the noise of it hitting the girl’s chest, in the next second she’s up with the needle stuck on his chest. It advances the narrative and tells you whats coming next by the sound of the hit. To think about Pulp Fiction we have to think that there is no genre and there are no limits. In my opi nion, the scenes of Pulp Fiction, as well as the actors of the film fit the genre perfectly. We, as an audience, are able to relate to the characters and watch the film with a different perspective, without any prejudice by seeing the title or genre. .uc4fe99c0f18bf6894400021c509fe1d9 , .uc4fe99c0f18bf6894400021c509fe1d9 .postImageUrl , .uc4fe99c0f18bf6894400021c509fe1d9 .centered-text-area { min-height: 80px; position: relative; } .uc4fe99c0f18bf6894400021c509fe1d9 , .uc4fe99c0f18bf6894400021c509fe1d9:hover , .uc4fe99c0f18bf6894400021c509fe1d9:visited , .uc4fe99c0f18bf6894400021c509fe1d9:active { border:0!important; } .uc4fe99c0f18bf6894400021c509fe1d9 .clearfix:after { content: ""; display: table; clear: both; } .uc4fe99c0f18bf6894400021c509fe1d9 { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .uc4fe99c0f18bf6894400021c509fe1d9:active , .uc4fe99c0f18bf6894400021c509fe1d9:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .uc4fe99c0f18bf6894400021c509fe1d9 .centered-text-area { width: 100%; position: relative ; } .uc4fe99c0f18bf6894400021c509fe1d9 .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .uc4fe99c0f18bf6894400021c509fe1d9 .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .uc4fe99c0f18bf6894400021c509fe1d9 .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .uc4fe99c0f18bf6894400021c509fe1d9:hover .ctaButton { background-color: #34495E!important; } .uc4fe99c0f18bf6894400021c509fe1d9 .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .uc4fe99c0f18bf6894400021c509fe1d9 .uc4fe99c0f18bf6894400021c509fe1d9-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .uc4fe99c0f18bf6894400021c509fe1d9:after { content: ""; display: block; clear: both; } READ: American Identity EssayThe conventions of these genres fit in with Quentin Tarantino’s style of films and personality in general. , the fact that most of his films don’t have a specific genre (which makes them hybrid’s), enables him to do pretty much whatever he wants without having to confine it to a specific genre. Besides of that he also leave a lots of questions in the air, it’s a movie to watch lots of times and still be able to discover new things that you didn’t realised before. For sure one of the best movies ever made. Bibliography http://www. imdb. com/title/tt0110912/ http://www. pulpfiction. com/ http://en. wikipedia. org/wiki /Pulp_Fiction_(film) http://www. rottentomatoes. com/m/pulp_fiction/

Teacher Interview free essay sample

What degrees do you have and why did you choose to teach? Mrs. Henry received her bachelor’s degree from Hampton University in 1986. Under the supervision of her old high school she was able to assist the elementary, preferably kindergarten through the six grades. That was where her journey began even though her math teacher wanted her to pursue a career in engineering . However, with the asking love that she had for her young students was overwhelming she could not turn from her goal of becoming a teacher. What motivates you to keep teaching? What motivates Mr. Henry to keep teaching is the need for dedicated teachers to fill the void of educating the future generation with the gratification that she received through her accomplishments and positive repertoire with students and their parents. Teaching them the value of self-worth that promotes the love of learning and receiving higher levels of education. We will write a custom essay sample on Teacher Interview or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page She also said that these young people are not only her students, but also an iatrical part of her school family. Over the years they gathered for several reunions in which she was introduced to their families. What has been your worst teaching moment? One of her worst teaching moments came recently in her 28th years of teaching. When a student disrespected her by an outburst of profanity. She disregarded class rules, respect for herself and peers. She rant and raved about her pleas to turn in all completed assignments despite her blatant disrespect toward Mrs. Henry. Although, she disrespected Mrs. Henry on numerous occasions she still treated her with dignity and respect. This was done to show her that the’re other ways of expressing one’s anger. She was then promoted to the middle school and to Mrs. Henry surprised she returned to her class with an enthusiastic hug and apology. She told her that she spent the summer thinking about what she had done, and mostly about how Mr. Henry treated her with love and respect. What has been your best teaching moment? Mrs. Henry best teaching moment is that â€Å"oh ho† moment when the student finally understands a skill being taught. This was received with excitement on their face exclaiming that Mrs. Henry makes teaching fun. What do you wish you had known before you started teaching? Ms. Henry wishes she had known she didn’t need all of those theory classes in college. What would you say your biggest challenges were as a first-year teacher? The biggest challenge Mrs. Henry had as a first year teacher was establishing class rules and assuring herself to the students, because she came in after the school year had begun. And, her first day on the job as a government shut down where all employees were on strike. This was a major struggle for Mrs. Henry because she found it very difficult building relationships with her employees that considered her to be a ( Scap) meaning not showing the commitment of striking. However throughout the years they became best of friends. If you had one piece of advice for an entry year teacher, what would it be? One piece of advice she would give to a first year teacher would be, that the teaching profession enables love to positively change and mold lives. Lifelong relationships can foster through and embrace each child to become successful members of our modern society. And, it’s definitely not a get rich profession . If you had it to do all over again, what would you change? If she could do it all over again she would like to change the minds of high level officials, community members, and anyone who takes advantage of our youths,by not providing them with the necessary materials, technological equipment, and proper facilities.

How to Make Homemade Slime (Classic Recipe)

How to Make Homemade Slime (Classic Recipe) There are lots of recipes for slime. Which one you choose depends on the ingredients you have and the type of slime you want. This is a simple, reliable recipe that produces classic slime. Tip Store your slime in a zip-lock bag in the fridge to prevent it from developing mold! What You Need to Make Slime Borax powderWater4 ounce (120 ml) glue (e.g., Elmers white glue)TeaspoonBowlJar or measuring cupFood coloring (optional)Measuring cup How to Make Slime Pour the glue into the jar. If you have a big bottle of glue, you want 4 oz or 1/2 cup of glue.Fill the empty glue bottle with water and stir it into the glue (or add 1/2 cup of water).If desired, add food coloring. Otherwise, the slime will be an opaque white.In a separate, mix one cup (240 ml) of water into the bowl and add 1 teaspoon (5 ml) of borax powder.Slowly stir the glue mixture into the bowl of borax solution.Place the slime that forms into your hands and knead until it feels dry. Dont worry about the excess water remaining in the bowl.The more the slime is played with, the firmer and less sticky it will become.Have fun! Playing with homemade slime. Welcome to buy my photos/Getty Images How Slime Works Slime is a type of non-Newtonian fluid. In a Newtonian fluid, viscosity (ability to flow) is only affected by temperature. Typically, if you cool a fluid down, it flows more slowly. In a non-Newtonian fluid, other factors besides temperature affect viscosity. Slime viscosity changes according to pressure and shear stress. So, if you squeeze or stir slime, it will flow differently than if you let it slide through your fingers. Slime is an example of a polymer. The white glue used in the classic slime recipe is also a polymer. The long polyvinyl acetate molecules in glue allow it to flow from the bottle. When polyvinyl acetate reacts with the sodium tetraborate decahydrate in borax, protein molecules in the glue and borate ions form cross-links. The polyvinyl acetate molecules cant slip past each other so readily, forming the goo we know as slime. Tips for Slime Success Use white glue, such as Elmers brand. You may also make slime using the clear or translucent school glue. If you use white glue, you get opaque slime. If you use a translucent glue, you get translucent slime.If you cant find borax, you can substitute contact lens solution for the borax and water solution. Contact lens solution is buffered with sodium borate, so its basically a pre-made mixture of the key slime ingredients. Dont believe internet tales that contact solution slime is borax-free slime! Its not. If borax is a problem, consider making slime using a truly borax-free recipe.Dont eat the slime. Although it isnt especially toxic, it is not good for you either! Similarly, dont let your pets eat the slime. While boron in borax isnt considered an essential nutrient for humans, it actually is an important element for plants. Dont feel bad if a bit of slime falls into the garden.Slime cleans up easily. Remove dried slime after soaking with water. If you used food coloring, you may need bleach to remove the color. Feel free to jazz up the basic slime recipe. The cross-linking that holds the polymer together also helps slime hold mix-ins. Add tiny polystyrene beads to make the slime more like floam. Add pigment powder to add color or to make the slime glow under black light or in the dark. Stir in a bit of glitter. Mix in a few drops of fragrance oil to make the slime smell good. You can add a bit of color theory by dividing the slime into two or more chunks, coloring them differently, and watching how they mix. You can even make magnetic slime by adding some iron oxide powder as an ingredient. (Avoid magnetic slime for very young children, because it contains iron and theres a risk they might eat it.)Ive got  a YouTube video of the slime showing what you will get if you use glue gel rather than white glue. Either type of glue works well.

Employee relation Essay Example | Topics and Well Written Essays - 2500 words - 1

Employee relation - Essay Example The unitary frame of reference is common among managers and it suggests the idea of unity, as the name implies. It means that all people in the organization are collectively working towards one goal with one central authority or managerial team. It also suggests that all the people working in an organization should have well-established ideas regarding the oneness of authority and conflict should be abhorred. In stark contrast, the pluralistic frame of reference suggests that each person working in an organization has varying interest, ideas, preferences, and opinions. There is no unity when responses are conditioned in such a way. Interest groups are formed within an organization and they have to struggle a lot for gaining their particular individual goals. Each group has drastically different interests and the manager’s role is to balance those interests effectively for achieving such objectives that are fruitful for an organization. Trade unions are made by the members of an organization themselves in order to protect their rights, interests and other betterment-oriented objectives. Most of the trade unions operate independently but some remain in constant contact with the employers in order to struggle together for achieving the same goals and desires. Now, the industrial or employee relations are based on the negotiation or discussion of those rights and demands of the employees that they want from their employers. Trade unionism has direct effects on the employee relations and it markedly molds those relations according to the nature of the scenario and the severity of the problems. According to (HRM Guide, 2010), the concept and significance of trade unionism is shifting now. The age of mass production is almost gone now and the present age is of individualism that does not support much the concept of trade unionism. This suggests that trade unionism is on a decline presently in most of the

Assignment 3 Essay Example | Topics and Well Written Essays - 2500 words - 1

Assignment 3 - Essay Example Customers: The stores of Boots UK are mainly located in well-known localities and streets of UK. Hence, its main consumers are male and females between age group 15-45 years from nearby neighbourhoods. Strength: The primary strength of the company is that it has a well-recognised brand with wide product range. The company is established in the market and has strong reliance on research and development. Weakness: Boots UK considers that location and ambience of its store are outdated, which can prove to be a weakness. Apart from this, analysis showed that the company has little dependence on technologies, which increase processing time of activities. Furthermore, the company also charges comparatively high price. The company has applied SMART techniques to determine goals and objectives. The company is planning to achieve an increase of twenty-five percent in the sale annually. It also has an objective to attract ten percent more male consumers every year, compared to the previous year. These goals are specific, measurable, achievable, realistic and time-specific in nature. Realizing such goals can prove to be company’s competitive advantage. The company has used demographic and geographic segmentation while determining its target segment. Boots UK has placed stores mainly in the high streets of UK; so, the obvious target market of company is individuals from the neighbourhood. From demographic point, the company ensure that both genders, male and female, are its product users and the age range is between 16 and 45 years (Armstrong, Cunningham and Kotler, 2002). In its strategy, the company is planning to implement Ansoff’s matrix to decide upon products for existing as well as new markets. The model was proposed by mathematician, Igor Ansoff. It states that there are four growth strategies that a firm can adopt: Market penetration and product development for existing market and market

Lego Branding Community Essay Example for Free

Lego Branding Community Essay Online communities are becoming â€Å"places† of belonging, information, and emotional support that people cannot do without. These social groups have a real existence for their participants, and thus have consequential effects on many aspects of behaviour. This article examines collective value creation and empowerment in an online brand community. It presents the main features of an online brand community, the process of value co-creation, and motivators for participating in online brand communities. These key factors jointly characterize collective value creation and empowerment. This netnographic study focuses on an online brand community called BrickBuilders, which is a meeting place for LEGO builders in Finland. BrickBuilders’ members feel a sense of belonging, they share similar motivations, and they create value together. Introduction A brand community can be formed by any group of people who share a common interest in a specific brand and who create a parallel social universe rife with its own myths, values, rituals, vocabulary, and hierarchy (Muniz and O’Guinn, 2001; Cova and Pace, 2006). Brand communities become more than a place. They become a common understanding of a shared identity, which can be found in both face-to-face interactions and in cyberspace (Muniz and O’Guinn, 2001). Analysts no longer question whether the concept of community should have a place in the domain of marketing (Cova and Pace, 2006). However, the concepts of brand community and online brand community are relatively new and have yet to find their place in the academic world. Traditionally, companies produced products relatively independently. Today, consumers and other stakeholders can create value more collectively. The purpose of this article is to describe and analyze collective value creation and empowerment in an online brand community. Main Features of Online Brand Communities Muniz and O’Guinn (2001) used three constructs to identify the distinguishing features of brand communities. First, a sense of belonging is a connection that members feel toward one another and the collective sense of difference from others outside of the community. The second feature is the presence of shared rituals and traditions that surround the brand. Rituals and traditions perpetuate the community’s shared history, culture, and consciousness. Traditions include certain behavioural norms and values. The third feature is a sense of moral responsibility, which is a felt sense of duty or obligation to the community. The sense of moral responsibility is what produces collective action. Heinonen and Halonen (2007) have identified motivators for online brand community activities. Members want to belong to something, build and strengthen their identities, get feedback from others, and create something new. The Process of Collective Value Creation Schau and colleagues (2009) have identified the process of value co-creation in online brand communities. The process consists of four thematic practices, which are social networking, impression management, community engagement, and brand use. Social networking is a practice that focuses on creating, enhancing, and sustaining ties among brand community members. These include welcoming, empathizing, and governing. These practices operate primarily in the intangible domain of the emotions and reinforce the social or moral bonds within the community. Impression management includes evangelizing and justifying. Online brand community members act as altruistic emissaries and ambassadors of good will. Members devote time and effort to the brand, share the news of the brand, and inspire others to participate in the community. Community-engagement practices are those that reinforce members’ escalating engagement with the brand community. These include staking, milestoning, badging, and documenting. Staking, milestoning, and badging mean that community members bring out brand experiences and proclaim openly that they are fans of a particular brand. Documenting occurs when brand community members construct a narrative of their brand experiences. Brand-use practices are specifically related to improved or enhanced use of the focal brand. These include grooming, customizing, and commoditizing. Grooming means that members share, for example, homemade tools and advice. Customizing means modifying existing ideas and discovering new ideas, which result in customized products. Commoditizing means that members rant or chastise some products, but at the same time, they have new ideas on how those products could be developed. Synthesis of the Theoretical Framework The main features of online brand communities, value co-creation, and motivators for participating in online brand communities (Heinonen and Halonen, 2007; Kozinets, 2010; Muniz and O’Guinn, 2001; Schau et al., 2009) are the key factors that jointly – realized in various combinations – characterize collective value creation and empowerment in an online brand community. The collective value creation and empowerment in the online brand community may occur when its members have a sense of belonging, they create value together, and they have similar motives. The collective value creation and empowerment of the online brand community allows mutual interaction between the online brand community and the company as well as other stakeholders. Companies have an opportunity to communicate with consumers and influence their opinions (Kozinets, 2010) and vice-versa. We have moved away from one-way transactions to a relationship-based interaction model that emphasizes consumers’ and other stakeholders’ roles in networks and communities.

Genetically Modified Foods Cause Autism Essay -- GMOs Essays

Question: Through the use of genetically modified foods, are humans becoming more prone to abnormalities? Introduction I have chosen to do my Life Science research project on genetically modified food as it is a topic that interests me. I have formulated a research question which is â€Å"Through the use of genetically modified foods, are humans becoming more prone to abnormalities?† Genetically engineered organisms (GMO) are becoming so advanced and a large variety of food that we eat has been genetically modified, such as maize, cotton, potatoes, wheat, sugarcane, strawberry, and soya. (Appel, 2008) With the increased advancement of GMO, many people are unaware of the complications that can occur. In my project I will be researching whether or not GMO are an addition to the cause of cancer and autism, but first in order for us to understand the effects of genetically modified organisms, we need to gain an in depth knowledge of the basis of genetics. DNA and Chromosomes Deoxyribonucleic acid (DNA) is a â€Å"hereditary material in humans and many other organisms† (Education, 2014). DNA is found in the nucleus of the cell. DNA forms an important part of the chromosome. DNA is a molecule that contains all the genetic information to make up an organism. DNA is a double helix structure made up of deoxyribose sugar, a phosphate and a nitrogenous base, there are four nitrogenous bases, Adenine, Thymine, Guanine and cytosine. Base pairing is specific. DNA carries genetic information in each cell, DNA can also replicate itself, so that the genetic code is passed on to each daughter cell that is formed during mitosis. â€Å"A chromosome is a thread-like structure of nucleic acids and proteins that are formed in living cells† (Anon., 2014).... ...3 Feburary 2014]. University of Nebraska , 2001. Ag Biosafety. [Online] Available at: http://agbiosafety.unl.edu/education/summary.htm [Accessed 16 March 2014]. University of Nebraska, 2005. Ag Biosafety. [Online] Available at: http://agbiosafety.unl.edu/basic_genetics.shtml [Accessed 03 Feburary 2014]. Unknown, 2011. Siyabonga Africa. [Online] Available at: http://www.krugerpark.co.za/krugerpark-times-2-6-genetically-modified-foods-19358.html [Accessed 01 May 2014]. Walia, A., 2013. Collective Evolution. [Online] Available at: http://www.collective-evolution.com/2013/05/10/new-study-links-monsantos-roundup-to-autism-parkinsons-and-alzheimers/ [Accessed 20 February 2014]. Wang, P., 2013. Autism Speaks. [Online] Available at: http://www.autismspeaks.org/blog/2013/10/11/are-children-born-autism-or-does-it-develop-later [Accessed 05 May 2014].

Falsafah Pendidikan

Integration of ICT in Education: Pedagogical Issues Dr. Anjali Khirwadkar Center of Advanced Study in Education Faculty of Education The M. S. University of Baroda India. Abstract The progress of any country depends upon the quality of education offered and its practices. Indian education was well known for its Gurukul system of education in the Vedic age. Education in India has undergone various phases and stages of development starting in the Vedic age to the post-independent period.At all stages of development there was a concern for bringing in quality education reflecting on the practical aspects in education. The great Indian thinkers had emphasized on developing the inner potential of individuals by reflecting on unique potential of individuals. Getting educated is solely dependent upon the individual teacher’s role to set conditions and generate environments for learning.The recent curriculum framework 2005 as proposed by NCERT (National Council of Educational Research and Training), India focuses on the issues of; Connecting knowledge to life outside Shifting from rote learning to constructing knowledge Providing a wide range experiences for the overall development of a child Bringing flexibility in the examinations The recent developments in technology have changed the world outside the classroom; it is more eye-catching and interesting for a student then the classroom setting. As a result, students find classroom instructions as dull and devoid of life and do not interest them for learning.The information technology has made learner WWW-afflicted. This is because technological developments have brought developments in two ways: First, by enhancing human capabilities by helping people to participate actively in social, 85 economic, and political life in a society at large. Second, by giving advantage to technological innovation as a means for human development due to economic progress and increased productivity. The power of information is such that almost all decisions made in different sectors like science, technology, economics, and business development will be based on information that has been generated electronically.Information has become a key asset of the organization for its progress. Therefore, access to information is a key factor in the generation of wealth and there is a strong link between a nation’s level of development and its level of technological development. Educators and policymakers believe that information and communication technologies are of supreme importance to the future of education and, in turn, for the country at large. As ICT is becoming an integral element for educational reforms and innovations at secondary schools, this situation calls for an enhancement of pre-service education on ICT for prospective teachers.There is a growing importance for ICT within the school curriculum. Not only it is used to support teaching and learning within other curriculum subjects, but it is also a subject in its own right as a separate discipline. The major objective is that developing skills, knowledge, and understanding in the use of ICT prepares pupils to use such technologies in their everyday lives. ICT tools enable pupils to access, share, analyze, and present information gained from a variety of sources and in many different ways. The use of ICT provides opportunities for pupils to work both collaboratively and independently.As such, the role of ICT within the curriculum is not only to enhance the learning experiences of pupils but also to help them develop the skills essential to participate effectively in the world of affairs. It generates avenues for working in groups developing team spirit, cohesion, and social values. Here, a teacher plays a pivotal role in the process of teaching learning. Hence, knowledge of ICT and skills to use ICT in teaching/learning has gained enormous importance for today’s teachers. Teachers are expected to know to successfully int egrate ICT into his/her subject areas to make learning more meaningful.This knowledge development during pre-service training has gained much importance with the notion that exposure to ICT during this time is helpful in increasing student teachers’ willingness to integrate 86 technology with classroom teaching. This paper focuses on issues relating to ICT in education as a core component in pre-service teacher education and the different models to be adopted for its integration. Review of studies conducted in the area of attitude, anxiety, and efficacy of teachers and development of computer skills Pre-service teachers need to plan to use computers in their classrooms.Vision is needed to motivate and direct their teaching and learning with the help of technology and using related instructional methods. There are various strategies used to make teachers understand and implement the integration of ICT in various curricula. They should serve as a basis for understanding compute r operations and programming along with assisting pre- service teachers to learn computer concepts in developing a vision, value, and use of computers in learning. Many studies have been conducted on teachers’ attitude and their use of ICT skills.It has been found that teachers’ attitudes play an important role in the teaching learning process. It has generally been found that pre-service teachers have demonstrated their ability for integrating technology into their teaching, but do not have clarity about how far technology can be beneficial for students. They will probably avoid teaching with technology once the requirement for the demonstration lesson is over. Hence, a negative attitude about teaching with and about technology in a subject matter area could work against well-planned instruction in teacher preparation programs.While, on the other hand, those teacher candidates who believe in the potential and utility of technology in the classroom and continue facing many challenges become the models for student teachers to emulate. Many studies have been conducted with regard to the attitude of teachers towards use and interations of technology have revealed the importance of attitudes for learning to use technologies (Cox, Rhodes & Hall, 1988; Davidson & Ritchie, 1994; Hannaford, 1988; Kay, 1990).These findings were further supported by Bandalos & Benson, 1990; Dupagne & Krendl, 1992; Francis-Pelton & Pelton, 1996; Loyd & Gressard, 1984a; Mowrer-Popiel, Pollard, & Pollard, 1994; Office of Technology Assessment, 1995. ) Several studies have found that individuals' attitudes toward computers may improve as a result of well-planned instruction (Kluever, Lam, 87 Hoffman, Green & Swearingen, 1994; Madsen & Sebastiani, 1987; Woodrow, 1992). Like other individual characteristics that are hypothesized o play a role in the continued growth of technology proficiency, attitudes and beliefs can’t be easily taught and must be developed by an individ ual over a period of time. Another factor that is noted to have a profound effect on the student teacher's learning technology and its integration is computer anxiety. Computer anxiety, as defined by Rohmer and Simonson (1981), is â€Å"the mixture of fear, apprehension, and hope that people feel while planning to interact or while actually interacting with a computer† (p. 151).Research has shown that there is often a negative relationship between the amount of prior computing experience and the level of computer anxiety exhibited by individuals. Reed and Overbought (1993) and Hackney (1994) found significantly reduced levels of computer anxiety following instruction whereas Chu and Spires (1991) observed a significant reduction in computer anxiety for only the most anxious quartile of subjects. McKiernan et al. (1994) reported that some students experienced reduced levels of computer anxiety at the end of a computer training class while other students experienced continuing anxiety.The level of anxiety could be reduced with increased experience in using and working with computers and thereby succeeding in reaching goals. Over and above the attitude of teachers, self-efficacy is also an important aspect to consider. Researchers have indicated that although teachers may have positive attitudes toward technology (Duane & Kernel, 1992; Office of Technology Assessment, 1995), they may still not consider themselves qualified to teach with it or comfortable using it. If teachers are to integrate technology into their teaching, they must feel self-efficacious about using it (Decorum & Kingie, 1993; Remer et. l. , 1993; Office of Technology Assessment, 1995). Bandera (1986) defined perceived self-efficacy as â€Å"people's judgments of their capabilities to organize and execute courses of action required to attain designated types of performances. It is concerned not with the skills one has but with the judgments of what one can do with whatever skills one pos sesses† (p. 391). According to Bandura (1982), people acquire information about efficacy from four sources: performance attainments, vicarious experiences of observing the performances of others, 88 erbal persuasion, and physiological states from which people partly judge their capability, strength, and vulnerability (p. 126). This information would help an individual assess his/her performance and then generate self-appraisals of his/her ability. When the concept of computer-efficacy is applied to the domain of learning to use computers in teaching, hands-on computer experience becomes an important component in effective instruction at the pre-service level. Research has shown a high correlation between efficacy judgments and subsequent performance (Bandura & Adams, 1977; Bandura, Adams & Beyer, 1977; Schunk, 1981).This particular link between self-efficacy and subsequent actions is significant in developing an idea for a teacher who continues to learn to teach with technolog y apart from instruction in teacher preparation (Ashton, 1985). Self-efficacy was originally conceived as having a high domain-specific component rather than one with high generalizability (Lennings, 1994), and this has led to recent research interest in the area of computer self-efficacy (Delcourt & Kinzie, 1993; Ertmer, Evenbeck, Cennamo, & Lehman, 1994). Computer self-efficacy represents the essential elements of self-efficacy as applied to the domain of computer learning.Several studies have found the positive effects of instruction on computer self-efficacy (Ertmer, Evenbeck, Cennamo & Lehman, 1994; Gist, Schwoerer & Rosen, 1989; Russon, Josefowitz & Edmonds, 1994; Torkzdeh & Koufteros, 1994). There is little doubt that today's prospective teachers will be expected to teach with technology in the classrooms of tomorrow. However, the resources available to teachers in terms of hardware, software, networking, and professional development vary greatly at the school level. Hence, i t is imperative that teachers become directors of their own learning with regard to using information technologies in the classroom.Through learning to teach with technology, teacher preparation programs have a unique place at the beginning of this challenging process. The development of a pedagogically-based framework of constructs that are related to learning to use computers and an approach for its application in teacher preparation shows promise for meeting these challenges as discussed above. 89 Another challenge for pre-service education is finding classrooms where pre-service teachers could observe teacher educators using technology appropriately and to understand where and how to include technology in their lessons.The computer has moved from an object to be studied to a teaching and learning tool for teachers and students. Hence, teacher preparation programs could no longer rely on an introductory course. We can’t just bolt on the technology in teacher education curr iculum; we need to take proactive steps for its integration in teaching learning. Teacher education and technological competence should involve all aspects of the preparation of teachers, i. e. , introductory competencies, use of technology in methods classes, school placements, and student teaching.Pre-service teachers need to develop a vision from the very beginning of their careers for using computers in their classrooms. For this, student teachers must understand computer operations and programming–leading them to develop a vision of the value and use of computers in learning. Therefore, it is crucial that teacher preparation programs should develop the cognitive, social, and physical environments that will help teachers feel efficacious and in control of learning to teach with technology, a domain that is often overwhelming even for experienced teachers.Another challenge of preparing teachers to teach with technology is that as a result of knowledge generation, our knowl edge about computer technology is constantly changing. In addition to this factor, there are various other dimensions like attitude, motivation, computer anxiety, and computer self-efficacy which play an important role in developing skills and competencies among prospective teachers. Pedagogy is primarily associated with formal school education.There are significant differences between the two concepts of pedagogy and â€Å"webogogy†, especially in terms of independence/dependence of the learners, resources for learning, motivation, and the role of the teacher. The context of learning is significant because learning is contextually and situationally specific. The teacher’s role in web-based teaching has already been identified as being very different from the teacher’s role in formal education, with terms like facilitator referring to the person who is on-line and interacting with students in various ways. It may be the same person who produces the course materi als.Also, the on- 90 line teacher will need to arrange a range of activities in which he or she will engage students, and a range of roles that he or she will fulfill. In web-based teaching, the teacher would be engaged in preparation and organization of instructional materials based on the same kind of assumptions about learners that are held by textbook authors. The Internet provides a wide range of scope for integrating varied learning experiences and making learning holistic. All of the resources developed by an individual teacher could be shared in a web forum for further refining the lesson plans.The various skills and competencies to be developed on the part of student teachers would be: Surfing the Internet and locating useful information from the Internet for the development of lesson plans. Developing lessons plans incorporating student use of technology in the learning process. Evaluating and selecting appropriate software for a particular subject and per student needs. G enerating printed documents like student assignments, newsletters, communication, etc. utilizing a variety of applications software like word processing and desktop publishing.Managing student data ; using data management tools for efficiently managing learning. Using technology to gather, organize, and report information about student performance like Excel and Access for database management. Developing tools to evaluate technology-based student projects including multi-media, word processing, database, spreadsheet, PowerPoint, desktop publishing, and Internet/telecommunications. 91 Using the Internet to support professional development including locating professional organizations, communicating with other teachers electronically, and participating in on-line professional development workshops nd seminars. Developing assignments and project work for students; giving them broader and deeper knowledge in a field of study; developing critical thinking and infusing creativity among st udents. Computer Education at The Secondary Level Recognizing the growing importance of ICT in the education area, policy makers in the school education sector have taken proper care to integrate computer education at the school level. The Curriculum Guide and Syllabus for Information Technology in Schools developed by NCERT, India, has the following objectives for the secondary school level: 1.Selecting appropriate IT devices for a given task; making his/her own informed choice of browser and search engines; trouble-shooting for peripherals. 2. Identifying specific strengths and weaknesses of technology resources; demonstrating legal and ethical behavior regarding the use of technology and information. 3. Communicating to a variety of audiences using IT tools; using a variety of technology tools for data collection and analysis; using tools to present and publish information with interactive multi media features; using tools to make models and simulations; manipulating images. . Us ing on-line information resources for collaboration and communication; collaborating with others to build content-related knowledge bases. 5. Developing strategies to find relevant and appropriate electronic information sources. 6. Investigating technology-based options for lifelong learning; using productivity tools, communication tools and research skills. 92 IT competency standards at the end of Class X to be developed in students are: †¢ †¢ †¢ †¢ Ability in and understanding of fundamental computer operations and concepts. Using a variety of programs to accomplish learning tasks.Exhibiting skills in the use of communication networks. Exhibiting skills in the selection and use of technology to gather, process, and analyze data and preparation of reports. The expectations from the school sector in terms of established student objectives and expected skills to be developed demonstrate the need to develop necessary knowledge and skills among teachers with positiv e attitudes and the right inclination. Techno-Pedagogy a Skill The aim of teacher education is to develop skills and appropriate knowledge among teacher trainees for using and integrating the correct technology in an appropriate manner.Every teacher should know how to use technology, pedagogy and subject area content effectively in their daily classroom teaching. It is clear that merely introducing technology to the educational process is not enough. One must ensure technological integration since technology by itself will not lead to change. Rather, it is the way in which teachers integrate technology that has the potential to bring change in the education process. Hence, attitude and self-efficacy towards technology play an important role.For teachers to become fluent in the usage of educational technology means going beyond mere competence with the latest tools to developing an understanding of the complex web of relationships among users, technologies, practices, and tools. Teac hers must understand their role in technologically-oriented classrooms. Thus, knowledge about technology is important in itself, but not as a separate and unrelated body of knowledge divorced from the context of teaching–it is not only about what technology can do, but perhaps what technology can do for them as teachers. 3 In techno-pedagogy, there are three areas of knowledge, namely: content, pedagogy, and technology. Content (C) is the subject matter that is to be taught. Technology (T) encompasses modern technologies such as computer, Internet, digital video and commonplace technologies including overhead projectors, blackboards, and books. Pedagogy (P) describes the collected practices, processes, strategies, procedures, and methods of teaching and learning. It also includes knowledge about the aims of instruction, assessment, and student learning.Speaking truthfully, technology integration entails the understanding and negotiating of the relationships among the aforemen tioned three components. Good teaching is not simply adding technology to the existing teaching and content domain. Rather, the introduction of technology causes the representation of new concepts and requires developing sensitivity to the dynamic, transactional relationship between all three components suggested by the TPCK framework. (Koehler, M. J. and Mishap, P. 2005) Technological Content Knowledge C P Pedagogical Content Technological, Pedagogical knowledge (TPCK)T Technological Pedagogical Knowledge Depending upon the nature of content, scope of content, and level of students, appropriate technology integration must be sought. Technology as an aid enhances the process of learning and helps in achieving higher level objectives. 94 Approaches to ICT integration in Teacher Education Use of ICT within teacher training programs around the world is being approached in a number of different ways with varying degrees of success. These approaches were subsequently described, refined a nd merged into following approaches: 1.ICT skills development approach: Here importance is given to providing training in use of ICT in general. Student teachers are expected to be skilled users of ICT for their daily activities. Knowledge about various software, hardware and their use in educational process is provided. 2. ICT pedagogy approach: Emphasis is on integrating ICT skills in a respective subject. Drawing on the principles of constructivism, pre-service teachers design lessons and activities that center on the use of ICT tools that will foster the attainment of learning outcomes.This approach is useful to the extent that the skills enhance ICT literacy skills and the underlying pedagogy allows students to further develop and maintain these skills in the context of designing classroombased resources. 3. Subject-specific approach: Here ICT is embedded into one’s own subject area. By this method, teachers/subject experts are not only exposing students to new and innov ative ways of learning but are providing them with a practical understanding of what learning and teaching with ICT looks and feels like.In this way, ICT is not an ‘add on' but an integral tool that is accessed by teachers and students across a wide range of the curricula. 4. Practice driven approach: Here emphasis is on providing exposure to the use of ICT in practical aspects of teacher training. Focus is on developing lessons and assignments. Using ICT and implementing it in their work experience at various levels provides students an opportunity to assess the facilities available at their school and effectively use their own skills. Thus, ICT in teacher training can take many forms. Teachers can be trained to learn how to use ICT tools.ICT can be used as a core or a complementary means to the teacher 95 training process (Collis & Jung, 2003). The various ways in which ICT teacher training efforts could be classified into four categories are shown below in Figure 1. ICT AS PART OF CONTENT ICT AS A CORE COMPONENT IN TEACHER EDUCATION AND ITS APPLICATION ICT AS CORE CONTENT ICT AS FACILITATOR ICT AS CORE DELIVERY From the above suggested approaches, regarding ICT as a core component at the preservice level, integration of all approaches would help in developing proper attributes among prospective teachers.There should be joint efforts of educators and prospective teachers in implementing and sharpening ICT skills. Whatever approach is followed in educational institutions to develop knowledge about ICT, it has inherent limitations. Coupled with other reasons, we are not making student teachers fully confident in using ICT in their daily classroom activities. As reported by Larose F. in their study, the level of computer literacy of the teaching staff is satisfactory but there is little transfer of these competencies to teaching practices (Larose F. et al. 1999). Efforts are required on the part of teachers to make use of the available facilities for the best use in teaching /learning. ICT in Education Course Scenario at the Pre-Service Level The syllabi for ICT in education courses offered by some of the universities in India were analyzed in terms of the objective of the course, weight given to theory and practice, and other syllabus components. The Curriculum Guide and Syllabus for Information Technology in Schools developed by NCERT, India, has the following expectations 96 bout basic competencies of teachers to achieve the objectives of ICT education at the secondary level: †¢ †¢ †¢ †¢ †¢ †¢ †¢ †¢ †¢ †¢ †¢ Understanding the role of technology in change and the implications of technology-mediated changes for education. Creating interest in learning among students through unique utilities like animation, simulation, the Internet, etc. Demonstrating a sound understanding of basic IT concepts and operations. Planning and designing effective learning environments with necessary technology support. Making the best use of technology-enhanced lessons to enrich student learning.Adopting assessment strategies to evaluate (a) student competencies in IT skills and (b) student learning in the new environment. Using technology to enhance our own creativity and professional practices. Demonstrating understanding of social, ethical, legal, and human issues surrounding the use of technology in schools. Fashioning a climate of values that encourage questioning, exploration, problemsolving, decision-making, and group co-operation. Striving for education to emerge from its disciplinary narrowness. Identifying useful learning material from various sources.The teacher has to take an active part in developing his own checklist for evaluation of learning materials and use it in the context of (a) the learner profile, (b) the learning environment, and (c) the technical strength of the computer laboratory of the school. Moreover, the tasks of the teacher are: 1. Design oneâ₠¬â„¢s own checklist. 2. Review software to be procured or on the World Wide Web 3. Report his/her assessment of courseware to the principal so a purchase decision can be made. 97 ICT is introduced in secondary teacher training courses at various levels as a compulsory subject or a special field subject.Sometimes, it is also introduced as one of the subjects to be studied under a course titled ‘Educational Technology’. Various objectives/rationales for introducing the course are as follows: 1. Understanding the scope and importance of ICT in contemporary society. 2. Developing effective perspectives and attitude towards emerging technologies. 3. Developing skills in handling, maintaining and protecting different types of hardware and equipment in the institutions of learning. 4. Acquiring a theoretical basis of ICT and to develop an awareness about recent developments in the area of ICT. 5. Acquiring adequate knowledge bout the fundamentals of computers and operating sys tems. 6. Acquiring the necessary skills of handling software packages for the purpose of education in the institutions of learning. 7. Acquiring knowledge about new Internet technologies and their place in the field of education. Regarding the weight given to the subject, different approaches are followed. Overall the weight given to theory and practice is 60/40 (60% for theory and 40% for practice). Broadly the content areas regarding theory/practice include: a. Introduction to Computers b. Introduction to Operating Systems c. Application of Computers in Teaching d.Functions of Computers – Knowledge of M. S. Office and other related packages and Computer languages e. Application of computers in Education f. New Trends and Techniques in Computer education (EDUSAT etc. ) g. Knowledge of Internet, World Wide Web, etc. 98 In the majority of teacher education institutions, the syllabi exhibit less weight to practical than theoretical aspects. Since the nature of ICT subjects is m ore practical and application-oriented, there needs to be more practical than theoretical input. This aspect seems to be neglected in designing and framing curricular objectives.The present approach for ICT integration is dismal as an â€Å"add on† approach for ICT course is adopted : ICT basics are taught to teacher trainers focusing on technical issues, but little emphasis is given to the pedagogical aspects Educational technology courses are taught in a rather traditional way and show little evidence of using new technology to support instructional innovations Students don’t know how to use new technology in their classroom instruction when they go to schools Technology input is not integrated in the curriculum courses, especially method courses.These are certain basic problems associated with the integration aspects of technology. These are major hurdles in the integration of ICT in the teaching/learning process. This scenario shows that the objectives of introduci ng ICT at the pre-service level are developing technological know-how and awareness regarding various other technologies and software packages. Further, the time spent for practical sessions is less, as more time is spent for theory sessions. The total approach of introducing ICT at the pre-service level is not very serious.It is very clear that student teachers will not get much scope in order to integrate ICT in curriculum or the teaching/learning process. In teacher training programs at the secondary level, the ICT education scenario is struggling with the following problems: †¢ †¢ Only at the awareness development level are objectives being achieved, but higher order thinking skills regarding the use of ICT tend not to be occurring. Technology, pedagogy and content area integration is a rare feature. components are dealt with separately which creates confusion for students. All 99 †¢There is a serious discrepancy among syllabi of teacher training institutions and secondary schools. Syllabi at various institutions are not on a par with school level curriculum. †¢ Time duration of the courses related to ICT education is too short to develop knowledge and necessary skills among students to achieve higher order thinking skills. †¢ †¢ †¢ There is a lack of availability of proper infrastructural facilities at most of the institutions. There is a mismatch between available hardware and software to develop required learning resources. Support from technical taff for maintenance is dismal. The objective at the pre-service level is not to prepare technocrats, but to develop technopedagogues. Teachers should be in a position to integrate technology into teaching / learning as well as develop the art and skill of â€Å"webogogy† (i. e. , to make use of Internet technology, exploring it, accessing information from it to use in teaching learning, etc. ). So, objectives must be set at the attainment of application and skill level s rather than just at the knowledge and understanding levels. The professional development of teachers needs to be given importance.There must be congruence between the school curriculum and teacher training curriculum at the secondary level. Otherwise, teachers are not ready to utilize their knowledge to effectively design teaching/learning processes, project work, and assignments. In addition to offering ICT as a compulsory and special course, integrated approaches need to be studied along with methods courses. This will help student teachers to develop the concept of ‘techno pedagogy’ to a greater extent. Thus, management of change in teacher education is a complex and demanding task involving comprehension, concern, caution, and contemplation.Planners and administrators of teacher education have to provide academic leadership to prepare reflective teachers who can manage the educational system efficiently at various stages of education at the pre-primary, primary, e lementary, secondary, and higher secondary levels. Effective change in schools is possible only when there are corresponding changes in the management of teacher education programs. 100 References: Ashton, P. (1985). Motivation and the teacher's sense of efficacy. In C. Ames, & R. Ames (Eds. ), Research on motivation in education, 2 ,141-171.Orlando, FL: Academic Press Inc. Bandalos, D. and Benson, J. (1990). â€Å"Testing the factor structure invariance of a computer attitude scale over two grouping conditions†, Educational Psychology Measurement, 50,49-60. Bandura, A. (1982). â€Å"Self-efficacy mechanisms in human agency. 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Risk Management Processes In Banking Activities Finance Essay - Free Essay Example

Sample details Pages: 6 Words: 1944 Downloads: 5 Date added: 2017/06/26 Category Finance Essay Type Argumentative essay Did you like this example? Recent years have witnessed an increasing incidence of significant losses in the banking sector. Many well performing banks have suddenly declared large losses on account of crystallisation of various risks like credit, exposures, assumed interest rate, positions and exposures in derivatives that could have been taken to hedge balance sheet risks (Honohan, 2008, p 15). The subprime crises of 2008 and the subsequent credit, financial and economic crises revealed the importance of the need to adopt carefully planned risk management processes in banking activities (Honohan, 2008, p 15) Banks assumed numerous financial risks in the course of their routine financing and day to day activity. Don’t waste time! Our writers will create an original "Risk Management Processes In Banking Activities Finance Essay" essay for you Create order With risk exposures in the banking industry being extensive and multi-dimensional, the selection and adoption of appropriate risk management processes is a complex and challenging task (Santomero, 1997, p 2). Risk management processes are further compounded by the fact that whilst bankers are aware of various risks involved in their regular financing activities and can take action to reduce or protect some of the activities that are prone to risk, there are some activities where the inherent risk has to be absorbed at the level of the banks (Santomero, 1997, p 2). These include activities where the imbedded risk may be too complex in nature to communicate to third parties (Honohan, 2008, p 15). The second group of activities include proprietary positions that need to be acknowledged and accepted on account of their risks and their expected returns. The credit risk in lending activity is a clear case where risk needs to be absorbed monitored and managed by institutions (Honohan, 2008, p 15). 1.2. Definition of Problem The development of the subprime crises and the following global financial and economic crises has resulted in enormous debate and discussion, the intensification of local and global regulatory activity in the banking sector and the conscious up gradation of risk management processes by various banks. With the memories of the crises continuing to be strong, banking customers continue to be apprehensive about the risk management processes adopted by their banks and the safety of their money in the hands of banks. 1.3. Aims and Objectives The proposed research project aims to examine the various measures adopted by banks to upgrade their risk management systems and processes. The aims and objectives of the proposal are elaborated as follows. To determine the various risks faced by banks in the course of their lending and financing activities. To determine the risk management processes adopted by banks prior to the banking crises of 2008. To examine the new risk management processes adopted by banks in the last two years in order to mitigate risks involved in bank financing activities. To determine the effectiveness of such measures and the extent to which they have improved the risk management processes of bank finance activities. 1.4. Benefits The proposed research project aims to examine an important area in banking activity. Most bank depositors continue to be worried about the safety of their bank deposits and the risk management processes adopted by their banks in the wake of the financial crises. The findings of the research project will throw important light on the actual steps taken by banks to mitigate the risks of their bank financing activities and help bank depositors as well as students of finance and the larger society by revealing the actual improvements in risk management processes and their effectiveness in safeguarding banking operations and depositor wealth. Commercial banks are essentially engaged in the risk business. They assume different types of financial risks in the course of providing financial services to their clients. Market participants use the services of these banks because of their abilities in providing transaction efficiency, funding capability and market knowledge. Acting generally as principals in such transactions, they use their resources to facilitate transactions and absorb risks. Angelopoulos*** Whilst banking firms do engage in activities like underwriting, investment and trust management and packaging, securitising and distribution of loans, which do not have implications for their balance sheets, the substantial majority of their risks stem from on-balance sheet businesses (Santomero, 1997, p 2). The risks that are involved in the basic banking activity of lending and borrowing are not totally borne by banks (Santomero, 1997, p 3). Banking institutions often mitigate or eliminate financial risks that are associated with transactions through the assumption of appropriate business practices or by shifting risks to other parties through appropriate use of pricing and product design methods (Santomero, 1997, p 3). Financial experts state that such risks can be, from the perspectives of bank managements, be segregated into three types: Risks that can be reduced by appropriate business practices. Risks that can be reduced by transfer to other participants. Risks that have to be actively managed at the level of banks (Santomero, 1997, p 3). Banks use a number of practices to avoid or manage risks. These include standardisation of various banking processes to reduce inefficiencies on taking of wrong financial decisions, development of portfolios that are diversified across borrowers and reduce the impact of losses in specific sectors and processes to hold employees accountable for actions that increase the risks faced by banks (Pyle, 1997, p 1-2). Some risks on the other hand are transferred through the use of interest rate products like swaps, alteration in borrowing terms and buying or selling of financial claims to concentrate or diversify risks associated with specific client basis (Pyle, 1997, p 1-2). The risks involved in some activities or classes of assets however need to be absorbed at the bank level. These include activities or assets are too complex to communicate to others or credit risks that are integral to lending activity (Santomero, 1997, p 3). Managements of banking firms rely on various standard activities to manage such inherent risks. These include the establishment of standards and reports. The formulation of position limits, the development of investment strategies and the formulation of compensation and incentive contracts for bank employees (Santomero, 1997, p 4). Each of these processes is complex in nature. The setting of standards for example includes areas like categorisation of risk and formulation of standards for underwriting and review. Standardisation of financial reporting helps in understanding asset quality and risk posture. Position limits restrict risk taking to assets that meet specific quality standards (Santomero, 1997, p 4). Whilst the setting of such limits is an expensive and complex task, it helps in restricting the risks that can be assumed by individual employees and organisations. Investment strategies provide guidelines to bank managers in terms of concentrations in particular market areas, the degree of required exposure to asset-liabilities and the requirement for hedging against risks of particular types. Whilst such strategies help in passive risk avoidance, banks also provide managers with advice and guidance on different types of investment activity (Santomero, 1997, p 4). The risks assumed by banks in their normal financing activities include the following. Angelopoulos Market risk Credit risk Liquidity risk Counterparty risk Operational risk Legal risk Banks by and large adopt the same process of risk management, elaborated above for dealing with these different types of risks (Santomero, 1997, p 4). The aftermath of the financial crises has resulted in intense soul searching by banks and analysis of their risk management processes for each of these different types of risks, the assessme nt of their effectiveness, the analysis of their deficiencies and action to upgrade existing processes in various ways (Santomero, 1997, p 4). 3. Research Methodology The adoption of an appropriate research method is one of the most important components of a research proposal. The choice of an appropriate research method depends primarily upon the nature of the subject and the formulated research questions, as well as the resources and time available with the researcher (Bryman, 2004, p 9). Social research is shaped by two basic epistemologies, namely the positivist approach and the interpretivist approach (Bryman, 2004, p 16). Positivist epistemology is useful for research subjects that can be investigated with the adoption of scientific and quantifiable methods of investigation and analysis. Whilst much of social research, especially in areas of marketing and consumer opinion are conducted with the help of social research, they prove to be inappropriate and inadequate for research subjects that cannot be easily categorised and analysed in scientific and quantitative terms (Bryman, 2004, p 16). With humans essentially being unique and often irrational in their thoughts and actions, much of social research involves subjective issues and topics that are multi-dimensional, multi-layered and can be interpreted in various ways (Bryman, 2004, p 16). Such research subjects are best served by the application of interpretivist epistemologies and associated research methods (Bryman, 2004, p 16). The choice of research epistemology is also by and large causal in the adoption of appropriate research methods. Positivist epistemology is associated with quantitative methods of obtaining and analysing information, even as interpretivist epistemology is associated with qualitative research methods (Creswell, 2006, p 42). Whilst qualitative methods essentially make use of techniques like sampling, questionnaire based surveys and numerical and statistical analysis, qualitative methods involve obtaining information through direct and extensive interviews with respondents and the expert interpretation of the information obtained during such interviews (Creswell, 2006, p 42). Both quantitative and qualitative methods have their own merits and demerits and the skilled and astuteness of the researcher lies in making an appropriate and careful selection (Davies, 2007, p 29). The research subject taken up for investigation, whilst involved with banking, finance and management of risk is essentially too wide and complex to be analysed through purely quantitative means (Davies, 2007, p 29). Risk management processes are basically designed, implemented, assessed and monitored by individuals, who aim to achieve certain risk management objectives (Davies, 2007, p 29). With much of interpretation of various types of risks being influenced by a range of subjective and interpretative issues like economic conditions, risk profiles of specific sectors and profit objectives of individual banks, the research objective of the proposed dissertation will be best served through the adoption of qualitative methods (Davies, 2007, p 2 9). The formulation of research methods also involves the determination of the methods for obtaining information (Babbie, 2007, p 14). Information for research purposes is obtained from primary and secondary sources, secondary sources being the information available in the public domain through writings on the subject by uninvolved third parties and primary information comprising of information obtained directly from respondents involved in the matter under investigation (Babbie, 2007, p 14). With qualitative methods of research being proposed to be used for the dissertation, it is planned to obtain primary information to direct interviews with executives engaged in a risk management processes with three important banks (Cramer, 2003, p 58). Information will be obtained through the conduct of carefully planned interviews with chosen respondents on the risk management processes that were used by these banks before the financial crises, the implementation of new measures, the re asons behind selection of such measures and the impact of the new measures upon existing risk management processes (Cramer, 2003, p 58). Information from these direct interviews will help significantly in answering the previously elaborated research questions. 4. Ethics Care will be taken to adhere to all ethical norms of social research projects, including adherence to the principles of informed consent, absence of coercion, freedom to respond to questions and confidentiality of identity. All respondents shall be informed about the purposes of research. Care shall also be taken to ensure originality of research, acknowledgement of sources and elimination of plagiarism of all kinds. 5. Problems and Limitations The main problems in the conduct of the research project could arise from the availability and selection of appropriate respondents for qualitative interviews. The researcher proposes to use known contracts as well as family and friends to locate and persuade appropriate respondents to participate in direct interviews. Whilst this process could take some time, the researcher is confident of being able to obtain the agreement of appropriate respondents to participate in the research. The research will otherwise of course be limited by the expertise and knowledge of the researcher. 6. Time Plan