The Way of Financial Capability Is Through Financial Literacy

The way of Financial Capability is through financial literacy: Indian and Global Scenario Asst. Prof. Prajakta Joshi N-12, Maurya Vihar, Near Sahajanand Society, Kothrud, Pune -38 Email – [email  protected] co. in Contact no. – 9371207428 The way of Financial Capability is through financial literacy: Indian and Global Scenario Abstract In every stage of life people face challenges to take certain financial decisions. Financial illiteracy is inability to make informed judgments and effective decisions regarding the use and management of money and wealth which affects their family and society at large.It is utmost important for a country to take steps for financial literacy in order to improve the standard of society society and economy of the nation. Financial literacy is the set of skills and knowledge that allows an individual to take appropriate financial decisions. The objective of the research is to understand financial literacy and its importance. It also aims to understand the current financial literacy initiatives that are taking place in India and other parts of the world.Financial literacy is more important in country like India where large chunk of population is illiterate hence they do not have easy access to formal financial set up. This population has lack of knowledge about financial planning. The Indian government has insisting on the need for financial literacy and generating confidence among people who burnt their fingers by taking wrong decisions. The promotion of financial literacy in developing countries is timely and can be a win-win situation for poor people and financial service providers alike..Financial literacy skills can be applied everywhere viz. managing a wide range of individual, household, business, and community resources. The effective financial literacy is the best tool to help the society to deal with future needs as well as to deal with contingencies. Key Words: financial literacy, financial education, financ ial programs, financial planning Introduction: Financial decisions can be rigorous task. Making financial choices by comparing savings or borrowing options with different interest rates and term structures can cause a certain level of discomfort.Sometimes a knowledgeable individual may need to rely on calculators or spreadsheets to make truly informed decisions. Investment decision involves some amount of risk; hence the number of investors are less as compared to the rate at which markets in India are growing. People hesitate to invest due to lack of awareness and proper knowledge of financial services available in market. This uncertainty is due to lack of information and understanding of investment basics. Creating informed investor is the major challenge for constant growth of Indian economy.Investments may be in the form of fixed deposit, real estate, gold, mutual fund, bond and shares. As per Indian scenario people are least interested in investment is share market due to lack of knowledge. Only 1% of Indian population is active investor in capital market. Government of India has already taken steps to increase the awareness and knowledge of the population through various investor education programs. Financial literacy programs that teach individuals how to spend save and budget responsibly.These initiatives should reach to the root level of Indian population. The awareness should spread among the farmers that consist of 70% of Indian economy. Objective: 1. To understand the financial literacy and its importance. 2. To learn about the Initiatives for Financial Literacy in the global context. 3. To study the efforts taken by various institutions for Financial Literacy in India. Literature Review: Lusardi and Mitche (2006, 2007), have conducted basic financial literacy test for both U. S. nd other countries and their research shows that many adults do not understand the difference between compound and simple interest; the characteristics of financial asset s such as stocks and bonds; the benefits of portfolio diversification; or the important features of their own mortgages, Social Security and pension plans. Lusardi and Tufano( 2009), (van Rooij, Lusardi, and Alessie 2007), (Hastings and Tejeda-Ashton 2008) found that people with low financial literacy are more likely to have problems with debt, less likely to participate in the stock market and mutual funds.Previous research has found that financial literacy can have important implications for financial behavior. Ajay Tankha, Development consultant of Sa-dhan, a self help group conducted study in India related to financial literacy and indicated that nearly 96% of the population across the country felt that they would not survive for more than one year if there is a loss of income. Worthington, AC, Predicting financial literacy in Australia, Financial Services Review, 15(1), Spring 2006, 59-79, used Logit models to predict financial literacy using the 2003 ANZ Survey of Adult Financ ial Literacy in Australia.Factors examined include gender, age, ethnicity, occupation, education, income, savings and debt. The result shows Financial literacy is highest for persons aged between 50 and 60 years. Literacy is lowest for the unemployed, females, and those from a non-English speaking background with a low level of education. Research Methodology: The research paper is based on descriptive analysis. The secondary data sources are : 1. Websites 2. World economic forum report 3. Books 4. Journals Conceptual background: Definition of Financial Literacy:Financial Literacy is the knowledge and ability of an individual to make informed and effective money management decision. Financial literacy can be achieved when a person develops financial knowledge and skill along with access to financial services, government policy, financial instruments and updates in tax structure. Financial literacy—the ability to process financial information and make informed decisions about personal finance—has received growing attention in the developed world, and recently, in the developing world, as a potentially important determinant of household well-being.The term financial literacy is used often but many do not truly understand the definition. As Stone (2004) states, â€Å"financial literacy is the ability to read, analyze, manage and communicate about the personal financial conditions affecting material well being† (p. 1). The concept of financial literacy takes into consideration the ability to balance your check book or being able to read your financial statements. A better informed citizen can be more prudent in planning his personal finance consequently helps in strengthening the country’s economy.It is important that people should accurately perceive their own economic decision Therefore there should be substantial contribution from government of India and other non- government organizations. Importance of financial literacy: In recent years, financial literacy has gained the attention of a wide range of major banking companies, government agencies, grass-roots consumer and community interest groups, and other organizations.Interested groups, including policymakers, are concerned that consumers lack a working knowledge of financial concepts and do not have the tools they need to make decisions most advantageous to their economic well-being. Such financial literacy deficiencies can affect an individual's or family's day-to-day money management and ability to save for long-term goals such as buying a home, seeking higher education, or financing retirement. Ineffective money management can also result in behaviors that make consumers vulnerable to severe financial crises.Financial literacy allows people to increase and better manage their earnings – and therefore better manage life events like education, illness, job loss or retirement. It also promotes understanding and acceptance of important political refo rms, such as health care or pension reforms. While the significance of financial literacy has not yet been fully articulated and recognized by the international development community – or by policy makers and practitioners in developing countries – measures to promote and improve financial education are becoming more frequent.The providers of financial literacy programs are a diverse group that includes employers, the military, state cooperative extension services, community colleges, faith-based groups, and community-based organizations. Commercial banks are also important providers of financial literacy education. All but two of the forty-eight retail banks responding to a recent survey by the Consumer Bankers Association reported contributing to financial literacy efforts in some way.Many banks consider their engagement in this area a way to expand their customer base and promote goodwill, and such activities are often given favorable consideration in examinations f or compliance with the Community Reinvestment Act. International Scenario of Financial literacy: The development in medical and technology field results in increase in life expectancy, however the person should also be sustain economically till he alive. Financial literacy has become an immensely popular component of financial reform across the world to retain and increase the income for future survival.USA: Financial literacy promotion was started early in 1908 in United State of America, Edward A. Filene established American credit union movement to promote financial literacy in form of newsletters. .Some governments have devoted efforts to improve financial literacy. In USA many state governments require high school students to take financial education courses; the first such requirement took effect in Nevada in 1957. CNN Money has an outstanding overview of basic personal finance topics called Money 101. Each of the 23 topics includes several pages of information, and many of th e subjects include an interactive calculator or tool.The Federal government has a website called MyMoney. gov, which is â€Å"dedicated to teaching all Americans the basics about financial education. † American Association of University Women California’s work with financial literacy program from 2008. They have developed six modules for college students and women. As response to the recent financial crisis, the United States government set up the President’s Advisory council on Financial Literacy in January 2008, charged with promoting program that improves financial education at all levels of the economy.The Federal government also provides the Federal Citizen Information Center, which offers free (or cheap) publications on a variety of topics including finance.. Private foundations are also stepping up for promotion of financial literacy and its advantages. The Citi Foundation, funded by Citigroup, has supported a number of initiatives that look to improve fi nancial literacy throughout the world. Currently, the program is headed by Microfinance Opportunities, a microenterprise resource center that promotes client-led microfinance, and Freedom from Hunger.Australia: the commonwealth Bank has offered education and financial literacy initiative to young and adult Australians. Since the 1930’s, the bank has particularly focused on supporting the financial needs of young people through its Student Banking Program and the Dollars and Sense . Portland, Maine: An Institute for Financial Literacy is established in 2002. . It is nonprofit organization which supports financial literacy program. Indonesia: In the developing world, the Indonesian government declared 2008 ‘the year of financial education’.Europe and Central Asia: Starting in 2005, the Europe and Central Asia Region of the World Bank initiated a pilot program in financial literacy, for the pilot program nine countries review were conducted that includes six states of European union namely, Bulgaria, Czech Republic, Latvia, Lithuania, Romania and Slovakia plus the Russian Federation and Azerbaijan, Croatia. The financial literacy initiative is currently being implemented by Pro Mujer (Bolivia), Teba Bank (South Africa), Al Amana (Morocco), Equity Building Society (Kenya), SEWA Bank (India), CARD Bank (the Philippines) and the Microfinance Centre (Poland), among others.Indian Scenario of Financial literacy: 65% Indians lack financial literacy, according to Financial Service giant Visa, recently came up with a survey which declared India as one of the least financial literate countries among 28 countries. [pic] Source: Visa this survey is conducted in the period between February and April 2012 and interviewed 25,500 respondents in 28 countries including global superpowers like USA, Canada and Australia. Out of a possible score of 100, Brazil topped the charts with a 50. 4 followed by Mexico with 47. 8, Australia with 46. 3, USA with 44 and Canad a with 43. in top 5 overall country ranking. India ranked 23rd as the report termed only 35% of Indian respondents as financially literate. In India, the Reserve Bank of India launched an first initiative in 2007 to establish Financial Literacy and Credit counseling centers throughout the country which would offer free financial education and counseling to urban and rural population. Initiatives taken for Financial Literacy in India: In India Financial Literacy initiative taken by various agencies to enhance financial capability of Indian population. These initiatives include: 1. RBI’s initiative on Financial LiteracyInitiative taken by Reserve Bank of India, Reserve Bank of India has undertaken a project titled â€Å"Project Financial Literacy†. The objective of this project is to propogate information regarding the general banking concepts to various target groups, including school and college students, women, rural and urban poor, defense personnel and senior citize ns. The project has been designed to be implemented in two modules, one module focusing on the economy, RBI and its activities, and the other module on general banking. The material is created in English and other vernacular languages.The information is distributed to banks, local government, schools and colleges through presentations, pamphlets, brochures, films and also through RBI’s website. The other measures implemented by Reserve Bank of India in this regards include conducting essay competition to promote financial awareness among school children on topic banking and finance. Recently RBI launched ‘RBI Young Scholars’ award’ scheme for outstanding students in order to generate interest in creating awareness of banking sector of the country. 2. SEBI’s initiative on Financial Literacy Securities Exchange Board of India has started financial education on a nationwide.To undertake financial education to various target segments viz. school student s, college students, working executives, middle income group, home makers, retired personnel, self help groups etc. , SEBI has empanelled Financial Educator Resource Persons throughout India. The Resource Persons are given training on various aspects of finance and equipped with the knowledge about the financial markets. These SEBI Certified Resource Persons organise workshops to these target segments on various aspects viz. savings, investment, financial planning, banking, insurance, retirement planning etc.More than 3500 workshops have been already conducted in various states covering around two lakh and sixty thousand participants. Investor education programs are conducted by SEBI through investor associations all over the country. Regional seminars are conducted by SEBI through various stakeholders viz. Stock Exchanges, Depositories, Mutual Funds Association, Association of Merchant Bankers etc. SEBI has a dedicated website for investor education wherein study materials are avai lable for dissemination. SEBI also publishes study materials in English and vernacular languages.Under ‘Visit SEBI’ programme, School and college students are encouraged to visit SEBI and understand its functioning. SEBI has recently set up SEBI Helpline in 14 languages wherein through a toll free number, investors across the country can access and seek information for redressal of their grievances and guidance on various issues. (ref. www. rbi. org) 3. IRDA’S Initiatives on Financial Education Insurance Regulatory and Development Authority has taken various initiatives in the area of financial literacy. Awareness programmes have been conducted on television and radio and simple messages about the rights nd duties of policyholders, channels available for dispute redressal etc have been propagated through television and radio as well as the print media in English, Hindi and 11 other Indian languages. IRDA conducts an annual seminar on policy holder protection and welfare and also partially sponsors seminars on insurance by consumer bodies. IRDA has done a pan India survey on awareness levels about insurance. IRDA has also brought out publications of ‘Policyholder Handbooks’ as well as a comic book series on insurance. A dedicated website for consumer education in insurance has been launched. 4. PFRDA Initiatives on Financial EducationThe Pension Fund Regulatory and Development Authority, India’s youngest regulator has been engaged in spreading social security messages to the public. PFRDA has developed FAQ on pension related topics on its web, and has been associated with various non government organizations in India in taking the pension services to the disadvantaged community. PFRDA’s initiatives have become more broad-based with direct mass publicity on NPS – both as individual model through POPs and group models through Aggregators. PFRDA has issued advertisements in print media and electronic media thro ugh radio and television.PFRDA appointed intermediaries are called Aggregators who are directly responsible for pension awareness mostly in vernacular languages and in line with socio-economic sensibilities 5. Market players Initiatives on Financial Education Commercial banks are realizing that they are missing out on large segment of financially illiterate and excluded segment of prospective customers. Major financial institutions are spreading awareness through Financial Literacy and Counseling Centers and Rural Self Employment Training Institutes on financial literacy.The objective of these centers is to advise people on gaining access to the financial system including banks, creating awareness among the public about financial management, counseling people who are struggling to meet their repayment obligations and help them resolve their problems of indebtedness, helping in rehabilitation of borrowers in distress etc. Some of these credit counseling centers even train farmers/wom en groups to enable them to start their own income generating activities to earn a reasonable livelihood. Similarly, many Stock Exchanges, Broking Houses andMutual Funds have initiatives in the field of financial education through conducting of seminars, issuance of do’s and don’ts, and newspaper campaigns. Insurance companies too, carry out campaigns and other educational activities for generic education in insurance. 6. Other Measures Other than the Reserve bank and other regulators, various NGO’s in the country are also spreading financial literacy in the country. Sanchayan is a NGO dedicated exclusively to spreading financial literacy and awareness among the youth and adults from low-income background.Sanchayan conducts free workshops for the underprivileged youth on topics ranging from the basics of banking, credit cards and PAN cards to the investing in shares and mutual funds, so that these youth can become financially aware and also a part of the mainstr eam banking and financial services industry. Indian School of Microfinance for Women through its Citi Center for Financial Literacy (CCFL) has formed a network of partner organizations named National Alliance for Financial Literacy (NAFil) to take financial literacy as a movement across the country.Also Manndeshi Udyogini Business School for Rural Women: HSBC has collaborated with Mann Vikas Samajik Sanstha in Satara to provide financial literacy and management skills to girls and women with no formal education Conclusion and Recommendations: It is a need of an era to understand the concept of financial literacy for rapid progress of economy. The financial literacy is not restricted only to small savings but it is also useful for how to use credit responsibly, fund management, minimize financial risks, maximization of profit and derive long-term benefits of investment.Financial literacy movements have already started globally. India has also made rapid progress in the field of finan cial education through various programs initiated by government and other agencies. In this context the following recommendations are worth notable to increase the financial literacy of the country. 1. Financial literacy program should be the part of academic syllabus from primary education. 2. Special program should be designed for woman who develops the cultures in the family, this can be implemented through anganwadi teachers and self help groups. 3.In rural area program should be designed in regional language and should be presented in form of dramatics or street play for their better understanding. 4. In advance stage the programs on investment in capital market should be introduced in easy language for educated middleclass. 5. There is a scope for further study whether financial education programs are effective in improving financial literacy and financial behavior. REFERENCES: 1. A Survey of the Banking Industry† (July 2001) 2. Dean Roy Nash, FINANCIAL LITERACY: AN INDI AN SCENARIO, Asian Journal of Research in Banking and Finance. 3. Eikmeier, B. J. (2007).Trends drive opportunities for financial planning for women. Journal of Financial Planning, 20(6),6. ry of Low-income Students: Literature 4. Frenette M. & Robson, J. , (2011). Financial Literary of Low-income Students: Literature 5. implications for financial education. Business Economics, 35-44. 6. Lusardi, A. (2009). Financial literacy, retirement planning, and retirement wellbeing: Lessons 7. Lusardi, A. (Jan 2007). Financial literacy and retirement preparedness: Evidence and 8. Lusardi, Annamaria, and Olivia S. Mitchell, 2006. â€Å"Financial Literacy and Planning: Implications for Retirement Wellbeing. Pension Research Council Working Paper No. 1. viewed December 28, 2012. 9. Lusardi, Annamaria, and Peter Tufano. 2009. Debt Literacy, Financial Experiences, and Overindebtedness. NBER Working Paper n. 14808. 10. Stone, G. (2004, June). Loma. Retrieved July 17, 2009, from: www. loma. org 11. Tankha. A. 2011. Financial literacy: concept and its importance in India. Vol. 2 Issue 4, April 2012, ISSN 2249 7323 12. Worthington, AC, Predicting financial literacy in Australia, Financial Services Review, 15(1), Spring 2006, 59-79. 13. www. commbank. com. au 14. www. worldbank. org 15. www. financiallit. org 16. www. aauw-ca. org

Inspirational teacher Essay

Dear Ms. Cornell, On the last day of my 9th grade English class, I gathered my books, took one last look around, and wondered if you and I would ever cross paths again. As you erased the chalk board, I wondered how many students were actually as inspired by you as I was. I considered interrupting your meticulous erasing, but decided against it, coming to the conclusion that you had had enough of us rowdy 9th graders for one school year. Your English class was my favorite, and I always looked forward to the exciting activities you’d come up with for us to participate in. Going into the 9th grade, I didn’t think that group activities and reading those â€Å"long† short stories would be something that I actually looked forward to, but you changed my outlook completely. I never thought I would have the opportunity to contact you again as I ventured off to high school to pursue the final years of structured schooling. It’s funny, though†¦as I walked out of your class room, you stayed with me through the duration of my schooling. The way that you taught inspired me in ways that no other teacher could. Your exclusive focus on each individual student you encountered helped me to understand that everyone is, indeed, individual. The creativity you incorporated into each lesson plan helped me to see that nothing has to be boring†¦it’s all in the way that a person approaches it. The little methods you utilized to make large exercises seem small and easy encouraged me to break down my large assignments into several small tasks. Something about the way you spoke to us kids made anything impossible seem absolutely attainable. I am in the process of completing my credentials to become a grade school teacher. I have completed student-teaching for Kindergarten, 1st, 3rd and 4th grade classes. I can now say that I honestly understand why this field is so rewarding. The kids are always so eager to see me. As I did with you, they continually await the learning activities I have planned for them. The various students I have had the opportunity to work with remind me of when I was young and dependent on the grown-up standing in the front of the room trying to teach me all the things I would need to know in life. As I approach the end of my formal education, I felt it was important to let you know that you played an important role in what I chose my career to be. Though the grades are different, the purpose is the same. Watching you effortlessly pass on your knowledge to a bunch of somewhat unappreciative 14-year olds gave me aspiration to practice a career in education. You had a major impact in my life and my hope is that one day I will be someone’s â€Å"Ms. Cornell. † For everything that you taught me, and for everything that you do, Thank you. Sincerely, ________________________________________ Check out the new AOL. Most comprehensive set of free safety and security tools, free access to millions of.

Check Point Personal Philosophy of Education

I share the same opinion. I trust that there are certain talents that all people should have. The talents are basic talents however they are the starting point. Talents are building blocks that let children to continue stepping up to the next higher level of education that an individual should have. Instructional Philosophy I would have a behaviorist style in my class. The hypothesis of behaviorist is an educational and psychological hypothesis that states that one’s attitude is revealed by surroundings, not some one’s heredity. I believe that this is very significant because if an individual is in a bad surrounding, then their learning is slowed down by that bad surrounding. If a child is in a good surrounding they are more willing to learn and they absorb the teachings better. Behaviorist or Constructive approach to instruction I personally love the opinion of having Essentialism and Behaviorist merged together. Those two are my personal philosophy in education. Essentialism philosophy and the behaviorist style combined bring out the reality that there are definitely talents required and that the surroundings must be precise for a child’s learning. These opinions will help me supervise my classroom better and assist with my instructional technique. When the four are combined, they will work fine with each other and make me a better teacher. Check Point Personal Philosophy of Education I share the same opinion. I trust that there are certain talents that all people should have. The talents are basic talents however they are the starting point. Talents are building blocks that let children to continue stepping up to the next higher level of education that an individual should have. Instructional Philosophy I would have a behaviorist style in my class. The hypothesis of behaviorist is an educational and psychological hypothesis that states that one’s attitude is revealed by surroundings, not some one’s heredity. I believe that this is very significant because if an individual is in a bad surrounding, then their learning is slowed down by that bad surrounding. If a child is in a good surrounding they are more willing to learn and they absorb the teachings better. Behaviorist or Constructive approach to instruction I personally love the opinion of having Essentialism and Behaviorist merged together. Those two are my personal philosophy in education. Essentialism philosophy and the behaviorist style combined bring out the reality that there are definitely talents required and that the surroundings must be precise for a child’s learning. These opinions will help me supervise my classroom better and assist with my instructional technique. When the four are combined, they will work fine with each other and make me a better teacher.

Will Current Developments in Energy-Efficient Technologies be able to Essay

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Has The Increased Influence Of Minor Parties And Independents Enhanced Essay

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Conflict in management,negotiation between management and union, case study - Assignment Example The management’s decisions to change the grading structures whereby demarcating the duties completely and then amalgamating them into a single and ‘all purpose grade’ system would not be effective after a certain point of time. Also providing the necessary training to the workers to adopt the new skills would become ineffective after a point of time. This is because adopting the new skills would necessarily be resisted by the workers as they would have gained competence in the skills they were working over the years. The availability of a generous fund for Mirenda Corporation can be regarded as a positive factor for the organization. This can be used as a tool for convincing employees about the plans of expanding operations, availing of new equipments and training employees on new skills. Also the change programs that the management was seeking to adopt would be affected by the fact whether their previously adopted changes were successful. Moreover, the higher pro ductivity from each individual worker against the salaries they were offering would be accepted only on the condition whether the previous promises were fulfilled. For example, if it is seen that the management had failed to keep their previously made promises then they would not have strong position to bargain with the union. In the Miranda Corporation, the management’s decision to not concede with the claim for compensation for past productivity was not appreciated by the union. In this regard it can be said that the management would hold a weak position if it failed to meet the unsettled claims. One of the strengths that the management had was the support of the supervisors. This could be used as a positive force while bargaining with the union. The supervisors were found to be an aged group and had little satisfaction with the workings of the unions. In fact they considered the union representatives as being opportunistic and worked in a way which was neither fair nor mea nt to bring about long term benefits to the workers or the company. Thus the management could utilize this opportunity and cater to the key interests of the members. According to the case of the Ford Company and the United Auto Workers (UAW), the negotiation between the management and the unions was primarily based on the thought of crystallizing the interests of the members. The management’s strength laid in the fact that it meant to protect the retiree benefits, ensure investments and jobs, and tried to secure greater voice of the workers in the business. So it can be said that trying to meet the interests of the workers by listening to their problems and needs would act as strength while negotiating with them. It is through serving their interests would the management be successful in earning their participation in driving through the company’s plans for the plant (Anonymous, n.d., p.3). One of the greatest threats which have been observed is the position of Spainâ €™s branch. It is believed that if the management did not incorporate radical changes in its work structures, practices, procedures and

All about Coal Research Paper Example | Topics and Well Written Essays - 1750 words

All about Coal - Research Paper Example The reason for the gathering of coal was primarily for household uses, namely heat. It was later discovered that it played an important role with its heating capabilities in smelting, alloy production and the generation of electricity. Sir George Bruce created a loading island where he sank a shaft connected to two others for drainage purposes and ventilation. This form of technology was extraordinary in coal mining during medieval times, often considered an industrial wonder of the time. In the 17th century many advances in the techniques used for mining were discovered, including test boring and drainage of the collieries, to allow the coal to be brought to the surface easier and more safely. Definition Merriam-Webster (2011) defines coal as â€Å"a piece of glowing carbon or charred wood†. This is a curious definition, as most would think of coal as simply a dirty, black rock that creates heat and is great for summer barbecues. The fact that it is defined as â€Å"glowingà ¢â‚¬  and â€Å"charred wood† leave the mind to wonder how was coal formed then? If it is already â€Å"charred wood†, why would we use it? It’s already been burned up, so what use can it be? The answer lies in the reason and process through which coal was formed. How coal was formed The formation of coal began around 300 million years ago, while most of the earth was covered by swamps, giant ferns and different mosses. Layer after layer of these plants died and subsequently were compressed and covered with new soil. As these new layers of soil covered the dead plants, the lack of air stopped the decomposition processes of the plants. This created peat, and throughout the years with heat and extensive pressure, it forced out oxygen and hydrogen, leaving carbon-rich deposits known as coal. As the carbon content of the coal increases, its compression is increased and the moisture content drops further. Thusly, there are four types of coal that form in subsequent order, each with its own grading scale, known as a â€Å"rank† (Speight, 2005). (stovesonline.co.uk) III. Four Categories of Coal The four categories of coal are lignite, subbituminous, bituminous and anthracite. Each one has its own ranking, based on the degree of which the original plant materials have been turned into carbon. These ranks are also used an estimation of how old the coal is. In general, the older the coal, the higher the carbon content. Lignite coal is the youngest of the four, and is most often used in the generation of electric power. It is a brownish black color and has a high moisture and sulphur content. It is more similar to soil than rocks and has a tendency to fragment when exposed to the elements. Subbituminous coal is often referred to as black lignite, although its moisture content is lower. It is also used for the generation of electricity, but also used for heating. Bituminous coal is a soft coal. iIt is dense and black with stripes of vibrant an d dull materials. This is the most commonly found and used type of coal, for coke (a residue of coal used in the steel industry), electricity, and heating as well. The last of the four, anthracite coal, is the hardest, oldest and best of the four types. It is black, glossy and very hard like a rock. It has the lowest sulphur content and the highest carbon

Value Chain Model Research Paper Example | Topics and Well Written Essays - 1250 words

Value Chain Model - Research Paper Example The principle aim of Audible is to integrate literate listening so much that it becomes the core tool for anyone who is seeking knowledge to be more productive and well informed. Audile’s collection is massive. It‘s collection includes over 85,000 audio programs that have come from above 1000 content providers. These content providers vary from audio book publishers to broadcasters to entertainers to magazines to newspaper publishers to business information providers. The content can be easily downloaded and played back on various wireless mobile devices. Audible is also the leading provider of for audio products for Apple’s iTunes Store. (About Audible) Audible’s Value Chain Activities: According to Porter(1885), the core value chain activities are as following: 1. Inbound Logistics 2. Operations 3. Outbound Logistics 4. Marketing and Sales 5. Service Inbound logistics include some core value chain activities such as receiving the raw materials and stockin g them in warehouses. After stocking in their warehouses, the materials are distributed to the distribution and from there to manufacturing. Audible is an online store that delivers digital content. It delivers audio content and its stock includes DVDs at the most. Hence, its warehouses are designed to keep CDs and DVDs. Its core business model enables customers to shop, purchase and download audio content from their online store, www.audible.com. The operations include customizing the audio content to the standards that run at audible; adding the audible logo on the audible media content and copy-right protecting. Out bound logistics don’t involve brick and mortar here. The customers are given the opportunity to download their desired digital content on the media of their choice. Marketing and Sales involves coming up with customer needs and targeting them for sales. Audible markets itself through online media, social media and through the online big wig, Amazon.com. Audible has a toll free number through which customers can get in touch with their customer services department. (Value Chain Model) The primary activities in value chains are a combination of various things. These include the infrastructure of the firm, its Human resource management, its technology development, and its procurement. Audible is strategically aligned with Random House Inc for the production and publishing of audio content. Audible uses various technologies to support value creation for its business. Audible cut down on all the brick and mortar expenses such as paper, printing, warehousing and shipping by opting for online delivery that not just ensured that the customers were immediately delivered but were also offered a wide ray of DVDs to select from. Moreover, Audible also created value allowing the authors to dub in their own voices. Eventually the population and the masses started with drawing themselves from books because they found themselves too busy to read. Audible offered them the opportunity to become accustomed to reading amidst their busy schedules. They weaned away from books and started looking up to digital content available to them to read. Before this audio publishers found it difficult to ship physical products. An online shop store made it possible for them to come out of that limitation. Audible was the first company to center its

Christmas carol Essay Example for Free

Christmas carol Essay Set in Victorian England Dickens A Christmas Carol famously shows a transformation of the character of Ebenezer Scrooge he is portrayed as a tight fisted old man. Scrooge ends up repenting with the help of the ghost of his old business partner, Jacob Marley, and the three spirits. The last stave celebrates Scrooge enjoying Christmas e. g. I will honour Christmas in my heart, and try to keep it all the year. In this essay I intend to explore in detail, the variety of ways Dickens uses to show the development of Scrooges character Stave 1 In stave 1 we see Scrooge presented as an old, grumpy and selfish man. Jacob Marley, his business partner, had recently passed away on Christmas Eve. Scrooge attended the funeral but on the same day Dickens tells the reader that Scrooge went back to work, where he gained an undoubted bargain. This shows that Scrooge is more interested in money than his business partners funeral. The first words at the start of stave 1 are, Marley was dead Dickens had to make this abrupt point to make it clear Marley had died to prepare the reader for the fact that his ghost can come back. Charles Dickens uses a narrator, to both describe Scrooge and to judge him. The more the narrator describes Scrooge the angrier he seems to become and the harsher he speaks of him e. g. when he exclaims that Scrooge is a tight fisted hand at the grindstone Scrooge! he then uses a long list of adjectives to emphasise the meanness in scrooge and how he is prepared to hurt others deliberately so that he can be more wealthy. These are: A squeezing, wrenching, grasping, scraping, clutching, covetous old sinner. The narrator also makes it clear that scrooge is self-contained and as solitary as an oyster. This is a simile. This may imply that Scrooge is a cold creature protected by his own hard shell, but in the interior he may have the ability to create a beautiful pearl this may be saying that scrooge has the ability. This may be saying that scrooge also has the ability of creating something beautiful and long lasting. No warmth could warm, nor wintry weather chill him. The narrator is saying that Scrooge is unnatural in some ways and the weather doesnt affect him however hot or cold it is. Even the blind mans dog stays away from Scrooge. This tells the reader even the natural world knows that he is a man to be avoided and feared. Dickens uses contrast to highlight Scrooges character at this stage. On page 4 Scrooges nephew comes to meet Scrooge He greets him with a Merry Christmas. Scrooge then replied bah humbug, which shows Scrooges disbelief in Christmas and his sullenness. Later Scrooge asks, What reason do you have to be merry? Your poor enough. This shows that Scrooge bases his happiness only on wealth Scrooge then had two visitors. They were portly gentlemen who ask Scrooge if he will donate money for the poor and destitute Scrooge didnt give them anything. This shows how tight fisted and selfish Scrooge is. Scrooge suggests to the men that work houses and prisons are the place where the poor should go, Scrooge is showing that he does not believe he has any responsibility to help others. This was a common attitude in Victorian England, which Dickens wants to challenge. When Marleys ghost appears for the first time he suspects the ghost is a figment of his imagination. He tries to hide his fear of it by assuming it is an upset stomach which is causing these disturbing images. However when the ghost speaks he begins to believe it is true. The arrival of the ghost disturbs him. The ghost tells him he is going to be visited by three spirits. Scrooge takes this news and replies to it as a chore or menial task. The ghost speaks of why he is weighed down by chains and shackles. He told Scrooge these chains represent all the bad things he did in his life. He also told scrooge that he had a similar chain but longer. His reaction to this is of disliking. He doesnt like what he hears. He asks the ghost to speak comfort to him, but the ghost cannot speak comfort to him because he has done nothing good or pure in his life. His greed and loathing for everything has turned him into an evil bitter man who has no time for friends of family and he is heartless to his employee Bob Cratchit. Now Scrooge has had a terrible warning about what may come to him if he does not change his ways. Stave 2 Scrooge is visited by the ghost of Christmas past in stave 2 who takes him back in time to see his childhood. This is a very effective way of enabling the reader to see how Scrooge was when he was younger and bring the reader to understand why Scrooge is so mean and to show he hasnt always been like that. Scrooge is shown sitting in a classroom on his own while all the other children have gone home for Christmas. This is because Scrooge and his father didnt get on very well and his father didnt want him home for Christmas. We know this because his sister comes to take Scrooge home one Christmas and she says father is much kinder than he used to be Charles Dickens uses this to show the reader that scrooge was very used to being alone and this might explain why he is so solitary when he grows up. This would have had a great affect on Scrooge at an early age and could be the reason why he is so cruel, mean and bad tempered. At this point the reader starts to have some sympathy for Scrooge and care about his future life. The first change in Scrooges personality is when Scrooge looks back at his younger self and is reminded of the carol boy he saw earlier that night. He feels guilty for not giving the boy anything. We can tell this because he says I should have liked to have given him something thats all. This is the first example of kindness and regret we see from Scrooge, reinforcing the point that Scrooge is not completely heartless and cold and shows he is able to change. Dickens involved Scrooges sister fan to remind Scrooge of his nephew because they are similar generous characters. We can see that Scrooge cared about fan. This may be a sign that there is the potential that Scrooges view of his nephew may also change. Dickens next includes a visit to Fezziwig, Scrooges old employer. This is to show a contrast between how scrooge as an employer treats Bob Cratchit and the way Fezziwig treats Scrooge. Whereas Fezziwig threw a party for Christmas. Bob Cratchit had to ask Scrooge for the day off and Scrooge was still reluctant to give it to him. We can see that Scrooge liked Fezziwig by his reaction when he first saw him. He exclaims, Why its old Fezziwig alive again. This makes Scrooge think of Bob Cratchit. He says I should like to be able to say a word or two to my clerk just know. Again Dickens involves this episode to show that a change in Scrooges personality is possible.

Verbal Communication And Presentation Skills

Verbal Communication And Presentation Skills Introduction During the Impact Workshop we were asked to mention our two skills which we think we need to improve during our tenure at Leeds Metropolitan University. According to me the skills which I want to develop are Verbal Communication Skills and Presentation Skills. After the completion of the workshop I went through few books and found out certain methods which authors believe, can be usefull to improve these skills. Skill 1: Verbal Communication Skills Many teachers worlwide have to teach mainly grammar and vocabulary because these areas are tested in examinations. This means that speaking is a neglected language skill in many classrooms. Even after good knowlegde of grammar, students tend to find difficult to speak English outside tha classroom. Students who can speak English well may have a greater chance of, finding employement and gaining promotion. Good English speakers will be in a strong position to help their conutrys economic, political and social development. Speaking activities can reinforce the learning of new vocabulary, grammar or functional language. Speaking activities gives students a chance to use the new language they are learning.( Baker, J and   Westrup,H, 2003, pp. 6-8) It is very important to speak in English during the classroom sessions; it is not only a place where we learn about the rules of language. It is also a place where students can practice using the language in a supportive environment. People learn language in different ways. Many learn to speak in english without taking a single lesson however other learn it by taking classes in the language.( Baker,J and   Westrup,H, 2003, pp.6-8) When we talk about speaking, we mean using language for a purpose. The author says that instead of asking students to repeat sentences, some time give students a topic and ask them to construct and say their own responses. And this examples is related with me as this is one technique which I have been following since my schooling however when I decided to come to U.K. and pursue masters I had to appear for IELTS exam, I found that this is not enough as my score was pretty low in spoken english as compare to other metrices. I realised that speaking in English requires a lot of practice, not just discussion on small topics in the classroom. It requires a hold over the language so that one is able to comprehend first what needs to be spoken. And should be able to make others understand what they want to say by communicating effectively. Hence I realised after reading this book that to have a good command on the language one need to practice and use his/her skills to create his/her own s entences and try to communicate in english as much as possible. In order to be affluent with the language and stand out of the crowd one should not repeat what others say, but one should make his/her own sentences and dialogues. I have started applying the methods suggested by the author in order to improve my spoken English. I have seen a change in me, as I have started speaking a lot in the class, started asking questions during the claassroom sessions. I found that I am not that much hesitant anymore, while interacting with students from different counrties, cultures and I have realised that by doing this on a daily basis I happen to improve on my vocabulary and I fumble less while speaking. And I think that because of this i have become more confident and started taking part in group discussions and presentations in the class. Now I feel that flying from India to UK is worth, and I feel this leap in my life and opportunity to study here and have a good grasp over the language will help me in near future i.e. HR in which I would like to pursue my career. As English is a universal language one must have a good command over it as it is required worldwide for employment. The author suggests that an individual can improve speaking skills in english by activating and extending their linguistic competence; increasing their confidence in using spoken english; developing their ability to analyze and evaluate spoken performance; sharpening their competence in face to face interaction. By using these points one can improve the quality of their speaking skills as well as to increase the quality of their knowlegde of the language system. ( Anderson,K et al.,2004, pp.7-8) After attending theImpact workshop I realised that it is very important to develop speaking skills, if I have to sustain in this competitive world. I thought a lot on how I can improve this skill and I confronted this to my tutors and with the help of their guidance I found that I should read a lot of books and also look at different approches which various authors have suggested to improvise this skill. Then I found this book and i discovered that in order to improve spoken English one needs to have good vocabulary knowlegde so that he/she can use different words while interating with others. Doing this helps in increase in confidence while speaking in English and along with this one also enculcate an ability to observe and measure different ways of speaking. Polishing their skills by interacting with more and more people personally and talking to yourself by looking at the mirror. Hence building your self confidence and thus enhancing your skills. Since these factors are very helfull in order to build up ones speaking skills, I have also started implementing them in my day to day life. I try to speak and interact in English on a daily basis with my friends, classmates, family members etc. I also try to participate in those activities which require use of spoken English as a whole so that my skill is developed. In order to speak good English one should also be able to pronounce words clearly aand correctly. While pronouncing a word one must take care to voice the sound at the end of the word. If one dont and intend to say I need a cab, the listener ill hear I need a cap. The author further explains with this example that if all vowels are voiced, then this should help cleary the voicing through to the end. The author put forward the methods to improvise on ones pronunciation and speaking by praticing the pronunciation of such words by speaking them on a daily basis and during spare time. Practising it has added benefit of carry-over to its homophones, too and two, also used with high frequency. ( Bareithe, T, 2007) As per the author one needs to practice this skill by communicating more and more even during the spare time, be it wailking from one place to another, or driving from one workplace to home or vice a versa, or waiting for someone. The author says that there are few words which are pronounced similarly however written differently and have different meanings. We need to practice pronounciation of such words along with others. And there are few words if not pronounced correctly, then the listener might interpret it something else. E.g. if we dont pronounce backed correctly then the listener may hear it as packed. Earlier I use to listen to English songs and use to think that I can extract few English words that are considered as part of good vocabolary. However later on I realised that by doing so I am not improving, rather hampering my vocabulory and restricting myself as I have fallen prey to use a lot of slangs and cannot communicate frequently as I was not able to grasp the words from the songs. When I read this book I realised that the methods given in the book are right ways of improving spoken English and now I have been practising all the methods mentioned by the author. I try to utilise my spare time in practicing pronunciation of different words. And I think this method is very usefull and easy as compare to other methods. Skill 2: Presentation Skills In order to improve our presentation skills, the author says that one should be able to deal beter with the feedback. When someone is sharing their perception one should be gracious, not defensive, take notes and should not try to explain or rationalize. One should always be specific and should ask them to clarify, with simple, open questions in a cordial, calm tone. And should thank them for their feedback. According to the author the prsenter should always be open to the feedback given by the audience or the assessor. One should take the feedback positively and should try and implement advices into actions. Also while presenting the speaker should be very clear, should use simple words and should have a pleasant tone. Earlier I was very bad in presentation skills, I figure this out when I started giving presentations during the classroom sessions. I use to get annoyed from the no.of questions asked as I was not able to handle the pressure. And I was not able to accept that my classmates are cross questioning me rather than my tuitor, which made me further phobic to presentations as it hurted my ego. However after reading this book and suugestions given by author I learnt to hold on to be patient and starting accepting the feedback, be it from anyone, my classmates or janetor. (Rotondo, J and Rontodo, M, 2001, p.167) As per the author for better presentation one need to use good visual aids to make it clearer, so that it makes sense to the audience- if they follow the outline of your speech and they succintly present that outline. Follow your outline. Refer to your Outline Worksheet, and start your presentation by designing one slide for each idea. For Example the basic presentation may have the following slides: title; attention grabber; purpose; agenda; benefit of audience; point 1 with the example; point 2 with the example; point 3 with the example; summary, action step; final statement. The author suggests that for a presentation one should try and use some good pictures, so that the audience is able to understand it easily. The language used should be simple and clear. The structure should be clear starting from the title, with each part of the presentation divided separatly and elaborated with examples, should always have a conclusion. Before reading this book I use to think that presentation need not require much effort, which can be done without visuals as well, just by reading from the paper but after looking at the suggestions given by the author I thought that visuals are very usefull, especially to build the interest of the audience. Adding up images adds colour to the presentation and makes it more entertaining for the audience. I have presented on few topics during the class sessions and have started using images. It is very usefull in order to maintain the rhythm. (Bienvenu, S, 2000, P.76) The author believes that there are few steps which one should always follow in order to present effectively. Its starts from staying relax; lets say theres is a weird question from the audience which you think is can make you nervous, that your heart starts beating too fast. However one should stay calm before answering it so that the flow of the presentation is maintained. And the thinking process remains active. The next step can be being firm and polite to the audience while answering their questions and not being hyper or rude if someone asks too many questions. Check the audiences body language, whether they are paying any attention or not, or whether they are being distracted by anyone or they are paying more attention to someone else then you, if they look irritated or if they are genuinly intrested in the presentation and if this is the case then they would want you to answer all the questions quickly without wasting any time. I discovered after reading this that its a human behaviour to get nervous while standing and presenting in front of number of people. Especially when the audience is very proactive in asking questions and due to nervousness one tends to forget things or gets diverted. One should be able to control the presentation with the help of his/her communication skills and sense of humour. So that the audience does not looses its interest. One should be able jugde after looking at the audience, whether they are paying attention or not, whether they are getting annoyed or taking more interest in gossiping or doing some other work. Also one should be able to maintain his/her calm when someone asks a question which is irrelevant or which can create confusion for others. One should always try to answer questionss clearly and should be to the point. One should be thorough with the presentation so that he/she is able to answer evry question asked. I have realised that after coming to U.K. I started fumbling and started getting nervous while answering questions during the presentation. I use to get annoyed with the no.of answers however after reading through this book I am able to present more confidently and I am able to answer questions without getting irritated. This has really helped me in order to stay calm and present effectively. I always am thorough with the topic of presentation sso that I am able to solve any of the queries based on the topic. (Bradbury,A, 2006, pp.132-134) Conclusion After reading all these books related to my weaknesses which I wanted to work on, and after the application of the methods suggested my all the authors I see myself improving day by day and comprehensivley overcoming my weaknesses. Though I dont have any evidences to show but my active participation in the classroom, group work, presentations proves it all. Thus far I am satisfied with my progress and more than happy to make this decision of coming to U.K. and then attending the Impact workshop under my skills module, which made me realize that knowing your weaknesses is not an embarasment rather it is more beneficial. As one knows the areas of development and can be improved before entering the corporaate arena, where we are suppose to perform and compete. Appendices Log 1 Name Miss Divya Manohar Description of experience? I was an  introvert and was never bothered that it might affect my professional front before coming to Leeds because I thought it was a matter of personal choice. However making various presentations at Leeds made me realizes that I had to gear up to work on both my presentation skills and my shyness. What did I previously think was true, but now know to be incorrect/ wrong?   I use to think that being an introvert will not effect be adversly. What was new or surprising to me? What have I changed my mind about, as a result of this? Back in India I was not at all shy talking in front of the crowd during different celebratory activities but when it came to do the same in a conference hall confronting my tutors, I was nervous. And was unable to perform effectively. One thing I learned from this? One should be always ready to learn, and its never too late. How do I plan to cope up with it?   I have started working on it after becoming a part of Leeds Metropolitan.In order to become better I am trying to speak more frankly while talking to my classmates and try not to hesitate to ask for help from others. Also Iam trying to include some good vocabulary to my verbal communication that will help me make a mark for me in order to assess my progress. Also apart from this, I will put a habit of rehearsing my presentations before I get on the stage. And doing good research on the topic so that I will be able to answer all the questions which aundience might have, effectively. Log 2 Name Miss Divya Manohar Description of experience?   After I came to leeds I realised that I my spoken english was not that good. Even after studying in an english medium school, I was required to polish my speaking skills. I never thought that it might affect my professional front because it was appropriate as per the Indian aundience. However after giving my IELTS exam I figured out that when it comes to speaking english fluently, especially when you are being jugded I am not good at all. Moreover after communicating with people from various cultures specially who are from U.K at Leeds made me realizes that I had to gear up to work on spoken communication skills. What did I previously think was true, but now know to be incorrect/ wrong?   I thought that my spoken language is effiecient enough, however it was not that great when it comes to profeesional level. What was new or surprising to me? What have I changed my mind about, as a result of this ? When I was in India I was never hesitant whenever it comes to speak in front of general public or in a classroom whenever there was a discussion on various topics or an event but when it came to do the same when I was being assessed during IELTS and after coming here, I was not confident enough. And was unable to express my view points effectively. One thing I learned from this? One should be always ready to learn, and its never too late. How do I plan to cope up with it?   I have already started working on it after becoming a part of Leeds Metropolitan.In order to become better I am trying to speak more frankly while talking to my classmates and trying not to hesitate to ask for help from others. Also Iam trying to include some good vocabulary to my verbal communication that will help me make a mark for me in order to assess my progress. Also apart from this, I am reading good books, newspaper, magazines etc. that will help me express more effectively in this language with instances. And have started speaking in english even at home so that I feel comfortable while talking to others in public. Unsent Letter 1 I am wirting this to tell you about a workshop I have recently attended, after which I am able to answere those questions which I use to ask myself, however couldnt get an answer. That was to present in public about a certain topic or case. †¦ (In the workshop) we had to present about the decision of the group in the end of the day. I was supposed to present as I chose this particular skill for improvement. There were situations while presenting, I was nervous and due to thaat I was hesitant while speaking, knowingly that I need to improve my speaking communication skills as well, I tried to present. Apart from this workshop there has been instances when I found myself tense while pressenting in the class. During other module sessions as well, when ever we had to present something, I could feel the uncertainity in me, whether to present or allow my classmate to do so. I feel that this feeling has become more prominent after coming to U.K. I use to make presentations when I was in India; however mu confidence was not this low. I always wanted to be in a group where there are students who are better then me in presentation skills, so that they can be the ones who can do the talking part, and use to stick to the prepa ration of the presentation. At the end of every presentation I give I look for feedback from the audience and I try to inculcate their feedback in me for the next time. I also needed to recognise that I am overly tough on myself and that this can then have an impact on my confidence a whole. Unsent Letter 2 Dear †¦ A few months ago, I had to appear for my IELTS exam, where I was jugded on 4 different parameters of English language. These paarameters were: listening, reading, speaking and writing. I thought I will be able to perform equally in all of the above metrices but when it came to speaking, I found that not only while answering the question, I was even nervous while communicating with the examiner. Gradually during the session, which lasted for not more than 15 minutes, I did improve as I knew that I have to perform in order to score good bands in that section. Apart from that score part I had other things in my mind as well, which included my friends reaction if did not score well. I still remember I did a disaster by stopping early in the last question where I was given a scenario, on which few questions were based and in the very last question of that part I was suppose to tell the examiner in brief the reason behind my answer. I was not only nervous I remember I couldnt even say much , I could not express my view points, I was short of content, lacked in confidence on narating her something which I had been doing for years. It was very dissapointing of me. I wanted to ask the examiner for some feedback but couldnt do that due to embarassment. That was when I knew I need to work on this skill, that too hard. And after coming to Leeds this has been confirmed.

Constitutional Law Essays -- International Law

The royal prerogative is a source of constitutional law; it is derived from common law powers that have been handed down from the monarchy to the executive. The significance of the prerogative in constitutional law is that it provides the executive with considerable power to act without following ‘normal’ parliamentary procedures. As Dicey explained, the prerogative is ‘every act which the executive government can lawfully do without the authority of an Act of parliament’. In constitutional terms, it is therefore important to explore the means by which the UK constitution secures the accountability for the exercise of prerogative powers by the executives. Historically the prerogative was exercised by the monarchy, the majority of powers are now used by ministers, and very few remained the personal preserve of the sovereign. The extent to which the judiciary and the legislature are able to regulate the exercise of prerogative powers by the executive has increased. However, there are still some who are concerned by the lack of control that can be exerted by the other constitutional bodies. The challenges to the power of the Monarch was by the reign of James I (1603-25) the monarch was faced with an increasing effective Parliament, culminating in the temporary abolition of the monarchy in (1625). Consequently, the monarchy’s powers were eroded by both revolution and by legal challenges, which included the case of Proclamations (1611) , the monarchy could not change the law by proclamation. The law of the land, which required that the law be made by Parliament, limited the prerogative. In the case of Prohibitions Del Roy (1607) the Monarch had no right to act as a judge, and in the case of the Ship Money Case (1637), although th... ...(1994) QB 349 R v Secretary of State for Foreign and Commonwealth affairs, ex parte Rees-Mogg (1994) QB 552 Full case R v Ministry of Defence Ex Parte Smith (1996) QB 517 Full case R (Abbasi) v Secretary of State for Foreign and Commonwealth Affairs and Secretary of State for Home Department (2002) All ER (D) 70 Full case R (Al Rawi) v Foreign Secretary (2007) 2 WRL 1219 Full case CND v Prime Minister of United Kingdom(2002) All ER 245 Full case Attorney General v De Keysers Royal Hotel (1920) AC 508 Full case Laker airways v Secretary of state for trade (1977) Straw, J, ‘Abolish the royal prerogative’, in A. Barnett Ed., Power and the throne; the monarch Debate (1994) London: Vintage, p. 129. The Governance of Britain, presented to Parliament, by the Secretary of State for Justice and Lord Chancellor, by Command of Her Majesty, July 2007.

The Sea Goddess Bard :: Short Story Stories Essays

The Sea Goddess' Bard The sun had just climbed above the rock columns and wave beaten, natural arch that formed the eastern wall of the bay; a sheer rock cliff rimmed the western border. The late summer off-season was finally nearing its end and the raging surf was beginning to tame. The waters were still too rough for fishing, but Kiauch had his skiff out in the center of his father's sheltered bay. "I don't know, Rajath." Kethral shook his head as he watched his willful, eldest son maneuver the skiff across the bay. The young minotaur's dark form showed up clearly against the white of the spritsail even at this distance. "Kiauch worries me." "He's well away from the stacks and arch. As long as he doesn't go beyond the headland, he should be fine," Rajath reassured his brother. "No!" Kethral snapped, "I mean all that bard nonsense." "Oh." Seen separately, one could easily mistake one brother for the other. Both had the same golden brown coat, but where Kethral was square built and powerful, Rajath had a sensitive, slender grace. "Ever since that storm on his initial voyage all he talks about is becoming a bard. A bard of all things! Before then he couldn't wait to be a fisher." "Having a ship snap in two under your feet is enough to unnerve anyone," Rajath pointed out as Sekra, his bride of less than two months joined them on their vigil. "Give Kiauch time. He'll come around." "He'd better," the elder Os'Liath grumbled. Long ago, he had promised his first born to Vestiya, and the Lady of the Sea had no tolerance for oath breakers. Sekra smiled as she watched her nephew. Being new to the family, she saw what the others seemed to overlook. Despite their outward differences, her brother-in-law and his son were practically identical. Once either one of them got an idea in his head there was no dissuading him. Sekra very much doubted that Kiauch ever would 'come around.' Sekra gasped as a great wave buffeted her nephew's skiff. "I don't know," she said as Kiauch nosed into it and, aside from a good dousing, managed to keep his boat afloat. "Look at the way he's sporting on the waves; that doesn't look like fear to me." "Hmm," Kethral rumbled deep in his throat. "Ah, Sekra's right. Kiauch is no more afraid of the sea than he is of breathing.

Mercantilism Essay -- Economics

Mercantilism Mercantilism is the economic theory that a nation's prosperity depends on its supply of gold and silver; that the total volume of trade is unchangeable. This theory suggests that the government should play an active role in the economy by encouraging exports and discouraging imports, especially through the use of tariffs. Spain and England used the mercantile system to benefit the mother countries. The mercantile system had special regulations, which usually extracted some sort of reaction from the colonies. If necessary, the policies would be changed to better suit the mother country. The favorable balance of trade was upheld through certain regulations. No foreign trade was allowed for the colony unless it passed through the mother country first and it moved on mother country ships. Furthermore, no foreign settlers were allowed in the colony. No colonial industry was allowed. The colony had to remain dependent on the mother country for industrial necessities, it was not allowed to become competition for foreign markets, and migrations restrictions limited availability of skilled artisans. Regulatory taxation was another mercantile regulation. Protective â€Å"tariffs† were used on foreign imports to the colony, and revenue was raised for the mother country. No colonial self-government was allowed, either. The mother country avoided challenges to its economic authority, and the colonies couldn’t enact pro colonial/anti-mother country laws. The Spanish used three mercantilist devices to protect their commercial monopoly in the New World. They prohibited foreign ships from entering Spanish colonial ports, and no foreigner could send goods to the colonies or take gold bullion out of Spain in pay... ...land, vigorous attempts to prevent smuggling in the American colonies after 1765 led to arbitrary seizures of ships and aroused hostility. The legislation had an unfavorable effect on the Channel Islands, Scotland (before the Act of Union of 1707), and especially Ireland, by excluding them from a preferential position within the system. Shaken by the American Revolution, the system, along with mercantilism, fell into decline. The acts were finally repealed in 1849. Mercantilism was widely used in many different superpowers in the 18th century. Depending on what superpower used it, the colonies under the superpowers were restricted from doing certain things, and had to follow certain mercantile regulations. The mercantile systems most likely ended up with the colonies undergoing revolutions (America and England) which resulted in the end of mercantilism. Mercantilism Essay -- Economics Mercantilism Mercantilism is the economic theory that a nation's prosperity depends on its supply of gold and silver; that the total volume of trade is unchangeable. This theory suggests that the government should play an active role in the economy by encouraging exports and discouraging imports, especially through the use of tariffs. Spain and England used the mercantile system to benefit the mother countries. The mercantile system had special regulations, which usually extracted some sort of reaction from the colonies. If necessary, the policies would be changed to better suit the mother country. The favorable balance of trade was upheld through certain regulations. No foreign trade was allowed for the colony unless it passed through the mother country first and it moved on mother country ships. Furthermore, no foreign settlers were allowed in the colony. No colonial industry was allowed. The colony had to remain dependent on the mother country for industrial necessities, it was not allowed to become competition for foreign markets, and migrations restrictions limited availability of skilled artisans. Regulatory taxation was another mercantile regulation. Protective â€Å"tariffs† were used on foreign imports to the colony, and revenue was raised for the mother country. No colonial self-government was allowed, either. The mother country avoided challenges to its economic authority, and the colonies couldn’t enact pro colonial/anti-mother country laws. The Spanish used three mercantilist devices to protect their commercial monopoly in the New World. They prohibited foreign ships from entering Spanish colonial ports, and no foreigner could send goods to the colonies or take gold bullion out of Spain in pay... ...land, vigorous attempts to prevent smuggling in the American colonies after 1765 led to arbitrary seizures of ships and aroused hostility. The legislation had an unfavorable effect on the Channel Islands, Scotland (before the Act of Union of 1707), and especially Ireland, by excluding them from a preferential position within the system. Shaken by the American Revolution, the system, along with mercantilism, fell into decline. The acts were finally repealed in 1849. Mercantilism was widely used in many different superpowers in the 18th century. Depending on what superpower used it, the colonies under the superpowers were restricted from doing certain things, and had to follow certain mercantile regulations. The mercantile systems most likely ended up with the colonies undergoing revolutions (America and England) which resulted in the end of mercantilism.

English as a Second Language Essay

It has been said that the Earth is shrinking. Not only has air travel reduced the time it takes to get from one country to another, but the internet has also served to shrink our planet. With new technology like email, Skype and Facebook bridging people together in spite of how far apart they may be, it is more likely than ever that a person will need to speak a second language. If one is interested in taking advantage of our shrinking planet, and using these new technologies to acquire information then I would recommend learning English as a second language. For the time being at least, I believe English is the language that doors to information and opportunities. Many of the new technologies that allow people to connect from across the world are primarily conducted in English, Facebook, Tumblr, Linked In and other networking sites cater to English speaking users. The speaker of another language who can master English will have a whole array of communicative networking sites at their disposal. The speaker of English would also have many sources of information open to him. News sources like the BBC, CNN as well as less popular but still thought provoking sources like Slate, Salon and The Huffington Post, Furthermore, research sources like J-Stor and LexisNexis would be there to provide papers, articles and research materials on thousands of different topics and areas of study. If you look at many of the job search sites on the internet, it is becoming increasingly apparent that knowledge of a second language is primary qualification for job seekers. As companies have become more global, their desire for bilingual speakers has become more urgent. The applicant who speaks English as a second language has significant advantage over other applicants. In conclusion, I believe it is clear that there are many advantages to speaking English as a second language. More networking is possible, more information is available and job prospects are better. Many rewards await the person wh o takes the time to learn English as a second language. For these reason I would advice someone who is considering learning a second language to choose English.

Preferred Education Background for an Accountant

An accountant can be defined as any person who carries out accounting task like preparation and presentation of financial reports to the policy makers so that they can make sound decisions, which will enable the organization to achieve its goals. The scope of the accounting work depends entirely on the size of the organization and the individual’s specialization. It is in this interest therefore this paper is written. The qualification of an accountant varies from one country to another and individual’s specialization but basically it involves some education background and certification by a recognized body Accounting involves many financial calculations like balancing of sheets and therefore it is inevitable for people who are planning to take a career in accounting to be good and to have interest in mathematics, be analytical to compare and interpret fingers easily. Still to be noted here is the importance of good written and spoken English. Preparation, analysis and presentation of financial reports require one to be good in both written and spoken English. Accountants should be able to clearly communicate their ideas and to air their views clearly to the managers and clients. Another important thing in accounting is the general knowledge in law like the business law as well as good understanding and interpretation of business terminologies. This comes in hardy when an individual is involved in tendering or taking contracts on behalf of the organization. Technology is another requirement, which cannot go unmentioned because of its importance in accounting. Accountants should be very familiar with business systems and office automation systems such as the accounting computer packages. Based on the above discussion, accountant as a career requires a minimum of Bachelors degree in business studies or any other field where the above mentioned areas are taught like statistics. Many companies in the modern society need accountants with Masters Degrees in business administration with specialization in accounting. The state requires all accountants to be certified for them to be recognized. The certified public accountant certificate CPA is issued by the state through the state board of accountancy. Some states in America require accountants to be university graduates while others demand some working experience in the field of accounting. The later seems to have been adopted by many states together with the corresponding curriculum changes and therefore it is important to scrutinize the requirements of the sate in which they are planning to register with. Citification involves four sections of CPA examination in all the states which is set and marked by the American institute of certified public accountants. Passing examination in the four sections is important for one to be certified. Although it is not necessary to pass all the four sections exam at once, many states puts a limit of two exams compounded by considerable experience for them to give you credit. It is important to understand that one cannot proceed to the next section before passing the previous sections. In conclusion therefore, accounting is a dynamic and noble career which requires determined people to succeed. It was pointed out that accounting requires individuals of high integrity, high amplitude in mathematics, good written and spoken English and analytical people. It was also discussed that the minimum qualification is a Bachelors degree in business studies or any other relevant courses. Certification is inevitable and involves passing four exams in the four sections.

Equality, Diversity and Inclusion in Work with Children Essay

Equality, diversity and inclusion in work with children and young people. In this essay i will be discussing equality amongst children, inclusion, inclusiveness and diversity and how to put these things mentioned into practise when working with children and young people. 1, Understand the importance of promoting equality and diversity in work with children and young people. 1.1 Identify the current legislation and codes of practise relevant to the promotion of equality and valuing of diversity. Current Legislations Children Act 1989 – Protecting children’s welfare and to provide services according to the specific needs of children. Human rights act 1998 – specifies and enforces the rights of individuals and if these rights are affected actions can be taken to rectify the situation. Race Relations (amendment) Act 2000 – put in place as an organisation to promote healthy relationships between people from different races. Special educational needs and disability act 2001 – This act was created to stop discrimination by educators towards people with a disability or special educational needs. Disability discrimination act 2005 – get schools to make individual disability equality scheme and access plan. These are made to ensure all parts of a student’s education are accessible and to encourage participation and discourage harassment and discrimination. Read more:  Explain what is meant by inclusion essay Disability Discrimination Act 1995 – To protect the rights of people with disabilities and to make sure they have fair and equal access and opportunities to services. Children’s Act 2004 – Sets a clear duty to provide and maintain effective and accessible services for children & young people and works on and around the basis of Every Child Matters. Education Act 1996 – invokes clear guidelines of a schools responsibility to children with special educational needs, stating that schools must supply additional resources to meet the individual needs of the child or young person. Equality Act 2012 – Clearly states the legal requirements and responsibilities of public bodies such as schools, to provide equality of opportunity for all citizens. This bonds all nine legal laws. Codes of Practise The Special Educational Needs Code of Practice 2001 – This code of practice gives the framework for policy, procedures and responsibilities towards children with special educational needs. It also indicates the level of support vs. what should be provided to the individual to give a clear indication of the steps to take towards accommodating an individual with support needs. Code of Practice on the duty to promote race equality (2002) – This is a statutory code to make sure all public authorities (including schools) enforce and meet their duty set out in the Race Relations (amendment) Act. This requires all schools to produce a written equality policy with practical ways to promote, enforce and demonstrate that they are working towards to following outcomes; * Reduce the margin of educational achievement between different ethnic groups. * Build and improve relationships between different racial groups. * Improve behaviour of pupils. * Promote and encourage greater involvement of parents and the community. * To make sure staff within school reflects cultural diversity of society. * An admission policy that does not discriminate any racial group. * A strategic monitoring method to keep track of how and what affect the policy is having within the school. Removing barriers to achievement: the government’s strategy for SEN (2004) Putting this into place provides a framework to build upon helping to remove barriers and boost the achievement of children with special educational needs (SEN) or disabilities. Guidelines within the document explain the vision of the government for the education of children with SEN or disabilities outlining the principle of: * Early intervention. * The removal of barriers. * Raising achievements. * The delivery of improvements through partnerships across services. Disability Equality Scheme and Access Plan. All schools are required to produce a Disability Equality Scheme (DES) that sets out ways to promote equality opportunity, positive attitudes towards pupils, staff and others with disabilities. Along with the above there must be an action plan in place to outline methods of removing discriminatory barriers for example: * Improvement to physical environments such as lifts, ramps, room layout, higher desks, and wider doors and so on. * Providing information and work in different formats such as larger fonts, auditory work, pictorial. School policies All schools must have policies that are designed to reflect the rights and responsibilities of those within the school. These policies should provide guidance to staff and visitors who attend the school on ways to ensure inclusive practise is used. These policies are as follows: * Race/cultural diversity * Equality of opportunity/inclusive practice * Safeguarding/bullying * Gifted and talented pupils * Special educational needs * Disability access These policies have been made in response to legislations that have been passed. Schools are obligated to monitor the affect of these policies to see what changes they bring forth and to make sure they are for the better, by doing this they can sort out the week points of the policies and adapt them to work for the better. 1.2 Describe the importance of supporting the rights of all children and young people to participation and equality of access. It is important to support participation & equality of access. In my placement this does ensure that every child and young person receives the same opportunities no matter what their culture, background or beliefs are. In order to achieve this my placement came up with the idea and thought it would be good practice to involve the children in the process of finding out what kind of activities and policies work well in my placement and what ones don’t, this would give a sense of the children being valued and boost their confidence. With participation and equality in mind I believe that the Equality act 2010 has a big role to play in improving the surroundings of children that are  stereotyped and categorised by others. The Equality Act 2010 states that there are seven different types of discrimination, they are: * Direct discrimination: discrimination because of a protected characteristic. * Associative discrimination: direct discrimination against someone because they are associated with another person with a protected characteristic. (This includes carers of disabled people and elderly relatives, who can claim they were treated unfairly because of duties that had to carry out at home relating to their care work. It also covers discrimination against someone because, for example, his or her partner is from another country. * Indirect discrimination: when you have a rule or policy that applies to everyone but disadvantages a person with a protected characteristic. * Harassment: behaviour deemed offensive by the recipient. Employees can claim they find something offensive even when it’s not directed at them. * Harassment by a third party: employers are potentially liable for the harassment of staff or customers by people they don’t directly employ, such as a contractor. * Victimisation: discrimination against someone because they made or supported a complaint under Equality Act legislation. * Discrimination by perception: direct discrimination against someone because others think they have a protected characteristic (even if they don’t) If these seven types of discrimination are not monitored and other policies, procedures and practices are not kept in check and reviewed regularly it may have a drastic affect on the way a school is run and children are treated in regards to equality and participation. 1.3 Describe the importance and benefits of valuing and promoting cultural diversity in work with children and young people. I believe in this day and age their still exists a great majority of racism, misunderstandings and misconceptions about people from different countries, backgrounds and beliefs as was there in Little Rock, Arkansas 1957. I will admit not as bad as the little rock protests due to their being laws against racism and so on that were not in place in the 50’s. The point of what I have written above is schools now are teaching their students of all ages about different cultures, ways of living, beliefs, family diversities and so on leading to a better understanding of the cultural diversity and how a Childs fellow pupil ,Only because they are different that they are not all that different and to  embrace them as a human being. If this kind of understanding was taught years ago such a divers section of communities might not be living in segregation as they are today. The ways schools teach children and young people about different cultures are: * Celebrate the customs of pupils from different religions and cultures such as Chinese New Year and Harvest festival. * Learn how to say key words in a different language. * Research different historic events in different countries. * Research different fruits and where they come from.  Experiencing the ways that the above has been explained and taught in my placement promotes diversity and uniqueness within individuals and enables children and young people to understand and embrace each other. If some of these measures are taken to understand different people from different backgrounds it will stamp out tokenism and stereotyping and lead to a better understanding of each other and in the future eradicate racism and bring together coheaded communities. 2.Understand the impact of prejudice and discrimination on children and young people. 2.1 Describe ways in which children & young people can experience prejudice and discrimination. Children and young people can experience prejudice and discrimination in the following ways; * If a child or young person is seen to have a disability they can be instantly labelled as the â€Å"thick† or â€Å"slow† person. * If a child or young person is of a different race may have racial slurs used against them. * Boys are typically stereotyped to be loud and aggressive unlike girls who are stereotyped to be quiet and more intelligent. * If a young person is unsure about their sexual orientation. * A person that has Gender Dysphoria. There are two types of discrimination; Direct discrimination An example is a school might not accept this pupil due to being disabled or because of their race. Indirect discrimination Schools need to be aware of this as schools could to this totally intentional for example, a school trip could be made where they are going to an old corn  mill where there are no elevators just steps and a pupil is in a wheel chair. Discrimination can be: * Institutional: this occurs when a establishments policies and procedures allow them to discriminate both directly and indirectly. * This could occur from individuals or groups within the establishment. Individuals could be staff, visitors or other children & young people. In my placement whilst I was being observed by my assessor I noticed a child had a case of head lice. I reported it to my line manager but because the child was stereotyped as â€Å"scruffy and low class† the case was never dealt with and a week later the parents were issued with a letter home about head lice. I feel this child was discriminated against by the members of staff because he looked different from the other children. 2.2 Describe the impact of prejudice and discrimination on children & young people. When children & young people are discriminated against it can only lead to negative effects. As well as effecting their academic education it can and will affect their health and well-being. The effects of discrimination or prejudice can manifest their self’s in the following ways: * Low self –esteem * Disempowerment * Confusion * Anger * Lack of motivation * Depression. 2.3 Assess how own attitudes, values and behaviour could impact on work with children and young people. As a teaching assistant or a teacher working with children & young people you must make sure to promote equal opportunities, inclusion and to be anti discriminatory. Doing things like: * Not speaking or teaching things about multi cultural events. * Different languages. * Being dismissive to a pupil that is different in the way of culture or  ability. * Being ignorant to a child or young person’s individual needs. All the above could lead to children & young people picking up, taking in and projecting your views onto other children, young people, adults or visitors. Overcoming stigmas attached to disabilities, races and religions is a must before working in schools, to gain understanding of these things will empower you with the knowledge to teach more efficiently and understand in a more diverse manner. I observed in my placement a child that had moved from Pakistan who could barely speak any English was segregated by the children and surprisingly the teacher. When he would try and speak she would raise her hand as a sign to be quiet and he would struggle to contribute to the class till she would verbally say â€Å"Child A be quiet†. This led to the child becoming very aggravated and unsettled for a number of weeks until he started to learn English to the point where he could interact without much thought as to what he was going to say before he said it. 2.4 Describe the importance of promoting anti-discriminatory practise in work with children and young people. The promotion of anti-discrimination should be a focal point for the majority of things that happen in and around schools. It is no good to have policies and procedures and just tokenise them, they need to be enforced so children and young people will follow the lead of the school. The best ways to do this are: * Be a good role model. * Appreciate & promote diversity and the uniqueness of children and young people’s abilities. * Listen to and involve the children and young people. * Treat each child and young person as an individual. * Have a realistic but high expectation of all children and young people. * Support the schools ethos. * Give the children and young people the tool set and skills to be able to challenge prejudice and discrimination by others in a controlled and non-abusive manner. 2.5 Describe how to challenge discrimination. Challenging discrimination is a must in any sort of situation. To do this you need to make sure you know your anti-discrimination policy within your school. The role as a teacher or teaching assistant is to protect children  and young people from discrimination. If you was to overhear or receive a complaint from a parent or pupil about a discriminatory act that has taken place and you ignore it ,you are giving the person victimising the victim the impression it is ok to do, this can then quickly turn into a discrimination epidemic of sorts if left unchecked. To be able to deal with discrimination efficiently you will have to first feel comfortable with your policies, procedures and codes of conduct on the matter. Then approach your line manager or alternately if it is them that is conducting the discrimination then go to your head teacher, explain what has been said to the person or group, state the impact it has had on him/her or them and then suggest a way to enforce your anti-discrimination policy. 3 Understand inclusion and inclusive practises in work with children and young people. 3.1 Describe what is meant by inclusion and inclusive practise. Inclusive: To identify, understand and quash any barriers to participation, education and the feeling of belonging. Inclusive steps taken within schools will ensure that all pupils feel valued, equal and safe in their environment. To do this making sure that you recognise, accept and celebrate a child or young person’s differences and similarities. Inclusion: to ensure all children and young people of and background, situation or ability level are able to participate fully in all aspects of their academic life. Inclusion is not about categorising of viewing everyone as a collective but more like assessing people as individuals and supplying them with the same opportunities as any other pupil. 3.2 Describe features of an inclusive setting for children and young people. * There are some barriers in schools that staff are aware may affect pupils development academically so they make it as accessible as possible. * Pupils are never segregated from their peers as this may make them appear to be inferior to others instead the pupil will receive support whiles working alongside their peers. * Children and young people are encouraged to use their voice to make heard their opinions and views weather this be in an informal manner or through the school council. * Regular training is provided to keep staff up to date on inclusion, diversity and equal opportunity policies and procedures. * The schools work in partnership  with the governors, parents, staff and the pupils. * Schools pro-actively work with other professions like speech and language therapists and educational psychologists to ensure children and young people receive the correct support for their individual needs. 3.3 Describe how inclusion works in own sector of the children’s workforce. All sectors that work with or come into contact with children all share the common concept of inclusion and what it is. The way it is implemented may vary depending on the company/ organisation and it what way they work with children, but whatever the company / organisation they must always keep the child, children or young people at the centre of all practises. Early Years Foundation Stage (EYFS) and the National Curriculum all give clear outlines on how the curriculum should be delivered, how to make it inclusive and to the learning and assessment of the material being taught. The National Curriculum Inclusion statement states that schools must: * Provide a curriculum that is accessible and achievable to all pupils. * Recognise that â€Å"All pupils are entitle to a high standard or education†. * Meet the interests of both individual and all pupils as a whole. * To Assess, recognise and remove any barriers that may be stopping learning and assessment. In my placement there is a child with severe hearing difficulties , we assessed her hearing level with an outside agency that works with the local hospital to find she could hear nothing when being spoke to in school. We spoke to the specialist who supplied us with a tower speaker and a microphone that clips on your top so, when you speak the sound of your voice is amplified on the wave length of the Childs hearing aid allowing her to hear clearly in turn providing a solid education. Personalised learning To raise standards in schools and to help people with special educational needs to achieve personal learning was developed. Personal learning is catered to a child or young person’s specific needs to ensure they receive a healthy and fulfilling education regardless of their background, culture, special educational needs or disability they will receive the support to make progress. The key elements to making personalised learning so successful are: * Receiving a challenging curriculum at their level. * Staff who have high but reasonable expectations. * Setting personal targets. * Highly focused assessments. * Early identification and interception when targets are not being achieved.