Summary of Instructional Problem Free Essays

string(53) " understand them a person would need reading skills\." In the state of Kentucky Social Studies education focuses on five big ideas that all topics can fall under. These topics are government and civics, cultures and societies, economics, geography, and historical perspective. (Kidwell, 2012) Geography is one of the big five ideas and is extremely important. We will write a custom essay sample on Summary of Instructional Problem or any similar topic only for you Order Now One of the foundations of geography is the use of map skills. Map skills can include simply reading a map, using visual literacy to decode information represented on a map, tracing a route from point A to point B, and using the information on a map to problem solve and make inferences. At Conway Middle School students in 6th, 7th, and 8th grades have problems with map skills. Specifically, students do not know how to correctly read a map, identify the different types of maps, locate information on a map, and when given a starting point and directions could not correctly trace/navigate to a disclosed or undisclosed end location. For example, when given the starting point for the exploration of the Louisiana Territory by Lewis and Clark on a map and basic directions students could not correctly follow the path using geographic tools such as maps, atlas, globes, and photos. These are skills that students will need as they progress through their academic pursuits and in life. Based on data collected and a needs analysis there is a need for interventions to help resolve this instructional problem. Goal Statement Students in the 6th, 7th, and 8th grade at Conway Middle school after successfully completing the instructional unit will be able to apply the map skills that have been learned in the real world. Conway Middle School is an inner city, title 1 school. A reality of this is that many students rely on riding public transportation to get to and from school. One of the real world goals for instruction is that students will be able to look at a road map and navigate from Point A to Point B without the need for electronic devices to assist with mapping. The students will be able to correctly give someone directions to get from their present location to another location. The students will examine a map of the bus routes in the city of Louisville and be able to correctly pick the buses they would need to get on to get home from any location serviced by the Transit Authority of the River City. Students will use their learned map skills to problem solve using maps, graphs, and charts in other subject areas such as math and science. In addition to these real world applications students will be able to perform at a level greater or equal to 80% correct on a summative assessment given by the teacher that encompasses all the topics from the unit of instruction. The summative assessment will include topics from the desired conditions of this needs analysis. While map skills are a social studies topic they have many applications in other core content areas and within the real world. Many people use them on a daily basis and do not even realize their importance. While the goal of middle school social studies education should be to provide students with the skills to become good citizens and prepare them with the content knowledge and skills necessary to lay a foundation for college and career readiness that will lead to successful high school academic endeavors. The reality is that we must also meet state standards and often loose site of the most important part of the social studies content. The part of social studies content that I am referring to is the preparation of students to become good citizens. Learner Analysis Before beginning the learner analysis needs, the researcher feels it important to take moment to introduce the instructional setting of the group. For this learner analysis the instructional setting is Conway Middle School in Jefferson County, Kentucky. Conway Middle School is an inner city, title 1 school. The school is located in the Pleasure Ridge Park community of Louisville, Kentucky. Pleasure Ridge Park is located on the south side of Louisville. Like many other major metropolitan areas the south side of town is not the most sought after area to live in or be from. Some students are bused into the area from other sections of town. Conway Middle School is home to almost 1000 students of various genders and ethnicities. The instructional unit will be taught in a 6th grade social studies classroom. The average amount of students in the classroom on a daily basis is 120. The 6th grade is made up of three teams of teachers. Each team has a social studies, math, language arts, and science teacher. Throughout the course of a normal school day a group of 130 students will rotate into each content area for seventy minutes. Now that the setting has been discussed let’s talk about the learners. Requisite Knowledge and Skills In the state of Kentucky middle school social studies has no prerequisite social studies skills or knowledge needed to be successful. However, there are certain requisite skills and knowledge that will help all students succeed. First, students need to have reading comprehension skills. The students must be able to read and write within one or two levels of the current grade. Second, the students need math comprehension skills. Math skills might sound funny as a requisite knowledge for social studies but it is true. Without math skills students would be ill prepared to understand the numbers on a map, the dates of events, cost of wars, and even the reasons behind the migrations of millions of people to new areas seeking better jobs, economic success, and untold fortunes. The reading skills are essential because what we know about social studies is made up from artifacts. Many of those artifacts are journals, diaries, declarations, newspapers, books, and interviews that in order to understand them a person would need reading skills. You read "Summary of Instructional Problem" in category "Papers" If a student has the requisite skills listed above the teacher can design an instructional unit that builds knowledge from the ground up. Now that the requisite skills have been discussed let’s take a look at the prior knowledge and skills of the learner group. Prior Knowledge and Skills The learner group has been assessed for prior knowledge and skills. A part of the assessment took place when the researcher administered a test/pre-test for the needs analysis in task 1. The teacher has also been assessing the students as the school year progressed. It was found that despite the best efforts of the learner group’s previous teachers many of the students lack basic knowledge of map skills. The students were taught map skills in the 5th grade, but very little was retained. During other assessments the teacher found out that many students could remember some of the words related to map skill but were unable to define them or their importance. The data from the previous assessments showed that there was a foundation to build upon but essentially the teacher was starting from the ground up when designing the instructional unit. Most students knew their directions but very little otherwise. When given an atlas to assist with the pre-test the students’ average score overall was 52%. The data gathered from the needs analysis and other assessments of prior knowledge and skills will drive the design and focus of the instructional unit on map skills. Now that prior knowledge and skills have been discussed let’s move on to the demographic information of the learner group. Demographic Information The demographic makeup of the learner group is diverse. There are a total of 130 students in the group. 62 of the students are male and 68 are female in gender. The ethnic makeup of the males is as follows: 49% African American, 40% white, 10% Latino, and 1% Asian. The ethnic makeup of the females is as follows: 53% African American, 41% white, 5% Latino, and 1% Asian. The females outnumber the males by almost 10%. 55% of the students come from single parent households. The ages range from 10 years old to 12 years old and are of varied maturity levels. With over half of the students coming from single parent households, parental support is sometimes at low level. Having a majority of the students being female and/or African American influences the way in which the teacher must design the instructional unit. The demographics can sometimes make it difficult to design instruction in a way that is both relevant and interesting for all students. Along with taking into account the demographics of the learner group the teacher must account for the learner group’s attitudes towards the topic when designing instruction. Learner Group Attitudes Attitude is everything. When designing a unit of instruction a teacher must take into account the learner group’s attitudes toward the topic, education, and teachers. That might sound like an easy task but it is not. Students bring past experiences and attitudes toward teachers and education into the classroom every day. This has a profound influence on the learning environment. For example, almost half of the students that this teacher sees on daily basis say social studies is their least favorite subject at school. Some of those same students attribute this to previous teachers and the experience that they have had. Other students like social studies but hate map skills calling it boring and useless. These students are the ones that make designing instruction a little more time consuming. To combat the negativity towards social studies the teacher must go out of his/her way to build the relationships with students to foster a mutual respect and hopefully instill a lifelong love of learning. While building the relationships the teacher is able to design instruction in a way that is relevant to each student and interesting. Despite best efforts there will always be one or two students with a negative attitude towards the topic. One way that I have found to make learning fun and interesting is through the use of whole brain teaching. Whole brain teaching accounts for all learning styles and at the same time manages behaviors in the classroom. Speaking of learning styles, let’s take a look at the unique characteristics of the students in the learner group. Unique Characteristics Within the teacher’s class there is a diverse group of learners. They are made up of various ethnicities from many different backgrounds. First, let’s take a look at the learning styles of the group. About halfway through the school year the teacher was introduced to a new to him style of teaching. That style was called Whole Brain Teaching. The teacher is bringing this up because of the variety of learning styles in his classroom. Those learning styles are kinesthetic, visual, and auditory. When the program was implemented in this teacher’s classroom he surveyed the class to ask about their learning style. It was very informative. Over half of the class said that they learned best in more than one way. At first the teacher was worried. He thought to himself how am I going to teach to all of these learning styles? I will spend all my free time designing instruction. It really wasn’t that bad. The whole brain teaching method allowed the teacher to reach the students that were kinesthetic learners by incorporating movement in the classroom. The visual learners learned by watching the teacher teach, other students teach, reading, and by watching short video clips incorporated into the lessons. The auditory learners heard the teacher teaching, listening to other students during the turn and teach portion of the lesson, by listening to the oral reading of exerts, and by listening to the video clips incorporated into the lessons. The unique characteristics of the learners means that the teacher must design lessons that incorporate visual, auditory, and kinesthetic pieces into the instruction. At times it can be very difficult to design a lesson that reaches all learning styles. This only takes into account the unique characteristics of a little over three quarters of the class. Almost 15% of the class were/are ECE or Special Education Students. The special education students have a variety of diagnoses that range from Attention Deficit Disorder, Attention Deficit Hyperactivity Disorder, Other Health Impairment, Learning Disorder, Behavior Disorder, to Oppositional Defiant Disorder. Those are a wide range of diagnoses and they must be taken into account as well. In addition to those diagnoses one student suffers from seizures that can be triggered by flashing lights. What does all of this mean? It means that a great attention to detail must be used by the teacher when designing the instructional unit and the learning environment. The teacher has a binder with all of the Individual Education Plans and a spreadsheet to make instructional design easier. When designing the instructional unit and assessment the teacher must take into account the accommodations that these IEP’s allow. Accommodations As stated above 15% of the class is made up of ECE or Special Education students. These students all have IEP’s that allow for accommodations. The accommodations are as follows: extended time, paraphrasing, the use of a reader, the use of a scribe, prompts and cues, redirection, preferential seating choice, and a special behavior plan. When designing the instruction the teacher accounts for extended time by creating fill in the blank note sheets for all students. This way the students aren’t singled out by others. Paraphrasing is allowed for when the teacher is reading the text or lecturing. Usually it is qualified for the students with a statement that starts out with â€Å"in other words it means this. † The reader is allowed for during the lessons and during assessments. During assessments the teacher reads each question out to the class. When that is not possible a qualified special education profession will take the students that require reader to another location to administer the test. The one student that is allowed a scribe has a special electronic device that he carries with him each day. The lessons are scanned into a document for him to complete on the device. Assessments are handled in the same fashion. The students that are allowed prompts and cues receive them throughout the lesson. Sometimes it is just a matter of walking by and pointing something out to the student. At other times it requires a verbal cue or redirection. Two students have IEPs that allow for preferential seating because they have very poor eyesight. At the beginning of the school year I asked the two students in private which seat they would prefer in the front row. Those two students pointed out their seats and have been in them ever since. When the lesson or classroom is moved around these students get preferential seating. One student has a special behavior plan. He is a very smart student. This student only has an IEP because his disruptive behavior sometimes requires removal from the stimulus of the class. All students that are allowed accommodations based on their IEPs receive them. Performance Context The performance context in which the students are expected to use the new skills and knowledge has several locations. Based on the real world instructional goal the students will go be able to go out into the city and do certain tasks but for the class the students will practice these in a safe and controlled environment. For example, one of the goals discusses being able to read a map and give directions to from Point A to Point B. Before this will be applied in the real world students will apply it in the classroom. Am I saying that all the students are going to go give someone directions or ride the bus home? No, what I am saying is that at the completion of the instructional unit the student will be prepared to do these tasks if needed. The teacher has an instructional lesson that involves the students using only a map and or atlas to route a family vacation to another state. Through demonstration of using the atlas to correctly route a family vacation the students will have simulated part of the real world goals in a controlled environment. In light of the fact that many students use public transportation to get to and from school the teacher has designed a lesson that again allows the students to practice this real world activity in a safe and controlled environment. For that lesson all the students will have a copy of the Transit Authority of the River City, the city bus company, TARC for short’s routes. The assignment requires the students to examine the bus routes and correctly list the buses that they will need to ride to get from Conway Middle School to their house. When the students complete this assignment they will also have to account for the bus schedule and determine what time to leave, how long they will be at each bus stop, and the amount of time it will take them to get from school to home. One of the performance contexts is in the current classroom and future classrooms. What I mean by this is that after the successful completion of the unit the students will have better map skills that can be applied in this social studies classroom and in other classrooms both in the present and the future. Through a thorough learner analysis the teacher is better prepared to design the unit of instruction to meet the needs of all of his students and prepare them to be successful. How to cite Summary of Instructional Problem, Papers

Regulation of Australian Banks for Regulation - myassignmenthelp

Question: Discuss about theRegulation of Australian Banks for Financial Regulation. Answer: The Australian nation is one of the reputable countries in terms of financial regulation. This is attributed to the fact that the country has put sufficient policies that govern the sector. The banking sector is one of the efficient sectors that are relied upon for the success of the countrys economy. Today, any country that wishes to compete favorably and sustain its population must invest heavily in the financial sector and regulation of the same. The success of Australia is a story that began long ago and there is enough documentation to depict this state of affairs. In this case, this discussion will examine the history of bank regulation in Australia, the current state as it stands and how the sector can be improved in the future. (Russo 2016, p. 235-260) The history of bank regulation dates back to the nineteenth century. This was the dawn of many other economies and to be specific, Australia formed its first back during this period. Given that this was a colonial era, Australia exercised most of its regulation from its areas of influence which included states. The business of starting and executing activities of banking and regulation did not go on in a smooth way. The end of the nineteenth century saw a terrible fluctuation whereby the states under the influence of Australia underwent a series of depressions. Such states included Victoria. When these trends could not be contained any more, the country lost its economic course through a collapse of several banks. (Milbourne et al. 2010) The beginning of the twentieth century in the year 1901 was characterized by the establishment of a federation which was enjoined in the Commonwealth association. This implied that the regulatory activities would be executed by this world known setup which had the muscle to ensure that the regulations would be followed to the latter. Through the efforts of the Commonwealth stakeholders, Australia established a central bank which would be used to execute most of the regulatory processes. Apparently, since the establishment of the central bank up to the modern days, Australia has not had any turmoil in the banking sector and no bank has collapsed as a result. (Jarvis 2013, p. 456-467) The aftermath of the Second World War created the perception that the government had the capacity to control the economy because it had shown indications that it would also regulate banks. As a consequence, new rules were set up. The rules bordered on the capacity to lend, rates of interest, bank reserves and the securities that the government can access. The central bank was derived from the then RBA which was tasked with the duty of oversight upon other banks. The movement of time was described by the changes in the trends in the banking sector. This meant that the sector adopts the new policies as time dictated. More specifically, there was a committee that was formed in the year 1970 and it was known as the Campbell Committee. The suggestions in its report led to a new turn of events which saw the whole banking system deregulated. (Ferran et al. 2015) The results of the Campbell Committee report adversely affected the regulation of the banking sector. This prompted the stakeholders to reintroduce the regulation policies through a process that was called re-regulation. This new development highlighted the weaknesses in the report and did away with most of the suggestions that had resulted to a system of lawlessness in the sector. Re-regulation was facilitated through the introduction of APRA and ASIC which took charge of the situation by instituting new regulations that increased the powers of the Reserve Bank of Australia (RBA) which was later upgraded to the central bank. (Jacob et al. 2010) The Australian financial sector has had to undergo some turbulent times despite the fact that it has implemented the regulatory policies. For instance, the last decade has been described by governance deficiencies attributed to the lack of accountability by the financial advisers. This has adversely affected the banking sector which has been depicted as a weak entity among other sectors in the operationalization of the Australian government (International 2012, p. 654-666). There are more issues related to the sector and one of them is the insurance claims which have not been fulfilled. These claims are quite rampant and the situation puts the banking sector at risk of losing international repute which had been built over a long period of time. Besides, there is a claim that a major bank in the country has not taken any regulatory steps to reprimand the individuals who were involved in a series of events that border on the money laundering misconduct in the banking sector. (Jang et a l. 2012) Having examined the rich history of the Australian regulation of banks, it is prudent to build upon the history by examining the current status of the banks and the processes of regulation forthwith. The process of bank regulation in modern day Australia is described by the systems of governance and the structures that have been instituted to supervise all the banks (Mohamed et al. 2012). This arrangement is fulfilled through parliamentary legislations, issuance of licenses, creating liquidity rules and establishment of requirements for foreign investors. To strengthen this process, the stakeholders must incorporate the services of the international organizations which also act as the regulatory agencies. (McElroy et al. 2009) In terms of legislation, the parliament of Australia often creates laws that govern the banking sector. The parliament derives the laws from previous legislations by amending the acts and statutes which were formed in the past. Some of the acts include the Banking Act of 1959, Reserve Bank Act of 1959 and the 2001 Corporations Act that is the latest to be reviewed in the parliament. Apart from the acts of parliament, there are other regulatory bodies. The first one is the Australian Prudential Regulatory Authority (APRA) (Fleming 2014, p. 87-90). This is a body that was also created by an act of parliament and the main duty that it performs is to regulate institutions that fall under the category of deposit takers. It also extends its jurisdiction upon insurance companies that specifically offer general and life policies. Another regulatory entity is the Australian Securities and Investments Commission (ASIC). This is an establishment which regulates the financial markets and it has a jurisdiction over corporations and the general conduct of how their stakeholders conduct themselves. Just like APRA, ASIC was also created through an act of parliament and the other important task executed by the latter is to protect investors from external influence (Pauly 2013, p. 54-55). The last authority is the RBA which serves as a regulatory agency that oversees all other activities of the junior banks. Therefore its duties border on policy making, stability of the entire financial system, and the systems of payment for the government and the civil service. Basically, the RBA is the bank for the government. It advises the government on the type and amounts of expenditure to be done and in times of economic depression, it lends money to the government to run its operations. The RBA determines the amount of interest that can be charged by the banks. Therefore it undertakes a general study of the state of the countrys economy so that it can curb incidents of inflation or defla tion. The mandate it has upon all other banks is what makes the RBA a very influential institution in terms of regulating the banking sector. (Carmichael et al. 2012) Another form of regulation that is being practiced in the banking sector is the idea of licensing. This is critical because the world has moved into an era where incidents of fraud are very rampant. For example, the levels of technology have advanced and many fraudsters may take advantage of the gullible public to take their money (Carmichael et al. 2014). Given that banks are deposit taking institutions, there is a tendency for unauthorized institutions to fleece clients of their money and fail to access it in the future. For this reason, the Australian government through the 1959 Banking Act has instructed the APRA to implement policies that will bar any unlawful business from taking off. (In Beccalli et al. 2015) There is a set of requirements that have been set by APRA which set certain minimums that any organization must meet before it can be admitted as a deposit taking group. The first requirement is that the entity must have adequate capital which must be approved by APRA as sufficient to make reserves for such institutions. The second requirement is the capacity with which the company can manage risks and the systems that form internal control structures. Risks border on the financial losses and the natural occurrences that result to hazards. The institution that seeks to be incorporated in the banking sector must have proper processes that comply with the prudential standards. The banking sector demands that thorough investigations are done upon the information and communications strategies of the prospective organizations so that the clients that will be served are guaranteed of adequate access to the relevant information. The institutions are also expected by APRA to adhere to the re quirements of the accounting systems. Lastly, this regulatory authority demands that the institutions exhibit thorough intentions of the audit process which would be done both internally and externally as it is required by the regulations. (Bologna et al. 2010) The banking system is a subject that should be discussed in from the perspective of the future because of the dynamics of the world today. Regulation should be an exercise that is subject to revision because the environment keeps shifting. There are new forms of trickery that are designed by the agents of doom who wish to sabotage the sector. Currently, Australia has put up adequate forms of regulation but this is bound to get outdated. The demands of the market are projected to change and systems will also shift. The nature of the banking sector corresponds to other sectors but there is a little discrepancy. Banking relies so much on technology especially in the storage of data for the clients. This is critical because the customers exist in large numbers. There is a specific need to regulate the use of technology to limit the incidents of fraud which may tamper with the data. (Islam et al. 2008) In terms of licensing, it can be recommended that the regulatory agencies include other security features on the licenses to improve the credibility of those documents. In the same perspective of fraud, the current licenses issued to the deposit taking organizations by APRA do not have sufficient security and they may be duplicated through high level technology. Apparently, the need to make a living in the market may motivate fraudsters to process fake licenses to run their businesses. The importance of secured documents is that they can be easily verified. In fact, APRA should consider using biometric data of the holders of such licenses so that finger prints can be used in case there are any doubts. Biometrics has been used in other governments and the testimonies are quite positive. The future of the Australian banking regulatory system is so bright because some of these recommendations have begun to be implemented. Advanced economies such as the United States have set benchmarks which can be adopted by Australia. (Mugasha 2013, p. 1060-1073) Another recommendation is that the regulatory agencies should put in place laws that are too stringent. The laws should be oppressive enough to frighten any criminals from engaging in the unlawful acts. Acts of fraud are said to be economic crimes whose charges are very severe in other parts of the nation. Australia can use the parliament to institute policies that will impose very high fines or long imprisonment terms. As it is now, the government of Australia has very lenient terms which encourage people to break the economic laws. (Takts et al. 2009) The capacity of institutions to function well lies in the support that they get from the governments of their countries. The support ranges from both material and moral gestures. For instance, the regulatory establishments such as APRA and ASIC should be facilitated with finances from the government just to make sure that they are working to achieve their goals. This support should not be seen as a favor; rather, it should be taken as an obligation by the government. The future of the Australian banking sector can be vibrant if they consider funding their institutions abundantly. This is the secret that has been adopted by the large economies of the world such as China and the United States. Moral support borders on the capacity of the government to motivate the staff within these bodies. This could be done by better remuneration and assuring them of the security of tenure. This step is critical in boosting their morale so that they work with passion. In the past, Australia has been quick to execute sacking orders which really affected the regulatory agencies. Motivation may also be done by giving leaves to the workers so that they get time to spend with their families and attend to other personal lifestyles. (Norton 2014, p. 56-60) The last recommendation would be for Australia as a government to enhance inter-organizational visits so that various institutions arrange forums for discussion and interaction. The importance of such engagements is for the institutions to share knowledge and exchange ideas on how to improve the regulatory structure. This will overturn the current notion whereby each body works independently. If such forums are held, the Australian institutions will have a large bank of knowledge and they may not necessarily refer to outside countries for help. This is a country that is endowed with professionals from all manner of fields. If the technicians from the IT field share knowledge with bankers, a lot of knowledge would be created. This is an example to indicate that the process is viable. (Head et al. 2015) References Bologna, P., International Monetary Fund. (2010). Australian banking system resilience: What should be expected looking forward? : an international perspective. Washington, D.C.: International Monetary Fund. 24(78), 377399. Carmichael, J., Fleming, A., World Bank Institute (Washington, D.C.). (2014). Aligning financial supervisory structures with country needs. Washington, D.C: World Bank Institute. 12(7), 60-65 Carmichael, J., Pomerleano, M., World Bank. (2012). The development and regulation of non-bank financial institutions. Washington, D.C: World Bank. 40(34), 17 Ferran, E., Moloney, N., Coffee, J. C., Hill, J. G., Tafara, E., Cambridge University Press. (2015). The regulatory aftermath of the global financial crisis. Cambridge: Cambridge University Press. 67(43), 89-93 Fleming, L. (2014). Excel HSC business studies. Glebe, N.S.W: Pascal Press. 32(9), 87-90 Head, B., McCoy, E., Griffith University. (2015). Deregulation or better regulation?. South Melbourne: Macmillan. 10(6), 351378. In Beccalli, E., In Poli, F. (2015). Bank Risk, Governance and Regulation. 23(8), 540559) International, M. F. (2012). Australia: 2012 article iv consultation. Place of publication not identified: International Monetary Fund. 5(6), 654-666 Islam, S. M. N., White, P. (2008). Formulation of appropriate laws: A new integrated multidisciplinary approach and an application to electronic funds transfer regulation. Berlin: Springer. 46(12), 263279 Jacob, S., Decker, D. M., Hartshorne, T. S. (2010). OECD Reviews of Regulatory Reform: Australia 2010: Towards a Seamless National Economy. Paris: OECD Publishing. 36(6), 205217 Jang, B., Sheridan, N. (2012). Bank Capital Adequacy in Australia (PDF Download). Washington, D.C: International Monetary Fund. 43(54), 67-71 Jarvis, D. S. L. (2013). International business risk: A handbook for the Asia-Pacific region. Cambridge [u.a.: Cambridge Univ. Press. 12(54), 456-467 McElroy, M., Engelen, J. (2009). Business Law Handbook: International Business Publications. 34(67), 78-89 Milbourne, R., Cumberworth, M., University of New South Wales. (2010). Australian banking performance in an era of de-regulation: An untold story?. Kensington, N.S.W: Centre for Applied Economic Research, University of New South Wales. 96(7), 56-60 Mohamed, A., Farrar, J. H., Khalid, A. M. (2012). Regulatory failure and the global financial crisis: An Australian perspective. Cheltenham, Glos, UK l: Edward Elgar. 45(6), 165-173 Mugasha, A. (2013). The law of letters of credit and bank guarantees. Sydney: Federation Press. 57(43), 1060 1073 Norton, J. J. (2014). International banking regulation and supervision: Change and transformation in the 1990s. London [u.a.: Graham Trotman. 45(9), 56-60 Pauly, L. W. (2013). Opening financial markets: Banking politics on the Pacific Rim. Ithaca: Cornell University Press. 13(34), 54-55 Russo, C. J. (2016). Australia: Financial system stability assessment, including reports on the observance of standards and codes on the following topics : banking supervision, insurance regulation, securities regulation, and payment systems. Washington, D.C: International Monetary Fund. 73(11), 235260 Takts, E., Tumbarello, P. (2009). Australian Bank and Corporate Sector Vulnerabilities--An International Perspective. Washington: International Monetary Fund. 32(9), 87-90

Jesus of Montreal free essay sample

Arcand, director of the film stated â€Å"Consumerism may be the legacy of the eighties but there has got to be more to life than that. Jesus of Montreal is about a yearning for something else, a search for a sort of meaning. † The film shows the effects of Hollywood on Canadian culture. This can be seen in a scene when a lawyer/agent tempts Daniel to risk his artistic strength in order to â€Å"possess the city,† and uses Ronald Reagan, as an example of Daniel’s prospects. The commercialization of culture is something that is seen as overtaking the human spirit, something that will lead to the destruction of society. In one of the final scenes, after Daniel has been wounded in an accident on set, he stumbles out of the hospital and begins to speak of the destruction of the city of Montreal, quoting from the Olivet Discourse. I think what he meant was that society is destroyed by humanity itself, in its desire for instant gratification, consumerism. We will write a custom essay sample on Jesus of Montreal or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page This search for truth, for something beyond what the commercial culture says is all that is left. The meaning of Daniel’s death confirms the truth Daniel had to resist; that we cant survive in a world dominated by institutions, media, and consumption. We learn who â€Å"Jesus really was† as Daniel really starts to overlap with the role he’s playing. While we are told about Jesus’ origins, Daniel’s background is a compete mystery. We know less about his background than most characters. 2 The film tracks the life of Christ in several ways. The actor at the eginning, praised for his performance, turns and says that Daniel is a much better actor. This is a reference to John the Baptist as the herald of Christ. A woman producer says she wants the same actors head for her magazine, a reference to Herodias wanting John the Baptist dead. His head then appears in a poster ad in a subway where Daniel dies. Daniel overturns the equipment at the commercial shoo t, a reference to Christs cleansing of the temple. He is arrested and the indecisive judge cannot find anything wrong with him, a reference to Pilates judgment. A lawyer plans great things for Daniel and shows him the world from a skyscraper, a reference to the temptation in the desert. Finally, Daniel gives life to at least three people after his death when his organs are transplanted into a heart and eye patient, a reference to Christ as the redeemer. However, I concluded that the movie made us think that Jesus was just a product of his times. And I thought the main just of the film mainly gave us commentary on contemporary society; that we are on a path of self-consumption, and that the world â€Å"began without man and will end the same way. †

Free Essays on Summary Of Rebecca

The author starts out the story with a flashback describing the end of the story or for the narrator of the book, the present. Then, the narrator, who we never learn her name, starts to explain the beginning of the novel. She is very young and inexperienced on life and works as a young companion for a rich American lady called Mrs. Van Hopper. At a hotel in France, where everything around her makes her feel inferior, she meets Maxim De Winter, the man who owns Manderley, a mansion known by all. During their stay at the hotel, they spend more and more time with each-other. As the narrator is about to leave for New York, Maxim proposes and they get married. After a wonderful honeymoon around Europe, they return together to Manderly. As soon as they get there, the narrator’s insecurities step in. She is constantly reminded of Rebecca, Maxim’s beautiful first wife who had tragically drowned sailing. To add to these insecurities, Mrs. Danvers, head housekeeper and who loved Rebecca, tries everything to destroy this young girl. Soon the narrator feels like she can never stand up to the talented, beautiful, loved by all and brilliant Rebecca. She feels like Maxim is still in love by her. Manderley hosts a yearly costume ball. This was the narrator’s first entrance in the public eye as Mrs. De Winter and she wanted to impress everybody. After days and days of thinking of what her costume was going to be, she takes Mrs. Danver’s advice and chooses a shepherd’s dress as in one of the paintings at Manderly. As she is walking down the steps into the great hall of Manderley, she finds herself looking at Maxim’s terrified face. Mrs. Danvers has intentionally suggested her to wear a costume which Rebecca had wore to her last ball. The next morning a series of mysteries quickly unfold. The wreckage of Rebecca’s sailing boat was found with her body inside near the bay. This discovery pushed Maxim to tell the narrator the truth.... Free Essays on Summary Of Rebecca Free Essays on Summary Of Rebecca The author starts out the story with a flashback describing the end of the story or for the narrator of the book, the present. Then, the narrator, who we never learn her name, starts to explain the beginning of the novel. She is very young and inexperienced on life and works as a young companion for a rich American lady called Mrs. Van Hopper. At a hotel in France, where everything around her makes her feel inferior, she meets Maxim De Winter, the man who owns Manderley, a mansion known by all. During their stay at the hotel, they spend more and more time with each-other. As the narrator is about to leave for New York, Maxim proposes and they get married. After a wonderful honeymoon around Europe, they return together to Manderly. As soon as they get there, the narrator’s insecurities step in. She is constantly reminded of Rebecca, Maxim’s beautiful first wife who had tragically drowned sailing. To add to these insecurities, Mrs. Danvers, head housekeeper and who loved Rebecca, tries everything to destroy this young girl. Soon the narrator feels like she can never stand up to the talented, beautiful, loved by all and brilliant Rebecca. She feels like Maxim is still in love by her. Manderley hosts a yearly costume ball. This was the narrator’s first entrance in the public eye as Mrs. De Winter and she wanted to impress everybody. After days and days of thinking of what her costume was going to be, she takes Mrs. Danver’s advice and chooses a shepherd’s dress as in one of the paintings at Manderly. As she is walking down the steps into the great hall of Manderley, she finds herself looking at Maxim’s terrified face. Mrs. Danvers has intentionally suggested her to wear a costume which Rebecca had wore to her last ball. The next morning a series of mysteries quickly unfold. The wreckage of Rebecca’s sailing boat was found with her body inside near the bay. This discovery pushed Maxim to tell the narrator the truth....

Betty White

Her career started in the early 1940s with a modeling job. She also worked on a few radio shows including Blondie, The Great Gildersleeve, and This Is Your FBI and later, her own radio program name, The Betty White Show. In 1949 she debuted on television when she appeared with Al Jarvis on Hollywood on Television, she later hosted it on her own when Jarvis left. From 1952 to about 1977 she appeared on several television shows including Life With Elizabeth, Date With the Angels, Password, What’s My Line? , To Tell the Truth, I’ve Got A Secret, Match Game, The Mary Tyler Moore Show, and Pyramid. In 1977 she was given her own sitcom on CBS called The Betty White Show. (Not to be confused with her radio show with the same name. ) In 1987 she scored her second signature role of the St. Olaf, MN – native Rose Nylund, on The Golden Girls. The show was centered on four divorced or widowed women in their ‘Golden years’ that share a home in Miami. Although Betty has no children, she has been married three times. The first in 1945 to Dick Barker, a US Army Air Corps Pilot. This marriage was short-lived, only one year. The second to Lane Allen, a Hollywood agent, which only lasted two years also ending in divorce. On June 14, 1963 she married television host and personality, Allen Ludden. He proposed to Betty at least twice be fore she accepted. Allen died of stomach cancer on June 9, 1981. She hasn’t remarried since his death. Betty has won six Emmy Awards, three American Comedy Awards (including a Lifetime Achievement Award in 1990. ), and two Viewer’s For Quality Television Awards. She was inducted into the Television Hall of Fame and has a star on the Hollywood Walk of Fame. On January 23, 2010 at the Screen Actor’s Gild Awards, she was awarded, by Sandra Bullock, the Life Achievement Award. She is also a pet enthusiast and animal health advocate who works with a number of animal organization such as the Los Angeles Zoo Commission, the Morris Animal Foundation, and Actors Others for Animals. Betty is the president of the Morris Animal Foundation where she has served as a trustee of the organization since 1971. And she donated $100,000 to the Los Angeles Zoo in April 2008 alone. She was also just on Saturday Night Live over the weekend, and it was hilarious! I was laughing so hard.. So, having said all that. I’d say she is the coolest eighty-eight year old you could probabaly ever get a chance to meet. I hope she lives forever! Betty White Her career started in the early 1940s with a modeling job. She also worked on a few radio shows including Blondie, The Great Gildersleeve, and This Is Your FBI and later, her own radio program name, The Betty White Show. In 1949 she debuted on television when she appeared with Al Jarvis on Hollywood on Television, she later hosted it on her own when Jarvis left. From 1952 to about 1977 she appeared on several television shows including Life With Elizabeth, Date With the Angels, Password, What’s My Line? , To Tell the Truth, I’ve Got A Secret, Match Game, The Mary Tyler Moore Show, and Pyramid. In 1977 she was given her own sitcom on CBS called The Betty White Show. (Not to be confused with her radio show with the same name. ) In 1987 she scored her second signature role of the St. Olaf, MN – native Rose Nylund, on The Golden Girls. The show was centered on four divorced or widowed women in their ‘Golden years’ that share a home in Miami. Although Betty has no children, she has been married three times. The first in 1945 to Dick Barker, a US Army Air Corps Pilot. This marriage was short-lived, only one year. The second to Lane Allen, a Hollywood agent, which only lasted two years also ending in divorce. On June 14, 1963 she married television host and personality, Allen Ludden. He proposed to Betty at least twice be fore she accepted. Allen died of stomach cancer on June 9, 1981. She hasn’t remarried since his death. Betty has won six Emmy Awards, three American Comedy Awards (including a Lifetime Achievement Award in 1990. ), and two Viewer’s For Quality Television Awards. She was inducted into the Television Hall of Fame and has a star on the Hollywood Walk of Fame. On January 23, 2010 at the Screen Actor’s Gild Awards, she was awarded, by Sandra Bullock, the Life Achievement Award. She is also a pet enthusiast and animal health advocate who works with a number of animal organization such as the Los Angeles Zoo Commission, the Morris Animal Foundation, and Actors Others for Animals. Betty is the president of the Morris Animal Foundation where she has served as a trustee of the organization since 1971. And she donated $100,000 to the Los Angeles Zoo in April 2008 alone. She was also just on Saturday Night Live over the weekend, and it was hilarious! I was laughing so hard.. So, having said all that. I’d say she is the coolest eighty-eight year old you could probabaly ever get a chance to meet. I hope she lives forever!

Sidney becket Research Paper Example | Topics and Well Written Essays - 1000 words - 1

Sidney becket - Research Paper Example Bechet’s contributions to jazz music helped to define and legitimize the genre in creating recognition for the form as complex and engaging. Although different accounts dispute whether or not he could read music, he preferred not to, his ear perfect and suited for defining music to get to its soul. Bechet was born in 1897 to a family that was part of the Creole culture of New Orleans. Creole origins refer to those of Spanish or French heritage that populated the New Orleans region. Black Creole refers to those children of plantation owners and slaves that were able to gain their freedom. According to the Black Code of 1724, children of owners and slaves were allowed to be freed and could then own land. Many of the Black Creoles owned plantations and held successful businesses, giving them a vital position in New Orleans society. From the freedoms that money allowed, came the opportunity to pursue the arts. As well, most of their children were sent to France for an education and this wealthy class tended to be more associated with their European roots than the America in which they lived. Classical music was a part of the culture, and when combined with ragtime, European style dance music, and rich traditions of folk music, jazz was born (Kirchner 48). Thus, a great number of j azz musicians came out of New Orleans. Bechet’s musical talent was discovered when he was just a child. He bought a ten cent tin flute when he was twelve and revealed his talent on this toy instrument in such a way as to impress earn him the title â€Å"Wizard of Jazz†. He soon got a clarinet and took to disassembling the instrument and turning up randomly at the concerts of local bands and taking the stage. He left the audiences in awe of his talent (31). After his adolescence, he traveled the United States playing his music until he was discovered by Will Marion Cook in 1919 who offered him a space in the New York

God's Omniscient; Man Isn't Essay Example | Topics and Well Written Essays - 1000 words

God's Omniscient; Man Isn't - Essay Example 3.5). Just like Moses after them, Abraham and Joseph humbled themselves before God and sought His wisdom and direction rather than relying upon their own reasoning and intellect. Moses, the man who stood up to Pharaoh and parted the Red Sea, demonstrates through the accounts of Abraham and Joseph that strength, victory, and wisdom come through a humble dependence on God for knowledge, while weakness, defeat, and foolishness are a result of a prideful reliance on one’s own knowledge and ability. Abraham, whose name means â€Å"father of many,† ironically lived his first 100 years as the father on none, and Moses goes through great length to show the unshakeable faith Israel’s patriarch, which is demonstrated through his leaning on God’s promises. God’s first promise to Abraham (at this time, â€Å"Abram†) was to make him into a great nation (Gen. 12.2). God, who was unfamiliar to Abram at this point, also told him to leave his settled land and travel west into unchartered territory with his wife Sarai (later called Sarah) and a caravan of all their possessions, herds, and servants. Abram unwaveringly obeyed ? although the promise and command he received made little sense to him and his people ? but God later blessed him with immeasurable riches and fertile land for his faith and obedience, as he relied on God’s understanding and not his own. Even though Abram and Sarai were far from young (75 and 65 years old, respectively) and already living comfortably in a settled land, Abram believed that God would bless him with countless descendants and safely establish him in a hostile and unknown land, which He did. Moses shows through Abram that man, in his knowledge, cannot comprehend the wisdom of God or the scope of His plans, and that obedience and faith in God is much greater than human reasoning. Even though Abraham is known for having unparalleled faith, he had his lapses; yet Moses shows us how God, in His knowled ge, rectifies the things man blotches in his limited understanding. When Abram and Sarai went to Egypt to escape a famine, Abram relied on his own cunning for protection – not God’s. He told Pharaoh that Sarai was his sister ? not his wife ? because Sarai was beautiful and he thought that the Egyptians would kill him over her. God inflicted Pharaoh’s household with diseases so that Pharaoh would know Sarai was Abram’s wife and would not lay with her as his own wife (Gen. 12.20). Abram’s reasoning was exposed as foolishness that almost ended in disaster, but God still faithfully protected him and Sarai. God bailed Abram out once again when he relied on Sarai’s plan to deliver what God had promised – a child. Instead of waiting upon the Lord, Abram took Hagar as his wife and impregnated her at the request of Sarai, who was now 76 years old and barren. God then had an angel send Hagar and her son Ishmael away to avoid Sarai’s jeal ous wrath and then opened Sarai’s womb to allow Abram – now 99 years old ? to impregnate her with Isaac. Because Abram and Sarai second-guessed God’s wisdom, Ishmael was born, whose offspring would be at war with Ishmael’s for millennia to come. But when God later tested Abraham (the name God gave him when He fulfilled His promise to make him fruitful and multiply) and told him to sacrifice his son, Isaac, Abraham unswervingly obeyed. When he raised the knife, God ordered