Banking System in America Essay Example | Topics and Well Written Essays - 1750 words

Banking System in America - Essay Example In the United States of America, separate financial regulatory structures are in place to regulate the Insurance and financial securities aspects of the banking sector at the State and the Federal level and. these regulatory agencies are controlled by the Federal government in conjunction with the State governments. In the United States of America, there are laws that are enacted to prevent money laundering, anti-terrorism laws, laws that are meant to prevent usury lending, anti-fraud and privacy laws, and laws to promote lending of money to people with small incomes, all this fall under the banking sector. This paper discusses the performance of the banking industry in America. In effectively discussing this aspect, this paper will give the industrial characteristics of the banking sector in United States of America. It will review the pricing, efficiency and profitability of the banksin America as well as analyze environmental factors that drive the Banking sector in America and th ereafter access there impacts. This paper seeks to answer the following questions, What are the industrial characteristics of the Banking sector in United States of America? How efficient is the banking system in United States of America in providing services to its people? What are the environmental factors that influence the performance of the banking system in America and what are its implications? The banking system in America is regulated by The National Banking acts of 1863 and 1864 and they are responsible for the creation of the banking system in the United States of America and any other legislation created, needs to be in accordance to this laws. This act promoted the development of a currency that could be used all over the United States of America and it supported withholding of bank assets which includes financial securities offered by the treasury of the United States of America. The National Banking Act recognizes the office of the treasury regulator whose role is to control the value of the United States currency and ensure that banks don’t collude to manipulate the American currency, the dollar. Banks in United States of America are characterized by the notion of relationship banking. This characteristic of the United States Banking system is for the purposes of maintaining profitability . Relationship banking refers to a situation where banks provide financial services through an intermediary. In the United States of America, banks practice these aspects of financial system. The main aim of banks in applying the principles of relationship banking is to enable them acquire information about a client to be used in the long run. These aspects of banking is important because it reduces the cost of gathering information about a client through many transactions and the information gathered, banks can use them to introduce other services in the economy and finally through this system of relationship banking, banks and their clients build a re putation through constant financial interactions and therefore facilitates negotiations of low cost loans. The American banking system is also characterized by emergence of private banks. American banking system allows expansion of commercial banks opened by individuals or companies. This was made possible by the requirements of The National banking act of 1863 which allowed competition in the

The Play of Daniel Keyes’ Flowers for Algernon Essay Example for Free

The Play of Daniel Keyes’ Flowers for Algernon Essay The story, â€Å"Flowers for Algernon†, is one that has been written using the first person narration and makes use of progress reports hence making the reader to be part of the story an understand the story as it happens through each of the reports used (Rogers, and Daniel, 5-15). The first person technique is important in that it allows all the changes that are seen to take place in Charlie, who is the main character of the story, to be clearly visible both at an external and internal level. It is to be noted that Charlie Gordon is the center of the whole story whereby he is the main character that is subjected to a scientific experiment that is aimed at increasing his intelligence level. In addition to that, Charlie is also the author to the narratives provided through the progress reports.          The reader of this story is able to get a view of life throu8gh the eyes of Charlie who is the main narrator and character in the story ((Rogers, and Daniel, 5-15). The reader is able to understand and follow the progress and development of Charlie through the spellings and the evolution of Charlie’s syntax. The operation that Charlie undergoes fails to work and proves to be detrimental because Charlie gets to find out that his â€Å"friends† are not actually true friends. Furthermore, Charlie becomes arrogant and cannot relate to people after the experiment and his is not able to impress his family which is his true motivation.            Charlie undergoes an intelligence operation which transforms him to become more intelligent than he was before. He ends up getting a job at the bakery with the help of his uncle, Uncle Herman (Coules, Daniel, and Robert, 87). Charlie meets Gimpy, Frank Reilly and Joe Carp, people that he considers to be his friends at the bakery and ones he could rely on. However, as it turns out, these are not his true friends. Gimpy, Frank Reilly and Joe Carp result to making fun of Charlie and resent him for being more intelligent after the operation when he goes back to work with them. The three make fun of Charlie and eventually gets him fired because they never liked him despite the fact that the boss, Mr. Donner, believed in Charlie.            At this point, Charlie gets to know that the people that he considered to be his â€Å"friends† were actually not his true friends based on their actions towards him. However the attitude of the three changes towards Charlie as the story comes to an end and Charlie’s intellectual ability starts to recede drastically. One thing that the reader gets to learn from the actions of Charlie’s â€Å"friends† is that not everyone in your life is your true friend. There are others who may not have good intentions yet they claim to be your friends hence the need to be cautious with people that say they are your friends.            Another issue that is portrayed in the story is that Charlie becomes an arrogant person and is not able to relate with people hence showing that the experiment was detrimental. The lack of proper relationship with other people and Charlie shows that the experiment turned out to be quite detrimental to the life of Charlie (Coules, Daniel, and Robert, 87). It can be observed that after the experiment, Charlie starts to lose his intelligence and he starts to spend less time with his girlfriend Fay. However, it reaches a point whereby Charlie wants to get back with Fay but she cannot accept due to Charlie’s condition which makes her afraid of him. This results in the collapse of their relationship.             Furthermore, the experiment affected how Charlie relates with his family which is seen when he chases his sister out of his room and does not want to talk to her. The issue that one gets to learn from this is that not all experiments have positive impacts in the lives of human beings and it is important that people should accept who they are instead of trying to change themselves.          From the on-set of this story, Charlie is seen as less intelligent and retarded by his family members. The inspiration and motivation to volunteer for the procedure which was aimed at enhancing his intelligence comes from need to impress his family (Coules, Daniel, and Robert, 87). Charlie agrees to undergo the procedure so that he could be what his mother and father wants him to be, an intelligent child. Charlie is rejected by the family that motivated him to get the procedure done. After becoming intelligent, he is also rejected by the foster family for being too intelligent.            Charlie undergoes through a rough time especially when his acquired intelligence starts to recede causing him to become alienated from people and instead spends time alone. From the experiences that Charlie goes through in this story tells the reader that life is full of challenges and that there are appreciating what one has is of great importance than to seek for something that will only result in to misery. References Coules, Bert, Daniel Keyes, and Robert Chambers. The Play of Daniel Keyes Flowers for Algernon. Oxford: Heinemann Educational, 1993. Print. P.47 Rogers, David, and Daniel Keyes. Flowers for Algernon: A Full-Length Play. Chicago: Dramatic Pub. Co, 1969. Print. P.5-93 Source document

Leadership and Management Reflection Essay -- Leadership Model, Person

Introduction In this essay we will be introduced to a leader who holds a high place of authority in the military and gain some personal insight on leadership and management. Then will look at this writer’s own personality traits and what leadership model the personality traits best match. Then look at the tenets of motivation and how this writer’s personality suites these tenets. Also look at the relationship between effective communication and motivation. Then finally we will look at some thoughts of what it takes to be an effective employee, successful manager, and an exemplary citizen. Interview The first part of this week’s assignment was to look was to interview a manager/leader that we admire and seek their insight on management. But before we discuss the interview let me introduce you to who I selected as my interview subject. Chief Master Sergeant Smith is the Chief Enlisted Manager of the 235th Operations Group, 15th Wing, Air Combat Command. The group consists of an HC-130 squadron, an HH-60 squadron, an operations support squadron, and a Guardian Angel squadron (paramedics that parachute into bad places). He is responsible for matters concerning the health, welfare, morale, professional development, utilization and combat readiness of more than 400 military and 50 civilian personnel. Additionally, he advises the commander on operational matters, enlisted issues, unit standards, planning, programming and mission readiness. Chief Master Sergeant Smith entered the Air Force in October 1993. After completing basic military training, he graduated from technical school as a Pararescueman in 1995. His assignments include bases in Japan, Kentucky, New Mexico and Georgia. He has also deployed numerous times in support o... ...cation and motivation. Finally shared some thoughts on what are effective employees, successful managers, and exemplary citizens. Works Cited BusinessDictionary.com (2013) Definition of organizational structure retrieved from http//www.businessdictionary.com/definition/organizational-structure.html Lazarus, C. (2011) Simple Keys to Effective Communication retrieved from http//www.psychologytoday.com/blog/†¦/simple-keys-effective-communication Learning-Thories.com (2013) Maslow’s Hierarchy of Needs retrieved from http//www.learning-theories.com/maslows-hierarchy-of-needs.html MindTools (2013) McClelland’s Human Motivation Theory retrieved from http//www.mindtools.com-team management Robbins, S., Decenzo, D., & Coulter, M. (2013) Fundamentals of management: Essential concepts and applications (8th ed.). Upper Saddle River, NJ: Prentice Hall

Historical Perspectives on Curriculum Development Essay

The development of curriculum in history is basically founded on five outstanding motives: : The development of curriculum in history is basically founded on five outstanding motives: The religious The political The utilitarian The mass education motive The traditional versus modern dimension of the curriculum : Traditional Schools : Traditional Schools Traditional Schools defined curriculum as a group of subjects arranged in a certain sequences peculiar to the subject filed for the purpose of instruction. Unique needs and interests have been placed second to the â€Å"common needs of all† Modern Dimension of Curriculum : Modern Dimension of Curriculum Modern Dimension of curriculum consists of all experiences for learning which are planned and organized by the school. It is composed of the actual experiences and activities of learners inside or outside the classroom under the guidance of the teacher and or which the school accepts responsibility. Definitions of Curriculum : Definitions of Curriculum Some authors define curriculum as â€Å"the total effort of the school to bring about desired out-comes in school and out-of school situations† or â€Å"a sequence of potential experiences set up in school for the purpose of disciplining children and youth in group ways of thinking and acting†. Curriculum Planning : Curriculum Planning Curriculum plan is the advance arrangement of learning opportunities for a particular population of learners. Curriculum guide is a written curriculum Curriculum planning is the process whereby the  arrangement of curriculum plans or learning opportunities are created. Curriculum Planning : Curriculum Planning Curriculum planning It is the process of preparing for the duties of teaching, deciding upon goals and emphases, determining curriculum content, selecting learning resources and classroom procedures, evaluating progress, and looking toward steps. Curriculum Development : Curriculum Development It is defined as the process of selecting, organizing, executing, and evaluating learning experiences on the basis of the needs, abilities, and interests of learners and nature of the society or community. Curriculum Laboratory : Curriculum Laboratory Curriculum Laboratory is a place or workshop where curriculum materials are gathered or used by teachers or learners of curriculum. Curriculum Laboratory : Curriculum Laboratory Resource Unit is a collection or suggested learning activities and materials organized around a given topic or area which a teacher might utilized in planning, developing, and evaluating a learning unit. Curriculum Laboratory : Curriculum Laboratory Parts of Resource Unit Introduction or short explanation of the importance of the topic; Objective or anticipated outcomes; Content of the unit: Unit activities; Evaluation; and Bibliography Course of the study : Course of the study It is an official guide prepared for use by the administrators, supervisors, and teachers of a particular school system as an aid to teaching a given subject or areas of study for a given level or grade, combinations of grades or other designated class or group of learners. Course of the study : Course of the study It is usually includes the following: Aims of the course; the expected outcomes; the scope and nature of materials to be studied; Suitable instructional aids; Course of the study : Course of the study Textbooks; Supplementary activities; Teaching methods; and Techniques of evaluation of achievements. Two schools of thought predominated throughout the history of curriculum development; : Two schools of thought predominated throughout the history of curriculum development; The essentialist school The progressive school The essentialist school : The essentialist school It considers the curriculum as something rigid consisting of discipline subjects. It considers all learners as much as the same and it aims to fit the learner into the existing social order and thereby maintain the status quo., Its major motivation is discipline and considers freedom as an outcome and not means of education. The essentialist school : The essentialist school Its approach is authoritative and the teacher’s role is to assign lessons and recite recitations. It is book-centered and the methods recommended are memory work, mastery of facts and skills, and development of abstract intelligence. It has no interest in social action and life activities. Its measurement of outcomes is standard tests based on subject matter mastery The progressive school : The progressive school It conceives of the curriculum as something flexible based on areas of interest. It is learner-centered, having in mind that no two persons are alike. Its factor of motivation is individual achievement believing that persons are naturally good. The role of the teacher is to stimulate direct learning process. The progressive school : The progressive school It uses a life experience approach to fit the student for future social action. Constant revision of aims and experimental techniques of learning and teaching are imperative in curriculum development in order to create independent thinking, initiative, self-reliance, individuality, self-expression and activity in the learner. Its measurements outcome is now devices taking into consideration subject matter and personality values. Slide 21: Curriculum Development in the Philippines The Pre-Spanish Curriculum : The Pre-Spanish Curriculum The Filipinos possessed a culture of their own. They had contacts with other foreign peoples from Arabia, India, China, Indo-China and Borneo. The Pre-Spanish Curriculum : The Pre-Spanish Curriculum â€Å"The inhabitants were a civilized people, possessing their systems of writing, laws and moral standards in a well-organized system of government. As shown in the rule of the barangay, their code of laws-the Code of Kalantiao and Maragtas-their belief in the Bathala, and the solidarity of the family were obedience and respect had been practiced. The Spanish-devised Curriculum : The Spanish-devised Curriculum The Spanish missionaries aim to control of the Filipinos, body and soul. The curriculum then consisted of the three R’s- reading, writing and religion to attain goals were the acceptance of Catholicism and the acceptance of Spanish rule. The schools were parochial or convent schools. The main reading materials were the cartilla, the caton and the catecismo. The method of instructions was mainly individual memorization. The Curriculum During the Commonwealth : The Curriculum During the Commonwealth The period of the Commonwealth (1935-1946) may be considered as the period of expansion and reform in the Philippine curriculum. The educational leaders expanded the curriculum by introducing course in farming, domestic science, etc. Commonwealth Act 586, also known as Educational Act of 1940, reorganized the elementary school system. This measured ushered the beginning of the decline of the efficiency of elementary education The Japanese-devised Curriculum : The Japanese-devised Curriculum They devised the curriculum for the Filipino to suit their vested interest. They introduced many changes in the curriculum by including Nippongo and abolishing English as a medium of instruction and as a subject. All textbooks were censored and revised. It causes a blackout in Philippines education and impeded the educational progress of the Filipinos The Liberation Period : The Liberation Period In 1945, during the liberation period, steps were taken to improve the curriculum existing before the war. Some steps taken were to restore Grade VII, to abolish the double-single session and most especially, to adopt the modern trends in education taken from the United States. The school curriculum remained basically the same as before and was still subject-centered. The Curriculum During the Philippine Republic : The Curriculum During the Philippine Republic Great experiments in the community school idea and the use vernacular in the first two grades of the primary schools as the medium of instruction were some of them. An experiment worth mentioning that led to a change in the Philippine educational philosophy was that of school and community collaboration pioneered by Jose V. Aguilar. The Curriculum During the Philippine Republic : The Curriculum During the Philippine Republic It is a source of gratification also to note that our schools are increasingly using instructional materials  that are Philippine-oriented. This policy been formulated by our educational leaders, the most recent example of which being Department Memorandum No. 30, 1966. The Curriculum During the Philippine Republic : The Curriculum During the Philippine Republic This particular memorandum sets the order of priority in the purchase of books for use in our schools as follows: a. Books which are contributions to Philippine Literature. b. Books on character education and other library materials. c. Library equipment and permanent features. Community in The New Society : Community in The New Society â€Å"To guarantee that the educational system would be relevant and responsive to the challenges and requirements of national, provincial and local development.† President Ferdinand Marcos pursuant to Proclamation No. 1081 issued last Sept. 29, 1972, Decree No. 6 known as the Educational Development Decree of 1972, to take effect immediately. Community in The New Society : Community in The New Society To advance its objectives, the Educational Development Decree has formulated a ten-year program based on a number of principle, among them: improvement of curricular programs and quality of instruction at all levels by upgrading physical facilities; adopting cost-saving instructional technology and training and retaining of teachers and administrators; upgrading of academic standards through accreditation schemes, admissions testing and guidance counseling; and democratization of access to education by financial assistance to poor but deserving students, skills training programs for out of school youth and a continuing educational program for illiterate adults. Community in The New Society : Community in The New Society The emphasis of the New Society is on moral values, relevance, proper methods of teaching, retraining of teachers, vocational and technical education, bilingualism, national consciousness and cultural values. Community in The New Society : Community in The New Society The curricular redirection of the New Society: 1. Should be redirected on development of moral virtues 2. As a means of integrating education and life 3. Should reflect the urgent need and problems facing the country today 4. Should be viewed in terms of learning to be acquired 5. All teaching shall seek to develop comprehensive under- standing of all subjects 6. Co-curricular youth programs shall be restructured and enriched 7. Non-formal education shall be recognized

George Killed Lennie for Merciful Reasons

Of Mice and Men: George Killed Lennie for Merciful Reasons A true friendship is one in which friends care deeply enough to anticipate one another's needs and are willing to put their friend's needs before their own. Their mutual love enables them to make sacrifices only to protect each other. In the novella, Of Mice and Men, by John Steinbeck, George killing Lennie is a merciful kill to save others from Lennie's unintentional acts of aggression, to spare Lennie from suffering a cruel death, and instead ensuring a peaceful and quick departure one that will cause George the least regrets.George begins to see a pattern of aggression coming from Lennie and wants to put it to an end because Lennie is hurting too many others unintentionally and he sees Lennie is quick to frustrate and panic and is lacking in the ability to control his violent reactions. Lennie has killed many mice, a pup, and finally a woman. Although Lennie may not want to kill any other living beings, it is in his nature to become aggressive and angry when frustrated. He typically believes he â€Å"Wasn't doin' nothing bad' † (Steinbeck 9) with the mice and he was â€Å"Jus' strokin' it' † (Steinbeck 9).He cannot contain his anger and that often leads to an unrestrained use of his strength. Because Lennie never has the intention to kill anything, he can feel an immense amount of guilt and remorse as seen when he runs out of the barn crying, â€Å"l done a real bad thing†¦ I shouldn't of did that† (Steinbeck 92), after killing Curlers wife. Despite Lennie's remorse, he does not grasp the severity and the consequences of his actions. This is not so much due to Lennie's slowness but more because of George's protective nature, preventing Lennie from ever having to face any consequences.Nonetheless, George sees that Lennie is unable to learn from his mistakes and fears the pattern is going to continue and that he is unable to change Lennie. George feels Justified in killing Len nie because he knows that in the long run he would be able to spare many other lives and prevent Lennie from all the pain and anguish from the remorse Lennie feels after his aggressions. George's decision to kill his best friend is to prevent a horrific and undeserved fate that awaits Lennie unless there is some intervention. He does not want Lennie to be killed by Curley or sent to Jail.George clearly can sense Curleys anger and vindictive nature about Lennie killing his wife. It is quite apparent that Curley wants Justice and revenge and is determined to make Lennie suffer: â€Å"Curley's face reddened. ‘I'm goin'†¦ I'm gonna shoot the guts outta that big bastard myself† (Steinbeck 98). Shooting Lennie in the gut would cause he him to slowly bleed to death, ensuring a long, painful death. Even if Curley is not to succeed in killing Lennie in this gruesome manner, the other likely outcome is that Lennie is sentenced and put in Jail for potentially a lifetime.Initi ally, in light of the possibility of Curlers revenge, George considers Jail to be a safe haven: â€Å"Guess†¦ We gotta tell the†¦ guys. I guess we gotta get ‘im an' lock ‘Im up. We can't let ‘im get away†¦ ‘ And he tries to reassure himselt, ‘Maybe they'll lock ‘im up and be nice to ‘im† (Steinbeck 94 However, upon further consideration, George realizes that Lennie is incapable of living on his own and fending for himself in Jail and will not last. Either outcome would result in a miserable and slow death for Lennie, and George could not allow his to happen to his best friend.This is how he reaches the conclusion that it is necessary for George, himself, to kill Lennie in a humane fashion in order to give him a quick and peaceful death. By shooting Lennie himself, George minimizes his own pain for not letting Lennie die at the hands of a stranger and can also control Lennie's last thoughts and feelings. Earlier on in th e novella, Candy feels deep regret for not being the one to end his dogs life and he tells George, â€Å"l oughtta shot that dog myself†¦ I shouldn't oughtta let no stranger shoot my dog† (Steinbeck 61).Candy and his dog were lifelong friends and companions, as were Lennie and George. Candys regret makes a lasting impression and Georges recognizes that he too cannot live letting anyone else take Lennie's life. Moreover, he ensures that Lennie last moments are filled with Joyous thoughts as he strikes up a conversation about Lennie's favorite topic: â€Å"And I get to tend the rabbits. † (Steinbeck 105) said Lennie, â€Å"An' you get to tend the rabbits. â€Å"(Steinbeck 105) responded George, then â€Å"Lennie giggled with happiness. † (Steinbeck 105).And lastly, as George's last act of friendship, he eassures Lennie with his final words that is he is not mad at Lennie nor that he's ever been. This is to award Lennie with as much peace as a friend could. Overall, Lennie is in a much better place once he dies. He does not to suffer a long and painful death; he would not hurt any other humans or animals and is spared the resulting remorse. George feels great loss and is shaken afterward despite knowing he is Justified in actions. This is a compassionate homicide and George is a true friend. He looks out for Lennie's needs and makes sacrifices to the end.