Irish Banking in a digital age - Free Essay Example

Sample details Pages: 7 Words: 2097 Downloads: 6 Date added: 2017/06/26 Category Finance Essay Type Argumentative essay Did you like this example? Index Introduction Case Study Information Systems used by NTUC Income before Migrating Business Processes used by NTUC Income before Migrating Problems Associated with the Old Systems New Digital System capabilities How did the new system resolve the problems How did the new digital system provide a basis for the orange strategy Could Orange have been available with the Old systems Three Important Lessons for Irish Retail Banking Conclusion Introduction Banking in a digital age is a huge subject and I have gone into some detail to analyse the case study and to answer the questions outlined. However I want to initially highlight the diagrams below, the first diagram shows the percentage of customers that consult the internet and is self-explanatory, however it does highlight how important the internet is to banks to create revenue and to ensure their viability on into the future. The second diagram however is somewhat of a parallel to this in that it shows that younger customers are inclined to bank with larger well known banks regardless. An interesting argument could be given for both sides. Case Study Don’t waste time! Our writers will create an original "Irish Banking in a digital age" essay for you Create order Information systems used by NTUC Income before migrating were: Old fashioned HP 3000 mainframe system Decades old Cobol programs Batch processing systems, Agents tried to submit the documents using notebooks Business Processes Used by NTUC Income before migrating to new digital systems were: Entirely paper based Customers met with broker/agent to complete proposal form Form is submitted by courier to Office service department Form is logged and sorted Form is then sent to underwriters. Accepted proposals then sent to computer Services Department be printed and distributed. All original documents then sent to storage unit for logging and filing In a lot of cases departments had to pass physical documents among each other Problems Associated with the Old Systems Very cumbersome and time consuming process After proposal form completed by customer it could take 2 to 3 days for the form to be couriered to underwriters Form then sent to computer services department to be printed and distributed. Sent to storage unit to be logged and stored which could take over two to three days Document retrieval slow and cumbersome taking up to two days to locate, then the form had to be shipped by courier. Refiling would take 2 days. Documents had to be physically passed to each other High volume of staff involved in clerical roles, from start to finish the policy will have been handled by up to 13 staff Entirely paper based system Existing computer system very unreliable with regular breakdowns Breakdowns meant loss of man hours re-inputting lost data Existing system had to be backed up daily however if system crashed during the day staff had to choose whether to save daily reconciliation or whether to do a full back up If daily back up not completed previous days data would be lost No Real time data, systems did not allow data inputter to see if customer is existing or new. Loss in revenue and sales due to lack of real time data. Existing system had 3 major hardware failures which mean loss of 6 days. Regular breakdowns No up to date information for departments or internal digital mailing system. 2.1 New digital system capabilities New Java based EBao Lifesystem All branches equipped with scanners and new monitors New PC RAM of 128MB New hardware and software for application servers Disk storage systems Data transmitted immediately All Documents scanned and stored on digital devices Data stored on two or more servers all connected by two or more connection lines. Faster cable Wireless capability Fiber-optic Backbone 2.2 How did the new system resolve the problems? Reduced timeframe for induction of policy Efficient scanning and processing systems. Real time data, enabling cross sales and cross referencing for existing customers Reduction in time to react to market trends and changes. Easier to design and launch new products to keep ahead of market trends Good backup systems, data saved on two or more servers ensuring no loss of data New disaster recovery site that no longer required restoration of the previous dayà ¢Ã¢â€š ¬Ã¢â€ž ¢s data Improved customer service as new system gave a single view of each customer showing all real time data allowing cross selling and reduced turnaround times Up to 50 percent saving on time and costs 3.1 How did the new digital system provide a basis for the orange strategy? Orange was stuck in a paper based timewarp. This meant that all time and energy was put into manual applications which did not leave time for them to focus on a more customer friendly and customer focused organization. The new system meant that there was a huge reduction in the need for large volumes of clerical staff and these staff could be utilized to provide a better customer service and also provide a better profit for the business by utilizing the customer information to enable cross sales. It also enabled time for the marketing strategy to be overhauled as up to date data was now at hand. This data provided a customer profile facilitating the sale of more relevant products by providing some Golden Nuggets of information. As the systems could provide some analytical and operational CRM data. It also enabled the business to be able to react quickly to any new market trends as the new digital systems were able to take on and launch new products quickly and in fact enabled them to set up a brand new concept in the insurance business, the launch of the Orange motorcycles fleet. This fleet was very distinctive and easily spotted on the high street which in itself was a major marketing tool but they not only serviced their own customers who had accidents but also non customers which in turn meant that these people would go to Orange the next time they needed a quote for insurance and also created a Feel Good moment. It enabled them to launch Orange Eye which was a smartphone application. This provided an in car camera which helped combat motor insurance fraud which ensured that costs for the company would be kept down and in turn allowed for reduced insurance policies. 3.2 Could Orange have been available with the Old Systems? Orange would most definitely not have been possible with the old system. They were not able to provide an efficient, straightforward, transparent system or product due to the major constraints of the old systems. 4. Three important Lessons for Irish Retail Banking 1. Banks have to embrace the Digital Age to Increase profit. Banks have to embrace and utilize al l systems available and even create new systems in order to increase revenue and in turn increase profit. According the statistics provided by The Second UPC Report on Irelands Digital future the projected value of the Irish internet economy in 2020 will be E21.1 BN, Projected on line Consumer Spending will be E12.7 BN as opposed to figures provided for 2014 when online consumer spending was E5.9 BN. Therefore this market has to be tapped to ensure the viability of the bank into the future. While initially consumers were reluctant to take on some of these new online systems such as online banking one would wonder what their reaction would be if it were to be taken away from them overnight. As can be seen from table below sourced from PWC the percentage of users of online services has increased tenfold and banks have to embrace this change and utilize it to their advantage. Gen Y = born 1980, Gen X = born 1965 à ¢Ã¢â€š ¬Ã¢â‚¬Å" 1979, Baby boomers = 1946 à ¢Ã¢â€š ¬Ã ¢â‚¬Å" 1964, Matures born prior to 1946 2. Digital systems improve services. The new orange system allowed for funds and also staff to be freed up to create a much better customer experience. One way of doing this was to send out the Orange Fleet which proved a huge success. This model has been in some way reproduced with banks now beginning to think outside the box, by providing some time/space shifting services such as Mobile Mortgage Managers who will visit you out of bank hours and in turn the new systems that allow you to bank on line 24 hours a day online in the comfort of your own home. Bank of Ireland are currently trying to promote an internal scoring card system that they call NPS to ensure that we continue to provide an excellent customer service and allowing all opportunities to be utilized and all cross sales achieved to ensure a good profit and also a good service to the customer. As outlined in our lectures 50 percent of time and effort is invested in trying to get new customers in the first place and 50 percent to hold onto them. It costs six times more to get a new customer therefore a high retention of existing customers ensures an increased profit. Accenture created a Consumer research of over 13000 in 33 countries and they found that 61% if customers globally switched providers due to a bad experience and 85% switch providers because they feel that companies donà ¢Ã¢â€š ¬Ã¢â€ž ¢t make it easy to do business with. It is no secret that the general publicà ¢Ã¢â€š ¬Ã¢â€ž ¢s perception of the Banks in light of the recent recession and bailout by the government has not been advantageous and therefore it is in our best interest to improve our systems and also do things a bit differently and this NPS scorecard is in some way helping this. Also the public would not have great trust in the Banks and again the à ¢Ã¢â€š ¬Ã…“simple honest and different approachà ¢Ã¢â€š ¬Ã‚  adapted by Orange could be adapted in a more robust pla tform by the Banks. 3. Correct systems have to be in place in order for customers to adapt and embrace the change. Bank of Irelands digital systems were sometimes seen as cumbersome by both staff and by customers alike. There were some major issues with Banking on line for business customers as it was difficult to get set up and in a lot of cases it wasnà ¢Ã¢â€š ¬Ã¢â€ž ¢t compatible with certain computer systems. There is also the publicà ¢Ã¢â€š ¬Ã¢â€ž ¢s perception of the risk concerned with digital technology and some customers do not trust the systems and still prefer to go in to the Bank and make their transactions or apply for their loans with a human. I showed a family member how to pay a bill on line. This was their first attempt at using this system and they were very impressed with how easy the process was, however as the payee was an Ulster Bank customer the transaction took a couple of days to go through. This caused my relation a huge worry (they are in their 60à ¢Ã¢â€š ¬Ã¢â€ž ¢s) as she would have preferred to have had physical evidence such as a receipt for the transaction and they could not relax until the funds were acknowledged as received. This however is not such a worry for younger generations as they have more trust in the digital systems. The security issues need to be addressed and maintained and also the banks need to keep ahead of the fraudsters. As long as this continues to happen I can see a continued rise in the use of digital banking systems. Conclusion As outlined on the Bain Brief article à ¢Ã¢â€š ¬Ã…“Many banks have been too quick to capitalize on digital technologies as a way to strip costs out of their operations. Steering their technology-enable customers to websites, mobile apps and ATMs, they are shuttering full-service branches and replacing them with automated kiosks. But while the savings from taking a self-service approach can be enticing, the longer term costs of abandoning customers to their own h igh-tech devices are unacceptably high.à ¢Ã¢â€š ¬Ã‚  The Digital Challenge to Retail banks Oct 17,2012 by Dirk Vater, Youngsuh Cho and Peter Sidebottom. This article was written in 2012 and since then Bank of Ireland has come to realize this and are trying to keep their physical branch footprint in place in as much as possible in order to have a face behind the bank. Other major banks in Ireland have been reducing their branch footprint in order to reduce costs. We will have to wait and see in the future what the best approach to this will have been and as always hindsight is sometimes a great thing. Referencing Accenture Study, Global Consumer Pulse Research (2014) Bain Banking Study (2012) FIS Primary Consumer Research (Aug 2011) Laudon, Laudon,(2014) Management Information Systems Second UPC Report on Irelands Digital Future (2014) Stapleton, (2015) Banking in a Digital Age Webinars Putnam, (2011) Attracting and Retaining Gen Y and Gen X Vater, You ngsuh and Sidebottom (2012) Bain Brief The Digital Challenge to Retail Banks Villers, (2015) PWC Banking will mean digital banking in 2015

English Educational

Sample details Pages: 15 Words: 4457 Downloads: 5 Date added: 2017/06/26 Category Statistics Essay Did you like this example? Social class and how it affects children aged 7 years and below within the English educational system This report considers recent research evidence related to inclusive education, and equality of opportunity, in relation to social class and how it affects children aged 7 years and below within the English educational system. A definition of inclusive education relevant to early educational practice will be offered. A literature review will be undertaken, that will principally examine the size of the social class differences amongst young children, and will go on to consider a case study of inclusive practice that was implemented at one English primary school. Don’t waste time! Our writers will create an original "English Educational | Education Dissertations" essay for you Create order Recommendations for future research are made. Introduction Since the publication of the Plowden Report in 1967, it has been apparent that social class has a profound effect on the educational achievement of primary school children. In the past two decades, there have been a number of specific legislative changes that have altered the shape of primary school education. With the Education Reform Act(1988), schools have been required to undertake standardised testing of7 year old children in English, Mathematics and Science subjects. Furthermore, schools have been required to publish controversial league tables of performance, alongside national averages, in their school prospectus publications. There have been several policies introduced to reduce the effects of deprivation on young children including Sure Start, and a planned widening of availability of nursery education all in the name of inclusive education (Barnes, Belsky,Broomfield, Dave et al, 2004, p 46-9). Indeed, Geertz (2001) has argued that New Labour policy makers strive to make all families like middle-class families, or at least the ideal-typical middle class family of much educational research (p 7). However, there is surprisingly little empirical research evidence available on inclusive education, or equality of opportunity in early educational settings, with most studies focussing on secondary school children. This is also regrettable since Sammons and Sees (1998) have clearly shown that at the age of seven, prior attainment accounts for 26-43% of variance in national assessment results (p 389 407). Therefore, early teaching support of children with special educational needs, or affected by poverty or difficult personal circumstances would appear to be of immense importance to prevent children who start school behind their peers from falling further behind as their school careers progress. This report will critically assess available empirical studies related to the education of children aged 7 years and below within the United Kingdom. Furthermore, it will examine theoretical and philosophical perspectives on early inclusive education, and make recommendations for further research. Method The search strategy employed for the literature review involved searching electronic bibliographical databases for relevant research and policy papers related to the topic of inclusive education, and equality of opportunity, and social class issues with English school pupils aged 7 and under. No date restrictions were imposed on the searches, although most papers that were located and subsequently considered in this literature review were published in the 1990s and2000s. The electronic bibliographical databases that were searched were ERIC, the British Education Index and Psych Lit. Abstracts for each paper were inspected on an individual basis to assess their relevance to the literature review. Research papers within the terms of the literature review were then obtained from various library sources. However, it was felt that much of the research on early inclusive education would be found in the grey literature. Therefore, the Education Line database of conference proceedings, provided by Leeds University, was also searched for relevant papers. Finally, a search of the websites of highly regarded academic educational research centres, and government official statistics, was undertaken and further relevant research reports were obtained this way. Literature Review Although inclusive education has been the buzz word of the education sector for many years, there is a lack of clarity in its definition. It broadly includes reference to a schools receptivity to accommodate the needs of all its pupils, and be more responsive to pupil diversity(Fiorina, Rouse, Black-Hawkins and Jull (2004), p 118). Furthermore, Fiorina et al (2004) have argued that inclusion and achieving high standards are not necessarily mutually exclusive goals, with some schools achieving both (p 115). Stephen and Cope (2003) have further elaborated on the interpretation of inclusive education, drawing distinction between the individual model where the deprived pupil is seen as the problem (p 274) to be moulded into the school system, towards a social model of inclusive education. The social model acknowledges that there may be individual characteristics of the child that need to be considered, but also consider the possible institutional and operational barriers that hinder childrens entry and integration into infant schools. In their study, children from middleclass homes were supported by parents when they started infant schoolboy practising numeracy and literacy at home, and through more proactive involvement in school activities (p 273). Gallannaugh and Dyson (2003) have conducted a study of 25 practitioners working in three English LEAs to assess what inclusive education development was possible in schools, and make sense of school responses to the inclusion agenda. Some teachers reported confusion over what inclusive education was, since many official sources of information focussed on inclusion of children with special educational needs only(p 1). However, most teachers saw inclusive education as provision for all children who were at risk of underachieving within the educational system, a version of inclusive education that is compatible with New Labours social inclusion agenda ensuring that all members of society participate in the opportunities and activities of mainstream society (Blanket, 1999). A definition of inclusive education that attracted consensus amongst the teachers was a set of broad values which we understood to be inclusive, and which we articulated as a commitment to equality, and increasing participation of all children (rather than one or other marginalised groups) in common education (p 2). In synthesising research papers on social class related to early education, it is apparent that the term social class has been interpreted in different ways by different authors. Sammons (1995) has highlighted that some researchers have attempted to identify and separate the effects of different combinations of disadvantaging factors, noting that whilst not additive there is evidence of cumulative disadvantage (i.e. experiencing one factor such as low social class or low income on its own is less closely associated with low attainment than experiencing both these factors) (p 467). Furthermore, Sparks (1999) has classified the different interpretations as including children from low income households, parental unemployment, paternal/ maternal occupation and inappropriate housing environment (p 10). She has examined research studies that look at each of these aspects, but only a few studies specifically examine the age range of 0 to 7 years. Pupils coming from a low income household, as indicated by eligibility for free school meals, appears to have marked effect on educational achievement at the age of 7 years and above (p 14). Furthermore, West, Pennell, West and Travers (1999) have shown that receipt of income support benefit by the household accounted for 66% of variance in educational achievement at a local authority level (p 10). Sparks (1999) has stated that non-school factors are a more important source of variation in educational achievement than differences in the quality of education that students receive (p 9).However, there is a broad consensus that schools can counteract some of the effects of social deprivation through inclusive educational practice. Indeed, empirical evidence suggests that schools have an independent effect of between 8% and 15%, and school effects are greater within the primary school sector (Reynolds, Sammons, Stoll, Barber et al, 1996 (p 140)). In the UK, research evidence on the effects of pre-school education are mixed (Sparks, 1999, p 12). However, research studies have indicated that when children receiving nursery education are compared to those receiving no nursery education, pre-school experience has a positive impact on achievement in national assessment tests at the age of seven (Sammons and Sees, 1998, p 400).However, poor families may not have access to quality services in areas where demand for nursery services is high. Middle class families, however, may have the advantage in that they can turn to the private sector provision where necessary. Smaller studies have shown an association between social class and early pupil attainment. However, stronger evidence is supplied by McCullum (1993) who compared aggregated Key Stage One results for local education authorities in England, against measures of social class obtained from the 1991 Social Census. This study clearly showed that social class, as evidenced through the number of social class 1 and 2individuals in the local population, showed a statistically significant and positive relationship with the Local Education Authoritys Key Stage One test scores, across all LEAs sampled (p 95). Furthermore, Thomas (1995) has also shown how free school meal entitlement, and special educational needs, were strongly correlated with performance at Key Stage One (p 280). More recently, Sammons (1995) has studied 2000primary school children longitudinally at 50 ethnically diverse inner-city schools over a 9 year period. The children were monitored from the ages of 7 to 10 years. For the purpose of this report the results will be reported for the youngest of the cohort. The main purpose of the study was to assess primary schools effectiveness at developing cognitive and non-cognitive educational outcomes amongst children. Detailed records were kept on every childs background characteristics such as ethnicity, socio-economic status and gender. For the purpose of the study, social class was measured as fathers occupation, and eligibility for free school meals. There were statistically significant differences in absolute attainment at ages 7, and above (p 479), with the biggest effect being in reading rather than mathematics performance. At 7 years, receiving free school meals accounted for just over 7% of variance in reading test performance, while having father working in an semi or unskilled profession accounted for 14.5%of variance, and having a father who was unemployed accounted for8.35%. However, for mathematics test performance, free school meals accounted for just 1.3% of variance, and having a father in a semi/unskilled profession accounted for 4.22% of variance while having father who was unemployed at the time of the study accounted for 2.57%of variance (p 471). This study was based on pupils attending primary schools in the decade of the 1980s, and prior to the onset of the National Curriculum. It is the only longitudinal study of its kind that has been published using a British school population. With high statistical power afforded through the sample size, it is possible tube confident in the results. However, research studies are required that adopt a similar design but that are carried out now that the National Curriculum is an established format of educational provision within primary schools. Studies are also required that examine more dimensions of social class than the outdated paternal occupation, and free school meals eligibility. In 1998, the Qualifications and Curriculum Authority introduced a National Framework for Baseline Assessment for all pupils at the start of their school careers. The baseline assessment is a structured series of questions designed to assess pupils English ability, in terms of oral, reading and writing ability. In addition, early mathematical understanding is measured through a series of questions that require teachers to judge the ability of the child. Strand (1999) has studied the results of baseline testing of over 11,000 four year old children prior to their entry to primary school reception class. The data cover the period of 1993 to 1997, and are based at Wandsworth Local Education Authority in London. The results indicate that there are significant variations in baseline test score achievement based around a range of background factors such as age of child, gender, ethnicity and economic status. Measures of interest to the present literature review are length of preschool education by the pupil and entitlement to free school meals, which is the surrogate measure of social class used for baseline testing. Measures of attainment collected by the study were the LARR (Linguistic Awareness in Reading Readiness) test of emergent literacy and the teacher checklist described above. The results show statistically significant, strong correlations between school entrants on baseline measures and their subsequent overall Key Stage 1 achievement, in the region of 0.6 or above. Furthermore, the test battery are highly predictive of both English and Mathematics achievement in Key Stage 1 assessments in the individual subjects, with correlations in the region of 0.55 for mathematics, 0.55 for reading, and 0.49 for writing. The combination of the LARR objective measure of literacy, and the teacher checklist, together make the best overall indicator of later achievement for the children, compared to either test in isolation. Amount of preschool education received by children also significantly predicted Key Stage One achievement in all subjects. Furthermore, children in receipt of eligibility for free school meals were noted to score, on average, over five whole points less than their peers on baseline tests. Their mean scores were 29.7 (SD 11.4) compared to 34.9 (SD 12.2) for non-entitled children (p 20). In a further study, Strand (1997) tracked the educational progress of1669 Wands worth school children who had completed baseline assessments during 1992 and 1993. He considered the important of school effects, which is importance to social class considerations in the sense that schools are located in specific catchment areas that can be defined according the level of deprivation in the local community. The same assessment materials were used for this study as in Strand (1999). The pattern of achievement described for children eligible for free school meals at school entry was one where they started below other peers, in terms of baseline testing, and gradually fell further behind as time went by; as reflected in their Key Stage One performance (p 479). Composite measure of school effects of child performance at Key Stage One was taken to comprise of seven factors including gender ratio of school population, proportion of pupils with eligibility for free school meals and percentage of bilingual school pupils. Strand (1997)found that where there was a high rate of free school meal eligibility, this was one of the statistically significant factors, along with gender ratio and proportion of ESL pupils in school composite effects. These compositional effects are significant even after each individual pupils baseline scores, sex, FSM entitlement and ESL background have been taken into account (Strand, 1997, p 479). This means that school performance as a whole, as well as individual pupil progress, would appear to be associated with the proportion of free school meal claimants in the school population. Indeed, It can be hypothesised that schools with a low proportion of socially disadvantaged pupils may have some benefits associated with their context: they may receive greater help from parents, have fewer disciplinary problems or an atmosphere more conducive to learning (p 485). Buchanan-Barrow and Barratt (1998) have considered how young children understand school, and how this is affected by socio-economic factors, along with gender and birth-order. They suggest, The school constitutes, in microcosm, a multifaceted and multi-layered society with an extensive and complex systemin order to operate successfully in this system, the young pupil needs to acquire an understanding of the connections between such important system-concepts as rules, roles, power and community (p 250). A total of 112 children were included in the study from the age of 5 and upwards, at two primary schools in London. The first school had a free school meal ratio of 3% and was therefore broadly classified as a middle class school. The second school had a much higher free school meal ratio of 49% and the intake population was largely working class. Parents and teachers completed questionnaires, and the children were interviewed about their understanding of the power structure in the school, and their attitudes towards their school. In general, young children had the most positive attitudes towards school of all children studied. Furthermore, there were no differences in the attitudes towards school by socio-economic class, but there was a significant correlation between child and parental views on the school. The importance of the head-teacher in the power structure was evident in the responses of all children, butane understanding of the purpose of the class teachers was patchy until the middle primary years. The researchers closely examined the responses of the children at both schools for social class effects on comprehension and understanding of the school. At the middle-class school, the responses of the children followed general age trend patterns where childrens knowledge and understanding increased with years. However, for the working-class school, the pattern of responses were more complicated. Children were much less likely to discuss the role of parents, and children in the organisation and function of school compared to children at the other school. This suggests that children are not feeling included in school, with a strong sense of membership that children often report at the middle class school (p263). Examination of parental responses to the questionnaire revealed broadly similar responses between schools, but working class parents reported feeling more welcome at the school than middle class parents. As Buchanan-Barrow and Barratt (1998) have suggested, Since middleclass parents are likely to be readier to take issue, more assured of their ability to achieve their aims and better equipped to make their feelings known, it might be expected that the staff might be more wary of their interventions and less warm in their welcome. On the other hand, working class parents, without the same sense of empowerment, maybe seen as less threatening (p 263). This is an important study in that it reveals age-trends in childrens understanding of school, and their place within the power structure and function of the school. According to Piaget cognitive theory, age-related differences in understanding are to be expected, as a combination of increased cognitive abilities with age. However, constructivism alone does not explain the individual differences in responses. The age related findings in the childrens responses may not be due to developmental changes in cognitive ability alone. In particular, social-interactional factors may have an important contribution to childrens understanding of the school, with parents, teachers and childrens interactions about the school being mediated by the age of the pupil. A social representation perspective would emphasise the individual differences in responses according to social class, gender and so forth (Elmer and Hana, 1993). However, this study showed that the acquisition of social knowledge and social understanding was more individual, than collective (p 265). Gallannaugh and Dyson (2003) have provided a useful detailed case study of how inclusive education can work at improving primary schoolchildrens educational achievements. They collected data from one primary school (Broad mead) in an urban area, primarily serving families of the local council housing estate where the eligibility for free school meals was above national averages. The school decided to address the specific issue of underachievement in writing ability during Key Stage assessments. The school had identified a group of middle ability school pupils who were failing to meet national expectations. School staff did not feel that poor teaching maybe the cause of the problem, and many teachers cited specific and concerted efforts by teachers to improve writing standards using a range of teaching strategies. However, the schools response to the problem was to problematize some of its existing practices. To some extent, this appeared to be a result of the realisation that customary practice simply did not work in the sense that despite all efforts to hone teaching skills, the school had apparently reached a ceiling in attainment (p 3). The school had moved towards a more experimental approach in the curriculum, and included new teaching strategies to help pupil learning such as thinking skills techniques. However, the actual underlying purpose of introducing a specific intervention was unclear, with more emphasis on anxiety about school performance compared to national standards, as opposed to inclusion for all. Nevertheless, it represented a departure from standard practice. Over the course of the project, the experience of implementing new approaches and of their impact on childrens learning led teachers to rethink their ideas about educational/ personal outcomes that are important to children. The original aim had been to improve achievement standards in writing, but the intervention had also appeared to impact on child self-esteem, learning in other subject areas, and educational confidence. The teachers reported that they valued these additional attainments in their own right amongst their pupils. Teachers had identified that the children had very limited learning techniques and strategies, and had therefore decided to focus on teaching children how to learn, in parallel to the curriculum subjects. When the research team interviewed teachers about why they felt their pupils had struggled in writing skills, it was generally felt that the critical barrier to raising all aspects of literacy was due to the fact that children entered school with very limited language skills that affected their access to most subjects. The head teacher felt that catch up once they started school was insufficient to counter the effects of poor literacy environment at home, and lack of family communication about education at home. This lack of preparation for school was complicated by local cultural factors such as socialisation of boys from working class households into the role of the northern lad who was expected to behave stereotypically, and not necessarily express an interest in education. In summary, some children came to school from families where education was not valued, with limited experiences, and(particularly in primary schools) limited language skills (p 5). Gallannaugh and Dyson (2003) provide two competing perspectives on the work at Broad mead primary school. In one sense, teachers were willing to implement new teaching strategies as they had internalised the demands of the national curriculum and school assessment system, but also the characteristics of working class children that make them deficit (p 7). This could be regarded as anti-inclusive practice since it aimed to socialise working class children into middle class ideals. However, an alternative perspective on the work at Broadmeadis that the school resisted the pressure and constraints of current educational policy, and found time to try out alternative learning strategies, which children self-reported as beneficial. Furthermore, teachers deficit view of the working class children was increasingly challenged as they were equipped with new skills to allow them to demonstrate their true abilities. Conclusion Recent Government policy has moved towards emphasising inclusive education, particularly in the early years. However, there is a danger that policy will remain mere rhetoric unless there is evidence based research to provide teachers with practical skills to provide equality of opportunity for their pupils. Research studies have consistently shown that working class children are regarded as the problem that must be adapted to the middle class educational environment of the infant school classroom. However, a social model of inclusive education that acknowledges individual difficulties in adaptation, as well as institutional barriers to learning maybe a more constructive approach. Teachers working within English schools are constrained in the classroom by their need to meet national curriculum requirements, and achieve required standards from their pupils. Conversely, teachers recognise that some children enter infant school poorly prepared forth demands of formal education through their home backgrounds, and require additional support. Implementation of special strategies to enhance the language, communication and thinking skills of children, such as at Broad mead school, maybe one solution. However, children of lower social class backgrounds may require long term intervention if inclusive education is truly inclusive throughout their school careers. This literature review has revealed the lack of research studies to support teachers implementation of effective strategies to promote learning amongst young children from deprived backgrounds. To date, research studies have concentrated on identifying the size of the discrepancy in performance between school pupils. The next step is to develop longitudinal, vigorous research programmes within English infant schools to inform evidence-based teaching practice. Furthermore, there is a need to explore the concept of social class, and how it affects young children, in more detail, and to understand how it interacts with other risk factors such as English as a second language. Sparks (1999) has shown that factors, such as social class, are associated with educational attainment, amongst young children. However, it is less clear about what aspects of social class are causal, and not merely correlated (p 10), and there is a need to investigate the specific aspects of social class that maybe associated/causing educational difficulties for children. References Barnes J, Balky J, Broomfield K, Sana D, Frost M, Melhuish E and the National Evaluation of the Sure Start Research Team (2005)Disadvantaged but different: variation among deprived communities in relation to child and family well-being. Journal of Child Psychology and Psychiatry 46.9, pp. 952 962. Blanket D (1999) Excellence for the many, not just the few. CBI Presidential Address 19 July 1999 (DFEE, London). Buchanan-Burrow E and Barratt M (1998) Individual Differences in Childrens Understanding of the School. Social Development 7.2, pp250-268. Elmer N and Hana J (1993) Studying social representations in children: just old wine in new bottles? In G Break well and D Canter (ends)Empirical Approaches to Social Representatives (Oxford University Press, Oxford). Fiorina L, Rouse M, Black-Hawkins K and Jull S (2004) What can national data sets tell us about inclusion and pupil achievement. British Journal of Special Education 31.3, pp. 115 -121. Gallannaugh F and Dyson A (2003) Schools understanding of inclusion: issues in inclusion and social class. (British Educational Research Association Annual Conference, Edinburgh). Geertz S (2001) Cloning the Blairs. Journal of Educational Policy 16.4, pp. 365-378. McCollum I (1993) Testing Seven Year Olds performance and context. Population Advice Note, pp. 93-101 (London Research Centre, London) Reynolds D, Sammons P, Stoll P, Barber M and Hillman J (1996) School effectiveness and school improvement in the United Kingdom. School Effectiveness and School Improvement 7, pp. 133 158. Sammons P (1995) Gender, ethnic and socio-economic differences in attainment and progress: a longitudinal analysis of student achievement over 9 years. British Educational Research Journal 21.4, pp. 465-485. Sammons P and Sees R (1998) Measuring pupil progress at key stage one: using baseline assessment to investigate value added. School Leadership and Management 18.3, pp. 389 407. Sparks J (1999) Schools, Education and Social Exclusion. (Cen tre for Analysis of Social Exclusion, LSE, London). Stephen C and Cope P (2003) An Inclusive Perspective on Transition to Primary School. European Educational Research Journal 2.2, pp. 262 -275. Strand S (1997) Pupil Progress during Key Stage 1: A Value Added Analysis of School Effects. British Educational Research Journal 23.4,pp 471 487. Strand S (1999) Baseline assessment results at age 4: associations with pupil background factors. Journal of Research in Reading 22.1, pp. 14-26. The Plowden Report (1967) Children and their Primary Schools. (HMSO: London) Thomas S (1995) Considering primary school effectiveness: an analysis of 1992 Key Stage 1 results. The Curriculum Journal 6, pp. 279 295. West A, Pennell H, West A and Travers T (1999) The financing of school based education. (Centre for Educational Research, London).

Consent Is Thought to Be Morally Transformative of...

2. Consent is thought to be morally transformative of peoples conduct toward each other. Where sex is concerned, it is all but universally regarded as necessary to make sexual conduct legitimate. But the question is then, is consent also sufficient? Discuss both yes and no answers to this question, using Soble, Wertheimer, West and/or Primoratz. Finally, which seems the best supported answer? TAKE OUT HEADINGS AND ADD A COVER PAGE I will begin this paper in support of the liberal theory recognized on sexual morality being upheld that whatever is consented to will be permissible, thus what is not consented will be impermissible. I also support that the consenting participants should be competent and well informed without coercion†¦show more content†¦Primoratz counter argues that consent is the touchstone of morally permissible sex nonetheless acknowledges that it is invaluable when discussing ideals of human sexuality. He also argues that in regards to consent that it can be ‘morally decisive over a wide range of action’ and that it is not justified to treat sex special. Consent is to Primoratz ‘indeed enough’ in sexual acts but is critical of the claim that consent to sex is at best necessary, but not sufficent. He generalizes sexual consent on the same level of all moral responsibilities with gives reason to the idea of consent ca n be implemented to cover all moral issues. This generalization of consent being a criterion of all moral responsibilties is unrealistic in a discussion of sexual morality. Morality criterion requires multiple factors beyond an individual consent on the account of such consentual activities as recreational drug use and voluntary euthanasia as it would eliminate opportunity for moral discourse. In spite of that the idea of consent has many levels of specification which could morally be concerning of well-being and autonomy under adequate strong understanding of consent under a collection of area-specified understanding of consent Primoratz insubstaintial anaylsis of consent being the ‘difference between murder and voluntary euthanasia† is considerably distant of the idea of consent. However consent does differentiate the two subjects it

The Adventures Of Huckleberry Finn By Mark Twain - 1508 Words

Many authors use satire to poke fun at certain issues to expose and call awareness to it. One author that has a history of using satire in his novels and other literary works to indulge the reader deeper into the meaning of his writing is Mark Twain. By using satire, he humorously draws attention to some issues faced in American culture and other places around the world. A perfect example of his use of satire is his novel Adventures of Huckleberry Finn. Twain’s widely read novel Adventures of Huckleberry Finn uses satire as a tool to expose a few key issues faced in America, which are organized religion, violence in American culture, human ignorance and gullibility. In 1861, Mark Twain visited Salt Lake City, the Mormon capital of the†¦show more content†¦Ã¢â‚¬Å"They laid him on the floor, and put one large Bible under his head, and opened another one and spread it on his breast† (Amare, Manning 207). This scene from Adventures of Huckleberry Finn reproduces a m emory from Twain’s childhood. About how there is one major difference from Twain’s real life account based off of two men name Owsley and Smarr, and his fictional account including Sherburn and Boggs. â€Å"As judge, Twain’s father collected twenty-eight depositions; the verbal exchange between Boggs and Sherburn resembles Smarr and Owsley’s. However, Leo Marx notes that: The Bible placed on Bogg’s breast is one of the few details for which no basis can be found in the twenty-eight depositions†¦Ã¢â‚¬ (Amare, Manning 207). Twain was also known for satirizing politician’s names. Lilburn W. Boggs was the governor of Missouri in 1838, when he gave an extermination order to kill all the Mormons in the winter if they did not leave Missouri. Four years later, Boggs was shot but survived. â€Å"The symbolism of the Bibles laid on the dying Boggs becomes clear: Mormons were persecuted as a threat to Orthodox Christianity, which Governor Boggs â€Å"defended,† and he was himself â€Å"martyred† for that orthodoxy (for which Twain himself had little respect)† (Amare, Manning 208). The bible being placed on Bogg’s chest when he dies has a deeper meaning than just the surface layer. This satirizes

Plant Life free essay sample

Sexual Reproduction 1.In general terms, explain how the basic plant life cycle with alternation of generations is modified in angiosperms. The basic plant life cycle with alternation of generations is modified in angiosperms by the change of haploid (n) and diploid (2n) generations, which take turns making each other. 2.List four floral parts in order from outside to inside a flower. ïÆ'ËœSepals ïÆ'ËœPetals ïÆ'ËœStamen ïÆ'ËœCarpels 3.From a diagram of an idealized flower, correctly label the following structures and describe the function of each structure: ïÆ'Ëœa. sepals- Sepals are in charge of protecting the flower’s bud before it blooms. It has the qualities of a leave and is usually in green. ïÆ'Ëœb. petals- Several different angiosperms have petals that are attractive and bright in color so that they may attract many pollinators such as bees. ïÆ'Ëœc. stamen (filament and anther)- Stamens have filament stalk and a terminal structure called the anther. We will write a custom essay sample on Plant Life or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page The anther contains other chambers known as the pollen sacs which provide pollen to the pollinators. ïÆ'Ëœd. carpel (style, ovary, ovule, and stigma)- Carpel have a single ovary in the lower side and have a style as their neck figure. The ovary contains ovule waiting for reproduction. The style supports the stigma; sticky substances contained on top of the style that collects and hold pollen for fertilization and reproduction. 4.Distinguish between: ïÆ'Ëœa. complete and incomplete flowers- Complete flowers are flowers that contain all four of the floral organs, whereas incomplete flowers are known as flowers that lack one or more of these important organs. ïÆ'Ëœb. bisexual and unisexual flowers- Bisexual flowers are flowers that contain both the stamens and carpels.This includes all complete and numerous incomplete flowers as well. However a unisexual flower is missing either stamens,  making it a carpellate flower or missing carpels, making it a staminate flower. ïÆ'Ëœc. monoecious and dioecious plant species- A monoecious plant has staminate and carpellate flowers at discrete positions on one certain plant. While, the dioecious plant has staminate flowers and carpellate flowers on two different plants. 5.Explain by which generation, structure, and process spores are produced. ïÆ'ËœThe diploid plant, called the sporophyte, produces haploid spores by the process of meiosis. 6.Explain by which generation, structure, and process gametes are produced. ïÆ'ËœThe spores produced by the diploid plant divide by the process of mitosis. This makes multicellular male and female haploid plants. These plants are ultimately the gametophytes, which later make the gametes known as the male sperm and female egg. 7.Name the structures that represent the male and female gametophytes of flowering plants ïÆ'ËœThe gametophytes make the gametes known as the male sperm, or pollen, and female egg, or embryo ovule. 8.Describe the development of an embryo sac and explain the fate of each of its cells. ïÆ'ËœAn embryo sac is made from inside the ovules in ovaries. Every pollen grain creates a pollen tube, which develops down into the ovary through the style and releases sperm into the embryo sac, fertilizing the egg. 9.Explain how pollen can be transferred between flowers. ïÆ'ËœPollination can be transferred between flowers when pollen of other flowers are released from anthers are passed by wind, water, or animals to that flower’s stigma. 10.Distinguish between pollination and fertilization. ïÆ'ËœPollination is when pollen reaches the style’s stigma, which ultimately leads to fertilization; however, fertilization is when the gametes physically come together. 11.Describe mechanisms that prevent self-pollination ïÆ'ËœStamen and carpel may mature at different times. ïÆ'ËœMost common is called the self-incompatibility, where a plant may reject the pollen of itself and its close relatives. ïÆ'ËœBased on their S-genes similarities. 12.Outline the process of double fertilization. Explain the adaptive advantage of double fertilization in angiosperms. ïÆ'ËœDouble fertilization occurs when two sperms fuse with nuclei in the embryo sac. This has many advantages, such as the fact that double fertilization guarantees that the endosperm will develop only in ovules where the egg has been fertilized. It also avoids angiosperms from wasting nutrients. 13.Explain how fertilization in animals is similar to that in plants. ïÆ'ËœFertilization in animals is similar to that in plants because its first cellcell change occurs after gamete fusion rises in the cytoplasmic Ca2+ levels as it does in animal gamete fusion. Also, the plants make a block to polyspermy, which is the fertilization of an egg by more than one sperm cell, as do the animal’s cell’s eggs. 14.Describe the fate of the ovule and ovary after double fertilization. Note where major nutrients are stored as the embryo develops. ïÆ'ËœAfter double fertilization, the ovule matures into a seed, and the ovary matures into a fruit encircling the seed. As the embryo grows the seed stores proteins, oils, and starch. 15.Describe the development and function of the endosperm. Distinguish between liquid endosperm and solid endosperm. ïÆ'ËœAfter embryo development, endosperm is growth to store nutrients. This happens after double fertilization, when the triploid nucleus of the ovule’s central cell divides. This causes the formation of a milky multinucleate â€Å"supercell†. This becomes multicellular after cytokinesis. Finally, when the cell walls are completed, the endosperm becomes solid. 16.Describe the development of a plant embryo from the first mitotic division to the embryonic plant with rudimentary organs. ïÆ'ËœFirst, the pollen tube yields the style of the carpel and travels into the ovary. In the  ovary, it discharges the sperm cells in the embryo sac. After the ovule has the embryo sac and has helper’s such as cells around it to help it grow, layers of defensive tissue from the sporophyte grow, which will in the end make a protective seed coat. 17.From a diagram, identify the following structures of a seed and state a function for each:a. seed coat- ïÆ'Ëœa. The seed coat involves protective layers that cover the seed. ïÆ'Ëœb. proembryo- It is a multicellular organism before it arises from the seed. ïÆ'Ëœc. suspensor- The bottom cell progresses into a multicellular structurecalled the suspensor. ïÆ'Ëœd. hypocotyls- The hypocotyl is underneath the place of attachment. ïÆ'Ëœe. radicle- The mature embryo consists of an embryonic root known as the radicle, an embryonic shoot, and one or two cotyledons. ïÆ'Ëœf. epicotyl- The epicotyl part of the stem above the cotyledon. ïÆ'Ëœg. plumule- The embryonic shoot, recognized as the plumule, has two parts called the epicotyl and the hypocotyl. ïÆ'Ëœh. endosperm- The endosperm stores food, usually many starches. ïÆ'Ëœi. cotyledons- The cotyledonis is the seed leaf that stores food in starch and protein. ïÆ'Ëœj. shoot apex- The embryonic shoot is known as the plumule as well. 18 .Explain how a monocot and dicot seed differ. ïÆ'ËœThe main difference between the two is that monocots have one cotyledon, whereas dicots have two. 19.Explain how fruit forms and ripens. ïÆ'ËœAs the seeds are coming from the ovules, the ovary of the flower is developing into a fruit. It is so that it will protects the enclosed seeds and help it travel to get fertilized later on. The fruit mostly ripens at the same time as when the seeds finish their development. 20.Distinguish among simple, aggregate, and multiple fruit. Give an example of each type of fruit. ïÆ'ËœFruit that is made from carpel or several fused carpels and is called a simple fruit, like a pea pod. ïÆ'ËœWhen a flower has more than one carpel, each forming a small fruit, it is called an aggregate fruit, like a raspberry. ïÆ'ËœWhen a group of flowers tightly cluster together, they make multiple fruit, like a pineapple. 21.Explain how selective breeding by humans has changed fruits. ïÆ'ËœSelective breeding by humans has changed fruits so that they could not endure or reproduce in the wild, such as the maize, which is unable to live on in the wild. 22.Explain how seed dormancy can be advantageous to a plant. Describe some conditions for breaking dormancy. ïÆ'ËœDormancy can be advantages for plants that want to germinate at an advantaged timing. Natural fires and seeds that are in the surface can break dormancy. 23.Describe the process of germination in a garden bean. ïÆ'ËœIn garden beans and other dicots, a hook forms in the hypocotyl, and growth shoves it aboveground. Asexual Reproduction 24.Describe the natural mechanisms of vegetative reproduction in plants, including fragmentation and apomixis. ïÆ'ËœAsexual reproduction is helping the indeterminate growth of some plants. ïÆ'ËœSeparate remains of some plants can mature into whole offspring ïÆ'ËœFragmentation is when a parent plant separates into parts that reconstruct into whole plants. ïÆ'ËœAlso there is apomixism which happens in dandelions, occurs without going through fertilization. 25.Explain the advantages and disadvantages of reproducing sexually and asexually. ïÆ'ËœReproducing sexual can help with diversity, while it may also produce some negative characteristics in a plant, such as a sickness. Also, sexual reproduction may fail, when the seeds cannot combine, or the pollen does not reach the ovule. ïÆ'ËœReproduction asexual is easier and there is a certainty that you will reproduce, however, this may put the offspring in a disadvantage due to limited diverse traits of survival. 26.Explain various methods that horticulturalists use to propagate plants from cuttings. ïÆ'ËœPropagation can be repeated asexually from plant fragments called cutting, using hoots or stems of a flower. 27.Explain how the technique of plant tissue culture can be used to clone and genetically engineer plants. ïÆ'ËœSpecialized storage stems can be cut into several pieces and develop into clones the same way a potato bud will regenerate a whole plant, emerging from the node to produce a small root, later to mature into a plant. 28.Describe the process of protoplast fusion and its potential agricultural impact. ïÆ'ËœProtoplast is when a plant cell has had its cell walls removed enzymatically by cellulases and pectinases. When this is combined with the tissue method, then new plants can be created and invented. Plant Biotechnology 29.Compare traditional plant-breeding techniques and genetic engineering, noting similarities and differences. ïÆ'ËœBoth alter the new offspring so that it will contain certain traits, however, traditional plant breeding using no alternation in the way the plant is produced, rather just chooses the pollen they prefer, whereas genetic engineering alter that method, by altering the pollen itself to produce new plants. Also, it is not limited to the same species of that plant. 30.Describe two transgenic crops. ïÆ'ËœCotton- Is altered to have different varieties, and different textures and levels of comfort. ïÆ'ËœMaize- cannot survive in the wild without the help of a caretaking human. 31.Describe some of the biological arguments for and against genetically modified crops. ïÆ'ËœIt can produce a weed that is very difficult to control and get rid of. ïÆ'ËœCan affect other organisms that approach the new plant invention that not involved in the genetic engineering in a negative way. ïÆ'ËœThey may lack some essential nutrients, though may not be created for human consumption. Chapter 39 Control Systems in Plants Signal Transduction and Plant Responses 1.Compare the growth of a plant in darkness (etiolation) to the characteristics of greening (de-etiolation). ïÆ'ËœThe morphological adaptations known as etiolation, is in the seeds that have been germinated in the dark  and make sense for plants sprouting underground. They do not need a thick stem as well as well as need a root system because their shoot is supported by the surrounding soil, unlike the greening plants. 2.Describe the signal pathways associated with de-etiolation. ïÆ'ËœThe signal pathways associated with de-etiolation are the three major pathways known as reception, which is the detection of the receptors, transduction, which is the processing, and response, which reacts to the receptors.. 3.Describe the role of second messengers in the process of de-etiolation. ïÆ'ËœSecond messengers are small, internally created chemicals that transmit and amplify the signal from the receptor to proteins that cause the specific response. 4.Describe the two main mechanisms by which a signaling pathway can activate an enzyme. ïÆ'ËœThe two main mechanisms by which a signaling pathway can activate an enzyme are cyclic GMP (cGMP) and Ca2+. 5.Explain, using several examples, what researchers have learned about the activity of plant hormones by study of mutant plants. ïÆ'ËœThey have learned that Auxin is also involved in the branching of roots, because a Arabidopsis mutant that releases a great number of proliferation of lateral roots has an auxin concentration a lot higher than normal. We have also seen that auxin stimulates a constant growth response of producing additional cytoplasm and wall material required by elongation. Plant Responses to Hormones 6.For the following scientists, describe their hypothesis, experiments, and conclusions about the mechanism of phototropism. ïÆ'Ëœa. Charles and Francis Darwin- Charles Darwin and his son Francis in 1880, found that the phototropic stimulus is sensed at the tip of the plant.They used grass seedlings for some of their experiments ans saw that the tips focused on the tip of the plant to move. ïÆ'Ëœb. Peter Boysen-Jensen- found what part of the coleoptile senses light. In 1913 he made an experiment where the phototropic response happened only when light would reach the tip of coleoptile, hence  making it obvious that the tip senses light. ïÆ'Ëœc. Frits Went- In 1926, Frits Went removed the chemical messenger for phototropism, which is now known as the auxin. 7.List six classes of plant hormones, describe their major functions, and note where they are produced in the plant. ïÆ'ËœAuxin helps in the stimulation of cell elongation, Root growth, differentiation and branching. It is produced in embryo and young leaves; ïÆ'ËœCytokinins helps stimulate cell division and stimulates germination and is produced in the roots. ïÆ'ËœGibberellins is in charge of stimulating cell elongation and cell division and is produced in apical buds. ïÆ'ËœAbscisic acid slows growth and maintains seed dormancy. It is produced in the terminal buds. ïÆ'ËœEthylene promotes fruit ripening and stimulates development of the abscission layer. It is produced in ripening fruits and nodes. ïÆ'ËœBrassinosteroids helps with cell elongation and separation in stem segments and seedlings at concentrations as less as 10−12 M. 8.Explain how a hormone may cause its effect on plant growth and development. ïÆ'ËœA hormone may cause its effect on plant growth and development by stimulating the division, elongation and differentiation of the plant in order to promote its health. 9.Describe a possible mechanism for the polar transport of auxin. ïÆ'ËœA possible mechanism for the polar transport of auxin is polar transport to the shot apex. 10.According to the acid growth hypothesis, explain how auxin can initiate cell elongation. ïÆ'ËœAuxin can initiate cell elongation by exciting proton pumpand causing the growth of the cytoplasm and wall. 11.Explain why 2,4-D is widely used as a weed killer. ïÆ'Ëœ2,4-dichlorophenoxyacetic acid is the auxin which can be easily deactivated by monocot plants such as maize. 12.Explain how the ratio of cytokinin to auxin affects cell division and cell differentiation. ïÆ'ËœWhen there are more amounts of cytokine the buds develop, while more auxin develops the roots. 13.Describe the evidence that suggests that factors other than auxin from the terminal bud may control apical dominance. ïÆ'ËœIt was said that auxin and cytokinin act  antagonistically in regulating axillary bud growth, however, we see that independently, auxin levels would inhibit axillary bud growth, while cytokinins would stimulate growth. 14.Describe how stem elongation and fruit growth depend on a synergism between auxin and gibberellins. ïÆ'ËœIn many plants, both auxin and gibberellins must be present for fruit to set because they protect the fruit, such as grown grapes, to enhance circulation and reject infections. 15.Explain the probable mechanism by which gibberellins trigger seed germination. ïÆ'Ëœ The probable mechanism by which gibberellins trigger seed germination is facilitating the penetration of expansins, so that gibberellins act to promote elongation. 16.Describe the functions of brassinosteroids in plants. ïÆ'ËœBrassinosteroids helps with cell elongation and separation in stem segments and seedlings at concentrations as less as 10−12 M. 17.Describe how abscisic acid (ABA) helps prepare a plant for winter. ïÆ'ËœAbscisic acid (ABA) helps prepare a plant for winter because it slows the growth process and helps rid of leaves before the harsh temperature of the winter season. 18.Describe the effects of ABA on seed dormancy and drought stress. ïÆ'ËœABA will have an effect on seed dormancy and drought stress because it determines the final physiological outcome. 19.Describe the role of ethylene in the triple response to mechanical stress, apoptosis, leaf abscission, and fruit ripening. ïÆ'ËœPlants produce ethylene in response to stresses such as drought, flooding, mechanical pressure, injury, and infection. Its triple response allows a seedling to circumvent an obstacle as it matures through soil. Plant Responses to Light

Impact of Election of Donald Trump on the National Australian Bank

Question: Discuss about the Economic impact of Election of Donald Trump on the National Australian Bank. Answer: Introduction Election of Donald Trump is important to global economy as analysts think that election is US president election is likely to affect the growth of many economy and corporate profit. There are different views regarding positive and negative effect on the economies. Trans- Altantic Trade and Investment Partnership concept of Hilary Clinton is strictly opposed by Donald Trump. As US is major trade partner of many economies, restrictive trading policies may reduce the trade volume and henceeconomic growth of many companies. Anti globalisation thought of Donald Trump is major concern for the economy of Australia as this policy can restricts capital flow between two nations and financial trade (dfat.gov.au 2017). National Australia Bank is one among the four largest financial institutes of Australia in terms of market capitalisation. .This bank has expanded since 1982 through merger and acquisition several times. This bank has US subsidiary as Great Western Bank, which is listed in New York Stock Exchange. Banking business and whole division of this company in USA has 3% share of total revenue of NAB (australiancentre.com.au 2015). Anti globalisation decision of Trump may hamper the domestic economy, which is discussed in the later section of this paper. NAB has activities in financial service and product transaction in the international market. The decision against Trans Atlantic trade and Investment may hamper financial trading among nations, revenues of the bank and hence othereconomic contributions of the bank in terms of capital mobility, currency management and employment. This paper analyses contributions of NAB in the Australian economy and possible effects of US president elections o n the business of this financial institutions. Impact on domestic economy in terms of growth, employability, interest rate is also included in the analysis. Knowledge Australian economy is related to US economy through commodity and financial trade. Both USA and Australian investors invest in the cross border economy. National Australian Bank is engaged in foreign currency trading with US investors. US economy is related with Australia through several bilateral and multilateral treaties and regional alliances such as World Trade Organisation, APEC, Trans Pacific Partnership and other Free Trade Agreement. Market of these countries engaged in regional alliances is open to the member countries for trading with lower cost. Trump is always against the view of Hilary Clinton regarding Trans-Pacific trade and Trans- Atlantic Trade and Investment Partnership (Wright 2016). Trump wants to restrict globalisation in US economy by restricting trade and investment with global economies. National Australia Bank has business and subsidiary in US economy. Any restriction in foreign trade may create negative impact on the business of NAB. As this bank is listed i n the New York Stock exchange, any policy change regarding financial market would have negative impact on the Australian financial market (nationalaustraliabank.com 2017). Revenue of the bank can be affected. The analysis has been broken into three parts such as effect on international trade and finance, interest rate, business cycle andeconomic growth. USA is a global power in terms of finance, trade, employment and most of the economies are connected with this economy through trade. In this framework protectionism policy can impact Australian financial market and trade. Through protectionism and anti globalisation policy US economy would be likely to be more inward oriented with restricted trade volume (Van der Ploeg 2017). US economy is a primary supplier of US dollar. In the face of anti globalisation policy, currency trading between Australia and US economy would be affected. National Australia Bank has relationship banking in US to provide service regarding complex financial issues, capital structuring, financial strategy, risk management, debt advisory, credit rating and transaction execution. Financial market products offered by NAB are foreign exchange, term, deposits, interest rate, and property equity. Although a group of market analysts believes that impact of Trump election would not have great impact on Australian fina ncial market as internal financial market is strong due to tight monetary policy by central bank (Pettifor 2017). According to modern trade theory of Ohlin, international trade takes place between countries due to differences in comparative cost and incomplete specialisation. Differences in factor endowment are another reason of international trade. However, gains from trade depend on the terms of trade and elasticity of demand in both countries. Country with more elastic demand for import and less elastic demand for export has greater share in trade gain. If international trade takes place between Australia and US, US export their product using abundant factor in production and imports the product that uses scarce factor. In this way both can gains from trade. As seen in the figure 1, PPF that has major share of good Y is PPF country 1 and PPF towards X axis is the PPF of country 2. Both the countries specialise and exports goods where it has comparative advantage. If tastes and needs of consumers of two countries are same, a common indifference curve is tangent with both PPF as shown in figure 1. In the view of Viner (2016), both countries have production and consumption gain at least cost although gain may not be the same. Another argued that if free trade is restricted between US and Australia, US market may not be affected much due to its size and domestic resources. If US economy reduces economic and financial trade with Australia, investors will be affected. There are many US investors invested in NAB. Decision of Trump may lead to withdraw of funds invested with NAB and the Australian economy may envisage capital outflow from the economy (Peters 2017). Interest rate is macroeconomic variable that affects the foreign exchange and financial market. Interest rate change affects the corporate profit indirectly. Interest rate is important to the traders as the rate of return is the matter of concern. Profit rate is expected to be higher when greater interest is achieved on the currency, where money has been invested. McGann (2016) argued that investment in currency is always risky as currency value fluctuates and therefore can reduce the rate of return on investment. As financial market of US is volatile in nature, restriction in trade can be beneficial for NAB and for Australian economy. Monetary policy and rate of interest are controlled by the Reserve Bank of Australia. RBA generally control financial market through unique cash rate. Hike in interest rate in Australian economy is likely to attract US investors for the desire of higher rate of return (Gray 2016). Therefore, there is a chance of capital inflows in the Australian econom y. Therefore, monetary policy can affect the financial trading and investment relation between two countries. If capital movement is restricted due to the policy of anti globalisation, Australian economy may have reduced capital inflow in financial sector and further in the domestic market to restrict capital mobility. Election of Donald Trump may affect economic growth through consumer spending, inflation and housing market. Circular flow of economy model depicts that all the economic agent are interrelated to each other such as consumer, producers, resource market, banking industry and government (Christophers 2016). When there are capital inflows, the positive effect spills over the different sectors of the domestic economy. Financial service industry in Australia employs around 413000 people in Australia. This industry holds 9% share of overall service sector output in the economy (australiancentre.com.au 2015). Financial sector including NAB is greater sector to generate employment in the economy along with its expansion in both domestic and international market. As seen in figure 2, employment in financial sector has increased overtime, although share of employment has decreased in recent years compared to other industry However, productivity of workers in this sector has increased to contribute gross value added of the economy. As financial service employment is mainly concentrated in the capital cities of Australia, there is immense scope of expansion of this sector towards sub urban or rural areas to create employment opportunity and to integrate major people financially. In the face of restricted trade with US, a part of revenue of NAB may be hampered and that may affect in the labour market in the form of wage rate of the employees. Net operating profits are paid to the employees after paying shareholders and retained earnings. Reduction in NAB profit may create pressure on the domestic economy. GDP = C + I + G + (N- X), where C is the consumption, I is investment, G is government expenditure and (N-X) is net export. When output is reduced, that put negative effect on the income, consumption demand (Pettifor 2017). As consumption demand drops due to drop in wage, national output shrinks in the long run. Savings decreases in short term, which further hampers internal capital mobility. Hence, growth rate of Australia may fall with the fall of output. Therefore, uncertainty in the international trade may hamper financial integration, capital flows. Hence, above discussion can be concluded as that trump election may create negative effect on NAB and the economy. If rise in interest rate attracts foreign investors, capital inflows take place in Australia through NAB (Gray 2016). Uncertainty in financial market of US and Australia and other trade relation may slow down economic growth of Australia. References australiancentre.com.au 2015. Financial Integration in the Asia-Pacific: Fact and fiction Available at: https://www.australiancentre.com.au/sites/default/files/NewsDocs/ACFS%20Financial%20Integration%20website%20version.pdf [accessed on 05.25.2017] Christophers, B., 2016. Petals not thorns: Competition policy and finance.Controlling Capital: Public and Private Regulation of Financial Markets, p.57. dfat.gov.au 2017. Trans-Pacific Partnership Agreement. Available at: https://dfat.gov.au/trade/agreements/tpp/pages/trans-pacific-partnership-agreement-tpp.aspx [accessed on 05.25.2017] Gray, J., 2016. Despite their anti-trade rhetoric, Trump or Clinton would do little to threaten trans-Atlantic trade policy.USAppAmerican Politics and Policy Blog. McGann, J.G., 2016. Why Donald Trump Won the Election and Does it Mean The End To Think Tanks and Policy Advice as we Know it?. nationalaustraliabank.com, 2017. Global Institutional Banking. Available athttps://www.nationalaustraliabank.com/nabglobal/en/banking/services [accessed on 05.25.2017] Peters, M.A., 2017. The end of neoliberal globalisation and the rise of authoritarian populism. Pettifor, A., 2017. Causes and consequences of President Donald Trump.real-worldeconomics review, p.44. Van der Ploeg, F., 2017. Political economy of the West: Populists versus policy wonks. Viner, J., 2016.Studies in the theory of international trade. Routledge. Wright, T., 2016. Part three:as risky as terrorism. Either president will tread a different path to recession. Available at: https://www.smh.com.au/interactive/2016/us-election-impact-australia/economy [accessed on 05.25.2017]