Lloyd Georgewin Essay Example for Free

Lloyd Georgewin Essay The stage direction with a sense of her childhood, her babyhood and the years describes the great sense of loss Eddie feels as he has cared and loved her all her life. Beatrice remains faithful to Eddie throughout although she is frustrated, When am I gonna be a wife again, Eddie? she tells him, desperate from him to forget about Catherine and go back to caring for her. Beatrices love for Eddie is one of the strongest in the play, she wants desperately for Eddie to pay her the attention she deserves as a loving wife. Eddies obsessive behaviour towards Catherine puts great strain on his marriage I want my respect he says when Beatrice tries to confront him, Eddie is angry and shouts at her for complaining about him being so strict with Catherine. Beatrice is struggling to keep her marriage intact, but she cannot understand the love Eddie feels towards Catherine. I believe Eddie loves his wife dearly but his love for Catherine takes priority when Rodolfo comes on the scene, which leads him to mistreat Beatrice. I cannot help feeling sorry for her as she is forced into a situation that was not her doing. It seems her love for Eddie is unrequited. Eddies hatred for Rodolfo is fuelled by his jealousy for the love and attention Catherine bestows upon him, Im telling ya the guy aint right he says trying to justify his hatred. Nobody believes Eddies comments about Rodolfo and everyone but Eddie can see through to his jealousy. It isnt right for a man of Eddies age to be obsessed with his young niece, but nobody understands the depth and passion of Eddies love, which drives him to keep Catherine at any cost. Eddies obsessive love compels him to see Mr Alfieri, family friend and lawyer He aint right Mr Alfieri Eddie pleads, but it is obvious he has no jurisdiction within he law. The fact Eddie has gone to see Alfieri shows the power of his love towards Catherine and his desperation to have her for himself. Love is the main driving force behind all the characters actions, the truth is not as bad as blood Eddie Beatrice tells him trying to quell his anger and hatred. Beatrice believes that love is not a worthy enough cause for the use of violence. It is Eddies deep love that drives him to use all force necessary to have what he believes to be his Catherine. This unfaltering love to the bitter end is misunderstood by Marco He degraded my brother. My blood. Marco says; he cannot see why Eddie turned him and Rodolfo into the police. But it is obvious to the reader that it was Eddies love that compelled his actions and not his hatred for Marco and his brother. Eddies love finally leads him to his death You lied about me Marco Eddie cries before lunging at him. This is Eddies last desperate attempt to win back his dignity. Eddies love has driven him to a point where he has no other option but to follow his feelings to the end. The fate of Eddie Carbone is a tragic one as his obsessive feelings towards Catherine took control of him and his actions that followed he could not help. I believe the story is a testament to the power of love and how once it has infected someone in a certain way; they are powerless to stop it. Emlyn Roberts Pluto10X Show preview only The above preview is unformatted text This student written piece of work is one of many that can be found in our GCSE Arthur Miller section.

Why people do not adhere to medical advice

Why people do not adhere to medical advice

Play and Learning in the Early Years

Play and Learning in the Early Years In English preschools, play is an integral part of the curriculum, founded on the belief that children learn through self-initiated free play in an exploratory environment (Hurst, 1997; cited in Curtis, 1998). It was only in the early 1920s that play was linked directly to childrens development. The writings of such early educationists, as Froebel, the Macmillan sisters, Montessori, Steiner, and Susan and Nathan Isaacs, sowed the seeds for play being the basis for early childhood curricula. According to Froebel, play is the work of the child and a part of the educational process (ref). The Plowden Report (CACE, 1967) suggests that play is the principal means of learning in early childhood. In play, children gradually develop concepts of causal relationships, the power to discriminate, to make judgements, to analyze and synthesize, to imagine and formulate (The Plowden Report (CACE, 1967 (p.193). In our society, play serves countless important purposes. It is a means by which children develop their physical, intellectual, emotional and social skills. Much has been written about the definitions, functions and characteristics of play, for example Janet Moyles (1989) writes that Play is undoubtedly a means by which humans and animals explore a variety of experiences in different situations for diverse purposes. (Moyles 1989, p i). There are two conflicting opinions on the value of play, Early Years practitioners and some parents consider that play is the best way for young children to get a concrete basis for later school and life success. While other parents, practitioners and politicians believe that play is a waste of time. (quote). As a practitioner it is important to understand the true value of play and to advocate childrens right to play. This essay analyses the elements of an early years setting that support and encourage learning, comparing it with an alternative early years settings, while evaluating the importance of effective communication with babies and young children. It will also debate the importance of differentiation and inclusion in planning the early years curriculum. In addition the essay will include compare and contrast different settings to see how they relate to known theories of child development. Furthermore plans of play-based activities will be included to show support of the curriculum in the setting. Profile of setting. The school where I am currently in placement is situated within a woodland area surrounded by houses in Colchester, Essex. The school is currently providing education for 4-11 year olds and has approximately one hundred and sixty children on role. The school was originally formed in 1890, but was moved to its current site in the 1970s after a fire broke out. The school is a Church of England school and encourages the children to have a Christian view, with assembles and signs around the school. The feel of the school is a friendly, supportive, family originated environment, which is child focused. The type of child who attends the school is on average a child who will always do their best no matter what their background. The schools community is mixed race but has a high percentage of mainly white British families, the school has 38% free school meals, in August 09 had the highest jobseeker allowance attendance and has a high percentage of families on housing and benefits. The area t hat the school is situated is a renovation area that the Local Council are trying to regenerate. Within the two wards Essex County council and Colchester Borough Council the community have 2.3% rented housing and 10.5% housing. The Local Authority average is 11.85% which has almost double over the years. The school is above Local authority avenge and above national avenge which explains the percentage of free school meals. Lots of the house holds in the community have no formal education and there is a high percentage of children that are involved in social care. There are 4 children on the child protection register, 3 children which are looked after and 1 child on the child in need plan. The school has an equal amount of boys and girls in each class but there are one or two classes that have slightly more boys than girls which can inflict on learning styles and standards. The vision of the school is: We are a welcoming, happy and caring church school, where creativity is encouraged and everyone has confidence in their own abilities. We promote good social skills and participation in the Christian ethos of our school. We value others whatever their background or beliefs and respect our environment. We always aim high and do our best, cherish our friendships and respect everyones right to learn. We ensure that the key skills, vital for a successful future are taught to all of our children. We strive for a bright and wonderful future! (Ref) The school works with a number of organisations in the community. One is Child First, which is the collaborative name for the three Local Delivery Groups (LDG) of the schools in Colchester. The group first emerged out of the desire of Head Teachers in East Colchester, who wanted to improve the life chances for the children in their schools. With the arrival of the Extended Schools Agenda, it was a natural progression to extend the group to include all schools in Colchester. Also lying at the heart of the community is the church, which has a congregation of around 100 people. With differing ages, a variety of backgrounds and Christian experiences, the school finds itself strongly united to the church as a reverend from the parish visits the school regularly. Also the Ormiston Children and Families Trust works with the school to promote the wellbeing of children and young people through projects based around the Eastern Region. The Ormiston Centres work in partnership with Essex County Council, voluntary and statutory organisations, families and communities they are managing the seven Childrens Centres in Colchester. LO1 Compare setting with an alternative analyse the elements of a chosen early years setting that support and encourage learning, comparing it with alternative early year settings. What does the setting do to support and encourage learning? Current setting: The Early Years Foundation Stage (EYFS) applies to children from birth to the end of the reception year. In our school all children join us at the beginning of the school year in which they are five. At present we have an intake of 28 children. Most have been to settings that exist in our community and many have attended the pre-school located on the school campus. At the school we recognise that every child is a competent learner who can be resilient, capable, confident and self assured. We recognise that children develop in individual ways, at varying rates. Childrens attitudes and dispositions to learning are influenced by feedback from others; we use praise and encouragement, as well as celebration/ sharing assemblies and rewards, to encourage children to develop a positive attitude to learning. In the Foundation Stage we set realistic and challenging expectations that meet the needs of our children. We achieve this by planning to meet the needs of boys and girls, children with special educational needs, children who are more able, children with disabilities, children from all social and cultural backgrounds, children of different ethnic groups and those from diverse linguistic backgrounds. We meet the needs of all our children through: Planning opportunities that build upon and extend childrens knowledge, experience and interests, and develop their self-esteem and confidence; Using a wide range of teaching strategies based on childrens learning needs; Providing a wide range of opportunities to motivate and support children and to help them to learn effectively; Providing a safe and supportive learning environment in which the contribution of all children is valued; Using resources which reflect diversity and are free from discrimination and stereotyping; Planning challenging activities for children whose ability and understanding are in advance of their language and communication skills; Monitoring childrens progress and taking action to provide support as necessary. At the school we recognize that the environment plays a key role in supporting and extending the childrens development. This begins by observing the children and assessing their interests, development and learning, before planning challenging but achievable activities and experiences to extend the childrens learning. We make regular assessments of childrens learning and we use this information to ensure that future planning reflects identified needs. Assessment in the EYFS takes several different forms. These provide information which is then combined to inform detailed pictures of whole individuals. The classrooms are organized to allow children to explore and learn securely and safely. There are areas where the children can be active, be quiet and rest. The school has excellent outdoor area provision. This has a positive effect on the childrens development. Being outdoors offers opportunities for doing things in different ways and on different scales than when indoors. It offers the children to explore use their senses and be physically active and exuberant. We plan activities and resources for the children to access outdoors that help the children to develop in all 6 areas of learning. At the school we recognize that children learn and develop in different ways and at different rates. We believe that all our children matter and we give them every opportunity to achieve their best. We do this by taking account of our childrens range of life experiences when planning for their learning. Active learning occurs when children are motivated and interested. Children need to have some independence and control over their learning. As children develop their confidence they learn to make decisions. It provides children with a sense of satisfactions as they take ownership of their learning. Children should be given opportunity to be creative through all areas of learning, not just through the arts. Adults can support childrens thinking and help them to make connections by showing genuine interest, offering encouragement, clarifying ideas and asking open questions. Children can access resources freely and are allowed to move them around the classroom to extend their learning. Different setting: The Montessoris principle insight was that children are not merely small adults they have distinct and different thought processes and desires. What we may call play is a young childs work. The role of the educator is to provide the child with the opportunity to fulfil their desire to learn, both academically and socially. To use the latest educational catch phrases, Montessori education is multi-modality, differentiated instruction. (Ref). The Montessori method is split into five areas. Practical Life, Sensorial, Mathematics, Language, and Cultural. The Practical Life area improves the childs coordination and motor control, developing the pincer grip which is a requirement of writing. The Sensorial area refines the childs senses of the world around them, again preparing for language, and also for maths, serializing length and other physical characteristics. The Mathematics area provides numerical concepts in concrete form, using beads, cards, and spindles. The Language area teaches letters, then their phonetic sounds, and then builds words. The Cultural area extends the childs understanding beyond the classroom, teaching science, geography, botany, zoology and history. The teachers at a Montessori school observe their children in great detail asking the questions, what does this child understand? What is the next concept this child needs to learn? Obviously, a Montessori classroom will not look like a normal classroom. Rarely, if ever, will you find the whole class sitting with their books out looking at the teacher show them how to fill in a worksheet. Instead you will see children, some in groups, some by themselves, working on different concepts, and the teacher sitting with a small group of children, usually on the floor around a mat. Some people talk about the lack of structure in a Montessori Classroom. They hear the word freedom and think chaos or free for all. They seem to think that if all children are not doing the exact same thing at the exact same time that they cant possibly be working or that they will be working only on the things that they want and their education will be lopsided. Children will be given a work plan or a contract and will need to complete an array of educational activities just like in a more traditional classroom. The main difference being that the activities will be at each childs maximum plane of development, will be presented and practiced in a way that the child understands, and the child will have the freedom to choose which he/she does first. LO2 Communication Evaluate the importance of effective communication with babies and young children. Communication is a complex and important skill that is fundamental to human relationships, because humans appear primed to communicate from birth and we often underestimate the skills that must be developed if babies and children are to become sociable and effective communicators. The play experiences children need in order to become skilful communicators are those that encourage them to want to communicate with others and include not only verbal but also non-verbal responses such as movement of their whole body. LO3 Differentiation Differentiation is the recognition of and commitment to plan for student differences. A differentiated classroom provides different avenues to acquire content, to process or make sense of information and ideas, and to develop products. Differentiation can be referred to as an educational philosophy that requires teachers to modify their learning, teaching and assessment whilst adjusting the curriculum to the needs of children with SEN rather than expecting pupils to fit the existing curriculum (Cole 2008 cited in Rogers, 2007). The history of differentiation in education can be linked to two influential psychologists. Vygotsky proposed that learning can be mediated through the intervention of others. This recognises that by having knowledge of what a child already knows should inform the next stage of learning and what interventions are necessary to enable successful learning. Gardner (1993) proposed a theory of multiple intelligences in which people have different intelligences and learn in many different ways. Gardner conceived that schools should therefore offer individual-centred education (Florian et al, 2006 cited in Humphreys and Lewis 2008b) in which learning is tailored to the childs individual needs. Lo4 2 different early year curricula. The idea behind Forest Schools is that it is a long term sustainable approach to outdoor play and learning. Its about providing children with holistic development; it looks at every area in terms of their physical development, intellectual development and cognitive skills, also looking at their linguistic and language, both verbal and non-verbal. Forest Schools also looks at their emotional, social development and spiritual development. Whats interesting about the culture in some Scandinavian countries is being in and out doors are a part of how the family and culture works. But in Britain children are getting more and more isolated from the natural world. Forest Schools is very much about giving children the opportunity to learn in and from nature. Forest Schools is also about free play, its about self directed learning but its also about allowing the children to develop freedom and choice in order to be able to become competent and effective adults. In Every Chid Matters it states that every child should make an equal contribution. (Ref). The only way that children can do this is if they have sound self-esteem and sound emotional well-being and sound social skills and function in as many social situations as they choose. Forest Schools is about allowing children given their developmental dependant age the ability to be able to achieve social comfort. Forest Schools is an inspirational process that allows children to access the outdoor space in order to grow and develop into successful, happy rounded individuals. There is a misconception that Forest Schools is for Early Years; some of the most successful projects have been with older young people, adults with mental health problems and children in secondary education. (Ref). The .about allowing children and young people to grow with a sense of value of who they are and giving a positive contribution. Its all about using nature as the teacher as opposed to being adult lead. LO5 Activity Plans and Evaluation. Plan (see appendix .), Rationale behind choice of activity and Learning Objective. This activity was chosen as the reception class were looking at the Handa Surprise book and focusing on healthy foods. The day the activity was carried out a new student was present with his mother which added extra pressure for all the professionals. The learning environment offered opportunities for the children to experience tasting different fruits as the kitchen area was adjacent to the table in which the activity was carried out. It setting also had a large copy of the story so all the children were able to see the story (for Communication, Language and Literacy) and had the provisions to create the masks (Creative Development). I thought the topic would lend itself to the next days topic of healthy lunchboxes, which the whole school were focusing on. I chose to focus on any existing knowledge the children may have of different fruits and try and extend their understanding of way fruits are good for us. This leads into Early Learning Goal () of ..'(QCA, 2000). My main learning objective, therefore, was to introduce the children to new fruits and tastes, using language and listening to each other to find out what each child thought, in an accessible and enjoyable environment, so to encourage respect for each others views and turn taking. What happened? The week before carrying out the activity, i prepared the resources needed in school and discussed the other activities that my fellow practitioners would carry out. This involved printing, cutting and laminating the necessary pictures and masks. Also finding all the different fruits that were in the story. One fruit in particular i was unable to find but i improvised with a fruit drink that was made from the fruit so at least the children were able to taste the favour. I carried out this activity with a mixed ability group of 9 children. I began by asking the children to wash their hands as they were going to be eating fruit. When all the children were back in their seats, i gave each of them a bowl and a cup. I asked the children if they could remember the fruits in the story of Hands Surprise which was read earlier. The children seemed to have a positive attitude about being able to remember. With a small copy of the book i asked the children which was the first fruit that the monkey took out of Handas basket. When answered in cut the banana in pieces and gave each child a piece and asked questions such as what does the banana taste like? How does it feel? Do you like the banana? The children gave mostly good descriptions of the fruit and used appropriate vocabulary such as creamy, slippery and lovely. I carried out the same routine of cutting the fruit into sections and passing a section to each child and asking them to describe what it tasted l ike and how it felt and whether they enjoyed it. With the Guava fruit which was the fruit i could not purchase i informed the children of the situation and showed them the picture of the fruit on the carton of juice. I gave each child a taste and asked their option, the overall option was that the fruit tasted delicious but one child said that they didnt like it. The most interesting discussion came when i asked the children what they thought the passion fruit would look like inside, one child said that it might look like an orange, the same child that said the banana was creamy (extension). Overall most of the children enjoyed the fruit tasting apart from one (standard) child who kept giving negative reactions to the fruit saying that he doesnt eat fruit at home. I was happy that a least he tried some which i gave great encouragement to. While the fruit was being eaten i passed around picture cards of the fruit and asked each child in turn to pronounce the name of the fruit after me, most children had no problems with the pronunciations but one child struggled with avocado. I encouraged each child to have a little taste of each fruit and if they didnt like it then they didnt have to eat it and well done for trying was always encouraged. The extension child suggested that trying different fruits was good for us, as fruit was good for us. Which then lead a child that was refusing to try a certain fruit, tried it? At one point the dismissive child asked if we were finished and could go and play. Once all the children had tried all the fruit and we had discussed them and i asked the final question which was everyone favourite and their least favourite, the overall result being orange best, avocado worst. I explained that the children could go put their bowls in the sinks and wash their hands and then go and play. Evaluation. I believe this activity resulted in all the children achieving the main learning objective of introducing the children to new fruits and tastes, using language and listening to each other to find out what each child thought and to encourage respect for each others views and turn taking. The idea that the childrens peer could influence the decision of another child .. An effective learning environment does not leave children entirely to their own devices, but builds on what they can already do and challenges them to try new things. The role of the practitioner is vital in this process and sits within the social constructivist approach to learning. This theory was popularised by Vygotsky (1978, in Smith, 1999), who identified the zone of proximal development, (ZPD) as being a reason why childrens learning can be helped by others. Smith (1999) explained: The ZPD is the distance between the childs developmental level and his or her potential level of development under the guidance of adults or more competent peers (Smith, 1999: 429). As this was a hands on activity, the children were taking an active part in their own learning progress. It was Piaget (1966, in Smith, 1999) who first postulated that the child is a lone scientist, processing information and constructing meaning through encounters with their world. Most of the children focused their attention to the fruits they enjoyed using positive language and engaging in the ability to use words to describe what something tasted like or felt. One child tried to extend the activity to see who the fruit sounded when bounced on the table saying the orange sounded like a ball, this then encouraged the children to continue testing the sounds of fruit by knocking on them. The (extension) child asked if there was nothing in the fruit would it sound the same? The relative success of this activity highlighted that children of this age learn best through concrete experiences. When working with children of this age group it is preferable to adopt teaching strategies which allow for plenty of practical activities and exploration. The fact that one child lost interest in the activity, implies that I might need to develop this activity in some way to keep the attention of the less able or enthusiastic children. This was particularly notice when asking some children to use descriptive words to describe the fruit, as some children just repeated the word that their peer before them used. The language of one child was not as developed as the other children in the group, and this excluded them from full participation. On reflection, a different teaching strategy could have been employed to involve them more fully into the activity. It could be that they were more of a kinaesthetic learner than the others, as he keep looking at the children playing, so maybe using an activity that involved movement may have kept his attention. Also the activity was extended longer than anticipated as i had the cut each individual fruit into segments. If this activity was done again in the future maybe cutting the fruit into segments before the activity took place would be a more successful approach. As a result of this evaluation, i would have changed my plan to include more opportunities for the children to be involved in the activity in a more physical way, perhaps by using safety acceptable knives the children could help me cut the fruit. This may help some of the children with their fine motor skills as well. Also another way of engaging less able children might include asking them to participate in the preparation of the resources, maybe by asking them to bring their favourite fruit from the story in so they feel they have a more personal involvement. Finally, the only thing I would change would be to ask the children to put on aprons, as it got very messy, including me, as i too got very messy. Conclusion In conclusion recently there has begun to be a realization in the UK that play is important. There has been a surge of initiatives funded by government , such as Arts Council projects on creativity in schools and communities, the publication of Excellence and Enjoyment by the National Primary Strategy (DfES, 2003). This is putting a major emphasis on the importance of embedding the Foundation Stage and the Birth to Three Matters Framework in the work of local authorities across the maintained, voluntary and private sectors. Increasingly, research findings indicate the importance of the first years of education. Childrens ability to use spoken and written language fluently and with confidence and for a range of purposes enables them to access at an early age what education has to offer. The adults working in early years settings and classrooms have both the opportunity and responsibility to affect the future learning of their pupils in a far reaching and powerful way. Play is, it seems, about the universe and everything. It often has to function in a hostile environment, but when it is encouraged, supported and extended, it makes a major contribution to, and sophisticated impact on the development of individuals and humanity as a whole.

The Red Tent - An Unforgettable Testimony to Women’s Strength and Power

The Red Tent - An Unforgettable Testimony to Women’s Strength and Power The Red Tent by Anita Diamant illuminates one of the greatest testimonies to women’s strength: childbirth. On a creative level, Diamant did something extraordinary. She took a small passage from the Bible about the character Dinah, and made her story into an unforgettable testimony to women’s strength and power. Overlooking women’s role in Biblical life is easy because there is practically nothing written by or about women. Even though Diamant’s story is fictionalized, there is truth in showing that women did exist, that there was a very important role played by women of that time period, and in showing the power and strength of women in a way that can never be forgotten. Images inspired by Diamant’s work flooded my conscious. Perhaps I was experiencing flashes of my rememory, my collective unconscious coming to life on the paper in front of me. However, it was not just The Red Tent providing me with stimulation, but other works such as Toni Morrison’s Beloved, Ntozake Shange’s for colored girls who have considered suicide/ when the rainbow is enuf, Mary Oliver’s â€Å"The Fish,† Judy Chicago’s â€Å"The Dinner Party† and The Book of Genesis. Each work embodied themes of childbirth and motherhood to self-love and social standing, in which I could find connections that affected me creatively. Aesthetically, I intended my visual art to be full and consistent in texture and fecund in my use of sensuous lines. My hope is to celebrate women and the strength that comes from battling adversity, challenge, victimization and in actualizing the power of childbirth. In all of these works, a connection is made: th ese are stories of women that need to be remembered and cel... ...or the strength and power that they possess. Inspired by other great women artists, my intent was to capture that strength and power brought to life through their words. In a world where women’s lives, contributions and powers are easily overlooked and forgotten, my hope is to give a voice to the strength of women. Works Cited Diamant, Anita. The Red Tent. New York: Picador, 1997. Morrison, Toni. Beloved. New York: Penguin Group, 1987. Oliver, Mary. â€Å"The Fish.† Twelve Moons. Little, Brown and Co., 1979. Shange, Ntozake. â€Å"for colored girls who have considered suicide/when the rainbow is enuf.† Ed. 1st Collier Books. Ntozake Shange: New York, 1977. Sullivan, Stephanie. The Dinner Party. N.pag. On-line. Internet. 7 May 2001 Available WWW: http://public.csusm.edu/public/thedinnerparty/index.html The Catholic Study Bible, The Book of Genesis.

The Need for a Systems Development Process Essay -- Business Managemen

The Need for a Systems Development Process   Ã‚  Ã‚  Ã‚  Ã‚  The process is needed to address business needs and opportunities in a systematic and methodical manner that maximizes potential benefits while mitigating risks. It is a methodology that takes into account all aspects of existing processes, identifying its weaknesses and bringing opportunities light.   Ã‚  Ã‚  Ã‚  Ã‚  At a fairly early stage, the feasibility of the project is examined and the powers that be are given the opportunity to nip potentially disastrous projects before they can soak up too much cash.   Ã‚  Ã‚  Ã‚  Ã‚  Additionally, the process refrains from a potentially costly commitment to a particular physical solution by focusing on the logical model before formulating alternatives.   Ã‚  Ã‚  Ã‚  Ã‚  The process also ensures that the project remains on track and on focus thereby reducing the tendency for scope-creep. Mechanisms built into the process allow for control and oversight. And the paper trail generated in the faithful adherence to this process allows for a historical trace and is also the framework of the system documentation. What situations occur when system development fails?   Ã‚  Ã‚  Ã‚  Ã‚   The most egregious situation, in my opinion, that could develop would be that an enormous amount of capital is unknowingly poured into an unfeasible solution. Almost as bad would be if the same money were to be spent on a project that does not appropriately address the business concern for which it was intended. The implantation phase could...

Nen perfoming loan in banks

Banks exist to provide financial Intermediation services while at the same time endeavor to maximize profit & share holders value. Availing credit to borrowers is one means by which banks maximize their profit. Loans are the dominant asset & represent 50-75 percent of total amount of most banks, generate the largest share of operating Income & represent the banks greater risk exposure (Mac Donald & Koch, 2006). Managing loan in a proper way is not only has a positive effect on the banks performance but on borrowers firms and the country as a whole.Failure to manage moans, which make up the largest share of banks assets, would likely lead to the episode of high level of NP. According to MIFF (MIFF, 2009), a non performing loan is any loan which interest and principal payments are more than 90 days over due ; or more than 90 days worth of interest has been refinanced. Under the Ethiopians banking business directives (N.B., 2008), non performing loans are defined as â€Å"Loans and Adv ances whose credit quality has deteriorated such that full collection of principal and/or interest in accordance with the contractual repayment of term loans or advances in question†.Theoretically, there are so many reasons why loans fail to perform. Some of this includes, depressed economic conditions, high real Interest rate, Inflation, lenient terms of credit, high credit growth & risk appetite and poor credit monitoring are among the others. Forestall (2002) categorize non performing loans to bank specific and macro economic conditions. Accordingly, this study is focused on assessing factors that contributed for nonperforming loans of Awash International Bank mainly targeting on bank specific determinants of non performing loans. 1. 2 Statement of the problemAn efficient and well functioning of financial sector is essential for the development of any economy. Loan qualities are one of the indicators of financial sectors soundness. A sound financial system among other thing s requires maintenance of low non performing loans. In Ethiopians context. The banks In the country are required to maintain ratio of their non performing loans below five percent (N.B., 2008). The data obtained from the 2011/12 & 2012/13 annual progress report of BIB shows that the ratio of non performing loan of the bank was below the threshold for both years.Despite the fact, the non performing loan of the bank was Increased from Birr 98 million in 201 1/12 to Birr 1 77 million in 2012/13, showing an increments of Birr 108. 9 million (104%). Similarly, the bank's non performing loan ratio was increased from 1. 9% to 2. 8% during the same period. Even, this ratio was above ten percent in some branches of BIB. This fact raises the issue of what causes this non performing loan Increment. Accordingly, two research questions were drawn to investigate this Issue. What does the tends of loans and NP looks like in BIB? Defaulted? What are the main causes for these defaulted loans? 3 Obje ctives of the Study The general objective of the study is to review the non performing loan of BIB and to identify its causes. Side by side, the study was assessed the following issues. Reviewed Loans & NP trends of BIB? 0 Indemnify which loan category, loan purpose & economic sectors more defaulted. Searched the main causes of NP in BIB in general & identify those branches that were highly contributed for this NP. Assessed the credit assessment & follow up practice of other commercial banks. 0 Recommended some remedial actions to be taken to reduce these non performing loans. 1. 4. MethodologyResearch Design: A sample survey was carried out to seek the characteristics of defaulted loan files and to identify likely causes for their loan default. Survey Population: 25- Branches were recorded NP as of June 30, 2013, comprising about 74 defaulted loan files. Sampling Design: Using random sampling method, seventeen branches and 43 defaulted loan files were taken for this study purpose. Table 1. 1: NP Recorded Branches Profile Branches Total NP recorded branches Sampled NP Branches % GE Responded branches Total NP files Sampled NP files % city 119 829 31 21 68 outlying 148 578 432251 Total 25 176017744358Data Sources: To achieve the stated objective, both primary and secondary data were utilized. The primary data was collected by interviewing Selected Alba's Credit Directorate staffs, Compliance & Risk Management Department staffs that are on supervisory position. Questionnaires were also distributed to selected branches incurred loan default. Secondary data was utilized from various documents of BIB, mainly from Annual progress report of BIB, credit policies & procedures of the bank, NP action plan report and other related documents.Various published and unpublished literatures were also utilized from different sources grading the subject. Data Analysis & Presentation: After collection, the data was organized, analyzed & interpreted using both quantitative & quali tative descriptive analysis methods mainly tables, percentages, charts & etc. 1. 5 Scope & Limitations of the study Scope of the study The study was reviewed factors that contributed for non performing loan of BIB and it was focus on bank specific determinants of non performing loan.The spectrum of the study, therefore, includes: Examinations of loans & NP of BIB by loan category & individual economic sectors. – An in depth analysis of the loan file characteristics of the defaulted rowers with special reference to their likely causes for their loan default. – An in depth analysis Credit analysis & follow up practice of BIB with special reference to identification of their limitations that contributed for the banks non performing loans. – Suggestions of relevant non performing loan reduction strategies based on The respondents were busy and usually uncooperative.Particularly, some branch managers were unwilling to fill the questionnaire by themselves and order ot her officers to fill the questionnaire. As a result, the researcher had called phone many times to branches before getting a fulfilled questionnaire. In addition it was difficult to obtain some of the required data's from credit directorates since some of the data's were not compiled properly and regularly. Similarly, it was difficult to get the defaulted borrowers' to conduct interview with them to know their likely causes of loan default.Accordingly, the researcher was forced to see the likely causes of their loan default from the analysis of their loan files and interview conducted with staff members. Despite this limitation, the result of the research provided a meaningful basis for filling the gap and made recommendations that can be used by the management to improve performance of loan portfolio in BIB. 2. Literature Review 2. 1 Theoretical Review of Non- Performing Loans Loans and advances are the most profitable of all the assets of a bank. These assets constitute the primar y source of income by banks.As a business institution, a bank aims at making a huge profit. Since loans and advances are more profitable than any other assets, it is willing to lend as much of its funds as possible. But banks have to be careful about the safety of such advances. In the words of Dry. Leaf, the banker â€Å"has to tamper liberty with caution. If he is too liberal, he may easily impair his profits by bad debts, and if he is too timed, he may fail to obtain an adequate return on the funds which are confided to him for use. It is by his capacity in lending that a bank manager is Judged. A bank needs to be careful in giving loans as there is a greater risk which follows it in a situation where the loan defaults. Loan loss or defaulted loans puts a bank in a difficult situation especially when they are in greatest amount. Banks gives loans with uncertainty whether they are returned or not though they may hold some security. In assessing any proposal for n advance or a loa n, the banker has to satisfy himself/herself regarding the period for which the advance is required and the prospects of its repayment at the end of the period.He/she should not be carried away by the soundness of the security offered to him/her or the rate of interest. Profitability should be given only a sound consideration. He/she should also satisfy himself [herself about the purpose for which the advance is required. He/she is expected to discriminate against and discourage speculative advances. As a matter of fact most bank failures may be traced to faulty policies in respect of loans and advances. From the point of safety and liquidity, loan and advances are poor assets. The risk mostly ensues when loans become non- performing.Allocating loans has always been one of the central pillars of the banking business. Traditionally this marked the start of a long term relationship with the client, which would continue at least until the maturity of the loan. With the growth of deposi ts, banks are supposed to increase the lending. However, when Non-performing Loans (Naps) are high, the willingness to expand loan reduces. This relationship will be distorted under high NP condition. In any lending recess, there is inherent risk of loans being defaulted which leads to the concept of non- performing loans.The concept of non-performing loans has been defined in performing loans are defined as defaulted loans which banks are unable to profit from. They are loans which cannot be recovered within stipulated time that is governed by the laws of a country. The criterion for identifying non performing loans also varies in Africa. Some countries use quantitative criteria to distinguish between â€Å"good† and â€Å"bad† loans (e. G. , number of days of overdue schedule payments), while others rely on qualitative arms (such as the availability of information about the client's financial status, and perspectives about future payments).However, the Basel II Commi ssion emphasizes the need to evolve toward a standardized and internal rating-based approach. Accordingly, the Basel committee puts non performing loans as loans left unpaid for a period of 90 days. Under the Ethiopians banking business directive, non-performing loans are defined as â€Å"loans or advances whose credit quality has deteriorated such that full collection of principal and/or interest in accordance with the contractual payment terms of the loan or advances in question† It further provides that: . moans or advances with pre established repayment programs are nonperforming when principal and/ or interest is due and uncollected for 90 (ninety) consecutive days or more beyond the scheduled payment date or maturity. In addition to the above mentioned category of non- performing loans, the following are also considered as non- performing.Overdrafts and loans or advances that do not have re-established repayment program shall be non-performing when: – The debt re mains outstanding for 90 (ninety) consecutive days or more beyond the scheduled payment date or maturity; – The debt exceeds the borrower's approved limit for 90 (ninety) consecutive days or more; – Interest is due and uncollected for 90 (ninety) consecutive days and more; or – For the overdrafts, (I) the account has been inactive for 90 (ninety) consecutive days or deposits are insufficient to cover the interest capitalized during 90 (ninety) consecutive days or (it) the account fails to show the following debit balance at least once over 360 days preceding the date of loan review: 1 . 20% of approved limit or less 2. 5 % or less This is in accordance with the Basel rules. If a loan is past due 90 consecutive days, it will be regarded as non- performing.The criteria used in Ethiopians banking business to identify non- performing loan is a quantitative criteria based on the number of days passed from loan being due. 2. 2 Classification of Loans & Advances The Na tional bank of Ethiopia supervision of banking directives classifies loans and advances as follows. Pass loan: loans and advances in this category are fully protected by the current financial and paying capacity of borrower and are not subject to criticism. In general loans and advances, which are fully secured both as to ironical & interest by cash or cash substitutes are classified under this category regardless of past due status or other adverse credit factor. Special Mention: Any loan or advance past due 30 days or more, but less than 90 days is classified under this category.Substandard: Non performing loans or advances past due 90 days or more but less than 180 days is classified under this category. Doubtful: Non classified as doubtful. Loss: Non performing loans or advances past due 360 is classified as loss. As per the directive the provision for impairment losses is determined as follows Loan Category Pass loan Mention Extent of provision required 1% of outstanding loan b alances Special 3% of outstanding loan balances Substandard 20% of the net loan balance Doubtful balance Loss Non-performing Loans 65% of the net loan 100% of net loan balance 2. 3 Causes of Default culture is not a new dimension in the arena of investment. Rather in the present economic structure, it is an established culture.The redundancy of unusual happening becomes so frequent that it seems people prefer to be declared as defaulters. Basically, the non- performing loans are a result of the compromise of the objectivity of credit appraisal and assessment. The problem is aggravated by the weakness in the accounting, disclosure and grant of additional loans. In the assessment of the status of current loans, the borrower's credit worthiness and the market value of collateral are not taken into account thereby rendering it difficult to spot bad loans. The causes for loan default vary in different countries. It extends from borrower's specific act to banks weak regulatory mechanism i n advancing loans and monitoring procedures.Generally, in developing and underdeveloped countries, the reasons for default have a multi dimensional aspect. Various researchers have concluded various reasons for loan default. A. Reduced Attention to Borrowers Few of the loan defaults that make trouble for banks can be blamed on reduced attention to borrowers. Borrowers give better attention to the loans that they borrowed when they have the perception that better attention is given to them. Lending officers of institutions should try to keep up with their loans, visiting the borrower's premises at least once a year or up to a half a dozen times a year on larger loans. Banks rarely lose money solely because the initial decision to lend was wrong.Even where there are greater risks that the banks recognize, they only cause a loss after giving a warning sign. More banks lose money because they do not monitor their borrower's property, and fail to recognize warning signs early enough. Whe n banks fail to give due attention to the borrowers and what they are doing with the money, then they will fail to see the risk of loss. The objective of supervising a loan is to verify, first, whether the basis on which the lending decision was taken continues to hold good. And second whether the loan funds are being properly utilized for the purpose they were granted. . Macroeconomic Instability Macroeconomic stability and banking soundness are inexorably linked.Both economic theory and empirical evidence strongly indicate that instability in the macro economy is associated with instability in banking and financial markets and instability in these sectors is associated with instability in the macro economy. Most problems of poor loan quality faced by banks were compounded by macroeconomic rate also makes loan appraisal more difficult for the bank, because the viability of potential borrowers depends upon unpredictable development in the overall rate of inflation, its individual co mponents, exchange rates and interest rates. Moreover, asset prices are also likely to be highly volatile under such conditions. Hence, the future real value of loan security is also very uncertain.Banks do poorly both when product and asset price inflation accelerate unexpectedly and when inflation decelerates unexpectedly, unemployment increases, and/or aggregate output and income decline unexpectedly. Unexpected accelerations in inflation adversely affect banks that, on average, lend longer term at fixed-rates than they borrow because nominal interest rates will rise more than expected. This will increase their cost of deposits more than their revenues from loans. Decelerations in inflation and, in particular, bursting of asset prices harm banks because the value of their asset collateral is likely to decline below the value of the associated loans and fuel defaults and losses.Indeed, probably the greatest threat to banking stability in almost all countries is increasing asset pr ice. C. Unsound Assessment Mechanism and Weak Risk Consciousness Risk, and the ways, in which it can be identified, quantified and minimized, is key concerns for a banks management and its auditors when they are engendering the need to provide for bad and doubtful loans. No loan is entirely without risk. Every loan, no matter how well it is secured, and no matter who is the borrower, has the potential to generate loss for the lender. It is the degree of risk to which a loan is susceptible and the probability of loss that vary; these should normally be reflected in the interest margin and other terms set at the inception of the loan.A bank, in considering whether to lend or not, takes into account the quality of a borrower which is reflected in, inter alai, its past and projected profit reference, the strength of its balance sheet (for example, capital and liquidity) the nature of and market for its product, economic and political conditions in the country in which it is based, the q uality and stability of its management and its general reputation and standing. It is important for the bank to know the purpose of the loan, to assess its validity and to determine how the funds required for the payment of interest and the repayment of capital will be regenerated. D. Lack of Strict Admittance policies and no active exit Under the influence of idea of pursuing market share excessively, banks do not establish detailed and strict market admittance policies, which undermine the first risk to prevent gate and weaken the orientation effect of admittance policies to market.During pre-loan investigation, some relationship managers put little emphasis on authenticity and integrally review on related materials. They haven't clarified the true intended usage of the loan (especially when extending short-termed credit) and the review is too optimistic, which does not analyze the potential influence of changes in related factors. There is also no deep review on the market, no en ough understanding on enterprises' operation management situation, no horrors risk revaluation; inaccurate assessment, the risk of loans is not fully covered and the risk on group customers and affiliated enterprises are not identified effectively. The factors above damage the loans at the early stage. 2. Debt Recovery Processes interest comprises a banks principal source of revenue, and therefore, of profit. Accordingly, from a banks perspective it is essential that its borrowers keep their contractual commitments and repay interest and capital as scheduled. Defaults are inevitable, but when they occur a bank should take appropriate remedial action, or ailing that, recover the outstanding interest and capital promptly. Ethiopians Banks adopt different ways of recovering non- performing loans. These methods are one or the combination of the following: Settlement – This engages both the lender and the borrower in negotiation to settle through collection of cash.Reschedule/Rene wal – this method is used whenever a bank believes that the Naps can be regulated in favorable terms and conditions through negotiation (term loans) and renewals (overdrafts). This is not without limitation. National Bank Directive No. SUB/43/2008 states a bank shall not reschedule restructure or negotiate worth or medium term loan to a borrower for more than three periods. Before rescheduling, restructuring or renegotiating a short or a medium term loan, a bank shall collect in cash full amount of interest thereof and the following principal amounts: a. A minimum of 25% of outstanding principal balance in case of rescheduling, restructuring or renegotiating for the second time.

Rhos-Y-Gwaliau Outdoor Education Center Essay

Hello, I’m here today to talk to you all about work experience. I can see a few anxious faces when I mention the words work experience, but I hope that my talk today will change that. Incase some of you are not exactly sure what work experience is, it’s a placement that you personally choose yourself, and than you will go there for a period of two weeks. I now it might seem a long time, two weeks but when you’re there time just flays, and it’ll be worth it. And if you’re lucky you might decide what you would like to do in the future from this experience, you never know!! Getting a placement is quite straight-forward you know. Well it does depend on were you’re thinking of going. You can either phone them, e-mail them or send them a letter. What I did was phone them because I believe this was the most affective way and this way you are also able to find out more necessary information. All I had to do after I phoned was go and visit my placement to get to know everyone and to get to know the building. The day before I started on my work experience I was very anxious, but at the same time I was looking forward. So don’t worry if you have similar feelings before you start your work experience because they’re just normal. The only advise I can give you is that you have an early night before you start your work experience so you’ll be rearing to go the next morning. Also on your first day you should make sure that you arrive at your placement right on time, so you make a good impression to your co-workers and employer. It’s also important that you have a reliable transport. I was very lucky with my transport because my mum passed my placement on the way to her work, and it was very convenient. I went to Rhos-Y-Gwaliau Outdoor Education Center for my two weeks. I was very anxious before I got there each morning because I had no idea what was in store for me. The whole experience wasn’t half as bad as I had predicted, I hope your outcome at the end of your work experience will be the same as well. Where I went on my work experience I didn’t really have a typical day. Each day I did something different, sailing, canoeing, canoeing, climbing, hill trails and gorge walks. I arrived at the center at 8am each morning, then I had to make sure that all the children that were in my group had packed all the necessary kit they needed for the day. The we would all gather in the canteen, and make our lunches ready for the busy day that we had planned in front of us. Then we would all set off in our individual group and head towards our activity location. I had so much fun from my experience at Rhos-Y-Gwaliau Outdoor Education Center, and I found out a lot about myself. I do hope that you will choose a suitable placement for yourself and gain a lot of experience and knowledge. I sure did, and this whole experience will always stay with me. I don’t have to tell you how much I enjoyed my work experience, because I’m sure you can imagine. There was nothing I really disliked about my work experience, well the hours were a bit long, because twice a week I had to be there from 8am till 9pm, which I believe was a very long shift, but that didn’t bring me down the slightest bit more enjoyable. The whole experience at Rhos-Y-Gwaliau Outdoor Education Center has definitely helped me choose what I would like to do in the future. This is an ideal work I would love to do when I’m older. I found out that I’m able to work with people from all ages and I truly enjoy working with children because you are able to see all the progress they have done and you’re able to see the amazement on the children’s faces when they achieve a new skill. When I help people I get a warm feeling in my heart. I wish you all the best for the future, and I hope that my talk today has reassured you all, and you have a better incline of what to expect when you’ll be starting work experience in couple of weeks time. And I truly do hope that you will have two fantastic weeks at your placements, and try your best to enjoy them. Thank-you for listening to my talk today, and I hope that I have helped some of you, and you now know a little bit more of what you’re in for. All the best to every single one of you. And thank-you for being such a good audience.