The Effectiveness of Professional Development in Mathematics Essay

The Effectiveness of Professional Development in Mathematics - Essay Example Numeracy is one of the most important part of pre-school and school learning. "It is our skills in numeracy that allow us to read a bus timetable, estimate the cost of a basket full of groceries, and transfer a 2-dimensional plan into a 3-dimensional reality. In the future, our children are likely to need higher levels of numeracy as adults than we do today" (2). We live in the twenty first century - it is time of globalization, high technologies and great information values, so it is very important children to possess appropriate knowledge of processing information, large part of which are figures, graphs and diagrams. It is necessary for children to develop numeracy skills since childhood - these skills are determined in their further mathematical education and development. 2. The problem is methodological approach to the numeracy strategy teaching in schools and pre-school institutions. "The Archdiocesan Numeracy Strategy focuses on ensuring that children develop their numeracy skills and understandings from the earliest years of schooling and that a love and enjoyment of numeracy is fostered" (2). The first phase of the system focuses on children up to four and their learning of the number system. "Assessment Guided Learning is a key element of the Archdiocesan Numeracy Strategy. Assessment Guided Learning means that teaching and learning is informed by what the child can do" (2). Quality teacher learning is tightly c... The main focus of the review is the teachers' professional development in mathematics and its application in numeracy strategy implementation. The teacher who works with the numeracy strategy must be very competent as he teaches small children, and numeracy skills are determined in children' further mathematical development. The growth of competence and expertise in classroom teaching is clearly crucial for teacher's professional growth and for the effectiveness of the whole Mathematics teaching system. A teacher must know how to teach well. Teaching numeracy, he must develop his own teaching skills such as: knowledge, comprising the teacher's knowledge about Mathematics, pupils, curriculum, teaching methods, the influence of teaching and learning of other factors, and knowledge about the teacher's own teaching skills; decision making, comprising the thinking and decision making which occurs before, during and after a lesson, concerning how best to achieve the educational outcomes intended; action, comprising the overt behaviour by teachers undertaken to foster pupil learning.Using numeracy strategy, lesson planning and pr eparation must take into account the specificity of the subject thought. These skills are involved in selecting the educational aims and learning outcomes intended for a lesson and how best to achieve these. It would be better if a lesson has the following structure: "Introduction - Warm up, revision/questioning, concept and language development, statement of goals and/or outcomes; Middle Phase - Activities in groups or pairs, hands on, extension, graded, levelled or open-ended tasks; Final phase - Sharing, reviewing and consolidating" (3). These phases are very

Buyer behaviour Essay Example | Topics and Well Written Essays - 2500 words

Buyer behaviour - Essay Example One of the main reasons of this report is to study how this advertisement campaign slogan has helped in boosting the organization’s sales and whether it has been effective (John, March 21, 2002). To do this one will have to identify who the slogan is aimed at, what products are offered by the organization, when the product is in use, the positioning of the advert and lastly why the slogan is so effective. In order to know who the product is aimed at, one has to consider the product itself. Nike organisation has a wide range of products, ranging from sport shoes, clothes and drinking bottles. One of the most common things about these products is that, they are mainly used when people are performing sport related activities such as running, jumping or climbing. The advertisement campaign â€Å"Just Do It† targets both the young and the old who fills they have the strength to go an extra mile. The campaign slogan invokes the spirit to go an extra mile. According to analyst s, the advertisement campaign was mostly successful in targeting sport lovers because it gave them the motivation to do something, when they thought their strength was depleted (John, March 21,2002). This means that the advertisement campaign gave them an extra motivation to just go ahead and do whatever it is they thought was impossible. Most customers are willing to pay more money for the brand because they judge it as beige more dominant than any other brand in its field. The brand has also been associated with leading organisations in their particular fields such as Coco-cola Gillette and other leading organisations. This has helped in expanding its customer out reach. According to executives of the company, this has been made possible due to the use of the slogan â€Å"Just Do It† in their advertisement campaign. In addition, according to research most customers have associated the brand with style and reliability. This has also played a crucial part in expanding the org anisation’s consumer outlook. In conclusion, one can state that the advertisement campaign slogan targets sportsman and women, age not being a hindrance and people who are willing to go an extra mile to achieve total satisfaction. Nike organisation offers a range of products such as sport shoes, sport clothes, drinking bottles and many other products related to sports. However, the organisation’s best seller to date, due to the slogan used as its main advertisement campaign, is shoes. This product has helped the company in expanding its market shear in an extremely congested industry. Because of the success of the slogan, the organisation has been able to command more sales, irrespective to its highly priced products. This has helped in generating more revenue than any of its competitor. After the organisation implemented its ‘Just Do It’ slogan in its campaign, the organisation saw its market shear rise, due to influence it had on the consumers. Its sport shoe business rose from eighteen percent to a whooping forty-three percent, in less ten years of the advertisement campaign implementation. This means that, the slogan influenced the consumers behaviour, which led to success the company has today. The organisation brand is immensely influential in the market. Its products are well identified with its branding of a tick like figure, which also goes with the slogan that the company uses as its main slogan in advertisements campaigns

Safeguarding the Welfare of the Child Essay

Safeguarding the Welfare of the Child Essay Emma Cummings ‘Young children are vulnerable. They develop resilience when their physical and psychological well-being is protected by adults’ (EYFS card 1.3) The  Early Years Foundation Stage (EYFS)  sets standards for the learning, development and care of children from birth to 5 years old. The  EYFS framework  supports an integrated approach to early learning and care. It gives all professionals a set of common principles and commitments to deliver quality early education and childcare experiences to all children and gives parents reassurance that regardless of where they choose for their child’s early education, they can be assured that the same statutory commitments and principles will underpin their child’s learning and development experience. The statutory framework has three sections. The learning and development requirements Assessment The safeguarding and welfare requirements Child protection and safeguarding children is of paramount importance in early years settings. All members of staff must be suitable and providers are required to carry out enhanced criminal record checks on any individual working directly with the children. The EYFS Framework requires all settings provide a policy and have procedures in place to safeguard children. Practitioners are required to be alert to any concerns about a child. All staff in the setting should be trained to recognise the signs of abuse. These may include: Significant changes in children’s behaviour Deterioration in children’s well- being Unexplained bruising, marks or signs of possible abuse or neglect Children’s comments which give cause for concern Any reason’s to suspect neglect or abuse outside the setting, for example in the child’s home Inappropriate behaviour displayed by other members of staff, or any other person working with the children. For example: inappropriate sexual comments, excessive one to one attention beyond the requirements of their usual role and responsibilities, or inappropriate sharing of images. Good. All settings are required to have a designated staff member to take the lead responsibility for safeguarding children, known as Safeguarding of Children Co-ordinator (SOCCO) who will complete a course on safeguarding children. For children who need additional help, every day matters. Research is consistent in underlining the damage to children from delaying intervention. Safeguarding and promoting the welfare of children is defined as protecting children from maltreatment, preventing impairment of childrens health or development, ensuring that children grow-up in circumstances consistent with the provision of safe and effective care and taking action to enable all children to have the best outcomes. The actions taken by professionals to meet the needs of these children as early as possible can be critical to their future. (Department for Education-Working to Safeguard Children) The statutory requirements promote the safeguarding and welfare of all children when they are healthy, safe and secure and when their individual needs are being met. A positive relationship with adults caring for the children is vital. Settings should be welcoming, safe, secure and stimulating. Providers must take all necessary steps to keep children safe and well from safeguarding, suitability of adults in contact with the children, promoting good health, managing behaviour and maintaining policies and procedures. All early years settings are required to have at least one member of staff present at all times who holds a full Paediatric First Aid qualification. The 1st aid boxes must be fully stocked to administer treatment for minor injuries following guidelines from the Health and Safety Executive Website. The setting must have a procedure in place for recording accidents and incidents either by an accident form or accident book. Food and drinks provided in the setting must be heal thy, balanced and nutritious. Before the children start in the setting providers must establish any special dietary needs. Tables used for meal times must be disinfected before and after meal time. Children wash their hands before eating. Providers are responsible for dealing with behaviour in an appropriate way, under no circumstances must practitioners threaten or give any corporate punishment to the children, behaviour should be dealt with calmly and fairly in all circumstances so that we are not having an adverse effect on the child’s well-being. During outings children must be kept safe, providers must assess the risks or hazards which may arise and identify steps to be taken to remove, minimise and manage those risks and hazards. If children are travelling in a vehicle the driver must be adequately insured. (Statutory framework for the early years foundation) Good. The obvious starting point of keeping children safe in the setting is to ensure that basic principles are being followed. No matter how good the security of a building is, the doors must be closed properly at all times, otherwise all other efforts are likely to be worthless. The message that safety begins with individuals taking responsibility for simple things cannot be overemphasised. A safe environment must meet its registration requirements; there are two registers, the Early Years Register (EYR) and the Ofsted Childcare Register (OCR). Settings which provide day care for children under five have to be registered on the EYR. Meeting registration requirements means that a setting will be complying with the law and legislation, but providing and maintaining a safe environment requires a greater understanding from everybody involved. A safe environment starts with the child and will include: The physical environment the actual building in which care is provided indoor and outdoor areas where children learn, play and develop must be accessible for users whilst maintaining levels of security that keep children safe and protected from harm. The people those providing care are â€Å"suitable† persons (as defined in the EYFS Welfare Requirements) and others who have contact with the children and premises are appropriate to do so. Equipment play equipment and care equipment which is fit for purpose, appropriate for the needs of individual children and meets the guidelines for British and European standards. The emotional environment – which enables children to grow, develop and reach their full potential, with opportunities to explore and take appropriate risks, enabling children to try out new skills and increase their knowledge and understanding of the world around them, through experiences which are both planned and unplanned. Documentation policies and procedures and records that support all of the above which have clearly set out duties, responsibilities and actions. Good. When working with young children who are vulnerable, the challenges for creating and managing a safe environment are different again. Practitioners must work closely with a child’s parents to address aspects which may not be covered in a risk assessment, but still need to be considered for an individual child’s well-being. The environment is just one aspect of keeping children safe and protected. If practitioners  identify a child who is vulnerable or in need of protection, action must then be taken using policies and procedures already in place and tools such as the Common Assessment Framework. Parents’ awareness of the setting’s policies and procedures for safeguarding children promote confidence about safety and this will be reflected in their child’s experiences. All settings must be aware of the procedures for dealing with concerns about a child’s welfare. Although there is a big emphasis on keeping children safe in early year’s settings and where practitioners try to minimise risks, children need and instinctively want to be able to take risks in order that they can test their abilities and strengths. There’s no better environment for them to do so than that of an early years setting where practitioners will already have removed hazards not readily identifiable to young children and will provide well managed opportunities for appropriate ‘risk taking’ to take place. Children need support to take some risks as part of their learning and development. Children with disabilities do not always have the freedom of choice compared to their more able peers, yet have the same need for opportunities to take risks. It is the responsibility of early year’s practitioners to assess and manage the level of risk in the environment. Providers are required to conduct regular risk assessments, which identify aspects of the environment that need to be checked on a regular basis. The process should then involve deciding what should be done to prevent harm, making sure that the relevant actions are taken and are updated whenever necessary. Early years settings should already have comprehensive health and safety risk assessments that inform their procedures and a competent person identified to be in charge of the implementation. Good point. All settings have a duty to minimise risk in all situations. When creating a safe environment for children, practitioners must consider their legal duty to identify and reduce/eliminate risks, with a balance of proportionate/acceptable risk. The risk of falling of slide is quite high, however the risk can be minimised by adult supervision and soft landing mats, turn taking rules etc. Children can indulge in their natural instincts of risk taking unaware that the risk has been assessed and minimised by the practitioner. The EYFS requirements ensure that essential standards of provision are in place. Providers are required to carry out regular risk assessments, which identify aspects of the environment that need to be checked on a regular basis. The assessment should then involve deciding what can be done to prevent harm ensuring actions are taken and updated whenever necessary. Health and safety law does not expect all risk to be eliminated but that ‘reasonable precautionsâ€⠄¢ are taken and that staff are trained and aware of their responsibilities, thus creating an environment that enables children to grow and develop being able to take risks through physically challenging play. Early years settings should already have comprehensive health and safety risk assessments that inform their procedures and a competent person identified to be in charge of the implementation. Staff in all settings regardless of their level should be involved in reviewing these, as they are the ones with the first- hand knowledge as to whether they are effective and can give an informed view to help update procedures. Parental involvement should also be welcomed, they should be aware of their responsibilities, such as closing gates behind them and being aware of strangers entering the building and being encouraged to make staff aware. The basis of effective risk management is that everybody is involved and can therefore take responsibility for their, and others safety. Risk ass essments such as security of the building, fire safety, food safety, bathroom hygiene and nappy changing, and personal safety of staff should already exist. What we are doing with the children during the session also requires a risk assessment such as a cooking activity or an outing. Risk assessments are necessary when making reasonable adjustments for disabled children/children with additional needs. Minor accidents being recorded would also require action. Whatever the reason for the risk assessment, the process remains the same. Risk assessment processes identify five steps that we need to take: Identification of risk or hazard – where it is and what it is? Decide who is at risk and how – childcare staff, children and parents Evaluate the risks and decide on precautions – can we get rid of the risk altogether, if not how can we control it? Record our findings and implement them – prioritise, make an action plan if necessary. Monitoring and review – how do we know if what has been decided is working, or is it thorough enough? If it is not working, it will need to be amended, or maybe there’s a better solution. Safety sweeps are another way of assessing risks, we often do these in our setting either first thing or at the end of the session. Our safety sweeps aren’t recorded unless we identify a risk that needs assessing. It is also helpful for members of staff at all levels to be familiar with the key legal requirements that affect their day to day practice and know where to access updates and further information. My essay has been written using information on the web and from the following books. Working together to safeguard children Department for Education 21 March 2013 Preschool learning alliance Statutory framework for the early years foundation stage March 2014

Golf :: essays research papers

Sales and Marketing. â€Å"After create the product and get it to work, then you convince the consumer that they have always wanted and need it. We start with the central that the product is better, and we cam prove to them that it is better. Then we get the professional endorsement, get enough consumers to test it, and figure out what the advertising should look like† Sales 1. USA a. Off-course. 65% of CGC bussines. In five years numbers of retail off-course have increased from 1500 to 2000 b. On-course. In five years numbers of retail on-course have increased from 5000 to 7,000 i. Do not have time to spend with customers and to sell the products because they are running courses, giving lessons, selling shirts and renting golf clubs. c. No one client accounted for more than 5% of revenues. d. About 1/3 o off-course shop sold 2/3 of productds an 2/3 of on-course sold 1/3 of products e. Although on-course were considered vital to CGC, the company relied more heavily on off-course shops because the were generally better financiated f. â€Å"CGC maintained a one price policy with all customers† Thus, it provided no volume discounts, whether a customer did $ 10000 or $ 40 million of business a year† g. Callaway Golf Sales Company, CGC sold this product to customers via i. regional field representatives, ii. in house telephone salespeople iii. customer services representatives. h. Salesperson divided customers into three groups, A – B – C. which they visited weekly, monthly or four times per year depending the importance of the account i. Outside salesperson i. Maintain inventory ii. Running Demo days. 30 – 40 days per year by each salesperson. These events allowed golfers to compare CGC clubs with them culbs iii. Taking customers orders iv. Provide customers seminaries v.

Ethics Greek Essay

The greater the knowledge and freedom, the greater the voluntariness; and the greater the voluntariness, the greater the moral responsibility.† – Alfredo Panizo MODIFIERS OF HUMAN ACTS a) Ignorance b) Passions c) Fear d) Habit e) Violence A) IGNORANCE – Absence of knowledge which a person ought to possess â€Å"Ignorance of Law exempts no one† – implies that one who has done wrong may not simply and directly claim ignorance as defense or justification or to be freed from sanction attached to the Law that was violated – implies that one should not act in the state of ignorance but always strive to dispel it 1) Vincible Ignorance – form of Ignorance which can be easily remedied through ordinary diligence and reasonable efforts 1.a) Affected Ignorance – a person possess this kind of Ignorance when a person employs positive efforts to be ignorant in order to be escape responsibility – it is Vincible Ignorance explicitly wanted = studied ignorance 2) Invincible Ignorance – kind of Ignorance which a person possesses without being aware of it or lack the means to rectify it PRINCIPLES: 1) Invincible Ignorance renders an act involuntary – a person is not liable or cannot be culpable if he is not aware of his ignorance or when there is nomeans of rectifying his ignorance 2) Vincible Ignorance does not destroy but lessens voluntariness and the corresponding accountability over the act – when a person becomes aware of one’s ignorance, he/she has the moral obligation to rectify it- and to act with this is a form of imprudence 3) Affected Ignorance though it decreases voluntariness, increases theaccountability over the resultant act – it interferes intellect – decrease voluntariness – it is willed to persist – increases accountability – refusing to rectify ignorance is malicious – and malice is graver if ignorance is used as an excuse for not doing the right thing B) PASSION – Either tendencies towards desirable objects (positive emotions like love, desire, delight, hope, bravery etc) or tendencies away from undesirable or harmful things (negative emotions like horror, sadness, hatred, despair, fear, anger etc) Passions – psychic responses –neither moral nor immoral – however, man is bound to regulate his emotions and submit them to the control of reason 1) Antecedent Passions – precedes the act – predisposes a person to act 2) Consequent Passions – those that are intentionally aroused and kept – voluntary in cause; the result of the will playing the strings of emotion PRINCIPLES: 1) Antecedent Passions do not always destroy voluntariness but they diminish accountability for the resultant act – they weaken the will power without obstructing freedom completely – therefore, crimes of passion are always voluntary although accountability is diminished because it interferes with the freedom of the will 2) Consequent Passions do not lessen voluntariness but may even increase responsibility – consequent passions are direct results of the will which fully consents to them instead of subordinating them to its control C) FEAR – disturbance on the mind of the person – being confronted by an impending danger or harm to himself, to his loved ones or to his property – one is compelled to decide to perform an act so as to avoid threat of future or imminent evil 1) Act done with fear – certain actions which by nature are dangerous or risky – in theses cases, fear is a normal response to danger – these actions are voluntary because the doer is in full control of his faculties and acts inspite of fear- fear here is an instinct for self-preservation (we even fear new experiences or situations) ex. Being left alone in a strange place, being asked to speak before a group of people 2) Act out of fear or because of fear – fear here becomes a positive force compelling a person to act without careful deliberation – fear modifies the freedom of doing, inducing the person to act in a certain predetermined manner, even without his full consent Ex. A child – studies/reads his books – out of fear of his mother A man – stops smoking – fear of contracting cancer PRINCIPLES: 1) Acts donewith fear are voluntary – acting inspite of his fear and is in full control of himself 2) Acts done out of fear are simply voluntary although conditionally involuntary – simply voluntary = person remains in control of his faculties – conditionally involuntary = if it were not for the presence of something feared, the person would not act or would act in another way – Intimidating or threatening as person with horror is an unjust act â€⠀œ Legally speaking, acts done out of fear – invalid acts Ex. Contract – made out of fear – voidable – later be annulled 3) Acts done because of intense fear or panic are involuntary – panic – obscures the mind – in this mental state, the person is not expected to think sensibly D) HABIT – permanent inclinations to act in a certain way – lasting readiness and facility born of frequently repeated acts or for acting in a certain manner – acquire the role of second nature – moves a person to perform certain acts with relative ease Habit – not easy to overcome or alter – requires a strong-willed person to correct a habit Voluntary Habits – those caused by the repetition of voluntary acts Involuntary Habits – a habit becomes such if the will is resolved to remove it and there is a struggle to overcome it PRINCIPLES: 1) Actions done by force of habit are voluntary in cause, unless a reasonable effort is made to counteract the habitual inclination  œ Bad Habits – voluntary in cause because they are results of previously willed acts done repeatedly – as long as the habits are not corrected, evil acts done by force of habit are voluntary and accountable – can be not accountable – if a person decides to fight his habit. For as long as the effort towards this purpose continues, actions resulting from such habit may be regarded as acts of man because the cause of such habit is no longer expressly desired E) VIOLENCE – any physical force exerted on a person by another free agent for the purpose of compelling the said person to act against his will Ex. Bodily torture, maltreatment, mutilation, etc PRINCIPLES: 1) External actions or commanded actions performed by a person subjected to violence, to which reasonable resistance has been offered, are involuntary and are not accountable – active resistance should always be offered to an unjust aggressor – if resistance is impossible and there is a serious threat to one’s life, a person confronted by violence cab offer intrinsic resistance DETERMINANTS OF HUMAN ACT: 1. ACT IN ITSELF – nature of the act itself ( cheating is bad itself in its nature) 2. MOTIVE OF THE AGENT (intention/purpose) 3. CIRCUMSTANCES Who=Person What=Quantity or quality Where=Place How=Manner, Means or instrument When=Time Why=Motive DETERMINING A GOOD ACTION ACT MOTIVE/END Good + good =GOOD Good + bad =BAD Bad + good =BAD Bad + bad =VERY BAD ETHICAL THEORIES 1. Deontological 2. Teleological 3. Divine Command Ethics 4. Virtues Ethics DEONTOLOGY Deos – â€Å"what is binding, right and proper† Duty-oriented appeals to obligations, laws, rules or orders 1. STOICISM Stoics : nature is good Good – surrendering/denying/accepting nature or whatever happens Self-denial/simplicity/frugality Wrong- contradict nature Three moral convictions: 1. Nature is innately good and man is part of nature 2. Man does good by following nature and evil by contradicting 3. Man ought to accept everything that is happening to him w/o question in order to live a good and tranquil life EPICTETUS: everything is governed by nature : determinism: things come as they do : â€Å"the essence of good and evil lies in that attitude of the will† : absolute obedience – greatest virtue : resignation and tranquility 2. KANT’S DEONTOLOGICAL THEORY Immanuel Kant Morality is based on â€Å"A PRIORI†( pre knowledge) of the imperative of human acts Pure reason – consistency of valid knowledge of the mind Practical reason – valid knowledge of the mind Basis: FREEWILL ïÆ'  moral duty IMMORTALITY OF THE SOUL ïÆ'   sanctions EXISTENCE OF GOD ïÆ'   ultimategiver of sanctions Kant: good without any qualification is based on GOOD WILL â€Å"a person with good will acts with moral duty† (businessman/politician) KANT’S CATEGORICAL IMPERATIVE ïÆ'   Like golden rule: command every human rational agent to cons istently abide with moral duties 1. Principle of Universality ïÆ'   â€Å"Act only on that maxim through which you can at the same time will that it should become a universal law† (evil if it cannot be universally willed. Sample: killing) 2. Principle of End in Itself ïÆ'   â€Å"act in such a way that you will always treat humanity, whether in your o wn person or the person of any other, never simply as a means, but always at the same time as an end.†( self-preservation/selfrealization/charity) 3. CONVENTIONALISM OR CONTRACTARIAN THEORY THOMAS HOBBES What is good is agreed by the society through social contract TELEOLOGICAL THEORIES Telos- end Consequence oriented theory Good is based on the result of the act 1. HEDONISM Hedos – pleasure â€Å"eat and be merry for tomorrow you will die† Good is personal experience of pleasure ARISTIPPUS – The greatest pleasure/ pain is the greatest evil – The only norm of determining what is good is â€Å"the most intense sensual pleasure of the moment.† – Sexual act between lovers give one of the most intense sensual pleasure EPICURIUS – Man is material and spiritual (death is disintegration) – Man by nature seek pleasure – â€Å"good and evil consist in sensation but it should be directed by reason and virtue. – Real pleasure – moderation decided by the mind – Prudence – wisdom and capacity to control oneself – Social injustices source of pain in human relation 2. UTILITARIANISM Greatest good for the greatest number of people JEREMY BENTHAM – Good if it promotes greater good (generic law/ofw) – Bad – suffering – Quantitative utilitarianism – Utility or usefulness of an act JOHN STUART MILL – Qualitative utilitarianism – Not the act and its end but more on the dignity of the person but the dignity of the human agent. – â€Å"better to be dissatisfied than a pig satisfied† – Action is right if it promotes happiness/ bad-unhappiness – VIRTUE ETHICS Virtue- moral practice or action in conformity to a standard of right Wisdom based on knowledge of what is good Good is the possession of moral characters or virtues Reason elevates and leads man to things true and good Aristotle: good is based on function : rational faculty of man achieves excellence through exercise of virtue : moral virtue is a result of habit :ARETAIC ETHICS (ARETE – excellence or virtue) : focus on heart and character of the moral agent :Virtue ethics- disposition/motivation or trait of being good : self-actualization – doing good as a part of being a rational animal Golden mean or moderation SOCRATES: INTELLECTUALISM ïÆ'   knowledge is virtue / virtue is knowledge : â€Å"know thyself† : unexamined life is not worth living PLATO: PHILOSOPHICAL LIFE -contemplation of true and good is best for life DIVINE COMMAND THEORY Religious idea Rules and commandments provide moral guidance St. Thomas Aquinas: Natural law ETHICS OF CONSCIENCE Subjective norm of morality Based on natural law Voice of God / inner voice / other self Practical judgment of reason Types: 1. 2. 3. 4. 5. 6. Right conscience – correct ethical evaluation good as good/ evil as evil Erroneous – good as evil and evil as good Certain – firm judgment of the validity and morality of an action Doubtful/dubious – uncertain Lax – bahala na / Scrupulous- sees evil or wrongness even though there is none

Mba Finance Sop Essay

It often happens that the very best of our competencies, strengths and creativities are brought to action when we willingly take on challenges. Right from my childhood, my parents taught me that whenever we face obstacles towards achieving a goal, there only two clear choices (1) to back out of goal-plans and stay in the comfort zone of being â€Å"reasonable† or (2) to take it on as a challenge, solve it and seize the opportunity to be in charge of destiny. I have always chosen the later. As a teenager, I would read through the profiles of business leaders – successful entrepreneurs and top managers in leading corporations. It became increasingly clear that a strong majority of them started early in their business careers and with a marked degree of focus. Realizing my acumen for finance as a subject area, I therefore decided to â€Å"get my feet wet† soon after pursing my Bachelor of Commerce from the University of Mumbai (Bombay). Extensive efforts and networking lead me towards a golden opportunity with ABC, the Indian arm of globally reputed Investment Bank. I joined the ABC team as a Junior Analyst. The exciting role involved reporting to senior managers and working in the Capital Markets industry and developing competencies in cutting edge Financial Products and services. At ABC, I realized that it does take a trained eye to read through different trades and analyze the logic and complexities behind them. The company turned out to be a world in itself! In the first three months (and as junior analyst), I learnt about the life cycle of a trade, the common terminologies used while trading and complexities involved in a trade, the final settlement processes and the nuances of reporting such details to senior management and clientele. I was then handed over the opportunity to handle such complex activities independently. At the company, Professional Trainers and guest lecturers have often been invited to train and develop personnel on various specialized knowledge areas. I thus had the opportunity to learn hands-on and in detail about Capital Markets, Futures and Options, Equity and Equity Derivatives, Foreign Exchange (Options, Spots and Forwards), Advanced Excel and many more knowledge and skill areas of finance. Within six months of taking my taking charge, a record collection of Commissions of over US$300 Mn. (having no outstanding commissions more than 90 days) was achieved. I received appreciations from senior management, clients and counterparts for 100% accuracy in reporting. Within a year, I was promoted as Analyst and  entrusted leading a team of 6 Junior Analysts. I was transitioned to the Foreign Exchange (FX) Settlements Team and developed competencies as a subject matter expert for the company’s operations with DEF. In August 2009, I received a quarterly award for outstanding performance. Having proven my mettle in handling high volumes of trading transactions, instituting process and ensuring efficient execution, I was entrusted with a special project – spearheading the company’s strategic initiative of direct membership arrangement with ABC. We had, so far, been a â€Å"Third Party Member† the world leader in Foreign Exchange settlements. To ensure this prestigious alliance, I located more than 100 prospects (â€Å"counterparties†) who could gain by conducting transactions with our company. I pitched our services extensively bringing home the fact that we had emerged to world class standards in credibility, liquidity and credit line in the industry. The project’s fruition resulted in revenue savings in excess of GBP 9 Mn to the company. Having achieved this goal, I took the lead in development and execution of all sub-process of Foreign Exchange – thus ensuring superior service levels to clientele. With nearly 4 years of success in investment banking, my post-MBA career goal is to grow to the position of a Senior Associate in the Capital Markets Prime Services division of a global Investment Bank. Such an experience will broaden my perspective to face challenges in the global financial services industry and bring in unlimited opportunities to innovate and add value. My long-term aspiration is to establish and operate a financial services firm that focuses on Investment management for Ultra High-Net-Worth Individuals and Enterprises and provide financial solutions to Governments, Corporations and Institutional clients. The firm will be focused on the leading edge in mixing asset classes to maximize returns while minimizing risk. The second phase plan includes setting up of a private equity firm that will help other entrepreneurs like me achieve their own dreams; this will provide me with utmost satisfaction. A Global M.B.A program From ABC university – School of business is crucial towards achieving my career goals at this stage in my career. The School’s approach of cultivating intuition through case studies in finance, strategy and other application areas will help me strengthen my fundamentals and devel  op well-trained managerial and entrepreneurial instincts. I stand to gain immensely through participation in challenging industry/consulting  assignments and thus widen my understanding to a global scale. The other area of importance to my goals is leadership development. In a people-driven financial services enterprise, the greatest asset is people – their knowledge, enthusiasm, loyalty and cohesion with organizational goals. In addition to specialist courses/training in leadership development, ABC University provides the platform to interact with globally renowned faculty and a diverse student community and develop interpersonal skills and comfort on a global scale. It also opens up vistas for networking extensively with the vast alumni network and learning through seminars from global business leaders. ABC University is thus my most preferred destination pursing an M.B.A program.