China in the Classical Era Essay

The gender systems of the Classical era in China can almost be summed up with this phrase: â€Å"How sad it is to be a woman!† (Strayer) According to the Chinese traditions when a girl child is born the family is definitely not happy about the birth. The mothers of the girl child must do three things; â€Å"first she must make the child sleep under the bed this shows the baby that she is lowly and weak, second she must give the baby a potsherd or a piece of broken pot to play with to make the girl child realize that the only thing in life for her is housework, and thirdly the mother must make an offering to the ancestors when she announces the birth of the girl child.† (Strayer) Chinese women are considered less than men, less than the servants even. She must always humble herself to the man of the family, or her â€Å"master†; she is to do whatever the in-laws require her to do as well. The gender system of the Classical era in India is much like China. â€Å"In childhood a female must be subject to her father, in youth to her husband, when her lord is dead to her sons; a woman must never be independent.† (Strayer) The female in India could never be on her own, her father rules her life as a child, her husband as a wife and if she has male children, she is less than her children if the husband ever dies. She must never be vain, show her face or her body, and woman of India is less than a person because of these rules. The gender system of the Classical era in Rome began very much the same for the females. †If each man of us, fellow citizens, had established that the right and authority of the husband should be held over the mother of his own family we should have less difficulty with women in general.† (Strayer) In Rome men were expected to rule. This may have come from the fact that in order for Roman men to reproduce they had to pillage other villages and kidnap and rape the captured women. Over that time the men obviously ruled the house, the city and the land. Women were considered imprudent, rude and considered unbridled if they conducted any kind of business without a male guardian present. In all three cultures the same patriarchy is evident. Women were to do nothing without the say so of the man. Whether it is her father, husband, brother or son, she was to do as she was told when she was told and not complain about it. In China the females did as told, even by the mother-in-law, she was humbled, regardless of the situation, the husband could do as wished as long as it didn’t bring shame to himself or his family. There really isn’t anyway for the Chinese woman to get away from the patriarchy of her family or her husband’s family. In India the only way that a woman could relieve herself from her husband’s patriarchy â€Å"was to become a Buddhist nun and entering a monastery where women were relatively less restricted and could exercise more authority than in ordinary life.† (Strayer) Even thought this relieved her of her families’ patriarchy she still didn’t have complete independence from male dominance. In Rome however, this is where the changes began for the Roman women. â€Å"When these speeches for and against the law had been made, a considerably larger crowd of women poured forth in public the next day; as a single body they besieged the doors, of the Brutus’s, who were vetoing their colleagues’ motion, and they didn’t not stop until the tribunes took back their veto†¦.† (Strayer) The women of Rome were sick of being treated as less the nothings, they began to go into the streets, talk to whomever they chose even other women’s husbands. They had decided as a group that it was time that they had some rights. The women were no longer going to sit in the houses and have absolutely no wealth, no status, and no rights. There were some men against this and some men that approved of it. In the end the women won, and was allowed a few rights. This was taken away twenty years later though. The cultures of the Classical era showed that women were less than men, they had no rights, they had no wealth and they would always be obedient. This was an act to humble the women, they were slaves. The males always dominated the women; only the Roman women as a group were able to stand up for themselves. The Chinese and the women of India did not. They were obedient. Works Cited: Strayer, Robert. Ways of the World: A Brief Global History. Boston. New York, Bedford/ St. Martins 2011

The Freedom Writers Diary

The Freedom Writers Essay- Chloe Taylor How are different cultures represented in Freedom Writers? What values and attitudes do we draw from the film and its background? Cultures are shown and exposed to us in various ways everyday. Different cultures are represented in different ways in the Western Society. In the movie Freedom Writers, we witness this cultural conflict on a first hand basis. Urban youths in Freedom Writers heavily rely on respect to judge others. They also judge based on each other’s cultural back ground.Later in the film, these same teenagers begin to value education and the sense of belonging in school, rather than belonging in gangs. Gangs and groups are a part of the Western Society that we have had to learn to accept in our lives. In the feature film Freedom Writers, we are shown gangs divided up into cultures and cultural backgrounds. This has built up a lot of tension between cultures and attitudes towards other gangs. The scene in which all the stude nts enter room 203 and take seats into their separate corners of the room divided into their certain corners of the room shows the division between students in a real life.We see a long shot of the whole classroom showing its layout and the segregation between gangs. Then multiple mid-shots are shown of the gang itself and its individual members to decipher the multiple gangs, their attitudes towards school and their way of life. Even though the students start their school year with an attitude of ignorance towards other cultures they begin to learn the value of each individual and change their point of view and their gangs and cooperate with their cultures. People may argue that respect is something that has to be earned, it is not automatic.In the 1992 Los Angeles’s race riots, respect was something that was taken for granted, as it was essential for their society. In Freedom Writers, Ms Gruwell demanded respect immediately. Not surprisingly the students refused to give it to her and why should they of, they didn’t know anything about Ms Gruwell. Towards the end of the film we see that Ms Gruwell has gradually gained the respect she wanted from her class. We are shown this in a first hand basis as Andre, a gang member, calls Ms Gruwell ‘Mam’.She takes this as an offence and claims she is not anyone’s mother; Eva soon corrects her and states that it was a ‘sign of respect to you’. This scene is shown to us by a series of close up shots of Andre, Ms Gruwell and Eva. This is purposely done to capture the changing emotion in the characters face. The students of room 203 value Ms Gruwell not only as a teacher and a person and this is reflected in their attitude and behaviour. We all know what racism is and have most likely been subjected to it or witnessed it at one time in our lives.Racism is more prominent in schools and work places although random attacks of racist acts can also be seen in the streets or at public places where the offender and the victim may not even know each other. In the feature film Freedom Writers, every student at Long Beach either dishes out racist comments or receives them. When all of the ‘unteachable’ students get integrated into the same class we see this clash of cultures collide. A racist caricature is drawn of one of the African-American students and the rest of the students find it amusing.Ms Gruwell takes the picture and compares it to the Jews during the holocaust. Erin was greeted with dumb-founded looks only to find out the kids didn’t know what the holocaust was yet they acted out their lives in a similar racist manner. This scene is shown by using close ups of Ms Gruwell and the victim of the caricature, Jamal. We see Ms Gruwell looking horrified and Jamal’s expression looking embarrassed. We are also shown mid-shots of the whole class to show their expressions and they seem amused and proud of themselves.Towards the end of the movie the students do not lash out any forms of racism at one another and instead treat each other as good friends. At the end of Freedom Writers, the students have accepted and value each other as individual people not of their cultural back ground. Ms Gruwell gained the respect she earned from devoting her life to teach these children. During this essay I have explored the movie Freedom Writers and how factors like gangs, respect and racism can have such an impact on peoples lives. It can change peoples values on life and their attitudes and behaviours towards things and that is what we draw from the film.

Empowerment: Transforming Power and Powerlessness

The precise definition of transformational politics is a never ending issue in the governmental realm.   Consequently, Edward W. Schwerin stresses the idea in a connotation with deliberative state that such is a social and scholarly movement wherein such adherents are sharing an interest towards building a political community basically coherent to norms and other significant details in the concept of empowerment. Conceivably, these factors that build up the connotation are also based on standards such as cooperation, grassroots democracy, equality, environmental awareness and other demonstrative dynamics which possess the ability to the implications and the answers to how these dynamics are able to gain what tends to be the root on how â€Å"politics† and the people shall actually change or live with political decisions. Obviously, Shwerin’s definition and characterization of empowerment is derived from the philosophical works of Plato as well as with the idea that empowerment is in point of fact dependent on how the individual believes how one can be empowered or be disempowered for that instance. To quote his line with regard to the definition of â€Å"empowerment†Ã¢â‚¬â€the process of gaining mastery over one’s self and one’s environment in order to fulfill human needs (p.81)—perhaps his ideological definition may be correct in the factual basis, but if collaborated with the contemporary scenario, empowerment is not only conquered through an individual’s conception on such idea, but it must also be given by the environment upon which that person who wants to achieve such will be vested in the most holistic sense possible. Further, it would also be taken to assumption that Schwerin’s basis for stressing his views on â€Å"empowerment† are too vague and broad that upon arguing on the aforementioned perspective as a composition of the following: â€Å"self-worth, self-effectiveness, piece of knowledge and of abilities, awareness on the political aspect, and participation on socially and politically inclined events—it may be taken to assumption that he is nevertheless referring on the ideological perspective alone on transformational politics and not barely lingering on the schemes of contemporary deliberation and analysis on empowerment. However, his views on mediation experiences (p.93)—as empowering factors on individuals who participate on the ‘activities’—may be acceptable in further delight.   Specifically, his prediction that mediation trainees shall have personal empowerment is a great ordeal on understanding empowerment and the objective of empowering those who are powerless, per se. On the aspect of â€Å"grouping† and on the mediation strategy towards building a highly empowered group, his research has led him good value worth the critical analysis.   As far as political threshold is concerned, it is indeed realistic to say that mediators possess the higher chance to achieve â€Å"empowerment† rather than those who do not get exposed on the organizational activity—those who are experienced shall have the highest empowerment scores—more experience, greater the chance.   In the classroom basis, a â€Å"group of leaders† will have the highest score of getting â€Å"empowered† than only those who are considered as â€Å"group of mediators†Ã¢â‚¬â€intensive training is effective at teaching recruits (Schwerin, 1995).   Precisely true enough to prove his worth on his research. Levels of personal empowerment may be brought upon by training and the acquisition of knowledge, so to speak.   But the â€Å"real† empowerment comes from experience—dispute resolution, bringing up conflicts to a formal legal system—all these are piously given ample importance in trying to distinguish the definition of â€Å"empowerment.†Ã‚   Hence on personal opinion, empowerment may come from â€Å"own† beliefs but making other people believe that one is capable of such â€Å"high regard† is the best empowering method to be taken into account. Reference Schwerin, E. W. (1995). Mediation, Citizen Empowerment, and Transformational Politics. Westport, Connecticut: Praeger Publishers.      

Leading Educational Change Research Paper Example | Topics and Well Written Essays - 5000 words

Leading Educational Change - Research Paper Example Current paper examines the role of leadership in the planning and application of an educational plan especially when this one refers to a change that needs to be implemented in a particular educational site. For this reason, the University of Salford has been selected in order to be used as an example of the above interaction and influence in the area of education at all levels (the reference to an institute of higher education is just indicative). The above University has been chosen because of its extended plan of development and continuous change as it has been designed and applied throughout its operation. On the other hand, the analysis of the changes proposed and applied to the particular departments of the above institute will prove its suitability for current study. As of the structure of the study, this has been organized as follows: Chapter 1 presents current literature review regarding the interaction between leadership and educational change whereas Chapter 2 includes the most significant change and development plans as applied in the chosen educational site (University of Salford). Furthermore, Chapter 3 involves in the influence of literature on the educational strategy of University of Salford as it can be observed when comparing the existing plans of the institution with the views of the researchers as developed in the literature review Chapter. The personal recommendations follow Chapter 3 including certain assumptions regarding the material that has analyzed throughout the paper.

Kiva Microfinance and the Future China Essay Example | Topics and Well Written Essays - 500 words

Kiva Microfinance and the Future China - Essay Example The major challenge faced by Kiva microfinance is the emergence of other organizations that deal in similar same services it offers. Government policies had been established to permit loan granting organization leading to business competition. This calls for vigilance on how Kiva invests their money or grant loans. The sole reason for the establishment of many loans granting corporations is to help the country grow economically (Sinclair, 36). These have allowed lender borrow a large amount of money as compared to other days. This is because the law charges the same interests between 3,000 and 10,000 thus lenders give out large loans so as to get high interest in return. The setback has resulted in irresponsible money lending with Kiva since it is not logical for a poor person to borrow one million to start a business because there is no guarantee that the money will be refunded. It is noted that 20% and below of the money given out as loans serve the rural population whereby it is t he farmers and small scale business people who benefit a lot from this micro-finance organization. In conclusion, a lot of development is expected in Kiva microfinance to help the eradication of poverty globally. Kiva micro-finance is working with various nations to ensure that people are encouraged and taught some of the basic enterprenual concepts. Due to the population increment, Kiva aims at providing loans to the jobless to help avoid an increase in criminal cases. Loans help those with enterprenual skills meet some of the long-term goals.

The Crisis Of Fordism Essay Example | Topics and Well Written Essays - 3500 words

The Crisis Of Fordism - Essay Example The above mentioned process results to a phenomenon of mass worker, controlled in bureaucratic trade unions, which negotiate common wages that increase in relation to the production levels. The common consumption patterns indicate the homogenization of the working class and this leads to a market with homogeneous commodities and a match between demand and supply (Lipietz, 1984, p. 20). Notably, the balance between the supply and demand is achieved through the Keynesian macroeconomic policies, while the balance between wages and profits is obtained through collective bargaining power. The challenges of Fordism are economic, technical and social. To begin with, the technical challenges are characterized by the exhaustion of the increasing productivity by gaining economies of scale, intensifying labor and de-skilling of the workers. Secondly, the economic limits are characterized by declining rate of profits, which is as a result of falling productivity growth or limited market for the homogeneous consumer goods while the income rises. Finally, the social limits are characterized by the rapid growing pressure on managerial prerogative, profitability and on the public financed enhanced by the rising demands of the mass workers (Lipietz, 1984, p.30). From the year 1940 to around 1965, most of the industrialized countries took the advantage of the continuous growth and rapidly increasing rates of wages and profits in a parallel mode.... However, unlike in the earlier economic recessions, the above mentioned Fordist strategy did not help. Rather, the industrialized countries encountered a period of currency instability, continuous inflation and rapid growing rate of unemployment. Notably, the failure in the economic policy in the industrialized nations was caused by the globalization of production. For instance, the European, Japanese and American countries had been for a period of over thirty years expanding in order to gain economies of scale on a global level. In absence of any control by national governments, the international trading system practiced by the multinationals was coordinated by the global financial markets. As a result of the decline of the fixed exchange rates, the global competition among various currencies determined the internal economic principles of the international industrialized nations. For instance, reflation in one country was controlled by balance of payment crises, which in turn forced a rapid return to the deflationary policies (Frieden, 2007, p.120). After the governments of the industrialized nations lost control over their economies, the complete circle of increasing consumption and production was discontinued. Rather, the workers in the industrialized nations began to incur cuts in social benefits, mass rate of unemployment and stagnant money wages. As a result of the recurrence of the social difficulties of the past, new ways had to be implemented in order to solve the deepening crisis of Fordism. The Fordist crisis was an over accumulation crisis caused by the rapid spread of the various Fordist productions methods to the Japan and Western Europe, leading to a decline of profit rate and saturation of the global markets in the

What is the Role of Ethnicity in Africa Essay Example | Topics and Well Written Essays - 750 words

What is the Role of Ethnicity in Africa - Essay Example 138). In a simple way, ethnicity refers to a group of people who share same ancestral background, language, lifestyles and culture. From the above definition, enmity among Hutu, Tutsi and Twa relates to the above definition. Ethnicity led to a political divide in Rwanda (Scott, 2007). By 1959, the Tutsis were keen to liberate Rwanda from colonial oppression. This however led to massive killings for the sake of finding this freedom. This liberation made Tutsis dominant thus the forming of the one party state, which was powerful enough to penetrate the whole Rwandan society. To ensure dominance, they came up with ideologies that were against education and the press. To define ethnic boundaries, they came up with a system that involves the use of identity cards to show where individuals belonged. Between 1958 and 1962, there was massive campaign against the Tutsis, which claimed close to 200,000 Hutus as revenge from the Tutsi. Due to the indirect rule, Rwandans came to define their identities due to the idea that a society that everyone must belong to an ethnic group. This led to political divide in that they believed power was a key item in ethnic identity. This evident when in 1990, there emerged real enmity between supporters of then the Rwandan President Juvenal Habyarimana who was a Hutu and the Rwandan Patriotic Front led by Paul Kagame who was a Tutsi. Due to this rivalry, Juvenal’s plane was shot while in the air and none of the people on board survived. This led to a blame game with the Tutsis being blamed for the assassination. The blame game left women and children at risk since they were the easiest to attack and kill in the name of revenge. Ethnicity played a key role in control of resources during and before genocide. Since independence, the Tutsis enjoyed the monopoly of being the only ones with the power to control the country’s natural

Stock Analysis Essay Example | Topics and Well Written Essays - 750 words

Stock Analysis - Essay Example Surprisingly, the same investment could pose different influences on the over all levels of portfolio risk. Under-diversification of investments influences portfolio returns and portfolio risk in many ways. Investors in this company rend to follow in the group that refutes the standard finance theory. The theory supports the consensus of portfolios falling under proper diversification. Clearly, investors appear to focus portfolios in a small number of stocks with a maximum of three and a minimum of two stocks. The tendency dubbed ‘naive diversification’ suffers from the effect of minimum finances. Personal differences in the expected degree of risk uptake make it possible to differentiate between various degrees of risk in search of investors. Calculating the expected value of distribution helps investors to evaluate various levels of returns. Most of them use returns of expected probability distribution of portfolio. Variability around expected value involving probabili ty distribution on returns measures the risk. Standard deviation and variance remain the most accepted measures of variability. Harmonizing the choice of asset mix constituents remains another essential factor that determines portfolio return/risk as a characteristic that requires through evaluation during the construction of portfolio. The criteria applied in the choice of diversity levels of portfolio. Bonds that receive lower ratings in the ratings undertaken by official rating agencies such as Fitch are riskier investments compared to those that receive higher ratings. Bonds with lower ratings include small cap bonds while those that receive higher ratings include state treasury bonds and large cap bonds among many more.The context presents a situation where a clear difference must exist between the ability of the investor to take risk and his or her willingness to take part in the risk. Does the current risk profile

Social Deviance and Autism Essay Example | Topics and Well Written Essays - 1250 words

Social Deviance and Autism - Essay Example The society does not favor deviance as groups are more likely to work in a unified, product way if there is coherence and conformity in the acts and attitudes of the individual members; however, it is possible to observe positive effects of deviancy in certain cases especially for people who are unable to fit in the defined social structure. Social deviancy and crime are closely interrelated; criminals indulge in damaging activities which are a threat to the individual and societal rights and are prosecuted by the law according to preset regulations. These activities are often a more deliberate and extreme form of social deviance and are shunned by the society at large. But within different contexts a set of activities which are against a law may be accepted as commonplace such as speeding on the highway and similarly there are deviants who go against the norms of the majority but are not criminals. When distinguishing between ‘crime’ and ‘deviancy’, John Ha gan’s classifications provide a good reference point with the regards to individual acts. He gives the three dimensions on which deviancy can be measured, these include the perceived harmfulness of the activity to the society or any individual, the consensus of the society as to whether deviancy occurred and severity of action proposed against the perpetrators. Each of these dimensions can be ranged from high to low; an activity which ranks as high on all three will be immediately classified as ‘consensus crimes’ which provide immediate danger and are wildly against accepted social behavior. In the case given, the individual in question Mr. McCollum had a self confessed obsession with trains and places related to trains. Suffering from Asperger’s Syndrome, the man’s great interest in locomotives is not unusual for someone with the affliction. The problem arose when he tried to impersonate ticket wardens, steal a locomotive and indulge in other delin quent activities like joy riding and trespassing train control towers to satisfy his need to be ‘near trains or a train yard’. These activities got him arrested several times, yet he went against the terms of his parole in 2006 because of his obsession with trains. As far as social deviance goes, his behavior was potentially dangerous as it involved interfering with the mechanisms of sophisticated machinery which could endanger the people using or working with them. The consensus that his behavior is different from socially established rules is similarly high as safety protocols are given the highest importance in modern society and people breaking these regulations are looked upon very negatively. It is difficult to classify Mr McCollum’s actions as consensus crimes, however, because there is disparity in the opinion for the severity of his castigation- the reason being his suffering from Asperger’s syndrome. His advocates claim that even though Mr. McCol lum was aware that his actions were not acceptable at large he still felt a compulsion to perform them. This is true of people affected by Autism spectrum disorders which are one of the most common neurological disorders, and most common developmental disabilities in our society. Aspergers is classified as high functioning autism, marked by social inhibitions, a lack of relation to the social interactions which form the basis of the society and a compulsive behavior

Conflict Between Palestine and Israel Essay Example | Topics and Well Written Essays - 500 words

Conflict Between Palestine and Israel - Essay Example I also discuss the current issues in the Israeli- Palestinian conflict. The fight between Israel and Palestine nation has been and continues to be bloody and yet, both nations have realized that the only chance for peace is compromising politically with the establishment of a Palestinian state that is self-ruled (Gelvin, 2007). The Jewish community occupied and expanded their settlement with about 220,000 populations in the West Bank, which belonged to the Arabs. The Arabs demanded withdrawal from the land because it was initially theirs from 1967. However, the Jews had migrated to Palestine in 1882 and by then, less than 250,000 Arabs lived there. Therefore, the Jews continued to expand their settlement (Gelvin, 2007). The Palestine groups that were involved in politically motivated violence were Hamas, Palestine Liberation Organization (PLO), Popular Front for the Liberation of Palestine – General demand (PFLP-GC), Abu Nidal Organization and others. Almost all of these groups were founded to destroy Israel using violence. However, in 1993 PLO group renounced their aim by signing the Oslo Declaration of Principles and agreed to Honor a resolution that recognizes Israel’s right of existence. In return, PLO entered West Bank and Palestinians gained control in this area. Groups that objected to these agreements started suicide bombings on Israel. Since 2000, Palestinians have killed thousands of Israelis in terror attacks and in defense; the Israelis have killed over 3,500 Palestinians (Gelvin, 2007). At the beginning of the Oslo process, Israel responded to the violence started by Palestinians by cutting down the flow of workers from Palestine to Israel and strict checking at the boarder. The checkpoints made it difficult for Palestinians to work in Jerusalem or travel between their own towns. After year 2000, the Palestinian raids became severe and following this,

Considering the Climate of the IT System Essay Example | Topics and Well Written Essays - 500 words

Considering the Climate of the IT System - Essay Example If a system is designed such that it will remove autonomy or authority from the end user and place it in the hands of the system, it is important to plan for that. In an organization that has a traditional management style, workers may be more accepting of relinquishing control to a more bureaucratic system. However, in an environment where the organization is more empowered, failure to consider this can result in resistance to the implementation. A successful system design will involve the organization and not significantly disrupt the hierarchy or alter the perception of control. While it is important that people's perceptions and attitudes be considered, it's imperative to keep in mind that the organization will have to use the system. Any problems in the organization such as arrogance or disinterest will be magnified when implementing a new system. One of the most important factors affecting a new system or modifications to an existing system is employee acceptance. Many system implementations fail because the system designers did not consider the behavioral climate resulting in a lack of acceptance (Headrick and Morgan). It is also important to consider the social environment of the organization prior to implementing a new system.

Thompson v. Oklahoma Essay Example for Free

Thompson v. Oklahoma Essay The case Thompson v. Oklahoma took place in 1988. William Thompson (15 year-old boy) killed his brother-in-law, who had been abusing his sister. The murder was not committed in state of temporary insanity, so the court considered it as first-degree murder and sentenced William Thompson to death. As far as the 8th and 14th Amendments ban death sentence for a person, who is under 16 years old at the moment of committing crime, the Court considered execution of 15-year old boy as cruel and unusual. The case was reversed and remanded and the Supreme Court granted William Thompson certiorari. The crime was committed by four persons. William Thompson took part in murder. The killed had a lot of bruises, his leg was broken; his chest, abdomen and throat had been cut, and he had been shot two times. Then after they fettered him to a concrete block and threw him to the river. All four people, who took part in crime, were sentenced to death. As far as Thompson was under 16 at the moment of committing crime, he couldn’t be executed because of prohibition. The justices thoroughly examined circumstances of crime, and concluded that the child was quite aware of consequences at the moment of committing crime and as far as he had mental capacity to realize all the consequences of crime. They stated that there was no chance to rehabilitate William Thompson with help of juvenile system and that he should be treated as adult. At the first stage of trial, the prosecutor presented three photographs, showing the dead body after it was taken out from the river. The photos were introduced to convince guilt of William Thompson. Later the prosecutor asked to find two circumstances, which prove that crime was cruel and heinous. The Court complied with request. In such a way the Court of Criminal Appeals gave its approval to the fact of death sentence. They stated that as far as a person, who was under 16 years old at the moment of committing crime, is certified as an adult for trial procedures, he can be also punished as adult. At the same time, as far as the Supreme Court granted William Thompson certiorari, they had to consider, whether a death sentence was â€Å"cruel and unusual punishment† for a minor and violates his constitutional rights. First of all, there should be a certain degree of culpability, which allows accepting death sentence for a minor. The problem was that authors of the 8th Amendment introduced prohibition against â€Å"cruel and unusual punishments†, although they didn’t give any specifications for that. Judges, who were responsible for trial, should examine, whether the punishment could be considered as violating the â€Å"evolving standards of decency that mark the progress of a maturing society† Trop v. Dulles, 356 U.S. 86, 101 (1958) (plurality opinion) (Warren, C. J.). Justice Powell compared rights of adults and children, and came to conclusion, that there are certain differences between them. For example, children are not eligible to vote, to purchase alcohol and cigarettes, to mention a few. Justice Powell stated that according to laws of Oklahoma, a person under 16 years old can be treated as a child only. Taking into considerations all prohibitions and limitations in rights for minors (as well as driving with parental consent, marrying with parental consent only, etc), the child cannot be treated as adult during the trial and to be fully responsible for his actions before attaining his maturity. Further the Supreme Court examined minimum age for death penalty. For example, there are 14 States in America, which don’t recognize death penalty at all; from the other side, there are 19 States, which authorize to impose death penalty, but don’t state minimum age of a person (this is an obstacle to find consensus). Although, the judges accepted supposition, that in those States, where death penalty is accepted, minimum age of criminal should be at least 16 years. The American Law Institute and the American Bar Association also are against the death sentence for minors. Judges also presented the fact, that there are plenty of countries, where death penalty is prohibited at all (such countries as Germany, United Kingdom, Russia, Spain, New Zealand, the Netherlands, etc) Further, the Supreme Court examined quantity of people, sentenced to death during the XX century, and came to conclusion that majority of cases were held in the first half of century. The average age of young people, committed crimes and sentenced to death, was approximately 18-20 years old. There were only five minors (under 16 years old), sentenced to death for participation in cruel murders. The Court also considered age as a mitigating circumstance, stating that young people at the age under 16 are not able to control their behavior to that extent, the adults can. Young people are more impulsive and cannot think in long-rank terms, as the adults can, so they shouldn’t be treated as adults during trials. So, taking into consideration all afore said, the Court Criminal Judgment’s decision was vacated and the case Thompson v. Oklahoma was remanded, getting instructions to prohibit death sentence for a youth under 16 years old.

True Romance Sicilian Scene Analysis

True Romance Sicilian Scene Analysis Barthes saw the importance of keeping vital information hidden from the viewer in order to keep them excited and interested in the narrative. After watching a mystery unfold, we are often left kicking ourselves when we realise the important clues that we missed out that would have given the answer away much earlier on in the narrative. Whether it was something that was said or suggested by an actor, or something left lying around in the scene. It is Barthes who tries to define these different hints and clues to assist us in further understanding the depths of a narrative scene. By helping us realise that we can understand whats going on from many indicators and not just what is being said out loud we are lead to heightened observations. He did this by defining five codes; the first two are the Hermeneutic, sometimes described as the enigma code, and the proairetic code. These two are often categorised together as they both focus on what can be found within the text. The three other c odes are the semantic, symbolic and cultural codes; I will describe each of these further throughout the essay. The Hermeneutic/enigma code looks at the ways in which suspense and mystery are added to create uncertainty and foster curiosity(Ribià ¨re,Mireille. 2002, pg. 46.) so that the interpreter is given hints and then proceeds to question subtly placed items or text that will later be answered in the text. These clues are known by terms such as snares as they catch the viewers attention and keep them engaged they dont allow the viewer to know the truth but they keep them guessing. Equivocations, like snares, are clues that keep the viewer involved, however, they give the viewer a slight insight into the truth while still concealing the whole truth. In the scene I am discussing an example of a snare is the blood that we see all over Cliffs hands. It leads us to contemplate why is he covered in blood?. Initially, we cant work out why but on closer inspection we also notice the men standing around him are all dressed in dark clothes and standing over him in an intimidating manner. When we co mbine these ideas we can assume that these men are the cause of the blood and he didnt just hurt himself, this in turn leads us to believe that Cliff is being forcefully interrogated. Not only the lighting and the smoky atmosphere of the set show key insights into the scene but also the location of the set. For this I think it is important to apply Barthes semantic and symbolic codes to the scene. I believe that Barthes symbolic code means to look at the visual side of the scene and try and work out the deeper connotations attached, this is code is also very similar to his Semantic code and Barthes never actually specified the difference [1] between them. However, the word Semantic according to the OED means relating to meaning in language or logic so I will look for the semantic signifiers from the spoken word. I believe that the fact that they are in a small, dark, confined space with no other people around and without any background sounds, in a Symbolic way suggests to the audience that no one else knows that Cliff is confined there and that if the mafia choose to kill him then his body will not be discovered for a considerable amount of time. The smokiness in the room also suggests to the audience that perhaps there is a dark atmosphere. and leads the audience to believe that this scene wont end well. I think a very critical part of this scene is where we see the role reversal between Coccotti and Worley, this happens as Worley accepts the fact that he will die in order to protect his son. There is both a proairetic code and a semantic code shown here. The proairetic code as mentioned the introduction, refers to an action in the text that leads the audience to second guess what will happen next. This is shown by Worley asking for the cigarette he initially refused (1.00). This is significant for the symbolic code also as i believe it holds connotations related to a last request of a condemned man, men were often given cigarettes before facing a firing squad [2] and i believe that this is also an important semantic code as i think that the smoking of the cigarette is the point where Tarantino and Scott want the audience to believe that Worley will not survive, when looking at this with the semantic code i believe that the fact that he asks for one of those Chesterfields now is very telling as it indicates that when he was offered one earlier he believed that he would survive. Another reference to the Symbolic code is that at the very instance that Worley asks for the cigarette The Flower Duet from the opera Lakme starts playing as background music [3]. This I believe is Tarantino making a reference to the vast use of classical music in famous gangster/mob films like The Godfather, Once upon a time in America and many others [4]. It is used for many reasons, one is to set an interesting juxtaposition to the violence that is going on and another is to set a tone in the scene and to represent the high status and views that mobsters hold of themselves, this has much to do with the typical stereotype of gangsters. I consider it also important to now mention how stereotyping is used in this scene and how using these character assumptions also helps us in understanding the narrative. Lippmann explained the use of stereotypes in three ways[1], one was as an ordering process, a way to give a description to a mass of people without having to go into the specific detail or giving a general name to a large group of similar people. The second idea is that stereotypes are used as a short cut to describe someones characteristics and or appearance[1], in a way it means cutting down their personalities and type casting them, Lippmann explains The real environment is altogether too big, too complex, and too fleeting for direct acquaintance. We are not equipped to deal with so much subtlety, so much variety, so many permutations and combinations. And although we have to act in that environment, we have to reconstruct it on a simpler model before we can manage with it. To traverse the world men must have map s of the world. (Lippman Walter: 2007 pg. 16) Lippmanns final way of explaining using stereotypes is as a reference [1], for example, it is easier to build a character in a media text or script that is already based around a certain type-cast that the audience is familiar with, it helps them to relate to the character. I believe Tarantino has used a typical American-Italian mafia stereotype as a reference in this scene as Don Coccotti isnt a major part in the whole film so it is important for the audience to quickly catch on to his purpose in the film Don Coccottis immaculate grooming from the casually unbuttoned cashmere full length over coat with silk scarf, very stereotypical of the attire you see in Mafia related scenes like the Godfather, immediately put him echelons above his surrounding henchmen with hunched shoulders badly cut jackets that obviously conceal weapons, and the blank looks on their faces, that we find towards the end of the scene, accounts for the fact that at least one of the Scilians speaks no English what so ever and is truly fascinated by what Worley has said. The camera angle used gives an added dimension to the vulnerability of the seated Worley, up until the point where Worley slowly and graciously insults Coccotti with a beautifully crafted story about the Moors breeding with Sicilian women. This story, to Barthes would be a part of the text referring to his cultural code as it is a sign that uses a reference from outside of the text to help the audience understand and relate to the narrative. Hopper carries on up to the final insult where Hopper refers to Coccotti as part Eggplant this is an old racist slur that was stereotypically used many by italian americans to offend black people as Peter E. Bondanella the author of Hollywood Italians: Dagos, Palookas, Romeos, Wise Guys, and Sopranos explains Moulan Yan a particular Italian American derogatory term for Blacks deserves some glossing. Alternately spelled a number of ways, the word derived from the standard Italian word for eggplant La melanzana. so this is the final insult for D on Coccotti and is a horrible use of a stereotype, it also sets the Sicilians in the scene in a stereotype of being racist. By that point you know that the proairetic sign of Don Vincenzo giving Worley the kiss of death means that he is about to die. The almost off camera reminder of Hoppers police background is constantly hovering in the form of his division badge and you forget that he really is a policeman due to his ironic soliloquy in the face of obvious death. Don Coccottis nervous laughter at first and short spurts of eye contact with his henchmen are typical and become more manic as Hopper continues the well-crafted insults. The atypical action of him turning his back extracting the henchmans gun and without warning turning and killing Worley brings the scene to a juddering halt. This is firstly revived by the Don saying I havent killed anybody since 1984 and the black comedy of the scilian henchman asking what was said, the clipped response he said Franco what happened? to which the english speaking one replies He said that Scilians are spawned by niggers so Don Vincenzo killed him (5.15). ties the scene off neatly and leaves no loose ends whatsoever. From the previous scenes and the way the film plays out there was never going to be any doubt that hopper would always protect his son and that Don surrounded by his subordinates had to get the information or kill hopper, the play out in my opinion was almost a classic scene of black comedy had it not been for the true feeling and empathy you have towards hoppers character, protecting his son and his own integrity. Its also worth noting that the product placement of the Chesterfields also reinforces the 5th avenue sophisticated appearance of Don. When hopper asked for the chesterfield he mentions the cigarette brand by name in a way that he would savour a product with this image that might well be deemed out of reach or out of place to a street cop he refers to them as one of those Chesterfields and i feel that sentence suggests he is unfamiliar with them. From this essay I have found that Barthes five codes are very interesting for looking at a scene in depth, I discovered things about this scene that I had not realised before and this is thanks to the way his codes pick out the tiniest action in a scene and reveal the bigger connotation it holds. I did however, find it difficult to distinguish the boundaries between one code and another particularly the symbolic and semantic code. I found Lippmanns ideas on stereotype very interesting and I liked thinking about stereotype as I think the use of stereotypes is important to Tarantino, I believe that he likes to adhere to your typical stereotype like the gangsters and the mafia but he also likes to throw in an anomaly to confuse the audience and get them excited by the character, I believe that Cliff Worleys integrity and bravery in the scene shows this. Bibliography: Narration in the Fiction Film David Bordwell Chapter 2 Diegetic Theories of Narration The Pleasure of the text roland barthes S/Z Roland Barthes The media students book Branston and Stafford narrativesI Italian-Americans in Film: From Immigrants to IconsCarlos E. Cortà ©s MELUS, Vol. 14, No. 3/4, Italian-American Literature (Autumn Winter, 1987), pp. 107-126 à ¢Ã¢â€š ¬Ã‚ ªHollywood Italians: Dagos, Palookas, Romeos, Wise Guys, and Sopranosà ¢Ã¢â€š ¬Ã‚ ¬ By Peter E. Bondanella Articles The Independent-Angry Italian-Americans demand MTV pull hateful reality show by Guy Adams in Los Angeles Italian-Americans in Film: From Immigrants to IconsCarlos E. Cortà ©s MELUS, Vol. 14, No. 3/4, Italian-American Literature (Autumn Winter, 1987), pp. 107-126 Typecasting: On the Arts and Sciences of Human Inequality Journal of Social History, Winter, 2007 by Janice Kelly Public Opinon by Walter Lippmann 2007 edition http://www.sicilianculture.com/cinema/impressions.htm accessed on January 1st 2010 http://www.vancouversun.com/news/Reputed+Mafia+boss+attend+slain+funeral/2392715/story.html accessed on January 1st 2010 http://www.bestofsicily.com/mafia.htm accessed on January 1st 2010

Every child has the right to a mainstream education

Every child has the right to a mainstream education Every child has the right to a mainstream education. This is an entitlement for the parents of special needs children, for them to be able to access this, if they believe it to be the correct decision for their child. Many things need to be considered when doing this such as whether the individual child will be able to cope in this type of school environment and whether their ability will allow them to progress along with their peers. This is something which I believe is not the correct decision for every child as I have witnessed pupils who struggle day in day out with issues such as the playground environment, forging relationships with peers and some who are unable to cope with the unpredictability of what can be the normal school day. Inclusion is important, though it is not necessarily the right choice for every pupil. Inclusion is regarded as successful education of all students (whether with or without disabilities, disadvantages) in the same schools and classrooms, celebrating the resulting diversity, including various abilities and cultures (DFES). The era of mixed ability groupings means teachers need to include every child regardless of need and ability through differentiated work, extra support and with a range of activities to suit all needs. The Governments aim is for every child, whatever their background or their circumstances, to have the support they need to be healthy, stay safe, enjoy and achieve, make a positive contribution and achieve economic well-being. Every child matters and they do within the classroom and school environment. (Every Child matters). Education needs to be personalised so every child can learn to the best of their ability and access resources and materials in lessons, and for most cases this happens. There are many occasions in which I have witnessed, however, where special needs pupils fall short of being included all of the time and are given activities which neither stimulate nor challenge them. These are the pupils which perhaps need the most help to progress. They need to be suitably challenged so they may progress in some way, however big or small. Ofsted (2004) suggested that schools should make sure that pupils with SEN in mainstream schools are able to play a full part in school life, and receive a curriculum and teaching relevant to their needs (p.9). Pupils can often get lost in large mixed ability groupings and this is where a child may feel excluded as the teaching is not always relevant to their needs. This paper shall focus upon inclusion and the experiences of pupils on the autistic spectrum in mainstream schools. Significance for my Practice Every school I have been in has at least one child on the autistic spectrum. This is inevitable now in mainstream schools due to inclusion. Each child I have seen has Aspergers syndrome, high functioning autism. These children are clever and generally are placed in good sets. Educationally these pupils can advance and do well. Socially, however, these pupils struggle and they face difficulties on a daily basis. I am involved with some of these pupils at my present school so the significance for my practice will be vast. Understanding the research in this area and carrying out my own research will allow me to draw conclusions which I can then apply in school, to help these pupils and to in turn make other teachers aware, to allow benefit for these pupils across the school as a whole. Historical Background The Education Act (1944) established the grounding that a childs ability should be measured on age, aptitude and what they are capable of. SEN children were categorised by their disabilities. Although the act was groundbreaking for the whole education system, it was the 1970s that the focus of the individuals own need began to be addressed (Parsons, 1999). Research into special educational needs occurred more frequently in the 1970s after the Warnock Report (1978) which found that 20% of children could have SEN but 2% may need support above what mainstream schooling could offer them. Since then a great deal of research and investigation has been done in all areas of special needs. The government has made a number of acts over the years to ensure this happens, the most recent one being the Special Needs and Disabilities Act (2001) which protects students against discrimination. In 2005 however, Baroness Warnock criticised SEN in the UK and has suggested that small specialist provision is needed and that the bullying of SEN children in mainstream schools is inevitable. The claim fails to include that small specialist provision is still available should parents seek this. Specialist provision is now also within some mainstream schools which have specialist units within to cater for more complex needs. Further literature, which is discussed later backs up this claim to some extent. Autistic spectrum disorders (ASD) are a range of related developmental disorders that begin in childhood and persist throughout adult life (NHS, 2010). It causes problems and difficulties with social interaction, impaired language and communication skills and unusual patterns of thought and physical behaviour. There are three main types of ASD; autistic disorder, aspergers syndrome and pervasive developmental disorder. The National Autistic Society (NAS) claim that 1 in 100 pupils have ASD and that all schools should be autism friendly with fully trained teachers. This I believe should be the case but with numerous policies and an extensive range of needs within SEN alone, it is difficult to ensure all teachers are trained in everything. This is perhaps where there should be a number of specialist teachers, rather than have all teachers specialise in everything. This however, suggests that in a typical secondary school there could be more than ten children with this disposition. Aspe rgers (high-functioning autism) is common in most secondary schools and the experiences of some pupils are difficult ones. ASD was first identified by Kanner (1943) as a specific pattern of abnormal behaviour. He identified this as being rare but made no attempt to define the amount of people who may have had this. Though the study is very dated, it is still highly influential today and has been a steeping stone for all future research. It is still also relevant to society today as people show the same symptoms as identified and therefore is still of huge importance. Other studies have shown differing prevalence rates of this, including Lotter (1966) who identified a frequency of 4.5 per 10,000 children with autism in an empirical study that was carried out which was epidemiological in nature. This developed the findings from Kanners research, nevertheless further research by Wing and Gould (1979) identified a rate of 15 per 10,000 of children who had social interaction, communication and imagination difficulties. This was the triad of impairments. Patterns of a repetitive nature were also identified whi ch is common today in most children was ASD. The children in the study were not that of the autism Kanner had described. Wing and Gould identified these being part of a broader spectrum of needs. These needs together were identified in 20 per 10,000 children. The prevalence rate is difficult to trust as many people portray elements of ASD yet are not defined as such. Experience has shown this. With prevalence rates, not all of the population can be tested and therefore the rate should be taken as an estimate. Asperger (1944) focused on a group of children who had similar behaviours to what Kanner (1943) had described as autism, but whom had enhanced abilities.   Asperger presented four case studies of children.   In these children he identified some patterns of behaviour and abilities and consequently named these autistic psychopathy.   These behaviours resulted in a lack of empathy, little ability to form friendships, one-sided conversation, intense absorption in a special interest and clumsy movements.   Asperger went on further to explain how these children displayed a great understanding and depth of knowledge on their favourite subject.   These claims are great and wholly unjustified on merely a study on only four boys.   Further research is hinted at within the text but as the paper only identified four case studies it should be regarded as a small scale study. It is common now also for girls also to be associated with being diagnosed with Asperger syndrome, which is a s ignificant point that Asperger missed. The behaviours identified are some which I have witnessed and which are consistent with my experience. Children with Aspergers syndrome can talk in depth on their favourite topic and can completely change the course of a conversation they are in to talk about this. They can often have one sided conversations on this and are not necessarily talking to anyone in particular on their specialist subject. The limitations of this research lie with the time, these were studies that were done during World War II and therefore behaviour due to trauma from the war could have indeed impended the true behaviour that matched the child.   It could be argued though that there were indeed many other children who presented with these behaviours and abilities, but an in-depth study of just four ensured significant detail and strengths in assessing a range of behaviours over a period of time, which consequently could be later relayed onto other children with a similar disposition.   The considerable delay in the translation of this paper led to Western understanding decades later; his finding are now regarded and accepted worldwide.   Aspergers syndrome is indeed a social construction and the paper should be taken as such but noteworthy research which will be discussed later now backs up the claims made in this paper. What could be regarded as another influential study is done by Wollf (1995). Having studied Asperger syndrome for over 30 years the findings are most definitely worthy to a great degree. The studied children were of average or high ability who were impaired in their social interaction but who do not have the full picture of the triad of impairments. However, these children represent the most subtle and most able end of the autism spectrum; are higher functioning. The majority become independent as adults, many marry and some display exceptional gifts, though retaining the unusual quality of their social interactions. There is great debate on why to even include these children in the autistic spectrum. Wolff suggests that these children often have a difficult time at school and they need acknowledgment, understanding and acceptance from school staff as well as parents. Is this the best option for these children though? To identify them as different and therefore facilitate them to a l ife of indifference as they live with this brand upon them. This makes the research lose some credibility as there should be more justification than they have a difficult time at school. Other children have difficult times at school, for many other reasons. Research Theories and Findings A good proportion of studies have been completed on including pupils in a mainstream school with autistic spectrum disorders. These studies differ in terms of their methodologies and findings. With a huge proportion of pupils in the UK facing difficulties with communication, social interaction and imagination, studies for mainstream schools focus upon high functioning autism in the form of Aspergers syndrome. It is more common to find pupils with Aspergers syndrome in mainstream schools as their intellectual level is greater than those with pure autism. Inclusion and Autism; Pupil Experience Humphrey and Lewis (2008) looked into the views and experiences of a pupil with ASD in a mainstream school. Through a small scale study it found that the inclusion of pupils with Aspergers syndrome in mainstream schools presents challenges and opportunities for the various stakeholders (e.g. teachers, pupils, parents and peers) in this process. The study was purely the views of pupils and their experiences though it is often witnessed by teachers that issues at home equate to problems at school. As a result, it may have been appropriate to include teachers views to ensure the participants were portraying behaviour that was usual. Inclusion is fraught with difficulties, with the whole range of needs that exist in mainstream schools at present. A report shows 1000 examples of inclusion in education from members of NAS, Barnard et al (2000). The findings claim that parents with a child in an autism specific provision were twice more likely to be very satisfied than those who had a child in a mainstream school. It shows that views decline through the later school years, the older the child becomes. The survey was completed by over eight hundred respondents, with half of the children being in a mainstream setting. A majority proportion of these children had statements. Findings are primarily based on opinions of parents but the views could be contested as they do not attend school with their child. The parental opinion on what they think their child should have may exceed the needs that their child actually holds. In a mainstream school I am working in children with ASD are supported in a variety of ways and are making good progress. There are issues that these children struggle with but they are guided through these with help from staff in school and through external agencies support. Humphrey is a leading researcher in the field, with a number of studies looking into the effects of inclusion for pupils. Humphrey (2008) identifies that the number of students with ASD being educated in mainstream schools is growing, though educational experiences of these students are unfounded. Whats more, the article found that pupils with ASD are more than twenty times more likely to be excluded from school than those without special educational needs. This implies that pupils are unable to cope suitably in this setting yet reasons for the exclusions are not explored. The paper identifies strong strategies for behaviour and such, yet without the reasons of why these people are excluded the suggestions on improving behaviour are speculative. Literature also draws upon the debate of whether inclusion in mainstream education is the best route for all special needs children. Wang (2009) identified through a critical analysis that certain difficulties may occur by allowing ASD childr en into mainstream education. It also notes on how inclusion is worth striving for and how disadvantages can be resolved by training educators appropriately. Much research in this area pertains that it is teachers who need to understand more and in turn need to implement different strategies. This shall be discussed further later. Tobias (2009) found that by providing students with a mentor figure and by meeting the needs of the individual rather than applying blanket policies to groups of students with ASD, that these were strategies to support and aid in inclusion which worked well and were consequently perceived as such. This on the other hand, is one isolated example and was a small scale study of just fifteen participants and research in this respect is limited. Most studies seem to take the view that experiences could be improved; bullying was found to be a major issue within literature. Peer Understanding and Bullying A significant number of researchers have identified the need to ensure peer understanding to allow ASD students to be included in the activities associated with school life. Many reports account for many students with ASD being bullied by peers, either because they know they are different and have ASD or because they are seen as different and cannot handle social situations as well as others may. Humphrey and Lewis (2008) identified the fact that much research had suggested these pupils make easy targets for bullies. The symptoms associated with ASD make these pupils stand out from their other peers so this statement could be suggested from observations, the research needs to identify why this is as it found almost all pupils reported being bullied at different levels of severity and frequency. This also seemed to occur regularly. Research on this suggests that it is boys in particular who suffer in school settings. Granzio et al (2006) confirm that the oddness of pupils with Asperge rs syndrome led to verbal abuse and social exclusion on a daily basis from peers. From this it may be reasonable to suggest that social exclusion could lead to other problems in a child such as the child becoming depressed due to social rejection as around one-third of school time is spent outside the classroom (Nelson, 2004). This therefore is an area where more research needs to be done; in particular in that of social integration. Norwich and Kelly (2004) recognise that those with special educational needs are more likely to be bullied than other pupils. When thinking of the difficulties faced by children with ASD; particularly that of social and communication difficulties it is not surprising the rate and frequency that bullying occurs. The World Health Organisation (2007) suggests that social difficulties are exacerbated if dyspraxia or developmental clumsiness is present, which is often the case. Students therefore need to develop an understanding of ASD pupils to allow them to develop some compassion to how they must feel on a day to day basis. Humphrey (2008) established from previous research that students need to understand a little about why students with Asperger syndrome have such quirky behaviours. A little understanding and knowledge can go a long way to show other students how to assist easily, rather than ignore or taunt this student. Most research in this area suggests that more knowledge is nee ded, whether it is for the pupils or school staff. A further study looks into the relationships with peers and the use of the school environment. Wainscoat et al (2008) found through a case control study that Aspergers pupils, in comparison with controls engaged in fewer social interactions, spent breaks and lunch times in adult supervised areas of the school, reported having fewer friends and therefore likely to be the targets of bullying. This once more shows recognition in the fact that experiences of these pupils within mainstream education are not all good. This is one of the few quantitative studies yet provides little understanding into reasons behind the findings compared with the qualitative studies. It provides strong evidence to support these claims through statistics but the structured interview could have included some open questions to allow participants to elaborate. The literature discussed shows pupils are isolated, often bullied and somewhat unhappy. This suggests mainstream education is perhaps not the best place f or all students. There also seems to be a social stigma attached to these pupils as research suggests quirky or odd behaviour. With up to 1 in 270 students at secondary mainstream schools having SEN related to an ASD, Barnard et al (2002) this accounts for a huge proportion of pupils who may be having the same difficulties. This calls out for a greater need for more research in this field to ensure ASD pupils are getting the support they need to deal with these issues and how these issues are dealt with in mainstream schools. Teachers Perceptions Ashburner et al (2010) compare teachers perceptions of students with ASD to their perceptions of typically developing students with regard to their capacity to perform academically and to regulate emotions and behaviour in mainstream classrooms. This was a case control research design and participant bias, in respects to the participating teachers is highly prominent in this research. It was based on teachers ratings from teachers whom already possessed views and opinions on the childrens aptitudes, abilities and more importantly temperament. This, on the other hand, means they had a truer perception of the child that a researcher would not have had and therefore results are plausible. Ashburner et al propose the research findings were concurrent with prior research which suggests that students with ASD exhibit significantly higher levels of behavioural and emotional difficulties at school than their typically developing peers. Jordan (2008) claims that teaching pupils with ASD is hard. It is hard for just the same reason that students with ASD find it difficult to learn in our current school system. Just as these children have no natural intuitive ways to understand their teachers, teachers, in turn, have no natural intuitive ways of understanding students with ASD. Teaching is made more difficult by the fact that no child with ASD is the same and strategies that work on occasions, may not do on every occasion. This is what I have found in my practice. This is where Every Child Matters comes into play and is particularly important, where each child needs support to enjoy and achieve. Jones et al (2007) conducted a review of needs and services for young people with Aspergers syndrome. It identified that within education many children, parents and carers will meet people in their school lives whom have no knowledge of Aspergers syndrome, teachers included. Thirty five children took part in the review and the majority (68%) would have liked their school to be different. Although this is based on ASD children, it goes without saying that most children would like school to be different and therefore more specifics need to be recognised. Within the survey bullying was also identified, yet this was something which school staff failed to mention. Research in regards to teacher understanding comes across not only in research that is based solely on the teacher, but also from research on peers and pupils themselves with ASD. This shows there is a greater need for teachers to be more aware of the whole range of need associated with ASD, not just Aspergers syndrome which is commonly found in mainstream setting. Conclusions from the research The general consensus from the research identified is that inclusion and autism is improving, but improvements still need to be made. There is limited research into social integration of pupils into mainstream schools, which considering the estimated prevalence rate is quite alarming. A significant number of researchers have also identified the need to ensure peer understanding, as well as a greater awareness of ASD for teachers. The majority of the research identified bullying as an experience within school. The percentages of this are soaring and it is something which I believe schools needs to research promptly. Bullying is identified in the research from accounts by the pupils, yet teachers perceptions on this seem somewhat different. Research falls short of statistical evidence and a lot of it is qualitative, but this provides in depth explanations and good quality accounts of experiences within mainstream schools. Part B In analysing the different research studies it seems appropriate to start from near the beginning and look at where new and relevant research stems from. In this respect there will be a focus on Aspergers syndrome (Asperger, 1944). The paper by Asperger (1944) is highly pertinent in understanding a range of autism that may occur in a person. It continues on from the work done by Kanner (1943). A great deal of evidence is collected, including that of family history. The research methods, however, are somewhat lacking. The testing that Asperger conducted on these children often failed in providing any useful analysis and was therefore disregarded. Intelligence tests were conducted where these included construction tests where the child would copy from memory, rhythm imitation, memory for digits (repetition for six digits was expected at the age of ten, one boy who was six thus proved to be above average), memory for sentences (this could not be evaluated) and similarities between different things were tested. Analysis focused on memory for digits, along with observation and parental examples of abilities. The latter is a difficult one to reprehend as parents often believe their child to be above average of other children of a similar age and this for that reason is only their opinion. It is essentially qualitative data in the respect that most of the research is carried out through observations and opinions. The data is essentially more rich with lots of detail and therefore of good quality. The justifications for the intelligence tests were on the basis that the child carrying out these tests were observed and therefore judged on communication and ability. This fundamentally enhances the reliability of the tests as there was a plausible reason behind carrying them out, rather than just purely to measure intelligence. The tests however were adapted to the personality of the child so conclusions from these as a whole need to be somewhat justified more. This was essential in terms of ethical issues to put the child at ease but each of the data sets collected are detached from each other, as each case study had a different method. The research is highly subjective and researcher bias is great due to the nature of the observations. The case studies, however, provide enough detail through comprehensive descriptions to justify the claims made. Overall, this paper has provided a good grounding for all research conducted today in this field and is highly important. The research methods conducted are limited but further research and advancements in technology since 1944 have allowed a greater picture of Aspergers syndrome to be developed over time. In contrast, a recent paper on the views and experiences of Aspergers children in a mainstream school moves away from looking at how these children behave to focusing on how they feel and what their experiences are like. This links to the last paper discussed on what Aspergers is but looks at their perceptions of what Aspergers is, so is not purely from the side of the researcher. Humphrey and Lewis (2010) provide an in-depth analytical paper on how these children cope in school. This is a small scale qualitative study on twenty pupils in North West England. It looks at four mainstream high schools. The research is phenomenological where interpretive phenomenological analysis was used to explore how pupils made sense of their educational experiences. The research was qualitative in its methods; the study incorporated semi-structured interviews and pupil diaries. The diaries were used for a month which made possible vast amounts and quantities of detail from each participant in the st udy. This is difficult to analyse and researcher bias will occur to decide which points are valid and are worth mentioning above others. The diaries were also conceived via different methods; either written, orally or electronically. This could yield different results. The participants had a choice but this may not have necessarily been the correct method to enable them to explain in the greatest amount of detail. All participants did not fill in the diary for a whole month period but a number of participants stopped at differing intervals. This led to varying amounts and different quantities of data sets from each participant. The research should have perhaps been carried out on a smaller time scale to allow for full participation. The diaries, on the other hand do provide good detailed responses as opposed to purely using interviews. For example, a participant proceeded to draw images and diagrams depicting his school life which gave a more rounded picture on his feelings and emot ions. This level of detail allows for greater understanding of their experiences and therefore enables the research to be reliable due to the high quality that it portrays. The semi-structured interviews then back up thoughts and feelings from the participant which also enables prompts from the researcher, to allow greater explanation on why they think or feel this particular way. The paper is high in terms of validity and there is a small chance the participant may be lying as issues were recorded in the diary and discussed further via this route. The study also adds to input from its participants by allowing them to provide commentary on the findings, which were then incorporated into the paper. This ensures the theme on their views is completely adhered to, again adding to the consistency of the methodology. The visual representation of results both allowed for the pupil understanding when they were providing commentary on the paper but it also identifies strong categories and th emes in an area where research is wholly limited. Furthermore, this will provide a strong grounding for further and future research in this particular area. Another study, Wainscot et al (2008), looks at experiences in a mainstream school of participants with Aspergers syndrome, but this focuses more specifically on the relationship with peers and the use of the school environment. Research methods included a case control design where pupils undertook a structured interview on their social interactions that day, at the end of school. This method was justified entirely by suggesting the alternative approach of using a cohort study could result in an unbalanced sample based on the kind of prevalence observed. By justifying the method the paper gains credibility and warrants why the method it chose was to all intents and purposes best for this particular research. Structured interviews provide limited scope for the participant to respond and as a result there was a lack in the depth and quality of answers. For example, a question posed was did you have a good day at school today? This is a yes or no question and reasons behind this answer c ould be vast. A pupil may not have slept well or simply was not in a good mood, but in terms of the research conducted it could be interpreted as the participant not liking school or anything the researcher interprets it as. This is a quantitative study and as such responses were entered into SPSS database and analysed. A snowball sampling strategy was used which was again justified as the characteristics required of participants are rare. The control participants were chosen with dyslexia to further investigate SEN as a risk factor for social isolation. The overall number of dyslexic pupils in the study however, turned out to be just three. The research therefore focused primarily on those with Aspergers syndrome and those without. The case-control dyad matched a whole range of variables; age, gender, academic ability, physical size, lessons attended, socio-economic background and ethnicity. The variables were matched where they could be but not all of the case control dyads were. This implies the amount of variables was perhaps too complex to allow for all true matches. The data was collected at different times, in different years to be specific. This implies a lack of reliability as data was collected over a year apart and therefore the researcher did not allow the research to be consistent; this may well have influenced the second data collection period more notably than the first. The study provides a number of limitations but in essence provides good substantial evidence, with a clear comparison between two groups. The researcher could have had more control over the study as opposed to allowing case-control matches by the schools. Again, as with the previous study discussed a need for more research in this field has been acknowledged and suggestions of peer bullying are further recommended. Barnard et al (2000) carried out a large scale study focusing on examples of inclusion in education from the National Autistic Societys members. Although this is slightly dated, it is one of a few large scale studies on inclusion and autism that has been conduc

Free Essays - Of Farctate and Roadkill :: Personal Narrative Essay Example

Of Farctate and Roadkill Being a writer and reader, I love words-not only what they mean, but also how they sound. So I rely on my trusty Webster's New Universal Unabridged. It's over four inches thick and chock-full of tens of thousands of glorious words. Some people have trouble with dictionaries because they can't spell the words they're looking for. Me, I just get lost. Whenever I set out to look up a word, I often get sidetracked by other words. For instance, the other day I was headed for "farthingale," but "farctate"stopped me in my tracks. I don't care that it's a botanical term meaning "stuffed, crammed, or full." But the word itself-farctate-what a fun word to say! Another time, while in search of "synergy," my eye fell upon "susurrate," meaning to "whisper, murmur, rustle." It almost sounds like what it means-they all do, in fact. Maybe not close enough to be true examples of onomotopoeia-but, hey, that's another great word! And let's not forget sastruga, habanera, and Zwinglianism, to pick only a few. Even without knowing what they mean, they're delicious on the palate. They almost have a taste, like exotic spices among the salt and pepper of everyday language. Great words pop up in the most unexpected places. Years ago, I was waiting in a doctor's office, my paper gown sussurating around me. Flipping through a magazine to pass the time, I came across a beautiful ad with the word "nimiety" in it. I was entranced. Lest I should forget this new treasure, I tore out the page and hid it in my purse. I checked the dictionary when I got home: What an elegant way to say "the state of being too much; excess; redundancy." Consider now the writing of business and government.

Holmes presents us with a world view that is imminently sane, secure :: Free Essay Writer

Holmes presents us with a world view that is imminently sane, secure and predictable - the very antithesis of what Doyle found in his own life and what we often find in ours. Sherlock Holmes Coursework (rough draft) Q. What writing techniques that Sherlock Holmes utilized made his stories so popular in the 1890s What I can tell you about his style is that Conan Doyle writes in a very baroque style, that I had some difficulty following, but when analyzed I can tell you everything you need to know about what he used to make his writing distinct at that time Holmes presents us with a world view that is imminently sane, secure and predictable - the very antithesis of what Doyle found in his own life and what we often find in ours His deductions are drawn from what seems to us as obvious, but we could never dream of ever attaining such high powers of observation What Conan doyle does to differenciate himself from other authors is a method which I noticed in almost every single mystery of his that I have read. Instead of praising his character within the story by just commending him on merely one heroic action which he had previously done and then maintaining this by simply making the people around him seem stupid to accomplish superiority in one character, which is what most mystery authors do, Conan Doyle takes the good way out by using his own mind to maintain the mastermind creation of Sherlock Holmes's clever analysis and without just deducting intelligence from all the character surrounding him. You become immersed in a world of dimly lit gas lamps, shadowy motives and events, and the quest for understanding. Conan Doyle's strength is perhaps in his participation in the Victorian (and Modern) desire for answers in the face of increasing doubt and confusion. He shows that answers to mysteries are never quite solvable by reason and rationality. Rather, the key to solving a mystery is by inevitably stumbling upon the solution, and then making it look as if one arrived at it through orderly reasoning Holmes's adventures are to me fascinating; revealing as they do the dark underbelly of Victorian society and many of them would create lurid headlines were they to actually occur today, even Holmes himself is not free from scandal when he is revealed by Watson to be of all things, a cocaine addict in "A Scandal in Bohemia". From his battle of the sexes with the resourceful adventuress Miss Irene Adler in, A Scandal in Bohemia, to his foiling of the criminal intentions of the "fourth smartest man in London" in the truly bizarre

Essay on Toni Morrisons Beloved - Character Naming :: Toni Morrison Beloved Essays

Character Naming in Beloved "What's in a name? That which we call a rose By any other word would smell as sweet. So Romeo would, were he not Romeo called, Retain that dear perfection which he owes Without that title. Romeo, doff thy name, And, for thy name, which is no part of thee, Take all myself." hakespeare, Romeo and Juliet, II.ii Shakespeare's Juliet tells us that names are unimportant - inconsequential, in fact. A name is merely a convenient string of sounds that denotes an individual, but it has no meaning. But this is clearly not true. Would Romeo and Juliet be the same play if its star-crossed lovers were called Robert and Jennifer? Of course not. The names of characters serve to identify them as members of a certain culture and help to cement their identities. A name may be an arbitrary string of sounds, but it carries much more weight than that. In Beloved, Toni Morrison demonstrates a clear understanding of this fact. Her choices of character names assist in firmly establishing the world of the book. Toni Morrison was born with the name Chloe Anthony Wofford. She changed her first name to Toni upon entering college - traditionally, a time looked upon as one of great significance in a young person's life. From this, we can infer that Morrison appreciates the power of a changed name to confer a new identity. There are two characters whose names change during the novel: Jenny Whitlow becomes Baby Suggs, and Joshua becomes Stamp Paid. In both of these cases, the character is abandoning the name under which they lived as a slave for a new, free name. Whitlow is the last name of Jenny's original master (142), and we learn that she takes the name Baby Suggs because her husband called her Baby. What she is known as by the people closest to her is more important than what the white community wishes to call her. The name Sethe is also interesting. This name could be interpreted as a feminine version of the Jewish name Seth, used in the fourth and fifth chapters of Genesis as the name of the third son of Adam and Eve, after Cain and Abel.

Identification of chosen population Essay

Mexico has replaced United States as the most obese country in the Western Hemisphere. The problem of obesity in Mexico has become a global public health challenge and was accepted by the World Health Organization as such in 1997. 70% of Mexicans are overweight while 32.8% of them are obese. 1 out of every 6 Mexicans adults suffer from weight related chronic diseases such as diabetis, heart disease and certain cancers. 70,000 Mexicans die each year from weight related diabetis. 400, 000 new cases of diabetis arise each year. FACTORS THAT INFLUENCE OBESITY IN THE MEXICAN POPULATION The problem of obesity in Mexico is very complex and it is due to many factors including social, cultural, epidemiological and environmental factors. SOCIAL FACTORS AFFECTING OBESITY IN MEXICANS 1. LOW EDUCATION STATUS There is much lack of knowledge of what nutritious foods are and what the long term effects from eating unhealthy foods are. There is also lack of knowledge about the impact physical exercise can have on health as well as what kind of exercise and how often it should be done. 2. EMPLOYMENT STATUS People who work long hours have no time for shopping for nutritious food and also for cooking at home. Therefore they rely on processed, fried, high fat, high sugar, high calorie foods and high sugary beverages that are easily accessible. 3. POVERTY One of the major social factors influencing obesity in Mexico is poverty. Poverty predicts the place of residence which is usually in unsafe communities. Living in unsafe neighborhoods means children stay indoors not being able to go outside and play. They resort to watching TV and playing computer games. Poverty makes it difficult to buy foods that are healthier, low calorie and more nutritious because it is more expensive. Long hours of work means less time for food preparation at home, shopping for groceries and physical activity. Lack of money and transportation lead to children being unable to participate in sports, recreational activities and youth programs. Poverty also leads to stress which compels people to focus on the immediate concerns rather than risk of long term chronic disease. EPIDEMIOLOGICAL FACTORS AFFECTING OBESITY IN MEXICANS 1. AGE Mexico ranks first in childhood obesity; there are 4.5 million children who are obese. 28% of children between the ages of 5 and 9 are overweight. 38% of teens and preteens between the ages of 10 and 19 are obese or overweight. 2. GENDER Mexican females have a higher obesity rate than males (one third females versus one fourth of males). 3. PHYSICAL ACTIVITY Poor physical activity and an increase in sedentary life-style. 4. LOW SOCIO-ECONOMIC STATUS Mexicans with low socioeconomic status are unable to afford nutritious food, they rely on low cost, processed high-calorie foods and high sugary drinks. LOW EDUCATION LEVEL They lack knowledge about what foods are nutritious and what the long term effects are of consuming high fat, high sugar, highly processed foods and beverages. MIGRATION More Mexicans have moved from rural to urban communities where nutritious food is more expensive, there is less walking or biking due to increased number of cars, there is an increased consumption of coca-cola mainly due to unsafe drinking water. Traditional diets that are healthier are abandoned. Traditional continuous physical labor such as farming, factories, mining were abandoned for desk jobs. CULTURAL FACTORS AFFECTING OBESITY IN MEXICANS Overeating now is conditioned by recurrent or past economic deprivation. Avoiding hunger is part of the culture. Traditional nutritious foods like corn, grains, beans have been abandoned. Foods that could not be afforded in the past and associated with survival are those that now are highly valued like meats, fats, sugars. These foods are also desired because they are associated with a high social status; it is a symbol of integration into society. Acculturation is also a factor; Latinos who take on the values of the white population especially those closer to the United States border, end up eating less fruit, more fried foods. There is also the belief that whatever happens, happens. They believe that if they are going to get diabetis, they get diabetis. It is meant to happen. Also, the parents expect their kids to clean their plate in order to not waste food which ends up in overeating. ENVIRONMENTAL FACTORS AFFECTING OBESITY IN MEXICANS They reside in low income communities where unhealthy food choices are made due to lots of fast food stores. These areas are not safe so they tend to stay indoors and have minimal physical activity. There is limited amount of fresh produce and lots of sweets and snack items. Since these areas are not safe, there are few safe areas where children can play therefore they end up watching a lot of TV with no physical activity. The schools they attend have poor PE facilities so there is not much physical activity in school. There is also a high exposure to commercials of high sugar, high fat snacks. PAST CONSIDERATIONS Obesity rate was much lower in the past as people were doing more manual labor, they were eating more nutritious, home grown grains, beans, corn, fresh vegetables and fruits. The existence of cars was very minimal in the past so people used to bike and walk much more than now. PRESENT CONSIDERATIONS More and more people have moved from rural areas to urban areas. There is an increase in the number of fast food restaurants and a great increase in the daily caloric intake. Due to unsafe drinking water, there is an increase in high calorie sugary drinks. Mothers fill up baby bottles with coca-cola. The life in urban communities is more sedentary. There is a reliance on less nutritious dies that consist of processed foods that are high in saturated fats, sugar and salt content. â€Å"†¦Mexicans spent 29.3% less on fruits and vegetables in 1998 than in 1984, while during the same period, purchases of soft drinks increased by 37.2%† (2006). FUTURE CONSIDERATIONS Obesity leads to increased mortality rates due to diabeits, hypertension, myocardial infarction. Diabetis is the primary killer of Mexicans. The prevalence of diabetis and the cost it incurs has skyrocketed. It is predicted to overwhelm the Mexican health system in the future. By year 2030, the health system is predicted to collapse; 3.24 billion dollars are spent to treat these chronic illnesses associated with obesity. GROUPS IN MEXICO MOSTLY AFFECTED BY OBESITY THE POOR Poor Mexicans are unable to afford nutritious food as it is more expensive. More energy-intense foods such as foods high in sugar and fat are cheap and sought after due to lack of money. Coca-cola is consumed instead of water due to unsafe drinking water. THE YOUNG In the last decade, children obesity rate has tripled. Within the poor classes, the children of the obese parents are malnourished while being programmed to become obese. There is no control in school as to what children eat. Schools are filled with vending machines full of soft drinks and fast food. Their intake of processed, salty, high fat snacks, refined carbohydrates foods is very high while their intake of vegetables and fruits is very low. Their intake of sugary, high calorie beverages such as coca-cola is very high due to its low price, increased availability and lack of safe drinking water. They live in unsafe communities and are unable to play outside and be active. They spend excess time watching TV, play station time and computer. A lot of parents rely on TV for their children due to lack of childcare; this leads to sedentary lifestyle and exposure to unhealthy food commercials. Most public schools lack playgrounds or grounds for exercise. Most public schools, (80%), lack water fountains so they drink sugary drinks. There are few public most parks, swimming pools, play grounds and sidewalks. RECOMMENDATIONS TO IMPROVE 1. FOOD LABELING There is an urgent need for food labeling that is not confusing and misleading. There is a lack of accurate labeling standards and regulations. Portions sizes and contents are unclear and confusing. The labeling has to be formatted in an easy-to-understand by all consumers even by the less well-educated ones. This will address the social factors; the plan will not improve their education level but it will make it easy for them to see if they are purchasing healthy or unhealthy food. This has to be applied to all supermarket shelves, food packaging, restaurants and canteen menus. My recommendation is for the Mexican government to start monitoring these food labeling as it is not reinforced by the government today. 2. MARKETING The heavy consumption of junk foods and sugary drinks can be greatly influenced by the media due to their food related advertisements. 73% of the food commercials are for junk food. There is a need to protect the children from the pervasive effects of the food marketing. This has a powerful effect on their food preference, knowledge on the purchasing habits of children as well as their parents. My recommendation for the Mexican government would be to put in place to mobile phones, Internet, television and in-school promotions. The government should simply ban the advertising of unhealthy food to children and establish a system of monetary fines if certain companies deviate from this. This will address the environmental factors; if children don’t see it they will not buy it. 3. AVAILABILITY Junk food and soft drinks surround children at every step. Vending machines full of high saturated fats, high sugary drinks are all over the school premises and right outside the schools. No nutritious foods are offered to children in schools. My recommendation is that the central and local Mexican Government should place restrictions on the availability of soft drinks and fast food outlets just like alcohol and smoking restrictions. These restrictions should especially apply to outlets near schools. The increased availability of vegetables and fruits should be highly encouraged especially in schools at an affordable price. Elementary and pre-kindergarten schools should ban junk food from being even allowed to be sold in schools. Low calorie snacks and sugar free drinks should be sold only. This plan will take into considerations environmental, social and epidemiological factors. It will not improve their socio- economic status, but at least nutritious food will be more affordable and available even for the poor. If children will not be surrounded by junk food and soft drinks they will not buy it. 4. EDUCATION DUE TO LACK OF KNOWLEDGE The key to this problem in Mexico is to improve their knowledge about nutrition. This can be done through media since the Mexicans including the children spend hours in front of the TV and through schools. The government should direct media into advocating weight loss programs, healthy eating, the importance of physical exercise, and the long term effects of consuming junk food and soft drinks. The schools need to educate and give tools especially to high school students who have more access to fast foods to make better and healthy choices in school as well as after school. They can then bring the message home to the parents who can then make better choices as well. They need to teach the importance of physical activity. Local school districts need to make physical activity and physical education a higher priority or even mandatory. The children need to be taught the importance of drinking water not sugary high-calorie beverages and that they should eat only when they are hungry and not as their culture says avoid hunger. Local grocery stores need to be worked with and asked to move soda, chips, beer and candy away from the entrance to the store and also increase the availability of fresh fruits and vegetables. These recommendations will address the social and cultural factors associated with obesity. This will improve their education level about nutrition therefore helping them make better choices and help them change their belief system that they have to avoid hunger. References Obesity in the Latino Communities, 2006. Retrieved from www/chc.org/research/ Documents/Obesity_in_Latino_Communities.pdf

The Study of Basics of Share Market with Special Reference to Sharekhan.

MAKING investiture property EASIER GIVING CUSTOMER ADVICE MAKING THE grocery store level MORE ASSESSIBLE OUR AIM IS TO IMPOWER THE INVESTOR TO MAKE investiture DECISION THROUGH QUALITY ADVICE AND well-made SERVICE comp atomic heel 53nt componentkhan limited Amravati branch. Tank Complex, to a in naughty spiritser place Union buzzword, Rajkamal Squ atomic sum up 18, Amravati www. cont completekhan. com COMPANY PROFILE dowerykhan is a firm which is working under(a) SSKI (Shantilal, Shevantilal, Kantilal, Ishwarlal) Ltd. SSKI was founded in 1922. SSKI is one of Indias oldest brokerage houses having eight decades of experience into- ? Institutional Broking ?Investment Banking retail Broking It is one of the founding members of the obtain in central, Mumbai and introduce Institutional Broker. SSKI Entered into swop Broking in 1985. Sh atomic itemise 18 khan is the Retail Broking Arm of the long 82 Years old presidency i. e. of SSKI and Sh atomic number 18khan is the shop Name inclined to its Retail headache. SSKI carries come forward its Retail Broking pieceivi attachs under Sh atomic number 18khan Brand Name. Sh bekhan is One of Indias Leading Broking Houses. They Provides you a Complete Life-Cycle of Investment Solutions in Equities, differentials, Commodities & repository processs.Shargonkhan Outlets act as Full Service Investment Solutions Provider, providing you wide range of dish comparable ? Equity & differential gears c wholeing on NSE and bovine spongiform encephalitis ?Online art ?Commodities Trading on MCX & NCDEX ?Portfolio Management service ?Depository trifle ?IPO Services ?Wide track down of Customized Research Products ?Uniform Service Standards Sh atomic number 18khan Services- dish out khan is one of the Indias ahead(p) brokerage houses & the retail arm of SSKI, with 340 branches in altogether over India. Offerings of the theatrical rolekhan- servingkhan widens both(prenominal) offline and online affair tarradiddle. exactly at one time a geezerhood it virtuallyly concent crops on online avocation distinguish by which a consumptioner quite a little bribe and sh be sh bes in an nictitation from each go away of the globe through website. It does non get by into billhook both type of corporeal restriction of leaving to the broker for carrying out a accomplishment or any type of elimination of payment. It assuages the customer a speedy and worry free execution. Sh be khans merchandise consists of a 4-in-1 concept, which integrates- ?D-mat Account ?Trading Account ?Bank Link ?Dial-N-Trade For doing a merchandise of sh atomic number 18s anyone consume D-mat A/C. In his D-mat A/C one give the axe kept his shares. so Sharekhan provides a Trading A/C through this employment entrusters bill, a Sharekhan customer sack straight budge his money from his savings accountancy i. e. from bank account to Sharekhan to his transaction account without any saucilyspaper work. He hobo grease ones palms and carry on shares from the website and in like manner deal the foodstuff efficacious injurys of the shares he trades on the terminal. Sharekhan. com allows trade at chip in only on NSE. bovine spongiform encephalitis affair provide be soonly operable. To pioneer an account a customer requires pick up a form consisting of 12 pledges, a recommendation size photograph, a residential demonstration, a photo ID proof and a draw emaciated of various(prenominal) nub in margin see for of S.S. Kantilal Ishwarlal securities Pvt. Ltd. & from 22 March, 2007 cheque is drawn in favour of Sharekhan LTD itself. After go-ahead an account with Sharekhan, a customer pass on be given User ID, social status password and art password, which result vary him to access his account and trade. Bank union- Sharekhan has affiliation with 11 banks, which allows its customers to enjoy the zeal of instant im portione and transf er of funds from his savings bank account to his Sharekhan trading account. The affiliated banks are as follows- ? HDFC deposit ?AXIS chamfer ?CITI bank ?ICICI depository pecuniary institution OBC fix ? magnetic north BANK ?INDUSIND BANK ?IDBI BANK ?BOI ?YES BANK ?DEUTSCHE BANK Dial-n-Trade- It is to a fault an exclusive service available to all Sharekhan customers for trading in shares via the telephone. On dialing the hurt free digit 1800-22-7500 the customer get out be commit to a tele-broker who lead spoil or give away shares for him. Share grocery Share food commercialize place place is an ambit which fascinates each and every individual who is crave for more specie. In undecomposable Words, a share or rootage is a document issued by a company, which entitles its pallbearer to be one of the owners of the company.A share is issued by a company or quite a little be grease ones palmsd from the argumentation up merchandise. Securities & flip venir e of India SEBI- Establishment of SEBI The Securities and give-and- cook be on of India was schematic on April 12, 1992 in accordance with the render of the Securities and central Board of India Act, 1992. The elementary functions of SEBI is to cherish the interests of investors in securities, to bewilder the securities foodstuff & to advertise its development. Functions of SEBI To register & puzzle the working of crownwork mart intermediaries. To work the working of usual funds. To promote self-regulatory organizations. To interdict fraudulent & raw trade practices in securities food merchandise. To promote investors education of intermediaries. To negative insider trading in securities. To regulate skill of shares & takeovers of companies. Primary & utility(prenominal) merchandise- a)Primary commercialise In pristine coil markets securities are bought by way of popular issue dear off from the company. In simple words A market is unproblematic if the pro ceeds of gross revenue go to the issuer of the securities veer. This is part of the monetary market where enterp tog ups issue their new shares and mystifys.It is characterized by universe the only trice when the enterp initiate receives money in diversify for rally its pecuniary as sterilises. b)Secondary Market The market where securities are traded later they are initially offered in the primary market. Most trading is done in the secary market. To relieve further, it is trading in previously issued monetary musical instruments. Examples are the send on-looking York pipeline interchange (NYSE), Bombay hackneyed win over ( mad cow disease), content Stock Exchange NSE, bond markets, over-the-counter markets, residential mortgage loans, governmental guaranteed loans etc. honor- NSE ( topic Stock Exchange)-The issue Stock Exchange of India Limited or S CNX swell (NSE) is a Mumbai-based be drive step in. It is the largest farm animal substitute in India i n of daily employee turnover and amount of trades, for both equities and differential trading. Mutually-owned by a act of star(p) financial institutions, banks, insurance companies and separate financial intermediaries in India. NSE is the third largest Stock Exchange in the humankind in ground of the number of trades in equities and rump up fastest evolution rip exchange in the demesne with a save growth of 16. 6%. NSE of India was promoted by leading financial institutions at the lift out of the regimen of India. The National Stock Exchange of India was promoted by leading financial institutions at the best of the governing body of India, and was interconnected in November 1992 as a tax-paying company. In April 1993, it was recognized as a rootage exchange under the Securities Contracts (Regulation) Act, 1956. Currently, NSE has the following study segment of neat markets- ?EQUITY ?FUTURES & OPTIONS ? swap DEBT marketplace ?sweeping DEBT MARKET ? coin DEB T MARKET mad cow disease (Bombay Stock Exchange)- mad cow disease has the greatest number of listed companies in the world. The SENSEX excessively called the BSE 30, as it has the top near performing 30 companies listed.BSE is the oldest lineage exchange in Asia and has the greatest number of listed companies in the world. It is situated at Dalal Street, Mumbai, India. BSE was established as The Native Share & Stock Brokers friendship in 1875. BSE is the first exchange in India and the second in the world to obtain an ISO 90012000 certifications. BSE is the first take exchange in the arena which obtained persistent recognition (in 1956) from the political science of India under the Securities Contracts (Regulation) Act 1956. BSE has deuce of worlds best exchanges, Deutsche Bores and capital of Singapore Exchange, as its strategical partners.Today, BSE is the worlds number 1 exchange in terms of the number of listed companies and the worlds fifth in transaction numbers. An investor advise use up from more than 4,700 listed companies, which for light reference, are classified ad into A, B, S, T and Z groups. cocksucker Market- in that respect are cardinal holy market types apply to characterize the ordinary direction of the market. Bull markets are when the market is by and large acclivitous, typically the result of a strong economy. A doodly-squat market is typified by broadly speaking uprise channel charges, high sparing growth, and strong investor self-confidence in the economy. but arrange, bull markets are movements in the strain market in which expenses are rising and the consensus is that termss pass on conduct moving upward. During this fourth dimension, sparing production is high, jobs are plentiful and ostentation is low. A give away to successful drop during a bull market is to take advantage of the rising charges. Bear Market - The opposite of a bull market is a boot out market when monetary nourishs are fal ling in a financial market for a prolonged flowing of time. A sham market tends to be accompanied by wide pass on pessimism. A bear market is slang for when shoot prices consecrate decrease for an extended result of time.If an investor is bearish they are referred to as a bear because they study a event company, industry, sector, or market in prevalent is going to go down. Bear markets are the oppositestock prices are falling, and the debate is that they will stretch out falling. The economy will slow down, united with a rise in unemployment and inflation. demoralise- We put up steal the shares on market price. We toilette similarly manage and grease ones palms the shares on disdain price than the market price. Sell- We can give the shares on market price. We can similarly negotiate and sell the shares on higher rate than the market price. short-change sell- presently selling starts with espousal a stock from your broker You sell the borrowed stock hoping to purchase it back at a debase price and surpass (short cover) it to your broker for a profit alone rules for debauching unbosom apply piteous cover- mustiness aim already short sold the stock whitethorn set a maximum price limit whole other(a) rules for selling apply Derivative Market Derivative is a product whose tax is derived from the tax of one or more basic variables, called bases ( fundamental summations, index) in a take in chargeual manner.The be additions can be Equity, Forex, goodness, Bullion or any other improvers. The emergence of the market for derivative products, most notably antecedents, Futures and excerption, can be traced back to the willingness of jeopardy unbecoming economic agents to refuge themselves against un realties arising out of fluctuations in asset prices. By their very nature, the financial markets are marked by a very high degree of volatility. with the use of derivatives products, it is attainable to partially or fully tra nsfer price risks by locking in asset price.For vitrine, wheat berry farmers may proclivity to sell their harvest-tide at a forthcoming encounter to eliminate the risk of a change in prices by that escort. such a transaction is an example of derivative. The price of this derivative is driven by the spot price of wheat, which is the rudimentary. Types of Derivatives- The most commonly utilise derivatives hires are forwards, approachings and extracts. 1) previouss A forward let is a customized take on amongst 2 entities, where settlement takes place on a undertake date in the future at straight offs pre-agreed price.A Forward bargain is an agreement to demoralise or sell an asset on a stipulate date for a stipulate price. The salient(ip) features of forward blesss are a)They are two-sided gets and hence open(a) to counter troupe risk. b)Each contract is custom designed, and hence is crotchety in terms of contract size, deviation date and the asset type an d quality. c)The contract price is generally not available in existence domain. d)On the purpose date, the contract has been settled by delivery of the assets. e)If the ships company wish wellers to reverse the contract, he has to compulsory go to the same counterparty, which oft results in high prices being charged. )Futures A future contract is an agreement between two parties to buy or sell an asset at a authorized time in the future at a certain price. Future contracts are special types forward contracts in the ace that the former are regularise exchange traded contracts. The futures markets were designed to straighten out the problems that exist in forward markets. A futures contract is an agreement between two parties to buy or sell an asset at a certain time in the future at a certain price. however unlike forward contracts, the futures contracts are archetypeised and exchange traded.To palliate liquidity in the futures contracts the exchange stipulate certain metre features of the contract. It is a standardized contract with standard implicit in(p) instrument, a standard sum of money and quality of the vestigial instrument that can be delivered and a standard quantify of such settlement. 3) creams- Option is a legal contract in which the source of the woof grants to the emptor, the mature to grease ones palms from or sell to the make unnecessaryr a designated instrument or a scrip at a contract price indoors a specify occlusive of time.There are basically two types of choices a) roar Option- An pick contract that gives its holder the right (but not the obligation) to purchase a qualify number of shares of the underlie stock at the given latch on price, on or in advance the finale date of the contract, irrespective of the prevailing market price of the rudimentary asset. One buys a call resource if one believes the price for the profound asset will rise by the end of the contract. If the price does rise, the holder may buy and resell the be asset for a profit.If the price does not rise, the pickaxe expires and the holders expiry is limited to the price of buying the contract. Call picks may be used on their own or in coalition with put alternatives to effect an option spread in order to hedge risk. get a call option gives you, as owner, the right to buy a stiff quantity of the implicit in(p) product at a specified price, called the instill price, indoors a specified time period. For example, you readiness purchase a call option on degree centigrade shares of a stock if you expect the stock price to make up but favor not to tie up your coronation principal by investing in the stock.If the price of the stock does go up, the call option will increase in value. You might choose to sell your option at a profit or exercise the option and buy the shares at the divulge price. But if the stock price at expiration is less than the spank price, the option will be worthless. The amount you lose, in that case, is the bounteousness you paid to buy the option plus any brokerage pays. In contrast, you can sell a call option, which is cognize as constitution a call. That gives the purchaser the right to buy the underlying investment from you at the conduct price before the option expires.If you write a call, you are obliged to sell if the option is exercised and you are assigned to chance upon the call. b)Put Option- A put option is a financial contract between two parties, the writer ( trafficker) and the purchaser of the option. The vendee acquires a short smudge by purchasing the right to sell the underlying instrument to the seller of the option for a specified price (the strike price) during a specified period of time. If the option emptor exercises their right, the seller is oblige to buy the underlying instrument from them at the agreed upon strike price, regardless of the trustworthy market price.In exchange for having this option, the buyer pays the seller or option writer a fee (the option premium). By providing a guaranteed buyer and price for an underlying instrument (for a specified coupling of time), put options offer insurance against unreasonable loss. Similarly, the seller of put options profits by selling options that are not exercised. Such is the case when the on-going market value of the underlying instrument makes the option extra i. e. the market value of the instrument mud above the strike price during the option contract period.Purchasers of put options may in like manner profit from the might to sell the underlying instrument at an inflated price (relative to the occurrent market value) and purchase their position at the much reduced current market price. COMMODITY MARKET- goodness trading is an interesting option for those who wish to diversify from the traditional options like shares, bonds and portfolios. The Government has made almost all commodities authorize for futures trading. Three multi trade good exchanges baffle been set up in the land to facilitate this for the retail investors.The three interior(a) exchanges in India are ? Multi Commodity Exchange (MCX) ?National Commodity and Derivatives Exchange (NCDEX) ?National Multi-Commodity Exchange (NMCE) Commodity trading in India is let off at its early years and consequently requires an aggressive growth plan with ripe ideas. Liberal policies in commodity trading will definitely ascent the commodity trading. The commodities and future market in the country is regulated by Forward Markets commissioning (FMC). Offerings of the Sharekhan- Sharekhan offers both offline and online trading account.But now a days it mostly concentrates on online trading account through which a customer can buy and sell shares in an instant from any part of the globe through website. It does not take into account any type of physical restriction of going to the broker for carrying out a transaction or any type of settlement of pa yment. It facilitates the customer a speedy and hassle free transaction. Share khans product consists of a 4-in-1 concept, which integrates- ?D-mat Account ?Trading Account ?Bank Link ?Dial-N-Trade For doing a trading of shares everyone need D-mat A/C. In his D-mat A/C one can kept his shares.Then Sharekhan provides a Trading A/C through this trading account, a Sharekhan customer can directly transfer his funds from his savings account i. e. from bank account to Sharekhan to his trading account without any paper work. He can buy and sell shares from the website and also view the market prices of the shares he trades on the terminal. Sharekhan. com allows trading at present only on NSE. BSE trading will be shortly available. To open an account a customer requires filling up a form consisting of 12 agreements, a passport size photograph, a residential proof, a photo ID proof and a cheque drawn of respective amount in favour of S.S. Kantilal Ishwarlal securities Pvt. Ltd. & from 22 Mar ch, 2007 cheque is drawn in favour of Sharekhan LTD itself. After opening an account with Sharekhan, a customer will be given User ID, Membership password and trading password, which will enable him to access his account and trade. Bank Connection- Sharekhan has affiliation with 11 banks, which allows its customers to enjoy the facility of instant credit and transfer of funds from his savings bank account to his Sharekhan trading account. The affiliated banks are as follows- ? HDFC BANK ?AXIS BANK ?CITI BANK ?ICICI BANK OBC BANK ?UNION BANK ?INDUSIND BANK ?IDBI BANK ?BOI ?YES BANK ?DEUTSCHE BANK Dial-n-Trade- It is also an exclusive service available to all Sharekhan customers for trading in shares via the telephone. On dialing the toll free number 1800-22-7500 the customer will be directed to a tele-broker who will buy or sell shares for him. Share Market Share market is an area which fascinates each and every individual who is craving for more money. In simple Words, a share or s tock is a document issued by a company, which entitles its holder to be one of the owners of the company.A share is issued by a company or can be purchased from the stock market. Securities & Exchange Board of India SEBI- Establishment of SEBI The Securities and Exchange Board of India was established on April 12, 1992 in accordance with the provisions of the Securities and Exchange Board of India Act, 1992. The basic functions of SEBI is to protect the interests of investors in securities, to regulate the securities market & to promote its development. Functions of SEBI To register & regulate the working of capital market intermediaries. To regulate the working of mutual funds. To promote self-regulatory organizations. To prohibit fraudulent & unfair trade practices in securities market. To promote investors education of intermediaries. To prohibit insider trading in securities. To regulate acquisition of shares & takeovers of companies. Primary & Secondary Market- a)Primary Mark et In primary markets securities are bought by way of public issue directly from the company. In simple words A market is primary if the proceeds of sales go to the issuer of the securities sold. This is part of the financial market where enterprises issue their new shares and bonds.It is characterized by being the only moment when the enterprise receives money in exchange for selling its financial assets. b)Secondary Market The market where securities are traded after they are initially offered in the primary market. Most trading is done in the secondary market. To explain further, it is trading in previously issued financial instruments. Examples are the New York Stock Exchange (NYSE), Bombay Stock Exchange (BSE), National Stock Exchange NSE, bond markets, over-the-counter markets, residential mortgage loans, governmental guaranteed loans etc. EQUITY- NSE (National Stock Exchange)-The National Stock Exchange of India Limited or S CNX NIFTY (NSE) is a Mumbai-based stock exchange. It is the largest stock exchange in India in of daily turnover and number of trades, for both equities and derivative trading. Mutually-owned by a set of leading financial institutions, banks, insurance companies and other financial intermediaries in India. NSE is the third largest Stock Exchange in the world in terms of the number of trades in equities and second fastest growing stock exchange in the world with a recorded growth of 16. 6%. NSE of India was promoted by leading financial institutions at the best of the Government of India. The National Stock Exchange of India was promoted by leading financial institutions at the best of the Government of India, and was incorporated in November 1992 as a tax-paying company. In April 1993, it was recognized as a stock exchange under the Securities Contracts (Regulation) Act, 1956. Currently, NSE has the following major segment of capital markets- ?EQUITY ?FUTURES & OPTIONS ?RETAIL DEBT MARKET ?WHOLESALE DEBT MARKET ?CURRENCY DEBT MARKE T BSE (Bombay Stock Exchange)- BSE has the greatest number of listed companies in the world. The SENSEX also called the BSE 30, as it has the topmost performing 30 companies listed.BSE is the oldest stock exchange in Asia and has the greatest number of listed companies in the world. It is located at Dalal Street, Mumbai, India. BSE was established as The Native Share & Stock Brokers Association in 1875. BSE is the first exchange in India and the second in the world to obtain an ISO 90012000 certifications. BSE is the first stock exchange in the country which obtained permanent recognition (in 1956) from the Government of India under the Securities Contracts (Regulation) Act 1956. BSE has two of worlds best exchanges, Deutsche Bores and Singapore Exchange, as its strategic partners.Today, BSE is the worlds number 1 exchange in terms of the number of listed companies and the worlds 5th in transaction numbers. An investor can choose from more than 4,700 listed companies, which for easy reference, are classified into A, B, S, T and Z groups. Bull Market- There are two classic market types used to characterize the general direction of the market. Bull markets are when the market is generally rising, typically the result of a strong economy. A bull market is typified by generally rising stock prices, high economic growth, and strong investor confidence in the economy.Simply put, bull markets are movements in the stock market in which prices are rising and the consensus is that prices will continue moving upward. During this time, economic production is high, jobs are plentiful and inflation is low. A key to successful investing during a bull market is to take advantage of the rising prices. Bear Market - The opposite of a bull market is a bear market when prices are falling in a financial market for a prolonged period of time. A bear market tends to be accompanied by widespread pessimism. A bear market is slang for when stock prices have decreased for an extended pe riod of time.If an investor is bearish they are referred to as a bear because they believe a particular company, industry, sector, or market in general is going to go down. Bear markets are the oppositestock prices are falling, and the view is that they will continue falling. The economy will slow down, coupled with a rise in unemployment and inflation. Buy- We can buy the shares on market price. We can also negotiate and buy the shares on lower price than the market price. Sell- We can sell the shares on market price. We can also negotiate and sell the shares on higher rate than the market price.Short sell- Short selling starts with borrowing a stock from your broker You sell the borrowed stock hoping to buy it back at a lower price and return (short cover) it to your broker for a profit All rules for buying still apply Short cover- Must have already short sold the stock May set a maximum price limit All other rules for selling apply Derivative Market Derivative is a product whose value is derived from the value of one or more basic variables, called bases (underlying assets, index) in a contractual manner.The underlying assets can be Equity, Forex, commodity, Bullion or any other assets. The emergence of the market for derivative products, most notably forwards, Futures and Option, can be traced back to the willingness of risk adverse economic agents to guard themselves against uncertainties arising out of fluctuations in asset prices. By their very nature, the financial markets are marked by a very high degree of volatility. Through the use of derivatives products, it is possible to partially or fully transfer price risks by locking in asset price.For example, wheat farmers may wish to sell their harvest at a future date to eliminate the risk of a change in prices by that date. Such a transaction is an example of derivative. The price of this derivative is driven by the spot price of wheat, which is the underlying. Types of Derivatives- The most commonly u sed derivatives contracts are forwards, futures and options. 1)Forwards A forward contract is a customized contract between two entities, where settlement takes place on a specified date in the future at todays pre-agreed price.A Forward contract is an agreement to buy or sell an asset on a specified date for a specified price. The salient features of forward contracts are a)They are bilateral contracts and hence exposed to counter party risk. b)Each contract is custom designed, and hence is unique in terms of contract size, expiration date and the asset type and quality. c)The contract price is generally not available in public domain. d)On the expiration date, the contract has been settled by delivery of the assets. e)If the party wishers to reverse the contract, he has to compulsory go to the same counterparty, which often results in high prices being charged. )Futures A future contract is an agreement between two parties to buy or sell an asset at a certain time in the future at a certain price. Future contracts are special types forward contracts in the sense that the former are standardized exchange traded contracts. The futures markets were designed to solve the problems that exist in forward markets. A futures contract is an agreement between two parties to buy or sell an asset at a certain time in the future at a certain price. But unlike forward contracts, the futures contracts are standardized and exchange traded.To facilitate liquidity in the futures contracts the exchange specified certain standard features of the contract. It is a standardized contract with standard underlying instrument, a standard quantity and quality of the underlying instrument that can be delivered and a standard timing of such settlement. 3)Options- Option is a legal contract in which the writer of the option grants to the buyer, the right to purchase from or sell to the writer a designated instrument or a scrip at a specified price within a specified period of time. The re are basically two types of options a)Call Option-An option contract that gives its holder the right (but not the obligation) to purchase a specified number of shares of the underlying stock at the given strike price, on or before the expiration date of the contract, regardless of the prevailing market price of the underlying asset. One buys a call option if one believes the price for the underlying asset will rise by the end of the contract. If the price does rise, the holder may buy and resell the underlying asset for a profit. If the price does not rise, the option expires and the holders loss is limited to the price of buying the contract.Call options may be used on their own or in conjunction with put options to create an option spread in order to hedge risk. Buying a call option gives you, as owner, the right to buy a fixed quantity of the underlying product at a specified price, called the strike price, within a specified time period. For example, you might purchase a call option on 100 shares of a stock if you expect the stock price to increase but prefer not to tie up your investment principal by investing in the stock. If the price of the stock does go up, the call option will increase in value.You might choose to sell your option at a profit or exercise the option and buy the shares at the strike price. But if the stock price at expiration is less than the strike price, the option will be worthless. The amount you lose, in that case, is the premium you paid to buy the option plus any brokerage fees. In contrast, you can sell a call option, which is known as writing a call. That gives the buyer the right to buy the underlying investment from you at the strike price before the option expires. If you write a call, you are obliged to sell if the option is exercised and you are assigned to meet the call. )Put Option- A put option is a financial contract between two parties, the writer (seller) and the buyer of the option. The buyer acquires a short pos ition by purchasing the right to sell the underlying instrument to the seller of the option for a specified price (the strike price) during a specified period of time. If the option buyer exercises their right, the seller is obligated to buy the underlying instrument from them at the agreed upon strike price, regardless of the current market price. In exchange for having this option, the buyer pays the seller or option writer a fee (the option premium).By providing a guaranteed buyer and price for an underlying instrument (for a specified span of time), put options offer insurance against excessive loss. Similarly, the seller of put options profits by selling options that are not exercised. Such is the case when the ongoing market value of the underlying instrument makes the option unnecessary i. e. the market value of the instrument remains above the strike price during the option contract period. Purchasers of put options may also profit from the ability to sell the underlying ins trument at an inflated price (relative to the current arket value) and repurchase their position at the much reduced current market price. COMMODITY MARKET- Commodity trading is an interesting option for those who wish to diversify from the traditional options like shares, bonds and portfolios. The Government has made almost all commodities entitled for futures trading. Three multi commodity exchanges have been set up in the country to facilitate this for the retail investors. The three national exchanges in India are ? Multi Commodity Exchange (MCX) ?National Commodity and Derivatives Exchange (NCDEX) ?National Multi-Commodity Exchange (NMCE)Commodity trading in India is still at its early days and thus requires an aggressive growth plan with innovative ideas. Liberal policies in commodity trading will definitely boost the commodity trading. The commodities and future market in the country is regulated by Forward Markets commission (FMC). Knowledge Gained at Sharekhan- We have kno wing various aspects regarding to products of the Sharekhan ltd. We have also gained a lot of knowledge somewhat the schemes & policies of the company & also about its competitors. We have learned about the various indices & their logical implication in market. We have also learned the impact of Sensex & Nifty on boilers suit stock market. We have learned about various fundamentals & technical aspects which feign the stock prices in short run & long run. At Sharekhan we have also been taught to use the online terminal. We also learned how to rise communications & convincing skills & how to approach the customers. We have learned a lot relating to finance. Bibliography- Websites www. nseindia. com www. bseindia. com www. moneycontrol. com www. sharekhan. com Books & Magazines Business Today Business Standard