Future Of The Banking Sector

Future Of The Banking Sector Online banking has been shaping and shaking the financial sector world wide. But sustainability depend on proper understanding of consumer, there demand and the way they use it. The main objective of this report is to focus on technology (especially IT) use in banking sectors. It also focuses on Limited Purpose Bank and Credit Card system. Thus objectives of the study are to: Changes of future banking sector and impact of information systems. Limited purpose bank and use of technology in facilitating special purpose. Consumer banking and various consumer facilities provided by bank using information systems. Understand and suggest the online bank on the basis findings. Credit card banks, sub-prime lenders, and Internet primary banks [Mahboob, 2001] FUTURE OF BANKING SECTOR Consolidation of the banking industry: What are the prospects for, and implications of, further consolidation of the banking industry, particularly relating to safety and soundness, market concentration, and small business credit? Combinations of commerce and banking: In future the questions may arise concerning the pros and cons of allowing common ownership and the options for regulating combinations. Supervisory issues: The implications for bank supervision for the growing complexity of large banking organizations may be other questions. Governance issues: There are many corporate scandals that have led to efforts to hold our corporate management and directors to a higher level of standard [Willium, 1996] LIMITED PURPOSE BANK Limited-purpose banks are institutions that specialize in relatively narrow business lines. Making a certain type of loan, serving as a subset of consumers and offering different innovative products some limited-purpose banks create their market. They focus niche marketing concerning limited set of activities these banking institutions can develop expertise in particular business lines and can become efficient producers. Specialization may have been promoted by technological innovations. Credit card banks offer their customers both convenience and liquidity by providing a financial product that can be used as a means of payment and a source of instant credit. Some banks provide banking services through internet are known as primary banks [American Banker,1996] CREDIT CARD BANK The credit card banks provide their customers with both convenience and liquidity by offering a product that can be used as a payment device and as an open-end revolving credit. There is no fixed duration to allow credit card loans that complicates the measurement of interest- rate risk. It creates the problems of adverse selection because of mass marketing of credit cards, small average balances on individual accounts. High interest rates results in high profitability of credit card loans, fee income, securitization, successful use of technology, and scale economies in operations. We can expect that the prosperity of credit card banks will continue [Ashust, 1996]. There are some benefits and Costs for Participants having a Credit Card. Types of Participants Functions Advantages Costs Card holder Purchasing of goods and services. Carrying money without carrying cash Convenient purchases Having ability to payment timely to match cash flows Easy access to credit Bonus using Easy access to float Others features Having more interest rates and fees Some difficulties to manage credit Merchants Sales of goods and services. Almost no risks of carrying credit card and selling to consumers. Getting the guaranty of payment Advantages of access to large number of consumer base. Interchange fees on sales have to pay to card holders Problem of Losing private credit information such as marketing information, customer loyalty, interest income and so on Issuing Bank Extending credit to the card holders Collection of payments from card holders Distribution of cards Authorization of transactions Receivables collection It is easy to collect fees from the card holders Interest rate spreads can be collect easily Gaining the ability to cross sell to their consumers Ability of being able to share interchange fees There are some fraud risk concerning credit card Managing costs of credit card Card Association Establishment of rules standards and standard protocols for governing participation in their network Promotion of the brand of Bank Formation of interchange fee structure Collection of assessment fees Collection of transaction fees Costs of expanding market Costs of maintaining network Cost of taking different fraud reducing programs TECHNOLOGICAL USE IN BANKING SECTOR Improvements in the technological field have played significant role in the growth of financial services industry as well as in the growth of limited-purpose banks. There are some people who think that specialization in financial institution comes from improvements in technology. Banking sector is going to get fully technology based. Most valuable reasons are the huge task conducted by business firms. Banks are giving consumer service and getting more consumers oriented such as ATM service, Internet Banking, SME Loan, Priority Banking and so on. Banks are now competitive because of combination of banks and commerce. So they have to provide quick service such as check funding, quick withdrawal, fund transfer, LC opening etc.For various purposes data-mining techniques are used in the financial industry. Credit scoring is the most mentionable example of the use. To produce a score to summarize a credit risk banks use statistical techniques and historical data as a credit scoring process. Credit scoring is a common form of speeding up credit decision to attract customers, and institutions use another efficient technique to identify their potential customers that is data-mining. In todays financial services industry electronic payment systems are important innovations having methods of transferring funds electronically. Because of having less physical branches these banks rely on Automated Teller Machines to give opportunity to their customers to access their cash. It also provides advantage of accessing on the automated clearing house to transfer fund. Credit card banks can process the payments within short time and having no physical existence of branches because of the development of technology. This dramatically reduces the cost of credit card banks. This development benefitted the credit card card banks as well as customers. Credit card banks take the traditional notion of banking as challenge and they provide unique product mixes to draw considerable attention of the new customers. They also have unique business model to get competitive advantage [Basel, June, 1996]. BANKING TECHNOLOGY Banking Kiosk A unique feature of the Versa Banker is its cheque deposit capability. It issues a receipt to deposit a cheque with a scanned image of the cheque. If a cheque is endorsed at the back detail transaction report is generated for the department of MIS of the bank. Personal Enquiries: The Versa banker allows you to check your account balance, print a mini statement and make cheque book requests. Internet Banking: Connect to the internet and carry out transactions through e-banking, with the help of Versa Banker. It is asked by the bank to view details of ones account and after that to make transactions online. ATM TMs were originally developed as just cash dispensers; they have evolved to include many other bank-related functions. ATMs include many functions which are not directly related to the management of ones own bank account, such as: Updating  passbooks Paying routine bills, fees, and taxes (utilities, phone bills, social security, legal fees, taxes, etc.) Deposit currency recognition, acceptance, and recycling. Loading monetary value into  stored value cards Printing  bank statements Purchasing Concert tickets Postage stamps Shopping mall  gift certificates Lottery  tickets Train tickets Movie tickets Donating to charities Adding pre-paid  cell phone  credit. Cheque Processing Module Games and promotional features ELECTRONIC FUNDS TRANSFER Electronic funds transfer  or  EFT  refers to the  computer-based systems used to perform  financial transactions  electronically. There is a number of different concepts that use this term: A cardholder makes use of payment card Direct deposit  payroll payments for a business to its employees, possibly via a  payroll services company Direct debit  payments from customer to business, where the transaction is initiated by the business with customer permission Electronic bill payment  in  online banking, which may be delivered by EFT or paper check Wire transfer  via an international banking network (generally carries a higher fee) Electronic Benefit Transfer MICR Check The MICR stands for Magnetic Ink Character Recognition. This technology is unique and uses magnetically chargeable ink and/or toner to print the special characters or numbers on the bottom of the checks. E-13B:  Ã‚  Ã‚  Ã‚  Ã‚   CMC-7:  Ã‚  Ã‚  Ã‚   United States of America France Canada Spain Australia United Kingdom Other Mediterranean Countries Japan South America (except Colombia) India After printing, the documents are then processed mechanically and electronically through a reader-sorter machine. BANKS in BANGLADESH USING INFORMATION TECHNOLOGY The two main technology based bank in Bangladesh are- Dutch Bangla Bank Ltd (DBBL) Eastern Bank Ltd (EBL) TECHNOLOGY USED BY DBBL Dutch-Bangla Bank offers a complete electronic banking facility for your company around the clock. Most multi-nationals use this service because it is advanced, secure and affordable. DBBL creates a custom banking service to suit any business of any size. The services have a wide range that includes cash flow services, distribution banking and salary accounts. If a company knows what type of custom and tailored banking service they need, DBBL can provide it instantly and at minimal cost (usually free of charge). For example for your starting point, DBBL has created Employee Banking program which allows: Providing employees with timely salary payments Transactions are properly logged for your easy reference Seamless and error free distribution of salaries Highly secure way of distributing money Lower manpower needed Reduces cash theft and misappropriation No cash at hand in the office, all cash finally distributed through the largest ATM network in Bangladesh DEBIT / CREDIT CARDS Dutch-Bangla Bank family, always believe that, as in everything else, you deserve the best in banking too. We are here to assist you 365 days round the clock through our Customer Care Center.Normal cards use a magnetic strip at the back of the card. The information and security on that magnetic strip is stationary and does not change. Hence it can be easily duplicated. But NexusEMVs processor uses its processor to fully digitally lock all the information. It prevents the information from being copied as the processor generates security codes rather than store it. It is a form of encryption. INTERNET BANKING DBBL allows you to do seamless internet banking. This allows you to review your account, statements, paying bills as well as making some transactions. Because of local banking regulations, DBBL is not allowed to provide some types of transactions even though it is fully capable. Additional Internet Banking Features for Corporate Banking: Letter of Credit Bank Guarantee Limits Query SMS/MOBILE BANKING DBBL pioneered Mobile Banking in Bangladesh. It was the first bank to offer banking facilties through a wide range of mobile phones. SMS (Short Messaging System) is an extremely unsecure method to do mobile banking. The mobile phone networks are unsecure and there is nothing DBBL can do but to take precautionary steps. To make the most of this unsecure scenario, DBBL issues you a mobile PIN number which is different from the DBBL pin number for your mobile transactions. Not under any circumstances is the DBBL PIN number to be used in mobile banking. A different PIN number and a mobile transaction limit imposed by DBBL provide some security (but not all) over the unsecure phone network. Clients should be aware and cautious that although DBBL does its best, it cannot guarantee full security over a phone network it has no control over. EBL INTERNET BANKING EBL Internet banking application more efficient than others bank and EBL addresses the needs of individual as well as corporate account holders of EBL. List of Transactions: Transfers and Payments modes of EBL: There are different modes of transferring funds and customer can choose the modes he likes to transfer funds from selecting different modes. The user also has the right to choose the source and destination accounts because it depends upon his rights. Utility Bill Payment System of EBL: The customer can transfer funds from his accounts for making Utility Bill Payments to utility companies. The mode payment is as set up by the Bank. Deposits: Maintaining Deposits The user can view all the deposits maintained by the corporate. The customers are able to encash a deposit before its maturity. Session Summary of EBL banking: The customer now able to view the transactions profiles performed in a session. SECURITY MECHANISMS Encryption Encryption is the usual way to meet the data confidentiality requirements and although using a symmetric algorithm (symmetric or asymmetric) could be used, there are good reasons for using symmetric [Financial times, November 8, 1996]. Message Authentication A Message Authentication Code (MAC) is a cryptographic checksum, calculated using a symmetric algorithm, which is appended to a message and which can be verified by the recipient of the message. The use of MAC is one method of providing the integrity and authentication services, but it is not appropriate for meeting the requirements for no repudiation. Digital Signature A digital signature is a checksum, calculated using the private key of an asymmetric key pair, which is appended to a message and which can be verified by anyone with access to the corresponding public key. The digital signature is dependent on the complete message, so any change to the message will be detected. The real difference between MAC and digital signature is that as well as providing integrity and authentication, the later also provide non-repudiation. Algorithms and Cryptographic Mechanisms The constraint linked with each cryptographic algorithm (computation resources, time to compute, key management, algorithm capability and design†¦) limits their use for only a given number of security services. The following table lists the main security services and states whether RSA or DES (Data Encryption Standard) can address them [Denny, 1998] CONCLUSION The present status of e-banking is not satisfactory in case of virtual banking, call center and SMS banking. But all banks under study have their connectivity with SWIFT channel. Major reason is that security concern. One study in Europe reported that there is 2.6% increase in establishment of Bank branches. That means that E-Banking is declining in Europe. The main concern is security. So, data confidentiality, integrity, proof of origin, peer entity authentication, non-repudiation must be ensured. A few problems have been experienced by the IT heads in the Banks such as withdrawal of money beyond the limit. This has taken place at ATM booths because there is agreement between Banks regarding networking. [Barbara, 1997]

know what i hate :: essays research papers

You know what I hate happens? ( FUCKING EMBARRISSING MOMENTS ) ( Its like when your waiting for the Phone ) One Day after eating a hefty late lunch you sit around the house waiting for the phone to ring, this girl was supposed to come over to your house later, When out of no where came the impending inexplicable urge to take a big ass shit. Thinking it over you know you cant afford to miss the phone call, but also when you got to take a shit you got to take a shit. So taking a shit it is. Your on the toilet doing your business, you guess your about half way through when the phone begins to ring. Well your working on a big clunker right there and you didn’t have any time to wipe your ass, You run to the phone as quick as you can in the state your in. You finally finish the phone call and you put the phone down, she said she would be here in 5 minutes and Your like Werd, pimping it. Then you turn around and you see a trail of tiny wet spots of brown SHIT everywhere. You only have 5 minutes to clean it up. Trying to wipe it and get it out of the carpet, it spreads. The bell rings and y ou get dressed as soon as you can, your ass still remains un-wiped. She enters the house, she sees the stains on the floor and asks what it is, You say its chocolate ice cream, You try to steer her away but you know you couldn’t show your ass to her incase the shit stain outline appears on your pants, she bends over to smell and examine the stain on the floor.... she smells it, she gets an idea of what it is, and you try to steer her away, she tells you to come look at it closer, by then you have no choice, you bend over, she sees the shit stain outlines on your pants and her idea that those might be shit stains on the ground are confirmed........... The Date Is Over ( Its like Before You go into the hot tub ) Well The other day before hitting the road to a long drive to vacation I decided to leave on a full stomach so I wouldn’t be hungry on the journey there.

Free Essays - Bitter Reality in Landscape for a Good Woman :: Landscape for a Good Woman Essays

Bitter Reality in Landscape for a Good Woman "For my mother, the time of my childhood was the place where the fairly tales failed." (47) The loss of dreams for Edna has resulted in a loss of dreams and fantasy world for her children. The focus on the little mermaid is appropriate. Just as Edna makes the two girls into the tragic figure of the little mermaid by blaming their father for leaving/not leaving them, Edna continually makes her children into either the tragic figures or the villain by blaming them for her shattered dreams. In actuality, she is the pathetic tragic figure, unable to see how her children have helped her financially. She takes her disappointments and failed dreams and puts them onto the girls, as though it is their fault. Simply due to their existence, Edna often seems annoyed with the existence of her daughters. Kay's realization of this fact so early in life is the most distressing part of her story. Bearing the weight of this burden takes away the possibility of the children having dreams and fantasies of their own. Their awareness of this bitter reality makes it truly amazing that she titles this story Landscape for a Good Woman. Both middle and upper class mothers have certainly heard the message throughout their lives that their responsibility is in the caring for and nurturing of their children. This certainly leads to a multitude of tasks above and beyond clothing and feeding, which often result in a loss of freedom for the mother and a sense of enslavement. Breaking out of this pattern which has been expected of women and mothers in particular has been a goal for women for many decades. Being raised in a harsh environment has resulted in Edna naturally having an outlook on life that is quite different from the standard upper middle class belief of the mother being all sacrificing for her children. The emotional ties between mother and child seem to be on the back burner while more immediate needs are tended to. Edna's standards of what it means to be a good mother are entirely different from those of someone from a different class. She denies the upper-class role and defines motherhood in the only way sh e is capable of doing so, and is not damned by those around her for the way she raises her children.

John Savage Desires What Makes Essay -- essays research papers

Brave New World illustrates a world where everything that is morally right in our society, is wrong. Monogamy is sinful, massive orgies are not. Serious thinking is unnecessary because life has already been planned out. Hardships and stress can be solved with a few tablets of soma. This is the world which John Savage and others in the novel foolishly came to hate. All of the things that John Savage desires are the things that make our society unstable. Huxley uses John Savage to show the reader that this world is distopian, when this society is the closest example to a stable, utopian society.   Ã‚  Ã‚  Ã‚  Ã‚  Uninhibited sexual freedom provides happiness to this society’s citizens, the Fordians. Promiscuity is encouraged, and monogamy is discouraged. There is no room for love, or real emotional ties. John Savage does not agree with these ideas, but he fails to see the implications of loving others. In our society, love and sexual desire are the causes of murder, suicide, and rape. â€Å"Everyone belongs to everyone else†(pg.35). This is one of the many hypnopaedic messages that are repeated to the Fordians. It prevents them from feeling passion, desire, lust, jealousy, and true love. In absence of these feelings, they are free from emotional ties and have no reason to rape or murder someone because of inner desires. They are able to express their sexuality with others, and release sexual tension. Hurt and pain is eliminated from their minds, and these people can live the rest of their lives with child-like bliss. John Savage disagrees with these ideas and objects by stating, â€Å"The murkiest den, the most opportune place† (the voice or conscience thundered poetically), â€Å"the strongest suggestion our worser genius can, shall never melt mine honour into lust. Never, never!† (pg. 174-175) This occurs when Lenina wanted to have sex with John. Instead of accepting her invitation, he lashes out at her screaming, â€Å"Whore! Impudent strumpet!† (pg. 176). Meaning that he fails to understand how the Fordian society works. Not only that, but the fact that there are many in our society who can only wish to be in his place.   Ã‚  Ã‚  Ã‚  Ã‚  Another form of happiness that Huxley supplies to the Fordians is soma. The hypnopaedic message â€Å"†¦a gramme is better than a damn,†(pg.49) is repeated to these individuals so that they take soma instead of worrying... ...ot independent ideas of their own. Everyone, in a word, who’s anyone.† (pg.207) Even ‘free thinkers’ are able to live peacefully in the Fordian society. They have the choice to retreat to an island where there are many people who may share the same views. The Fordian society is not communistic. They do not execute those who think for themselves, but allow them to grow. Even though they may not have the ability to spread their knowledge on to others, their needs are fulfilled.   Ã‚  Ã‚  Ã‚  Ã‚  Is the Fordian society utopian? It is impossible to say no when there is less conflict, no pain, happiness, no jealousy, harmony, efficiency, stability, and no disease. John Savage entered the Fordian world, not the other way around. If he wanted to be singled out, beaten, and hated, then he could have stayed in the reservation. The Fordian society was prepared to embrace him, but he was not willing to adapt. Due to his stubborn nature he eventually committed suicide. John was offered a unique opportunity to live along with the Fordians, but his inability to change himself led to his death. If any other savage were given such an opportunity, they would have take in immediately.

Applying Theories and Principles for Planning Essay

The Theories of Learning according to Reece Walker (2007) that states The five main areas are Behaviourism, Neo-behaviourism, Gestalt (Insight), Cognitive Development, and Humanists, as well as more recently theorised areas of lifelong learning, but Geoff Petty (2009) explains that Theories of Learning can be separated into three main schools of thought 1) The behaviourist school. 2) The cognitivist school. 3) The humanist school. Behaviourist school of thought is concerned completely with learned behaviour, and is interested in looking at behavior and observable changes, the learners react more to teaching rather than being actively involved in the process. Cognitivist is interested in looking at the thought processes behind the behavior, for example encoding information into short term and long term memory. Therefore cognitivist is the theory that humans generate knowledge and meaning through a sequence of development, such as the mental processes of recognition, recollection, anal ysis, reflection, application, creation, understanding, and evaluation. Humanist learner is able to adapt prior knowledge to new experience. The teachers role in humanistic learning is to encourage and enable the learner, by providing access to appropriate resources without obtrusive interference. The learning goal is high order learning of procedural knowledge, strategy, reasoning, abstract analysis, and development of expertise. All three learning theories have some common ground with each other. They all agree that learners respond better with positive reinforcement and praise should be given when the learners have completed their task and achieved. They also consider that new learning must be built on existing learning. But Cognitivist and Humanist theory have the most common ground. In my teaching practice I have applied theories and principles of learning in the following four areas lesson planning, lesson structure, meeting learners needs and assessing learning. I always write constructive session plans to serve it as a guide for anyone to use it. I have applied teaching strategies that suit different group profile. I used  learning theory cognitivist as a teacher being a facilitator and imparting the knowledge in a way it can be retained by the learners and applied. Based on implementing a democratic teaching style when the learning becomes a learner centered practice as they discover things themselv es in group learning to increase knowledge, by memorising information acquiring facts, skills, and methods making sense or abstracting meaning interpreting and understanding things in a different way. I also applied organisational policies and procedures in demonstrating the use of appropriate resources, strengths and limitations of specific resources, representation of cultural differences. To avoid stereotyping, and adapt resources to accommodate specific learning difficulties and disabilities, safety, learners wellbeing, self esteem, as Reece Walker (2007) referred to (Maslows hierarchy of needs). Principles of Learning to me are my beliefs about something. It is my feelings on a given subject. Geoff Petty (2004) states that, every teacher and every learner has a theory about learning. There are many different theories and principles which have been developed to help us understand how effective learning, communication and underpin and enable teachers to develop high quality inclusive practice, Reece Walker (2007) states that Theorists tend to separate learning into three groups or domains. These are the psychomotor, cognitive and affective domains. They are called Blooms Taxono my. Geoff Petty (2009) States that We need to learn all Blooms bits. Blooms Taxonomy is a classification of learning objectives that provides a framework for discussing cognitive, affective, and psycho-motor learning. In improving my own practice I have applied theories and principles of inclusive learning to ensure that I differentiate learning methods to address different ability levels, and in my sessions plans I used the Blooms taxonomy to state the different outcomes. Communication to me as a teacher it means sharing information through listening, interacting, responding, talking, writing and understanding. It also has to be relevant and respectful to the group of learners. Some theories of communication included According to Shannon and Weaver 1949 model of communication (Online Link) that is based on a process in which a message begins at an information source/ speaker/ information (encoder), transmits a message through a channel to a destination, where the message arrives via a signal towards the receiver (decoder). But before it reaches the receiver, the  message must go through noise (sources of interference). Finally, the receiver must convey the message to its destination. I used this model in delivering teaching to convey information with no interaction or a way of measuring understanding in the learner, which is significant to higher education teaching. And Harold Lasswells Lasswells Formula in 1976 (Online Link as above) is also a tran smission model, but it introduces the concept of the effect on the receiver or learner. In modern day teaching, communication is shifting further away from a teacher dictated methods of delivering education, to methods to ensure the learner is placed at the heart of teaching, and every individual within the classroom is considered and catered for. Furthermore, I used the advanced technology communication methods to contribute and to broaden my teaching styles, but I used this through the need to differentiate teaching more effectively and to break down the barriers that exist between teacher and learner. Engaging every learner is a difficult task and learners may differ in terms of age, gender, ability level, communication skills, confidence, learning styles and many other factors. But my job as a teacher is to ensure these factors do not hinder individual learning and that success and achievement within the group is widespread and at a high level. Unit 405 Part B Taking a lesson plan you have written, comment on how I have used the barriers to equality approach stated by Reece Walker (2007). Those barriers could arise from family issues, bullying or abuse (emotionally, mentally or physically) that could occur at home or at work place, specific learning difficulties, e.g. Dyslexia, disability, social, emotional or behavioural needs, bereavement, etc. I have I usually put a plan in place at the beginning of learners course to identify and diagnose their barriers on a one to one basis. By carrying out an individual learning plan (ILP), and initial assessment to know their literacy numeracy levels, prior learning skills, and then focused on what they can or cannot do (Problematic). I also used the inclusive learning approach stated by Gravells Simpson (2010), I have promoted ensured the inclusion in preparing my lesson plan, by adhering implementing the equality diversity Laws Legislations. That is based on acknowledging and respecting learners differences regardless of learners ethnic background, race, age, gender, sexuality, religion, disability, marital status or belief. I have eliminated discrimination and ensured that  learners needs were met by making reasonable adjustments and created a positive environment. That is based on adapting no culture blame, and acknowledge learners strength, skills knowledge and background (Synthesis). I have used a fresh approach suggested by Peter Scales (2008) states Embedded teaching and learning combines the development of t he literacy language (ESOL), and numeracy with vocational and other skills. in embedding minimum core of Functional Skills including Literacy, Numeracy ICT. By incorporating the practical skills of the topics assessments with Functional Skills delivered in the sessions. For example in embedding literacy I applied communications skills using a range of TV programmes, media reports and Internet texts such as Webpages. For embedding Numeracy, I used application numbers, calculations. For embedding ICT, I used communication skills using computers to ensure that learners are aware of current and emerging technology and their impact on themselves and others, for example, incorporating navigation of the websites of several of national newspapers. They have downloaded articles on the same subject but from different newspaper. Then they have applied information, compared, analysed and evaluated to find out if the issues were logical or biased (Cognitive theories). Evaluating my lesson plan and the sessions delivered an area for improvement in my own application of theories and principles for planning and enabling of inclusive learning and teaching is using differentiation learning methods to address different ability levels in my sessions (Blooms taxonomy) t o state the different outcomes. For example I have applied the teaching strategies that suits my group profile, based on knowing how learners learning style, in order to get the best outcome of the sessions delivered. That is by implementing appropriate theories and principles of learning such as communications, cognitive, inclusive learning. The learners understood the subject content taught thoroughly, and they have enjoyed the benefits of multi resources, and methods to suit learners learning style individually. Bibliography Ian Reece, Stephen Walker, Teaching, Training Learning. Business Education Publisher Ltd, 6th Edition (2009). Geoff Petty, Teaching Today, 2nd Edition. Nelson Thornes Ltd (1998). Geoff Petty, Teaching Today, 3rd Edition. Nelson Thornes Ltd (2004). Geoff Petty, Teaching Today, 4th Edition. Nelson Thornes Ltd (2009). Peter Scales, Teaching in the Lifelong Learning Sector, Open  University Press (2008). Ann Gravells Susan Simpson, Planning and Enabling Learning in the Lifelong Learning Sector, Learning Matters Ltd, 2nd Edition (2010). Below is the Link HYPERLINK http//www.businessballs.com/transact.htm http//www.businessballs.com/transact.htm Below is the Link regarding Shannon and Weaver 1949 Communication model HYPERLINK http//scholar.googleusercontent.com/scholarqcacheKAvTeu1SGmgJscholar.google.com/shannonandweaver1949bookhlenas_sdt0,5as_vis1 http//scholar.googleusercontent.com/scholarqcacheKAvTeu1SGmgJscholar.google.com/shannonandweaver1949bookhlenas_sdt0,5as_vis1 Below is the Lin k for the H.D.Lasswell/ Communication model HYPERLINK http//communicationtheory.org/lasswells-model/ http//communicationtheory.org/lasswells-model/ Y, dXiJ(x(I_TS1EZBmU/xYy5g/GMGeD3Vqq8K)fw9 xrxwrTZaGy8IjbRcXI u3KGnD1NIBs RuKV.ELM2fiVvlu8zH (W uV4(Tn 7_m-UBww_8(/0hFL)7iAs),Qg20ppf DU4p MDBJlC5 2FhsFYn3E6945Z5k8Fmw-dznZxJZp/P,)KQk5qpN8KGbe Sd17paSR 6Q

Building Teams and Work Groups

Man is a social being, from the individual level, he transcends to the next level-the group level followed by the organizational level, then by the institutional level and lastly he is integrated in the society. Therefore, to work with others in different field is inevitable. Man needs others to survive, to feed him biologically, emotionally and physically. All of this integration of man with others started from the time that he is born. First, he became dependent to his mother as he feeds from her, second other members of the family pays close supervision of him and next he is incorporated with the rest of the family members.From the family level, as he grows up he will meet new faces, neighbors perhaps that he may associate as friends. As he goes to school, he will be acquainted with a larger peer groups. From then on as he became socialized, his social networks will also widen. As mentioned in Module 7, assuming membership in a group requires a role and responsibility. An effectiv e team must be able to come up with clear and right decisions. This can be done through constant meetings and consultations. Traditionally, it is conducted in a meeting place or a functional hall wherein you personally meet with the members of the group.Since ancient time, there had been meditated ways of sending message and communication, likewise, the use of birds as messengers. Soon it was changed with letter writing and sending mails. Amidst the modernity of the society, people discovered new ways of communicating without the hassle of being present in every meetings and group work all the time. Through the use of telephones, people learned communicating the easy way and made much more easy as it became cordless and compact- the mobile phones. In the early 90’s computers were in the boom.Name it, any transactions was made easier through e-mails, web-based environments etc. Schools and Universities also developed their own website for easy access and inquiries. Even the fa culties required their students to provide their e-mail addresses so that he/she will be able to send academic related information through internets and they can also be able to conduct seminars and conferences on line. Evaluation of Peer Participation on the Research paper: Describing the Effective Characteristics of Mediated Communication Group Member Rating Contribution/sMember1 9 Has made various internet researches, checked on the journals and books on the library. Actively participated the conceptualization and consolidated with the group. Consensus we the group members, we designated tasks needed to comply with the assignment to each member of the group. We also decided to come up with a peer evaluation paper wherein each group will determine the contributions and cooperativeness of each member through his/her rating with regards to the other group members. In a scale of 1-10, 10 being the highest, we came up with this summary of peer participation.

My paper Essay

This general education course is designed to introduce the intentional learner to communication, collaboration, information utilization, critical thinking, problem solving, and professional competence and values. The course uses an interdisciplinary approach for the learner to develop personal academic strategies in order to reach desired goals and achieve academic success. Policies Faculty and students/learners will be held responsible for understanding and adhering to all policies contained within the following two documents: University policies: You must be logged into the student website to view this document. Instructor policies: This document is posted in the Course Materials forum. University policies are subject to change. Be sure to read the policies at the beginning of each class. Policies may be slightly different depending on the modality in which you attend class. If you have recently changed modalities, read the policies governing your current class modality. Course Materials Ellis, D. (2011). Becoming a master student (13th ed. ). Boston, MA: Wadsworth, Cengage Learning. All electronic materials are available on the student website. Week One: Academic Success Details Due Points Objectives 1. 1 Identify university resources for success. 1. 2 Develop educational and professional goals. 1. 3 Recognize the importance of personal responsibility. 1. 4 Demonstrate the key elements of the writing process. Reading Read the introduction of Becoming a Master Student. Reading Read Ch. 2 of Becoming a Master Student. Reading Read Ch. 10 of Becoming a Master Student. Reading Read Ch. 11 of Becoming a Master Student. Reading Read this week’s Electronic Reserve Readings. Video CWE Watch the Center for Writing Excellence (CWE) video on the student website. Video CME Watch the Center for Math Excellence (CME) video on the student website. Presentation CME View the Center for Mathematics Excellence (CME) presentation on the student website. Tutorial University Library Access the Toolwire ® Learnscape: Finding Information at the University Library through the link on the student website. Complete the Learnscape Activities. Tutorial Financial Options Review the Financial Options information available on the link provided on the student website. Tutorial The Writing Process Review the CWE Grammar and Writing Guides: Guidelines for Writing Academic Essays on the student website. Audio Goal Setting and Time Management Listen to the â€Å"Goal Setting and Time Management† audio lecture located on the student website. Nongraded Activities and Preparation Time Management and Goals Complete the following exercises in Ch. 2 of Becoming a Master Student. Exercise 7: Time Monitor/Time Plan Process Exercise 10: Get Real with Your Goals Participation Participate in class discussion. See Discussion Forum 3 Discussion Questions Respond to weekly discussion questions. See Discussion Forum Individual Ethical Lens Inventory Complete the Ethical Lens Inventory through the link on the student website. Due by Week 1, Day 7 2 Individual Personal Responsibility Essay: Thesis Statement and Informal Outline Resources: CWE Thesis Generator; CWE Sample Outline Review the assignment directions for the Personal Responsibility Essay, due in Week Five. Create a thesis statement and informal outline for your Personal Responsibility Essay. Complete the University of Phoenix Material: Thesis Statement and Informal Outline Worksheet on the student website. Due by Week 1, Day 7 3 Week Two: Collaboration Details Due Points Objectives 2 2. 1 Describe methods of collaboration. 2. 2 Determine strategies for enhancing team performance. 2. 3 Identify strategies for conflict resolution. Reading Read Ch. 1 of Becoming a Master Student. Reading Read Ch. 9 of Becoming a Master Student. Reading Read the following materials in the Learning Team Toolkit: Welcome Handbook (appropriate to your campus) Why Learning Teams? â€Å"Team† Competence at Work Toolkit for Effective Team Building Team Basics Additional Resources References Reading Read this week’s Electronic Reserve Readings. Nongraded Activities and Preparation Attitudes and Learning Complete the following exercises in Ch. 1 of Becoming a Master Student: Exercise 4: The Discovery Wheel Exercise 5: Develop your multiple intelligences Tutorial Overview of CWE Access the Toolwire ® Learnscape: Overview of the CWE through the link on the student website. Complete the Learnscape Activities. Audio University Goals & Collaborative Learning Listen to the â€Å"University Goals and Collaborative Learning† audio lecture on the student website. Participation Participate in class discussion. See Discussion Forum 3 Discussion Questions Respond to weekly discussion questions. See Discussion Forum Career Activity Interests and Competencies By completing the Career Plan activities in this course, you are creating a career plan that can help you focus on your career goals and relate those goals to your work in this course and throughout your academic program. You must complete each activity to proceed with building My Career Plan in the following weeks. You can access your results at any time in My Career Plan in Phoenix Career Services on the student website. For additional information, review the My Career Plan Student Guide on the Career Plan website. Access My Career Plan in Phoenix Career Services located on the student website. Complete the Career Interest Profiler (if you have not done so already). Complete the Career Plan Building Activity: Competencies. Take a screen shot of the results from the Competencies activity and post the Word document as an attachment in the Assignments tab: Press Alt + Print Screen on your computer keyboard to create a screen shot. Open a blank Microsoft ® Word document. Press Ctrl + V on your keyboard to paste the screen shot into the document. Save the Word document to your computer. Due by Week 2, Day 7 2 Learning Team Instructions Week Two Learning Team Exercises Complete the Week Two Learning Team Exercises presented by your facilitator. Due by Week 2, Day 7 1 Learning Team Instructions Career Plan Discussion Reflect on your results from the Interests and Competencies activities in My Career Plan and discuss the following questions as a team: In what ways can understanding your personal competencies help in a collaborative setting? What competencies did your career plan indicate you possessed? How might you apply your strengths to enhance your team performance? Online classroom: Summarize your discussion in 150 words and post your response to the â€Å"Career Building: Competencies† thread created by your facilitator in the Main forum. Local-campus classroom: Come to class prepared to give a 2-minute informal presentation of your thoughts. Due by Week 2, Day 7 1 Individual Collaboration Complete the Ethics Exercise: Collaboration through the link on the student website. Due by Week 2, Day 7 2 Individual Personal Responsibility Essay: Rough Draft Resource: University of Phoenix Material: Thesis Statement and Informal Outline Worksheet Write a 350- to 700-word rough draft of your Personal Responsibility Essay (due in Week Five) based on your thesis statement and informal outline. Include the following: Define personal responsibility and what it means to you. Explain the relationship between personal responsibility and college success. Include a preliminary plan to practice personal responsibility in your education. Note. APA formatting is required for this assignment. Due by Week 2, Day 7 8 Learning Team Team Building Worksheet Resources: Discovery Wheel and Develop Your Multiple Intelligences exercises in Ch. 1 of Becoming a Master Student; Ethics Exercise: Collaboration Complete the University of Phoenix Material: Team Building Worksheet on the student website. Due by Week 2, Day 7 6 Week Three: Information Utilization Details Due Points Objectives 3 3. 1 Perform research in the University Library. 3. 2 Evaluate sources of information for relevancy, reliability, and bias. 3. 3 Demonstrate summarizing, paraphrasing, and quoting information from various sources. Reading Read Ch. 3 of Becoming a Master Student. Reading Read Ch. 4 of Becoming a Master Student. Reading Read Ch. 5 of Becoming a Master Student. Reading Read this week’s Electronic Reserve Readings. Nongraded Activities and Preparation Essay Review Submit your Personal Responsibility Essay rough draft to WritePoint ® for review. Nongraded Activities and Preparation Personal Responsibility Essay: Research Complete the Library Research Tutorial, available on the University Library home page. Find at least two library sources for the Personal Responsibility Essay. Summarize information for both sources. Tutorial Citations and References Review the CWE Tutorials and Guides: Writing Style Guidelines and APA Information on the student website. Explore the CWE Reference and Citation Generator on the University Library home page. Tutorial Plagiarism Review Access the Toolwire ® Learnscape: Plagiarism Review at the CWE through the link on the student website. Complete the Learnscape Activities. Video The Writing Process Watch â€Å"The Writing Process† video on the student website. Participation Participate in class discussion. See Discussion Forum 3 Discussion Questions Respond to weekly discussion questions. See Discussion Forum Career Activity Career Plan Building Activity: Work Culture Preferences Access My Career Plan in Phoenix Career Services located on the student website. Complete the Career Plan Building Activity: Work Culture Preferences. (Access is only available after completing the Career Interest Profiler and the Competencies activity). Take a screen shot of your Work Culture Preferences results and post the Word document as an attachment in the Assignments tab. Press Alt + Print Screen on your computer keyboard to create a screen shot. Open a blank Microsoft ® Word document. Press Ctrl + V on your keyboard to paste the screen shot into the document. Save the Word document to your computer. Write a 350-word summary discussing the results from the Career Interest Profiler, Competencies, and Work Culture Preferences activities. Research the following items in the University library and include your findings in the summary: Possible employers that would fit with your provided competencies Types of jobs that would align with your work culture preferences Due by Week 3, Day 7 5 Learning Team Instructions APA Reference and Citation Worksheet Review the following CWE materials: Grammar and Writing Guidelines: Plagiarism – Understanding Paraphrase Grammar and Writing Guidelines: Plagiarism – Using Direct Quotations Examine the importance and applicability of the APA guidelines for academic work. Complete the University of Phoenix Material: APA Reference and Citation Worksheet with examples from team members’ sources. Learning Team Instructions Week Three Learning Team Exercises Complete the Week Three Learning Team Exercises presented by your facilitator. Due by Week 3, Day 7 2 Individual Personal Responsibility Essay: Research and Organization Resources: CWE Annotated Bibliography and CWE Reference and Citation Generator Review the CWE Annotated Bibliography on the student website. Prepare an annotated bibliography for the sources in your Personal Responsibility Essay. Include the following information: Reference citation for each source Summary of the information in the source and how you determined it to be reliable Write a 350-word explanation of the following: How you determined the sources to be reliable and relevant, and whether or not there is an author bias How this information might strengthen or weaken your essay Format your explanation consistent with APA guidelines. Due by Week 3, Day 7 8 Week Four: Communication Details Due Points Objectives 4 4. 1 Prepare a research paper. 4. 2 Prepare a presentation. Reading Read Ch. 8 of Becoming a Master Student. Reading Read this week’s Electronic Reserve Readings. Tutorial Creating a Presentation Complete the Microsoft ® PowerPoint ® tutorial on the student website. Access the Toolwire ® Learnscape: Making a Successful Presentation through the link on the student website. Complete the Learnscape Activities. Nongraded Activities and Preparation Personal Responsibility: Revision Revise your Personal Responsibility Essay rough draft to incorporate facilitator feedback, WritePoint ® suggestions, and your library research. Participation Participate in class discussion. See Discussion Forum 3 Discussion Questions Respond to weekly discussion questions. See Discussion Forum Career Activity Career Plan Building Activity: Reasoning Abilities Access My Career Plan in Phoenix Career Services located on the student website. Complete the Career Plan Building Activity: Reasoning Abilities. Take a screen shot of your Reasoning Abilities results and post the Word document as an attachment in the Assignments tab: Press Alt + Print Screen on your computer keyboard to create a screen shot. Open a blank Microsoft ® Word document. Press Ctrl + V on your keyboard to paste the screen shot into the document. Save the Word document to your computer. Due by Week 4, Day 7 2 Learning Team Instructions Personal Responsibility Essay: Peer Review Share your Personal Responsibility Essay rough draft. Discuss each team member’s rough draft and provide feedback. Use the University of Phoenix Material: Peer Review Form to note teammates’ suggestions. Learning Team Instructions Week Four Learning Team Exercises Complete the Week Four Learning Team Exercises presented by your facilitator. Due by Week 4, Day 7 1 Learning Team Instructions Career Plan Discussion Part 1 – Reasoning Abilities Reflect on your results from the Reasoning Abilities section on in My Career Plan and discuss the following questions as a team: How can learning about your reasoning skills help to improve how you write a research paper or give a presentation? How can learning about your reasoning skills help improve a work environment? Online classroom: Summarize your discussion in 150 words and post your response as a reply to the â€Å"Career Building: Reasoning Abilities† thread created by your facilitator in the Main forum. Local-campus classroom: Come to class prepared to give a 2-minute informal presentation of your thoughts. Part 2 – Career Planning Reflect individually on your My Career Plan results from the entire course. What are the next steps in your career plan? What milestones have you established in the Career Plan to monitor your progress towards your career goals? Why do you think these steps are important in helping you progress? How can you focus your time and attention in future courses based on your career competencies and goals? Online classroom: Post your response to the questions as a Reply to the â€Å"Career Planning† thread created by your facilitator in the Main forum. Local-campus classroom: Come to class prepared to give a 2-minute informal presentation of your thoughts. Due by Week 4, Day 7 2 Individual Ethics Simulation Complete the Ethics Simulation: Dilemmas: The Purloined Paper and The Big Presentation through the link on the student website. Due by Week 4, Day 7 3 Individual Personal Ethical Statement Resources: Ethical Lens Inventory Write a 350- to 700-word reflective statement that defines your personal ethical viewpoint. Include what you learned through the Ethical Lens Inventory: Your preferred ethical lens Your blind spot Your strengths and weaknesses Your values and the resultant behaviors Due by Week 4, Day 7 8 Week Five: Critical Thinking and Professional Competence Details Due Points Objectives 5 5. 1 Examine ethics issues. 5. 2 Identify personal bias and emotion. 5. 3 Determine the relationship between higher education and professional competence. Reading Read Ch. 7 of Becoming a Master Student. Reading Read Ch. 12 of Becoming a Master Student. Reading Read this week’s Electronic Reserve Readings. Nongraded Activities and Preparation Professional Competence Presentation (Preparation) Resource: Microsoft ® PowerPoint ® tutorial Create an outline for the Profession Competence Presentation. Consider the following questions: What role do ethics play in professional competence? How might you use what you have learned about your ethical perspective to develop professional competence? Tutorial Critical Thinking Access the Toolwire ® Learnscape: Assessing the Validity of Varying Points of View through the link on the student website. Complete the Learnscape Activities. Participation Participate in class discussion. See Discussion Forum 3 Discussion Questions Respond to weekly discussion questions. See Discussion Forum Learning Team Instructions Week Five Learning Team Exercises Complete the Week Five Learning Team Exercises presented by your facilitator. Due by Week 5, Sunday, Day 6 1 Individual Ethical Decision Making Complete the following Ethics Exercises through the link on the student website. Digital Footprint Financial Responsibility Student Marketplace Due by Week 5, Sunday, Day 6 5 Individual Personal Responsibility Essay Resources: Personal Responsibility Essay rough draft; University of Phoenix Material: APA Reference and Citation Worksheet; Learning Team peer reviews; facilitator feedback Write a 700- to 1,400-word paper expanding your Personal Responsibility Essay by incorporating feedback from your facilitator and teammates, and including the following: An introduction A minimum of 2 properly cited and referenced research sources from the University Library A plan to incorporate effective strategies for success as a student A conclusion Reference page Format your essay consistent with APA guidelines. Due by Week 5, Sunday, Day 6 10 Individual Competency Presentation Resources: Learning Team discussion; Professional Competence Presentation Outline; Microsoft ® PowerPoint ® tutorial; Career Plan Create a professional competency presentation plan that answers the following questions: Describe your competencies and how they reflect your work culture preferences. Do these competencies intersect with your potential career? Explain. Why are the competencies important to your future career goals? What is the industry outlook for your preferred career path? You can locate this information in the following places: Job Market Research Tool in Phoenix Career Services The Company Directories and Financials databases in the University Library (under Library Resources) BLS. gov Based on your activity results, what are three possible employers that align with your preferred career path? What actions can you take either to improve your stronger core competencies or to strengthen the areas in which you are not as strong as you progress through each course in the program? Create a presentation of 7 to 10 slides, or 5 to 7 minutes, with speaker notes, showing your plan for using your education to develop professional competencies. (Note: Oral presentations are not required for this assignment. ) Due by Week 5, Sunday, Day 6 5 Learning Team Learning Team Charter Resources: Learning Team Toolkit, activities, and University of Phoenix Material: Team Building Worksheet Complete the Learning Team Charter located in the Learning Team Toolkit. Due by Week 5, Sunday, Day 6 8 Copyright University of Phoenix ® and WritePoint ® are registered trademarks of Apollo Group, Inc. in the United States and/or other countries. Microsoft ®, and PowerPoint ® are registered trademarks of Microsoft Corporation in the United States and/or other countries. All other company and product names are trademarks or registered trademarks of their respective companies. Use of these marks is not intended to imply endorsement, sponsorship, or affiliation. Edited in accordance with University of Phoenix ® editorial standards and practices.