Limitations in Reliability of Interest Rate Sensitivity Gap Case Study - 1

Limitations in Reliability of Interest Rate Sensitivity Gap - Case Study Example The researcher states that the use of the interest rate gap in measuring the interest rate risk has various limitations. When there is high volatility in the interest rate in the market the use of gap method does not yield desired results. In the duration gap approach, it is difficult to match the duration of assets with the liabilities. Besides, this analysis is useful only when there are small and identical changes in the short term and long term rates of interest. The grouping of assets and liabilities based on duration is difficult in the case of prepayments by the clients or default. When there is a fall in the interest rates the prepayment increases that make the bank â€Å"asset sensitive†. If the interest rates are anticipated to increase by 1 percent then to reduce the impact on earnings the corporation must keep a Positive Gap. This means that the rate sensitive assets should be more than the rate sensitive liabilities. If this is positive then the increase in intere st rates increases the net interest income. The Gap of the corporation is mostly positive for all the time periods except for the investments that are of less than six-month maturity. In all the classes with a positive gap, the corporation will benefit due to the anticipated increase of 1%. It will only lose on the negative gap because the net interest income will reduce for the assets and liabilities of six months maturity. The interest expense will be more on account of increase in the rate and the gap being negative i.e. the number of liabilities exceeding the number of assets, there will be a fall in the net income. The cumulative gap of the corporation is positive at $1194 million.

Required to perform an Analysis of Variance using SPSS Essay

Required to perform an Analysis of Variance using SPSS - Essay Example The observed result is the level of sales in that locality in the fortnight following the appearance of the first advertisement. From the two way analysis of variance, it can be observed that the main effect length and media are significant. This is because the significant value of media is 0.000; the significant value of media is 0.0000 which are less than 0.05 level of confidence. This implies that there is significant difference in the main effects. The significant value of the interaction of main effect media and length is equal to 0.001 which is less than 0.05 level of confidence. This implies that there is significant difference in the interaction. The percentage of the value of sales volume accounted by the model is 78.4%. This is because that value of R-squared is equal to 0.784. From the mean comparison of the sales posted though the Tv or radio advertisement, it can be observed that the value of significant difference indicate that there is no significant difference in the mean sales of the given by either Tv or Radio. From the pairwise combination of medium and length, it can be observed that the combination of long length and radio form of advertisement give the least sales. This implies that the combination of advertisement of long length and radio is the one that cannot be used for

Attachments theory as it affects adolescants Essay

Attachments theory as it affects adolescants - Essay Example According to attachment theory, primary caregivers become increasingly differentiated from other people in the minds of infants during their first year of life. During childhood, adolescence, and adulthood, many individuals encounter difficulties in their relationships with parents and spouses that shake their confidence in the availability of these attachment figures. Such difficulties may fundamentally disrupt attachment bonds and dramatically reduce an individual's capacity to adapt to challenges outside the family. In the second volume of Attachment and Loss, Bowlby (1973) refined his definition of the set goal of the attachment system. In considering the effects of separations on children, he moved toward the notion that security derives from a child's appraisal of an attachment figure's availability (Bowlby, 1973). The child needs to experience a parent who is not only accessible but also responsive. This aspect of security incorporated Ainsworth's findings that it is the quality of day-to-day interactions, not just major separations, that influences infants' attachment expectations. In contrast, various nonresponsive or insensitive f orms of care can undermine the infant's confidence or even lead to expectations for rejection or inconsistent response. Separation distress results from the appraisal that a parent is inaccessible (Ainsworth et al., 1978). This perceived threat to a parent's accessibility activates the attachment system and motivates a child to reestablish contact. Emotional reactions accompanying the appraisal of threat include fear and anger. Fear activates the attachment system and signals the child's distress. Anger results from frustrations that the child encounters in trying to regain access, and it mobilizes efforts to reestablish contact. Adolescents The adolescent, by contrast, may act out her conflict about separating through fights with her mother and open defiance. Her upheaval may be more visibly apparent in her relationship with her mother, more provocative and dramatic. Girls may direct their acting out toward their bodies and engage in behaviors that are outside of the domain of parental control. They are at increased risk for eating disorders, reckless or promiscuous sexual activity, and self-cutting or other forms of mutilation. Adolescents may also use drugs and alcohol to rebel, explore, and escape painful feelings. Self-defeating or destructive behavior may provide an illusion of independence while also serving to defend against regressive longings. The thrill and power of reckless acting out can reduce their sense of vulnerability and distract from feelings of loss associated with the transition from childhood dependence. The attachment to a therapist can take pressure off the mother-daughter dyad, as some dependenc e needs are being met in a relationship outside the family. However, the stage is then set for the adolescent to recreate with the therapist elements of her struggle with her mother. Her dependence on the therapist can trigger resistance to treatment. Like the defiance at home, acting out within therapy may serve both to rebel against therapeutic influence and to pull for protective intervention (Cassidy et al., 2003). Similar patterns of maladaptation have been identified in adolescents and adults who are classified as

Write about short fiction Essay Example | Topics and Well Written Essays - 1250 words

Write about short fiction - Essay Example In many ways, this adds to the subject of self-identity echoed by other writers as well. The story is written by Jhumpa Lahiri who is an Indian American author. She has been an experience writer from debut short story collection, Interpreter of Maladies and won the 2000 Pulitzer Fiction Prize. Her reputation and experience has not been hidden in her work of Hell-Heaven as a short story. Hell-Heaven talks about the struggles of living in the America with a Bengali culture. The struggle is shown in this short story from the characters Pranab Kaku and Usha. They both make decisions that make them prefer one culture over the other. Jhumpa Lahiri in her book Hell-Heaven explores geographies of intimacy and the manner in which various spaces control intimacies, re-form intergenerational intimacies and disrupt traditional narratives of intimacy. The author specifically focuses on second-generation immigrants of Bengali, detailing the unique challenges or experiences they encounter from a banished sense of the â€Å"familiar† intimacy of their motherland and the similar narratives of advances with which their fathers struggled. The woman in this short story is fundamentally responsible for depicting the boundaries of the old and new geographies of intimacy. This is a story that looks at simple human emotions like loneliness, jealousy, love and describes how various individuals change drastically over time due to geographical. The title is taken from this paragraph from the story Hell-Heaven: â€Å"He used to be so different. I don’t understand how a person can change so suddenly it’s just hel l-heaven† (p, 112). In Hell-Heaven, Pranab Chakraborty, is an MIT graduate student, Boston is considering returning to his motherland in Calcutta because of being homesickness. Through this thought, one can argue that despite the many privileges that these individuals in the Diaspora may have,

Throughout Ken Keseys tremendous novel Essay Example for Free

Throughout Ken Keseys tremendous novel Essay It is another meeting though with McMurphy which causes the most drastic and evident change to Chief Bromdens character. In the midst of a bed time conversation with the Chief, McMurphy gives him a packet of chewing gum, the Chief replies Thank you. The chief then goes on to state this again. This comment from the Chief can be taken in two separate ways; metaphorically the Chief has said thank you to McMurphy, but, on the other hand he has thanked McMurphy for the allowing him to open up and talk and realise that he is not, in fact, insane. As well as that, it also shows how all along McMurphys inclination about the Chief was right. During that night time conversation with McMurphy the Chief talks about how small he is, demonstrating how the combine has affected him. Youre lot bigger, toughern I am. McMurphy then replies, You stand a head tallern any man on the ward. There aint a man here you couldnt turn every way but loose, and thats a fact! The Chief then dismisses this comment No. Im way too little. I used to be big, but not no more. Youre twice the size of me. This repetitive negative, Not no more, illustrates how he feels negative towards himself too, and how broken a man he is due to his time spent in the combine. McMurphy realises that, with the size of the Chief, he could use him to lift the control panel which he hadnt been able to lift at the beginning of the novel. He begins to build up the chiefs morale by complementing him in a descriptive metaphor, giving an image of how life will change for the good, Oh man I tell you, youll have women trippin you and beatin you to the floor. He offers him a free place in his special body-buildin course, and as McMurphy walks down the hall to sign the Chief up for the fishing trip he pulls the covers off him and states Look there, Chief. Haw what did a tell ya? You growed a half foot already. This again is used by McMurphy to build Chief Bromdens self image. Due to the character building of McMurphy and the Chiefs ability to find the cause of his illness he grows into a new man, a man able to be rebellious and able to pull away from the tight grasp which the combine has upon him. This point of rebellion expresses the Chiefs refusal to mop the hall. They stuck a broom out for me to do their work up the hall, I turned around and walked back to the dorm, telling myself, the hell with that. This emphasises the change in Chief Bromdens character as he is now confident enough to refuse duties from the black boys. This alliteration in the description of the boys is used extensively throughout the novel, emphasisng there colour, in 1962 (when it was first published) there was a lot of racism, white people were far more superior, and also their age, showing how even boys are running the institute, telling the white men what to do. But the main change to the Chief is his ability to laugh. I could look down and see myself with the rest of the guys and watch them, us, swinging in laughter. This is an effective use of imagery, as this metaphor emphasises how the Chief has grown mentally stronger as a man, as earlier on in the novel he states, You cant really be strong until you can see the funny side to things. His mental strength is illustrated through his physical strength in the shower room. So I picked him off and threw him in the shower. He was full of tubes; he didnt weigh moren ten or fifteen pounds. Demonstrating how McMurphys plan of making the Chief grow back to his real size is working. The character of Chief Bromden develops even further as when he notices a fog being produced by the combine and refuses to, slip off and hide in it. No never again, as he knows, this time I had them beat, thus emphasising how he has nearly recovered from his sickness. Finally the Chiefs transformation is complete, when McMurphy comes back down to the ward after his lobotomy the chief kills him out of compassion and escapes by throwing the control panel at the screened window. After the lobotomy, McMurphy states that he cannot do things like he used to, hobbled like this, the metaphor highlights that the institute has now got total control over McMurphy, even though he is not literally hobbled, as in cannot walk properly, he cannot think for himself, is a vegetable, he is hobbled. However though, the path the Chief ventures out on after escaping from the hospital is the same as the ill fated dog took earlier on in the novel when chasing a goose as it met the oncoming headlights of a vehicle, thus emphasising the battle between animals and machinery and how machinery will always win. In conclusion Chief Bromdens character develops extensively through out the novel from being a fully fledged member of the chronics to conversing with McMurphy and even going on a fishing trip with the other patients. As the novel develops the Chief grows back to his original size, commits an empathy killing on McMurphy to save him from the life of a chronic and escapes from the grasp of the combine. However, the reader is left in a state of uncertainty at the end of the novel as they are unsure whether the story is being told by the Chief as a free man out with the hospital or if the combine have taken him back into their tight grasp and he is telling the story from recollection to another inmate. Show preview only The above preview is unformatted text This student written piece of work is one of many that can be found in our GCSE Ken Kesey section.

Importance of Roman Games Essay Example for Free

Importance of Roman Games Essay The Roman games featured as an important and significant part of roman society, this being a way in which the Gladiatorial games were held in honour of the Gods and was a way in which they celebrated, it established a social hierarchy in Roman society. Roman games played a significant part in roman life; this can be seen through the study of a number of paintings and drawings, sculptures, mosaics and other artefacts. The games played numerous roles such as too appease the people, to demonstrate the wealth and power of the empire, to uphold social control and to act as a communication source between the emperor and the people. The Colosseum was the centre point of the Roman games and was the biggest arena, its construction started in 72 AD under the emperor Vespasian and the construction finished in 80 AD under Titus. The Colosseum is the best archaeological source regarding the Roman games and is considered to be one of the greatest works of Roman architecture. The arena could seat up to 50,000 spectators and was the centre point of the Gladiatorial games. The games provided the emperor with a way in which he could communicate with the society of Rome, The Colosseum and Circus Maximus were the only two places that a large number of Plebeians could assemble collectively legally. The whole of the spectators would be able to communicate with the emperor, this being to display their attitudes and complaints against the emperor, members of the imperial family and other prominent people. There crowds feedback would be boos or cheers to display positive or negative feeling towards authority. The emperor provided the arena events to entertain and a way in which The roman games was a way in which society could be entertained and the emperor used it to up held common values such as loyalty, servitude and honour. The games were used to demonstrate the power of the emperor and it made him much more popular and in return he received gratitude from society In such a cultural climate it is not surprising that gladiatorial games were immensely popular and a characteristic symbol of Roman culture for almost seven centuries. It may be no accident that the most dramatic increase in the popularity of gladiatorial games occurred during the first two centuries AD, when the Augustan peace throughout the empire provided little opportunity for citizens to participate in real warfare. The Roman games were the Emperors gift to society a way in which he could show he’s generosity to the people of Rome. The way in which to pay for these games were by apprehending wealth from possessing land and the overthrow of other people, this is why the games were free and it balanced the massive wealth of the Roman emperors. The Roman emperors also used the games as a way that they could be remembered for their generosity.

Reflective Practice In Pastoral Ministry Education Essay

Reflective Practice In Pastoral Ministry Education Essay The focus of this paper is reflective practice, which is the ability of individuals to learn from critically analysing events and experiences that they encounter in their daily lives besides the values and theories that support those activities. This is employed in various professionals such as in teaching, nursing, environmentalists among other professionals as a supplement for formal professional learning. In this study, reflective practice will be examined from a pastoral point of view. The term reflective practice will be examined with reference to its definition, the various types of reflective practice that exist and the models of reflective practice that are in use today. Additionally, reflective practice will be analysed from a pastoral point of view whereby the various ways in which it can be used in Christian ministry will be explored as well as the ways in which it has enabled the writer of this paper to develop or change their public relations as far as the ministry is concerned. Finally, the role of reflective practice in the learning experience of the writer will be examined. 2.Reflective practice 1)Definition Reflective practice is one of the core characteristics in professions such as education, health, environmental management and theology among others and usually refers to the ability of an individual to reflect on actions or acts in a way that facilitates further learning for the individual. This usually involves paying special attention to the activities of everyday life with special reference to the values and theirs that are the basis for these actions. Reflective learning encourages practice-based professional learning whereby individuals are able to learn from their experiences as opposed to formal and structured teaching. The term reflective practice is composed of two words; reflection and practice whereby the term reflection means to critically and accurately evaluate an item, an individual or a situation while experiencing them or after one has encountered them. Practice on the other hand refers to learning or mastery through repetition. Reflective practice has been defined by Moon as a set of abilities and skills, to indicate the taking of a critical stance, an orientation to problem solving or state of mind whereas Cowan has defined reflective thinking as the situation when they analyse or evaluate one or more personal experiences and attempt to generalise that from thinking. Biggs on the other hand defined reflective thinking as a reflection in a mirror is an exact replica of what is in front of it. Reflection in professional practice, however, gives back not what it is, but what might be an improvement of the original . In conclusion therefore, the process of reflective learning may be thought of as a process through which individuals critically evaluate their actions, thoughts and experiences and through this critical appraisal, are able to experience autonomous learning. The connection between knowledge and practice is further facilitated by the availability of an experienced professional within the discipline, in this case theology and pastoral ministry. In laymans terms, the practices and strategies for reflective practice includes questioning the manner in which one carries out various activities and comparing it to the manner in which others carry out the same activities; the search for alternatives in the course of accomplishing the same activities; comparing and contrasting; keeping an open mind; looking for the framework, theoretical basis and underlying rationale for those activities; viewing from various perspectives by asking for the viewpoints of others; consideration of the consequence s; hypothesising, testing, seeking, identifying and resolving problems . 2)Advantages of practice reflective Reflective practice in pastoral ministry is associated with a higher understanding for the minister of his or her own style in the course of ministry besides validation of his or her own ideas, beneficial challenges to traditional approaches, recognition of the role of ministry in society and the respect for diversity in the course of applying theories in practice . 3.Types Of Reflective Practice 1)Content Reflection This refers to the recounting of something that happened by the practitioner who in this case is the minister . This may be the outright description of a situation or of a problem such as Mr. Stan did not tell me anything that may have been troubling him in spite of the fact that I reassured him that I was ready to listen and despite his revelation that his family was unreceptive to him 2)Process Reflection This is where a practitioner the process that was involved in the happening of an event such as as I narrated in the encounter with Mr. Stan what my purpose was, then I began to carry out an intense physical assessment. I asked again about any concerns once in the middle of taking temperature, and did not mention it again. Mr. Stan failed to make eye contact when he said everything was ok. 3)Premise Reflection Premise reflection is where a problem, issue or situation is evaluated with the view of understanding why it happened or occurred. For example I wonder why he failed to respond to my questions. How come I didnt notice and respond to his body language then? Why did I not feel comfortable digging a little more? Did I ask about her problems too early in the interview and too often again when in the middle of the task? Was I comfortable? What should I do differently in a future situation? Do I feel comfortable acting differently in the future? What would assist me in the future? 4)Action Reflection This is also known as reflection on action and is used to refer to the reflection of actions, activities and events that happened in the past and may involve documentation of those past events and experiences and may be referred to as Schons model of reflection. 5)Critical Reflection Critical reflection is the process of analysing, reconsidering, and questioning experiences within a broad context of issues and can be broken down into various dimensions for the purposes of addressing various activities besides various levels of reflection. The first, second and third dimensions constitute the ordinary process of reflection whereas the fourth dimension constitutes the core of critical reflection. The first dimension involves critical observation for the purposes of understanding the issues in a deep and accurate way through the use of frameworks such as past experiences. The second dimension involves an exhaustive description of what has been observed whereas the third dimension involves the making of the meaning of what has been described. Finally, the fourth dimension refers to the addition of breadth and depth to the issue through asking questions about and relating meanings to a variety of professional and personal issues. 6)Reflection In Action Reflection in action refers to the reflection of an individual on action while in the course of carrying out the action. This is manifested in constant thinking throughout the duration of the action and is referred to as knowing in action, thinking on your feet and keeping your wits about you besides learning by doing as described by Schon. 4.Models Of Reflective Practice The purpose of these models is to enable professionals to draw lessons out of experiences in the course of enabling professionals to develop independence and to create a continuous, life long, learning experience. 1)Argyris and Schon 1978 In 1978, Argyris and Schon proposed the single loop and the double loop models of reflective practice on the basis of the identification and correction of an error, fault or mistake. Single loop learning is where the individual continues to rely on the old procedures in spite of the identification and resolution of a problem whereas double loop learning is where upon the identification and resolution of a problem, new procedures are adopted and in case the same problem appears again, a new solution is found. Later, Schon brought up the idea of reflection-in-action and reflection-on-action whereby the former may be defined as thinking on their feet and the latter may be described as felt knowing. The idea behind these two concepts is that in the course of any practice, a professional normally experiences feeling, emotions and thoughts that are derived from a similar past experience and which enables them to face the situation at hand directly. 2)Kolb 1984 This model was heavily influenced by the works of Dewey and Piaget in the 1970s and besides focussing on experimental learning, is centred on the change of information into knowledge. This occurs when an event has already come to pass and involves the reflection of the individual on the experience in order to gain understanding and insight of the concepts, which are then transferred into a new situation. Thus, knowledge obtained from a specific situation is constantly and regularly utilised and builds on an individuals experience and knowledge . 3)Gibbs 1988 This is an improvement of Kolbs experimental learning cycle whereby structured debriefing is used as a way of enabling reflection. The stages of a full structured debriefing in order are: the initial experience, the description of the experience, the description of the feelings that an individual encountered, the valuation of the experience, an analysis of the experience, the general conclusions that an individual makes from the experience and analysis, the specific conclusion and the personal action plans in case a similar situation is encountered in future. These steps are also known as the Gibbs model of reflection or the Gibbs reflective cycle and are summarised as: description, feelings, evaluation, analysis, and conclusion and action plan. 4)Johns 1995 This is a structured model of reflection that consists of a guide for individuals to gain higher understanding and is designed to include the participation of a colleague or a mentor, who facilitates faster transformation of the experience to learnt knowledge. This model is based on the earlier works of Carper and puts emphasis on the ability of a professional to access, understand and put into practice information gathered empirically through looking in on ones thoughts and emotions and looking out at the events that took place. This model includes Carpers four patterns of knowing which are: empirical, personal, ethical and aesthetic and reflexive. 5)Rolfe 2001 The basis of this model is Bortons developmental model of 1970 and involves a simplistic cycle consisting of three questions that a professional asks. These are: what, so what and what next. This enables an individual to describe a situation accurately, which further enables scrutiny of the situation and construction of knowledge that was learnt through the experience. After this, the various ways and methods in which one may improve as well as the results of ones response to the situation are evaluated . 6)Bauds model Bauds model places emphasis on the feelings and emotions of an individual besides being cyclical. This model recommends a critical analysis of an experience or an event with reference to the emotions or feelings that were experienced in the course of the event or after the event and application of the lessons that were learnt from this experience. 7)Greenaway 3-stage Model This model is based on three activities that are performed in cyclical progression. These are plan, followed by do, which is followed by review and so on. It is suggested that this model is closely related to the Gibbs model of reflective practice. 5.Use Of Reflective Practice In Christian Ministry The role of reflective practice in Christian ministry and Pastoral work cannot be overemphasised. This is especially so taking into consideration that ministry involves the delivery of the word of a perfect God, through an imperfect individual to other imperfect individuals with the aim of bringing them close and closer and closer to the fold. Additionally, Christian ministry is much more than preaching and one of its other components is to set a good example to the congregation and thus the need for reflective practice among the Christian ministers. 1)Reflective Practice in Church Ministry Leadership To begin with, reflective practice is important for a pastoral minister to accomplish his or her leadership role within a ministry. The leadership of any ministry is important in the achievement of the goals and objectives of that particular community in addition to influencing their congregations to view and value these in the same way. The role of leadership demands certain behaviours from the Christian minister and hence the minister needs to constantly reflect on his or her behaviour and adopt behaviour and actions that will serve as an example to the community. This would enable the attainment of goals and objectives besides steering the congregation to greater heights . 2) Reflective Practice in Prayer and Instruction Reflective practice may be used by the ministers to encourage congregation to reflect on their thoughts, experiences and events with reference to Biblical teachings as well as prayer as a way of encouraging them to live lives that are more godly. This may also be used by the ministers themselves as well in striving to live lives that are more godly. 3)Reflective Practice in Improving the Running of the Churchs Affairs. In the course of management of the affairs of the church, not everything that the minister comes across will have been taught in class and it is prudent for him or her to come up with ways of handling such situations. Additionally, the minister may find that some of the management that he or she may have learnt in the classroom are not so practical in some situations and it is in such times when reflective practice should be used to invent more olutions to management problems. 6.Role Of Reflective Practice In The Course Of Learning 1) Reflective Practice in Time Management In the course of learning, reflective practice has come in handy especially in the course of time management. By looking at past events and experiences, I have learnt how to plan ahead for activities, how to prioritise activities and the importance of allocating time both for working and for relaxation purposes. Unlike in the past, I am now able to meet my obligations and the stress that comes with undone work has dramatically reduced in my life. Consequently, in spite of fulfilling my responsibilities, I am able to engage in activities that I like. 2 )Reflective Learning in Accommodating Others Accommodation of others has been a challenge all along in my life and more so in the course of Christian ministry studies as a result of the diverse viewpoints that are held by my fellow students. However, by reflecting past instances of my intolerance towards the opinion of others, I was persuaded to try and accommodate the feelings of others. This turned out to be worthwhile as I learnt that it is important to accept the views and opinions of others no matter how offensive they are to me, since I realised that people like being listened to and understood even if not necessarily agreed with. This, I have learnt is perfect for harmonious living and coexistence even with my classmates. 3)Reflective Practice and Challenges at Work and in personal life Reflective practice has been instrumental in assisting me to deal with challenges at work and at home. In the past, difficulties and work would spill over when I got home and difficulties I experienced at home would affect my work. As a result of reflecting on these situations, I learnt that there is a time and place for everything and that what happens at home should not affect what happens at work and what happens at work should not impact my life away from work. This has enabled me to find fulfilment at home and at work in spite of whatever difficulties I may be experiencing. This has made me more effective in my work and responsibilities. 7.Conclusion This paper has been centred on reflective practice within the context of pastoral ministry. To begin with, the definition of the term reflective practice has been defined in laymans terms but the definitions of various experts such as Moon, Cowan and Biggs have also been included. The advantages of the practice of reflective practice especially among pastoral ministers have also been mentioned besides the types of reflective practice. The types of reflective practice that have been discussed in this study are: content reflection, process reflection, premise reflection, action reflection, critical reflection and reflection on action. This paper also contains brief discussions on the various models of reflective practice that have been proposed by experts over the years which are: Argyris and Schon model of 1978, Kolb model of 1984, Gibbs model of 1988, Johns model of 1995, and Rolfes model of 2001. Additionally, the importance of reflective practice in Christian ministry has been expl ored and in this case, its role in church leadership, prayer and instruction and in the running of the affairs of the church has all been discussed. The impact of reflective practice in my personal life has also been outlined with reference to its effects on the challenges that I encounter in my personal and professional life, in accommodating others, and in time management.