Why I Hate Britney free essay sample

Why I loathe Britney was an article composed by the, Nisey Williams when she composed this article, Nisey was a senior at the University of Austin. As indicated by Miss Nisey Williams, Britney Spears in mid 2000s were the most very or incredibly terrible impact on the little youngsters as a symbol or icon. Increasingly over Miss Nisey accepts that in 2002 Britney Spears was the most popular and persuasive character or craftsman, anyway she acknowledge this as a verified certainty that, Britney was renowned due to her ratty, grimy, and revolting garments. Likewise in the article Miss Nisey contrasted Britney and another vocalist of that time Avril Lavigne.According to Miss Nisey Williams, Avril Lavigne was progressively suitable and better good example or style symbol for the little youngsters, in light of the fact that Avril verses of tunes were increasingly moral and her garments were additionally progressively traditionalist side. Truth be told Miss Williams accepts that the little youngsters who adore, Britney Spears and hear her out melodies will have an exceptionally positive indication of engaging in explicitly exercises i n more youthful age. We will compose a custom article test on Why I Hate Britney or on the other hand any comparable theme explicitly for you Don't WasteYour Time Recruit WRITER Just 13.90/page Miss Williams trusted in her article that one day, mainstream society expel the sex persuasive specialists, from the fundamental screen and culture will quit following big names with comparable ethics to Britney Spears.Nisey Williams, would not carry the kid into the world, as a result of the profanity in the mainstream society we have and the manner in which pop depict the sex before teenagers. She is really, confounded how it will be in future following 15 years when her little girl will contact her womanhood. And just for this dread, Nisey fault Britney Spears for that. In spite of the fact that there are numerous specialists and vocalists who could convey fault as well at the same time, in Miss Williams sentiment Britney is on the rundown that harmed the moral impression of mainstream society in youthful teens.However the vast majority likewise, scrutinize Britney on her case of an Icon of good body and shape, this case carry sadness to the young ladies who don't have same sort of body fundamentally those young ladies lose trust openly. Miss Nisey additionally censured the dress stores, cause these stores likewise following the patterns of the pop stars, which are by one way or another sex image for the youthful teenagers. Individuals who don’t concur with Miss Nisey, frequently contend that, its folks duty to watch out for their kids, what they are doing or follo wing.But so as to guard Nisey contention, she gave the case of her companion One of my collaborators said she had such a troublesome time school looking for her thirteen-year-old little girl that she wound up taking her to Academy for wind suits, free-streaming T-Shirts, and soccer shorts†. Conversely Miss Williams notice the Avril Lavigne accomplishments in pop industry with the moral and less disgusting style of garments and verses of tunes both. I concur with Miss Nisey Williams, in certainty she raised the incomparable argument.Of course Pop culture has extraordinary impact on the adolescent everywhere throughout the world. Each high school young lady need to see her in Britney or some other craftsman body, body as well as act, garments and so forth. There is no uncertainty that pop specialists show the extraordinary sum force of articulation of self-perception. This is something numerous youthful and high school young ladies battle with and builds up some risky ailments, for example, anorexia or bulimia. Additionally I completely concurred with this reality too that guardians can’t watch out for their youngsters, I think as I would see it we as a whole should act mindfully and morally.

Free Essays on Italian Futurism

- in-freedom† prompted new structures in visual correspondence with type, designs and arrangement being utilized related to make picture sonnets later known as solid verse. The new way to deal with typography in configuration was grasped by the early abstract works of Dadaism and invigorated the New typography development. The Movement After Cubism another development called Futurism rose in Italy. The development detonated onto the European social scene on 20 February 1909 when Filippo Marinetti the organizer and just part as of now forcefully declared the ‘Manifesto of Futurism’ and it was distributed on the first page of the French paper Le Figaro. The proclamation not just praised the energy of the as of late industrialized boulevards of Milan firmly conflicted with ordinary craftsmanship morals of the past We will devastate the historical centers, libraries, foundations of each kind...... Free Essays on Italian Futurism Free Essays on Italian Futurism Futurism is a development that has been moving to me and has given inspiration to numerous other visual originators and developments. â€Å"Shock, notwithstanding opening people’s eyes, was a piece of the Futurist programme† Being such an adaptable gathering crafted by the Futurists can be found in various craftsmanship types. The artistic creations and typographical disclosures are generally great to me in addition to the fact that they were progressive at the time I feel that contemporary eyes can see further expectations and regard the effect that it had on craftsmanship. The sort of artistic creations that came out of this development are outwardly animating to see I respect how the Futurists had the option to control the elements of a static picture. Acquiring from styles, for example, Cubism the Futurists controlled brush strokes and formal components, for example, line, equalization and shading to depict pictures that had complex mechanical feel and enthusiastic imbuements of splendid shading mixes. They likewise were the organizers of typographical advancements that were cutting edge at that point. The specialty of Marinetti’s â€Å"words-in-freedom† prompted new structures in visual correspondence with type, designs and montage being utilized related to make picture sonnets later known as solid verse. The new way to deal with typography in configuration was grasped by the early artistic works of Dadaism and invigorated the New typography development. The Movement After Cubism another development called Futurism rose in Italy. The development detonated onto the European social scene on 20 February 1909 when Filippo Marinetti the author and just part as of now forcefully reported the ‘Manifesto of Futurism’ and it was distributed on the first page of the French paper Le Figaro. The pronouncement not just commended the excitement of the as of late industrialized lanes of Milan firmly conflicted with customary craftsmanship morals of the past We will obliterate the historical centers, libraries, institutes of each kind......

Positive and Negative Afterimages

Positive and Negative Afterimages Theories Cognitive Psychology Print Positive and Negative Afterimages By Kendra Cherry facebook twitter Kendra Cherry, MS, is an author, educational consultant, and speaker focused on helping students learn about psychology. Learn about our editorial policy Kendra Cherry Updated on January 25, 2020 Brigitte Smith / Moment / Getty Images More in Theories Cognitive Psychology Behavioral Psychology Developmental Psychology Personality Psychology Social Psychology Biological Psychology Psychosocial Psychology An afterimage is a type of optical illusion in which an image continues to appear briefly even after exposure to the actual image has ended. You have probably noticed this effect a number of times. If you have ever stared for a long time at a fixed point and then suddenly shifted your gaze somewhere else, then you probably noticed a brief afterimage effect in which you continued to see the original stimulus. Learn more about what afterimages are and why they happen. Types of Afterimages There are two major types of afterimages: positive afterimages and negative afterimages. In some instances, the colors of the original stimulus are retained. This is known as a positive afterimage. In other cases, the colors may be reversed. This is known as a negative afterimage.?? There are a number of situations that can increase the likelihood of experiencing an afterimage: Brief exposure to a very bright stimulus, particularly when the surrounding conditions are much darker than the stimulus. Glancing at the bright midday sun or the glare of bright headlights at night are two instances that might produce this type of afterimage. This brief exposure to an intense source often produces a positive afterimage.Prolonged exposure to a colored stimulus, even if the surrounding conditions are equally well-lit. Staring at an image in a book for 60 seconds or so before turning to stare at a blank, light-colored wall can produce this type of afterimage. This prolonged exposure to a colored stimulus often results in a negative afterimage. Positive Afterimages In a positive afterimage, the colors of the original image are maintained. Essentially, the afterimage looks the same as the original image. You can experience a positive afterimage yourself by staring at a very brightly lit scene for a period of time and then closing your eyes. For the briefest of moments, you will continue to see the original scene in the same colors and brightness. The exact mechanisms behind positive afterimages are not well understood, although researchers believe that the phenomenon might be related to retinal inertia.?? The original image stimulates nerve impulses, and these impulses continue for a small window of time after you close your eyes or look away from the scene. The cells in the retina take some time to respond to light, and once the cells have been excited it takes some time for that response to cease. While positive afterimages happen quite frequently, we are generally unaware of them because they are so brief, often lasting as little as 500 milliseconds.?? Negative Afterimages In a negative afterimage, the colors you see are inverted from the original image. For example, if you stare for a long time at a red image, you will see a green afterimage. The appearance of negative afterimages can be explained by the opponent-process theory of color vision.?? How exactly does this process work? You can see an example of how the opponent-process works by trying the following activity. Draw an image of a red shamrock outlined in blue on a white piece of paper. Stare at the image for about one minute before shifting your gaze immediately to a white sheet of paper or a blank screen. After staring at the shamrock, you probably experienced a green and yellow afterimage for a very brief moment of time. According to the opponent-process theory of color vision, staring at the original red and blue image involved using the red and blue parts of the opponent-process cells.?? After that minute of extended staring, the ability of these cells to fire action potential was exhausted. In other words, you briefly wore out those red-blue cells. When you shifted your focus to a blank, white screen, those cells were still unable to fire and only the green/yellow opponent-process cells continued to fire action potentials. Since the light reflecting off your screen could only activate those green and yellow cells, you experienced a brief afterimage in green and yellow rather than in red and blue. You can also see an example of negative afterimages at work in an interesting visual illusion in the negative photo illusion. In this illusion, your brain and visual system essentially create a negative of an already negative image, resulting in a realistic, full-color afterimage. A Word From Verywell Afterimages can be an interesting visual phenomenon to observe. They can also be an important tool for helping researchers better understand how color vision and the visual perceptual system work.

Cyber Bullying And Its Effect On Society - 883 Words

Cyber-bullying is the use of electronic communications to bully a person. Cyber-bullying takes place by using the Internet, cell phones, video game systems, and other technology. Cyber-bully sends or posts text or image that is intended to hurt feelings or embarrass another person in front of others. Bullying is an aggressive behavior which causes harm and stress to its victims and it escalates over time. Furthermore, everybody has mobile phones and they are using it all day long. There is certainly a difference how bullying has changed. Historically we have seen and may have been a victim of verbal or physical bullying, however today we all use technology so cyber-bullying is on its rise. In fact, the Australian Communications and Media Authority (ACMA) records cyber-bullying â€Å"emerging† in the early 2000s (Nicol 3). The Internet has become a place where people communicate with each other everywhere. People have access to Internet twenty-four hours per day. Communicating with others via emails and various social websites is just like talking with people face to face. However, there are some people who try to hurt others feelings through the Internet and technology devices. Additionally, cyber-bullying has developed through the chat rooms, instant messaging, text messages, Facebook, Instagram, and with other social media websites. Online cyber-bullies can post and send humiliating messages about the victim. Cyber-bullies spread alternated pictures and even steal victim sShow MoreRelatedCyber Bullying And Its Effect On Society1536 Words   |  7 PagesBullying has been an extreme issue all around the world for hundreds of years, and since modern technology has advanced, so has cyber bullying. â€Å"‘Gimme’ your lunch money† has turned into texting and posting gruesome threats and embarrassing material all over social media. Millions of kids all over the world have taken their own lives due to the harmful effects of cyber bullying. Problems that cannot be resolved independently are brought to court, and the government has become increasingly involvedRead MoreCyber Bullying And Its Effect On Society1201 Words   |  5 PagesINTRO Cyber bullying is any form of bullying that takes place over the internet, whether via texts, twitter or other forms of social media. Approximately 52% of children have reported being cyber bullied at one point, or another*. While this number may not seem catastrophic, this statistic is based only on the instances of cyber bullying that have been reported. The reality is that there are many more children who have been cyber bullied, and did not tell anyone that it was happening to them. AnotherRead MoreCyber Bullying And Its Effect On Society Essay1396 Words   |  6 PagesIntroduction There are two specific types of bullying. Bullying in itself and cyber bullying are two of the worst and most aggressive behaviors teenagers are involved in these days. No matter how this problem comes about or what process individuals go through to get to this point, it is an irresponsible yet dangerous form of action. Bullying in any form can cause harm to the victim, even death. Making a choice to be a bully is like that of building a bad character for one’s self. Definition CentersRead MoreCyber Bullying And Its Effects On Society1283 Words   |  6 PagesAbstract Social media has become a well known pastime for individuals of today’s society. There are various social media sites, such as Facebook, Twitter, and SnapChat that have open doors for communication and entertainment among people all across the world. Despite the positivity of social media, it is also now being used to cause harm to people. Cyber bullying differs from traditional physical bullying, because it occurs through emails, texts, or social media. The person behind the computerRead MoreCyber Bullying And Its Effects On Society Essay1931 Words   |  8 Pages Cyber-bullying The saying, if sticks and stones will break my bones, but words will never hurt me was ever true, it sure isn t true today (Alexander, 2011). The survey of 9 years olds in 35 countries found that New Zealand is the one most second highest rate of school bullying. (nzherald, 2012). Especially in this case parents really need to take a stand against bullying to help prevent it and to stop it. We as parents need to be a part of the solution, not the problem. Cyberbullying is harmfulRead MoreCyber Bullying And Its Effect On Society1139 Words   |  5 PagesBullying is an escalated issue that has become an epidemic, it happens in schools, on line, in between genders and can literally occur anywhere. Bullying is the act of aggressive behavior in which intimidation and/or physical harming towards another person is involved. It causes an imbalance in which the stronger person or group attacks the weaker and initiates repeated mistreatment towards the same victim over an extended period of t ime. In a situation where insults escalate and bullying arisesRead MoreCyber Bullying And Its Effects On Society2249 Words   |  9 PagesIs Cyber Bullying as Bad as Face-to-Face Bullying â€Å"Some people won’t be happy until they’ve pushed you to the ground. What you have to do is have the courage to stand your ground and not give them the time of day. Hold on to your power and never give it away.† (Donna Schoenrock). In this day and age, there are so many new ways to connect with people all over the world through social media. One of the downsides is that it means that there are also new ways to harass others. Cyberbullying means theRead MoreCyber Bullying And Its Effects On The Society1288 Words   |  6 PagesPeople do not need to walk out their house to be brought down by the people’s of society, but rather now the people of society can kill them softly right there through their computer screen or cell phone. Cyber bullying is a form of bullying that has been taking place a lot more because of the improvement in technology and increased usage of social media. Something that has not really been established is punishment towards the pe rpetrator. Leading to many deaths of young innocent people, causingRead MoreCyber Bullying And Its Effects On Society1537 Words   |  7 PagesBullying has been going on for generations, it’s not a new topic. That doesn’t mean times haven’t changed. New technology has made it possible for people to bully one another without even having to be near them. This is called â€Å"Cyber Bullying†. Teens are turning electronic devices into â€Å"weapons† by using social networking websites, chat rooms, text messaging, and even more ways possible. Through this they call each other names, demean each other, and even threaten each other. Kids are put in seriousRead MoreCyber Bullying And Its Effects On Society2174 Words   |  9 Pages Cyber-bullying has been an ongoing issue for a very long time; overtime it seems as if over the last few years it has progressed even more due to the development and increase of technology. I believe that cyber-bullying has become one of the most difficult issues to resolve in our society. Cyberbullying can be such a difficult thing to face in a world like today. The victim is usually bullied by an individual or a group of individuals who use this as a way to cope and make themselves feel better

The Stanford Prison Experiment Essay - 1207 Words

Anthony Westcott English 252-Instructor Levine Writing Assignment 2 October 26, 2015 The Stanford Prison Experiment During the summer of 1973 an experiment of the psychology of imprisonment was conducted by psychologist Philip K. Zimbardo. Zimbardo created his own jail in the basement in the Stanford University psychology building. Every participant had to be mentally and physically fit in order to participate in this experiment. Participants were randomly split into two groups’, guards and prisoners. Participants who were selected to be prisoners were arrested, blindfolded and sent the Stanford prison. The prisoners had to strip down and put on a prisoner uniform. The guards had to have a uniform also. Their uniform was composed of silver reflective sunglasses, handcuffs, whistles, billy clubs, and keys to all the cells and main gate. Prisoners had no freedom, rights, independence and privacy. Guards had social power and the responsibility of managing the prisoner’s lives. The day of the experiment everyone fell into their roles of guards and prisoners . The next day the prisoners started to rebel which motivated the guards to take affirmative action against the prisoners and maintain law and order. By the last days of the experiment the guards became sadistically aggressive and the prisoners became and passive. To explain the behavior of the guards and prisoners of this experiment we must look at, â€Å"Obedience to Authority,† â€Å"The Roles of Guard and Prisoner,† and â€Å"PrisonShow MoreRelatedStanford Prison Experiment Essay1523 Words   |  7 PagesResearch Paper, Stanford Prison Experiment †If men define situations as real, they are real in their consequences.† This small sentence known as the Thomas Theorem carries a lot of meaning in the context of our subjects. The idea of the Thomas Theorem states that if we perceive something to be reality, it will determine how the way we act and think in the situation (Alleydog). The Stanford Prison Experiment is seen in history as one of the most significant psychological experiments of it’s time, andRead MoreStanford Prison Experiment Essay1150 Words   |  5 Pagesethical or could it be said that ones true colors would show? A group of researchers, headed by Stanford University psychologist Philip G. Zimbardo, designed and executed an unusual experiment that used a mock prison setting, with college students role-playing either as prisoners or guards to test the power of the social situation to determine psychological effects and behavior (1971). The experiment simulated a real life scenario of William Gol ding’s novel, â€Å"Lord of the Flies† showing a decay andRead MoreStanford Prison Experiment Essay1222 Words   |  5 Pagesmen took part in a trial known as The Stanford Prison Experiment. The purpose of the experiment was to prove that an individual’s perception of their own power is heavily influenced by social context and societal expectations of their role. The men involved in the experiment were assigned either the role of a prisoner or a guard to represent positions in society, both with power and without. More specifically, the conductors of The Stanford Prison Experiment focused on analyzing the different behavioralRead MoreEssay On Stanford Prison Experiment778 Words   |  4 PagesThe famous Stanford Prison Experiment, of 1971, was a psychological experiment put together by Philip Zimbardo, who was a social psychologist. The main point of the experiment was to observe the social powers of a given role, the social norms, and the script of a person. However, not being able to go to an actual prison, Zimbardo created a mock prison in the basement of the Psychology building at Stanford University. An ad was placed in the local newspapers asking for male volunteers. All volunteersRead MoreThe Implications of the Stanford Prison Experiment Essay733 Words   |  3 PagesThe Implications of the Stanford Prison Experiment In 1971 Dr Philip Zimbardo conducted an experiment in the basement of Stanford University. This involved imprisoning nine volunteers in a mock up of Stanford prison, which was policed by nine guards (more volunteers). These guards had complete control over the prisoners. They could do anything to the prisoners, but use physical violence. The subjects were all students applying for summer jobs to get some money. To makeRead MoreThe Ethics of the Stanford Prison Experiment Essay927 Words   |  4 Pagesbut learning about the Stanford Prison Experiment has made me question what would really happen if I was there. Would I be the submissive prisoner, the sadistic guard, or would I stay true to myself? As Phillip Zimbardo gave the guards their whistles and billy clubs they drastically changed without even realizing it. In order to further understand the Stanford Prison experiment I learned how the experiment was conducted, thought about the ethical quality of this experiment, and why I think it pannedRead MoreCritique of The Stanford Prison Experiment Essay757 Words   |  4 PagesCritique of The Stanford Prison Experiment The Stanford Prison Experiment of 1973 raises troubling questions about the ability of individuals to exist repressive or obedient roles, if the social setting requires these roles. Philip K. Zimbardo, professor of Psychology at Stanford University, began researching how prisoners and guards assume submissive and authoritarian roles. He set out to do this by placing advertisements in a local newspaper, stating that male college students would be neededRead MoreEthics and Stanford Prison Experiment Essay2160 Words   |  9 PagesEthics and the Stanford Prison Experiment In 1971 Philipp Zimbardo carried out one of the most ethically controversial psychological experiment the ‘Stanford Prison Experiment’. Originally he aimed to study how much our behavior is structured by the social role we occupy. Describing the study briefly 24 undergraduates with no criminal and psychological record were chosen for the research to play the roles of prisoners and guards in a mock prison situated in the basement of Stanford UniversityRead MoreThe Stanford Prison Experiment: Philip Zimbardo Essay1482 Words   |  6 Pagesevents that happened to twenty four college males who participated in the Stanford Prison Experiment. This is just one example of many controversial psychological experiments. Certain psychological experiments suggest major controversy and their methods should be reconsidered. The example above took place in 1971. Philip Zimbardo, the head administrator of Stanford University in Palo Alto, California conducted this experiment with the help of some other professors at the university, and twenty fourRead MoreEssay on Philip Zimbardo’s Stanford Prison Experiment1631 Words   |  7 PagesThe Zimbardo prison experiment was a study of human responses to captivity, dehumanization and its effects on the behavior on authority figures and inmates in prison situations. Conducted in 1971 the experiment was led by Phlilip Zimbardo. Volunteer College students played the roles of both guards and prisoners living in a simulated prison setting in the basement of the Stanford psychology building. Philip Zimbardo and his team aimed to demonstrate the situational rather than the dispositional causes

Plate tectonic press release Free Essays

For many years people always called southern California Americas Promised Land because of Its beautiful weather, beaches and Its film industry. Now with 13 million habitants it’s been looked at as hazard city. â€Å"Not only does the San Andrea Fault, marking the conservative margin between the Pacific and North American plates, cross Southern California, but LA was built across a myriad of transform faults† (â€Å"Case Study For Multiple Hazards; Los Angel’s, California, Usa. We will write a custom essay sample on Plate tectonic press release or any similar topic only for you Order Now , 1999). These Include the Santa Monica fault, the San Fernando fault, and the Northerner/Santa Barbara fault. Although the most violent earthquakes are predicted to occur along the San Andrea Fault, earth movements frequently occur along most of the lesser known faults. â€Å"The most recent of 11 earthquakes to affect LA since 1970 occurred in January 1994, focusing in the Northerner area It registered 6. On the Richter scale, lasted for 30 seconds, and was followed by aftershocks lasting several days, The quake killed 60 people, injured several thousand, caused buildings and sections of freeway to collapse, Ignited fires following a gas leak and explosion In the Granddad Hills area, and left 500,000 homes without power and 200,000 homes thou water supplies† (â€Å"Case study For Multiple Hazards: Los Angel’s, California, Usa. â€Å", 1999). There’d many reasons as too what causes the earthquakes and how they started. The earthquakes in California are caused by movements of huge blocks of the earth’s crust known as the Pacific and North American plates. â€Å"The Pacific Plate is moving in the North West direction and is scraping pass North America at a rate of two Inches a year. About two-thirds of this movement occurs on the San Andrea Fault and some parallel faults- the San Action, Elisions, and Imperial faults† (â€Å"Southern California Earthquakes And Faults†, n. . ). Over time, these faults minor earthquakes. Let’s talk about plate tectonics. There six major plates and they are named after the continents that they are embedded in, such as North America, Africa, and Antarctic. The plates make out the outer shell of the earth called the lithosphere. â€Å"One way a mountain is formed is through convergent boundaries which is when plates serving land masses collide, the crust crumbles and buckles into mountain ranges† (â€Å"Plate Tectonics†, 1996-2014). Mountain ranges are also formed through divergent boundaries in the ocean. Magma from deep inside the earth’s antler rises towards the surface and pushes apart two plates and mountains and volcanoes rise along the seam† (â€Å"Plate Tectonics†, 1996-2014). On January 17 1994 an earthquake rocks Los Angel’s, California, ‘killing 54 people and causing billions of dollars in damages. The Northerner quake (named after the San Fernando Valley community near the epicenter) was one of the most d amaging in U. S. History’ (â€Å"Earthquake Rocks Los Angel’s†, 2014). â€Å"According scientists using a new model to determine the probability of big quakes, California has more than a 99% chance of having a magnitude 6. r larger earthquake within the next 30 years† (â€Å"Earthquake Rocks Los Angel’s†, 2014). How prepared are you for an earthquake? People with mobile homes and homes not attached to a foundation are at a much greater risk for damage. Buildings resting on unstable soil such as landfills are also at a much greater risk of damage. The Red Cross suggest that you: Become aware of fire evacuation and earthquake safety plans for all of the buildings you occupy regularly. Pick safe places in each room of your home, workplace and/or school. A safe place could be under a piece of furniture or against an interior wall way from windows, bookcases or tall furniture that could fall on you. Practice â€Å"drop, cover and hold on† in each safe place. If you do not have sturdy furniture to hold on to, sit on the floor next to an interior wall and cover your head and neck with your arms. Keep a flashlight and sturdy shoes by each person’s bed in case the earthquake strikes in the middle of the night. Make sure your home is securely anchored to its foundation. Bolt and brace water heaters and gas appliances to wall studs. Bolt bookcases, china cabinets and other tall furniture to wall studs. Hang eave items, such as pictures and mirrors, away from beds, couches and anywhere people sleep or sit. Brace overhead light fixtures. Install strong latches or bolts on cabinets. Large or heavy items should be closest to the floor. Learn how to shut off the gas valves in your home and keep a wrench handy for that purpose. â₠¬Å"(† Prepare For An Earthquake†, 2014) Now that you know all there is to know about earthquakes and how to protect yourself in them, you will better keep yourself protected from the dangers of them. How to cite Plate tectonic press release, Papers

Introducing Electronic Queue Management †Myassignmenthelp.Com

Question: Discuss About The Management System Royal Melbourne Hospital? Answer: Introduction The Royal Melbourne Hospital (RMH) like other facilities across Australia running outpatient clinics usually find it difficult dealing with long patient queues and the confusion that comes with it. Patients are also concerned with the long waiting time at the reception and at the waiting bay. There is thus need for a solution and as a recommendation in this presentation; the facility should install a digital electronic queue management system at both its RMH City Campus and RMH Royal Park Campus outpatient clinics. This presentation thus involves the description of the system, best practices using the technology, related barriers and enablers of the project, methodology for choosing participants in related focus groups and further, the ethical considerations in rolling out the project. Problem Description According to the management and the workers at the Royal Melbourne Hospital, long patient waiting time at the outpatient section has become a serious concern. A thorough research established that there are different factors that contribute to the long waiting menace at the RMHs outpatient clinics. These include first, long queues at different reception desks and waiting rooms that are very crowded. Secondly incorrect details of patients in the facilitys administration that then needs clarification and challenges in pronouncing patient name by clinic staff also increase waiting time. A number of patients have continuously also raised concerns over their privacy in regard to name-calling at the waiting bays within the outpatient unit. Further, where clinical staff members have been unaware whether a patient had already checked in or whether they are ready to be served, the confusion has ever been leading to clarifications that are a waste of time. Best Practice Recommendation Best practice requires that hospitals develop strategies which can accelerate the flow of clients/patients at crowded units especially in outpatient clinics and improve service integration. It also provides practical approaches which can be used to reduce the wait times at the clinic. One of the most effective methods to solve this particular problem is to use a self-check-in and electronic calling system (Ibanez et al, 2015). Since this system is specifically for hospitals, it will enable patients to automatically check in without queuing at the outpatient reception. The patients can also leave the waiting bay and reduce the usual congestion but called back remotely before their appointments. The system will also be important in facilitating the capturing and verification of individual patients data automatically. Research indicates that queue management systems allow hospitals to create a criterion for improving services ((Ibanez et al, 2015). Since calling of patients will be done automatically, the system captures both call and complete time stamps for reference. The facility can then evaluate their performance in regard to the maximum time a patient needs to take at a particular section. This can also inform decision making on the need to improve service speed among healthcare workers (Xie, 2013). The system will capture the arrival time of each patient, their call, time taken for consultation and in-clinic wait time. Hospitals using the electronic queue system which I also recommend for the RMH, have reported shorter and/or no queues at outpatient reception desks. They have also reported reduced crowding at the waiting rooms with staff giving a positive feedback. It helps solve the patient name pronunciation problem and provides a visual display of the flow of patients within the outpatient unit. Automation of queuing management increases the workers rate of compliance with maximum time for patient call and completion during consultations (Xie, 2013). Statistically, the system is reported to be able to thus reduce the wait time at clinics to below 20 minutes for each patient. As a result, I highly recommend the installation of the electronic queue management system at the ABCD hospitals outpatient care unit in order to solve the problem of long waits for patients. Enablers Barriers Among the enablers should first be that the facility will serve patients with posters indicating how the electronic queue management system works. Secondly, the workers are likely to be willing to embrace the technology understanding well that it will reduce their work burden. Further, it is also easy and logical to have assistant to direct those patients who might not be aware of how the system works and those with disabilities. In terms of barriers, it will take some time for both patients and workers to get used to using the electronic system. Secondly, the system is relatively expensive and needs a technician to run maintenance procedures often for quality functionality. The RMH will thus have to incur costs for training its staff and clientele on the use of the technology through focus groups. Focus Groups There are different factors that must be considered when selecting participants in focus groups in the clinical setting for low risk projects like putting up an electronic queue management system. Institutions which intend to embrace the electronic queue management technology should first use focus groups to train workers and clients visiting the facility on the technology. Effective focus groups need to have between 6 and 10 participants (Redmond Curtis, 2009). While the outpatient clientele should participate on a voluntary basis, healthcare providers within the facility should all take part in the focus groups. There should however be separate focus groups; one for the volunteering clients and others involving healthcare providers within the hospital. Focus groups in hospital setting can include representatives from different departments that will be directly affected by the operations and data captured by the electronic queue management system (Zwaanswij Dulmen, 2014). The diff erent focus groups should have facilitators and observers to run the discussion and training on the use of the technology. Effective focus groups should usually not take more than an hours time. Separating the two groups including healthcare workers and outpatient clients is crucial in preventing unexpected conflicts and/or power struggles. The facilitators should however make the ground neutral in that shy participants are not intimidated by those that are more assertive. The moderators should be experts in the technology and skilled in handling groups. The venues chosen according to the Nonprofit Business Advisor Journal (2016) should also be appropriate as the environment influences responses and reactions to the conversation especially for the groups that involves outpatient clients. It is paramount to ensure that participants who form the outpatient clientele must have an informed consent before being included in the focus group (Anderson, 2011). While the focus group for health workers at the facility may be held a few times , there is need for repeated focus group sessions with other volunteers who would like to give their views on the technology even after implementa tion is on-going. This will be crucial in informing decision on making necessary improvements at the outpatient section of the hospital. Ethical Considerations in Participating in Focus Groups Using the Technology First, tension is likely to emerge if health workers at the outpatient section are put in the same focus groups due to the obvious imbalance of power and potential power struggle (Item 12 of Part C). The facilitators should thus separate focus for healthcare providers from those involving volunteer patients. Secondly considering that majority of Australians speak English, any patient who does not understand English including the deaf and blind will always be assisted by an assistant who will be regular at the reception (item 14 of Part C). Their bookings on the digital electronic queue management system will be done by the assistant who can show them when to get into any room once the system calls out their numbers. Thirdly in line with item 13 of Part C, the focus groups should only involve adult volunteers mainly above 18 years (Anderson, 2011). However, parents who are willing to bring their children who are not below 16 years to take part in the focus group under their watch will be free to do so. Considering section 3 part B of the ethics form, this project can involve children but not those aged 16 years and below. They can however, only be included in focus group discussion with parental consent (Moore Richardson, 2013). As indicated earlier, the focus group will not include the deaf and the blind since it is basically includes audio sounds and a visual display. Further in line with item 3 Part B Section 3 on participant vulnerability, those with impaired ability to consent will be assisted to book their place on the queue by an assistant. Even so, parents and or people with the responsibility to give consent on their behalf can be asked to take part in the focus group and/or use the ele ctronic queue management system. Conclusion The presentation above involves the description an electronic queue management system recommended for the RMH hospitals RMH City Campus and RMH Royal Park Campus outpatient clinics. The presentation cites best practice aspects of the technology in reducing waiting time in health facilities. It also includes related barriers and enablers of the project implementation and the methodology for choosing participants in focus groups to discuss its use and importance. Further, the ethical considerations in rolling out the project have also been outlined to ensure that it meets the threshold of a low-risk project. References An Analysis on Transforming Developments in Electronic Hospital Management Hospital Information Systems. (2016).Journal of Clinical Trials Patenting,1(1). Anderson, W. (2011). 2007 National Statement on Ethical Conduct in Human Research.Internal Medicine Journal,41(7), 581-582. Coule, T. (2013). Theories of knowledge and focus groups in organization and management research.Qualitative Research in Organizations and Management: An International Journal, 8(2), pp.148-162. Focus groups offer cost-effective way to get inside the minds of your supporters. (2016).Nonprofit Business Advisor, 2016(322), pp.1-3. Ibanez, M., Clark, J., Huckman, R., Staats, B. (2015). Discretionary Task Ordering: Queue Management in Radiological Services.SSRN Electronic Journal. Moore, T., Richardson, K. (2013). The Low Risk Research Ethics Application Process at CQUniversity Australia.Journal of Academic Ethics,11(3), 211-230. National Statement on Ethical Conduct in Human Research (2007) Ryu, S., Rump, C. and Qiao, C. (2004). Advances in Active Queue Management (AQM) Based TCP Congestion Control.Telecommunication Systems, 25(3/4), pp.317-351. Waller, R. (2009). The Royal Melbourne Hospital Emergency Department twenty years on.Emergency Medicine, 6(2), pp.109-118. XIE, L. (2013). Passive queue management algorithm based on synchronized queue.Journal of Computer Applications, 32(10), pp.2716-2718. Zwaanswijk, M. and van Dulmen, S. (2014). Advantages of asynchronous online focus groups and face-to-face focus groups as perceived by child, adolescent and adult participants: a survey study.BMC Research Notes, 7(1), p.756.

North Korean Nuclearisation

Introduction Nuclearisation has in reality become a significant political matter in the world for the past ten years. This has concurrently been marked by the nuclearisation of North Korea, United States, South Asia, Iran, India, Libya and many other states.Advertising We will write a custom essay sample on North Korean Nuclearisation specifically for you for only $16.05 $11/page Learn More North Korea’s interest in nuclear weapons capacity has long aggravated heated arguments between policy makers and researchers. Such arguments are mostly about the reasons for engagement and repeated dissatisfaction in attempts to confer to Korean denuclearization. These debates widely reveal divergent opinions of the North Korean government and its sustainability as an independent political, financial and martial system. They also reflect the likely consequences of prolonged nuclear development in this secluded and highly eccentric state (Sidney, 2007). Efforts to hold back North Korea’s interest in nuclear weapons is among the topmost running and least victorious sagas in global security. It is however highly unfortunate that North Korea keeps on deceiving the international community through its open attitudes and mischief. This is in contrast to the advancement in international nuclear disbarment and non- proliferation. The subject of North Korean nuclearisation has been deteriorating over time. This essay will assess North Korea’s venerable quest for nuclear weapons and its potential insinuations for national security. It will establish whether North Korea is a responsible nuclear weapon state in comparison with other states. Discussion North Korea is not a responsible nuclear weapons state. Its irresponsibility is seen especially when US and Russia, which are the largest nuclear powers globally put their signature on the New Start Treaty promising to lower the number of planned nuclear warheads.Advertising Looking f or essay on international relations? Let's see if we can help you! Get your first paper with 15% OFF Learn More Consequently, the Nuclear Security Summit met to build up a shared agreement on the gravity of the menace of nuclear terrorism. North Korea’s irresponsibility in this case is seen when it continues working against international laws and requirements while at the same time declining to abandon its nuclear drives. Not only did it not take part in these encouraging developments but also acted as a key impediment to the global community’s efforts to create a world that is nuclear weapons free. North Korea’s irresponsibility as a nuclear weapons state is also seen when it goes against the individual rights of people. It is one of the countries whose people are mistreated by denying the citizens rights to choose their own ways of living. Although North Korea claims that their nuclear weapons are not instruments for assaulting and threatening others, they use them to offset aggression and attacks from the other countries. For instance, North Korea states that their nuclear deterrents can in no way be abandoned and should further be made stronger. United States further asserts that it would at no point recognize North Korea as a nuclear weapon country. It argues that North Korea present path is a â€Å"dead end â€Å". It has developed nuclear weapons for its own benefits, safeguarding its sovereignty and existence rights. The irresponsibility of North Korea as a nuclear weapons state has further been confirmed. It is irresponsible and ethically repugnant for any nation to produce and own weapons for arbitrarily killing billions of people. For instance, on March 2010, North Koreas torpedo led to the sinking of the ROK naval craft Cheonan. This assailment claimed 46 blameless lives (Nathan Daniel, 2009).Advertising We will write a custom essay sample on North Korean Nuclearisation specifically for you for only $ 16.05 $11/page Learn More India is the most responsible nuclear weapons state compared to North Korea, Pakistan, Iran and other nuclear weapons. It has taken significant efforts to establish the export legislations for nuclear weapons. This has been taken as unexpected progress to lessen war threats in these country something North Korea has not even thought of. North Korea keeps proclaiming that it would make reliable efforts for denuclearization which has so far remained doubtful among other states. Conclusion The Possession of nuclear weapons by North Korea has augmented the stakes in disagreements. It has also threatened victims on an incredible scale. North Korea should thus discard its nuclear weapons programme and pursue the example of other countries such as India and Libya. The present trends in worldwide politics towards conflicts and wars must be abandoned in preference for dialogue and conformity with international law. Engaging in dialogue just for the sa ke is North Korea’s long preferred approach for holding up denuclerisation.This must not be contemplated any longer. North Korea must demonstrate honesty of its words by taking actual and irreversible steps towards denuclearization. The Korean government is however taking some approaches to minimize the use of nuclear weapons. These approaches include a no nuclear North Korea, two track approach and the approach of grand bargain. The two track approach emphasizes that North Korea should not be simply rewarded for going back to dialogue after performing provocative deeds. It first needs to demonstrate a strong commitment to denuclearization and take tangible steps regarding that end (Alagappa, 2009).Advertising Looking for essay on international relations? Let's see if we can help you! Get your first paper with 15% OFF Learn More In the grand bargain approach, The North Korean government is seeking a broad and elemental resolution to the North Korean nuclear weapon matter. This aims to take in all the steps associated with North Koreas irrevocable denuclearization. It is therefore clear that while the accountability for nuclear security lies with individual states, international attempts are required to sustain national standards at an acceptable level. References Alagappa, M. (2009). The long shadow: nuclear weapons and security in 21st century.  DC: US Press. Nathan, E.B Daniel, J. (2009). Combating weapons of mass destruction: the future of  international nonproliferation policy. Georgia: University of Georgia Press. Sidney, D.D. (2007). Nuclear weapons, scientists, and the post-Cold War challenge.  NY: World Scientific Press. This essay on North Korean Nuclearisation was written and submitted by user Fallen One to help you with your own studies. You are free to use it for research and reference purposes in order to write your own paper; however, you must cite it accordingly. You can donate your paper here.

Best Quotes to Pair With Vintage Photos on Social Media

Best Quotes to Pair With Vintage Photos on Social Media Sharing old photos of people, places, and events on social media is a good way to reminisce and add nostalgia. If youve decided to share your favorite images on social media during a Throwback Thursday, Flashback Friday, or some other tagged event involving sharing, there are some great ways to make your contribution even more special - and good things to know about sharing photos in general: Share one photo a week or less. Dont overwhelm your friends and followers with too many old photos. Just because you found an album of old photos doesnt mean you should bombard your social media followers. Choose one day a week, such as a Throwback Thursday or a Flashback Friday, and maybe even skip a week between postings.Be certain youre sharing only old photos. Dont make the mistake of incorrectly tagging recent photos with something like #tbt (Throwback Thursday), for instance. Stick with the old  pictures you would find in a photo album or a stack of Polaroids. Vintage pictures are hugely popular, so the older, the better.Make sure you choose the best photos - ones that tell a story. For instance, if you were a baseball player, post a picture of the time when you scored your first home run. Post pictures that were taken with your entire family  on vacation. Share a picture of a younger you doing something you still do today.Choose photos that might make people laugh. Unflat tering pictures of yourself from the past always make people smile. The goofier you look, the better. That said, if someone else looks unflattering, you might want to get their permission first. After all, this is supposed to be fun. Add other elements that make the sharing more special, such as a special quote from a famous person. The next time you are sharing vintage images online, try pairing them with some of the following vintage quotes from famous poets, novelists, storytellers, and others - these are sure to give an extra appeal. John Banville The past beats inside me like a second heart. Julian Barnes Memories of childhood were the dreams that stayed with you after you woke. Deb Caletti Summer, after all, is a time when wonderful things can happen to quiet people. For those few months, you’re not required to be who everyone thinks you are, and that cut-grass smell in the air and the chance to dive into the deep end of a pool give you a courage you don’t have the rest of the year. You can be grateful and easy, with no eyes on you, and no past. Summer just opens the door and lets you out. Willa Cather I guess everybody thinks about old times, even the happiest people. Sidonie Gabrielle Colette What a wonderful life I’ve had! I only wish I’d realized it sooner. Walt Disney All our dreams can come true, if we have the courage to pursue them. Albert Einstein Only a life lived for others is a life worthwhile. Ralph Waldo Emerson â€Å"For every minute you are angry, you lose 60 seconds of happiness.† William Faulkner How often have I lain beneath rain on a strange roof, thinking of home. Neil Gaiman I miss the way I took pleasure in small things, even as greater things crumbled. I could not control the world I was in, could not walk away from things or people or moments that hurt, but I took joy in the things that made me happy. Kahlil Gibran Yesterday is but todays memory, and tomorrow is todays dream. Arsene Houssaye Always have old memories, and young hopes. Charlotte Davis Kasl A lifelong blessing for children is to fill them with warm memories of times together. Happy memories become treasures in the heart to pull out on the tough days of adulthood. Elizabeth Lawrence There is a garden in every childhood, an enchanted place where colors are brighter, the air softer, and the morning more fragrant than ever again. Laurie Lee Bees blew like cake-crumbs through the golden air, white butterflies like sugared wafers, and when it wasnt raining, a diamond dust took over which veiled and yet magnified all things. C.S. Lewis Gratitude looks to the Past and love to the Present; fear, avarice, lust, and ambition look ahead. You are never too old to set another goal or to dream a new dream. Cesare Pavese We do not remember days; we remember moments. Your time is limited, so don’t waste it living someone else’s life. Don’t let the noise of others’ opinions drown out your own inner voice. And most important, have the courage to follow your heart and intuition. Stay hungry. Stay foolish. Marcel Proust There are perhaps no days of our childhood we lived so fully as those we spent with a favorite book. Vladimir Nabokov One is always at home in ones past. Eleanor Roosevelt The future belongs to those who believe in the beauty of their dreams. Dr. SunWolf Some things can only be understood when you’re in a tree house. With a pile of warm chocolate chip cookies. And a book. Charles R. Swindoll Each day of our lives we make deposits in the memory banks of our children. Oprah Winfrey The biggest adventure you can take is to live the life of your dreams. Lisa Whelchel Theres something about childhood friends that you just cant replace. The Wonder Years Memory is a way of holding onto the things you love, the things you are, the things you never want to lose. Memory is the diary that we all carry about with us.

Low power reduction Electrical Engineering Essay

Low power reduction Electrical Engineering - Essay Example However, the key low-power breakthrough was the invention of the complementary metal-oxide-semiconductor (CMOS) integrated circuit in 1963. Most integrated circuits, especially low-power ICs, use CMOS devices as their building blocks. The smaller the power dissipation of electronic systems, the lower the heat pumped into the rooms, the lower the electricity consumed and hence the lower the impact on global environment, the less the office noise (due to elimination of a fan from the desktop), and the less stringent the environment/office power delivery or heat removal requirements. The motivations for reducing power consumption differ from application to application. In the class of micro-powered battery-operated, portable applications, such as cellular phones and personal digital assistants, the goal is to keep the battery lifetime and weight reasonable and the packaging cost low. Power levels below 1-2 W, for instance, enable the use of inexpensive plastic packages. For high performance, portable computers, such as laptop and notebook computers, the goal is to reduce the power dissipation of the electronics portion of the system to a point, which is about half of the total power dissipation (including that of display and hard disk). Finally, for high performance, non battery operated systems, such as workstations, set-top computers and multimedia digital signal processors, the overall goal of power minimization is to reduce system cost (cooling, packaging and energy bill) while ensuring long-term device reliability. Driving Factors. A crucial driving factor is that excessive power consumption is becoming the limiting factor in integrating more transistors on a single chip or on a multiple-chip module. Unless power consumption is dramatically reduced, the resulting heat will limit the feasible packing and performance of VLSI circuits and systems. Consequently, there is also a clear financial advantage to reducing the power consumed in high performance systems. In addition to cost, there is the issue of reliability. High power systems often run hot, and high temperature tends to exacerbate several silicon failure mechanisms. Every 10-C increase in operating temperature roughly doubles a component's failure rate. In this context, peak power (maximum possible power dissipation) is a critical design factor as it determines the thermal and electrical limits of designs, impacts the system cost, size and weight, dictates specific battery type, component and system packaging and heat sinks, and aggravates the resistive and inductive voltage drop problems. It is therefore essential to have the peak power under control. Achieving low Resistance. [[ The low resistance is achieved through appropriate metallic films on the IC with copper being the preferred material because, other than silver, it has the lowest resistance of any metal. The capacitance issue is addressed through the use of insulators with lower dielectric constants than silicon dioxide, the material of choice in the past. The switch has non-zero "on" resistance, Ron, when it is closed and finite "off" resistance, R off, when it is open. This has important implications for low power operation, because R on leads to power dissipation in

JB HIFI LTD BALANCE SHEET AS AT JUNE 2009 Essay

JB HIFI LTD BALANCE SHEET AS AT JUNE 2009 - Essay Example These analysis form an integral part of the financial statement analysis, especially from the investors point of view, who always strive to invest in countries having strengthen and stabilizing financial ratios and representing an upward trend. It is of great significance that the ratios must be benchmarked against a standard in order for them to possess a meaning. Keeping that into account, the comparison is usually conducted between companies portraying same business and financial risks, between industries and between different time periods of the same company. The company under consideration is JB Hi Fi Limited and in this report analysis of the financial performance of the company for the financial year 2009 with the financial year 2010 has been conducted in order to draw attention to various financial trends and significant changes over the period. The analysis is divided into three main categorize namely Profitability, Liquidity and Gearing. Profitability ratios identify how ef ficiently and effectively a company is utilizing its resources and how successful it has been in generating a desired rate of return for its shareholders and investors. Liquidity ratios measure the ability of the company to quickly convert its asset into liquid cash to settle its short term liabilities. Whereas, the Gearing ratios identifies the extent to which the company is financed through debt and to what degree the operations are being conducted from the finance raised through raising equity capital or otherwise. Financial Analysis JB Hi Fi Limited is regarded as one of the prominent when it comes to selling home appliances. The company is involved in selling plazmas, computer and tablets and several other digital home entertainment appliances. It holds a considerable market share and manages its operations through a well established supply chain. The company represents sound financial outcome as its turnover has increased by 27% during the financial year 2009 as compared to th e prior financial year, boosting the net profit by a massive 39%. The company’s reserves have also increased during the current financial year which shows that its investors are considering the company lucrative and are planning to have a long term association with it. Profitability Ratios    2009 2008    Profitability Ratios Gross profit margin 21.51% 21.86% Net profit margin 6.17% 5.65% ROCE 41.19% 39.71% Gross profit margin is an analyzing tool which assists in identifying how effectively and efficiently the company is utilizing its raw materials, variable cost related to labor and fixed costs such as rent and depreciation of property plant and equipment. The ratio is calculated by dividing the sales revenue by the gross profit. Analyzing the trend of gross profit margin, in the financial year 2009 the gross profit margin has marginally decreased as compared to the financial year 2008. Although the sales in the year 2009 increased by $498.702 million, but this was offs et by an increase of $ 397.802 million in the cost of sales. Net profit margin, on the other hand analyzes the profitability of the company before deducting the taxation and finance charges from the earnings. The ratio is calculated by dividing the profit before interest and tax with the sales revenue of the current finan

What can be gained by engaging in comparative education studies

What can be gained by engaging in comparative education studies It is in the very nature of logical activity to make comparisons. Comparing is a elementary part of thought process which enables us to make sense of the world and our experience of it. Indeed, it can be said that only by making comparisons can we properly defend our position on most questions of importance which requires the making of the judgments. Comparing causes us to make statements to the effect that one thing is intellectually or morally preferable to or more effective or better than the other, and this can be clearly exposed in the education field, where the quest for improvement for doing things better is always compelling. In a world which is mainly focused on intense global economic competition and growing beliefs in the key role of education as the source of potential advantage, governments have become increasingly obsessed with the international rankings of measured educational outcomes. Educational policy is increasingly driven by national attempts to copy the perceived advantage associated with the educational strategies and techniques of other countries. Margret Brown argues that documenting practices in high-scoring countries that give ideas for change are very important (as cited in Broadfoot 2000, p.361). It would be at least as important to find out why similar projects have not been successful in other countries. (Shorrocks-Taylor Jenkins 2000, p.16) It is crucial to assess any suggested practices from one country to another. Teachers and the general public need to be informed about the problems of putting something borrowed into practice and reform ideas from other countries to our own system. The increasing international importance of a policy discourse of learning in relation to conventional educational institutions such as schools and universities, reflects the contemporary understanding of the implication of the knowledge society (Broadfoot 2000, p.358); It is of great potential and inevitability for the whole population to be capable and disposed to take advantage of the new methods for accessing new knowledge that information and communications technology is making available. This also reflects the growing recognition that learning is not equivalent with teaching. Todays growing concern is lifelong learning which is powerfully described in a recent European Commission report: The Treasure Within. (Broadfoot 2000, p.358) Different perspective of comparative education by different scholars Antoine Jullien de Paris in 1817 saw comparative education as an analytical study of education in all countries with a view to perfect national schooling systems with adaptation and changes from which policymakers can borrow ideas to implement in their own-country (Bray 2007, p.1). In Hans view the utility of comparative education was that type of education which analyzes comparative law, comparative literature or comparative anatomy in order to highlights the differences in the forces and origins that create the differences in the educational systems (C.S. Oni 2005, p.244). Lewis approached the issue of comparative education in terms of an Island formation. Lewis asserted that, no country is an island; that each is a part of the world; therefore, no educational system anywhere in the world is worth anything unless it is comparable to some other systems in the world.(Quoted from C.S. Oni 2005, p.244). Comparative education for Blishen is the branch of educational theory that has to do with analyzing and interpreting the educational practices and policies in different countries and culture (C.S. Oni 2005, p. 244). Le Thanh Khoi believed that comparative education is a multidisciplinary area when he said that it is not strictly a discipline, but a field of study covering all the disciplines which serve to understand and explain education (quoted from Bray 2007, p. 35). In addition to learning about other people and cultures, comparative education also helps the researcher to know about oneself. As George Bereday puts it: It is self-knowledge born of the awareness of others that is the finest lesson comparative education can afford.(Quoted from Kubow Fossum 2003, p. 11). With the enhancement of nationalism and the increasing importance of the nation states in the beginning of the 19th century comparative education was pushed ahead. The objective was to learn useful lessons from foreign countries, especially concerning education systems. This contained a very colonialist view of the western societies on the foreign countries. School systems were seen as a resource of new educational ideas, which could be borrowed to improve the own school system. Comparative education transferred itself from highly pure description level to a more sophisticated analysis. With the rise of the social sciences in the 1950s the historical aspect became insignificant. Instead comparative education was introduced as a true science by using statistical techniques and more quantitative methods. The main approach was structural functionalism. The aims of comparative education: The aims of comparative education are to describe educational systems, processes, and ending products as well as to assist in the development of educational institutions and practices. It also highlights the relationships between education and society and establishes generalized statements about education that is valid in more than one country. Comparative education also deepens our understanding of our education and society; it can be of great aid to policy makers and administrators; and can be of great asset in the education of teachers (Bray 2007, p.15). Comparative research also helps us understand better our own past; locate ourselves more exactly in the present; and see more clearly what our educational future may be. Comparative education gives the researcher the ability to describe what might be the consequence of certain courses of political and economical action, by looking at experience in a range of countries. From the theories mentioned above extracted from different sch olars, we can see that comparative education facilitates the researchers to learn from the accomplishment and faults that other countries have made in the process of solving similar educational problems. The focal point of comparative study in education is the collection and categorization of information, both descriptive and quantitative. As Sadler stated in one of his lectures delivered in 1900: In studying foreign systems of education we should not forget that the things outside the schools matter even more than the things inside the school, and govern and interpret the things inside. We cannot wander at pleasure among the education systems of the world, like a child strolling through a garden, and picking flowers from one bush and some leaves from another, and then expect that if we stick what we have gathered into the soil at home, we shall have a living plant. A national education system of education is a living thing, the outcome of forgotten struggles and of battles long ago. It has in it some of the secret workings of national life. (Quoted from Philips in Alexander et. al 1999, p.19). On Comparing The comparative education researcher should go far from the familiar to see the unfamiliar to make the familiar strange, in order to broader the principles, geographical and epistemological view (Broadfoot 2000, p.363). When comparing in education researchers are producing a variety of descriptive and explanatory data which differ from micro to macro comparative data analysis, allowing us to see various practices and procedures in a very wide context that helps us to throw light upon them (Sultana as cited in Borg 2009, p.21). While less developed countries have a tendency to look at more developed countries to learn from them, more developed countries tent to look at countries that are on the same economic and educational level to make cross-national comparisons. Examples of this are number of countries that looked at USA as their model. Switzerland in mid-1990 apart from looking up to USA, it also hired American consultants to develop a reform package for schools (Steiner- Khamsi 2002, p.76 as cited in Bray 2007, p.18). On the other hand, America learned also from other countries (Levin 2010, p.96 in www.kappanmagazine.org) like East Asia, (Bray 2007, p.21-22) where the US department of education made an intensive study of Japanese education and came out with 12 principles of good practices. Educators and policy makers went to Finland, which is the top-performing country in the first three rounds of PISA, in order to find the key to education success to achieve high marks in PISA. Private companies like Cisco and McKinsey, are issuing reports on the quality of education around the world. Comparisons across time provide information about improvement or decline over the years like comparing the different periods in the history of education. These comparisons though are limited in the nature of the reference groups or criteria used: that is they are usually limited to school systems similar to those being evaluated. When policy makers look at the past to learn for the future as the British policy makers used to do in 1980s to make comparisons with their own past rather than with other countries. Sometimes the reason to compare with the predecessors is to see how the society has developed as well as to learn from the mistakes that were done in the past (Bray 2007, p.23, Bradburn Gilford 1990, p.2). Comparisons with other localities or between states, provincials and regions compare similar local educational systems within the same state, or with those in other states or the nation as a whole. Comparisons with other states or the nation as a whole have the advantage of comparing between educational systems that are broadly similar. They provide information on particular nations level of achievement in education to the much broader area of the worlds education system (Bradburn Gilford 1990, p.2).Example of such comparison is the comparison between the education systems of Hong Kong (Bray 2007, p.131) or the education systems of Macao (Bray 2007,p.134). When comparing the researcher has to identify the areas; countries or places, and cannot be generalised. As Le Than Khoi (in Sultana as cited in Borg 2009, p.16) gave the example of the Mediterranean. There are too many differences in the region that we call the Mediterranean to make it the object of comparative analyses. Culture is an important factor when comparing places. An example of this is the result that Finland got in the PISA in 2002 compared to other places which was based on the reading competences. Finland achieved well as it has centuries of cultural tradition that long promoted the reading ability (Bray 2007, p.167). A comparative education researcher must try not to be prejudiced either on political, national, religious, racial, gender or ideological aspects. It is crucial that the paradigms used are relevant to all geographic areas and nations that are included in the study. Differences between inter and intra-national research present challenges in comparative research that must be recognized. Such differences are often significant resource of cultural variation (Bradburn Gilford (1990), p.21). The contribution of developing countries in international studies adds information to the development of local research capacity and also widens the sample of participating countries. Third-world participation develops North South dialogues as well as East- West linkages as it serves as a good source for building trust and co-operation (Bradburn Gilford (1990), p.22). As the economic sector is increasing its value and the importance of having a sound education system, the business and industry sector may consult comparative educational studies in their international planning. Textbook publishers, developers of educational software and other educational traders use comparative education to categorize the needs and markets for new products. So the question raised is In whose interests do the education system and decisions taken, work? (My lecture notes). Though comparisons in education are of great benefit there are also who is sceptic and critic about it. There is the belief amongst these that comparative research will lead to a homogeneous-world approach to education that impede proper attention to each countrys unique history, culture, and people.(Bray 2007, p.178). This idea comes from experiences with international institutions that forced economic policies that had negative consequences in less-developed countries. It is vital for policy makers to keep in mind that not all the methods of any country can or should be put into practice in other countries. (Lavin 2010, p.96 in www.kappanmagazine.org, Stromquist 2002, p.87) It is important that insiders and outsiders work collaboratively in order to research and development work that is more sensitive to local, social constructions of reality. (Crossley 2002, p.82) Education research projects and organizations: As global economic competition increases, increases also the beliefs in the education as the source of marginal advantage, governments have become increasingly obsessed with the international rankings of measured educational outcomes. However the issue and impact of power on the educational institutions differentiate form in society to another. It is becoming important more than ever as the decision making in education is changing considerably. The main actors are no longer those most affected by education like the students, parents and the teachers but rather private agencies and international financial institutions (Stromquist 2002, p.87). International agencies compare patterns and results in different countries in order to improve the advice that they give to national governments and policy makers. The UNESCO, World Bank and OECD are amongst international agencies each emphasising their own aims varying from pedagogy, curriculum, economic and financial matters, which play an important part in the education arena. Their aim is to assist countries in designing and implementing successful policies to address the challenges that the educational systems are facing. They also create schemes for promoting lifelong learning in relation with other socio-economic policies (Bray 2007, p. 31). New ideas gained from international studies such as PISA, TIMMS and Survey -Lang can be tried to see if they will improve the education system and to understand why the performance of students in different countries differs (Shorrocks-Taylor Jenkins 2000). Since the late 1950s with the founding of the International Association for the Evaluation of Educational Achievement (IEA) such large scale comparative studies have taken on considerable significance in education. From the beginning the IEA has been committed to studying learning in the basic school subjects and to conducting on a regular basis survey of educational achievement. Over time, these outcome data have been increasingly linked to analyses of the effects of curriculum and school organization upon learning and the relationship between achievement and pupil attitudes (Shorrocks- Taylor 2000, p.14). There are different methods on how to measure the comparative aspect which differs from theoretical grounded studies intended to build or test complex models of educational systems to descriptive studies whose purpose is to monitor different features of educational systems, practices and outcomes. The purpose of theoretically oriented studies is mainly to examine relationships among variables and look for casual explanations. It is designed to examine links between school achievement and such characteristics as curricula, teaching methods, family expectations and funding levels. These highlight the level of differences between schools or classes as well as on differences between students as the unit of analysis. (Bradburn Gilford 1990, p.5) Belatedly, the intensification of international competition, spurred on by globalization, neo-liberalism and marketizing, has major implications for cross-national studies of educational achievement, for those engaged in or dealing with the powerful influence of national and international league tables, and for the theoretical frameworks that we employ in our analyses. If the funding of research is increasingly linked to commercial interests, for example, the potential for critical theory, or for alternative cultural perspectives to influence the construction of new knowledge, may be increasingly challenged. Questions of power and whose knowledge counts?, in the process of development arise, perhaps, more strongly than ever before ( reference from my lecture notes). As Sultana stated, comparative education should go further than the concern with comparing like with like (Sultana as cited in Borg 2009, p.9). It focuses more on finding a particular point from where educational and related social phenomenon can be seen from different perspectives; create a deeper understanding of the dynamics as well come up with new ideas. Comparative education provides insights on higher education, educational innovation, teacher education, power and education researches each bringing the experience of the researchers country, or the country or the countries that researcher has studied and came together in order to share these issues in debating sessions. Comparative education and globalization: In a globalise world, schools have come under greater national enquiry regarding the ways they can contribute to or delay a national progress. Claxton (1998) has described the rapidly-changing times we are living as the Age of Uncertainty in which it is impossible to predict the state and shape of the world in few years time (as cited in Broadfoot 2000, p. 358). The educational world today encounters systems which may eventually prove to be a revolution in what is to be taught, to whom and how, since, as Edmund King implies, all its established systems were developed for a world that no longer exists (quoted in Broadfoot p.267). Accountability and educational transformation rose questioning on the education process itself. The heightened interest in and concern over education has encouraged educators to re-evaluate in the light of new global realities, the purpose of schooling, the underlying theories about the relationship between education and development and questioning about educator professionalism. (Watson as cited in Crossley 2002, p.81) The ways in which educators in different countries view these issues and the strategies employed to address them must be understood in the light of different cultural, social and political context in each country. By viewing the educational issue from the perspective of two diverse countries the researcher can identify factor that might be missed when viewing the issue within the context of own country alone. If the research area is related to researchers own cultural environment, it is not always easy to perceive its special characteristics. The case may appear too understandable and non-problematic. A fish cannot see that it is living in water (quoted in http://www2.uiah.fi/projects/metodi/172.htm). Multiple cultural perspectives thinking and analytic frameworks from a multiplicity of disciple the research would provide an international context as well as tools for opening perspective to enhance the way of seeing education. Critical thinking on Comparative education: Comparative education and the critical perspective taking that comparative inquiry, help the researcher to go into a deeper analysis of the relationship among society, development, education and the role that citizens either directly or indirectly play in the education process. Through the development of comparative thinking skills researchers should be able to undertake analyses of their home cultures and systems with a more understanding of the various cultural factors at play. Comparative education encourages both researchers and educators to ask questions like: What kind of educational policies, planning and teaching are appropriate and for what kind of society? The field of comparative education focuses attention on what might be appropriate and inappropriate policy while encourage awareness of philosophies underlying educational policies and encourages interdisciplinary critique. (Klein 1990, 1996, Epstein 1983 as cited in Kubow Fossum 2003, p.7). Comparative education is beneficial and necessary not only for scholars and policy makers but for education practitioners as well. As Gutek said, teachers function in two dimensions: as citizens of particular nation-states, they foster students national identity; and second as citizens of a global society, they recognize that possibilities of humans growth and threats to human survival going beyond national boundaries (Gutek 1993 as cited in Kubow Fossum 2003, p.251). Teachers must learn to look at other equivalent classroom and school practices throughout the world. As Stake (1978) said we observe that people intrinsically pursue the general by looking at the specific. People make sense out of the new circumstances they encounter by comparing that particulars to the universe that includes their own frames of reference. We have named the process of performing cross-cultural investigation and then deriving insights from these investigations the skills of comparative perspective takin g (quoted in Kubow Fossum 2003, p.252). Schools are compared with arenas which constitute tension and combination of forces. In order to understand and control such condition, involves critical skills and the ability to understand the political underlining of societal and educational circumstances (Kaplan 1991 as cited in Kubow Fossum 2003, p. 252). These kinds of critical thinking can promote critical questions like: What is the intention of schooling? What are the equitable education and who decides? What is the appropriate balance between educator authority and accountability? What factors reinforce or hinder teacher professionalism? (Quoted from Kubow Fossum 2003, p. 252). The field of comparative education continues to define its identity and significance in the new thinking about education, society, colonialism and development. Ideas from post-foundational thinking, post-modernism, post-structuralism and post-colonialism, are of great importance in comparative research because they deal with common metanarratives of progress, modernity, dominance and subordination that there have been the fulcrum of the main ideas in comparative education.(Mehta Ninnes 2003, p.238), Crossley 2002, p.82). Examples of Case studies: Case study 1: Comparing literacy The usefulness of comparative education is seen in the number of different case studies. An example of a case study is Literacy skills in Maltese-English bilingual children by Rachael Xuereb (2009). The study examines the reading and phonological awareness skills in English and Maltese of children whose mother tongue is Maltese and second language English. A sample of 50 typically developing Maltese children aging between 8 years 0 months to 10 years 5 months was chosen to participate in this study. The children acquired Maltese as a first language within the family and later acquired English as a second language through Kindergarten and/or the early school years. The participants in this study attend a church school situated in the south-western part of the island. Since children star going to school at the age of 5 years, the children have been learning to read in Maltese and also in English. For the purpose of this study, Maltese reading and reading-related tests were created to parallel the UK and US standardised assessments. All the children sat for the novel tests and the standardised tests. According to the results found by Xuereb, Maltese children read better in Maltese than in English, which is the language of instruction in most of the subjects. Each child was tested on the following measures in both languages: word and non word reading, non word repetition, spelling, segmenting words and non words elision, rapid naming of letters, numbers and colours, forward memory for digits. Increasing research has addressed this issue for bilingual students, in relationship to whether phonological awareness in the first language predicts phonological awareness in the second language (Quiroga, Lemos-Britton, Mostafapour, Abbott Berninger, 2002). Studies comparing first language and second language decoding skills in readers of different orthographies suggest that these skills are positively correlated and that individual differences in the development of these skills can be predicted on the basis of underlying cognitive and linguistic abilities such as phonological skills, memory, orthographic knowledge and speed of processing (Geva Wade-Woolley, 1998 as cited in Xuereb 2009, p.331). This study aimed to find answer for how do Maltese-English bilingual children perform on reading and phonological tasks and to verify whether prior findings of cross-language transfer from first language phonological awareness to reading or to second language phonological awareness be replicated in this sample of Maltese-speaking students. Case study 2: Comparing the role of gender and age on students perceptions towards online education. This study conducted by Fahme Dabaj, and Havva BaÃ…Å ¸ak, was conducted in order to question and analyze the perceptions and attitudes of the students to online distance education by means of email and the World Wide Web as the method of delivering instruction through on-line diploma programs offered by Sakarya University in Turkey with respect to their age and gender. The research was based on a questionnaire as a mean of data collection method. The findings of the analysis explained that although the students registered to the online program by will, they preference was for the traditional face-to-face education due to the difficulty of the nonverbal communication, their lack of ability in using the technology required, and their belief in traditional face-to face learning more than online education. The research methodology of this study used the quantitative statistical methods and techniques such as significance differences, correlation and the cross-tabulation distribution to find out if there is a significant relationship between the independent and the dependent variable questions, measuring the role of age and gender of students towards their perceptions regarding distant education. The quantitative data was collected by survey questionnaire and was analyzed via quantitative statistical methods. All the students enrolled in the distance education programs and the online courses in the autumn term of the 2005/2006 Academic Year took part in the research. Regarding gender, the results proofed that the female students have a better awareness of the online education contrasting to the male students. Regarding age, the results showed that the older the students preference moves towards attending face-to face classes. Case study 3: Comparing different Art methodologies. I also attempted to make a small comparative study in which I compared Art methodology adopted in a state school compared with that adopted by the Verdala International School. The Verdala International is a co-ed international school in which foreign students resident in Malta can attend. The Art department in this school in based on two Art Programs; the IG which is equivalent to O level exam and the IB which is equivalent to the A level exam. My research was aimed at bringing out the difference in teachers and students approach towards the subject. The first difference which I pointed out was the level of organization in the state schools Art room in comparison with the organized chaos that ruled in the Verdala International. Both teachers response to my comments about the Art room environment was that it reflects the methodology they adopt towards the subject. Art lessons in the state school are more structured; students have to follow rules which hinder them from using their imagination freely. In both schools the lessons where introduced in the same manner there was a lot of teacher talk with the teacher orchestrating the whole thing. The children were only asked to participate when the teacher asked them for suggestions. The two lessons differed in the way they developed while in the state school, the students followed the traditional method by copying the teachers examples from the whiteboard and were very limited in experimentation, at Vedala international the students were much freer to experiment and be creative. The reason was that although the Art syllabi of both schools are very similar, the methodology adopted is different. The teacher at the state school believes that in order to break the rules in Art first the student has to learn them by using the traditional method by copying. While Art lessons at the state school are more exams oriented, although at Verdala International they do have an end of year test, the focus is more on helping students develop creative ideas. During my observation sessions at the state school, which were carried out in the beginning of November, the teacher consistently reminded the students about the exam. On the other hand at Verdala International the final test was never mentioned. At the Verdala International I also tried to compare Maltese students who have been to a state school and are now attending Verdala International with foreign students who had been attending to Art classes in their own countries are now at Verdala. The aim of such comparison was to identify students perspectives of the methodologies used for the teaching of Art in Malta and abroad. The foreign students interviewed were from Italy, USA, Sweden, Germany, Russia and England. From the response given it resulted that the conservative Art methodology used in Maltese state schools is very similar to that in Russia and in the early years of the middle school in Germany. Lessons at Verdala International are more similar to those in Italy where the students are active participants and able to take decisions on what they should do. While in state schools every lesson planned out by the teacher following the syllabus that is to be covered, at Verdala International the lesson is in the form of a group discussion. Each student decides on a theme that he/she would like work on and the teacher will facilitate his learning. This way, different students might be working on different projects unlike in state schools where everyone would be doing the same thing. Maltese students prefer more the methodology used at the Verdala International than the Art methodology used in the state school. The research methodology of this study consisted of observation sessions, interviews with students both on individual bases and in groups, and interviews with four teachers (one at Verdala International and 3 at state school). The number of students that took part in this study was 45 students (22 at Verdala International and 23 at state school). Conclusion The comparative education area is composed by what researchers declare about its nature, origins, purposes, futures, by the truths people support and by the struggle over what made true comparative education (Mehta Ninnes 2003, p.240). The significance in studying this area using intellectual accuracy, the working and foreign systems of education will result in our better fitted to study and understand our own while helps to extend and d

Icici Bank and Bank of Rajasthan Merger Essay

Meaning : A general term used to refer to the consolidation of companies. A merger is a combination of two companies to form a new company, while an acquisition is the purchase of one company by another in which no new company is formed. Basic information of icici bank (Industrial Credit and Investment Corporation of India Bank): ICICI Bank was established by the Industrial Credit and Investment Corporation of India, an Indian financial institution, as a wholly owned subsidiary in 1994. The parent company was formed in 1955 as a joint-venture of the World Bank, India’s public-sector banks and public-sector insurance companies to provide project financing to Indian industry.[10][11] The bank was initially known as theIndustrial Credit and Investment Corporation of India Bank, before it changed its name to the abbreviated ICICI Bank. The parent company was later merged with the bank. Current information: Based on 2013 information, it is the second largest bank in India by assets and third largest by market capitalisation. It offers a wide range of banking products and financial services to corporate and retail customer through a variety of delivery channels and through its specialised subsidiaries in the areas of investment banking. life and non-life insurance, venture capital and asset management. The Bank has a network of 3,350 branches and 10,486 ATM’s in India, and has a presence in 19 countries. ICICI Bank is one of the big four banks of India, along with SBI,PNB,CANARA BANK BANK OF RAJASTHAN : It was set up at Udaipur in 1943 with an initial capital of Rs.10.00 lacs. An eminent Industrialist Late Seth Shri Govind Ram Seksaria was the founder chairman. It was classified as the Scheduled Bank in 1948. The Bank also established a rural (Gramin) bank Mewar Anchlik Gramin Bank in Udaipur District in Rajasthan on 26 January 1983. The bank’s central office is located at Jaipur, although its registered office is in Udaipur. Presently the bank has 463 branches, in 24 states, with 294 of the branches being in Rajasthan. †¢ 1. Merger of ICICI and BoR Submitted †¢ 2. About BoR and Merger private sector lender Bank of Rajasthan on 18 may 2010 agreed to merge with ICICI Bank, India’s second largest private sector lender Bank of Rajasthan has a market value of $296 million The acquisition of Bank of Rajasthan by ICICI bank is the first consolidation of country’s crowded banking sector since 2008.ICICI Bank and Bank of Rajasthan (BoR) boards on Sunday cleared their merger through an all-share deal, valued at about 30.41 billion rupees. †¢ 3. ICICI offered to BoR ICICI offered to pay 188.42 rupees per share, in an all-share deal, for Bank of Rajasthan, a premium of 89 percent to the small lender’s closing price on Tuesday, valuing the business at $668 million .ICICI is offering the smaller bank’s controlling shareholders 25 shares in ICICI for 118 shares of Bank of Rajasthan. †¢ 4. The Big Deal The deal, which will give ICICI a sizeable presence in the northwestern desert state of Rajasthan, values the small bank at about 2.9 times its book value, compared with an Indian banking sector average of 1.84.Bank of Rajasthan has a network of 463 branches and a loan book of 77.81 billion rupees ($1.7 billion). †¢ 5. Why MergerIn March, the Reserve Bank of India appointed consulting firms to conduct a special audit of the books and accounts of Bank of Rajasthan .The government has called for consolidation in the banking sector in order to make lenders more competitive but there has been little activity.RBI had imposed a penalty of Rs 25 lakh on Bank of Rajasthan for various violations. †¢ 6. Totals of BoR F or the nine-month ended December’09, the bank had net loss of Rs 9 crore with total income of Rs 1,086 crore. For the year ended March’09, Bank of Rajasthan had net profit of Rs 117 crore with total income of Rs 1,507 crore .Operating income fell 11% to Rs 373.78 crore in Q3 December 2009 over Q3 December 2008. †¢ 7. Advantage for ICICI and BoR ICICI Bank will gain marginally from the merger as Bank of Rajasthan has a reasonable penetration in its home state. As of March’09, it had 463 branches across the country. The deal will also help ICICI tackle increasing competition by HDFC Bank. the deal values BoR at about 2.9 times its book value, compared with an Indian banking sector average of 1.84. †¢ 8. Comparison OF ICICI and BoRICICI bank added CASA deposits totaling over 210 billion rupees in the year ended March 2010, compared with 41.63 billion rupees of BoR .ICICI recorded a business per branch of 3 billion rupees compared with 47 million rupees of BoR for fiscal 2009.For the quarter ended Dec 09, BoR recorded 1.05 percent of advances as NPA’s, which is far better than 2.1 percent recorded by ICICI Bank. †¢ 9. Why is RBI allowing the merger of this bank? This is very intriguing factor; when RBI claims that there is corporate governance. Finance Minister Pranab Mukherjee claims that there is corporate governance prevailing in SEBI, RBI and Finance Ministry. †¢ 10. Hurdles To protest the Bank of Rajasthan’s management plan to merge with the ICICI Bank, more than 4200 employees of Bank of Rajasthan went on a two-day countrywide strike .SEBI maintains that Tayals hold 55% in the bank and that would make them owners of nearly 1.87 crore ICICI Bank shares from new dilution by ICICI Bank, amounting to around 1.75% stake in the bank .ICICI Bank found it economic as always to invest in this deal on a 100% stock swap basis. †¢ 11. Impact of the Deal The deal is very expensive The proposed amalgamation would substantially enhance branch network and presence in  northern and western India for ICICIBank of Rajasthan has a network of 463 branches and a loan book of 77.81 billion rupees ($1.7 billion).As on March 2009, BoR had 463 branches and 111 ATMs, total assets of Rs 17,224 crore, deposits of Rs 15,187 crore and advances of Rs 7,781 crore. †¢ 12. ICICI After merger PE ratio22.97 10/06/10EPS (Rs)36.10 Mar, 10Sales (Rs crore)5,826.98 Mar, 10Face Value (Rs)10 Net profit margin (%)9.74 Mar, 09Last dividend (%)120 26/04/10Return on average equity7.58 Mar, 09 1 millions = 10 lakhs 1 billions = 100 crores 1 trillions = 100,000 crores