Thesis Proposal on The Economic and Financial Implication of Online Banking in Emerging Markets

Introduction: Achieving sound financial condition is a major focus for many organizations as it is through continual buying from customers that an organization can grow. Online banking has been identified as an effective strategy of achieving customer loyalty by delivering the best service or quality product in the banking sector. It is however worth noting that very little research has been conducted on application of online banking in the banking sector across the globe with the changing time. E-Banking or online banking seeks to produce quality the first time saves time that is often wasted on correcting mistakes hence can be used by banks to deliver timely services and in the process help build customer loyalty. This study seeks to investigate the effect of online banking on economic and financial condition of bank in emerging markets. Research Aim: This research aims to determine the implication of online banking in the emerging markets especially in economic and financial terms. Research question: What is the economic and financial implication of the sudden emergence and increase of online banking in emerging markets? Research interest: The banking sector in a developing nation like Nigeria is a very important consideration from the economic and financial perspective. Banking has come a long way through digitalization and automation, however this is one area where the limitation of growth is undefined and there are various areas like the online banking that may add a new horizon to the banking in similar developing economies. Hence, it would be in the interest of the banking to broaden literature on online banking sector which is very limited at the moment. It will enable the practitioners to establish how they can apply the online banking to increase their competitive edge through timely delivery of services and products, hence achieve customer loyalty which may have an impact on the economic condition of the bank and its financials. Literature Review: Area Based: According to Elango Gudep (2006), the extra services or products plays a significant role in high involvement industries such as banking. Mary J. Cronin (1997) highlighted in her research on internet banking, the introduction of a new paperless era in conducting banking transactions. Conversely, research studies in service management have been conducted with regard to service quality in order to establish the factors that influence the customers’ perceptions as well as expectations of service quality and their impact on customer loyalty. Financial service sector and particularly banks are all the same. Banks are directing their efforts towards improving their service and assert that they are customer centric or focused (Kaynak 2003). According to Willis et al., (2001), time-based competition is a competitive strategy which is broad-based and emphasizes on time as the key factor for achieving as well as maintaining a sustainable competitive edge. Its main purpose is to reduce the time required to develop, process, market and deliver products. Choong et al (2001) point out that for organizations to apply time-based competition strategy, they must change their current processes as well as the decision structures they use in designing, producing and delivering to the customer. The banking sector has undergone intense competition as well as change in the customers’ expectations over the last decade (Al-Swidi Mahmod 2011). Attention to quality in banks is justified by the current socio-political changes including globalization through online banking which has resulted in a reversal in the customer habits for banking products and services (Pattanayak Maddulety 2009). Consumers now expect timely delivery, quick response, convenience, and efficiency all at a reasonable price. The changes cause the customers to develop attitudes towards the banks which in turn influence the customers’ assessment of the financial products and services provided and how they are delivered (Pattanayak Maddulety 2009; Saravanan Rao 2006). The beginning of internet banking in the SNFB has made the internet and online banking a new trend in the financial institutions across the planet. Vanniarajan (2007) further adds that there is a significant and positive link between the organizational performance of banks and internal service quality. Some of the key benefits of online banking to the banks themselves are the reduced costs of transactions as there is limited use of both staff and the paper leading to increased profits as per the researcher (Pride et.al, 2008). The usage of online banking has now become a common phenomenon in the developed nations and has paved its way into the emerging economies. This study will review the Introduction of online banking in the emerging economies, Determine their possible implications on the banking transactions in these markets and The possible benefits to banks customers with the increase in usage of this new facility of online banking. Nigeria is a great option to explore, as an emerging economic market, where the online banking is a recent valuable addition. Chiemeke et al. (2006) conducted a study to check the preparedness of the banks in Nigeria to launch the online services and his study revealed that most of the banks were providing information sites and very few transactional facilities were available, however even then the impact on customer retention and loyalty was quite positive. Auta (2010) conducted a quantitative analysis to find of the impact of E-banking through empirical evidence and he agreed that 88% customers of Nigerian banks were highly satisfied with online banking services and recommended the same for better banking experience. Time Series Based: In order to ensure the commercial perspective to the research question is also looked into, the study will also focus on the reviewing the time series based commercial articles using the following books of knowledge. Academic magazines articles. Academic newspaper articles and Peer reviewed or government research results. Research Methodology: Research Philosophy: The research approach which will be adopted by this study is the quasi-experimental approach. This study approach is far superior to the other research approaches such as the action research approach as it promotes the usage of a natural research environment where the events that are researched are not triggered by the researcher. This ensures that any inconsistencies which are usually seen in artificial research environments are eliminated. This approach also fits with the research question since the aim is to review the impact of online banking in a chosen natural research environment (Cohen, Manion Morrison, 2007 and Gill Johnson, 2009). A regular research has to be conducted on application online banking in terms of building customer loyalty yet competition in this sector is very intense due to globalization as well as due to the fact that most of the banks provide similar products and services and have to find alternative ways of competing in order to survive. An exploratory study using a mixed-method approach into this area could provide information that would enable practitioners to effectively direct their resources in building customer satisfaction, loyalty and retention. Research Design: The research study will try to gain different perspectives on the research topic by using multiple research methods. The primary data collection method will be the use of questionnaires as part of a quantitative data collection process. This will ensure that a fast and economic way of data collection process is utilized which also enlists the views of a wide variety of sample population. The sample population will be selected based on non-random sampling to ensure wide sector of audience’s views are gathered (McNabb, 2004, p.150). The secondary research will also be used from the literature review section to review alongside the primary data collected. Research Population and Sampling Techniques: The population used for this study belong from the marketing managers, strategic managers, and operation managers and IT managers of the banks that will be studied as well as customers who use the online banking products and services. The managers will be selected using purposeful sampling so that only those that have the required knowledge and experience relevant to the research questions will be used. This technique is encouraged when one needs a sample that is information rich (Flick et al. 2005). Research Data Collection: The researcher will seek consent from the organizations to be studied and prepare the interviews and the questionnaires. A pilot study will also be conducted to test the effectiveness of the instruments. This is done to ensure that the acquisition of the research skills including sampling to ensure that biasness is limited as well as skill on how to use SPSS to analyze the quantitative data will be successfully done. The surveys will be conducted with the managers and will be captured to facilitate analysis. Furthermore, a survey questionnaire that is open-ended will be used to collect quantitative data from the customers. The answers will be categorized in yes or no answer while others will be based on a four point likert scale with points; (1) signifying highly agree to (4) signifying highly disagree. Curwin Slater (2007) explain that the large sample size used in collecting the quantitative data increase reliability of findings and makes them more generalizable to all banks. Questionnaires are easier to administer, hence, it will facilitate a smooth collection of data from the bank corporate customers. Research Data Analysis: Both primary and secondary data will be used for the study. The data analysis will be conducted using an excel document and various trends will be identified using graphs and percentages. It will then be reviewed to determine specific trends in responses and compared against the academic literature gathered. Any significant discrepancies and similarities will be used to determine the research findings which will further develop the research recommendations. The conclusion chapter will review the researcher’s ability to answer the research aim and provide suitable recommendations to the study. Thematic content analysis is an inductive method of analysis that is applicable to interpretivism as it generates in-depth analyses. This tool codes data based on the emerging meanings, hence, allows quantification as those of the same meaning are grouped as one (Shank 2006). It will enable the researcher to obtain rich analyses that are sufficient in answering the research questions. On the other hand, statistical analysis (both differential and inferential) will applied in analysis of quantitative data. Statistical Package for the Social Sciences (SPSS), computer-assisted software will be used to maintain accuracy. Reflections and Conclusion: Potential Practical and Empirical Obstacles: Practical obstacles are likely to be faced during the data collection process. This includes accessing quality articles and peer reviewed journals. While the University of Leicester provides an e-library, the researcher is required to use the other e-libraries in order to access more articles to obtain sufficient information. This will cause the researcher to use more financial resources. Time constraint may also be an obstacle as the research has to be conducted within a specified period of time. Potential empirical obstacles include limited access to the sample population especially that from which qualitative data will be collected; hence, its validity as some of the respondents might not reveal all the required information for fear of exposing company secrets or more importantly, some companies do not allow their employees to take part in their in-house research studies. Validity and Reliability: Creswell (Creswell 2009, p. 190) states that â€Å"qualitative validity means that the researcher checks for the accuracy of the findings by employing certain procedures. While qualitative reliability indicates that researcher’s approach is consistent across different researchers and different projects†. As stated earlier that multiple sources will be used to collect the data, interviews, Face-to-face (in person interview), and document collections. To insure that the accuracy of the findings I will employ triangulation as a validity strategy, which defined â€Å"rationale for using multiple sources of evidence† (Yin 2009, p. 114). The most important advantage of using multiple sources of evidence is the development of converging lines of inquiry this process of triangulation can be optioned when the findings of the literature study have been supported by more than a single source of evidence. Thus, case studies using multiple sources of evidence were more highly in terms of the overall quality (Yin 2009). Conclusion: The researcher proposes to conduct a quantitative interpretative exploratory study on the relationship between online banking, and economy and financials. The study will use both secondary and primary sources of data as well as a mixed approach for the primary data. This is to ensure that the findings are not only valid and reliable, but generalizable as well. The researcher will seek consent from the organizations to be studied and prepare the interviews and the questionnaires. A pilot study will also be conducted to test the effectiveness of the instruments. This is done to ensure that the acquisition of the research skills including sampling to ensure that biasness is limited as well as skill on how to use SPSS to analyze the quantitative data will be successfully done. REFERENCES Choong, Y. L., Rittisakdanon, N., Zhou, X. 2001. Reengineering for Time-Based Competition: Reducing Time-to-Market by Reengineering. International Journal of Management, 18 (1): 33. Chiemeke, SC, Evwiekpaefe, A Chete, F 2006, The Adoption of Internet Banking in Nigeria: An Empirical Investigation, Journal of Internet Banking and Commerce, vol 11, no. 3, pp. 66-91. Cohen,L.,  Manion,L.,  Morrison,K.R.B. (2007), Research methods in education (6th ed.), Routledge. (p. 282). Cronin, Mary J. (1998) Defining the net impact: the realignment of banking and finance on the web. In: Mary J. Cronin Banking and Finance on the Internet. Canada: Waley Sons, 12–15. Creswell, J. (2009). Research design: Qualitative, quantitative, and mixed methods approaches, 3 edn. Los Angeles: Sage Publications. Elango, R. Gudep, V. K., 2006. A Comparative Study on the Service Quality and Customers Satisfaction among Private, Public and Foreign banks. The ICFAI Journal of Management, 5 (3):8-19. Gill,J., Johnson, P. (2009), Research Methods for Managers (4th ed.), SAGE Publications Ltd. (p. 242). Kaynak, H. 2003. The relationship between total quality management practices and their effects on firm performance. Journal of Operations Management, 21: 405-435. Pride, William M., Hughes, Robert J., Kapoor, Jack R. (2008) Using Accounting information, in Cengang LearningBusiness, 10th edn. USA: Nelson Education LTD, 544–5. McNabb, D.E. (2004), Research methods for political science: quantitative and qualitative methods, M.E. Sharpe. (p. 150). Menson Auta, E 2010, E-banking in developing economy: Empirical Evidence from Nigeria, Journal of Applied Quantitative Methods, vol 5, no. 2, pp. 212-231. Vanniarajan, T. 2007. Internal Service Quality and Performance Outcomes in Commercial banks. Global Management Review, 1 (2):22-31. Walsham, G. 2006. Doing interpretive research. European Journal of Information Systems, 15: 320-330 Additional References Mukherjee, A. and Nath, P. (2003), ‘A model of trust in online relationship banking’, International Journal of Bank Marketing, Vol. 21 No. 1, p. 5-15. Nandy, D. (2010), Banking Sector Reforms in India and Performance Evaluation of Commercial Banks, Universal-Publishers. Ma ¨ enpa ¨ a ¨ a, Katariina, Kaleb, Sudhir H., Kuuselaa, Hannu and Mesiranta, Nina (2008). Consumer Perceptions of Internet Banking in Finland: The moderating, Journal of Retailing and Consumer Services, 15 (4), 266–76. Cronin, M. J. (1997), Banking and finance on the Internet, John Wiley and Sons. Davis, F.D., Bagozzi, R.P. and Warshaw, P.R. (1989) User acceptance of computer technology: a comparison of two theoretical models, Management Science, 35(8), 982–1003. Ajzen, I. Fishbein, M., (1980), Understanding Attitudes and Predicting Social Behaviour, Prentice-Hall. Al-Somali, S.A., Gholami, R. and Clegg, B. (2009) An investigation into the acceptance of online banking in SaudiArabia, Technovation, 29(5), 130–141.

Quantitative Research Challenges and Benefits - 684 Words

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Report on how to educate Gifted and Talented Children Free Essays

string(190) " It is thus typical that ‘doubly exceptional’ children, those with both high ability and special educational needs, are not taught at a level commensurate with their intellectual needs\." 1. Introduction to Gifted and Talented In order to understand how a teacher is to educate gifted and talented children it is necessary for them to comprehend exactly what is meant by ‘Gifted and Talented’. What is it that makes a gifted and talented child different from those around themIt is this question that is highly debated amongst educationalists and professionals alike. We will write a custom essay sample on Report on how to educate Gifted and Talented Children or any similar topic only for you Order Now Robinson and Campbell (2010) suggest that ‘the education of students identified as gifted and talented, let alone the identification process itself, is highly controversial’ because they suggest that it ‘is seen as variously as elitist, divisive and educationally exclusive’(Robinson and Campbell: 2010: ix). They go on to say that ‘in addition to the theoretical arguments about the extent of heritability and measurement of ability, there are†¦.debates about the extent of giftedness in the population, and therefore the size of the group which education policy and practice should focus’ (Robinson and Campbell: 2010: 11) Ostensibly, there are two main official definitions of what makes a gifted and talented individual. Firstly, there is the Marland Report (1972) in the USA, which gives the following as definition: ‘Gifted and talented children are those identified by professionally qualified persons who by professionally qualified persons who, by virtue of outstanding abilities, are capable of high performance. These are children who require differential educational programs and/or services beyond those provided by the regular school program in order to realize their contribution to self and the society’ (Tunnicliffe: 2010: 17). Similarly, the English educational system regards giftedness in terms of potential (Tunnicliffe: 2010: 23). For many years now, the English education system has been using various educationalists’ views on what these multiple intelligences are and has based its education policies upon these concepts. One of the psychological bases that is utilized is derived from Howard Gardner’s ‘Multiple Intelligences’ theory. The theoretical basis for this theory was that rather than have one concept of intelligence as previously conceived, Gardner (1993) suggested: A more pluralistic notion of intelligence in order to account for individuals’ diverse abilities both to pursue various forms of knowledge and to create new ones†¦the theory of multiple intelligences suggests that individuals are capable of cognitive functioning in several relatively autonomous areas (Gardner: 2005: no page number given) This suggests that gifted and talented individuals differ from other children in the way that they take on the learning of various talents, abilities and types of knowledge both in the pursuit of being better at something as well as learning new things. It is suggested that this forms the basis of the concept of gifted and talented. 2. The Challenge for Teachers With regards to the teaching of gifted and talented individuals teachers and educationalists alike see it as a challenge to teach them for various reasons. One challenge is for teachers especially to differentiate between the concepts of ‘fixed’ and ‘fluid’ intelligence when teaching their students. Smith (2010) suggests that it is important to note this difference as well as to ascertain parents’ and the pupils’ own concept of what intelligence is. Knowing this difference would affect the ways in which teachers interact and educate individuals in their classroom. It would also inform and underpin any teaching strategies used as any resources utilized. Moreover, teachers need to know how to ascertain the gifted and talented element within their class. Once the teacher knows the gifted and talented element in their class it is essential that the teacher fulfills their needs also. For the teacher, this would mean maintaining an inclusive classroom that fits everybody’s needs. However, inclusive education within the classroom is only one option of many others which all have the goal of striving to meet the needs of the Gifted and Talented pupil. Moltzen (2005) maintains that there have essentially been: Three primary approaches: segregation, acceleration and inclusion. Many schools and teachers combine approaches. For example, those advocating for an inclusive approach would generally maintain that within this context, gifted and talented students should be permitted to work at an accelerated pace. Many supporters of segregation maintain that the gifted and talented should have exposure to more inclusive situations from time to time. Those arguing for the advanced placement of gifted and talented students will concede that this context may not be appropriate for every area of every accelerated student’s education (Smith: 2005: 42). These approaches, as Moltzen (2005) argues, are sometimes combined especially in secondary education. However, Moltzen (2005) purposefully argues for the inclusive classroom: As an effective primary environment for gifted and talented students. Frequently†¦.the inclusive or regular classroom is viewed as the default option: the option that is not really an option because it represents the status quo (Moltzen: 2005: 42) In other words, inclusion of students with special abilities within the classroom is seen as not really catering for whatever their needs are by some education experts. Their arguments seem to suggest that the inclusive classroom is ‘more restrictive for those with special abilities’ (Moltzen: 2005: 42) because they are not being used to their fullest extent. However, teaching professionals and educationalists alike both know that the way to get over the hurdle of restricting Gifted and Talented children is to differentiate lessons and activities either by outcome or by the level of the work set. In this way, teachers are in a position to engage everybody in the classroom across the whole spectrum of needs and abilities. It is important to note also that pupils who are gifted and talented in one subject area also have other SEN which hamper them in other departments and subjects. Autistic children and those with dyspraxia often have heightened abilities and inclinations in other areas. This phenomenon of double exceptionality can also have an impact upon how the school and the teacher approach the education of the individual child. Montgomery (2005) states that the difficulty is because: When remedial education is considered, the difficulties of highly able students often do not seem severe enough because their needs are masked. It is thus typical that ‘doubly exceptional’ children, those with both high ability and special educational needs, are not taught at a level commensurate with their intellectual needs. You read "Report on how to educate Gifted and Talented Children" in category "Essay examples" In some cases attention is directed only to the special need. The result is that many of those doubly exceptional children underfunction as the expectations of their teachers are set too low and the curriculum provision is intellectually inadequate (Smith: 2005: 179) In other words the needs of those with exceptional abilities as well as other SEN such as dyslexia often have their strengths and abilities overlooked because the focus is often upon their other needs related to their SEN. The question therefore remains as to how teachers can overcome this obstacle in making sure that those who are exceptionally talented and gifted are accommodated for without disengaging other members of the class. As well as this, it is essential for the teacher and the school in question to accommodate for the pupil’s other special educational needs as well as the giftedness of the individual. 3.Varied Teaching Methods Smith (2005) explains that an individual teacher’s teaching methods are often an indication of several factors. Smith (2005) suggests that: Teachers’ attitudes and dispositions towards the idea of inclusion are closely connected to their own teaching methods, which often reflect how they were taught as students and trained as teachers. Where teaching is very much underpinned by an age/stage approach, where curricula are rigidly prescribed for specific grade/year level text books form a large percentage of the curriculum content, teachers often find the idea of catering for individual differences an anathema†¦.An attitude that appears to pervade many schools and classrooms is that dedicated provision for the gifted and is discretionary rather than mandatory (Smith: 2005: 47). There are several issues here regarding this type of SEN provision which are both related to how the educational establishment approach the teaching of the gifted and talented. It has been said by some educational scholars that even though differentiated learning benefits everyone in the classroom it does not mean that gifted learners are benefitting from that kind of education. Heacox and Wormell (2010) maintains that: There is a misconception in some schools that if classroom teachers differentiate in general, the needs of gifted and academically talented students are automatically taken care of. It is true that gifted and talented students are being better served in differentiated classrooms†¦..However, there are significant differences between how we differentiate for all and how we need to differentiate for gifted learners (Heacox and Wormell: 2005: 136) It could be argued that the reason behind the difference between differentiation for all and the type of differentiation for gifted learners is the fact that even those who are gifted and talented have their own learning styles and other SEN as well. In turn, this makes them all unique so their education has to be just as unique and personalized as well 4. Suggestions for Gifted and Talented Extension Activities for Literacy To illustrate this fact it is necessary to make suggestions for activities which would include gifted and talented learners within the lesson. One way of developing this type of inclusion for the gifted and talented in particular and the class in general is to encourage them to take responsibility for their own learning. Bates and Munday (2006) suggest that highly talented pupils be encouraged to utilise metacognition (thinking about thinking) and self-evaluation. Bates and Munday (2006) state that doing so would encourage them to: Self evaluate and to monitor their own thinking in increasingly sophisticated ways. They need to be encouraged to do this; to see the importance of perseverance and of applying new skills creatively in different circumstances†¦.They (also) need to learn how to learn, and should be given every opportunity to experience a range of different strategies for thinking through and even around the obstacles to success, rather than achieving success effortlessly (Bates and Munday: 2005: 42). Such strategies of self-evaluation include such things as learning journals as well as concept/mind maps. In the case of a learning journal this gives the child learner to express what they learned that day as well as how the felt about. Concept/mind maps give them a way of quickly noting down and making sense of the information that they receive. Ishikawa Diagrams An alternative to mindmapping is the use of Ishikawa (or fishbone) diagrams. These are especially appropriate for secondary school but can also be used in primary schools in a simplified form Interactive Resources There are a number of interactive resources available online either free or for a nominal fee to the school. Amongst these resources is a site called Real Lives (available at www.educationalsimulations.com) which, as the website www.brightonline.gov.uk says, is deemed appropriate for those who are secondary school age but is also something that any gifted and talented pupil can use who are 8 and above. This is due to ‘the level of language involved and the interpretation of data’ (www.brightonline.gov.uk). As a lesson resource it can be easily assimilated into a KS2 lesson about different cultures for all abilities. Moreover, this can be used as an extension activity for those who are most able. Conclusion These are just examples as to how the gifted and talented can be catered for while still being in the same classroom as other children. It could be said that it becomes easier for the teacher once those who are gifted and talented are identified as such as the teacher can feel that they can engage them more. However, it has also been stated that teachers should be engaging their classes anyway through a variety of stimuli and teaching resources that they could use. Bibliography Bates, J and Munday, S, (2005), ‘Able, Gifted and Talented’, Continuum Publishing, London Brightonline.org.uk Available at www.brightonline.org.uk www.Educationalsimulations.com Gardner, H (1993), ‘Frames of Mind: The Theory of Multiple Intelligences’, Basic Books, New York, USA Gardner, H (2005), ‘Multiple Intelligences: New Horizons’, Basic Books, New York USA Heacox, D (2010), ‘Making Differentiation a Habit: How to ensure success in academically diverse classrooms’, Free Spirit Publishing, Minneapolis MN, USA Moltzen, R (2005), ‘Can Inclusion Work for the Gifted and Talented?’, IN: Smith, C (2005), ‘Including the Gifted and Talented: Making Inclusion Work for more Gifted and Able Learners’ RoutledgeFalmer Press, London Montgomery, C (2005), ‘Improving Provision for the Gifted and Talented’, IN: Smith, C (ed.), (2005), ‘Including the Gifted and Talented: Making Inclusion work for more Gifted and Able Learners’, RoutledgeFalmer Press, London Robinson, W and Campbell, R (2010), ‘Effective Teaching in Gifted Education: Using a Whole School Approach, Taylor and Francis, London Smith, C, (2005), ‘Including the Gifted and Talented: Making inclusion work for more gifted and able learners’, RoutledgeFalmer Press, London Tunnicliffe, C, (2010), ‘Teaching able, gifted, and Talented Children: Strategies, Activities, and Resources, London How to cite Report on how to educate Gifted and Talented Children, Essay examples

The Walled Garden and An Age free essay sample

The Walled Garden and An AgeBy contrast to OCallaghans novella, Polleys poetry collection, Jackself in the third person broaches emotionally or politically sensitive issues delving into language, style and voice. The poems for this essay are The Walled Garden (p. 27) and An Age (p. 32). Although Polley wants readers to take his poetry at face value, the meaning can be obscure. In the former, Polley seemingly assumes the reader knows the Wall Brown butterfly is a climate change victim (Barkham, The Guardian, 24th December 2014). The only similarities in these two poems are simple language, sophisticated imagery and concepts.The Whispering Gardens gentler less abrupt rhythm, rythmically slower cadence and pace are evident in its opening line:listen to those hollyhocksthose lupins?Phonetically, the vowels are voiced sounds and the consonants are voiceless, for example /h/, /t/, /p/, and /s/, or voiced sonorants such as /l/, /p/. Save for /ck/ in hocks, the sonorants (sonorous consonants) /l/ or /p/, and vowels use breath, to create a soft, silent sound, not hard consonantal end of the scale with strong, guttural sounds. The onomatopoeic those bolsters the visual imagery of bees buzzing in and around lupins and hollyhock. Wrens opening statement listen to those hollyhocks those lupins? How can one listen ¨to them? What is one listening to?Wren says Ive watched the beesStealing in and outwith their furry microphonesEnvisage, hollyhocks (silent, hissing, long /s/) and lupins (buzzing long /z/), alive with bees buzzing, darting, busily collecting pollen with their furry microphones (buzzing long /z/ ), metaphorically inferring bees buzzing wings and thoraces when pollinating. It helps to know the botanical, natural history references and ecological implications to appreciate this poems depth. Wren, tells Jackself of the reprimand for interfering with the bees boxes:Ive put my ear to the boxwhere they take the noiseonly to be warned †¦all the timeUnexpectedly, Wren breaks off and exclaims excitedly:look!he says scrambling to his feetin the crookof Jackselfs elbowa Wall Brown butterflyWhy Wrens ex citement? It is only a butterfly, after all.An Age (p. 32), when read aloud, has a rhythmic drum beat, redolent of defining its metre and groove, combining gutturals, voiced and voiceless sounds with back or front consonants and vowels. Rhythm is only one of [Polleys] poetic devices (p. 90, Lodge). In the following stanza, the repetitions create rhythm and structural meaning:†¦ he stands for an agenot for a dark age.not for an ice age or an iron age,Canny use of such techniques, strategically used punctuation, and command of non-punctuation reinforces Polleys message: clear, deep and explicit agonising in the last stanza. Polleys choices add firmness to language and meaning. Spacing elegantly emphasises language and accentuates monosyllabic words in the last stanzas opening lines:he stands for an age?Then take the line:not for an ice age or an iron age.Or forces space for a cunningly imposed pause for breath – a natural substitution for a comma. Moreover, opening the poem with the simile of Jackself, staying in today, like a tool in a toolbox, hints at the poems dour, doomful humour in its repetition of age:not for a dark age. not for an ice age or an iron age,Preceded by the metonymy, he stands for an age, one adduces he represents an era of people sympathetic to bees enjoying their habitat in a pesticide-free ecosystem: but for apollen age, when beesbrowsed the workshopsof wildflowers for powderIneffably, the passage looks to the future, hoping mankind reverses environmental harm. Ultimately, the reader must form their own conclusions about the poems meaning. The emotionally charged closing stanza objects to the bees plight evinced by Jackself, who stands for an age. It concludes poignantly, if with gently barbed allusions, to the beess former glory of their pollen age when they browsed the workshops of wildflowers for powder. The nuances of he stands for an age is ambiguous; is Jackself standing for an interminably long time, or an era worried by the environmental impact on bees? Its adept artfulness and harmonious arrangement of fitting multi-faceted concepts and parts in playful, literary style.My wri ting (952)Contentious as it is to analyse the metaphor voice, blogger and writer, Pawlik-Kienlen (2009) cautions: your voice cant be learned. It has to be freed; Goldberg (p. 23, 1986, 2005), advises to open and trust in our own voice and process. Ultimately, if the process is good, the end will be good. Like Polley, writing is my vehicle for self-expression, focusing on relationships, environment, engineering, construction, and transport.Is that – Your Car? (Appendix 2), ponders the harm of Rolls Royces gas-guzzling lubricated pollutants †¦ facilitating with alacrity, Planet Earths early demise Where did I find that powerful line? Leonard Cohen, ( ) said, as do I:I dont know, and if I did, Id go there more often,Passing a squashed car dump inspired me to assign newly unearthed, graphically rich language to my observation. Was it influenced by childhood memories of gleeful laughter driving past abandoned, rusted, decomposed, cars? If so, why wait years to express itself? It could be yes, no or maybe. But that is to tease and play with my audience. Frankly, I have no idea.Life Beyond The Wall, (Appendix 3), flash fiction, potentially goth, the narrator a man with little sight, attempt[s] to see whatever there was to see as far as the eye, that is [his] eye, could see. He scarcely sees the wall. Is it near or far – who knows? – is akin to his perception of time long blur, linked by .. . a hybrid of blurs seasonal ground scrunched under foot making way for the sweet aroma of wild roses. Snippets of world class songs a [l]ong time ago distract from present and future non-events, hint at times hidden ghosts. Assiduously, the narrators references to the wall symbolises deep dark enigmata of history and sinister overtones indicated newly found freedom, sordid, seamy stories of – death and life. Solidified defeatism is apparent in twisting and warping the truth deviously and dishonestly distorting it beyond recognition, and repetitions of no comment. Doom and gloom buried in the closing paragraphs ulterior motives .. . disdainfully dismiss[ed], and walls holes arent pretty patterns.In the genre of memoire, starts with strong guttural phonomes of /k/, /g/, /d/, and /t/, commands attention – It was bitter. A thick blanket of crisp, clean, white snow covered the hard icy ground. We stood there. Shivering. Freezing. Visual language says everything and nothing, draws the reader in gradually revealing the funeral of a revered matriarch. The narrator, a second generation immigrant, shares trumped up political charges of the 19th Century, Cable Street Riots, Spanish Civil War, barbaric brutality of World War II and racisms impact on everyday work and family life.My stories rarely draw on experience. Gareths Last Stand, (2009, Appendix 5) is an exception. Its title and compelling opening sentence: I feel honoured and privileged to have played a part in Gareths last stand. My fear of writing a deeply personal narrative resolved by merging with another, took a leap of faith and trust in the process [of the workshop] †¦ essential for group work (Stern, 2009) to depict it in detail, Goldberg (p. xv, 2006).My innate ability to create a sense of openness belies my requirement for privacy. Other people, their needs and intrusions alienate me. In blogging on Katie Fords poem Fire (2014), Hazelwood ; Sipple (2015) discuss readers infringements into writer privacy which I experienced for an autobiographical piece (Appendix 3). It is hard to dismiss those crossing the line, wanting the fine details of [my] life. My breakthrough came in a seminar when I realised the only details I owe anyone I leave on the page. †¦ to write without fear. And leave it all on the page. (ibid). Vices that inhabit me and inhibit my voice, are the same old tired tricks of language (Alvarez, p. 27, 2005): poor paragraphing, long, convoluted sentences, multiple clauses, surfeit of commas, tautologies. duplicated words and phrases. Thus the readers challenge is structural sense-making to reach the rhyme and elicit my meaning. Burning through first thoughts, to the place where energy is writing what your mind actually sees and feels, not what it thinks (Goldberg, p.16, 1986, 2005), is not to persuade myself that my writing conveys deep and meaningful perceptions. Nor is it to say that first ideas precludes refining and re-writing content. The only resolution to these writing crises is to execute Goldbergs metaphor, Samurai, (pp. 262-3, 1986, 2005) or go on a word diet minus long rambling sentences using the passive voice and obscure words (Young, citing Flesch, p. 13, 2002). This, and powerful synonym databases, extricate me from the quagmire of the language ruts restricted vocabulary that limits my writings potency.A highly practiced, silent observer of my environment forms the raw material of my writing. Distilling the logic of my choice of one word for another is a necessary evil. To find that place with answers to such vexed questions entails digging into the depths of my soul – a journey that tightens my grip on something at which I excel, self-analysis. The more I do it the better I am at finding ways to know myself – an important resource succesful writers require. For, as King (2006) writes, why spend time on inconsequentials when there is only one life so what you spend your time on had better be important (p. ).

Mosaics Of San Vitale Essays - Justinian Dynasty,

Mosaics Of San Vitale Mosaics of San Vitale ERIK BUNGO The church of San Vitale in Ravenna was dedicated to St. Vitalis. After the discovery of the bones of the reputed martyrs Agricola and his slave Vitalis at Bologna in the fourth century, Vitalis was widely venerated in the west. The church of which he is the patron saint in Ravenna was begun by Bishop Ecclesius in the second quarter of the sixth century, when the Goths still ruled there. Funds for its construction were supplied by Julianus Argentarius. The church was completed and consecrated by Bishop Maximian in 547/8, after control had passed to the Byzantines . San Vitale was built on an octagonal plan (Ills. 1), with eight heavy piers supporting the drum and dome. The inspiration for the central plan likely came from the east, for Ecclesius had recently returned from a visit to Constantinople, but the construction is Roman. Of special interest are the mosaics of the sanctuary and apse. The mosaics in San Vitale cover the entire sanctuary (Ills. 2,3). In different symbols and ima ges, they all convey one idea: the redemption of mankind by Christ and the sacramental re-enactment of this event in the eucharistic sacrifice. The compositions must thus be understood as the setting for the rite celebrated in this room and as closely related to it. In the vault there appears the Lamb of God in the midst of a wreath, which is supported by four angels standing on globes. The image of the lamb was introduced into the Roman rite only at the end of the seventh century by Pope Sergius I, a Syrian . But, in the liturgies of the East, this symbol of the Christian sacrifice appears at an earlier date, and we are justified in interpreting its representation in San Vitale as alluding to the eucharistic liturgy (Ills. 4). The first arcade of the sanctuary is decorated with fifteen medallions, showing the images of Christ, of the twelve apostles, and of Gervase and Protase, who, with their father Vitalis, were venerated in this church. In the ancient liturgy of Ravenna, all these saints are mentioned in the so-called diptychs, the Book of Life, listing the names of those whom the church wishes to remember at every Mass (Ills. 4, 5). The next bay on either side shows, above the columns supporting the arcades of the galleries, two sacrificial scenes from the Old Testament. On our left, the three angels appearing to Abraham in the valley of Mambre (Genesis, chap. 18), and Isaac whom his father is about to sacrifice; on our right, Abel offering a lamb, and Melchizedek with his sacrifice of bread and wine. Above them, there appears the hand of God, the traditional symbol of the divine presence and of God's acceptance of the sacrifice (Ills. 6, 7). All four scenes allude to the eucharistic sacrifice. To make this significance plain, an altar is depicted between Abel and Melchizedek, on which are placed a chalice and two loaves of bread, identical in shape with that which Melchizedek offers and also with the eucharistic bread which the church used during the sixth century . The altar motif appears again in the opposite mosaic: Isaac is shown kneeling upon an altar, and even the table behind which the three angels are seated resembles the simple wooden altar of Christian antiquity. The three round cakes which Sarah has placed before the heavenly messengers are marked with the sign of the cross and recall again the eucharistic hosts of that time. In patristic exegesis and in Christian art and literature, the four scenes depicted are among the most frequent symbols of the eucharistic sacrifice. Above these mosaics and flanking the graceful arcades of the gallery, the four evangelists are represented: Matthew and Mark on the left wall, John and Luke on the right. All four appear seated in a mountainous landscape, holding their Gospels on their knees. Their symbolic animals are seen above them; writing utensils are placed at their sides (Ills. 8, 9). The relation of these figures to those below is obvious: as the two tables which Moses received on Mount Sinai contained the Old Law, so the New Regulation is contained in the Gospels. In the

Develop a solid career in customer service

Develop a solid career in customer service So you’ve decided customer service is the career for you! That’s great news, particularly if you’re a people person with a talent for handling different personality types. But be careful: the nature of your day-to-day work can often make it feel as though your career isn’t progressing forward. You’re so busy hopping from customer interaction to interaction, putting out fire after fire, that at the end of the day it seems like you’ve hardly made it closer to the goalposts. They seem to reset in the same place every day. If you’re along for the ride on this rapid-fire, non-stop, go-go-go ride, it can be really easy to get too burned out to try and plan your future career growth. Here are a few things you can do to make sure you’re moving forward, and not just treading water.First, decide where you ideally want to land.The field of â€Å"customer service† is actually relatively new, and is evolving at a rapid rate. There are tons of options available for you. Schedule yourself time on a recurring, frequent basis, to ask yourself what you actually want to end up doing in the longer term. Do you have a particular position or company you’d like to pursue? Then talk to your boss (or a trusted mentor) about how you can work toward your bigger goals. Don’t waste your time- if you don’t know what you want, it’s impossible to start planning how to achieve it. The sooner you figure it out, the sooner you can begin working towards more specific goals.Then, devise a specific plan.Whichever direction you choose, start strategizing and networking until you figure out a rough game plan of how to move that way. If you’re interested in management, for example, you can talk to people who’ve started where you are on the front lines and made it up to leadership roles. Ask to hear their stories. And if managing people doesn’t interest you, that’s fine! Start honing y our skills in your area of speciality, building your resume (and pursuing opportunities that will help you do just that), and building your brand. Become the go-to person in the industry that interests you the most.Finally, make the most of your time- wherever you are.Just because you’re in support now and don’t want to stay there indefinitely doesn’t mean it isn’t an important stepping stone to further opportunities. Starting out at entry-level is actually an asset. Having a support job on your resume shows that you’ve been in the trenches and know what it’s like to interface with clients day in and day out. Plus, in interviews you can talk about how you’ve honed the most important soft skills and tricks of the trade- empathy and patience.And just remember: even if you end up making a career just where you are- in support and interfacing with the customer- you can still work toward finding the most ideal position within that domain. If this is where you end up, you won’t necessarily have stagnated- you’ll have grown.