Key Components of Interest Rate Risk and Approaches of Risk Management Essay

Key Components of Interest Rate Risk and Approaches of Risk Management for Chinese Banks - Essay Example This paper illustrates that the type of risk tends to affect the stock and bond market in different ways. However, as the interest rate risk impacts the bond market negatively, the investors shift their investment pattern from the bond market to the equity market, influencing the performance of this segment of the financial market. In this paper, the key components of interest rate risk will be analyzed thoroughly. The financial system of China is considered to be one of the highly regulated, involving highly integrated economic and monetary policies. Such regulations and integrations are reflected in the functioning of the banking sector of the country as well. Therefore, for the purpose of analysis, the risk management approaches of the banking sector of China will be critically evaluated. Non- alignments arises in the balance sheet and off-balance sheet items of the banking sectors. In case of fixed interest rate, such mismatches originate at the time of maturity of the financial instrument and in case of variable interest rates; the non-alignments arise at the time of revaluation of an asset, liabilities as well as off-balance sheet instruments. Scope and size of such temporal mismatches make it critical to forecasting changes in interest rate which in turn creates huge interest rate risk. Basis value risk arises out of the asset-liability mismatches. Many times, the correlation between the value of maturities and revaluation of asset- liabilities and their calculative values becomes highly negative because of the adaptation of interest rates. This kind of risk also changes the index rates used for pricing the liabilities and asset that does not really change in a concurrent way and originates huge amount of interest rate risk

Organizational Structure and Culture Essay Example for Free

Organizational Structure and Culture Essay Knowledge – Mastery of facts, range of information in subject matter area. Skills – Proficiency, expertise, or competence in given area; e.g., science, art, crafts. Abilities – Demonstrated performance to use knowledge and skills when needed. KSA Definitions Interpersonal Skill Is aware of, responds to, and considers the needs, feelings, and capabilities of others. Deals with conflicts, confrontations, disagreements in a positive manner, which minimizes personal impact, to include controlling one’s feelings and reactions. Deals effectively with others in both favorable and unfavorable situations regardless of status of position. Accepts interpersonal and cultural diversity. Team Skill Establishes effective working relationships among team members. Participates in solving problems and making decisions. Communications Presents and expresses ideas and information clearly and concisely in a manner appropriate to the audience, whether oral or written. Actively listens to what others are saying to achieve understanding. Shares information with others and facilitates the open exchange of ideas and information. Is open, honest, and straightforward with others. Planning and Organizing Establishes courses of action for self to accomplish specific goals [e.g., establishes action plans]. Identifies need, arranges for, and obtains resources needed to accomplish own goals and objectives. Develops and uses tracking systems for monitoring own work progress. Effectively uses resources such as time and information. Organizational Knowledge and Competence Acquires accurate information concerning the agency components, the mission[s] of each relevant organizational unit, and the principal programs in the agency. Interprets and utilizes information about the formal and informal organization, including the organizational structure, functioning, and relationships among units. Correctly identifies and draws upon source[s] of information for support. Problem Solving and Analytical Ability Identifies existing and potential problems/issues. Obtains relevant information about the problem/issue, including recognizing whether or not more information is needed. Objectively evaluates relevant information about the problem/issue. Identifies the specific cause of the problem/issue. Develops recommendations, develops and evaluates alternative course of action, selects courses of action, and follows up. Judgment Makes well reasoned and timely decisions based on careful, objective review and informed analysis of available considerations and factors. Supports decisions or recommendations with accurate information or reasoning. Direction and Motivation Sets a good example of how to do the job; demonstrates personal integrity, responsibility, and accountability. Provides advice and assistance to help others accomplish their work. Directs/motivates self. Decisiveness Identifies when immediate action is needed, is willing to make decisions, render judgments, and take action. Accepts responsibility for the decision, including sustaining effort in spite of obstacles. Self-Development Accurately evaluates own performance and identifies skills and abilities as  targets of training and development activities related to current and future job requirements. Analyzes present career status. Sets goals [short and/or long term]. Identifies available resources and methods for self-improvement. Sets realistic time frames for goals and follows up. Flexibility Modifies own behavior and work activities in response to new information, changing conditions, or unexpected obstacles. Views issues/problems from different perspectives. Considers a wide range of alternatives, including innovative or creative approaches. Strives to take actions that are acceptable to others having differing views. Leadership Ability to make right decisions based on perceptive and analytical processes. Practices good judgment in gray areas. Acts decisively. KSA Definitions {General Supervisory/Manager Competencies} Problem Solving and Analytical Ability Identifies existing and potential problems; notes, understands, and includes the critical elements of problem situations; obtains and evaluates relevant information; demonstrates awareness that new and/or additional information sources are required; notes interrelationships among elements; identifies possible causes of the problems; recognizes the need to shift to an alternative course of action including innovative or creative approaches; and appropriately terminates information collection and evaluation activities. Planning and Organizing Identifies requirements; allocates, and effectively uses information, personnel, time, and other resources necessary for mission accomplishment; establishes appropriate courses of action for self and/or others to accomplish specific goals; develops evaluation criteria and tracking systems for monitoring goal progress and accomplishment; and specifies objectives, schedules, and priorities. Decisiveness Makes decisions, renders judgments, and takes action on difficult or unpleasant tasks in a timely fashion, to include the appropriate communication of both negative and positive information and decisions. Judgment Develops and evaluates alternative courses of action; makes decisions based on correct assumptions concerning resources and guidelines; supports decisions or recommendations with data or reasoning; defines and implements solutions to problems; and recognizes when no action is required. Communication Skill Presents and expresses ideas and information effectively and concisely in an oral and/or written mode; listens to and comprehends what others are saying; shares information with others and facilitates the open exchange of ideas and information; is open, honest, and straightforward with others; provides a complete and timely explanation of issues and decisions in a manner appropriate for the audience; and presents information and material in a manner that gains the agreement of others. Interpersonal Skill Is aware of, responds to, and considers the needs, feelings, and capabilities of others; deals effectively with others in favorable and unfavorable situations regardless of their status or position; accepts interpersonal and cultural differences; manages conflict/confrontations/ disagreements in a positive manner that minimizes personal impact, to include controlling one’s own feelings and reactions; and provides appropriate support to others. Direction and Motivation Motivates and provides direction in the activities of others to accomplish goals; gains the respect and confidence of others; appropriately assigns work and authority to others in the accomplishment of goals; provides advice and assistance as required. Supervisory role Performance Displays knowledge of the roles, responsibilities, and duties of supervisors and managers; accurately assesses the impact upon others of role performance; and supports and promotes organizational decisions, policies, programs, and initiatives such as EEO and Affirmative Action. Specialty Competence Understands and appropriately applies procedures, requirements, regulations, and policies; maintains credibility with others on specialty matters; uses appropriate procedures or systems in the operation and/or staff environment as the position requires. Organizational Knowledge Demonstrates knowledge of the department’s or agency’s organizational components, the mission[s] of each relevant organizational unit, and the principal programs in the organization. Leadership Establishes work standards and expectations for self and others. Appropriately assigns/delegates work and authority to others in the accomplishment of goals. Keeps goals and objectives in sight at all times, monitors progress toward goals, and works to overcome barriers and obstacles. Provides coaching, advice, and assistance as required; e.g., helps subordinates overcome obstacles and deal with problems. Appropriately assesses contributions and p performance of employees; provides appropriate recognition, and deals with problems as they arise. Instills in others a sense of pride in the job at hand. Executive Core Competencies [ECC] ECC #1Leading Change ECC #2Leading People ECC #3Results Driven ECC #4Business Acumen ECC #5Building Coalitions/Communications ECC #1 Leading Change This core qualification encompasses the ability to develop and implement an organizational vision which integrates key national and program goals, priorities, values, and other factors. Inherent to it is the ability to balance change and continuity – to continually strive to improve customer service and program performance within the basic government framework, to create a work environment that encourages creative thinking, and to maintain focus, intensity and persistence, even under adversity. Key Characteristics: 1. Exercising leadership and motivating managers to incorporate vision, strategic planning, and elements of quality management into the full range of the organization’s activities; encouraging creative thinking and innovation; influencing others toward a spirit of service; designing and implementing new or cutting edge programs/processes. 2. Identifying and integrating key issues affecting the organization, including political, economic, social, technological, and administrative factors. 3. Understanding the roles and relationships of the components of the state or regional policy making and implementation process, including the Governor, legislature, the judiciary, local governments, and interest groups; and formulating effective strategies to balance those interests consistent with the business of the organization. 4. Being open to change and new information; tolerating ambiguity; adapting behavior and work methods in response to new information, changing conditions, or unexpected obstacles; adjusting rapidly to new situations warranting attention and resolution. 5. Dealing effectively with pressure; maintaining focus and intensity and remaining persistent, even under adversity; recovering quickly from setbacks. 6. Displaying a high level of initiative, effort, and commitment to public service; being proactive and achievement-oriented; being self-motivated; pursuing self-development; seeking feedback from others and opportunities to master new knowledge. Leadership Competencies Creativity and Innovation – Develops new insights into situations and applies innovative solutions to make organizational improvements; creates a work environment that encourages creative thinking and innovation; designs and implements new or cutting-edge programs/processes. Resilience – Deals effectively with pressure; maintains focus and intensity and remains optimistic and persistent, even under adversity. Recovers quickly from setbacks. Effectively balances personal life and work. Continual Learning – Grasps the essence of new information; masters new technical and business knowledge; recognizes own strengths and weaknesses; pursues self-development; seeks feedback from others and opportunities to master new knowledge. Service Motivation – Creates and sustains an organizational culture which encourages others to provide the quality of service essential to high performance. Enables others to acquire the tools and support they need to perform well. Shows a commitment to public service. Influence others toward a spirit of service and meaningful contributions to mission accomplishment. External Awareness – Identifies and keeps up to date on key national and international policies and economic, political, and social trends that affect the organization. Understands near-term and long-range plans and determines how best to be positioned to achieve a competitive business advantage. Strategic Thinking – Formulates effective strategies consistent with the business and competitive strategy of the organization. Examines policy issues and strategic planning with a long-term perspective. Determines objectives and sets priorities; anticipates potential threats or opportunities. Flexibility – Is open to change and new information; adapts behavior and wok methods in response to new information, changing conditions, or unexpected obstacles. Adjust rapidly to new situations warranting attention and resolution. Vision – Takes a long-term view and acts as a catalyst for organizational change; builds a shared vision with others. Influences others to translate vision into action. ECC #2 Leading People This core competency involves the ability to design and implement strategies which maximize employee potential and foster high ethical standards in meeting the organization’s vision, mission, and goals. Key Characteristics: 1. Providing leadership in setting the workforce’s expected performance levels commensurate with the organization’s strategic objectives; inspiring, motivating, and guiding others toward total accomplishment; empowering people by sharing power and authority. 2. Promoting quality through effective use of the organization’s performance management system [e.g., establishing performance standards, appraising staff accomplishments using the developed standards, and taking action to reward, counsel, or remove employees, as appropriate]. 3. Valuing cultural diversity and other differences; fostering an environment where people who are culturally diverse can work together cooperatively and effectively in achieving organizational goals. 4. Assessing employees’ unique developmental needs and providing developmental opportunities which maximize employees’ capabilities and contribute to the achievement of organizational goals; developing leadership in others through coaching and mentoring. 5. Fostering commitment, team spirit, pride, trust, and group identity; taking steps to prevent situations what could result in unpleasant confrontations. 6. R3solving conflicts in a positive and constructive manner; this includes promoting labor/management partnerships and dealing effectively with employee relations matters, attending to morale and organizational climate issues, handling administrative, labor management, and EEO issues, and taking disciplinary actions when others means have not been successful. Leadership Competencies Conflict Management – Identifies and takes steps to prevent potential situations that could result in unpleasant confrontations. Manages and resolves conflicts and disagreements in a positive and constructive manner to minimize negative impact. Integrity/Honesty – Instills mutual trust and confidence; creates a culture that fosters high standards of ethics; behaves in a fair and ethical manner toward others, and demonstrates a sense of corporate responsibility and commitment to public service. Cultural Aw3areness – Initiates and manages cultural change within the organization to impact organizational effectiveness. Values cultural diversity and other individual differences in the workforce. Ensures that the organization builds on these differences and that employees are treated in a fair and equitable manner. Team Building – Inspires, motivates, and guides others toward goal accomplishments. Consistently develops and sustains cooperative working relationships. Encourages and facilitates cooperation within the organization and with customer groups; fosters commitment, team spirit, pride, trust. Develops leadership in others through coaching, mentoring, rewarding, and guiding employees. ECC #3 Results Driven This core competency stresses accountability and continuous improvement. It includes the ability to make timely and effective decisions and produce results through strategic planning and the implementation and evaluation of programs and policies. Key Characteristics: 1. Understanding and appropriately applying procedures, requirements, regulations, and policies related to specialized expertise; understanding linkages between administrative competencies and mission needs; keeping current on issues, practices, and procedures in technical areas. 2. Stressing results by formulating strategic program plans which assess policy/program feasibility and include realistic short and long-term goals and objectives. 3. Exercising good judgment in structuring and organizing work an setting priorities; balancing the interests of clients and readily readjusting priorities to respond to customer demands. 4. Anticipating and identifying, diagnosing, and consulting on potential or actual problem areas relating to program implementation and goal achievement; selecting from alternative courses of corrective action, and taking action from developed contingency plans. 5. Setting program standards; holding self and others accountable for achieving these standards; acting decisively to modify them to promote customer service and/or quality of programs and policies. 6. Identifying opportunities to develop and market new products and services with or outside of the organization; taking risks to pursue a recognized benefit or advantage. Leadership competencies Accountability Assures that effective controls are developed and maintained to ensure the integrity of the organization. Holds self and others accountable for rules and responsibilities. Can be relied upon to ensure that projects within areas of specific responsibility are completed in a timely manner and within budget. Monitors and evaluates plans; focuses on results and measuring attainment of outcomes. Entrepreneurship – Identifies opportunities to develop and market new products and services within or outside of the organization. Is willing to take risks; initiates actions that involve a deliberate risk to achieve a recognized benefit or advantage. Customer Service – Balancing interests of a variety of clients; readily readjust priorities to respond to pressing and changing client demands. Anticipates and meets the need of clients; achieves quality end-products; is committed to continuous improvement of services. Problem Solving – Identifies and analyzes problems; distinguishes between relevant and irrelevant information to make logical decisions; provides solutions to individual and organizational problems. Decisiveness – Exercises good judgment by making sound and well-informed decision; perceives the impact and implications of decisions; makes effective and timely decisions, even when data is limited or solutions produce unpleasant consequences; is proactive and achievement oriented. Technical Credibility – Understands and appropriately applies procedures, requirements, regulations, and policies related to specialized expertise. Is able to make sound hiring and capital resource decisions and to address training and development needs. Understand linkages between administrative competencies and mission needs. ECC #4 Business Acumen This core competency involves the ability to acquire and administer human, financial, material, and information resources in a manner which instills public trust and accomplishes the organization’s mission, and to use new technology to enhance decision making. Key Characteristics 1. Assessing current and future staffing needs based on organizational goals and budget realities. Applying sound human resource principles to develop, select, and manage a diverse workforce. 2. Overseeing the allocation of financial resources; identifying cost-effective approaches; establishing and assuring the use of internal controls for financial systems. 3. Managing the budgetary process, including preparing and justifying a budget and operating the budget under organizational and legislative procedures; understanding the marketing expertise necessary to ensure appropriate funding levels. 4. Overseeing procurement and contracting procedures and processes. 5. Integrating and coordinating logistical operations. 6. Ensuring the efficient and cost-effective development and utilization of management information systems and other technological resources that meet the organization’s needs; understanding the impact of technological changes on the organization. Leadership Competencies Financial Management – Demonstrates broad understanding of principles of financial management and marketing expertise necessary to ensure appropriate funding levels. Prepares, justifies, and/or administers the budget for the program area; uses cost-benefit thinking to set priorities; monitors expenditures in support of programs and policies, Identifies cost-effective approaches. Manages procurement and contracting. Technological Management – Uses efficient and cost-effective approaches to integrate technology into the workplace and improve program effectiveness. Develops strategies using new technology to enhance decision making. Understands the impact of technological changes on the organization. Human Resource Management – Assesses current and future staffing needs based on organizational goals and budget realities. Using merit principles, ensure staff are appropriately selected, developed, utilized, appraised, and rewarded; takes corrective action. ECC #5 Building Coalitions/Communication This core competency involves the ability to explain, advocate and express facts and ideas in a convincing manner, and negotiate wit5h individuals and groups internally and externally. It also involves the ability to develop an expansive professional network with other organizations, and to identify the internal and external politics that impact the work of the organization. Key Characteristics 1. Representing and speaking for the organizational unit and its work [e.g., presenting, explaining, selling, defining, and negotiating] to those within and outside the office [e.g., agency heads and other government executives; corporate executives; Department of Administrative Services budget officials; legislative members and staff; the media; governor’s office; clientele and professional groups]; making clear and convincing oral presentations to individuals and groups; listening effectively and clarifying information; facilitating an open exchange of ideas. 2. Establishing and maintaining working relationships with internal organizational units [e.g., other program areas and staff support functions]; approaching each problem situation with a clear perception of organizational and political reality; using contacts to build and strengthen internal support bases; getting understanding and support from higher level management. 3. Developing and enhancing alliances with external groups [e.g., other agencies or firms, state and local governments, legislature, and clientele groups]; engaging in cross-functional activities; finding common ground with a widening range of stakeholders. 4. Working in groups and teams; conducting briefings and othe45r meetings; gaining cooperation from others to obtain information and accomplish goals; facilitating â€Å"win-win† situations. 5. Considering and responding appropriately to the needs, feelings, and capabilities of different people in different situations is tactful and treats others with respect. 6. Seeing that reports, memoranda, and other documents reflect the position and work of the organization in a clear, convincing, and organized manner. Leadership Competencies Influencing/Negotiating – Persuades others; builds consensus through give and take; gains cooperation from others to obtain information and accomplish goals; facilitates â€Å"win-win† situations. Partnering – Develops networks and builds alliances, engages in cross-functional activities; collaborates across boundaries, and finds common ground with a widening range of stakeholders. Utilizes contacts to build and strengthen internal support bases. Interpersonal Skills – Considers and responds appropriately to the needs, feelings, and capabilities of different people in different situations; is tactful, compassionate and sensitive, and treats others with respect. Political Savvy – Identifies the internal and external politics that impact the work of the organization. Approaches each problem situation with a clear perception of organizational and political reality; recognizes the impact of alternative courses of action. Oral Communication – Makes clear and convincing oral presentations to individuals or groups; listens effectively and clarifies information as needed; facilitates an open exchange of ideas and fosters an atmosphere of open communication. Written Communication – Expresses facts and ideas in writing in a clear, convincing and organized manner.

The Government of Ancient Rome :: essays research papers

Rome is located on the Tiber River in Italy. This environment provided arable land, and therefore had good crops. In addition, a peninsula provided access to the sea on both sides. Rome had a Mediterranean climate, and the Tiber provided sources of water for easy access to the sea and transportation. The Alps and the Apennines provided the water for Rome?s river system, and the ash from nearby volcanoes provided fertile soil, as to further promote the wellness of the arable land. There were natural harbors, providing trade and economy growth. Rome had a tripartite government that maintained elements of monarchy, oligarchy, and republic. Rome?s tripartite government had three branches. The branches were executive, legislative, and judicial. The first branch was the executive branch. The executive branch had magistrates who represented the tradition of monarchy, led the government and the army, acted as judges and high priests, and occupied the ruling position once held by a king. They also managed tax collection and the maintenance of roads. Consuls, or the two leaders elected by citizen?s representatives, held the highest office of state and powers, and conducted games in the Circus Maximus. They also helped the Genoese merchants and sailors with difficulties with local authorities. Praetors heard cases, developed much of the civil and criminal law, and some had jurisdiction over important criminal cases. Censors, or the ?moral guardians? of Rome, assessed wealth of citizens, and supervised public morals and management of public finances. The dictator had military control, and was temporarily all-powerful. The dictator also dictated policies in times of need. The second branch was the legislative branch. The legislative branch had a senate that passed many decrees, represented the tradition of oligarchy, advised consuls, and controlled state finances and passed laws. Patricians were the upper class, ran the government, and acted as leaders. The third branch was the judicial branch. The judicial branch had an assembly that represented the democratic element of the Roman Republic, placed men in classes according to how much military equipment they could provide, and elected tribunes, or the representatives of the common people, or plebeians. There was a council of plebeians, which had little power, could not hold office, and could not serve as priests, because they were common people. The Roman Republic ensured a system of checks and balances. Checks and balances means to keep any one branch of government from gaining more power than the others gain.

Learning for Life Essay

Introduction I work at Hindley HMP YOI, Europe’s largest juvenile estate, which caters for male 15 – 18 year olds. Its catchment area embraces prisoners from England and Wales, inclusive of the home counties. This results in a diverse population with a mixture of cultural and social backgrounds and range of life experiences. The course I teach is Social Life Skills to the academic standards of Adult entry level three and Adult level one. The education department within Hindley is committed to providing a learning environment where the physical, mental and emotional well-being of the learners is intrinsic to everything we do. The provision of the Social and Life Skills curriculum meets the outcomes in a number of ways through units such as Healthy Living, Healthy Eating/Food and Nutrition, Food Preparation/Hygiene and Introduction to Drug and Alcohol awareness. In particular, these units promote positive sexual health and relationship choices through education about STI’s, responsibilities in a relationship as well as challenging the increased risk of sexual activity under the influence of intoxicating substances. These units also highlight the physical and emotional risks of using both legal and illegal substances and encourage positive lifestyle choices. This paper intends to examine how the subject offers an experiential and learning forum designed to enhance academic learning, increase knowledge, build strategies and provide learning for life. However does the environment in which I teach can ultimately affect the end result? Experiential Learning Activities based around subjects such as ‘Healthy Lifestyles’ , ‘Drug and Alcohol Awareness’ and ‘Sexual Health awareness’ strengthen the practical  elements of the course and learners gain essential life skills that are an integral aspect of the overall aims. This encourages young people to think about the reasons for which they engage in risky behaviour and allows exploration of alternative ways of gaining, for example, confidence and excitement. Throughout the course I try to promote self-esteem of the learners and highlight that substance misuse is not the answer to their problems. The negative psychological effects on a person’s mental health are also discussed and learners are encouraged to think about this both short and long term. The course also addresses the physical effects that substance misuse can have on a person, encouraging awareness of the damage that can occur so that they can make positive choices to avoid drugs or alcohol in the future. This increases the young person’s awareness of consequences of risky behaviour and promotes positive choices in relation to avoiding harmful substances. â€Å"As many as 90% of prisoners have a diagnosable mental illness, substance abuse problem or, often both. Among young offenders and juveniles that figure is even higher, ninety five per cent† (Department of Health and Prison Service, 2001) The course also covers the importance of maintaining personal fitness in promoting good health and how this can be achieved. It also makes learners consider the basis of healthy eating and how to create healthy balanced meals. The skills and knowledge gained through the course should empower the learners with the ability to make positive lifestyle choices which they can then use in their everyday life upon release. An opportunity to have this learning experience is essential to them moving forward into further opportunities and avoiding distraction that could hinder their eventual progress. The design and development of the ‘Life Skills’ curriculum within Hindley HMP does not escape the influence of a social and political agenda. It is not education for purely academic motives or for expanding the educational perspectives of the learner. The course has a firm learning towards establishing society’s norms and expectations and avoiding anti-social and anti-establishment practices. The term ‘rehabilitation’ assumes that things have already gone wrong and requires intervention. The most dedicated teacher employing sound and universally recognised theoretical perspectives can become embroiled in the pursuit of good and productive citizenship. To assist and help our learner group requires the recognition that they are, in the main, troubled young people who are in danger. Amongst a range of issues, a lack of, or failure to engage in the educational process has been a contributing factor and in the main, they have missed out on inspirational teaching in their formative years. In addition, they may have not have experienced the influence of ‘significant other’ motivation and support within an education setting. â€Å"We all have a wealth of talent, skills, knowledge and unique personal qualities. In some of us, these gifts may be as yet untapped, unrecognised, hidden or ignored. † (Magrill, Sanderson and Short, 2005) A great deal of the information delivered on the courses within my subject are essential knowledge for all young people and can been seen as fundamental within the range of sub cultures in a juvenile prison setting. The course assessment criteria can evaluate that the student has studied to a specified degree through portfolio completion, an observable demonstration that learning has taken place. It is only through the delivery, encompassing an extensive range of discussion, sharing of experiences and remedial review that can provide insight into internalisation and understanding. The most difficult aspect to assess is the extent to which increased knowledge and awareness will lead to any significant changes in immediate or future behaviour. Experience indicates that to attempt to preach adherence to society’s norms or adoption of moralistic viewpoints may risk immediate rejection. Barriers Although many institutes of learning are subject to the influences from a range of issues including environmental, social, cultural and in some cases the extremes of deprivation, all these factors and more are compounded within the prison system. In addition, our service can be far greater influenced, restricted and inhibited by political conditions and learner inhibitions. The utilisation of an extensive range of planning, delivery and evaluation theory does not always ensure that learning takes place. In many cases, our service users are placing a much greater emphasis at the lower end of the Maslovian scale with physical and safety needs at a higher level of necessity than investing in the rehabilitation process of which education is a component. â€Å"What is necessary to change a person is to change his awareness of himself. † Abraham Maslow When a young person enters the prison system they enter an environment that imposes significant influences on their day to day lives. Aside from the regime that inflicts rigid routines and restriction, they are also subject to the overt and covert sub-cultural expectations and alliances required to conform within that distinctive community. Many of the young people have extensive experience of operation outside society’s norms in an environment where adherence to the group and its values is paramount. Therefore, the educational system tends not to be an ideal forum of a captive audience, keen to utilise their time to enhance knowledge they may view as irrelevant to their present of future lives. In order to be an effective teacher within such an environment requires a range of skills and abilities. The knowledge and understanding of teaching theory is a necessary component to enhance delivery and promote learning. It is vital also to fully embrace the principles of non-discriminatory and non-judgemental practice. In addition, the tutor needs to be aware of their own value system and ensure they do not taint their teaching. The individually developed process to connections and engagement can inhibit or enhance the bond of trust that increases the possibility of a credible acceptance of hypothesis and factual information yet with all components in place, there are no guarantees that learning will be viewed as necessary of valid. An example of this is a learner who achieved high standards in the ‘Healthy Lifestyles’ module. He fully understood the concepts of diet, exercise and safe sex practices. He put many of the theories he had learned into practice including an extensive exercise regime. However, when asked whether he would continue with his healthier approach he replied, â€Å"I doubt it. When I get out I will probably be back on the drugs and sleeping rough if I’m on the run! † He would return to the same environment as before prison with the same peer group. The influences would be far stronger and for him, the reality of his situation. Conclusion Many other issues that individually may not be unique can combine and contrive to create serious barriers to the learning process. In addition to the aforementioned factors, language barriers, cultural issues, regional and even postcode and gang affiliations all bring contrasting and sometimes conflicting agenda’s to the classroom. Due to operational issues, the instances of session or course interruptions can be greater than is the norm in most other forms of learning. The range of subject specific experience and knowledge can often match or even exceed the subject matter. In the case of drug awareness, a number of the learners have been heavily involved in the drug scene for a number of years. They have first -hand experience encompassing the range from heavy recreational use, through addiction and even sophisticated drug preparation and dealing. As a result of these and many other mitigating factors one could question the validity of presenting the course to the identified group within identified environment. On the contrary, I feel that these very barriers make it essential necessity to present the facts, issues, consequences and alternatives. This will enable the learners to make considered and educated choices in their present and future functioning. The teacher works within a prison environment needs to recognise the difficulties involved in attempting to provide a programme of life skills education without having the opportunity of observing of their topics of choice have or will have any long effect or trigger a real change in long term behaviour. It is vital that the educator remains confident that their contribution to the overall rehabilitation process is enhancing the prospects of the students to achieve their potential. In conclusion, Social Life Skills is not any exact science with predictable outcomes based on formulae or pre-determined rules of order. It’s effect and influence cannot be easily gauged nor can success be readily evaluated. Learning for life it certainly is with a hope that some if not all the students will utilise the learning to promote positive personal benefits. Bibliography * Inspiration: Your Ultimate Calling – Wayne W. Dyer p130 * Changing the Outlook – A Strategy for Developing and Modernising Mental Health Services in Prisons – p3 * Developing access to Skills for Life for offender learners with learning difficulties or disabilities – p27.

Persistence of Memory by Salvador Dali

The early 1920s art movement of surrealism was founded by Andre Breton, a French writer. Compared to other art groups or movements, surrealism focused on evoking the unconscious in painting. Members of this group showed immense importance in illustrating a â€Å"more profound reality revealed by the unconscious mind. † Most of the surrealists have unusual portrayal of images in their paintings. They create visuals that go â€Å"beyond mere painting to reach a new level of reality. † This extraordinary approach in creating a provocative image is derived from the surrealists’ dreams. The products of their subconscious mind combined with the concept of â€Å"enigma or mystery† have been their inspiration in producing eccentric but remarkable masterpieces (Artbeyondsight. com). One of the famous Surrealist painters who is well-known for his bizarre ideas and eccentric behaviors was Salvador Dali. Most of his artworks became and integral part in the advancement of the Surrealist aesthetic. His main objective was to â€Å"materialize images of concrete irrationality with the most imperialist fury of precision. More so, Dali’s paintings illustrated dream-like images but these were treated with precision and fine details that made the viewers enter a hallucinatory landscape. Dali named these paintings with dream and fantasy theme as â€Å"hand-painted dream photographs. † In these artworks, unusual placement of images and the modification of a specific form into another completely new form were evident. Because of this composition, it appears that most of Dali’s paintings defy the principle of Physics. He created images that represented the â€Å"irrational and unpredictable world of the dream† (Artbeyondsight. om). In the painting Persistence of Memory, Dali presented the unusual images of melted watches. Dali said that the elements present in this particular painting are â€Å"nothing else, but the Camembert cheese of space and time; tender, outlandish, solitary and critical-paranoiac† (3d-dali. com, 2008). This painting can be classified as a landscape painting, a self portrait or a still-life painting. It all depends on the viewers’ perception and knowledge on how to understand and interpret the painting. In terms of the visual elements exhibited, the background is a beach landscape while the foreground consists of the strange images of three melted pocket watches, the rectangular box and an animal-like creature. The unusual objects created a mysterious effect while the realistic lighting and coloring added a realness factor to the painting. At first glance, these may all seem meaningless and peculiar but if viewers would look closely and try to find out the rationale for putting these elements together, they could get a better grasp of understanding of the paintings and the inner workings of Dali’s mind. According to Robert Bradford, the bare, hard outline of the cliffs and the crystal light of the sky are there, but the empty, desert-like expanses of the painting are much closer to the topography of the min, to a dreamscape. The viewer’s anxiety is fermented precisely through the lack of clues of distance, of recognizable landmark, of time of day, of temperature-it could equally be as hot, or as cold as an unknown planet. We are in an arena of silence, a frozen nightmare, in which nothing moves or make a noise. (p. 146) Overall, the Persistence of Memory is an artwork that takes the viewers into a very interesting world wherein they are transported from the predictable realm of reality to a place filled with ambiguity and peculiarity. The techniques in coloring and brush strokes employed by Dali were conventional but it is the compositional aspects that stand out are the placement and the choice of objects displayed in the painting. This painting ingeniously juxtaposed the real with the make believe which are the primary characteristics of Surrealism. References 3d-dali.com. (2008). Salavador Dali Painitngs. Retrieved November 28, 2008, from http://www.3d-dali.com/dali_paintings_analysis_interpretation.htm Artbeyondsight.com. (n.d.). Salvador Dali and Surrealism. Retrieved November 28, 2008, from http://www.artbeyondsight.org/ahtts/dali-read.shtml Radford, R. (1997). Dali. London: Phaidon Press Ltd.