Comparison of Erikson and Maslow - 1059 Words

Comparison of Erikson and Maslow Tianna Hillis PSY 405 January 30, 2012 Jill Bean Comparison of Erikson and Maslow Personality affects many aspects of life. It influences behavior and social relations. Erik Erikson is a theorist known for his stages of personality development. He explains that certain stages of development affect personality in separate ways. Abraham Maslow is a theorist known for his hierarchy of needs. He explains that fulfilling needs influences personality. This paper will discuss personality characteristics of both theories and how personality affects situational behavior and interpersonal relations. Erikson’s theory of personality is based on his eight stages of development. In each of these eight stages of†¦show more content†¦Depending on which characteristic is learned from each stage, behavior will be different. If a young child fails to perform to his or her parents standards during the autonomy developmental stage, the child may continue to perform poorly. This trait can show through all the time or only in situations where the child feels pressure to perform (Feist amp; Feist, 2009). If an adolescent fails to establish his or her identity, he or she may miss out of discovering other aspects of life. Based on Erikson’s stages of development, traits arise from experiences. The experiences cause different behaviors based on the situation and personality (Feist amp; Feist, 2009). In Maslow’s theory, personality is based on which level of needs has been achieved. In this line of thinking, if a situation arises in which bags of groceries are left alone, a person who has satisfied the physiological needs will leave the food alone. A person who has yet to satisfy his or her physiological needs may take the food (Feist amp; Feist, 2009). The difference in personality based on the hierarchy of needs is what makes the behavior different. The same difference in behavior is similar to two individuals in an interview who are at different levels on the hierarchy. A person who has not yet fulfilled the self-esteem level will be less comfortable and an interview and act accordingly (Feist amp; Feist, 2009). Interpersonal relationships are affected byShow MoreRelatedMaslows Hierarchy Of Need Essay1481 Words   |  6 Pagescreated by such authors as: Abraham Maslow, Frederick Herzberg, Douglas McGregor, David McClelland and others. In that particular paper the author will explore two motivation theories – Maslow’s hierarchy of needs and two factor theory of F. Herzberg. The goal of the paper is comparative analysis of the theories of two authors. The paper consists of three parts: the first two parts give a theoretical insight into two theories. The third part deals with comparison of two theories. 1. MaslowsRead MorePsychology : Psychology And Psychology1300 Words   |  6 Pagesperspective has its own unique way of explaining human behavior. I think that really explains the complex mental processes and behavior, and each prospective study should not be limited to just one. The following is my explanation of the terms and comparisons between the psychodynamic and behavioral aspects relating to the October 2000 article in the American Psychologist., Hunger, eating, and I11 Health, by John PJ Pinel, Sunaina Assanand and Darrin R. Lehman. The view is defined as a psychologicalRead MorePsychology : Psychodynamic And Behavioral Perspectives1320 Words   |  6 Pages Each perspective has its own unique way of explaining the human behavior. I believe to truly explain the complex mental processes and behavior, each perspective must be examined and not limited to just one. The following is my explanation and comparisons between two of these perspectives: psychodynamic and behavioral perspectives pertaining to the article in the American Psychologist October 2000, Hunger, Eating, and I11 Health, by John P. J. Pinel, Sunaina Assanand, and Darrin R. Lehman. The behavioralRead MoreThe Philosophy Of Psychology Is Defined As The Scientific Study Of The Human Mind And Behavior1281 Words   |  6 Pagespsychodynamic approach in psychology. However, Freud’s theory of psychoanalysis originates from the psychodynamic theory. However, overall, the psychodynamic approach includes all theories that were based on his ideas, e.g., Jung (1964), Alder (1927) and Erikson (1950). The psychodynamic approach draws close attention on forces that influence human behavior. Freud concluded that psychoanalysis was an approach used for assumptions that painful memories are hidden in the unconscious mind. Whereas a psychodynamicRead MoreEssay about A Child Called It, The Lost Boy and A Man Named Dave2471 Words   |  10 Pages and was physically small for his age. Though the criteria for determining abuse changes continuously and this is an old citation, I feel it is still valid. Erik Eriksons psychosocial development theory consists of eight stages of development (Erikson, 1950). Each stage is characterized by a different conflict that must be resolved by the individual. When the environment makes new demands on an individual, a conflict arises. The person is faced with a choice between two ways of coping with eachRead More Identity of Humans Essay1936 Words   |  8 Pagesrefers to one’s answer to the question, who am I? 1 To fully understand and grasp the concepts and ideas related to identity, two different psychological perspectives will be explored, as well as three theorists including Sigmund Freud, Erik Erikson, Abraham Maslow, and Carl Rogers. Freud - Psychic Structures Sigmund Freud explored identity through the psychodynamic theory of Psychosexual Development. According to psychodynamic theory, the human personality is characterized by a dynamic struggle asRead MoreHuman Development and The Psychoanalytic Perspective of Personality1396 Words   |  6 Pagessocial influences and was represented by eight developmental stages, each depicted by a specific developmental crises/challenge that all individual are thought to confront; linked to the persons relationship their environment. Contrasting Freud, Erik Erikson put forward stages of psychosocial development that would extend over an individual’s existence of which was made up of trust vs. mistrust (birth to 18 months; in which the important event is feeding), autonomy vs. shame and doubt (2 to 3 years; inRead MoreEriksons Psychosocial Development Theory10839 Words   |  44 Pagescrisis stages model that underpinned his work. Erik Erikson first published his eight stage theory of human development in his 1950 book Childhood and Society. The chapter featuring the model was titled The Eight Ages of Man. He expanded and refined his theory in later books and revisions, notably: Identity and the Life Cycle (1959); Insight and Responsibility (1964); The Life Cycle Completed: A Review (1982, revised 1996 by Joan Erikson); and Vital Involvement in Old Age (1989). Eriksons biographyRead MoreIs Psychology a Science2271 Words   |  10 PagesFreud’s evidence was based on the experiences he gained from sessions with his patients which he then wrote up as case studies. His theories have been adapted by analysts, therapists and psychiatrists such as Alder (1870-1937), Jung (1875-1961) and Erikson (1902-1994). Although Freud’s work has had a great effect on modern societies in psychology Freud is classed as highly controversial. Popper (1959) classed Freud’s work as unscientific as the theories wer e not falsifiable. He proposed that for a theoryRead MoreNotes On Motivation Theory And Motivation3458 Words   |  14 Pagesthe outcome of their performance (Wyk and Erasmus, 2003: 315). Many researchers have worked in the field of motivation over the years, and developed different theories. Maslow s ‘Hierarchy of needs’ theory proposes that an individual’s most basic needs must be met before they will develop higher level desires (Goble, 1970). Maslow created the term ‘metamotivation’ to explain the motivations of those people, which go beyond the extent of their basic needs and instead seek constant improvement. Based

Importance Of Inclusion In Schools - 1820 Words

In this essay, I am going to address why the inclusion of children with behaviour, emotional and social difficulties (BESD) into mainstream education is so important. I will also outline what provisions and procedures I believe schools should have in place to ensure inclusion is seen as a set of practices rather than a completely unattainable ideal. In 2013 ‘53.0% of pupils with statements of SEN were attending mainstream schools (nursery, primary, secondary, academies, city technology colleges), compared to 53.7% in 2012’) (Ofsted 1-14), and with the increase of pupils classified as having BESD the need for an inclusive provision is essential. There are many different views of what ‘inclusion’ means and what constitutes as an ‘inclusive†¦show more content†¦This highlights the importance of the provision of education in the context of inclusion. One of the major problems concerning the inclusion of children with BESD is that there are simply not enough ‘specialist’ staff to provide individualized education programs for each SEN student. As a result in some schools, classrooms have one ‘specialised’ member of staff for all SEN pupils. In addition, school funding cuts are resulting in fewer hours and jobs for teaching assistants meaning children with BESD are getting less individualised care and therefore affecting their education. Wooding perfectly highlights the biggest challenge faced by mainstream education schools seeking to include children with BESD when he states ‘†¦the teacher has only finite time and energy, the school has finite resources, and the more children with special educational needs that the school tries to educate the more difficult it is to cater for the mainstream children in that school.’ (Wooding, 2006). Another challenge faced by mainstream education schools seeking to include children with BESD is the parent s preceding views of said child s experience at a mainstream school. They may believe that their child would benefit from attending a ‘special’ school to be surrounded by other SENShow MoreRelatedThe Importance of Promoting Equality, Diversity and Inclusion in Schools1032 Words   |  5 PagesThe follow assessment will have a brief description of the importance of inclusion and inclusive practices in work with children and young people. And it also contains an exploration of how our own attitudes, values and behaviour may lead to that inclusive practice, how to challenge discrimination and how to promote some important anti-discriminatory and inclusive practices. First of all is important to define what is meant by inclusion and inclusive practice. Inclusive practice is a process ofRead MoreThe Importance Of The Teacher s Inclusive Education Essay1663 Words   |  7 PagesThis essay discusses the importance of the role of the teacher in inclusive education. For several years’ children who suffer with disabilities and learning difficulties where separated and not given the same opportunities. Thankfully changes have been made in the education system and society, showing these children may seem different and may struggle a little more than the average child but they are not stupid and can exceed the expectation for a child of their age. In this essay I will be goingRead MoreInclusion Of Special Needs For Students With Disabilities Essay1174 Words   |  5 Pagesongoing research topic of inclusion. Inclusion, in this area, means the full inclusion of students with special needs in the general education classroom . The research and the d ebates about the issue of whether or not there should be full inclusion of Special Education students in all general education classrooms in all public schools throughout the United States rages on. The number of students with special needs that are included in regular education classrooms in public schools has swollen, and theRead MoreInclusion Of Special Needs For Students With Disabilities1173 Words   |  5 Pagesongoing research topic of inclusion. Inclusion, in this area, means the full inclusion of students with special needs in the general education classroom. The research and the debates about the issue of whether or not there should be full inclusion of Special Education students in all general education classrooms in all public schools throughout the United States rages on. The number of students with special needs that are included in regular education classrooms in public schools has swollen, and theRead MoreInclusive Education Is Not A Marginal Issue1502 Words   |  7 Pageseducation is of upmost importance within our schools. However there is a sense that almost too much weigh has been placed upon this educational approach. â€Å"†¦is central to the achievement of high quality education for all learners†¦Ã¢â‚¬ , at a common sense standpoint this seems unlikely. That inclusion is important is not being argued however the claim that it is central seems like a reach. Another issue is that a central source of ‘high quality education for all learners’ is the inclusion of differentiatedRead MoreTDA 3.61678 Words   |  7 PagesUnit 306 Promote equality, diversity and inclusion in work with children and young people Outcome 1 Promote equality and diversity in work with children and young people 1.1 Identify the current legislation and codes of practice relevant to the promotion of equality and valuing of diversity The education act is based towards the school responsibilities towards children with special educational needs. It means schools must provide resources, equipment and extra support to meet the needsRead MoreAnalysis Of The Article President Bush Announced On A Nation At Risk982 Words   |  4 Pagesthat every child starts school ready to learn; (2) To raise the high school graduation rate to 90%; (3) To ensure that every student leaving the 4th, 8th, and 12th grades can demonstrate competence in core subjects; (4) To make students fir it in the world in math and science achievements; (5) To ensure that every adult is literate and has the skills necessary to compete in a global economy and is able to fulfill the duties of citizenship; and (6) To free American schools I from drugs and violenceRead MoreInclusion For Students With Special Needs1512 Words   |  7 Pagesbeen a long debate for many years over the topic of inclusion. Inclusive education is defined as students with disabilities, being supported in age appropriate general education classrooms, at their home school, and receiving specialized instruction as needed per the student’s IEP (Individualized Education Program) within the general education class curriculum and activities. Inclusion is there to help student with special needs in attending school regularly with their friends and peers while beingRead More Teachers Make It What It Is1012 Words   |  5 PagesTeachers Make It What It Is Inclusion is the integration of the students with special educational needs into the regular education setting. This idea has been spreading across the country where children are no longer being separated due to their needs. But how does this make the teachers feel? One might think that popular opinion would be that it makes it less difficult for them to teach and they do now get to spend the time that they would want to with the â€Å"normal† students, and some do. ButRead MoreThe Importance Of Social Justice And Inclusion916 Words   |  4 PagesIntroduction Social justice and inclusion have become important parts of the modern world, especially within the Scottish education system. They allow pupils to reach their full potential and to become fully integrated whilst at school, regardless of background or disability. However these terms are ever changing and require a lot of thought and determination to be fully fulfilled within schools. This paper will look at the importance of social justice and inclusion as well as considering different

Credit Agricole and BP Free Essays

string(167) " Between 1941 and 1945, under the Vichy government, a Bank Control Commission was established and attempts were made to prevent the creation of new banks or branches\." PARIS (AFP) – French bank Credit Agricole, one of the biggest European banks by capitalisation, reported a doubling of net profit to 1. 0 billion euros ($1. 42 billion) in the first quarter, on Friday. We will write a custom essay sample on Credit Agricole and BP or any similar topic only for you Order Now The price of shares in the bank showed a gain of 1. 40 percent to 11. 23 euros in a market up 0. 57 percent overall. The outcome, marking an increase of 112 percent from the result 12 months ago, was in line with average estimates of analysts as polled by Dow Jones Newswires. At CM-CIC Securities, analyst Pierre Chedeville commented: â€Å"The group is showing its main characteristics again: operating efficiency and an excellent control of charges, very cautious policy for provisioning, and financing and investment activities steady. † Bank chief executive Jean-Paul Chifflet said that Credit Agricole’s direct exposure to Greek debt was 631 million euros at the end of March. Credit Agricole is one of the few foreign banks to control a Greek bank, in the form of Emporiki bank. Company History: France’s â€Å"green bank† was nicknamed for its roots in agriculture. Credit Agricole, composed of the Caisse Nationale de Credit Agricole and 90 regional banks, which together own 90% of the Caisse Nationale, is a unique cooperative organization and one of the most important banking groups in France. In the mid-1800s, it became clear that there was a need for agricultural credit in France, especially after a crop failure in 1856, which left rural areas in dire straits. One of the main causes of low production was a lack of sufficient credit for farmers, who often could not meet banks’ normal credit requirements. In 1861, the government attempted to remedy this problem, asking Credit Foncier to establish a department expressly for agriculture. But the newly formed Societe de Credit Agricole accomplished little. By 1866, though some steps towards improvement had been suggested, the outbreak of the Franco-Prussian War prevented their implementation. The society folded in 1876. Later, several financial cooperatives sprang up independently among farmers, operating in rural towns on a system of mutual credit. In 1885, the first society for agricultural credit was founded at Salins-les-Bains in the Jura; the maximum amount of credit a farmer could get was FFr500, the price of a yoke of oxen. By the end of the century, when talk of modernizing France’s agricultural economy became more urgent, it was decided that this system of localized credit was more suitable for the rural population than credit emanating from a big central bank. In 1894, the Chamber of Deputies proposed a law to organize personal or short-term rural credit, based on the methods of the small credit societies already in existence. The law formalized the requirements for the societies’ formation, made them exempt from taxes, and gave them a monopoly on state-subsidized loans to farmers. In 1897, the Bank of France made funds available to the banks through the minister of agriculture, and in 1899, a law was passed to create regional banks to act as intermediaries between the local societies and the minister of agriculture. The local cooperatives were self-governing societies with limited liability. Their members were mostly individual farmers. Each local cooperative was affiliated with a regional bank, where it transferred all deposits and obtained funds for loans. The local banks elected a committee to control the regional banks, which were mainly responsible for medium- and long-term loans. Thus, the hierarchy of Credit Agricole was established. One of the reasons Credit Agricole was so successful was its reliance on individual farmers. In the mid-1800s most of France’s agricultural produce came from small farms rather than large estates, and the French government wanted to preserve the small family farm for several social and economic reasons. For instance, it was widely believed that small farmers cultivated the soil most intensively and so made better use of it. It was also thought to be better to have many small family farms than to create a â€Å"proletariat† to work on large farms. Nevertheless, France’s agricultural methods were in need of modernization, and Credit Agricole helped small farmers buy new equipment and supplies to improve production. In 1910, a law established long-term personal credit for the purchase of land to encourage young men to farm. Only small holdings could acquire these loans, which could not exceed $1,600, and only young farmers were eligible; their characters were the basis for their credit. When World War I broke out in 1914, the European banking system was under severe duress due to difficulties with the gold exchange. However, gold was still in circulation in France and the Bank of France was able to increase its issue of notes, restoring some financial order. Throughout the war, agricultural production was at a minimum, and Credit Agricole, still a young institution, was able to survive only through continued support from the government. Agricultural output did not regain its prewar level until 1930. In 1920, a law was passed to organize the office National du Credit Agricole, a national society run by civil servants and the elected representatives of the regional banks but controlled by the government–the minister of agriculture would name its director. Office National du Credit Agricole also became responsible for the distribution of treasury loan funds and for rediscounting the short-term loans of local and regional societies. In 1926, the name was changed to Caisse Nationale de Credit Agricole (CNCA). As Credit Agricole grew in resources and capacity, it began to help not only individual farmers but also the cooperative trade movement gaining ground among agricultural groups. These new agricultural cooperatives, which organized industries in a way similar to unions, could often not raise the money to organize, and they needed Credit Agricole’s support. In turn, the cooperatives helped France’s recovery after the war. World War II hurt agriculture less than the first war had, and after the war, there was a period of rapid growth, spurred on by Credit Agricole’s loans. Between 1941 and 1945, under the Vichy government, a Bank Control Commission was established and attempts were made to prevent the creation of new banks or branches. You read "Credit Agricole and BP" in category "Papers" After 1945, however, the Bank of France and the other main banks were nationalized. A hierarchy was born, with the Ministry of Finance and the Bank of France at the top, giving the government the ability to sway the distribution of credit. In this sense, it won even more power to help further Credit Agricole. After the war, agriculture underwent a massive modernization plan. Credit Agricole played a major part by supplying capital for fertilizer, equipment, electrification, and improved water supplies. Since agricultural credit was subsidized by the government, and due to the quality of Credit Agricole’s decentralized commercial network, agricultural institutions had the most rapid expansion rate of all the banks. Between 1938 and 1946, the capital funds of the regional societies increased from FFr1. billion to FFr28 billion. Credit Agricole extended its medium- and long-term loan operations and the government established special loans for farm equipment, causing a big increase in the number of farmers driving tractors. Financing for small farms continued; as late as 1958, cooperatives were favored over large farms. But France’s farm productivity was below that of most other European countries, and some b lamed the low productivity partially on the credit advantages given to small farms, which kept competition at bay. Earnings did not improve and the industry remained dependent on loans. About this time, the government began to apply stringent lending ceilings to the whole financial system to restrain the money supply and hold down inflation. This led many banks to diversify into overseas business and the Eurodollar market. A boom in French exports also created a demand for French banking expertise in the export markets. Credit Agricole, however, held back at first from international expansion, while growing rapidly with the French economy. In 1966, the state decided to allow Credit Agricole to widen its operations to become more flexible than a bank strictly for farmers. Under the new reform, Credit Agricole was allowed to make loans to individuals and organizations not specifically connected with agriculture. It was also allowed to create subsidiaries. One of the most important subsidiaries it created was the Union d’Etudes et d’Investissements, which used its resources to finance individual investments. In 1967, the government announced that all resources collected by Credit Agricole’s regional and local banks, previously deposited in the French Treasury, would now be deposited with the Caisse Nationale de Credit Agricole. In 1971, the Union d’Etudes et d’Investissements, with an eye on important developments in the food processing business, created another subsidiary, L’Union pour le Developpement Regional, which was mainly to provide loans to agricultural and food processing industries or other similar operations in regions where they would create jobs. In July of the next year, the minister of finance, Giscard d’Estaing, warned Credit Agricole about its diversification, pointing out that its purpose must stay mainly agricultural and its activities balance financial and social profit, a recurring political theme in Credit Agricole’s development. Other large banks complained about Credit Agricole’s monopoly on farm credit and its tax-free status, which had allowed it to grow into one of the largest banks in France, while those concerned about farm aid worried that the bank’s purpose would be diffused. Critics blamed Credit Agricole’s expansion on the other banks’ inertia and politicians’ reluctance to attack Credit Agricole for fear of losing the support of farmers. By 1975, Credit Agricole had begun its international activities, focusing mainly on foreign agricultural loans and export companies. In 1977, when the U. S. dollar was low, Credit Agricole ranked briefly as the biggest bank in the world. In 1978, Credit Agricole’s profit of FFr400 million was more than the other three main French banks combined. The bank had begun to finance housing (it is now the leading mortgage lender in France), silo construction, and exports, and had also become a money market lender. After other French banks campaigned for several months against Credit Agricole’s advantages, the government finally curtailed those privileges. Credit Agricole’s surpluses began to be taxed as profits, and for three years, the bank was prohibited from opening new branches in towns where it had no official purpose and competed unfairly with other banks. The compensation the government offered may have added more to Credit Agricole’s growth than the privileges that were taken away. Before the new rules, the bank could only make direct loans in communities of 7,500 people or fewer, but under the new restrictions that limit was extended to 12,000. Credit Agricole continued to push forward with international expansion. In 1979, it opened its first international branch, in Chicago; London soon followed, and a New York City branch opened in 1984. By then, Credit Agricole was also extremely active in funding development in rural areas for roads, telephones, and airports, and the government was encouraging the bank to help out small industry. By 1981. Credit Agricole had several strong subsidiaries: Segespar, which headed the investment-and-deposit service group; Voyage Conseil, a French travel agency; Eurocard France, a payment-card company; Soravie, an insurance company for sales in local branches; Unimat (now Ucabail) and Unicomi, which financed equipment and industrial and commercial building; Unicredit, which provided loans for businesses; and Union d’Etudes et d’Investissements, now heavily involved with rural development. In January, 1981, Credit Agricole’s charter was changed again to allow the bank to provide loans to companies with fewer than 100 employees, whether or not they were connected with agriculture. The government also eased its credit limits for farmers and stockbreeders, and Credit Agricole was no longer limited to lending in towns with fewer than 12,000 inhabitants. However, this wider range was balanced by new limits. Credit Agricole’s tax bill was put in line with those of other corporations, at 50% of its profits. In addition, some of the bank’s earlier surplus earnings had to be channeled back into the government’s loan subsidies. In May, 1981, the Socialists won the national election. Soon all major French banks that weren’t already nationalized became state controlled, and over the next few years, the government imposed a domestic policy of economic austerity in an attempt to reduce inflation, renew industry, and balance its foreign trade account. The next year, Credit Agricole’s foreign assets rose by almost 60%. By 1982, only one-third of its funds went to agriculture. Credit Agricole had already acquired significant experience in the euroloan market, and at the beginning of 1983, it ranked among the most prominent banks in Europe in this area. By 1984, Credit Agricole had opened foreign branches in North America, Europe, Asia, Latin America, Africa, and the Middle East. Some Credit Agricole members were upset by the bank’s strengthening international force. In 1984 an official of a farmer’s union told Business Week that â€Å"given the dramatic situation of hundreds of thousands of farmers, Credit Agricole has better things to do in France. † Nonetheless, Credit Agricole management insisted that international business could only strengthen the company’s ability to help farmers in France. In 1985, Credit Agricole established a subsidiary called Predica to enter the life insurance market. Capitalizing on Credit Agricole’s extensive branch network, Predica had become the second-largest life insurer in France by 1988. As the French economy improved, the government began to ease regulations and remove limitations on capital markets. In 1986, a new conservative government came into power, and several Socialist officials were replaced almost immediately, including Jean Paul Huchon, Credit Agricole’s general director. A plan to remove CNCA from state control had been brewing for some time; many other banks were in the process of becoming denationalized. Huchon had opposed this plan for Credit Agricole vehemently enough to cause his dismissal. His successor was Bernard Auberger, a former director of Societe Generale with ties to the Gaullist Party, which had campaigned to rid CNCA of state control. The new government also created easier bourse membership rules that allowed outside interests to buy into investment brokers. Following the trend of many banks after this deregulation, in 1988 Credit Agricole purchased controlling stakes in two Paris stockbrokers, Bertrand Michel and Yves Soulie. Finally, in 1987, the government began to take steps towards freeing CNCA from state control. On February 1, 1988, the state sold 90% of CNCA’s common stock to its regional banks and the company was incorporated with FFr4. 5 billion in capital stock. Most of the rest of its stock went to employees, and the government holds a small stake. Soon after the mutualization, the newly private Credit Agricole began merging the Caisses Regionales to eliminate redundancies. By January, 1990 the number of district banks had been reduced from 94 to 90 and this number is expected to shrink substantially before the rationalization is over. The transition to private ownership was not completely smooth, though. A boardroom struggle in 1988 led to the exit of Bernard Auberger. Philippe Jaffre, who was the finance ministry’s representative on CNCA’s board of directors, was Auberger’s surprise replacement. In 1989 Credit Agricole ceased to have a monopoly on the shrinking number of subsidized loans to farmers. In losing this monopoly, Credit Agricole lost an important, captive customer group. The bank should be able to compensate for this loss, however, with the new business it expects to pick up as a result of the lifting of restrictions on its business. When Credit Agricole lost its monopoly on subsidized farm loans, it was also freed of the unusual government restrictions on its business. Now Credit Agricole operates in much the same way as any other French bank, and it expects its business to improve rather than suffer as a result of this status. Under Jaffre, Credit Agricole, like all European enterprises, faces the challenges that the 1992 unification of the European Economic Community will bring. The bank has already made a successful transition from a purely agricultural bank into a full-service bank. Privatization should give Credit Agricole the freedom and flexibility it will need to face these challenges, but it will have to struggle with its slightly awkward structure–the 90 regional banks that control parent CNCA diffuse central decision-making power–and tackle operating costs that are much higher than its competitors’. If it can surmount those obstacles and capitalize on its tremendous domestic branch network, Credit Agricole will be an even more formidable European competitor than it already is. Principal Subsidiaries: Union d’Etudes et d’Investissements; Unicredit (98. %); Sopagri (52. 8%); Unimmo France (99. 6%); Unidev; Sofipar (52. 6%); Ucabail; Segespar; Segespar-Titres (50%); Predica (48%); Unibanque; Sogequip; Cedicam (50%). Source: International Directory of Company Histories, Vol. 2. St. James Press, 1990. Credit Agricole in management reshuffle Kit Chellel 01 Dec 2010 The chief executive of Credit Agricole corporate and investmen t bank has been replaced after two years in the job as part of sweeping management changes across the French bank under the direction of new group chief executive Jean-Paul Chifflet. Patrick Valroff, aged 62, will stand down to make way for Jean-Yves Hocher, who will also continue in his current role as deputy chief executive of the group. The board of Credit Agricole held a meetings on yesterday and today before announcing a series of management changes. Jean-Paul Chifflet was appointed chief executive in March and has indicated that he intends to overhaul the group’s strategy. The new 10-year strategic plan will be released later this month. Within Credit Agricole’s corporate and investment banking unit, a new xecutive structure sees deputy chief executive Pierre Cambefort taking over responsibility for coverage, investment and corporate banking and the international network, while head of risk Francis Canterini has been appointed deputy chief executive in charge of support functions. Elsewhere, Alain Massiera, the deputy chief executive of Credit Agricole CIB has been appointed as head of the private banking business. It is understood that Valrof f was brought in at the height of the financial crisis refocus the business, a role which he has completed successfully following three successive quarters of profits. A spokesperson confirmed he would remain at the bank in another capacity. In August, Credit Agricole recorded an 89% rise in profits to â‚ ¬379m following strong performance in its corporate and insurance divisions. Other management changes unveiled today include the appointments of Yves Nanquette as chief executive of Credit Agricole LCL (retail) replacing Christian Duvillet, and Jerome Grivet as chief executive of the bank’s assurance arm replacing Bernard Michel. Thierry Langreney took over as chief executive of the Pacifica insurance division from Patrick Duplan. All three outgoing chief executives have retired. How to cite Credit Agricole and BP, Papers

Comparison between two passages from Dart Essay Example For Students

Comparison between two passages from Dart Essay The passages I have chosen are the one with the naturalist (p.5 from â€Å"shhh I can make myself invisible† to â€Å"here was an otter†. It will be referenced as the first passage) and the one with the Woolen Mill (p.18-19 from â€Å"I, Pol de Zinc† to â€Å"this straighten ones a blackface from Scotland†. This one will be the second passage). These two extracts have common points but they include differences as well. Their major common point is that we notice in them an expert language, we feel there is experience and knowledge in the skill, the competence theyre about. For example, in the first passage, some expressions as â€Å"x and y† or â€Å"breeding† show there is some knowledge behind this telling. In the other extract, the words â€Å"detergent†, â€Å"non-ionic†, â€Å"relatively free of calcium† or â€Å"spinning at 5,000 rotations per minutes† show as well some professional competence in the subject. Another common point is the mention of isolation in both of these excerpts (which maybe are here to help the expert to realise a better observation of the theme presented). Indeed, in the second passage, we notice at the beginning a series of names (â€Å"William Withycombe, Alex Shawe, John Dawe, William Friend†) preceding two words: â€Å"and I.†. This suggests an exclusion, an isolation, as if the narrator was and/or wanted to be apart from the others. In parallel, we read in the first passage the very first verse in which he says â€Å"shhh I can make myself invisible†; this verse suggests an atmosphere of silence and solitude. So we can conclude that he really needs to be alone, maybe to do his job effectively and obtain what he wanted by observing the nature, in silence. So as we can see, these passages have common points, but they also have many differences. Firstly because the first passage concerns nature, the voice of the poem seems passionate and blended in with nature, while the second passage is more about machines, it is more technical and industrial. By the way, the verse â€Å"reasonably biodegradable† means the operation isnt totally biodegradable and so it pollutes water, which actually is a serious issue for the naturalist. In this extract we hear a more complaining voice, as if the narrator is conscious of this pollution problem and feels responsible for it. Still in this passage, we notice a little touch of humour: â€Å"Unfortunately sheep dont use loopaper.†, which actually breaks the rhythm of the poem. In opposition, we dont notice any humour in the first extract, and this shows some serious talking and it will keep the harmony at best. In fact, there is a very discrete common point between the two excerpts which actually seems to turn out into a difference: in the second passage we can read near the end â€Å"That smell of old wet sheep†; this verse provokes, of course, a reaction of disgust. However, there is the same kind of disgusting expression in the first passage -as for example â€Å"moist places†- though this time the reaction of disgust seems surprisingly absent. So, naturally, both of these expressions are disgusting, but it is easier to feel it in the second passage rather than in the first one. Another difference is the environment in which the scenes are described; passage one shows an image of nature, without any machines or any polluting aspect, but it also shows harmony with nature and the simple act of observing the beauty of the nature itself. Contrarily to this, passage two offers a more factory atmosphere, with -this time- machines and pollution; there isnt any positive relation or harmony with nature. So this is an important and remarkable difference between these two extracts. .ufc36871b02a47bd06c9e5df9145f30f8 , .ufc36871b02a47bd06c9e5df9145f30f8 .postImageUrl , .ufc36871b02a47bd06c9e5df9145f30f8 .centered-text-area { min-height: 80px; position: relative; } .ufc36871b02a47bd06c9e5df9145f30f8 , .ufc36871b02a47bd06c9e5df9145f30f8:hover , .ufc36871b02a47bd06c9e5df9145f30f8:visited , .ufc36871b02a47bd06c9e5df9145f30f8:active { border:0!important; } .ufc36871b02a47bd06c9e5df9145f30f8 .clearfix:after { content: ""; display: table; clear: both; } .ufc36871b02a47bd06c9e5df9145f30f8 { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .ufc36871b02a47bd06c9e5df9145f30f8:active , .ufc36871b02a47bd06c9e5df9145f30f8:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .ufc36871b02a47bd06c9e5df9145f30f8 .centered-text-area { width: 100%; position: relative ; } .ufc36871b02a47bd06c9e5df9145f30f8 .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .ufc36871b02a47bd06c9e5df9145f30f8 .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .ufc36871b02a47bd06c9e5df9145f30f8 .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .ufc36871b02a47bd06c9e5df9145f30f8:hover .ctaButton { background-color: #34495E!important; } .ufc36871b02a47bd06c9e5df9145f30f8 .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .ufc36871b02a47bd06c9e5df9145f30f8 .ufc36871b02a47bd06c9e5df9145f30f8-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .ufc36871b02a47bd06c9e5df9145f30f8:after { content: ""; display: block; clear: both; } READ: The impact of a Christian Worldview in the family EssayAnd finally, the last difference is that for each of these passages, we find its proper aspects; passage one delivers natural aspects, as well as nature observations: â€Å"I saw it eat an eel alive†, â€Å"I can see frogs hiding under spawn†. And passage two gives us more technical and chemical aspects: â€Å"spinning at 5,000 rotations per minute†, â€Å"its relatively free of calcium†. So this really shows each extract has its own theme and specific images. To conclude this, we can say that these two passages from Dart are indeed conflicting and have many differences and their own aspects and themes, even if some common points are noticeable, and this is maybe what links them with each other and help in the effectiveness of the construction of the whole poem.

Uncle tom’s cabin Essay Paper Example For Students

Uncle tom’s cabin Essay Paper Essay written by Billy CookeHarriet Beecher Stowe expressed a need to awaken sympathy and feeling for the African race in the novel Uncle Toms Cabin. She was born June 14, 1811 in Litchfield, Connecticut. She was the daughter of a Calvinist minister and she and her family was all devout Christians, her father being a preacher and her siblings following. Her Christian attitude much reflected her attitude towards slavery. She was for abolishing it, because it was, to her, a very unchristian and cruel institution. Her novel, therefore, focused on the ghastly points of slavery, including the whippings, beatings, and forced sexual encounters brought upon slaves by their masters. She wrote the book to be a force against slavery, and was joining in with the feelings of many other women of her time, whom all became more outspoken and influential in reform movements, including temperance and womens suffrage. The main point of Harriet Beecher Stowe in the writing of Uncle Toms Cabin was to bri ng to light, slavery, to people in the north. In this she hoped to eventually sway people against slavery. We will write a custom essay on Uncle tom’s cabin Paper specifically for you for only $16.38 $13.9/page Order now Stowe did a great job with this book. What is believed to be one of the influential books of all time, ranking with the works of Adam Smith and Machiavelli, Uncle Toms Cabin became an abolitionists bible. During its time it was revised, dramatized, and published often. The effect of her book on the north and everywhere in the US was unforeseen. The book was popular and caused abolitionism to run wild among northerners. The south hated the book because of its portrayal of its (The Souths) peculiar institution. It might have been influential enough to be considered one of the causes of the civil war, by creating a greater number of northerners against slavery. It displayed to the north all the evils of slavery, by creating human characters out of slaves, who were thought to be inhuman. Stowes ideas were that slavery is wrong, which is a correct assumption. A human should not be owned because we are not animals, plants, or minerals. Humans have souls and should and can not be owned by o ther r humans, because they are all created equal. Stowes style of staggering chapters about Tom with chapters about Eliza was effective by showing hope in two different situations. Eliza hoped for freedom while Tom hoped for eternity. Stowe plays these two motivations of her characters off each other to project the point of the book to the intelligent. She emphasizes her main points throughout the whole book, perhaps too much, but she was right in doing this, too make sure no one missed the point. She is biased against slaves, oddly enough. She portrays the whiter ones as more intelligent and clever, as is seen with George and Eliza, and the darker ones as more slow-witted, for example, Tom. Stowe also did what any intelligent reader from the beginning of the book expects of her. She creates a chapter at the end reinforcing the story in the book with historical facts, meaning that its based loosely on the real world. She seems to do her research well for the story, and her perspective was rather open, backing up slaveholders as well as abolitionists by expressing the slaveholders feelings of hopelessness towards going against society, seen in St. Clare. She made the slaves more human and the slaveholders appear to be morally wrong, but not by always using morally correct slaves and masters without morals. For example, Stowe creates a character, Adolf, the overseer of sorts for St. Clare. Adolf is a slave who is not morally correct he steals from St. Clare often, yet he appears more human for doing so. The slaves or human but not divine, as are the masters, creating a sense of equality, which Stowe wanted to put across. She wrote the book well, choosing where it was best to put which idea, and making many allusions to historical events around the time, which made her book more popular to the people of her time by involving other things they knew of into the story. .u1ba7c75f38f1908f5231856d76b724ff , .u1ba7c75f38f1908f5231856d76b724ff .postImageUrl , .u1ba7c75f38f1908f5231856d76b724ff .centered-text-area { min-height: 80px; position: relative; } .u1ba7c75f38f1908f5231856d76b724ff , .u1ba7c75f38f1908f5231856d76b724ff:hover , .u1ba7c75f38f1908f5231856d76b724ff:visited , .u1ba7c75f38f1908f5231856d76b724ff:active { border:0!important; } .u1ba7c75f38f1908f5231856d76b724ff .clearfix:after { content: ""; display: table; clear: both; } .u1ba7c75f38f1908f5231856d76b724ff { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .u1ba7c75f38f1908f5231856d76b724ff:active , .u1ba7c75f38f1908f5231856d76b724ff:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .u1ba7c75f38f1908f5231856d76b724ff .centered-text-area { width: 100%; position: relative ; } .u1ba7c75f38f1908f5231856d76b724ff .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .u1ba7c75f38f1908f5231856d76b724ff .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .u1ba7c75f38f1908f5231856d76b724ff .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .u1ba7c75f38f1908f5231856d76b724ff:hover .ctaButton { background-color: #34495E!important; } .u1ba7c75f38f1908f5231856d76b724ff .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .u1ba7c75f38f1908f5231856d76b724ff .u1ba7c75f38f1908f5231856d76b724ff-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .u1ba7c75f38f1908f5231856d76b724ff:after { content: ""; display: block; clear: both; } READ: Pride and Prejudice (453 words) EssayOverall, Uncle Toms Cabin was well written, organized, and historically accurate. Harriet Beecher Stowe used her knowledge of the past to write a clear argument for the abolition of slavery, by creating an interesting enough book to get her ideas to the common people. Her book was influential because it not only told her ideas, but because it states her ideas understandably, something not all writers are able to do. The entire theme of the book is about the evils of slavery; it was written to try to motivate people to eliminate it. Stowe is defiant and certain that slavery must not be slowly eliminated, but must stop immediately.

Classical imagery and structure Essay Example

Classical imagery and structure Essay Example Classical imagery and structure Paper Classical imagery and structure Paper The seasons each poet has chosen to set their poem in are different. Wordsworth has opted for Spring, identifying the Cuckoo as darling of the Spring! Spring represents the fresh and unspoilt nature. It represents blossoming and warming. Keats sets his poem in Summer, the height of the year. Keats summer is somewhat stale and uncomfortable, as if it is dying into Autumn. This is reflected in the mood of Keats poem. Romantic poetry generally attempted to break away from the mould of neo-Classicism, that is to not try to recreate Classical imagery and structure. Wordsworth obeys this theorem perfectly, with not one Classical reference. Keats however frequently makes references to Classical and Biblical mythology. Lethe, the river of forgetfulness, Hippocrene, the fountain at which Muses were born, Bacchus, God of Wine and Ruth, a biblical character, are all used by Keats. Structurally, the two poems are also comparable. Both poets use iambic pentameter, which does not make any allusions in itself. However, Keats deviates from a rigid metre and in the eighth line of each stanza uses trimeter. Wordsworth uses more modern four-line stanzas and Keats uses longer, more explicit ten-line stanzas. Wordsworths rhyme scheme is the simple ABAB in each stanza. The effect of this is to give an echo of the Cu-Ckoo sound the bird makes. The monotonous and rigid structure of the poem adds to this. Keats uses ABABCDECDE, which may reflects the more varied melodious song of the Nightingale. Another interesting aspect to analyse when comparing two poems such as these is quality of poetry. Although we can compare style and theme, the quality must always be considered as it adds to or detracts from any motif in poetry. In the case of these two poems, I feel that Ode to a Nightingale is a poem of superior quality to To the Cuckoo. Keatss poem is better in many ways. Wordsworths content is overstated. He uses the same motifs and imagery throughout this poem and many of his others, for example Tintern Abbey. What he says is obvious and straightforward; there is no use of equivocation and little hidden meaning. Keats is more realistic and more relevant. He discusses issues instead of wandering aimlessly. He has much more direction and development than Wordsworth. In such a short and simple poem, Wordsworth needed to be as deep-meaning as possible and explore his subject matter as much as he could. Keats structure too is far more impressive than Wordsworths. Wordsworth is too simple in his language, structure and rhyme. His poem is neither fired up nor passionate. His poem comes across as vague and verbose, using tawdry expressions and clichi s such as Still longd for, never seen! He does not display his intellect and the result is he does not write to his capacity. Keats carries on for eighty lines in comparison to Wordsworths thirty-two, but not once does he lose his drive or allow a lapse in quality. He exhibits his ability to rhyme and narrate. He displays contextual knowledge of Europe and Classical mythology and uses it effectively to create imagery and effect. As I feel that one poem is better than the other, this contributes to any comparison, and makes direct comparison more difficult if the poems are on different levels. In a better poem, the meaning and desired effect is received effortlessly by the reader and the reader is much more appreciative of the authors style and themes.

How Planet Hunters Search for New Planets

How Planet Hunters Search for New Planets The modern age of astronomy has brought a new set of scientists to our attention: the planet hunters. These people, often working in teams using ground-based and space-based telescopes are turning up planets by the dozens out there in the galaxy. In return, those newly found worlds are expanding our understanding of how worlds form around other stars and how many extrasolar planets, often referred to as exoplanets, exist in the Milky Way galaxy. The Hunt for Other Worlds around the Sun Searching for planets began in our own solar system, with the discovery of worlds beyond the familiar naked-eye planets of Mercury, Venus, Mars, Jupiter, and Saturn. Uranus and Neptune were found in the 1800s, and Pluto wasnt discovered until the early years of the 20th century. These days, the hunt is on for other dwarf planets out in the far reaches of the solar system. One team, led by astronomer Mike Brown of CalTech continually looks for worlds in the Kuiper Belt (a distant realm of the solar system), and have notched their belts with a number of claims. So far, they have found the world Eris (which is larger than Pluto), Haumea, Sedna, and dozens of other trans-Neptunian objects (TNOs). Their hunt for a Planet X sparked worldwide attention, but as of mid-2017, nothing has been seen.   Looking for Exoplanets The search for worlds around other stars began in 1988 when astronomers found hints of planets around two stars and a pulsar. The first confirmed exoplanet around a main-sequence star occurred in 1995 when astronomers Michel Mayor and Didier Queloz of the University of Geneva announced the discovery of a planet around the star 51 Pegasi. Their find was proof that planets orbited sun-like stars in the galaxy. After that, the hunt was on, and astronomers began finding more planets. They used several methods, including the radial velocity technique. It looks for the wobble in a stars spectrum, induced by the slight gravitational tug of a planet as it orbits the star. They also used the dimming of starlight produced when a planet eclipses its star.   A number of groups have been involved in surveying stars to find their planets. At last count, 45 ground-based planet-hunting projects have found more than 450 worlds. One of them, the Probing Lensing Anomalies Network, which has merged with another network called MicroFUN Collaboration, looks for gravitational lensing anomalies. These happen when stars are lensed by massive bodies (such as other stars)   or planets. Another group of astronomers formed a group called the Optical Gravitational Lensing Experiment (OGLE), which used ground based instruments to look for stars, as well. Planet Hunting Enters the Space Age Hunting for planets around other stars is a painstaking process. It doesnt help that Earths atmosphere makes the view of such tiny objects very difficult to obtain. Stars are large and bright; planets are small and dim. They can get lost in the glow of starlight, so direct images are incredibly tough to obtain, especially from the ground. So, space-based observations provide a better view and allow instruments and cameras to make the painstaking measurements involved in modern planet-hunting.   Hubble Space Telescope has made many stellar observations and  has been used to image planets around other stars, as has the Spitzer Space Telescope. By far the most productive planet hunter has been the Kepler Telescope. It was launched in 2009 and spent several years searching out planets in a small area of the sky in the direction of the constellations Cygnus, Lyra, and Draco. It found thousands of planet candidates before it ran into difficulties with its stabilization gyros. It now hunts for planets in other areas of the sky, and the Kepler database of confirmed planets contains more than 4,000 worlds. Based on Kepler discoveries, which were aimed mostly at trying to find Earth-size planets, it has been estimated that nearly every Sun-like star in the galaxy (plus many other types of stars) has at least one planet. Kepler also found many other larger planets, often referred to as super Jupiters and Hot Jupiters and Super Neptunes.   Beyond Kepler While Kepler has been one of the most productive planet-hunting scopes in history, it will eventually stop working. At that point, other missions will take over, including the Transiting Exoplanet Survey Satellite (TESS), which will be launched in 2018, and the James Webb Space Telescope, which will also head to space in 2018. After that, the Planetary Transits and Oscillations of Stars mission (PLATO), being built by the European Space Agency, will begin its hunt sometime in the 2020s, followed by WFIRST (the Wide Field Infrared Survey Telescope), which will hunt for planets and search for dark matter, beginning sometime in the mid 2020s.   Each planet hunting mission, whether from the ground or in space, is crewed by teams of astronomers who are experts at the search for planets. Not only will they look for planets, but eventually, they hope to use their telescopes and spacecraft to get data that will reveal the conditions on those planets. The hope is to look for worlds that, like Earth, could support life.