...sense of activism that it does not apply to today’s public education system in America. I disagree. His analysis applies as much today as it did forty years ago, but the reason most do not recognize it is because it works so well. The educational system uses a concept that Freire details in his work, namely the banking concept of education. This method of teaching is “dehumanizing” in that it reduces students to “receptacles” whose only purpose in life is to be filled with information which is chosen by oppressors to be significant (Freire par. 4). Freire paints a picture of lifeless, mechanical, students, filing information into their brains without question or analysis; the very thing that he claims makes us human (par. 4,5). He asserts that this concept of education is oppressive by design. Indeed, it serves the oppressors’ goals in that “the more the oppressed can be led to adapt to (an environment where they question nothing), the more easily they can be dominated” (Freire par. 9). The control over educational subject matter plays a key role in oppression. Loewen's work Lies My Teacher Told Me: Everything Your American History Textbook Got Wrong details this role. Although I agree with the ideas of Freire and Loewen, that public education is used as a means to dominate and oppress the masses, it is important to note that we have the power to overcome this ploy with parental involvement in our children's education. Because subjects such as mathematics and science can...
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...Paulo Freire writes “The “Banking” Concept of Education” to inform readers about the education system and to persuade readers with his opinions and statements that the “banking” concept of education should not be adopted in the education of students rather it should be the “problem-posing” method. In his writing he explains the education system as “A careful analysis of the teacher-student relationship at any level, inside or outside the school, reveals its fundamentally narrative character. This relationship involves a narrating Subject (the teacher) and patient, listening objects (the students)… Education is suffering from narration sickness.” Freire believes that education is suffering from a relationship of a teacher that speaks and a student that just listens to what the teacher will narrate. For example, “the outstanding characteristic of this narrative education… is the sonority...
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...“The Banking Concept of Education” “The Banking Concept of Education,” from Pedagogy of the Oppressed by Paulo Freire. New York: Continuum, 1993. Translated by Myra Bergman Ramos [This is the citation information you will need to construct a Works Cited entry; for in-text citation, use Paulo Freire’s last name and the paragraph number (since this is a reprint and not the original, book-length source). Consult your Easy Writer for information about citing a book with a translator]. A careful analysis of the teacher-student relationship at any level, inside or outside the school, reveals its fundamentally narrative character. This relationship involves a narrating Subject (the teacher) and patient, listening objects (the students). The contents, whether values or empirical dimensions of reality, tend in the process of being narrated to become lifeless and petrified. Education is suffering from narration sickness. The teacher talks about reality as if it were motionless, static, compartmentalized, and predictable. Or else he expounds on a topic completely alien to the existential experience of the students. His task is to "fill" the students with the contents of his narration—contents which are detached from reality, disconnected from the totality that engendered them and could give them significance. Words are emptied of their concreteness and become a hollow, alienated, and alienating verbosity. The outstanding characteristic of this narrative education, then, is the...
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... Freire, “The Banking Concept of Education” 2. Free write about the following: Why have you chosen this essay to focus on? What list of issues are key to the essay you've chosen? Which issues seem most important to you? I want to explore the concepts of praxis and poesies in education. Freire claims that the Banking Concept of the education represses students from praxis. I want to explore in what sense because education even in the Banking method requires practice, at least even in becoming a better memorizer. If the students are engaging in praxis then is there any poesies happening? Are the teachers or the students really creating anything? Or, are they both just acting like inorganic entities following a series of protocols and memorizing algorithms? My next goal is to point to the Math Department at Brooklyn College and do an investigation on the curriculums of the different math courses. I’m currently in a Pre-Calculus class and “doing well” requires that the student memorizes hundreds of properties in a short period of time and apply them on examples. The problem with the examples is that they are alienated from reality. For example, if I propose to you that 1+ 1 = 2 without illustrating to you why this relationship is true and just ask you to memorize a table of different results such as 1+ 1 = 2, 2+ 2 = 4 and etc… are you really learning anything? My goal after that will be to investigate schools/programs that follow Banking Education Guidelines and...
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...Curriculum Vitae | | | | | | |Personal information | | |Surname / First name |Thomadakis Markos | |Address |95, Ithakis, 11251, Athens, Greece | |Telephone(s) |6945536633 | |E-mail |markosth@hotmail.com | |Nationality |Greek | |Date of birth | May 28 1975 | |Gender |Male | | ...
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...Blackburn (2000) discusses the concepts of Freirean thought with its objective to liberate oppression through human evolution. Where, unlike animals, humans are consciously aware, creating the ability for humans to think outside the box and evolve. Blackburn believes that according to Freire by being more aware, you have the tools to make decisions and take action (4-5). In this instance it is important to understand Freire’s definition of oppression. Blackburn (2000) observes that Freire’s definition of is aligned with Marx as it relates to humans in the class system confined by structure and the Marxist philosophy of the Bourgeois. The difference between Marx and Freire is that Marx foresees a society where people are free from the class system, where Freire’s theory is based on a continual cycle of evolution where people learn from real life...
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...People Perception of Islamic Banking Muhammad Sohail Bhatti Student MS Islamic Banking & Finance University of Management & Technology Abstract: This research was conducted to gauge the perception of general public about Islamic Banking in Pakistan. Questionnaires were distributed to customers of Islamic Banking and conventional banking. The results revealed that most of the people do not have adequate knowledge of the concepts of Islamic Banking. Some of the participants did not even know that “Riba” is forbidden in Islam. Less awareness about the Islamic banking concepts can be the main cause of negative perception among general public. This study also revealed that many people think that Islamic banks have not played their proper role in creating the awareness and knowledge about the concepts and working of Islamic banking. The study might help the Islamic Banks to reconsider their marketing strategies so that the negative perceptions of the general public may be changed to a positive one. Key Words: Islamic Banking, Perception Introduction: Islamic Banking is relatively new concept as compared to conventional banking. The history of conventional banking dates back to about two hundred years. Whereas Islamic banking is only in its infancy stage and started only about 17 years ago. People are so used to the conventional side of the banking that it is a little hard for them to understand the Islamic Banking concepts and the working and services offered by them...
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...Pratt agree? Education must complete a full circle. Directional conversations should contain balance and patience. Doing this aids in the effort of growth. Freire explains in The “Banking” Concept of Education, if men and women are searchers and their ontological vocation is humanization, sooner or later they may perceive the contradiction in which banking education seeks to maintain them, and then engage them in the struggle for liberation. In this Freire elaborates there must be a true relationship between student and teacher. Any task without a purpose lacks reason. It is in our being to crave understanding. It is in our DNA to evolve. Our eyes have been set centered and forward. To move forward is in all that we are. Do not follow an ontological path, create one! When engaged upon conversations seek all of its contents. Pratt states in Art of the Contact Zone, “Descriptions of interactions between people in conversations, classrooms, medical and bureaucratic settings, readily take it for granted that the situation is governed by a single set of rules or norms shared by all participants.” Every turn you make a game waits. How you play the game is entirely up to you. Be mindful of all view points and ask yourself, “What is their angle?” Pratt later explains, “A classroom is analyzed as a social world unified and homogenized with respect to the teacher, whatever students do other than what the teacher specifies is invisible or anomalous to the analysis.” As it states without...
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...Module III: Financial Analysis Cost of Project, Means of Finance, Estimates of Sales and Production, Cost of Production, Working Capital Requirements and its Financing, Profitability Projections, Break Even Point, Projected Balance Sheets, Muti Year Projections, Basic Principles for Measuring Project Cash Flows, Components of the Cash Flow Stream, Biases in Cash Flow Estimation Module IV: Project Risk Types and Measures of Project Risk, Sensitivity Analysis, Scenario Analysis, Optimal Timing, Social Cost Benefit Anaysis, Net Benefit in terms of Economic Prices, Measurement of the Impact on Distribution, Savings Impact and its value, Income Distribution Impact, Little-Mirrlees Approach, Shadow Prices Examination Scheme Components CPA TP Q/S A ME EE Weightage (%) 5 5 5 5 10 70 References • Chandra P.(2002), Projects: Planning, Analysis, Financing, Implementation & Review, Tata McGraw-Hill Publishing. • Meredith J.R. & Mantel S.J., Jr.( 2000), Project Management: A Managerial Approach, Ed. John Wiley & Sons. • Machiraju H.R.(2001), Introduction to Project Finance: An Analytical Perspective, Vikas Publishing House Pvt. Ltd. • Patel B.M.(2000),Project Management: Strategic Financial Planning Examination & Control, Vikas Publishing House Pvt. Ltd. • Finnerty J. D.(1996), Project Financing: Asset-Based Financial Engineering, Wiley • Newbold C.R.,(1998), Project Management in the Fast Lane: Applying Theory & Constraints, St. Lucie Press • Anthony R.N. & Govindrajan...
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...Accounting for Management Seminar on Executive Communication Workshop on Information Technology for Management CREDITS 4 4 4 4 4 2 2 MARKS 100 100 100 100 100 50 50 TRIMESTER – II CODE MBA-072 MBA-082 MBA-092 MBA-102 MBA-112a MBA-112b PAPER CREDITS Quantitative Methods and Operations Research 4 Economic Environment for Business 4 Production and Operations Management 4 Financial Management 4 Seminar on Negotiation Skills 2 Workshop on Management Information Systems 2 o Introduction to Retail Management (R. Mgt.)* 4 SECTORAL SUBJECT – 1 MARKS 100 100 100 100 50 50 100 o Principles of Banking and Insurance (B & I)* o Introduction to IT and Telecommunications (IT & Tel)* o Introduction to Infrastructure (Infra. Mgt.)* o Industrial Pharmacy and Pharmaceutical Technology (Pharma. Mgt.)* o Hospital Planning and Organization (Hosp. Mgt.)* MBA-122 *R. Mgt= Retail Management; B&I= Banking & Insurance; IT & Tel.= IT & Telecommunication; Infra. Mgt.=Infrastructural Management; Pharma. Mgt.=Pharmaceutical Management; Hosp. Mgt.=Hospital Management. TRIMESTER – III CODE MBA-133 MBA-143 MBA-153 MBA-163a MBA-163b PAPER Legal Aspects of Business Marketing Management Organizational Behaviour Seminar on Business Research Methodology Seminar on Business Ethics o Advertising and Sales Management (R.Mgt.)* SECTORAL SUBJECT – 2 CREDITS 4 4 4 2 2 4 MARKS 100 100 100 50 50 100...
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...List of e-Lessons Mandatory for TO 2014 Batch Sr. No. 1. 2. 3. 4. 5. 6. 7. 8. 9. Lesson ID L0017 L0015 L0016 L0070 L0286 L0287 L0151 L0438 L0439 Name of the e-Lesson Time Management Business Values and Ethics Communication Banking Ombudsman RTI Act - I RTI Act - II Basics of Banking KYC, AML & CFT Part - I KYC, AML & CFT Part - II Fair Banking Practices Priority Sector Lending Financial Inclusion Agri Credit Process – Pre Sanction Agri Credit Process – Post Sanction Home Loans – Pre Sanction Inspection Housing Loan ( Regular Schemes) Housing Loan Others ( NRI Home Loan, SBI Yuva Home Loan, SBI Home Equity Housing Loan Others ( SBI Maxgain, SBI Realty, Loan for Earnest Money Deposit Education Loan - SBI Student Loan Scheme Education Loan - SBI Scholar Loan Scheme Auto Loans Part - I Auto Loans Part - II Personal Loan Liability Central Processing Centre ( LCPC) Retail Assets Central Processing Centre ( RACPC) Green Channel Counter Small and Medium Enterprises City Credit Centre (SMECC) Stressed Assets Resolution Centre ( SARC) 7 6 4 3 2 1 Month 10. L0060 11. L0132 12. L0124 13. L0227 14. L0278 15. L0298 16. L0034 17. L0302 18. L0300 19. L0422 20. L0423 21. L0431 22. L0432 23. L0062 24. L0006 25. L0008 26. L0229 27. L0010 28. L0011 5 Sr. No. Lesson ID Name of the e-Lesson Trade Finance Central Processing Centre ( TFCPC) Short Term Agri Products Crop Loans Basics of Financing Agriculture ( Krishi Gyan) Self Help Group Farm Mechanisation Farm Mechanisation Other than...
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...Management Business Analytics (Practical) Elective-1 Elective-2 Elective-3 Elective-4 Semester- IV Elective-5 Elective-6 Industrial Elective (Practical) Total Credit L 0 2 3 2 2 0 T 0 4 0 2 4 0 P 4 0 0 0 0 6 C 2 4 3 3 4 3 19 4 3 4 2 4 3 20 2 3 3 2 3 3 3 3 22 3 3 5 11 72 MB 13207 MB 13208 MB 13209 MB 13210 MB 13211 MB 13212 MB 13313 MB 13314 MB 13315 MB 13316 2 2 3 2 3 2 0 2 2 0 2 2 2 2 2 2 0 4 2 2 0 2 2 0 2 2 0 2 2 2 2 2 2 0 0 0 0 0 0 0 4 0 0 4 0 0 0 0 0 0 10 MB 13417 Functional Electives Marketing Finance Systems Human Resource Operations Vertical Electives Pharma Hospitality Enterprise Resource Planning Agriculture Hospital and Health Care Retailing Auto Industry Project Management Media and Communication Banking Financial Service Insurance 2 MB 13FM01 MB 13FM02 MB 13FM03 MB 13FM04 MB 13FM05 MB 13FM06 MB 13FM07 MB 13FM08 MB 13FM09 MB 13FM10 MB 13FM11 MB 13FM12 MB 13FM13 MB 13HR01 MB 13HR02 MB 13HR03 MB 13HR04 MB 13HR05 MB 13HR06 MB 13HR07 MB 13HR08 MB 13HR09 MB 13HR10 MB 13MM01 MB 13MM02 MB 13MM03 MB 13MM04 MB 13MM05 MB 13MM06 MB 13MM07 MB 13MM08 MB 13MM09 MB 13MM10 MB 13MM11 MB 13MM12 MB 13MM13 MBA- FUNCTIONAL ELECTIVE- 2013-14...
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...Present Employer: BRAC Bank Ltd. Employment Duration: 9th November 2008 - Till Date. Position: Senior Officer. Designation: Branch Sales & Service Officer. Job Location: Donia Branch, Dhaka. Major Responsibility: • Achieve yearly deposit, lending & credit card target. • Ensure quick, prompt & error free solution of client queries and issues. • Build up relation with existing & potential clients. • Collection of personal and financial data of the customer and analysis of the data to evaluate the credit worthiness of the borrower and guarantor. • Analysis of Growth, Profitability conditions, Investment Position, Management efficiency. and cash flow of the Business. • Analysis of risks such as supply risks, sales risks, performance risks, Technical risks, Management competence Risks, Management Integrity Risks, Security control and security cover risk. • Have a depth analysis of market/ industry and provide feedback for the development and revision banks product and policy. • Preparation of loan proposal, loan agreement and necessary documents of the enterprise. • Build relationship with other Banks and Financial Institutions for obtaining a credit report. • Communicate/ liaison with local elites and administration to get different official support. • Ensure Account opening, modification,...
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...onwards The course curriculum and syllabus for MBA of Gujarat Technological University are devised considering the norms of AICTE/UGC. While preparing the syllabus, the syllabi of different national level universities/institutions have been taken into account. This syllabus has endeavoured to strike a balance between theory and practice and classic and contemporary concepts. The MBA programme of Gujarat Technological University (GTU) will be conducted on a semester basis with four semesters spread over two academic years. The duration of each semester will be around 15 weeks. In each semester there will be seven courses/subjects. In the first year all the 14 courses are compulsory. In the second year there will be three types of courses, namely, compulsory, electives and sectorial specialisation. The MBA programme will have four electives, namely, Marketing, Finance, Human Resource and Information Systems. A student can choose any one of the four electives. There will be five sectorial specialization areas, namely, Retail, Pharmaceutical and Healthcare, Rural and Cooperatives, Public Systems and Policy, and Banking and Insurance. A candidate has to opt for one of the sectorial areas. In each semester of the second year there will be three compulsory courses, three electives and one sectorial course, thus making a total of six compulsory courses, six elective courses and two sectorial courses in the second year. Once a student opts for a particular elective and sectorial course...
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...Chapter One INTRODUCTION BACKGROUND OF THE STUDY The concept of quality has existed for many years, though its meaning has changed dramatically and evolved over time. In the early twentieth century, quality management meant inspecting products to ensure that they met specifications. In the 1940s, during World War II, quality became more statistical in nature. Statistical sampling techniques were used to evaluate quality, and quality control charts were used to monitor the production process. In the 1960s, with the help of so-called “quality expert,” the concept took on a broader meaning. Quality began to be viewed as something that encompassed the entire organization, not only the production process. Since all functions were responsible for product quality and all shared the costs of poor quality, quality was seen as a concept that affected the entire organization. Before the dramatic change, quality was still viewed as something that needed to be inspected and corrected. To survive, companies had to make major changes in their quality programs. Many hired consultants and instituted quality training programs for their employees. A new concept of quality was emerging. One result is that quality began to have a strategic meaning. Today, successful companies understand that quality provides a competitive advantage. They put the customer first and define quality as meeting or exceeding customer expectations. Competition based on quality has grown in importance and has generated...
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