Utilitarian Theory Human Rights - 1603 Words

Utilitarian Theory and Human Rights Utilitarianism can be defined as a moral theory by which the public welfare of a community is dependent on the â€Å"sum welfare of individuals, which is measured in units of pleasure and/or pain†, requiring governments to make decisions based on the â€Å"largest sum of pleasure† (Postema, 2006). However Bentham argued that every individual in the country tells for one, no individual for more than one, meaning that the weight of an individual’s happiness should always remain equivalent to that of another’s happiness regardless of personal status (Postema, 2006). Using this moral theory as a basis, Bentham asserted that the ultimate goal of government and all of morality was the advancement of public welfare†¦show more content†¦In particular, Article 7 states that â€Å"all are equal before the law and are entitled without any discrimination to equal protection of the law†, however the statistics provided by the NYCLU clearly suggests t hat blacks and Latinos are routinely stopped by the NYPD more than whites. Security rights as defined by Article 3 of the UHDR, are those which protect citizens from crimes against their person. Governments are expected to prohibit crimes such as murder, rape, and massacre. One could argue that laws that endorse the death penalty are a violation of security rights, especially given the fact that a fool-proof method of proving guilt exists. In addition, Article 6 of the International Covenant on Civil and Political Rights (ICCPR) restricts the use of the death penalty to lethal crimes or â€Å"crimes with extremely grave consequences† and the UN Human Rights Committee states â€Å"that the death penalty should be a quite exceptional measure† (Sangiorgio, 2011). However death sentences as recent as 2010 were imposed or carried out for offenses that did not meet the criteria specified in Article 6 of the ICCPR. In addition to limiting death sentences to offenses of the â€Å"most serious crimes†, the ICCPR also states that the death penalty can only be carried out â€Å"after a legal process which gives all possible safeguards to ensure a fair trial† (Sangiorgio, 2011), however all too often a â€Å"fair trial† is subject to many factors including the defendant’s socioeconomicShow MoreRelatedMoral Philosophy And Its Strength And Weaknesses1350 Words   |  6 PagesA system of m oral principles is a definition of ethics in a culture or a group. Principles or rules of right conduct or the distinction between right and wrong are one definition of moral. In this essay, I will search for my principles and how I ought to live my life. What do I believe in and how do I apply this in my duty as a human being, as a father, husband and a military officer. In other words, I will search for my moral philosophy. Furthermore, I will explain my moral philosophy and itsRead MoreThe Universal Declaration Of Human Rights Violation1498 Words   |  6 PagesDeclaration of Human Rights states that â€Å"No one shall be subjected to torture or to cruel, inhuman or degrading treatment or punishment† (O’Byrne, 2003, pg. 400). This human rights violation is also discussed in Article 7 of the International Covenant on Civil and Political Rights (408). While torture is discussed in many covenants and declarations as morally and legally wrong, many still argue that torture can be justified in certain situations. There are many answers and theories that can be appliedRead MoreThe Ethical Argument For Veganism1685 Words   |  7 Pagesusing Utilitarianism defined by John Stuart Mill, and Deontological ethics according to Immanuel Kant. Through the use of these theories, I will justify the moral worth and legitimacy of the animal welfare d ebate that is often used to promote a cruelty-free and vegan lifestyle by analyzing questions of animal sentience, the worth of an animal’s happiness, and the right humanity supposedly has to the lives of other living creatures. Utilitarianism and Deontological ethics will provide two philosophicalRead MoreUtilitarianism V. Pojman s No Rest And Justice Essay1384 Words   |  6 PagesUtilitarianism is the concept that â€Å"holds that actions are right in proportion as they tend to promote happiness; wrong as they tend to produce the reverse of happiness.† In summation, the consequentialist theory states, in reference to Dr. Peetush, that morally â€Å"good† actions are those that promote â€Å"the greatest good for the greatest number of people.† For instance, if a utilitarian were faced with the dilemma of having to kill an innocent for the welfare of 100 other innocents, he would justifyRead MoreCan Utilitarianism Be Defended Against The Injustice Ob jection?1361 Words   |  6 PagesCan Utilitarianism be defended against the Injustice Objection?    In this essay, I will argue that utilitarianism cannot be defended against the injustice objection. Utilitarians may be able to reply to the injustice objection in some cases by invoking one of two replies, the ‘Long term consequences’ reply, in which utilitarians will avoid unjust actions that increase short-term utility because in the long-term they will not lead to the greatest good. The other reply that may help utilitarianismRead MoreIs Feminism a Harmful Ideology Essay1529 Words   |  7 Pagesinfringe†¦) which express value judgements. These statements can not be supported by empirical evidence. In other words, they are not subject to verification by running experiments, or through observation. Second, these answers define standards of human conduct, which apply equally to everyone (as opposed to, for example, men under the age of 21 who live in Tanzania). Lastly, these judgements for the most part are, as the course guide vaguely puts it, not laid down by authoritative bodies (pg.1-3)Read MoreEthical Theories Supporting Different Moral Perspectives Of Human Actions871 Words   |  4 PagesThere are numerous ethical theories supporting different moral perspectives of human actions. The various theories differ according to the way in which they require people to act, and in their fundamental arguments. Because of different perspectives and philosophical views, no ethical theory can be said to be superior to the other. The paper that follows describes and defends the ethical theory of utilitarianism. Reasons why Utilitarianism is the Correct Ethical Theory i. It reinforces rationalityRead MoreThe Theory of Classical Utilitarialism Essay1014 Words   |  5 Pagesthis essay, I will talk about the theory of classical utilitarianism. My objection will be about how classical utilitarianism ignores justice and moral rights, and I will argue how this can undermine the theory. I will then discuss how this theory cannot be saved from this objection. Classical utilitarianism is a form of consequentialism where actions are judged only by the consequences of the action (act based). According to Hodgson (1967), the act is only right if it was to have the best consequencesRead MoreA Consequentialist Action Is The Moral Worth Of An Act891 Words   |  4 Pages A consequentialist action is a utilitarian theory. The utilitarian theory is a choice between two acts that can maximize utility for the greatest amount of happiness for the greatest number of people. Utilitarianism is the moral worth of an act. Utilitarian takes the right proportion of utilities to promote happiness and prevent pain. Utilities is the expressed quality of happiness or satisfaction one gets from something (Mossier, 2013). Happiness comes in many levels of preference. HoweverRead MoreUtilitarianism : The And Influential Moral Theories890 Words   |  4 PagesUtilitarianism is one of the most renowned and influential moral theories. The basis of act utilitarianism is maximizing utility, that is, doing the things that maximize happiness over suffering. Utilitarians reject moral codes that are based on customs or traditions given by leaders or supernatural deities because they judge the truth or justifiability of morality as its positive contribution to all beings. Both act utilitarians and rule utilitarians concur that the overall aim in determining the morality

A Tribe Apart A Journey into the Heart of American...

A Tribe Apart: A Journey into the Heart of American Adolescence, by Patricia Hersch a. Respond to the scenario that prompted Hersch’s statement that â€Å"This kind of tolerance amounts to a new ethic of situational excuses, a hazy sense of right and wrong.† What are the cultural factors at play in this scenario? This book, having been written in 1998, offers an interesting perspective on how much things have changed since that time. Having had the opportunity to work with clients incarcerated in the Department of Community Justice’s Secure Treatment Facility, I have had the benefit of seeing the differences – from then to now – apparent in culturally centered criminal thinking and behavior. Although criminal thinking and behaviors†¦show more content†¦These few questions come to mind, and I’m not at all qualified to analyze them. How might Kohlberg or Giligan respond to this scenario? I see Kohlberg’s Stage 1: â€Å"punishment-avoidance and obedience† exhibited quite clearly in the attitudes of the teenagers that disrespected both their peers and the power structure. The same might be said of this behavior in the context of Gilligan’s Stage 1 perception. The old adage that it is not a crime unless you get caught applies quite well here. It appears that the threat of violence dominates the environment, even though the source of this violence is demonstrated by a minority of students. Very little moral reasoning is on display in the hallway of this school and very little is redirection is attempted to enforce a standard of behavior in the hallway. It might be said that the authority figures at this school are also displaying the behavior of Kohlberg and Gilligan’s stage 1 reasoning from a purely defensive standpoint (Hersch, pp. 83–84). b. What observations would you make regarding the cognitive, moral, and social-emotional developmental manifestations of the teen’s reactions occurring here. Does the maxim, â€Å"never trust anyone over 30† ring a bell? In American culture at least, a chasm between the generations has always existed to one degree or another. What is frustrating is the apparent disconnect that adults have in light of this paradigm – a cultural anomaly that has been in existence for hundredsShow MoreRelatedKhasak14018 Words   |  57 Pagessensibility that most readers prefer to read it as an independent novel. It is ironic that the translation happened much later and those who knew him through the English version identified his unique narrative mode with the magic realism of the Latin American masters. The other end of the absurdity was that a fiction writer in Malayalam accused Vijayan of plagiarising an ordinary realistic Marathi novel as that too had a teacher in a one-teacher rural school for its protagonist, like Ravi of The LegendRead MoreANALIZ TEXT INTERPRETATION AND ANALYSIS28843 Words   |  116 Pagesantagonist), as, for examp le, in most detective fiction. Internal conflict, on the other hand, is confined to the protagonist. In this case, the opposition is between two or more elements within the protagonist’s own character, as in Joseph Conrad’s â€Å"Heart of Darkness†, when Kurtz struggles (and fails) to subdue the savage instincts concealed beneath his civilized English veneer. Most plots, it should be noted, contain more than one conflict. In some cases, however, these multiple conflicts are presentedRead MoreStephen P. Robbins Timothy A. Judge (2011) Organizational Behaviour 15th Edition New Jersey: Prentice Hall393164 Words   |  1573 PagesThree Ethical Decision Criteria 187 †¢ Improving Creativity in Decision Making 188 Summary and Implications for Managers 190 S A S A S A L L L Self-Assessment Library What Are My Gender Role Perceptions? 166 glOBalization! Chinese Time, North American Time 171 Myth or Science? Creative Decision Making Is a Right-Brain Activity 181 Self-Assessment Library Am I A Deliberate Decision Maker? 183 An Ethical Choice Whose Ethical Standards to Follow? 185 Self-Assessment Library How Creative Am I? 190

The Historical And Social Background Of Mauritius Education Essay Free Essays

The Republic of Mauritius lies in the south West of the Indian Ocean. It is comprised of the chief island of Mauritius and the islands of Rodrigues, Agalega and Saint Brandon every bit good as a figure of outlying smaller islands. The chief island of Mauritius is situated about 900 kilometers to the E of Madagascar, at latitude 20 South and 57 East. We will write a custom essay sample on The Historical And Social Background Of Mauritius Education Essay or any similar topic only for you Order Now Mauritius was an uninhabited island. It ne’er had an autochthonal population. The Portuguese foremost discovered the island in 1513. Then came the Dutch who rediscovered the island in the late 17th century and abandoned it around 1710. A few old ages subsequently the Gallic came and decided to remain. It was during the period of the Gallic colonization that the island acquired the features of a society and the economical, educational and cultural constructions they established formed the base of development. In 1810, the island was taken over by the British. The British introduced alterations in the island in many Fieldss particularly in the Education Sector. Mauritius became an independent crowned head province on 12 March 1968 and a Republic in 1992. Mauritius is divided into nine territories. The territories are Plaines Wilhems, Port Louis, Moka, Flacq, Black River, Savanne Pamplemousses, Riviere du Rempart, and Grand Port. The Mauritanian society is a multicultural as a consequence of its historical factors. Its population consists of emigres and posterities of emigres from three continents – Europe, Africa and Asia. The assortment of cultural beginnings coupled with the Franco- British historical background gave rise to a complex linguistic communication state of affairs. Gallic Creole is spoken by about the whole population. English is the official linguistic communication and medium of direction for all the other academic topics in schools and French is the 2nd chief linguistic communication taught in schools. Apart from these, a assortment of oriental linguistic communications are taught in schools- Hindi, Urdu, Tamil, Mandarin and Arabic. The web of mass media is efficient. Several day-to-day and hebdomadal documents are printed, chiefly in Gallic but besides in other linguistic communications ; wireless, and telecasting broadcasts are in English, French and Oriental Languages. The communicating web is now farther strengthened by the latest information and communicating engineering ( ICT ) services like the Internet. All the primary and secondary schools have computing machine labs and cyberspace services. Some schools even have their web sites. The Mauritanian economic system is turning quickly. It is in the procedure of transmutation from a low accomplishment, low labour-cost economic system to a much more skill-intensive one in which high degrees of instruction and preparation are necessary at all degrees. It is hence of import to maximize the quality of instruction provided at all degrees and to guarantee that pupils go forthing school are equipped with cognition, attitudes and accomplishments that are appropriate for employment in this altering economic system. The population statistics for Mauritius are shown in Table 1.1.1. Table 1.1.1: Population Statisticss for Mauritius. 2000 2007 2008 Population Male Female 1,686,900 588,200 598,700 1,260,400 622,900 637,500 1,268,600 626,600 642,000 Under 15 old ages 15-59 old ages Above 59 old ages Percentage of 25.7 65.2 9.1 Population 23.3 66.7 10.0 32.8 66.9 10.3 1.2 The Educational System in Mauritius The battle for ‘Education for All ‘ began in the 1930s and 1940s. With the accomplishment of the constitutional reforms in 1948, there grew a steadfast committedness to it. This was seen in the addition of instruction proviso and more school registration. After Independence in 1968, the accent was on increasing the figure of schools and bettering the school substructure. In the 80 ‘s this changed to the betterment of the quality and the effectivity of those schools. Today, after holding achieved the first end of cosmopolitan primary instruction, the displacement in accent is from enrolment rates and good school substructure to quality and relevancy of instruction. The state ‘s committedness to ‘Education for All ‘ is reflected in its Budget Outgo on Education. Table 1.2.1: Public Recurrent Outgo on Education 2007/08 Sri lanka rupees 2008/09 Sri lanka rupees Pre-Primary Education 110,132,076 116,934,998 Primary Education 1,868,909,408 1,862,261,704 Secondary Education 4,107,591,263 4,212,434,404 Particular Education Needs 17,707,557 18,348,269 Technical A ; Vocational Education and preparation 293,646,227 299,735,575 Third Education 825,424,624 858,743,267 Continuing Education 166,588,844 173,632,783 Entire 7,390,000,000 7,542,000,000 Schooling in Mauritius is based on the 6 + 5 + 2 system, inherited from the British, with 6 old ages of primary instruction taking to the Certificate of Primary Education ( CPE ) , followed by 5 old ages of secondary instruction taking to the Cambridge School Certificate ( SC ) and a farther two old ages taking to the Cambridge Higher School Certificate ( HSC ) or GCE ‘A ‘ degree scrutinies. 1.2.1: Pre Primary Education Around 95 % of our kids attend pre-primary schools. In 2008, about 1070 pre-primary schools were officially registered with the Ministry of Education and Human Resources with a population of 29,738 kids, 2,541 instructors and 919 non-teaching staff. A pre-primary unit has been established in the Ministry to beef up the pre-primary sector and to supervise its advancement. At this phase itself, the students are bit by bit exposed to English and Gallic linguistic communications. The lessons ( chiefly mathematics and life accomplishments ) are conducted in English. 1.2.2 Primary Education Primary instruction is free and compulsory, for kids belonging to the age group of 5-12 old ages, in Mauritius. There are 302 primary schools out of which 220 are run by the authorities and 51 by the Roman Catholic Education Authority ( RCEA ) , 2 by the Hindu Education Authority and the other 29 are Private non-aided schools. Legislation has been introduced since 1991 to do primary instruction compulsory and a common school course of study is used. In 2008, the primary school population was 114,007 ( 58128 male childs and 55879 misss ) . Consequently 98 % of the Mauritanian population of primary school age attended school. Currently, the topics taught are English, Gallic, Mathematics, Environmental Studies, Creative Education, and Physical Education. Seven Asiatic Languages, viz. , Hindi, Urdu, Arabic, Tamil, Telugu, Marathi and Modern Chinese are besides taught to students who opt to analyze any one of them. Students enter Grade 1 ( besides called Standard I in Mauritius ) at the age of five and take CPE scrutiny after six old ages of schooling. This scrutiny is mandatory and is besides used to rank students for entree to topographic points in the extremely rated secondary schools. From Grade 1, the pupils under the primary instruction in Mauritius automatically travel up to Rate 4. After Grade 4, the pupils undergo a biennial readying for the CPE scrutinies and end-of-year concluding scrutinies for both classs 4 and 5 are prepared at national degree by the Ministry of Education and Human Resources. Progress towards quality in primary instruction is seen in high registration rates, investing in infrastructure- school edifices, resort areas, school- gardens, audio-visual installations, school libraries, diminishing pupil-teacher ratio, control of school conveyance, school feeding plan, school wellness plan, proviso of free text-books, teacher instruction and an effectual appraisal system. Of the 7542 million of rupees budget in 2008/2009 devoted to instruction, 24.7 % goes to primary sector. Soon, there are 8090 instructors involved in the Primary schools. In peculiar, 5454 are learning staff, 4080 General Purpose Teachers and 1374 Oriental Language Teachers. The staying 2636 comprised 303 Head Teachers, 918 Deputy Head Teachers and 1415 Administrative and other workers. Table 1.2.1.1 shows the Certificate for Primary Education ( CPE ) scrutiny consequences for last four old ages. Despite the consistent care of the per centum base on balls, the high failure rates can non be ignored. Capable 2004 2005 2006 2007 English 71.3 73.3 75.8 74.7 Gallic 71.8 69.7 76.6 71.1 Mathematicss 73.9 73.1 73.6 72.6 Electron volt 71.0 75.1 73.4 70.0 Science 77.4 75.0 70.1 72.3 Table 1.2.1.1: Percentage Base on balls at CPE Examination 1.2.3 Secondary Education Free secondary instruction was introduced in 1977. In 2008, there were 69 State Schools and 106 private schools which were supplying secondary instruction. The private schools are besides allocated authorities financess through the Private Secondary Schools Authority ( PSSA ) , which besides provides proficient advice and counsel. In 2008, there were 112,995 students in secondary schools ( 55 873 misss and 58 730 male childs ) . Some secondary schools are considered as ‘star ‘ schools. This accounts for the high competition at the CPE scrutiny, as merely those ranked are chosen to travel to these schools. This state of affairs is likely to prevail until all secondary schools are considered ‘equal ‘ in resources and quality. To fulfill the demands of the labor market, alterations are being introduced bit by bit, at the upper secondary degree with Business and Technical watercourses. The Industrial Vocational Training Board ( IVTB ) , which was established in 1989, provides vocational preparation. Other administrations such as Handicraft Centres and the Lycee Polytechnique besides help out in Vocational Training. 1.2.4 Teacher Training In primary schools, instructors are classified into two classs: the General Purpose instructors and the Oriental Language instructors. The General Purpose instructors have to learn at least four topics including Mathematics, English Language, Gallic Language and Environmental Science. The Oriental linguistic communication instructor has to learn merely one oriental linguistic communication. They have all followed a biennial pre-service preparation class, taking to a Certificate in Primary Education. This class is conducted by the Mauritius Institute of Education ( MIE ) . The class involves pedagogical, learning methods and regular visit to primary schools. During the preparation, instructors besides have to make learning pattern in schools. There is a major programme for upgrading primary school instructors, taking to an Advanced Certificate. Particular preparation for remedial instruction is besides being provided. Most of the instructors recruited to work in the Secondary Schools possess a Bachelor ‘s grade. Every instructor is required to learn one topic merely. However, there are some instructors who possess a sheepskin merely and accordingly they are allowed to learn pupils up to School Certificate ; nevertheless, these instructors can follow a Bachelor in Education grade at the MIE. Courses taking to Post-Graduate Certificate in Education ( PGCE ) are besides organised for in-service secondary school instructors. Recently, classs taking to Masters Degree Education are being conducted jointly by MIE and abroad universities. 1.2.5 Third Education Third Education was made free in Mauritius in 1988. This sector comprises the University of Mauritius, University of Technology Mauritius, Mauritius Institute of Education, Mahatma Gandhi Institute and Mauritius College of the Air. The Mauritius Institute of Education ( MIE ) runs classs in Pre-School Education and Educational Administration every bit good as preparation classs for Primary and Secondary teachers- Certificate and Advanced Certificate for Primary School Teachers ; Certificate, Diploma, Bachelor in Education and PGCE for Secondary School Teachers. Recently, it has started a Maestro in Education class in coaction with the University of Brighton, UK. The Mahatma Gandhi Institute ( MGI ) , in coaction with University of Mauritius ( UOM ) and the MIE, runs classs at degree degree and Teacher Training Certificate classs in Asiatic Languages, every bit good as Diploma courses in Indian Music and Dance, the Humanistic disciplines and Hindi Studies. The Mauritius College of the Air ( MCA ) provides media support in assorted educational spheres, with wireless and telecasting programmes at different degrees. It is to be used as a Resource Centre for Distance Education. The Tertiary Education Commission ( TEC ) established in 1988, is the agent for planning and co-ordination of third instruction. It has established machinery for advancing research in different countries in the different establishments. By and large, the primary-level instructors join the profession with Higher School Certificate ( HSC ) as making. Nowadays, there are many new instructors who already possessed a sheepskin or grade from a university ( chiefly MIE or UOM ) . Then they undergo mandatory 3-year preparation at the MIE on full-time footing. During their preparation, they are besides posted to schools under counsel of experient instructors for learning pattern. 1.2.6 Curriculum Development The National Centre for the Curriculum Research and Development ( NCCRD ) has been set up to fix curriculum stuffs and circulate them efficaciously to schools. The kernel in the invention of puting up a separate Centre for course of study development is that: It is designed to work with students, instructors, caputs of schools who constitute the most of import portion of the system. Ultimately, it is the schools which will do the procedure of course of study development an effectual agencies of conveying about reform and alteration in the system. It pools limited fiscal resources in order to work the cardinal issues in course of study development. It has become the focal point for partnerships for like-interest groups by tapping the best professional expertness at all degrees and in making so it has become the chief beginning of invention and betterment in schools. The inventions undertaken in course of study development have led to a replacing of unequal traditional processs for course of study preparation through ad-hoc commissions, a re-appraisal of the lower-secondary and primary school curricular and in the devise of a new course of study model. For each topic and each degree, course of study panels consisting representatives from MIE, Mahatma Gandhi Institute ( MGI ) , Mauritius Examination Syndicate ( MES ) , Ministry of Education and Human Resources, caput instructors and instructors prepare the course of study stuffs harmonizing to national, educational, pedagogical and psychological norms. These are trialled before concluding printing and distribution to schools. The NCCRD is governed by a board that controls and proctors book production harmonizing to national norms. Textbooks are prepared for all degrees: pre-primary, primary, lower secondary and basic secondary schools- for all topics including Movement Education and Creative Education. Together with text editions, instructors ‘ ushers and other instructional stuffs are prepared for distribution to schools. Regular sensitization workshops are held both in Mauritius and Rodrigues on the usage of the books. 1.2.7 Examinations and Appraisals Examinations have an of import function in bettering the quality of instruction. The Mauritius Examination Syndicate is the chief establishment concerned with scrutinies. At the primary degree, for class 1 to 5, each school has its ain appraisal patterns based on the national course of study aims as spelt out in the text edition. The Ministry of Education, and Human Resources prepares the terminal of twelvemonth scrutinies for classs 4 and 5, nevertheless, these are school based. The Certificate of Primary Education ( CPE ) is a national scrutiny held at the terminal of six old ages of primary schooling. It is both a trial of the degree of attainment of every kid every bit good as a selective device for admittance to the best secondary schools. The MES takes luxuriant attention in the design, disposal, taging, security and equity of the scrutinies. To supervise learning accomplishment and to better criterions on instruction, the MES has developed a Learning Competency Project and laid down Learning Competencies for each age degree in footings of Essential and Desirable Competencies. The doctrine behind the puting down of ELCs ( Essential Learning Comp etencies ) for all kids and DLCs ( Desirable Learning Competencies ) for those who can travel beyond the indispensable is that no kid should be hurried along in order to finish the ‘syllabus ‘ without understanding but besides that no kid should be held back because of others who need a longer clip to understand and absorb what they learn. Therefore, the CPE scrutinies are based on ELCs and DLCs. As yet, there is no formal system of Continuous Assessment in our primary schools, although there have been a few efforts to present it. The new educational reforms emphasise the demand for a sound system of Continuous Assessment in primary schools. At secondary degree, the MES organises and behaviors scrutinies in coaction with the University of Cambridge Local Examinations Syndicate. The scrutinies are held at the terminal of the 5th twelvemonth ( 16+ ) of the secondary rhythm taking to the attainment of ‘O ‘ degrees ( School Certificate Examination ) and the terminal of the 7th twelvemonth ( 18+ ) of secondary rhythm taking to the attainment of ‘A ‘ degrees ( Higher School Certificate Examination ) . The MES plays an of import function in mauritianising the scrutinies, therefore doing the scrutiny geared to the demands of the state every bit good as maintaining international criterions. Through the puting up of Examinations Capable Advisory Panels- which comprise all spouses in each subject- the course of study, text editions, etc. are closely monitored and alterations are subtly brought to the system. For School Certificate scrutinies, 17 topics are locally marked. Campaigners have a wider scope of topics, 45 at School Certificate degree and 40 at Higher School Certificate degree. Each campaigner chooses 7 to 8 topics at SC degree and 3 chief topics and 2 subordinate 1s at HSC degree. Regular preparation of instructors in the usage of the scrutinies course of study, taging strategies, paper scenes etc. is done and therefore doing scrutinies an of import agencies of bettering criterions and the quality of instruction. Understanding Geometry The term â€Å" geometry † merely means â€Å" earth step † ( ‘Geo ‘ intending ‘Earth ‘ and ‘metry ‘ significance ‘measurement ‘ ) . Geometry is one of the longest constituted subdivisions of mathematics and its beginnings can be traced back through a broad scope of civilization and civilizations. Several research workers have defined geometry in their ain footings and experience. Some common 1s are discussed in this subdivision. Geometry is the term given to the apprehension of hold oning infinite. Such understanding helps pupils represent and do sense of the universe. In order to develop spacial sense, pupils must make more than larn the names of forms. They need to analyze features and belongingss of geometric forms and develop an apprehension about relationships that exist among them ( Gould, 2003 ) . Geometry, says the celebrated UK Mathematician Sir Michael Atiyah ( 2001 ) , is one of the two pillars of mathematics ( the other being algebra ) . Sir Michael Atiyah writes: Spatial intuition or spacial perceptual experience is an tremendously powerful tool and that is why geometry is really such a powerful portion of mathematics- non merely for things that are non. We try to set them into geometrical signifier because that enables us to utilize our intuitionaˆÂ ¦ ( Atiyah, 2001, p.50 ) By concentrating on geometry, the focal point is on the development and application of spacial constructs through which kids learn to stand for and do sense of the universe. â€Å" Geometry is hold oning spaceaˆÂ ¦aˆÂ ¦that infinite in which the kid lives, breathes and moves†¦ ..the infinite that the kid must larn to cognize, explore, conquer, in order to populate, breathe and travel better in it † ( Freudenthal, 1973, p.403 ) . Geometry is an abstract subdivision of mathematics that helps pupils ground and understand the self-evident construction of mathematics. It is concerned with happening the belongingss and the measuring of certain geometric objects. Geometric belongingss are those belongingss of the objects that remain invariant under certain transmutations when the sizes and measurings of the objects change ( National Council of Teachers of Mathematics, 2000 ) . Godfrey, a taking reformist in England at the start of the twentieth century, argued that mathematics is non undertaken entirely by logic but that another power is necessary. He called this ‘geometrical power ‘ , depicting it as ‘the power we exercise when we solve a rider ( a hard geometrical job or cogent evidence ) . To develop this power, Godfrey argued, it is indispensable to develop pupils ‘ â€Å" geometrical oculus † , something he defined as â€Å" the power of seeing geometrical belongingss detach themselves from a figure † ( Godfrey, 1910 ) . Piaget relates geometry as the scientific discipline of infinite. He describes the development of the kid ‘s representational infinite every bit good as the mental image of the existent infinite in which the kid is moving where â€Å" mental representation is non simply a callback from a memory bank but it is an active Reconstruction of an object at the symbolic degree. Therefore, geometry is the survey of points, lines, angles and forms, and their relationships and belongingss. It sounds like a batch to cognize, but much of it is already in your caput. Geometry is all around us. If people did n’t believe about geometry, they would n’t be able to construct great constructions such as pyramids or even simple things that are level as a tabular array. 1.4 Geometry as a Basic Skill Geometry is besides considered as a basic accomplishment. Sherard ( 1981 ) provinces seven grounds that show geometry is a basic accomplishment: Its usage as an assistance for communicating. Its application in real-life jobs. When depicting the location of topographic points or when giving waies, geometric footings such as â€Å" parallel to † and â€Å" diagonally from † are used extensively. It is used as an application in other subjects in mathematics and to fix pupils to analyze classs in higher maths and scientific disciplines. It helps pupils to develop spacial perceptual experience and stimulate A ; exercise general thought and problem-solving accomplishments. It helps pupils to understand and appreciate the beauty of the physical universe. Many of the footings used to place, infer and ground can be used outside of the geometry sphere. As stated, geometry is a basic accomplishment since it is an of import assistance for communicating. Our basic speech production and composing vocabularies have many geometric footings: e.g. point, line, plane, curve, angle, analogue, circle, square, rectangle and trigon. If we are to pass on to others the location, size or form of an object, geometric nomenclature is indispensable. We use geometric nomenclature in depicting forms of objects: â€Å" The floor tiles are trim or the headlamps on that theoretical account of the auto are rectangles † or in giving waies: â€Å" Church Street is parallel to Main Street or do a right bend at the 2nd traffic visible radiation † ( Sherard, 1981 ) . 1.5 Importance and Applications of Geometry Understanding of form and infinite begins with babes as they learn to creep and walk, detecting the universe and infinite around them ( Doverburg A ; Prambling Samuelson, 2001 ) . Children come to school holding some ocular and spacial accomplishments. Many kids have experienced building of playthings, saber saw, mystifiers, drama dough, computing machine games, mounting, resort area equipment at place and kindergarten. Children foremost develop inactive schemes as they explore their physical environment and stuffs. As they notice belongingss and develop constructs about forms around them, they begin to understand dynamic imagination and are able to work out spacial jobs. Geometric and spacial thought are non merely of import in their ain right but besides because they provide a foundation for much mathematical acquisition in other countries ( Clements, 2000 ) . An illustration of this is the usage of drawings and manipulatives in the development of apprehension of fractions ( e.g cut a circle into 4 equal parts to explicate one-quarter ) . The National Council of Teachers of Mathematics ( NCTM, 2000 ) recognises its importance as a foundation: ‘As pupils become familiar with form, construction, location, and transmutations and as they develop spacial logical thinking, they lay the foundation for understanding non merely their spacial universe but besides subjects in mathematics and in art, scientific discipline and societal surveies ‘ ( p.97 ) . Geometry can be used to visualize other signifiers of mathematics. Rectangles can be used to show the distributive belongings during direction of arithmetic, in general, and to exemplify happening binomial merchandises during direction of algebra. Using and understanding the belongingss of geometric figures as manipulatives can assist pupil understand combinatorics, analysis of inequalities, and analytic geometry ( Schielock, 1987 ) and geometry representations are used to understand certain constructs in concretion ( Balamenos, Ferrini- Mundy A ; Dick, 1987 ) . Willson ( 1977 ) further advocates that geometry has an of import topographic point in mathematics because it Enables the survey of the Physical universe. Deals with visual image, pulling, and building of the figures. Enables the representation of the constructs in mathematics which are non ocular. Gives us pleasance and it is aesthetic. Hershkowitz et Al. ( 1987 ) provinces, â€Å" This basic cognition which comprises geometric constructs, their properties and simple relationships should, in general, be acquired through geometrical experiences prior to secondary school † . In fact, direction of informal geometry at the simple degree is needed to construct a foundation of vocabulary, explorative accomplishments, intuitive point of view, and apprehension of geometric relationships, in readying for analyzing the formal, demonstrative, geometry offered at the secondary degree and beyond ( Trafton and LeBlanc, 1973 ) . Geometry is one strand of mathematics that has application in callings necessitating advanced direction such as art, architecture, interior design and scientific discipline, but it besides has its applications in proficient callings such as woodworking, plumbing and drawing every bit good as day-to-day life. Transformational geometry is seen in art and that construct is integrated into archeology in the survey of the designs applied to pottery and other artifacts in different civilizations and different epochs. In day-to-day life and vocational calling, many constructs and techniques are transferred from the geometry schoolroom to the field ( e.g. woodworking A ; plumbing ) . Geometry is besides rich in other applications like Computer Aided Design ( CAD ) and geometric modeling ( including designing, modifying and manufactured constituents ) . Roboticss. Computer life and ocular presentations. However, there is an even more of import ground for puting greater accent on the instruction of geometry. It involves the use of mental images, which is frequently called ocular thought. Problem work outing in all strands of mathematics depends on organizing mental images of the state of affairs in which the job is embedded and so ‘finding ‘ a image of the mathematical thought that lucifers. The ability to mentally organize, rearrange and lucifer images is important to all facets of mathematics, peculiarly job resolution. 1.6 Purposes of Teaching Geometry The purposes for mathematics learning in general are frequently listed in footings of the demand of life and work ; the demand to develop logical thought ; mathematics as a signifier of communicating ; and the development of an consciousness of mathematics as portion of our civilization. Purposes which might be appropriate for the geometry course of study could be a subset or amplification of these. We might believe that geometry is an country of mathematics in which it is peculiarly appropriate for students to develop the accomplishments needed for the universe of work ; develop logical thought accomplishments ; clear up the precise usage of linguistic communication ( e.g. through sorting forms in a survey of transmutations ) ; see the nexus between mathematics and other topics ; get down to understand the nature of cogent evidence ( e.g. through researching what â€Å" being convinced † has meant at different points in history ) ; understand the cardinal topographic point of job work outing in modern civilization, e.g. in a mathematically based design undertaking ; import the cognition needed to analyze more mathematics ; and learn the reading and reading of mathematical statements ( Jones, 2000, pp. 38-39 ) . The National Council of Teachers of Mathematics ( 1989 ) Curriculum has elaborated on the undermentioned geometry competences that pupils must take to: identify, describe, comparison, theoretical account, draw and sort geometric figures in two or three dimensions ; develop spacial sense ; explore the effects of transforming, uniting, subdividing, and altering geometric figures ; understand, apply and deduce belongingss of relationships between geometric figures, including congruity and similarity ; develop an grasp of geometry as a agency of depicting and patterning the physical universe ; explore man-made, transformational and coordinate attacks to geometry, with college-bound pupils besides required to develop an apprehension of self-evident system through investigation and comparing assorted geometric system ; and explore a vector attack to certain facets of geometry. 1.7 The Geometry Curriculum at Primary-level in Mauritius The indispensable acquisition competences for the subject geometry at the primary degree are as follows Rate One Recognizing, calling and following circle, rectangle, square and trigon. Indentifying forms placed horizontal, perpendicular and in oblique ( slant ) places. Grade Two Recognizing and calling the following 3D forms: regular hexahedrons, cylinders, cones, domains and cuboids. Identifying the above mentioned 3D forms in different orientation. Grade Three Forming forms with squares, rectangles and trigons ( besides involves coloring ) . Introducing footings associated with regular hexahedron and cuboids: face, vertex and border ( besides include cut amp ; paste to organize regular hexahedrons and cuboids ) . Pulling activities affecting symmetricalness. Rate Four Pulling and placing horizontal and perpendicular lines. Identifying objects placed horizontally or vertically. Pulling and placing parallel lines. Pulling and placing diagonal lines in 2D forms. Recognizing and pulling parallelogram, diamond, kite, square and rectangle. Writing belongingss of each of the five 2D forms. Identifying parallelogram, diamond, kite, square and rectangles from 2D forms. Pulling squares and rectangles on square documents. Researching symmetricalness of forms and geometrical objects. Pulling lines of symmetricalness on objects in square paper. Completing objects when half of it is given together with the line of symmetricalness. Grade Five Pulling, mensurating and comparing angles. Identifying right angles and complete bends. Identifying and calling different types of trigons. Learning the belongingss of the different types of trigons. Pulling lines of symmetricalness for different figures. Identifying objects with or without lines of symmetricalness. Grade Six Further illustrations on different types of Quadrilaterals and their belongingss: rectangle, square, parallelogram, diamond, kite, arrowhead and trapezium. Recognizing and appellative Pentagons and hexagons. Identifying and pulling diagonals in polygons. Further illustrations on different types of trigons and their belongingss: equilateral, isosceles, scalene and right-angled. 1.8 The Decline in Geometry Performance Research has shown that we can better pupils ‘ cognition and ability to visualize and ground about the spacial universe in which they live but are the pupils accomplishing this cognition and these abilities. Third International Mathematics and Science Study ( TIMSS ) and National Assessment of Educational Progress ( NAEP ) have collected informations that show that pupil public presentation in geometry at all degrees is rather alarming ( Lappan, 1999 ) . To some extent, these jobs may be due to the comparatively limited measure of research that has been undertaken into pupils ‘ thought in geometry at the school degree, which in bend, may stem from a sensed absence of a theoretical model ( Pegg A ; Davey, 1998 ) . For case, harmonizing to extended ratings of mathematics larning, simple and in-between school pupils in the United States are neglecting to larn basic geometric constructs and geometric job work outing ; they are deplorably underprepared for the survey of more sophisticated geometric constructs and cogent evidence ( Carpenter, Corbitt, Kepner, Lindquist A ; Rey, 1980 ; Fey et al. , 1984 ; Kouba et al. , 1988 ; Stevenson, Lee A ; Strigler, 1986 ; Strigler, Lee A ; Stevenson, 1990 ) . Extensive ratings of mathematics larning indicate that simple pupils are neglecting to larn basic geometric constructs and geometric job work outing. Apparently, much acquisition of geometric constructs has been by rote ; they often do non recognize constituents, belongingss and relationships between belongingss ( Clements A ; Battista, 1992b ) . It is observed that kids learn small about forms from preschool to middle school. For illustration, Approximately 60 % of kindergartners identified right trigons and 64 % to 81 % of simple pupils were successful in the same undertaking. Approximately 54 % of kindergartners A ; 63 to 68 % of simple pupils were able to place rectangles. ( Clements et al. , 1999 ) . Another major job, as identified by the International Commission on Mathematics Instruction ( ICMI ) Study, is that, unlike in Numberss and algebra, â€Å" a simple, clear, ‘hierarchical ‘ way from first beginnings to the more, advanced accomplishments of geometryaˆÂ ¦ has non yet been found and possibly does non be at all † ( Mammana A ; Villani, 1998 ) . This means that the dealingss between intuitive, inductive and deductive attacks to geometrical objects, the usage of practical experiments and the age at which geometrical constructs should be introduced are far from clear. Many research workers ( Usiskin, 1987 ; Swafford et al. , 1997 ; Clements, 2003 ) have agreed that the degree of understanding that pupils achieve for any construct is limited by the degree of understanding of their instructor and the school course of study. Anecdotal grounds suggests many instructors do non see geometry and spacial dealingss to be of import subjects which give rise to the feelings that geometry lacks steadfast way and intent. Besides, Porter ( 1989 ) reported that the 4th and 5th class instructors spent virtually no clip learning geometry. Even when taught, geometry was the subject most often identified as being taught simply for â€Å" exposure † , that is, geometry was given merely brief casual coverage. For case, the Program for International Student Assessment ( PISA ) Survey shows that in Belgium, primary school instructors are uncomfortable in learning geometry. They tend to avoid the topic in the first and 2nd class and they barely of all time approach solid geometry ( Demal, 2004 ) . Besides, the demand for betterment in geometry instruction and acquisition in the primary, in-between and high school classs is clearly apparent in international comparings such as Tendencies in International Mathematics and Science Study and PISA. The study on the instruction and acquisition of geometry by the Royal Society and Joint Mathematical Council ( 2001 ) argues that â€Å" the most important part to betterments in geometry instruction will be made by the development of good theoretical accounts of teaching method, supported by carefully designed activities and resources † ( p.19 ) . In fact, a primary cause of this hapless public presentation in geometry may be the course of study ; both in what subjects are treated and how they are treated. The failure of bing pedagogic theoretical accounts for geometry means that across many states of import facets of geometry ( such as work in 3D ) are omitted, there is an over-reliance on learning methods that rely entirely on memorisation. It is claimed that current primary geometry course of study disregards and do non advance chances for pupils to utilize their basic intuitions and simple constructs to come on to higher degrees of geometric ideas. This job becomes more evident in high school where pupils are required to use their deductive logical thinking ( Hoffer, 1981 ; Shaughnessy A ; Burger, 1985 ) . As the ICMI Study inside informations, the chief effects of these jobs have been that many states have tried to short-circuit the obstructions by cutting down the sum of geometry taught or fall backing to pedagogical attacks that rely to a great extent on memorization. As a consequence, there is non much in the manner of a base if good pattern on which to establish development. This is why the Royal Society and Joint Mathematical Council ( 2001 ) study argues that there is a farther job: â€Å" We believe that there are many instructors who have been taught geometry through manners of learning which we would non recommend as appropriate † ( p.19 ) . 1.9 Significance of the Study This survey will stand for an overall analysis of instruction and acquisition of 2D geometry among upper primary degree in Mauritius. The relevancy of the existent instruction and acquisition of geometry will be discussed. As such, this survey will do a important part to our speculating with regard to classroom instruction and acquisition of geometry, to our apprehension and optimisation of the patterns employed in schoolroom scenes and to our apprehension of those facets of scholars and instructor patterns ( and their interrelatedness ) . It will assist to find whether the usage of inquiry-based instruction along with concrete stuffs and manipulatives can better acquisition of 2D geometry. It will besides assist to analyze the impact of linguistic communication and socio-economic position of students on acquisition of 2D geometry. 2.0 Research Questions A series of chief research inquiries together with their sub research inquiries are addressed in this survey. Each sub research inquiry is described along with a brief sum-up of how it will be addressed. Research Question 1 Is the 2D geometry course of study at the upper primary degree in Mauritius appropriate and relevant? Are at that place ways to farther better it? This chief research inquiry is further divided into a more specific set of inquiries. 1.1 What is the degree of 2D geometry acquisition among upper primary students in Mauritius? This research work will measure the students apprehension of the different content countries of 2D geometry via the experimental instruction and their public presentation in the multiple pick inquiry paper and open-ended inquiry trial. The students ‘ new wave Hiele degree of believing in different 2D geometry points will be tested. Misconceptions about 2D geometry will be detected and remedial actions proposed. The keeping ability of the 2D geometry lessons taught to the upper primary degree student will be examined. 1.2 Is the upper primary 2D geometry course of study run intoing its end? Are at that place ways to better it? This survey will affect a scrutinize analysis of the content countries of the 2D geometry course of study at the upper primary degree. All its positive and negative facets encountered in the experimental instruction will be discussed. Ways to better the 2D geometry course of study will be proposed. 1.3 Do the students ‘ gender and/or grade flat influence their acquisition of 2D geometry lessons significantly? This survey will besides prove whether acquisition of 2D geometry is perceived otherwise by male childs and misss and whether the keeping ability of students is gender dependant. Both 4th and 5th graders are taught the same 2D geometry lessons. It is farther targeted to analyze whether ripening ( gradewise ) has a important impact on public presentation and keeping ability of the 2D geometrical constructs. Research Question 2 Can the usage of different learning schemes improve the instruction and acquisition of 2D geometry at the upper primary degree in Mauritius? This chief research inquiry is further divided into a more specific set of inquiries. 2.1 Can the utilizations of manipulatives, concrete stuffs and inquiry-based instruction methods significantly influence 2D geometry acquisition at the upper primary degree in Mauritius? This survey will compare instruction of 2D geometry utilizing usual instruction methods ( utilize blackboard and notes from text edition for account and do exercisings from text edition for consolidation of larning ) and usage of probe and enquiry to learn 2D geometry lessons with the extra assistance of concrete stuffs and manipulatives. The efficiency of the methods will be foremost judged utilizing 2 instruments. First, 2 geometry trials will be conducted, one affecting multiple pick inquiries merely and the other affecting open-ended inquiries merely. Second, the students ‘ engagement, involvement, interaction in category with instructor and friends, engagement and enthusiasm in the geometry lessons will be determined. For this intent, the lessons will be videotaped so that the students ‘ reactions, involvement and gestures during the lessons can be analysed. 2.2 Does the usage of different learning schemes influence the students ‘ keeping ability significantly? The two instruments used for comparing of larning through different instruction schemes will be once more conducted after 7 or 8 hebdomads in order to prove which of the methods better aid to retain the lessons taught. 2.3 Do gender and/or class degree interact significantly with the different instruction schemes in the learning procedure of 2D geometry? It is besides aimed to prove the multivariate interaction between the 4 instruction schemes, grade degree and gender in the procedure of larning 2D geometry. It will analyze whether male childs and misss from classs 4 and 5 interact otherwise with the learning schemes in their public presentations. Research Question 3 Is linguistic communication a barrier to acquisition of 2D geometry? This chief research inquiry is further divided into a more specific set of inquiries. 3.1 Does the usage of mother-tongue Creole influence the acquisition of 2D geometry significantly? Creole is the most normally spoken linguistic communication in Mauritius whereas the foreign linguistic communication English is the official linguistic communication used in learning at schools. This survey will prove whether the engagement of a foreign linguistic communication in the instruction of 2D geometry addition its trouble. Since Creole is non yet a linguistic communication with its proper grammar for authorship, it is merely widely spoken. Therefore, the geometry are written in English but explained in Creole. The purpose is besides to happen if the usage of Creole helps the kid to better retain the lessons. 3.2 Does linguistic communication factor combined with different learning schemes improve acquisition of 2D geometry significantly? English and Creole are combined with the 2 instruction schemes proposed ( usual schoolroom learning utilizing text edition merely and inquiry-based instruction with concrete stuffs and manipulatives ) to analyze whether linguistic communication interact with the learning schemes to better public presentation in 2D geometry significantly. Research Question 4 What are the comparative impact of place and student features in finding public presentation of students? This chief research inquiry is further divided into a more specific set of inquiries. 4.1 What are the important home-related factors act uponing public presentation of students? Based on extended research available on impact of place environment on scholastic public presentation, home-related indices ( refering kid SES, handiness of educational resources at place and parent attitude towards educating kids ) will be constructed from a questionnaire filled by the parents of all surveyed students. Using structural equation modeling ( AMOS in this survey ) , the important home-related factors will be extracted to make latent variables in order to better mensurate their impact on kids public presentation. 4.2 What are the important pupil-related factors act uponing public presentation of students? It is good known that student ‘s personal features contribute tremendously towards his/her academic success. Based on a questionnaire filled by surveyed students, pupil-related indices ( refering pupil attitude towards prep, school and instructor ; reading corner ; pupil reading stuffs at place and students ‘ linguistic communication ability ) will be constructed. Using structural equation modeling ( AMOS in this survey ) , the important pupil-related factors will be extracted to make latent variables in order to better mensurate their impact on kids public presentation. Taking these research inquiries in combination, this research work seeks to find the instruction and learning patterns of 2D geometry in the upper primary schools in Mauritius. It besides involves proving of new experimental instruction schemes in order to optimise acquisition of 2D geometry locally. As Mauritius is a multiracial state where the societal background of the kids can play a really important function in their acquisition procedure, the survey will utilize the informations collected to pull decisions refering critical contextual factors act uponing acquisition. How to cite The Historical And Social Background Of Mauritius Education Essay, Essay examples

Australian Retail Banking Industry Samples †MyAssignmenthelp.com

Question: Discuss about the Australian Retail Banking Industry. Answer: Introduction: The financial system of any country is the backbone of its economic stability and sustainable growth. Australia has very developed financial market which has significant contribution in nations economic growth. In 2015, it has contributed around $140 billion in GDP of country. Australian financial sector has strong regulatory system which makes the system refined, competitive and profitable (The Australian Government 2016). Australian retail banking industry is featured by high level of competition between four major banks. The four pillar bank policy of Australian government is the key element which features the current structure on banking industry. These four banks are the major market players which hold a significant portion of retail banking industry. Economic features of banking in Australia: Lending and deposits are the main activities of any financial system, which is dominated by banks in Australia. The supply of deposits for these banks and supply of lending from these banks depends on respective deposits and lending interest rates. Figure 1 shows that supply curve of deposits (SD) and supply curve of loans (SL) are both upward sloping. This shows a positive relationship between interest rate and supply of money. The interest rates and supply of money from depositors and banks are interrelated, the increased supply of loans are backed by increase in deposits and banks have to increase the interest rate of loan with the rise in interest rate of deposits, as interest rate on loans are always kept higher that deposits rates, so as to maintain the interest margin (PQ) to cover the operational costs other than deposit costs like salary, rent, costs related to technology, management, administration, tax expenses, etc. and to keep the desired retain profits. The level of mar gin is very much affected by the level of competition in market and negotiation skills of other party. DO represent the downward sloping demand curve for loans. OT represents the volume of deposits and lending respectively in case of equilibrium, in which it charges i1 interest rates on loans and pays i2 interest rates on deposits. Such interest rate and volume of supply is result of bank acting as intermediary between borrowers and lenders in market. In case the borrowed amount is directly made available to lenders in open market the volume of fund would be OT with interest rate i3. But this is quite simple concept which ignores many factors like charge for risk premium, pricing of different varieties of assets and deposits, decision related to loan and asset portfolio structure, inflation rate and other economic factors (Llewellyn 1999). The quantum of deposits and loans which can be created by banking system is dependent on monetary base, desired reserves ratio and currency drain ratio. The banks acts as creator of money with the help of concept of money multiplier and controls the demand for and supply of money in market. Reserve bank of Australia plays important role in this aspect by using monetary base which is a sum of notes and coins to be kept reserve under RBA. The monetary base affects the desired reserve ratio and currency drain ratio of banks which ultimately affects money multiplier. The increase in quantity of money, affects the price level, i.e., inflation rate in economy which is supported by the quantity theory of money. The relationship between money growth and inflation rate in Australia is depicted in figure 2 (McTaggart, Findly Parkin 2015). The banking market in Australia is not perfectly competitive as the large players (big four banks) enjoys the lucrative position and economies of scale which give them competitive advantage over other small players. And it cannot be freely competitive given the regulation requirement and government intervention. The market is highly concentrated which results in significant amount of profits in hands of these major banks. Although the major banks claim that competition among them leads to reasonable interest rates and provides price elasticity in market as customer can any time switch banks for better deal. But in real practice the competition is not very open and free. According to a survey approximately only three present of customers switch banks in a year (Fear, Denniss Richardson 2010). Oligopoly in Australian banking industry: With the adoption of four pillar policy by the Commonwealth Government of Australia in Australian banking sector, there has been domination of four major banks which together holds around 80% of total market share. These banks are; National Australia Bank (NAB), Westpac Banking Corporation (WBP), Australia and New Zealand Group (ANZ) and Commonwealth Bank of Australia (CBA) (Pandey 2017). The share of big four banks, which was around 65% in the total assets of all the banks had raised to approx. 78% in 2014 since the global financial crises (Eyers 2016). As per the data of PWC, (2016), the major banks holds 73.1% of total lending, 78.2% share in overall bank deposits and 80% market share of total bank retail deposits. According to Nichollas and Evans, (2015), out of countries collective household debt of $A1.3 trillion in 2014, the share of four banks was 85%. Since the market power is highly concentrated to these four banking institutes, the market structure of Australian banking industry is highly resembles to Oligopoly. These banks are like market leader, having full control over the market to manipulate and small banks and customers are forced to comply with their policies. The oligopolistic market structure has very few sellers with quite similar products, and each seller holds significant share in market and affected by the behaviour of other firms. Any change in prices, product quality and innovation by one firm influences the other firms forcing them to quickly respond by changing their strategies. There are elevated barriers to entry and expansion of new entrants (Tisdell Hartley 2008). Due to several regulatory and capital environment and existence of high level of market power in the hands of big four banks, the entrants has to face high level of barriers in Australian banking sector (Padley 2013).Any significant barrier to enter the market or high cost involvement in leaving the market are key factors to discourage the new entrants which allows the existing institutions to enjoy the market power. The chairman of ASIC, Mr Medcraft also described the Australian banking system as oligopoly. According to him these banks have price leadership and there pricing policies has to be followed by everyone (Roddan 2017). The market may seems to be in competitive nature looking at the four major banks and several other small competitors but statistics has shown that there has been rise in profits and consolidation of market share of these four banks in last 10-20 years (Eyers 2016). According to Yeates, (2013), there four banks dominates the market and earn huge profits. Thes e banks enjoys wider interest rate margin, which is third highest among the banks of developed countries. The operating costs for these banks are very low, which is fourth lowest in comparison to other countries. Economic and pricing policies: In Australian retail banking industry, pricing and economic policies are designed to attract customers, which are affected by level of competition prevailing in market. The interest rates, fees and other charges are quite similar between the major banks and largely influenced by any change in rates implemented by any one of them. According to an example cited by Deloitte, (2014), any change in rate by Reserve Bank of Australia is responded by big four banks within an average of nine days which shows close interdependence of policies of banks. The competition also exists in designing the quality of products and differentiation in features which promotes innovation. Often the prices are at margin to the majors for the small players and try to make modification in services. In order to compete in price level with major banks, some small banks focus on only one product which provides them cost benefits. The retail banks makes bundle of various complementary services and prices are determined for a whole bundle rather than a single services. Banks have different models to cover their costs while acting as intermediaries between depositors and borrowers. While price is the basic medium for competition among banks it is complicated to assess the actual price and for different services. The banking industry is not acting as free market and the existing government and RBA regulations affect the structure of banks and activities they can perform. For instance, there are some lending obligations which prevent banks to lend money to some individuals on their request for loan, likewise some prudential regulations like high capital requirements to prevent involvement in high risky loans. In context of source of funding, major banks rely much on long- term debts instead of short- term. Securitisation funding has decreased to a significant level. There has been stability in equity funding and deposits have always been important for them. The small banks which used to rely much on short- term debts and securitisation funding are now dependent much on domestic deposits. There has been rise in prices of asset- backed securities since global financial crises. The foreign banks also have moved their main source of funding from short- term debt to deposits recently. Thus the source of funding for these banks is mainly dependent on cost of funding, regulatory requirements and expectations of equity and credit stakeholders. The increased level of competition forced banks to increase the average rate on term deposits to attract customer, it is found to be more that 100bps according to report of Deloitte in 2014 which was below 60 bps before global financial crises. The smaller banks have to face with large funding costs than that of major banks. This is mainly because difficulties faced by small banks in accessing wholesale markets due to presence of major banks that are getting support from government and regulatory authorities and increase in competition for deposits (Bennet 2015). Pricing policy recommendation to Commonwealth Bank of Australia: Commonwealth Bank of Australia (CBA) is amongst the four major banks of Australia engaged in providing wide range of financial and banking services and products to individuals, small business, corporate and other big institutions. CBA is a multinational bank which mainly operates in Australia, New Zealand, and Asia Pacific countries along with carious other countries including UK and USA (The Australian 2014). The retail banking services of CBA includes consumer finance, home loan facilities, and retail deposits services and products to retail bank consumers (Commonwealth Bank 2015). Since the market structure of banking industry in Australia is somewhat like oligopolistic structure in which four major banks holds 80% of market share, the pricing policies on one bank is greatly influenced by the policies of others. The bank cannot much compete with other banks taking only the pricing factor; rather it has to concentrate on providing differentiated products and services with enhanced quality to increase customer satisfaction. At the same time it is mainly dependent on the monetary policy of Reserve Bank of Australia. The monetary policy of RBA comprises determining the cash rate in money market. This rate not only affects the interest rates of banks but also the borrowing and lending attitude of people, economic activity and inflation rate (Reserve Bank of Australia 2017). The pricing of retail advances should be determined after considering the cost of funding, insurance facility, refinance facility, risk factors etc. The bank should take measure to raise operational efficiency and reduce transaction costs to gain competitive advantages. Charging of higher rates to increase profits should be backed by better quality, more efficient and faster services to customers to maintain the customer satisfaction. The pricing policies should be such that it gives enough room for negotiation. The extent of negotiation should be such to keep suitable margin and which can be quantified. To cover costs banks can levy certain bank fees and has to ensure reasonable return on investment. Interest on unsecured loans should be charged to a level which prevents lender from any underlying risks. Bank should focus on creating long term advantages through short term investments. Although pricing policies of the bank is highly interdependent on the policies of RBA and other major banks, still the bank has to see that it has social responsibility to contribute to the betterment of society and should not use its highly advantageous position to exploit the people concern. The pricing, fixed by focusing only on market competition and cost factor, can fail if customers expectation and perception about the quality of product and services are not taken into account. Thus besides pricing the bank should focus on creating cost efficiency by industrializing their operations, investing in information technology, speeding up the introduction of new and diversified products, developing operations platforms, and setting up processing centres in central and regional areas. This will not only reduce costs but will also enhance the customer satisfaction (Leichtfuss et al. 2010) Conclusion: Retail banking includes home loan services, retail deposits and finance to retail consumers. According to microeconomic concept of law of demand and supply, the interest rate for deposits and borrowing affects the demand and supply of money in and economy. Monetary base, desired reserve ratio and currency drain are the key three factors which decides the quantum of borrowings and deposits in an economy. Monetary base is controlled by the Reserve Bank of Australia to control the flow of money and inflation rate in the country. Banking sector can never enjoy never enjoy the free flow of market and perfect competition to decide the prices on the basis of demand and supply as government regulation is necessary in this sector. In Australia the retail banking sector is not only regulated by RBA and government but is also dominated by four major banks which enjoys their power in determining the policies and pricing in this sector and gives a little room to small player in playing their role . The barrier to the entry and exit of firms is considered high in Australian banking sector giver the pre-existing competitive advantage and dominance of major banks. These banks earn huge profits and have very low costs. The price and policies of each bank affects the other major banks. This gives an insight of oligopolistic nature of competition in this sector. This market can be of concern if they start forming cartel to prevent competition. The increased market concentration and monopolistic behaviour negatively impacts the interest of small firms and consumers. There has been issue of mutual shareholding among these banks which results in common interest and less competition among these banks. Such behaviour can create negative externalities in financial market. The four pillar policy adopted by government of Australia to prevent merger between these banks can have two different consequences, which the attitude of banks can affect. They have option to either follow the healthy co mpetition on the basis of price and quality of services which will help them in obtaining high market share and pareto efficiency or they can collude to form a cartel which will ultimately damage the social interest. The government has trying to strongly regulate the market to prevent any monopoly and allowing entry of other banks including foreign banks to maintain the competition. There has been increased completion for domestic deposits for smaller banks and foreign banks. These banks have to face with high funding costs in comparison to major banks. The large banks mainly focus on long- term debts instead of short- term debts. Although price is basic medium for completion but banks have started focusing on providing diversified and innovative products and services in form of bundles as another medium for competition. Each bank including the major bank has responsibility to provide high quality and faster services to customers to increase their satisfaction. The banks have to increase their operational efficiency by using information technology and better platforms. Besides the motive of increasing profitability they have social responsibility towards society to encourage healthy competition f or the sustainable economic growth. References: Bennet, M., 2015, Axe the four pillars banking policy, says CIFR report, The Australian, viewed 18 July 2017, from https://www.theaustralian.com.au/business/financial-services/axe-the-four-pillars-banking-policy-says-cifr-report/news-story/f41396d42f9cfb640e3678ad7a122d1f Eyers, J., 2016, ACCC warns cosy banks it is concerned about competition, The Sydney Morning Herald, Viewed 17 July 2017, from https://www.smh.com.au/business/banking-and-finance/accc-warns-cosy-banks-it-is-concerned-about-competition-20160322-gnojod.html Fear, J., Denniss, R. Richardson, D., 2010, Money and power: The case of better regulation in banking, viewed 18 July 2017, from https://www.tai.org.au/sites/defualt/files/IP%204%20Money%20and%20Power_4.pdf Llewellyn, D. T., 1999, The new economics of banking, SUERF, Amsterdam. McTaggart, D., Findlay, C. Parkin, M., 2015, Economics, 7th edn., Pearson Higher Education, Australia. Nichollas, R. 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