Paraeducator Role in the Inclusive Classroom free essay sample

Therefore, para may be considered to be an essential component of free appropriate education (FAPE) which every student with disabilities is entitled to receive (Etscheidt, 2005). Over the past decade, the use of paraeducators has increased as the number of students with severe disabilities who have been included in general education classes has risen. Many teachers see the paraeducator as essential support required for the student to experience successful inclusion (Giangreco, 2003; Giangreco Doyle, 2002). Paraeducators are referred to in many ways: one-on-one, paraprofessional, additional adult assistant (AAA), teacher’s assistant, paraeducator, aide, individual assistant. Regardless of title, these individuals have become an important part of our schools (Giangreco, Edelman Broar, 2001), helping the classroom teachers and providing more individual assistance to students. For the purpose of this paper, the term para will be used. Students with disabilities who are included in general education classes continue to receive special education instruction from a special education teacher. We will write a custom essay sample on Paraeducator Role in the Inclusive Classroom or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page However, now the special education teacher no longer spends time with the student every day of every week. It is now the general education teacher who spends most of the day with the student, along with 20-30 other students in the class. The general education teacher often has little if any special education training and therefore, paraeducators often spend most of their day with the student, and therefore, is often viewed as the person responsible for the student’s success and failures. There have been many inconsistencies as to the nature of the role, duties and responsibilities of paraeducators (Etscheidt, 2005) in the inclusive class. This paper will address the confusion surrounding what the paraeducator’s role should be in an inclusive classroom, as addressed by the Individuals with Disabilities Education Act (IDEA) and as perceived by professionals and parents who support students with disabilities. Individuals with Disabilities Education Act and the Paraeducator In 1982, in Hendrick Hudson District Board of Education v. Rowley, the Supreme Court defined appropriate education as providing students with disabilities with â€Å"access to specialized instruction and related services which are individually designed to provide educational benefit† (p. 3048). As the years progressed, the definition was expanded and describes educational benefit as being not only academic but also including non-academic benefit such as socialization and self-esteem issues (Etscheidt, 2005). Both IDEA 1997 and the Individuals with Disabilities Education Improvement Act (IDEIA) 2004 discuss the role of the paraeducator in a very general, non-specific manner. Under personnel standards, IDEA 1997 states: â€Å"Allow paraprofessionals and assistants who are appropriately trained and supervised, in accordance with State law, regulations, or written policy, in meeting the requirements of this part to be used to assist in the provision of special education and related services to children with disabilities under this part†. 20 U. S. C. 1412(a)(15)(B)(iii) (Giangreco Doyle, 2002) It then continues and specifies: â€Å"persons who work directly under the supervision of licensed professionals and who often deliver instructional and direct services to students and their parents† (GESSLER WERTS, ET AL. , 2004, p. 232). The roles of the para described in the law vary somewhat and only state that they should assist in providing all services, and that they should be tra ined and supervised by qualified professionals (Giangreco, 2003) IDEIA 004 does not define the paraeducator’s role clearly either. It describes the role as â€Å"assisting in the provision of special education and related services†Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. [[Page 118-119 STAT. 2686]] although IDIEA 2004 continues and states that among other things, the education system should also include : (8) A comprehensive system of personnel development, including the training of paraprofessionals and the training of primary referral sources with respect to the basic components of early intervention services available in the State that— (A) shall include- i) implementing innovative strategies and activities for the recruitment and retention of early education service providers; (ii) promoting the preparation of early intervention providers who are fully and appropriately qualified† (IDEIA ’04) These definitions raise a number of questions, such as who do they ass ist students or the personnel? It seems that there are no boundaries in the law explaining what paraeducators can do. Many students with severe disabilities also have health-care needs. Does this also fall within the domain of the paraeducator’s responsibility? We can often find (write formally 3rd person – not 1st) paraeducators fulfilling various roles which may include: clerical tasks – copying, cutting out, prepping materials; instructional tasks – tutoring, helping with assignments, following-up instruction; personal care tasks; teaching social skills; facilitate peer interactions; managing student’s behavior, etc. (GIANGRECO, YUAN, MCKENZIE, CAMERON FIALKA, 2005 ). What is the Role of the Paraeducator? add more of your self, what do I know, and then support it with references) Paraeducators, teachers, and administrative personnel agree that the teachers carry the responsibility for instruction and academic planning General education teachers, parents, administrative personnel and even paraeducators have different views as to what the paraeducator’s role should include in the inclusive classroom. Paraeducators’ Views Paraeducators are often the main support for students with disabilities in an inclusive classroom, working under the supervision of the classroom teacher, and sometimes also helping others in the classroom (GESSLER WERTS, ET AL. , 2004). In a study conducted by Marks, et al. 999, four main reasons were given by paraeducators as to why they feel that they are needed in the general education classrooms: (1) To make sure the student is not a burden on the teacher – some paraeducator felt that their performance is judged on the basis of how much they can help the teachers, how successful they are in keeping the student out of the teacher’s way, thereby making sure that he/she is not a burden on the teacher, and making sure that the student’s behavior i s under control so that they do not cause a disturbance in the class. 2) To meet the student’s academic needs – the role of many paraeducators seems to take the form of a tutor, of taking responsibility for modifications. Many have said that it is easier to prepare the materials themselves rather than keep after the teachers to prepare them. (3) To serve as a channel for communication between the staff of the school, the student, additional supports and their family – Many paraeducators reported that since they were the one person who was with the student all day, teachers and parents would often pass messages to each other through the paraeducator. This is despite the fact that paraeducators are not responsible for updating the parents or other professionals about the student (GESSLER WERTS, ET AL. , 2004). Almost 1 out of every 4 paraeducators reported that they were in charge of transmitting information to parents (French, 2001), and many of the paraeducators find that they are the principal contact between students with disabilities and their peers and teachers in inclusive settings, as well as being the main adult with which the students with disabilities come in contact with (Young Simpson, 1997 ). 4) To represent successful inclusion – paraeducators often find themselves with the sentiment that they have to advocate inclusion and to defend their students and their placement in general education. Many paraeducators reported that they assume the role of being responsible for the academic and behavioral needs of students with disabilities in a general education setting simply in order to make sure that both the teach ers and students have a positive experience (Etscheidt, 2005). While all paraeducators are in agreement that their support is essential for providing access to the curriculum for many students while helping the teacher (Giangreco, 2003), many of them reported that they are often confused about what the general education teachers expect from them (Wadsworth Knight, 1996). This feeling is especially prevalent in middle and high school, where students have different teachers for different subjects. The literature shows that paraeducators often assume a variety of roles: academic and social skills instruction; modifications; managing the student’s behavior; developing working relationships with others (Marks, et al. 1999) (Young Simpson, 1997 ) (Giangreco Doyle, 2002) (Etscheidt, 2005); providing individual/personal attention, taking exclusive responsibility for them; lunchroom, bus and playground (unstructured activities) supervision (FRENCH, 2001); Paraeducators are also responsible for students’ safety.

Western Movie Stagecoach and The Good, The Bad and The Ugly

Western Movie Stagecoach and The Good, The Bad and The Ugly Introduction Western movies are a genre of the film production in America. They mostly capture the unrefined America between its civilization and traditions. They are filmed on basis of war, discovery, personal journeys and romance. They are the oldest and most flexible genre of films (Howard, 1996).Advertising We will write a custom essay sample on Western Movie: Stagecoach and The Good, The Bad and The Ugly specifically for you for only $16.05 $11/page Learn More Evolution of the western movies over time The early 20th century films: Stagecoach The film ‘Stagecoach’ is an American Western movie produced in 1939. It was directed by John Ford while the screenplay was written by Dudley Nicholas and Ben Hecht. The screenplay was written based on a short story called ‘The Stage to Lordsburg’ by Ernest Haycox. The Ford Corporation bought the story’s rights soon after it was published in a magazine. The short story has been famili arized with another short story titled â€Å"The Outcasts of Poker Flat† authored by Bret Harte in 1892 (Howard 4). The movie was made at a time when the current popular culture and genre was the major source of motivation and influence on movie production. Ford had in the earlier 1900s made many Western movies that had not made it big. This prompted him to move on to other genres where he worked for over a decade, only for him to return to the Western movies with a new movie, Stagecoach. By then, Western Movies were commonly known as talkies or talking pictures and had stopped selling with audiences finding them irrelevant. Given that, Ford found it hard to get a producer to work on Stagecoach, because they claimed that Western had now become low budget, and were even more unwilling because Ford was going to use an unpopular person as a major cast (Howard 9). One producer however eventually agreed to fund The Stagecoach film that has come to be referred as the film that brou ght a comeback for the American Western films and where actors were finally blended with the genre. The film is simple in all its aspects and formal. The movie lacks clarity on main characters and instead equal attention is given to all the casts. This is attributed to Ford’s intention to equalize the society in some way at a time when there was a nationwide financial crisis that the government was trying to put under control (Howard 11). He has presented the prostitute with a big heart and the wayward escapee from jail that reformed to a good man.Advertising Looking for essay on art and design? Let's see if we can help you! Get your first paper with 15% OFF Learn More On the other hand the people viewed as good from the society’s perspective like the alcoholic doctor and the banker who is a thief are exposed. Ford just like the movies of its age would command has represented a typical community in his cast of the Stagecoach film. The movie is i n black and white where he has adapted some real-life thrilling and dangerous scenes perhaps because technology in film making was still budding. The sequence of the story and the characters unfold almost immediately and most of the actors overact, perhaps because overacting was the trend at that time. While Dallas was a prostitute it has only been insinuated, as times would not allow for her to out rightly be referred to as so. People were conserved then and anything that came across as vulgar or obscene was unacceptable (Howard 13). The Stagecoach movie has been referred to as the most influential Western movie and has been preserved by the United States. More credit is due to Ford for having taken the first picture of Uttah with the grey skyline and unpaved roads at the border of Arizona. Post World war Movies: The High Noon High Noon is an American Western film that was directed by Fred Zinnemann in 1952 with Foreman as the scriptwriter (Roberts 5). The film has a simple plot wi th a twist of turns here and there. Essentially, it tells the story of a Marshall who resolves to face a convict he had earlier brought to book when he returns to town to revenge by killing him. The story takes the audience through a prolonged storyline that lacks content. This is well depicted when the Marshall goes all around the town asking the local people to help him face their enemy, even in the church that takes a big chunk of time of the movie. Most of them are unwilling to help, with others even wishing him dead. One man however supports his idea but is too old and advises him to flee. Most of his other friends even desert him perhaps because of the fear of the non communist rules that were there at that time in America (Roberts 12). One of Foreman’s comrade pointed out that there were similarities between his outline and the short story The Tin Star authored by John W. Cunningham which prompted Foreman to buy the rights to the story so that he would proceed to make the film. Unlike Stagecoach, Highnoon screenplay intertwines several stories with an emergence of the good and the bad theme. More money has also been invested in it but so are the profits higher (Roberts 7). By this time, the movie production industry is seen to have evolved from simplistic backgrounds like a representation of a community to more real-time issues like politics.Advertising We will write a custom essay sample on Western Movie: Stagecoach and The Good, The Bad and The Ugly specifically for you for only $16.05 $11/page Learn More From the script writer, the story represents aggression in America that is told in the movie at the most appropriate time. This is true given the movie was produced during the Korean War and this would land the director on the wrong side of the law which would lead to his blacklisting. The film inclines more into a moral agenda and the audience can actually feel the fear and tension with the characters. Above that the audience is able to link their social beliefs or lack of them to the movie. For example, the Soviet Union claimed that the film upholds individuality while others said there was nothing Western about it. The movie lacks a good build up that culminates to a rather confused ending. It has too much flare but nothing comes out of it, as the action packed story does not deserve such a low tone ending (Roberts 4). Late 20th century films: The Good, the bad and the ugly The Good, the Bad and the Ugly is a Western epic that was shot in 1966 and directed by Sergio Leone. Since its origin was Spanish and Italian, critics began to refer to it as the epic Spaghetti Western as a way of demeaning the crew (Thompson 23). It is a story about a stolen cashbox containing $200,000 in gold that sends two criminals and one stranger searching. Their search is not a smooth road given the gunfights, people being hanged, and the camps in the midst of the American Civil War. It is a more realistic film that still has the morality theme but now in a more practical way. The story is built upon the concept Leone wanted to depict that is the severity of war and that it is not necessary in the first place. He says that in war, only the bad things are told while the good ones are tacked away. This is clearly shown in the movie, that evil pays but only in the short run, while doing good does not always pay. The movie has numerous casts some who are supporting cast, while most are extras. The Spanish government supported them even giving their own army, but this was simply because their work was Western and not Spaniard. Either way we begin to see the government contributing positively to film production. In the film, the cinematographer paid more attention to lighting, and Leone brought in music that characterized the mood of various scenes and episodes. The film is also dramatic where it needs to be and more time was spent in writing and shooting it than in the Stagecoach and Highnoon. Whil e the film was a success, the crew worked very hard to make it a success while the cast risked their lives numerous times because even explosives were used. The other great limitation of the film was the poor synchronization due to use of synchronized sound. The level of English is also poor, with some critics saying the director new very little English himself and that he concentrated more on action than dialogue.Advertising Looking for essay on art and design? Let's see if we can help you! Get your first paper with 15% OFF Learn More The reason why Leone recorded all the dialogue after acting is not clear. The making of this film brought a new beginning to Western filming. With this movie, we could say that it was a ground breaking achievement where life was completely engraved in movie production. While the movie is fairly long it is detailed and brings out the essence of suspense. The director is able to unmask the real personalities of the cast in a twisted and unpredictable manner which brings the message closer home that people are not what you see. The movie is able to interact with the audience through emotions and associate with a world that is not familiar. Perhaps because of the time setting, the movie has been rated as adult material. This movie brought an era where movies would be classified as adult content depending on the scenes and script. It involves scenes of killing and swearing, something that would not have been acceptable to earlier societies. Immorality like greed, prostitution and jealous y is put more open. The film seems to lean on the notion that denouncing evil over good is more of a cowardice act than a noble one. The movie would form a basis for all the epics that came. It has been referred as the best directed film of the last century and the greatest achievement in the history of cinema. Evidence of Historical consistency in the evolution of western movies From the review of the three movies, Western movies are based on underlying as well as emerging issues in the western world. For example war, romance and personal journeys with form an integral part of the Western films. Their context is also drawn from ancient and tradition themes like epic. These include train and horse journeys, railway development and transport, human conflict and war. Indeed the Western movies tell a story of the West and how far they have come. It is also a way of expression for the people and gives them a sense of belonging and pride. The making of Western movies is influenced by the social factors and market demands. All Western movies breakthroughs have been made possible in extreme adversity. While Western movies have been associated with America for a long time, that is not entirely true. The Good the Bad and the Ugly is based on a European culture. While the Western movies are associated with war, conflict and non-communism, the Stagecoach defies it. It is more communal, with people willing to help one another, and the real personalities behind people unmasked. Conclusion An analysis of the three films provides an insight into the evolution of the western films. In particular, it indicates high degree of western culture. One of the main aspects of this culture is the tendency to reflect on the current issues, especially the issues facing the western world. The culture seems to concentrate on political, social, economic and cultural issues facing the western societies at a given time. War is evidently one of the main issues that American film culture has us ed to portray the popular culture. America’s involvement in various wars in other parts of the world is evidently reflected in films. For instance, the Vietnam War has been one of the major topics reflected in movies. Evidently, the films mostly capture the unrefined America between its civilization and traditions. They are filmed on basis of war, discovery, personal journeys and romance. They are the oldest and most flexible genre of films (Howard, 1996). Howard, Hughes. Stagecoach to Tombstone. Chicago: Chicago University Press, 1996. Print. Roberts, Nova. Highnoon. Chicago: Chicago University Press, 1997. Print. Thompson, William. The Good, the Bad and the Ugly. New York: Chapman, 2000. Print.

Purchasing a Rock Collection

Purchasing a Rock Collection Boxed sets of rock specimens can be a good start for a child interested in geology. These rock collections are handy, small, and not too expensive. Books, maps, a good rock hammer, a magnifier, and the guidance of local experts will take your child much further. But a modest rock set, especially one that includes a pamphlet and some basic information, is all you need to begin. The most important part of a boxed set is your personal commitment to the child; otherwise, the whole experience is sterile. Rock Collection Box Skip the fancy, intimidating wooden box; cardboard or plastic is sturdy enough. You can always buy a better box later, and more of them to fit a growing collection. Dont buy collections that are glued to a card, as it discourages close examination. A true geoscientist will pull the rocks off for hands-on learning. Other Items in the Rock Collection Many sets include streak plates and items to test hardness, like a glass scratchplate and a steel nail. Those are a plus. But the magnifiers that come with boxed collections are generally not trustworthy; they are the most expensive item and are the first place a dealer will cut costs. Children should have a decent 5x magnifier or loupe, purchased separately, that rewards them with a high-quality visual experience. If a pamphlet comes with the set, review it yourself in case the child needs help with it. Start Small You can get huge collections, but a box with about 20 specimens covers the most common rock types, with maybe a few extras for color or exotic interest. Remember, the point of buying a rock collection is the pleasure of learning to recognize, pursue and cherish the rocks found in your own outings.   Get Rocks, Not Chips A useful rock specimen is at least 1.5 inches or 4 centimeters in all dimensions. A proper hand specimen is twice that size. Such rocks are big enough to scratch, chip and otherwise investigate without spoiling their appearance. Remember, these are for learning, not admiring. Igneous, Sedimentary or Metamorphic Theres merit in getting a set of rocks that reflect your own region, but a set of exotic rock types might fascinate someone who travels or dreams of traveling. Are your local rocks igneous, sedimentary or metamorphic? If you dont know, its easy to learn yourself. Use an identification table to identify your rocks. A specialized rock collection would have fewer specimens than a general one, of course. Mineral Collection Rocks are more popular than minerals, and theyre easier to learn about, but for the right child, especially in a locality with notable mineral occurrences, a boxed mineral collection may be just the thing to start with. For most budding rockhounds, a mineral collection is the ideal second step after getting a rock collection. Becoming a real expert in rocks requires strong skills in mineral identification. Another aspect of mineral collecting is the possibility of visiting rock shops, near home as well as on the road, to buy more specimens inexpensively. Reading Matters A rockhound of any stripe must be able to read texts and maps as well as rocks. If youre buying a rock collection for a child, for best results be sure he or she is comfortable with print and has a basic grasp of maps. Without reading skills, a child will always be limited to gazing and dreaming. Scientists need to gaze and dream too, but they also must read, observe, think, and write. A rock kit is only a start.

LOG503 MOD 3 SLP Assn - Logistic Planning Essay

LOG503 MOD 3 SLP Assn - Logistic Planning - Essay Example In this paper, the determination of maximizing logistics efficiency of Wal-Mart will be taken into concern. Logistic Operation of Wal-Mart An effective supply chain management has been viewed to be one of the core competitive advantages of Wal-Mart by which the company comply with the requirements as well as the demands of its valuable customers. The core competencies of Wal-Mart relating to its supply chain network encompass superior logistics management, purchasing power, appropriate retail decisions and effective cost control within distribution system. Contextually, Wal-Mart’s logistic system comprises assimilation of necessary information, transportation costs, excellent inventory management and efficient material handling as well as packaging among others. In order to determine the maximization of logistics efficiency of Wal-Mart through facility location planning, it has been apparently observed that majority of the outlets of the company are located in sub-urban areas, low-rent and close highway regions that helps them to transport as well as distribute its products in cost-efficient manner. One of the key features of logistics department of Wal-Mart has been identified to be ‘Cross Docking’ or direct distribution where stores obtain finished products directly from the manufacturing plant and helps to manage inventory system in an efficient manner. Maintaining effective interrelation with the suppliers along with efficient packaging and labeling of the products supported the organization to merchandize its product not only in the US but also in different regions throughout the globe. The company incessantly focuses upon partnering with its suppliers in order to increase its labeling functioning for enhancing its efficiency towards transporting goods from one distribution center to other retail outlets. It has been viewed that a majority of the distribution centers of Wal-Mart are located closely to its retail outlets that helps them to allocate its broad assortment of products in a cost-efficient manner (Surti, 2010; Wal-Mart Stores, Inc., 2012). Example, Analysis and Recommendation The effective logistic system and efficient supply chain management supports Wal-Mart to distribute its broad assortment of products from distribution centers to its different retail outlets in an effective manner. Thus, it can be affirmed that the company maximize its logistics efficiency through facilitating effectual location planning. For example, the private fleet of trucks that possess by the company provides point-to-point services according to the store requirements. In this similar concern, it has been viewed that the transportation mechanism of the company operates 24/7 in order to maintain fleet of 6,500 tractors and 55,000 trailers across the overall distribution centers within the US. Moreover, Wal-Mart emphasizes upon following leading-edge logistic systems in order to increase the satisfaction level of the customers a nd attain its predetermined business targets. The other example through which the company can maximize its logistics efficiency through facility location planning is the introduction of ‘DotCom’ center. This particular center supports the online distribution of the

Safety training Essay Example | Topics and Well Written Essays - 500 words

Safety training - Essay Example Although Pro's Choice conducted safety and health training program for its employees using videos, posters, and pamphlets, safety and health practices may not have been seriously implemented by both management and employees. It may also be that the training methods chosen were not suited for those being trained, thereby little learning was achieved and implementation of supposedly learned practices failed. Another reason would be that the working environment at Pro's Choice has also not been provided as free from hazards as evidenced by the OSHA citations and fine for a serious infraction. This is indicative of Pro's Choice lack of commitment to safety and health for its employees, which may be the reason why supervisor safety warnings are joked about as a band-aid procedure. Firstly, management commitment to occupational safety and health should be established, especially since there are government laws that companies have to comply with. Moreover, the lack of management commitment will eventually be costly for the company as it may result in additional medical costs for injured employees, government sanctions for violations and infractions, and deterioration of company image as a good place to work.

Pros And Cons Of Credit Cards English Language Essay

Pros And Cons Of Credit Cards English Language Essay Nowadays credit cards are of great convenience. Credit Card is a kind of bank plastic cards, which is tied to the personal account of the bank, which bank offers the customer with a credit line without filing liens and guarantees. AS a fact, to get a credit card is more complicated than a debit card as a credit card means the loan. Typically, a credit card issued by a commercial bank to obtain consumer credit for any urgent needs of the client, as this is the easiest option of processing the loan and the original amount of the credit facility is generally not very high. Credit card should be used wisely and cautiously. The main advantage of a credit card is the use of the credit funds. If people receive a consumer credit, they must pay interest on a loan. A credit card is a convenient way to pay for the goods and services. As a fact, nowadays people pay no more attention to the cash money, as they have credit cards. If a person does not like to ask to borrow money, banknote may be fall-back option in case before the wages are not enough money. A credit card is absolutely indispensable when booking a hotel or car rental. In such cases, the correct amount is not deducted, but only blocked on the clients account. Interest on the amount of lockable is not charged. As disadvantages, there can be attributed the restrictions set by the bank for cash. The disadvantage of credit cards is that not all outlets accept credit cards to pay for their goods or services, but all more or less large retail chains can pay by credit (and debit) card. With a credit card, you can withdraw cash using the ATM network of an y bank. True to withdraw cash on credit cards have limitations, but you can always get the remaining amount to another ATM or in the same, by entering your card and pin code again. [1] In the banks, credit card processing practiced as part of the contract to the target consumer loans, for example, when you make a loan to purchase home appliances. In the loan agreement the conditions for issuing credit cards are specified and the whole mechanism of its transmission to the client, for example, after full repayment of the first loan. Often there are situations when people get credit cards in the mail, it is outraged, believing that the bank simply imposes his card. And not to fall into such an awkward position should carefully read all the terms of any credit agreement are signed. [5] The money people all over the world spend using credit cards, does not actually exist. It should be noted that the money has gone virtual and there are a lot of cases of cheating and hacking of the credit cards, as the whole system is not perfect. As a fact, credit does not do any good, as there emerge many different problems caused by the credit cards and the taken credit, when people purchase a lot and become shopaholics. Consequently, nowadays to survive and to live comfortable life, people us credit cards to buy different things, from a pen to a flat with the help of a credit card. For that, everyone needs a stable highly paid job to cope with the difficulties arising. And many people live in debt while shopping constantly and purchasing plenty of unnecessary things. Debt is the latest concern in our society and there should be found a solution to the way of spending money. Individuals and governments are struggling to cope with the debt and offer different options to solve the problem. Also, marketing credit card companies have had to stop towards high school and college kids in order to help keep them out of debt before graduation, as there is very high percentage of people living in debt and have no way out. Nowadays it is a severe problem for the people all over the world, who use credit cards and who constantly have a temptation to purchase goods, even if they dont need them. And especially thi s problem is about adolescents who do not work yet and already have an access to the credit cards. [3] Either way it should be remembered that buying goods with the credit card, we hereby affirm the agreement to buy the goods at a price much higher than the real price of the product itself is. This is called I want it now, that further includes paying more for the goods. It remains only to compare the size of this proportion with the rate of inflation. Everyone knows that credit stimulates consumption and, consequently, production. But any loan borrower must provide certain guarantees on their credit obligations. Excessive credit entails a chronic excess of the rate of consumption over the pace of increase in income of the loan borrowers and, therefore, guarantees taken credit obligations. Imagine for a moment that all that you are using was purchased on credit. The car, which you navigate to work and shop, as well as TV, refrigerator, furniture everything bought on credit, and often this is added to the most important apartment on credit. Your only guarantee your monthly salary. O f course, you have no savings, because almost all of your wages goes to pay for the credit for those things that you use. Such loans are called sub-prime. This is the way most Americans live. Now imagine for a moment that you or someone from your friends lost their jobs. The next day in front of your house there would be a queue of creditors to declare the guarantee or to pay obligations. You are nervously looking for decent jobs with wages sufficient for your monthly payment obligations. If you do not pay for the credit on time, on your account penalties are applied. In the worst case, your property is started with a hammer. But imagine this same situation, but only on a global scale. You cannot pay off the loan, your property is auctioned, but no one at the auction would buy it, because the neighbors of your neighbors would be in exactly the same situation. Automatically starts the crisis in the banking sector, falling demand, and, of course, there comes a decline in production. [ 2] Time flies very quickly. Think about it: not so long ago, buying something on credit could safely assume status act. Now buying on credit is a commonplace, routine activity, nothing to do with the advance. All kinds of people do it, often without thinking about consequences. It is no secret: take credit when you do not have enough money to have the right to pay the entire purchase (for the washing machine, a car or a new apartment). So from a rational, practical point of view a credit is a direct alternative to hoarding. Credit stimulates consumption, and thus serves as an additional battery for the production. Credit is just the ideal solution for implementing the words I want it right now. But the total loan creates the illusion of an exaggeration of your financial opportunities. Some people are so accustomed to use credit cards that they often fail to notice how quickly their red account balance reaches the size of the monthly salary. [4] Today it is too difficult to stay away from the banks and credit, since we live in an age of capitalism. And if we live, therefore we adopt the rules of the game that the banks set. Banks rule the world nowadays. If you want an apartment take the credit, you want the car take the credit, you want a great vacation you are welcome! Take a credit voucher. And if you save for the same things without taking a credit, is there any sense to rejoice over it in old age? Credit for today for the majority nowadays is both the way out and the prison Interest loan lately is very crucial. Now with a credit card a person can buy almost everything from simple TV and mobile phone to a car, apartment and a country house. There is no dispute that credit is extremely convenient and profitable invention of mankind. But, as says the popular proverb, every cloud has a silver lining. And vice versa.

The History of Establishment of Bank of Lebanon

Following the downfall of the Ottoman Empire in September 1918, the Turkish Pound was replaced by a Sterling based Egyptian currency as legal tender in the states under the French and British mandate. The Egyptian Pound was issued by a private British institution, the National Bank of Egypt, and had been previously used by the British, since much of their supplies were from Egypt. After taking Lebanon and Syria under its mandate, the French government sought the substitution of the Egyptian currency in order to alleviate the burden on the French Government in covering its expenditures in Egyptian Pound, and to assert its independence from the British. However, the use of the post war French Franc would have further exhausted the French Treasury. The alternative was to grant a commercial bank the exclusive right to issue a currency for the States under Mandate. The Banque de Syrie, a French company affiliate of the Ottoman bank, was established in 1919 with an initial capital of FF. 10 million, later increased to FF. 25.5 million. Of its 51 thousand shares, about 22% were owned by the Ottoman bank and 78% by French shareholders. 1924-1964: The Banque de Syrie et du Liban In January 1924, a convention was signed between the Banque de Syrie, and Lebanon and Syria as States under the French Mandate, following the constitution of their national government. As the political status of Lebanon evolved, the Banque de Syrie, which was to act as the official bank of the states under the French Mandate, was renamed the Banque de Syrie et du Liban (BSL). BSL was granted the following privileges by the 1924 Convention including: The sole right to issue the French-based-Lebanese-Syrian currency in Lebanon and Syria for 15 years, at FF. 20 to the pound. These could be redeemed at the main office in Paris or its branch in Marseilles. Special rights regarding securities pledged as loan guarantees The sole custody of government funds Preference for its services with local governments The issue of the Lebanese-Syrian currency were governed by the 1924 Convention and covered by: Gold and convertible foreign government bonds Mandatory French Franc interest earning deposits Other (optional) French Franc demand deposits Claims drawn on or guaranteed by the French government Two years before the expiry of the 1924 Convention, BSL's privilege to note issue a Lebanese currency in Lebanon, separate from the Syrian currency, was extended for another 25 years by the 1937 Convention, ending in March 1964. The notes issued by BSL were no longer subject to a ceiling but were subject to an obligatory and optional coverage. They were of two series; one carrying the name â€Å"Lebanon† and the other â€Å"Syria†, but both could be used indiscriminately in either state. Although the currency was Lebanese in name, it remained a disguised French Franc, until 1941 when it was linked to the Sterling Pound after the defeat of France and the invasion of Lebanon by the allied forces. However, the coverage of the Lebanese Pounds issues was still in French Francs, which was constantly depreciating or devaluated. Lebanon was to collect any loss in the value of its assets in French Francs covering the issue of Lebanese notes by the Franco-British agreement of 1944. The corresponding burden on France and Lebanon's will to achieve monetary independence, necessitated a dissociation between the Lebanese Pound and the French Franc. Following its independence in 1943, Lebanon concluded a monetary agreement with France in 1948 separating its national currency from the unstable French Franc, and asserted the independence of its monetary system by promulgating the Monetary Law of 1949.Concurrently, the distinction between the Issue Department and the Commercial Department was fully effected. In April 1963, a commercial bank, the Societe Nouvelle de la Banque de Syrie et du Liban s.a.l. was created to replace the Commercial Department, and in April 1964, the Issue Department was transformed into the Banque du Liban. Banque du Liban (BDL) was created by the Code of Money and Credit enacted by decree no. 13513 dated August 1, 1963. It started its effective operations on April 1, 1964. BDL is a legal entity of public law enjoying financial and administrative autonomy but is not subject to administrative regulations and supervisions applicable to the Public sector. Its initial capital was LL.15 million, an amount appropriated by the State. BDL is the sole custodian of public funds and is vested by law the exclusive privilege of issuing the national currency. BDL includes an administrative body and a managerial body, as well as other specialized entities. The Government Commissariat supervises it. As stipulated in article 70 of the Code of Money and Credit, the Banque du Liban (BDL) is mainly concerned with the safeguarding of the currency in order to ensure a basis for sustained social and economic growth. Its basic responsibilities specifically include: safeguarding the currency; maintaining economic stability; maintaining and safeguarding the soundness of the banking system; Developing the money and financial markets. To fulfill its major functions, BDL cooperates with the Government to ensure exchange rate stability, control liquidity, impose credit restrictions, and issue banking regulations. Cooperation with the Government involves coordination of fiscal and economic policy measures to ensure a certain harmony between its objectives and those of the Government, suggestions benefiting various economic variables to promote economic growth, and advice on issues regarding the Lebanese currency. Exchange rate stability entails the use of all measures BDL sees appropriate specifically intervention in the market to buy and sell foreign currencies. The control of liquidity involves changes in discount rates, loans granted to banks and financial institutions, intervention in the foreign exchange market, open market operations, imposition of reserve requirements on assets and/or liabilities as well as penalties for shortfalls in their formation, and/or the receipt of deposits from banks. It can also affect the volume of credit and the general credit situation by determining the volume of certain types of credits, credit granted for specific purposes, credit granted for specific sectors, and setting the terms and regulations of credits. BDL can issue regulations to ensure the soundness of the banking system. It can set, in consultation with the Lebanese Banks Association, regulations governing the relation of banks with their customers, and banks liquidity and capital adequacy. It has the power to regulate asset to liabilities ratios on all or selected banks to be met at a date specified by BDL. Banque du Liban (BDL), the central bank of the Republic of Lebanon, was created by virtue of Law No. 13513 dated August 1, 1963. Banque du Liban is a separate public legal entity – not a governmental department – and is vested with financial and administrative autonomy. The management of the BDL is undertaken by a Governor assisted by four Vice-Governors, all together constituting the Governorship of the BDL, as well as by a Central Board chaired by the Governor and composed of the Vice-Governors, the Director-General of the Ministry of Finance and the Director-General of the Ministry of Economy and Trade. The Banque du Liban is the sole custodian of public funds, supervises and regulates the banking system and is vested by law with the exclusive authority of issuing the national currency. The BDL†s primary role is to safeguard the currency and promote monetary stability, thereby creating a favorable environment for economic and social progress. The Banque du Liban also advises the Government on various economic and financial matters. In conducting its monetary management function, Banque du Liban utilizes a wide range of instruments, including reserve requirements on Lebanese Pound deposits with commercial banks, liquidity requirements on US Dollar deposits in commercial banks, Treasury Bill repurchase and swap agreements with commercial banks, as well as Lebanese Pound denominated certificates of deposits issued by the BDL. As a result of high inflation prior to 1992, the Lebanese economy became substantially dollarized. Since October 1992, monetary policy has been targeted at stabilizing the Lebanese Pound exchange rate and controlling the inflation rate and money growth. The return of confidence in monetary stability and the high returns on investment in LBP-denominated financial securities led to a significant decline of the dollarization of the economy and to a build up in foreign exchange reserves. The Banque du Liban is managed by the Governor who is assisted by four Vice-Governors, as well as by the Central Council. The Governor is the legal representative of the Banque du Liban, and has extensive authority on the management of the Bank. He is entrusted with the enforcement of the Code of Money and Credit, and the implementation of the Central Council's resolutions. Upon the proposal of the Minister of Finance, the Governor is appointed by decree sanctioned by the Council of Ministers, for a renewable six- year term. After the consultation with the Governor and upon the proposal of the Minister of Finance, the Vice-Governors are appointed by decree sanctioned by the Council of Ministers for a renewable five-year term. They assist the Governor in managing the Bank, carrying out functions specified by the Governor. In addition, they assume their duties as members of the Central Council. The Central Council sets the monetary and credit policies of the Bank, including money supply, and discount and lending rates. It discusses and decides, among other things, on issues concerning the banking and financial sectors, the establishment of clearing houses, the issuing of currency and on loan requests by the public sector entities. The Council decides also on the rules and procedures that govern the staff and operations of the Bank, and on its annual budget and accounts.