Puritan society Essay Example for Free

Puritan society Essay So far the audience is aware that Hale can be a pragmatic character because it is clear that he does not believe some of the accusations can be true, which is why he is on his rounds. The puritan theology that he relies on has brought him to be a stern character, believing that theology is a fortress, that the audiences have to decide is congenial or disagreeable.  The arrival of Cheever causes a mass silence in the room. This is done to give the audience a chance to put events into perspective and allows the tension floating tirelessly around in the room to build up. Cheever approaches the household with bad news. The audience must be feeling sorry for him, as the men seem to be friends. Giles says to Cheever, its a pity that such an honest tailor might have gone to Heaven must burn in Hell. Cheever is sympathetic but he says that he is doing what he is told. This shows differences between some of Giles friends. Proctor is willing to darken his name in order to revert the charges to Giless wife but Cheever is two faced, willing to throw away his friendship with Giles for money that he earns on his rounds. The suspense is built up even more as the audience is now eager to know what Cheever is doing in the house and what business of the court he is addressing. The audience is then stunned on the note that Cheevers arrival is because he holds the warrant for the arrest of Elizabeth. Proctor, whom has had an overt hate for Hale since his entry, is enraged as he said that Elizabeth was not charged just, somewhat mentioned. Hale, however, is just as shocked and proceeds by asking, when were she charged. The audience is really interested by this point; Miller has timed and written this section linking almost everything to a previous scene. We learn from Cheever that sixteen people had been charged that evening and all to be arrested. Cheever then begins to look around the room for any poppets. Miller has timed this to perfection as the audience is queued to remember the one that Mary Warren had given Elizabeth earlier that evening. Of course Elizabeth will not remember this after all the commotion. The audience are shown this when Elizabeth claims she has kept poppets since she was a girl. Cheever persists in his search, as her word is not reliable in court. Cheever finds the one that Mary gave to Elizabeth earlier and refuses to believe that it is Marys. This adds to the tension and also is a ploy for an even more terrible consequence. Elizabeth then goes to get Mary Warren in an attempt to prove her innocence, whilst she is away a most unimaginable discovery is made. There is a needle stuck in the belly of the poppet. Miller makes Proctor struggle to find out the significance of the needle. Whereas the audience is well aware of the significance that the needle has as this will be misinterpreted for a link to Abigail Williams being stabbed and are eager as to what Proctor will say or do. Proctor claims that she done it herself. But Cheever does not believe this statement because Abigail had accused Elizabeths familiar spirit of doing the deed. In such a puritan, god-fearing biblically run society accusing somebodys familiar spirit will mean they are telling the truth and the accused was a witch. The audience does not know this it what it means but they are able to catch on. At this point tension is at a titillating peak and the plot is steady. Hale is struck by the proof and is incapable of believing Proctors suggestion. Mary is brought down and is questioned consecutively. Her bewildered attitude as well as disagreeing opposition questioning her allows the questioners to manipulate her words and stutters to their own liking. After gathering the basic outline in all the conflicting opinions she clearly says, I made it.  Her admittance to the ownership and the placing of the needle in the poppet but this does not dissuade Cheever. He is convinced Tis hard proof! Miller has an excellent perception of the thoughts and moments that the audience are not anticipating, his pauses and hesitation in Marys dialogue give the audience an idea of how she is feeling and why she is stuttering so much. When Elizabeth finds out that Abigail is the one who has accused her, she loses her temper and says something that guaranteed her a one way ticket to jail. She must be ripped out of the world. Elizabeth, by saying this, has virtually condemned herself, and the chances of her leaving innocent get slimmer. Proctor then gets a chance to protect his wife; this appeals to the audience, as they know he is sincere and trying to forget Abigail. Proctor in a fit of rage tears Cheevers warrant and attempts to get rid of the uninvited company. Miller has opted for Hale to stay quiet throughout this confrontation to show his cowardly characteristics to the audience, as he has not said anything that he had said to the Proctors to Cheever. Proctor also knows this and his hate for Hale is again shown when he himself calls him a coward. This also shows how everyone who is a sceptic of the goings on in Salem does not want to publicise their queries in case the girls, for being too close to the truth, accuse them. Proctor keeps backing up his wife, whom knows there is no point because she will have to go whatever he does. Elizabeth is scared and the audience has now adopted a serious hate for Hale whose words are ineffective and does nothing to stop Giles, Franciss and Proctors three wives from being arrested, he is frowned upon by everyone as a fake. Before she leaves Elizabeth tells Proctor to continue as normal. The audience may be sympathetic towards Hale because they know his religious status restricts his opinion. There are a few main points when hale enters that form the rest of the play; when Proctor claims that the goings on in Salem had naught to do with witchcraft and the arrest of Mrs. Proctor. This scene is flooded with instruments that create drama, suspense and emotion provoking feeling. The character description is appropriate and lets the audience differentiate good from evil. Miller employs splendid literary skills that keep the tempo and tension levels at unbearable highs. The language is elementary and a lot of it is biblically surrounded reflecting the puritan society. His repressed feelings about the freedom of thought and speech in 1956 are all expressed without regret in the story and gives the Crucible a tailor made, captivating essence for the reader and audience.

Original Wedding Toasts †Groom to Bride, Bride to Groom :: Wedding Toasts Roasts Speeches

Original Wedding Toasts – Groom to Bride, Bride to Groom Happiness When I was poor, too poor to buy you candies or fresh flowers, We still shared the moon. You taught me that happiness is a chain reaction of love. One who has awakened to love does not cling to lesser things. Golden Heart With infinite affection, and infinite care, and a golden heart. You have taught me, when you bring forth the love within you, it transforms you. I Have Become Whole In your love is my peace, it is the sea into which all currents flow, for all eternity. Through your love I have healed myself, and thus I have become whole. One Hidden Thing Everything is made of one hidden thing. It flows through all things, inside and outside. It is only with the heart that this thing can be seen. This thing called love. Darkness of the Ages First I had to learn to trust my own judgement, Then I had to find the courage to follow true love’s path. Now, the darkness of the ages cannot hide love's brilliant light. Silence In every relationship, silence is the greatest teacher. The Look of Love When you look for love, love is in the look of your eyes. My Promise to You Awareness of every thought and feeling, understanding of every motive, allowing love to blossom. This is my promise to you. Just to Love Just to be is a blessing. Just to love is holy. Searching for What I Already Had For some time I was a person riding an ox, looking for an ox to ride on. I’m happy to have finally come to my senses. The Raindrop For the raindrop, joy is entering the river. For the lover, joy is being in love. Like the raindrop, May our love soar up to the sky above, And last forever. Ture Lover The true lover rises and sleeps, works and plays, buys and sells, and never forgets the love for a single moment My Wife Instead of running from one desire to another, It is better to stop and examine the nature of desire. You, my wife, are my whole love and desire. You are all mine, and I all yours. I Will Surrender May we never argue, But if we argue, I promise to you that I will surrender, I will surrender so that we may both win. Cleverness I’m happy that I finally sold my cleverness to buy enchanment in your arms. Here’s to the wings of love: May they never lose a feather. Compassion Compassion is the essence of marriage. To my bride: she knows all about me and loves me just the same. Here's to the woman that rules my heart.

My Mother Essay

The film centers on Manuela, a nurse who oversees donor organ transplants in Ramà ³n y Cajal Hospital in Madrid and single mother to Esteban, a teenager who wants to be a writer. On his seventeenth birthday, Esteban is hit by a car and killed while chasing after actress Huma Rojo for her autograph following a performance of A Streetcar Named Desire, in which she portrays Blanche DuBois. Manuela has to agree with her colleagues at work that her son’s heart be transplanted to a man in A Coruà ±a. After traveling after her son’s heart, Manuela quits her job and journeys to Barcelona, where she hopes to find her son’s father, Lola, a transvestite she kept secret from her son, just as she never told Lola they had a son. see more:speech about my mother In Barcelona, Manuela reunites with her old friend Agrado, a warm and witty transsexual prostitute. She also meets and becomes deeply involved with several characters: Rosa, a young nun who works in a shelter for battered prostitutes and is pregnant by Lola; Huma Rojo, the actress her son had admired; and the drug-addicted Nina Cruz, Huma’s co-star and lover. Her life becomes entwined with theirs as she cares for Rosa during her pregnancy and works for Huma as her personal assistant and even acts in the play as an understudy for Nina during one of her drug abuse crises. On her way to the hospital, Rosa asks the taxi to stop at a park where she spots her father’s dog, Sapic, and then her own father, who suffers from Alzheimer’s; he does not recognize Rosa and asks for her age and height, but Sapic is cleverer and knows Rosa. Rosa dies giving birth to her son, and Lola and Manuela finally reunite at Rosa’s funeral. Lola (whose name used to be Esteban), who is dying from AIDS, talks about how she always wanted a son, and Manuela tells her about her own Esteban and how he died in a car accident. Manuela then adopts Esteban, Rosa’s child, and stays with him at Rosa’s parents’ house. The father does not understand who Manuela is, and Rosa’s mother says it’s the new cook, who is living here with her son. Rosa’s father then asks Manuela her age and height. Manuela introduces Esteban (Rosa’s son) to Lola and gives her a picture of their own Esteban. Rosa’s mother spots them from the street and then confronts Manuela about letting strangers see the baby. Manuela tells her that Lola is Esteban’s father; Rosa’s mother is appalled and says: â€Å"That is the monster that killed my daughter?!† Manuela flees back to Madrid with Esteban; she cannot take living at Rosa’s house any longer, since the grandmother is afraid that she will contract AIDS from the baby. She writes a letter to Huma and Agrado saying that she is leaving and once again is sorry for not saying goodbye, like she did years before. Two years later, Manuela returns with Esteban to an AIDS convention, telling Huma and Agrado, who now run a stage show together, that Esteban had been a miracle by not inheriting the virus. She then says she is returning to stay with Esteban’s grandparents. When asking Huma about Nina, she becomes melancholic and leaves. Agrado tells Manuela that Nina went back to her town, got married, and had a fat, ugly baby boy.

Explain the main roles and responsibilities of key staff involved in a child’s learning Jobs Essay

1.2 Explain the main roles and responsibilities of key staff involved in a child’s learning Jobs Governors The Governors are the Head of the school and they are volunteers, that are on a panel. They are there to give direction, set accountability and act as a critical friend. They also hire staff, review pay, and look after the curriculum. The head teacher is responsible for all the school, staff under him and for the pupils, their education and discipline. Academies have greater freedom than state run schools, as they have freedom from the local authority. They set their own pay and conditions for staff. The timetable can be changed and days set to what they think is best, and also the curriculum is not set in stone. Sometimes a faith leader can be in charge of the school. Head teacher They are responsible for all the pupils education, managing the staff, talking with governors, ofsted officials and other officials that visit a school. They are the main disciplinarian of a school. They also watch over the funds, health and safety. Deputy head or Assistant head When the head is away the deputy head will be in charge and carry out his roles. He is also responsible for anything delegated by the head teacher. He would normally teach in a classroom and oversee discipline. An assistant head would not be in charge is the head was away Key stage/ phase / subject coordinator To plan Key stages and support staff. They also teach classes themselves Year leader – To oversee all the teachers and pupils in a year. To plan for events to do with that year. Senco – Works with SEN. Liage with parents. Train staff SEN – Works with children with special needs Teacher – Support Teachers assistant in their work. Responsible for the child and their welfare. Plans lessons Ta’s, Hta’s – Mentors Work with Individuals or groups to improve children’s learning Follow the class teachers instructions Support teachers and help with marking They are a good role model to the child and a team player. They must have to follow the schools policies. Leader Manage consistants 1.3 Show how the way in which a school day and week is organised supports a child’s learning Early Years Lots of play and breaks Focused activity Phonics / maths as a game After 30 minutes the children are allowed to go outside to play freely. Primary 1-6 Key stage 1 is aged 5-7 Key stage 2 is 7 – 11 School starts at 9 am The teacher takes the register. The school meet for the assembly 9.30 first lesson Maths or English Core Subject is taught as the mind is more active Break 10 -1030 Other lessons or reading and spelling 12 – 13.10 Lunch Other lessons, art, computers School ends 3pm Secondary Key stage 3 11- 14 Register by form tutor Assembly Short lesson Break Double lesson, the children will move from one class to another depending on  where a subject is taught. In year 9 the pupils will make their subject choices for the coming 3 years In year 11 they do their key stage 4 or Gsce’s and depending on their results they can then apply to join the Sixth form of the school they are at or another schools sixth form or college, where they will do key stage 5, A levels towards their chosen career path. 1,4 In a plan of a classroom show how the layout can support a child’s learning Active involvement Age plus 1 attention span Game play to keep children interested. Junior Rows, structured tables in groups or horseshoes or carpets Group teaching makes children interact with each other Individual working promotes ideas and life skills. The circle method is used to help the children discuss subjects, so they can all see one another. Also for games The horseshoe is led by the teacher. Great for speaking and board work The carpet is so that the children can be focused on closely. Usually in the corner of a room Rows for individual learning. 1.5 Explain the different ways of communication between the school and parents or carers Letters – for when trips are going to take place or if anything happens to the child at school Email to let the parents know what is going on at the school Text / Phone – Urgent message or absence from school. Website – General information on what is happening at the school and their holiday timetable. Contacts for the school. Parents Meetings / Evenings– to inform the parent of their child’s progress throughout the school year and where they need to improve. Newsletter – What ‘s on guide Meetings – Some subjects need discussion. There are also key stages during a child’s schooling that the parents gets told of. Fronter is a online learning environment Keeping Up With Your Child Literacy 1. Understand some of the main approaches to teaching literacy 1.1 Describe the currant approaches to teaching and learning of literacy The approaches are the 3 key areas of reading writing and speaking and learning. All from literacy mainly and focused upon the use of phonics. They use CVC words to start with the sounds S,A,T,M,P. Words like sat, pat, map, are used and blending letters together. 1.2 Give an outline of English in the national curriculum 1.3 Produce a glossary of common literacy terms used in teaching and learning Differentiation is the task that will differ for each child Program of study for each child Look, say, cover, write, check. A way of breaking words up, the use of different colours in the middle sector. 100 high frequency words (the most used words in the vocabulary)2. Know how to support a child to develop literacy skills 2. Know how to support a child to develop literacy skills in everyday life 2,1 Give examples of how the parent / carer can help develop a child’s literacy skills The use of flash cards, sounds and songs can help a child with their memory and association towards different items. TV and video games help with learning and coordination and working out how to do things Play when out helps develop the child by talking about things you see Lists, Labelling and taking them out to the library or a organised activity. 2.2 Plan an activity which will help a child develop literacy skills Go to a farm. Take pencils and blank paper. Make a tick sheet with different types of animals on it, so the child can tick off the animal as they see it. 2,3 Describe the way in which the activity promotes the development of literacy skills We go to the farm and on our way we talk about what we can see on the road which enhances the child’s literacy skills by naming objects and numeracy skills by counting objects. When at the farm, we can talk about each animal, feed them and pet them. You can find out if the child knows what some of the animals are used for on a farm. Get the child to ask questions. When you get home you can get the child to draw pictures and write what they have done for the day. Then when it is bedtime you can get the child to read the story they wrote, then use their imagination to imagine what each animal will do after a long day on the farm. 2. Understand the main features of the school curriculum 2.1 Explain the subjects, levels, and programmes of study within the national curriculum Each child is given a set of subjects that help them learn. These include English, Maths, Geography, History, PE, Design and technology, Music and Art. RE is provided, but they do not have to study this subject. Schools teach general studies like citizenship and foreign Languages which will help develop skills in life. Compulsory in Key stage 3 All subjects for early years with foreign language. Stage 4 is where a student starts their core subjects plus whichever they choose to study. Program of study  This is where you set out the topics needed to be taught for each subject. It also shows what they will learn in different periods of the school year. Each level is there to improve a child’s knowledge and understanding. 2.2 Give reasons for having a national curriculum Equal learning is provided amongst children. It sets out guidelines to the school and parents from the government. It gives aims and structure to a child’s learning. The levels are set throughout the child’s learning year. Everyone is able to follow progress of where a child should be in there learning path, by going online to the governments website for education . 2.3 Explain the reasons for the different key stages At the end of each stage a test is taken by pupils, before they move onto the next key stage. This assesses the level they have obtained during their current key stage and means that if they require any help it can be given to them. Without the key stages, it would be harder to know if a child is developing their learning capacity. 2.4 Explain the different levels of attainment within a key stage. There are 9 levels of attainment which have different performance levels, which are attributed to a child. This gives you an idea how you can help your child improve in certain aspects of their learning. Level Point Score Description 3a 23 Below average 4c 25 About average 4b 27 About average 4a 29 Above national average 5c 31 Above national average 5b 33 Well above national average 5a 35 Well above national average 6c 37 Exceptional 6b 39 Exceptional 2.5 Explain how attainment can be recorded and reported. They can use the SATS (standard assessment test) exam to tell a teacher or parent what level the child has attained during a key stage. Over the period of a key stage the teacher can use mini tests to gauge how a child is developing by the use of a phonics tests at the end of a year. This is also done via parents meetings, a book to show what they have done and through parents talking teachers if they think there is a problem. BE ABLE TO SUPPORT A TEACHER IN A CLASSROOM ACTIVITY 3.1 Explain some of the teaching strategies used within a classroom Pair working, Group working Discussion – think, pair, Share, tests are tracked. No hands up – promotes classroom talking Show me – all children involved ICT – Done in all 4 key stages. IWB (interactive white boards) for a wide range of files for teachers to work with children. Pair / Group work – Is used to aid communication and promote ideas. It helps them in life skills when they leave school. Promotes confidence and assertiveness. Games – Used to teach children different learning skills, like flash cards, or scrabble. Discussion – More widely used these days as it helps shy children come out of their shells. No hands up – Helps children that are less likely to answer a question. The teacher will pick the child to answer instead. Think / pair / share system – Lets a child rehearse an answer with another before having to answer out loud ICT – A tool used in learning. It enables a child to see what a teaching is talking about. Children need to be taught about both sides of the internet. The dangers as well as the fun side. So they are taught information literacy as there are so many fake websites. Also the dangers of chat rooms. Tracking – Is a way of knowing what level a child has reached. The child is aware of their progress and must make 2 sub levels per year. This is a key strategy in the child’s schooling. 3.2 Explain a range of resources used within the classroom As you get older in schooling you will find you need many items, here is a few for each subject. Maths – Protractor, Calculator and compass English – Dictionary, Exercise book, Reading book, Geography – Globe, Atlas, School trip Sports – Balls, rackets, bats, sports equipment, sports gear. General – Pens, pencils, coloured pencils, ruler, scissors videos and tv and pc 3.3 Explain ways in which volunteers / support workers can contribute to the teaching and learning in a classroom Volunteers / support works can support the teacher, by always helping with photocopying, displays, helping individual children, getting the classroom  ready by putting the books out. Add any letters to children’s bags before they go home. Crowd control by moving the children around in an orderly fashion. They can help the children with their daily schooling by hearing them read, watching them write. Encouraging them to do things and give them more confidence to do things on their own. Mentoring and 1-1 work will help individuals get better at classwork. 3.4 The objective is to make a child of age 5 to 9 better at maths and English, by having a general game at the end of a day or weekly You will need 5 different sized plant pots and a ball and a score sheet. You can split the class in to four groups depending on how many teachers are in a class. Say you have 2 teachers and each teacher will take two groups, with 2 sets of resources. The child is asked an English or maths question, if they get it right they get to throw the ball into a plant pot, each plant pot has a number 1-5, 5 being for the smallest and hardest. If the child scores then its put on the score sheet for that team. As the children get used to the game, they can then play it in smaller groups with a question sheet to guide them, then at the end, they can add up the scores. If the school has houses then the points could be used as a class total and collated to see who the top class is. The game can be extended for use with other subjects. You can also use a spin wheel with different questions attached and the child gets to spin the wheel then has to answer the questions. See pic . 3.5 Explain how the activity can support teaching and learning I feel by doing this game it gives a child a goal, as they want to have a go at potting the ball and scoring points. It will give them a different fun learning experience that they could not only play in the classroom but at home too. A child might not like a subject this is a fun way of getting a child to work and learn and a new way for the teacher to show how fun subjects can be. 3.6 cannot answer at the moment as I cannot test it. The role of family learning

Womens Suffrage and the Seneca Falls Convention

Womens Suffrage and the Seneca Falls Convention The Seneca Falls Convention was held in Seneca Falls, New York in 1848. Many individuals cite this convention as  the beginning of the womens movement in America. However, the idea for the convention came about at another protest meeting: the 1840 World Anti-Slavery Convention  held in London. At that convention, the female delegates were not allowed to participate in the debates. Lucretia Mott wrote in her diary that even though the convention was titled a World convention, that was mere poetical license. She had accompanied her husband to London, but had to sit behind a partition with other ladies such as Elizabeth Cady Stanton. They took a dim view of their treatment, or rather mistreatment, and the idea of a womens convention was born. The Declaration of Sentiments In the interim between the 1840 World Anti-Slavery Convention and the 1848 Seneca Falls Convention, Elizabeth Cady Stanton composed the Declaration of Sentiments, a document declaring the rights of women modeled on the Declaration of Independence. It is worth noting that upon showing her Declaration to her husband, Mr. Stanton was less than pleased. He stated that if she read the Declaration at the Seneca Falls Convention, he would leave town. The Declaration of Sentiments contained several resolutions including ones that stated a man should not withhold a womans rights, take her property, or refuse to allow her to vote. The 300 participants spent July 19th and 20th arguing, refining and voting on the Declaration. Most of the resolutions received unanimous support. However, the right to vote had many dissenters including one very prominent figure, Lucretia Mott. Reaction to the Convention The convention was treated with scorn from all corners. The press and religious leaders denounced the happenings at Seneca Falls. However, a positive report was printed at the office of The North Star, Frederick Douglass newspaper. As the article in that newspaper stated, [T]here can be no reason in the world for denying to woman the exercise of the elective franchise....   Many leaders of the Womens Movement were also leaders in the Abolitionist Movement and vice-versa. However, the two movements while occurring at approximately the same time were in fact very different. While the abolitionist movement was fighting a tradition of tyranny against the African-American, the womens movement was fighting a tradition of protection. Many men and women felt that each sex had its own place in the world. Women were to be protected from such things as voting and politics. The difference between the two movements is emphasized by the fact that it took women 50 more years to achieve suffrage than it did African-American men.

Taking Education Reform Global. (country Bolivia) Essay

Taking Education Reform Global. (country Bolivia) - Essay Example As a part of the educational reforms, there is a enormous scope for establishing educational institutions in those nations where existing literacy rate is not good and there is huge potential to enhance the literacy rate. Keeping these points in view, an effort is being made to prepare an policy proposal to study and analyze the prospects of establishing new educational institutions (John Miller Group of Educational Institutions)in Bolivia where lot of potential exists to enhance the literacy rate. The thesis statement of the study is â€Å"What are the ways in which the government of Bolivia would associate with the management of new educational institute and how do the new educational institute work with the local communities to make the education mission successful?†. General picture of Bolivia Bolivia is a South American nation which has a population of about 10 million. It has a multi ethnic composition including Amerindians, Mestizos, Europeans, Asians and Africans and t he main language is Spanish (Read, 2002). It has also responded well to the phenomenon of globalization and started opening of its economy with the outside world (Heyck, 2002). Initially, the education in Bolivia suffered due to political instability and the legislation of 1956 laid the foundation for systematic initiatives for public education system. The basic structure of education in Bolivia comprises of primary education for five years followed by intermediate education for three years and secondary education for four years (Luykx, 1999). Higher education is mainly dealt by University of Bolivia and some other private educational institutions. Educational scenario in Bolivia In several spheres, the other nations or organizations or individuals can initiate any firm or business in Bolivia under the norms and rules of Bolivian government. The educational institutes of other nations would have to apply for the permission to establish new educational institution in Bolivia. After g etting the clearance, the educational department of Bolivia would be communicated regarding the place of establishing new educational institute. The difference between the rural and urban literacy rate in Bolivia is quite higher. The rural literacy rate is very poor due to the fact that the children in rural areas are forced to contribute economically for their family income. Hence, it was reported that the average period of schooling was found to be 4.2 years in rural areas where as in urban areas it was noticed to be 9.4 years. Hence, there exists a potential to enhance literacy rate in rural areas and new educational institutes may be concentrated more in rural areas. Moreover, Bolivia spends about 23 % of its national annual budget towards the educational expenditures. The initiatives of Bolivia towards the opening of its economy with the outside world in the era of globalization inspite of some challenges would certainly help in promotion of educational reforms (Shultz and Drap er, 2009). Basic features of the proposal Bolivian government would provide necessary permission and support for establishment of new educational institutes (John Miller Group of Educational Institution) in different ways if it is convinced that the aspirations of the local people would be taken care. The government of Bolivia wo

Basel committee's risk categories in relation to financial Essay

Basel committee's risk categories in relation to financial instituitions in relation to financial and non financial organisations - Essay Example In banks, there is a possibility for financial data to disappear. Financial information on loans given, repaid, capital, withdrawals and deposits made can be stolen by the employees or simply disappear due to poor technological procedures. The Basel Committee identifies that internal loss of data can occur due to poor risk management processes, new technological methods and upcoming business activities. Basel Committee identifies that a company is not able to have the right documentations in its accounts if it has loss of data. This means that its profit and loss margins will be under estimated. This is dangerous to the company as it will not reveal the real amount of capital used to carry out the activities (Basel, 2006, pp. 141-153). Case studies on non-financial organisations reveal that they are at a risk of internal fraud. This is so because they also use money or capital in purchasing their materials for their use. The case studies revel that non financial organisations mainly undergo the risk internal fraud by making misstatements on the financial statements. This does not indicate the true financial state of the organisations. The case study reveals that both financial and non-financial organisation can show fraud by looking at the growth in terms of their revenue and how it keeps changing. The margin of their growth of revenue is not very consistent. For a company to know where it lies in the financial market, the growth change in revenue is supposed to be a bit consistent. It is not supposed to have big margins. According to Erickson’s and other scholars, the audit sector is normally not able to detect fraud because of the lack of understanding of the organisational environments they are working o n (Erickson, 2001, pp.166-193). According to the studies made on Basel Committee, external fraud occurs is mainly done against the organisations. It undergoes external fraud due to misinformation from its clients in