Friday, December 27, 2019
Faculty of Arts and Social Sciences School of Economics ECOS2901: Intermediate Microeconomics Honours Semester 1, 2015 Unit of Study Outline Lecturer: Dr. Stephen Cheung Room 444, Merewether Building H04 Email address: Stephen.Cheung@sydney.edu.au (include Ã¢â¬ËECOS2901Ã¢â¬â¢ in subject line) Consultation hours: Wednesdays, 11:00 am to 1:00 pm (in teaching weeks only, commencing in week 2) At other times, by appointment (email two working days in advance) Tutor: Joel Bank Email address: email@example.com Consultation hours: TBA This Unit of Study Outline MUST be read in conjunction with the Faculty of Arts and Social Sciences Student Administration Manual (http://sydney.edu.au/arts/current_students/student_Ã¢â¬ ¦show more contentÃ¢â¬ ¦The text also contains additional questions that you may wish to practice on. You should either purchase your own copy, or have ready access to a copy, of the text. The University library will have limited copies, which may be borrowed on a short-term basis. Unit schedule Week Date Lecture topics Text chapters 1 2 March Consumer Theory: Preferences and Utility Chs 2, 3 2 9 March Consumer Theory: Choice and Demand Chs 4, 5 3 16 March Decision Theory: Choice under Risk Ch 11 4 23 March Decision Theory: Choice over Time n/a 5 30 March Producer Theory: Technology and Cost Chs 7, 8 Break Session break (Week beginning 6 April) 6 13 April Producer Theory: Profit Maximisation and Supply Chs 9, 10 7 20 April Equilibrium and Welfare: Exchange Economy Ch 6 8 27 April 9 4 May Equilibrium and Welfare: Production Economy, Public Goods Ch 16 10 11 May Game Theory: Games in Strategic and Extensive Forms Ch 12 11 18 May Game Theory: Quantity-Setting Oligopoly Ch 13 12 25 May Game Theory: Mixed Strategies and Repeated Games n/a 13 1 June Asymmetric information Ch 15 Mid-semester test Stuvac Stuvac (Week beginning 8 June) Exams Exam period (Commences 15 June) Please note that the indicated chapters are only an approximate guide to what will be covered in class. Not all of the contents of the indicated chapters will be discussed in class. Moreover, some topics may be discussed that do not appear in the text. Please
Thursday, December 19, 2019
Rebecca by Daphne du Maurier is a masterful mystery romance novel originally published in 1938. The story centers around the marriage of a young woman to Maxim de Winter, a brooding widower caught in the shadow of his deceased wife, Rebecca. Throughout the novel, we embark on a journey of self-discovery from the vantage point of the new Mrs. de Winter. Upon arrival at the expansive estate of her new husband, Manderley, Mrs. de Winter finds the idealistic life sheÃ¢â¬â¢d hoped to live far from the stark reality of her new world. Through rising tensions, internal conflicts, and the self-imposed psychological stress, we watch as Mrs. de Winter transforms from an insecure young girl into a woman with a quiet, steadying strength. The start of theÃ¢â¬ ¦show more contentÃ¢â¬ ¦For instance, MaximÃ¢â¬â¢s growing distance reinforces her belief; he regrets marrying her and is still in love with Rebecca. Mrs. Danvers, in addition, consistently reminds Mrs. de Winter of RebeccaÃ¢â¬â¢s preferences adding to a growing sense of inferiority. Insecurities and self-doubt already present in the new Mrs. de Winter were an underlying part of her personality. Mrs. Van Hopper, her previous employer, Ã¢â¬Å"would employ me as bait to draw her preyÃ¢â¬ (du Maurier. 12). Mrs. Van HopperÃ¢â¬â¢s treatment of her lead to an undiagnosed case of high anxiety; the constant and unsubstantiated worry that causes significant distress and interferes with daily life, within the young Mrs. de Winter exasperating the intensity of Manderley (adaa.org). Readers are able to see in intense detail the mental distress of the main character because of the authorÃ¢â¬â¢s use of homodiegetic narration; where the narrator is talking to the readers or narrates from within the story world (Scott 78). The story is both from the vantage point of Mrs. de Winter as well as told by her. The fixed focalisation forces the reader to feel on her side in the events of the story. The impressions of the readers are a reflection of how the main character views her person. Daphne du Maurier uses a brilliantly insidious device to accomplish this; she never gives the main character a name. Not once in the entirety of the prose is theShow MoreRelatedRebecca by Daphne Du Maurier1174 Words Ã |Ã 5 Pages28 March 2012 Rebecca by Daphne Du Maurier Daphne Du MaurierÃ¢â¬â¢s Rebecca is a story about a mysterious first wife named Rebecca, told from the perspective of an unnamed second wife. While this tale could also be considered a love story, itÃ¢â¬â¢s more of a mystery since it slowly reveals a history that a reader wonÃ¢â¬â¢t expect just from reading the first few chapters. It slowly enlightens everyone about the major characters, from hidden traits and characteristics, to untold stories, which were literallyRead MoreRebecca by Daphne Du Maurier Essay1099 Words Ã |Ã 5 PagesRebecca is a beautiful, haunting, gripping tale of love, hate and deceit told in the simplest and most endearing manner by Daphne Du Maurier. Rebecca is a beautiful, haunting, gripping tale of love, hate and deceit told in the simplest and most endearing manner by Daphne Du Maurier. Du Maurier weaves a beautiful web of mystery that holds you captive until the very end of the novel. We readers feel the anxiety, apprehension and fear that the protagonist describes and together we moveRead MoreRebecca by Daphne du Maurier - Thesis essay1815 Words Ã |Ã 8 Pagesunconsciously recognise this trait and are inclined to respond with respect. In Daphne du Mauriers novel Rebecca, the narrator Mrs de Winters lack of self confidence and assertion are responsible for the lack of respect she receives from others. In comparison, when a character, such as Charlotte Brontes Jane Eyre has self confidence, she earns the respect of both other characters and herself. Mrs de Winter in Rebecca, is a young woman who openly admits to herself and her readers that she is aRead MoreCritical Review of Rebecca Essay1693 Words Ã |Ã 7 PagesThe gothic romance and mystery of Daphne du MaurierÃ¢â¬â¢s Rebecca show the style in which a deep, dark secret is held at the beautiful Manderley, and a young love is influenced by the haunting of ManderleyÃ¢â¬â¢s former mistress. Using the harrowing style of suspense, Daphne tells a tale of a young woman trying to live a life in the home of someone who has not quite left yet. With extraordinary scenery, strong symbolism, and plenty of hidden irony, Daphne du Maurier has made an everlasting psychologicalRead MoreIn What Ways Does Rebecca Demonstrate and Subvert the Conventions of the Romantic Genre?Ã¢â¬ 1141 Words Ã |Ã 5 PagesÃ¢â¬Å"In what ways does Rebecca demonstrate and subvert the conventions of the romantic genre?Ã¢â¬ In Rebecca du Maurier appears to conform to the conventions of the romantic genre however, du Maurier has also subverted the genre of romance through her representation of the relationship between the narrator and Maxim and the structure of the novel. She has also incorporated of elements of the gothic genre and the psychological thriller. On the surface Rebecca appears to demonstrate the conventionsRead MoreEssay on Theme of Heroes in Rebecca by Daphne DuMaurier1491 Words Ã |Ã 6 PagesIn a world of manifest superheroes, Mrs. de Winter, in Daphne du MaurierÃ¢â¬â¢s novel, Rebecca, though quite an unanticipated heroine, proves to be selfless and courageous, the very definition of a hero. Her name never being mentioned, Mrs. de Winter, also the storyÃ¢â¬â¢s narrator, stands in direct contrast to the storyÃ¢â¬â¢s vilest character, Rebecca, and her sinister housekeeper, Mrs. Danvers. By observing the characters and setting of Rebecca, we manage to catch a glimpse of the authorÃ¢â¬â¢s personal life andRead MoreDaphne Du MaurierÃâÃ ´s Rebecca: A 1920s Rebel1445 Words Ã |Ã 6 Pagesby society are broken, society does everything within its power to contain the beasts again. Daphne Du Maurier felt the restraints 1920s society placed on her with idealizing domestic women. By using Rebecca as the backbone within her novel and counteracting such a strong character with the weak narrator, Du Maurier displays that oppression can only be destroyed with rebellion. In Rebecca, Daphne Du Maurier uses the contrast of female personas to emphasize the 1920s societyÃ¢â¬â¢s malevolence towards womenRead MoreUnique Qualities Enhance Detective Novels1106 Words Ã |Ã 5 Pagesnovels to keep the readers enticed. Gothic elements in Rebecca, and encyclopedia knowledge in The Nine tailors enhance the purposes of mystery and detective fiction. In the novel, Rebecca by Daphne Du Maurier, the gothic elements of the Manderly really add to the mystery of what had happened to the unnamed heroineÃ¢â¬â¢s new husbandÃ¢â¬â¢s late wife. The ManderlyÃ¢â¬â¢s Ã¢â¬Å"grass was long and overgrown, crowded with nettles. The windows were boarded upÃ¢â¬ (Maurier). The dense landscape and run down nature of the propertyRead MoreThe Qualification of Daphne Du Mauriers Rebecca as a Gothic Novel851 Words Ã |Ã 3 PagesThe Qualification of Daphne Du MaurierÃ¢â¬â¢s Rebecca as a Gothic Novel One of mankindÃ¢â¬â¢s most valuable gifts is the ability to feel emotions and be able to react to them in a variety of ways. One of these emotions can be recognized as horror. Horror can be directly related as an immense sensation of fear, anxiety, and despair. Horror is adored by some and abhorred by others. Most importantly, there exist many sources for frightening media and information. One genre of literature that tends toRead MoreDaphne du MaurierÃ¢â¬â¢s Rebecca: Disparities Between Upper and Working Class Women1180 Words Ã |Ã 5 PagesDisparities between upper and working class women and their roles in society are made very obvious in gothic literature. However, they are especially highlighted in Daphne du MaurierÃ¢â¬â¢s Rebecca, in which the protagonist sits between the upper and lower classes because of her own choice to marry a man from a higher class than herself. In the time period that the book was written, there were still large distinctions in class, thou gh it was also a period that allowed for more social mobility because
Wednesday, December 11, 2019
Greek Theater Essay Although theaters developed in many parts of Greece, it was in Athens, where the most dramatic styles the world has known was formed. Ancient Greek theaters were built in natural open air sites on conveniently shaped hills. This allowed a great mass of people to enjoy a show at one timeThe Ephesus could hold 56,000 people Unlike later dramas, which could be endlessly duplicated, Greek manuscripts existed as a single, fragile piece. Many of them have been destroyed over time, and the few that have survived are treasured, and said to be priceless. Due to the immense size of the audience, actors placed emphasis on exaggerated action and speech. And, colourful symbolic masks and costumes where used. Medieval Theater Medieval Theater started in churches the reason why medieval plays were about bible stories. At first, it became customary for priests to act out brief scenes during Christmas and Easter. These acts attracted large crowds, and more elaborate versions were created, when crowds increased so much, that seating extended out onto the steps and streets. Finally the church refused to allowed priests to partake in any such events again, so ordinary people began these performances outside. Performances were set in the town square, with several stage settings around the square. This was as such, because there were no proper theaters, or areas large enough to hold the entire stage. Elizabethan Theater Englands theater developed rapidly in the years following the defeat of the Spanish Armada. The dominant feature of Elizabethan theater was the stage. There were three parts to the stage: 1 The fore stage, which jutted out into the audience a fare way, this was used for outside scenes. 2 The inner stage, this was used for scenes inside a building. 3 An upper stage or balcony, which was used for miscellaneous purposes. There were three parts to the stage, as there were no scene changes, or breaks during the play. Very little scenery was used, so the actors had to create the illusions of a scene through there voices and dialogue. This lead to a more poetic script, and poets became the main source of script writing. Restoration Theater The restoration theater had its tragic dramas, but the majority of the plays were comical. Many elaborate machines, were used to create the scene. The stage was a very clever idea, in that on the sides of the stage, large back shutters were painted with the scene. The stage slightly jutted out, but not into the audience. It was at the front of the stage were most of the acting took place. Modern Theater Modern theater has developed throughout the years, incorporating several aspects from the different theaters I have talked about. The theater is behind the proscenium arch, where all the acting takes place. The acting space can be closed off by a curtain, this allows for scene changes. The emphasis is on creating the scene through lighting, and music. The acting, and dialogue depicts realÃ life, and is not exaggerated in any way.
Tuesday, December 3, 2019
KABANATA I ANG SULIRANIN AT KALIGIRAN NITO Ang kabanata na ito ay nglalaman ng introduksyon, layunin ng pag-aaral, kahalagahan ng pag-aaral, saklaw at limitasyon ng pag-aaral at depinisyon ng mga terminolohiya. Introduksyon Ano nga ba ang bullying? Lingid sa ating kaalaman ang bullying ay nagangahulugang pangugutya ito sa kapwa tao dahil mayroon siyang pagkakaiba sa mga taong nakapaligid sa kanya. Sa panahon na kung saan lahat ng kabataan ay tila alam ang lahat ng bagay sa mundo, hindi maiwasan ang pananakit sa mga kabataang para sa kanila ay mahina o walang alam. Ang bullying ay isang pag-uugali ng isang bata na maari niyang nakukuha sa mga kaugalian ng mga mas nakakatanda sa kanya, mga nagagap sa kanyang karanasan o di kaya sa kanyang kapaligiran. Madalas ito magsimula sa kanilang tahanan hanggang sa eskwelahan. Isang halimbawa ng pangyayaring nakakaapekto sa bata ang pagkakaroon ng magkahiwalay na magulang, dahil maaring dito magmula ang paghahanap ng attensyon ng bata sa pamamagitan ng pangungutya sa iba. Maari din naman na ito ay dahil sa pagkaligalig(istres o presyon) na likas na nararamdaman ng isang batang may pinagdadaanan sa buhay. Ang pambubully at paulit-ulit na panunukso ay isang agresibong pag-uugali na maaring magdulot ng negatibong epekto sa tanong dumaranas nito. Ito ay nagdudulot ng depresyon na nagiging sanhi ng kawalan ng interes na magpatuloy sa pag-aaral, pagkawalan ng tiwala sa sarili o mas Malala, maging sanhi ng pagpapakamatay. Nakakasira ito sa kagalingan at pagunlad ng isang batang may ganitong asal lalo na sa mga batang biktima nito. Layunin ng Pag-aaral Ang pananaliksik na ito at isinagawa upang malaman ang mga epekto ng bullying sa pag-aaral at pag-uugali ng mga mag-aaral sa Cavite State University. Nais malaman ng pag-aaral na ito ang sagot sa mga katanungang: Ano ang bullying? Bakit may mga nabubully? Anu-ano ang mga bagay na nakakaapekto kapag nabubully? Kahalagahan ng Pag-aaral Ang pag-aaral na ito ay makakatulong sa mga : Mga Mag-aaral , upang kanilang malaman na malaki ang epekto ng pambubully sa kapwa nila mag-aaral. Hindi lamang sa pisikal kundi sa emosyonal na nararamdaman. Mga Magulang , upang kanilang malaman ang mga maari nilang gawin upang makatulong maiwasan ang pagka-depres ng kanilang mga anak at makatulong na mapataas ang tiwala ng kanilang anak sa sarili. Mga Guro, upang malaman nila ang maari nilang gawin lalo na kung ang nagyaring pambubully ay naganap sa loob ng kanilang silid aralan. Tagapangasiwa ng Paaralan, ang resulta o kinalabasan ng pag-aaral na ito ay makapagbibigay ng dahilan upang makatulong sa pagpapatupad ng mga programa, proyekto, mga gawain at ibapang hakbang upang makatulong sa mga mag-aaral na mapaunlad ang kanilang persepsyon o pananaw tungkol sa paksang ito. Sa mga Mananaliksik sa Hinaharap, ang pananaliksik na ito ay magsisilbing gabay upang sila ay makakuha ng karagdagang kaalaman at kaugnay na literature. Saklaw at Limitasyon ng Pag-aaral Ang pananaliksik na ito ay nakatuon sa paglalahad ng mga epekto ng bullying sa pag-aaral at pag-uugali ng mga magaaral sa Cavite State U niversity . Nalimitahan ang pag-aral na ito sa mga estudyante ng Cavite State University sa C armona Campus, limampung mag-aaral (50) mula sa ika-unang taon sa kolehiyo. Depinisyon ng mga Terminolohiya Upang mas madali at ganap ang pagkakaintindi ng mga mambabasa, minarapat naming bigyang ng depinisyon ang mga sumusunod na terminolohiya batay sa kung paano ginamit ang bawat isa sa pamanahong - papel na ito: Bullying pangungutya at pananakit ng isang tao sa kanyang biktima pisikal at emosyonal. Cavite State University paaralan kung saan nakatuon ang pag-aaral na ito. Child-friendly lugar na kung saan mabuti para sa mga bata dahil naituturing na ligtas makihalobilo ang mga bata. Developmental stage estado ng buhay na kung saan, nadedevelop ang ugali at pakikitungo ng isang tao. Maaring sa mabuting paraan at maling paraan, para sa pananaliksik na ito, ang bullying ay maituturing na developmental stage. Pag-aaral ( pananaliksik) ginamit na terminolohiya na katumbas ng salitang research. Pag-aaral pagnanais na matuto ng mga bagay pang akademiko sa isang paaralan. Kabanata II Mga Kaugnay na Literatura Sa artikulo na mababasa sa pahayagan ng Balita.net, isang website na nag-ulat na ang isang bata ay namatay dahil sa pangbu-bully ng mga kamag-aral. Ayon dito, napikon umano ang siyam(9) na taong gulang na bata matapos itong asarin ng
Wednesday, November 27, 2019
Astronaut Dr. Bernard Harris, Jr. Biography Its no surprise that there are doctors who have served as NASA astronauts. They are well-trained and particularly suited to study the effects of space flight on human bodies. Thats exactly the case with Dr. Bernard Harris, Jr., who served as an astronaut aboard several shuttle missions beginning in 1991, after serving the agency as a flight surgeon and clinical scientist. He left NASA in 1996 and is a professor of medicine and is CEO and Managing Partner of Vesalius Ventures, which invests in healthcare technologies and related companies. His is a very classic American story of aiming high and reaching amazing goals both on Earth and in space. Dr. Harris has often spoken about challenges that we all face in life and meeting them through determination and empowerment.Ã Early Life Dr. Harris was born on June 26, 1956, the son of Mrs. Gussie H. Burgess, and Mr. Bernard A. Harris, Sr. A native of Temple, Texas, he graduated from Sam Houston High School, San Antonio, in 1974. He received a Bachelor of Science degree in biology from the University of Houston in 1978 before following that up with a doctorate in medicine from Texas Tech University School of Medicine in 1982. Beginning a Career at NASA After medical school, Dr. Harris completed a residency in internal medicine at the Mayo Clinic in 1985. He joined the NASA Ames Research Center in 1986, and focused his work on the field of musculoskeletal physiology and disuse osteoporosis. He then trained as a flight surgeon at the Aerospace School of Medicine, Brooks AFB, San Antonio, Texas, in 1988. His duties included clinical investigations of space adaptation and the development of countermeasures for extended duration space flight. Assigned to the Medical Science Division, he held the title of Project Manager, Exercise Countermeasure Project. These experiences gave him unique qualifications to work at NASA, where ongoing studies of the effects of spaceflight on the human body continue to be an important focus. Dr. Harris became an astronaut in July 1991. He was assigned as a mission specialist on STS-55, Spacelab D-2, in August 1991, and later flew on board Columbia for ten days. He was part of the payload crew of Spacelab D-2, conducting more research in the physical and life sciences. During this flight, he logged over 239 hours and 4,164,183 miles in space. Later, Dr. Bernard Harris, Jr. was the Payload Commander on STS-63 (February 2-11, 1995), the first flight of a new joint Russian-American space program. Mission highlights included the rendezvous with the Russian Space Station, Mir, operation of a variety of investigations in the Spacehab module, and the deployment and retrieval of Spartan 204, an orbiting instrument that studied galactic dust clouds (such as those where stars are born).Ã During the flight, Dr. Harris became the first African-American to walk in space. He logged 198 hours, 29 minutes in space, completed 129 orbits, and traveled over 2.9 million miles. In 1996, Dr. Harris departed NASA and received a masters degree in biomedical science from the University of Texas Medical Branch at Galveston. He later served as Chief Scientist and Vice-president of Science and Health Services, and then as Vice President, SPACEHAB, Inc. (now known as Astrotech), where he was involved in business development and marketing of the companys space-based products and services. Later, he was vice-president of business development for Space Media, Inc., establishing an international space education program for students. He is currently serving on the board of the National Math and Science Initiative and has served as a consultant to NASA on a variety of life-science and safety-related issues. Dr. Harris is a member of the American College of Physicians, American Society for Bone and Mineral Research, Aerospace Medical Association, National Medical Association, American Medical Association, Minnesota Medical Association, Texas Medical Association, Harris County Medical Society, Phi Kappa Phi Honor Society, Kappa Alpha Psi Fraternity, Texas Tech University Alumni Association, and Mayo Clinic Alumni Association. Aircraft Owners and Pilot Association. Association of Space Explorers. American Astronautical Society, a member of the board of directors of the Boys and Girls Club of Houston. Committee Member, Greater Houston Area Council on Physical Fitness and Sports, and a member, Board of Directors, Manned Space Flight Education Foundation Inc. He has also received many honors from science and medical societies and remains active in research and business.
Saturday, November 23, 2019
Marrying Homosexuals essays Homosexuals should be allowed to marry because the disallowance of it violates their constitutional rights. Marriage is an institution long recognized by our government under the right to pursue happiness, and denying that right to any couple, regardless of gender, is unconstitutional. This argument, though, is not disputed. In fact, none of the arguments raised in opposition to the allowance of homosexual marriages takes into account the constitutional rights afforded to all humans. The arguments are only in relation to the possible repercussions (real or imagined) of granting these rights. Our nation was built and has always been based on the fundamental principles of freedom expressed in the Declaration of Independence and through our Constitution. The opponents of homosexual marriage need to remember what freedom means to America, and understand the significance of setting a precedent that denies that freedom. The Supreme Court has long recognized that the institution of marriage is one of the rights guaranteed to all Americans by our Constitution. On the Internet, you can find the full text of the following Supreme Court cases. In the case of Loving v. Virginia, the Supreme Court said, The freedom to marry has long been recognized as one of the vital personal rights essential to the orderly pursuit of happiness by free men. In the case of Cleveland Board of Education v. LaFleur, the Supreme Court said, This Court has long recognized that freedom of personal choice in matters of marriage and family life is one of the liberties protected by the Due Process Clause of the Fourteenth Amendment. At this time, however, marriage is only granted to heterosexual couples. Although homosexuals live under the same constitution, they are not afforded the same rights as heterosexuals. The reasons presented against the allowance of homosexual marriage are flimsy, and have nothing to do with the constitutio...
Thursday, November 21, 2019
Corporate Governance and Regulation - A Case Study (RBS) - Essay Example The overdraft facility is one of the most versatile instruments in banking today. The Royal bank of Scotland apart from providing banking services in Scotland through 700 branches also provides branch banking services throughout the British Isles in collaboration with the NatWest and Ulster Bank. The Royal Bank of Scotland provides dedicated retail and commercial banking services in Scotland, Ireland and US. The Royal Bank of Scotland has a worldwide presence in about 40 countries where they provide investment banking services, private banking and also banking network channels for payment across Europe, Asia and Middle East. Apart from the core banking divisions, the bank also has non-core support groups to provide better banking services which includes Asset protection group, Global restructuring group, Risk containment group and the legal group. The Royal Bank of Scotland has a strategic plan for fulfilling its long term and short term objectives. The strategies employed by The Roy al Bank of Scotland include serving the customers to their delight, containing the risk profile of the bank and finally attain sustainable value addition for the shareholders. The Royal Bank of Scotland is governed by a Board of Directors and the managing and executive committee. The bank is headed by its chairman Sir Philip Hampton and the Group Chief executive Stephen Hester. The platform of principal decision making is formed by the Board members of the group who has the overall responsibility and accountability of not only leading the group in a sustainable fashion but also ensure value and returns to their shareholders. The group also has a performance and remuneration committee apart from its supporting risk and audit structure. Apart from taking the policy-making decisions, the Board members of the group also monitors the operations and performance of the group on a periodic basis. The Group Board and the Committees governing The Royal Bank of Scotland is committed to high st andards of adhering to codes on corporate governance. The Board Group scheduled a detail on the company affairs which is reviewed for monitoring effective implementation of the policies on corporate governance. The Royal Bank of Scotland acknowledges diversity and has implemented it worldwide. The Royal Bank of Scotland has around 5000 women workforce globally who are guided by a senior team of personnel. The Royal Bank of Scotland has a designed code of conduct along with defined policies on environmental, social and ethical risk, anti-money laundering, human rights, anti bribery, anti corruption and managing of diversity. These governance and regulatory policies help The Royal Bank of Scotland to maintain a balance of their financial, economic and social goals. Apart from serving their customer well, The Royal Bank of Scotland is committed to be a good employer, fulfil their corporate social responsibilities, open to consultation with their stakeholder for wealth maximization and restoring security and confidentiality of internal information. The Royal Bank of Scotland filed its annual report on 28th March, 2013 with the US Securities and exchange commission. The stock