Capital One Case Study Essay Example for Free (#3)

Capital One Case Study Essay 1. What is Capital One’s business and who are their competitors? Capital One’s business deals with a bank financial servicing company. They specialize specifically in banking, credit cards, home loans, auto loans and savings products. Capital One was founded by Richard Fairbank and Nigel Morris in 1988. Fairbank highly focused on the marketing and customization of credit card use and information. The company is very analytical and is very technological when gathering data information. They were basically put together centering around the idea of technology within the company itself. Some of their direct competitors would be against Bank Of America, American Express and Barclay’s bank. 2. What is their strategy to grow profitably and compete? Give examples. Capital One was put together with technology right at the core of their business. This makes them different from their competitors since most other companies had a business model first before technology was every involved. The technological part of their company is very important since they use it to analyze and comprehend their customers characteristics such as credit risk. This is basically their way of improving customer service and to increase profitability. Fairbank developed a data machine that was able to access a customer risk factor from each product as well as detect fraud. At Capital One’s point of inception, the online communication was making its way in our society so the company focused on highly internet marketing. This strategic action lead to 2.5 millions customers signing up as this online banking systems was the new and improved way to make payments. 3. How do they use information to implement their strategy? What kinds of information do they use and where does it come from? They vastly use their information system and technology to help during day to day activities. Their main use of this information is to analyze customer data and make appropriate suggestions and choices regarding their marketing strategy. They implement many â€Å"tests† and have used their idea of diving up their customer population by segmenting their data. This was a success and was a high profit for capital one. This lead to their improvement of customer relationships since they had vast information of them and had technology that could easily access and identify their customers through a digital fingerprint. This company focuses on personal information from their customer base to make decisions and access which one of them will be able to pay them back after a loan. One of the ways capital one has access this information is through the post office’s file and other checking agencies as well. Capital one basically takes information from any pertinent source that can provide then with reliable data. 4. List and describe the information technologies used to support their strategy? Information-based strategy – company focuses on high credit risk\low credit risk – this helps them comprehend their customer’s data and to make sure that their choices are made with those people who are actually going to pay them back – their information-based system collects and analyzes the information which helps them market to their customers as it attracts various aspects of customer’s needs Data Warehouse & Mining Infrastructure – this is to support their information based system while having shared communication between different branches – Their offices in UK and US can have clearly make accurate decisions since they can both have access to each others database – This software analyzes their customer data with such intelligence that it is used to help them with final decision making – It is also used for customer service support 5. Describe their notion of a â€Å"scientific test†. Contrast this approach to product development and launch with a more traditional approach that a manufacturing company might use. Capital One’s scientific test was used with their software to collect test data information while enhancing the data they already had as well. They used this software to analyze and collect information from potential customers. They conducted over 45,000 tests at one point which helped them comprehend customer information while identifying any fraudulent activity as well. They grew every day and had millions of customer signed up online at the end. Capital One had a great relationship with their IT department since technology was part of its core competencies. Fairbank even allowed anyone to propose an idea for a test if it was profitable looking enough. This showed that the company wanted to involve each and every employee to work with them on their marketing strategy. The process for product development occurs when an idea is started, to the design and then with the actual product being manufactured and engineered. Capital One way of working with this process involves having their marketers research and access the information and data to understand their customers tendencies and preferences. A more traditional approach that a manufacturing company may use is having Capital One is started with a strict business model and then having to computerize it later on. Everything is first manually done and analyzed in this case. The technology and use of software would be used later on in terms of Capital One’s informational strategies. Capital One Case Study. (2016, Dec 08).

Curriculum Evaluation Essay Example | Topics and Well Written Essays - 500 words

Curriculum Evaluation - Essay Example It is a sound research method which can be used in educational institutions for evaluating merit of students (Sowell, E. J., â€Å"Curriculum: An Integrative Introduction†). CIPP stands for ‘Context, Input, Process and Products’. Context implies evaluating the requirements and problems; Input relates to evaluating of the plan to address the requirement, Process is the evaluation of implementation of plan, and ultimately Product stands for the evaluation of anticipated and unexpected results (Sowell, E. J., â€Å"Curriculum: An Integrative Introduction†). There are different sights of Curriculum Evaluation standards which are to be given priority in the evolution. According to JCSEE (Joint Committee on Standards for Educational Evaluation), there are four kinds of standards for Curriculum Evaluation which are ‘Utility Criteria’, ‘Feasibility Criteria’, ‘Propriety Criteria’, and ‘Accuracy Criteria’ (Sowell, E. J., â€Å"Curriculum: An Integrative Introduction†). CIPP evaluation technique goes through certain stages. In the year 2003, Sander and Davidson had projected 11 stages for applying CIPP model. The first stage consists of assessment of school elements which are finance, human resource, competency and other resources.

Was the conquest of Spanish America an ambivalent conquest Essay

Was the conquest of Spanish America an ambivalent conquest - Essay Example According to the research findings colonization and conquest are not events but processes that affect the victims and the conquerors . To measure the degree of the change in the victims and the conquerors, it is crucial for one to understand the culture of the conquered society. The Mayan and the Spanish societies underwent a hard period during the colonization process. In this view, the essay develops a clear and concise argument in answering the question â€Å"Was the conquest of Spanish American an ambivalent conquest?† This essay analyzes the main controversy that surrounds the Spanish presence in Yucatan. The main focus of this research paper is to the attention of the initial the eventual success and the initial attempts of the Spaniards when they attempted to solidify themselves with the Yucatan Peninsula . The author points out that the victory of the Maya community was short-lived. The Spanish community also had to live a different life because of the new Spanish masters. The individuals in the community had to utilize the available resources as a result of the lack of labor, the unsuitable grazing land, and the poor agriculture. There was also the collapse of the encomia system. Overall, despite the difficulties related to a lack of historical sources, this essay attempts to sort out truth from fiction in the "confessions" wrung out of the Maya by the Spanish Inquisitors.

Can Amanda Turn Her New Business Around Before It Is Too Late Case Study - 1

Can Amanda Turn Her New Business Around Before It Is Too Late - Case Study Example The four major management functions, planning, organizing, influencing, and controlling, play a significant role in performing the daily activities of an organization. The concept of planning sets specific goals for organizations, managers, and other employees. In the opinion of Pride, Hughes, and Kapoor (2010), planning assists the management team to understand where the organization is, how to make the organization move along the specified path, and when to take appropriate measures to achieve the targeted organizational goals etc (pp.169-170). Elimination of uncertainties, minimization of impulsive and arbitrary decisions, quick resource allocation, effective use of resources, adaptive responses, anticipative action, and integration of various decisions and activities are other benefits usually obtained from planning. According to Hurd, Barcelona, and Meldrum (2008, pp.42-43), ‘organizing’ is an effective functional element of management that assists the firm to achieve the targets set in the planning phase. Organizing aids a firm to distribute the works effectively among its employees. Organizing is essential to clarify the powers of every manager and the way he has to exercise those powers. This practice will also prevent managers from taking unfair advantages of their position. Similarly, work coordination, effective administration, growth and diversification, sense of security, and scope for new changes are some other fruitful outcomes of organizing. A manager’s level of success or failure is determined on the basis of his/her ability to influence people within the particular department. When managerial individuals effectively deploy their influencing skills, they exude a positive energy that would highly motivate their subordinates. This motivation will directly enhance organizational productivity and thereby profitability. In the view of Marquis and Huston (2009, p. 434).

The Role Of ICT In Teaching ESL

The Role Of ICT In Teaching ESL The association of ICT and English in last few years had made rapid changes in the presentation of curriculum in various aspects. Practitioners, theorists and researchers have started to pay serious attention to the challenges of the new technology and these challenges and opportunities that new technology presents have resulted English teachers into a new dimension. There are different issues related to the relationship of ICT and English which consists of complex implications for classroom teaching and initial teacher education. Student teachers who play a vital role in delivering ESL have wide range of experiences and level of expertise in ICT. My aim is to enable student teachers to be aware of these important issues and have the skills, knowledge and critical understanding to respond teaching of English through ICT. Initially, I perform analysis of the changing nature of ESL in the light of current technology advancement. Then, explore the interpretations of the role of ICT in teaching English, the provision made by ICT in college and policy and classroom practice in the area of the curriculum. Changing nature of ESL at present Recent years have seen a move from the predominance of the printed test to varied sites for textual production, including web-based environments, mobile phones and computers games. Screen based texts are characterized by varied and densely interrelation multimodal communication with an increasing emphasis on visual aspects of texts, such as layout use of font and images and the incorporation of sound, animation and hyperlinks. Digital technology has also made it easier to experiment the text production and to communicate rapidly with a range of familiar and unfamiliar audiences. ESL teachers have to consider how to teach language literacy and technological skills so that learners can make effective use of ICT. When teachers develop and implement an electronic literacy approach, they must address a number of questions: How should ESL teachers make the best use of new online opportunities to maximize language study and practice while also helping students develop computer-based communication and literacy skills? What strategies for communicating and networking should students be taught? What goals should language teacher aim for and what kinds of online projects could students carry out to accomplish those goals? Which are the most crucial electronic resources and tools that teachers should learn about so that they can teach them to their students? How can teachers encourage students to become autonomous learners who can continue to learn how to communicate, conduct research and present their ideas effectively using information communication technology beyond the confines of the class or semester? (cited in Shetzer Warschauer, 2000, 171-172) The purpose of this study was to explore the use of the Internet in vocational high-school English learning environments in a specific socio-cultural context including in the physical world and in cyberspace. The results of the in-depth study aim to shed light on the combinations of English language and ICT that can both enhance vocational high-school students technological competence as well as facilitate English language acquisition and applications in an authentic situation. Research questions Specific questions explored in the study include the following: à ¢Ã¢â€š ¬Ã‚ ¢ Can students learn the functions of the Internet via the English language and Significantly improve their English e-talk on the Internet? à ¢Ã¢â€š ¬Ã‚ ¢ What are the benefits or difficulties with the use of Information Communication Technology in the teaching of English as a Second Language? à ¢Ã¢â€š ¬Ã‚ ¢ What are the perceptions of both teacher and students regarding the use of the Internet in the class? à ¢Ã¢â€š ¬Ã‚ ¢ What are the issues and challenges that arise in the integration of the Internet in English learning contexts? à ¢Ã¢â€š ¬Ã‚ ¢ Can students feel comfortable communicating in English on the Internet? Can the design of the Internet and English class improve their language proficiency and grammatical usage? The setting for the study The research study was conducted at a vocational high school________________ The course was named Internet and English; its major objective was to help vocational high school students learn English in a natural setting with the assistance of ICT. This course used various methods to facilitate students Internet usage by way of English writing. A ______-hour on-line lecture plus a computer session was held on Tuesdays in a computer lab where ______ Personal Computers were set-up and networked. In the lab the teacher lectured on some introductory aspects of the Internet and its functions and at the same time demonstrated its uses and gave students opportunities for practice using English and exploring the Internet. In addition to the weekly lecture and computer session, the after-class activities and assigned tasks were required of each student. To carry out the after-class projects and assignments, the students therefore needed to connect to the Internet and search for the required materials in response to the teachers weekly questions and, meanwhile, they were required to use English to communicate with the teachers as well as with the other classmates. Although ICT facilities and support were limited in the vocational school studied, the English teacher wanted to overcome the barrier by the inclusion of some outside-campus network resources in his class. A course syllabus, updated announcements, handouts, profiles of the teacher and the students, and class presentations, pictures and recommended relevant web resources were all converged in colourful words on the website. Contents of the project English was the main language used throughout class activities, which included English website information collection, topic-centred discussion, on-line communication, and email exchange. the course used four major tools-the World-wide web, Newsgroups, Chat-rooms, and email to cultivate students network accessibility and language expressions/utterances so that the course was given primarily in four segments. First, for the World-wide web section, Project A self introduction and Project B website recommendation were their assigned tasks. Second, in the Newsgroup section, the teacher asked students to subscribe to the newsgroups they were interested in and then used the chat messenger to post articles and questions and required students to either answer the questions or discuss the given topics in English. Third, in the Chat section, the students were allowed to freely e-talk about whatever interested them in the chat room in chat messanger. Through the different presentation formats of online tutoring, online discussion, and online debate, they were given different objectives each time. Finally, in the email section, students learned the basic commands by using Outlook and basic ideas about email user interface design and the system setup and some key functions (POP setup, web-mail, filtering, and so on). Participants The participants in this study were ______ students: ____22 females and _____7 male students plus the_______ young male teacher. To take the elective course Internet and English, certain prerequisites were required. For instance, the students needed to have previously taken Introduction to Computer Science and Applications of Computer Science, which were the first-year and second-year courses. Assessment For this course students were assessed as follows: 20% for class participation, 20% for homework exercises, 30% for the combined score on the 1st and 2nd midterm exams, and 30% for the final exam. Projects A and B were counted as the scores of the 1st midterm. The quality as well as the quantity of each students specific online utterances their portfolio was used as students 2nd midterm scores. The Chat performance in the chat messanger was used for the final exam grades. The Final exam consisted of an article on the topic How do I perceive Internet and English ; students were instructed to talk about the current semester only and to include three parts: my impression of this class ; what I have learned from this course and my suggestions . Methodology The study employed both qualitative and quantitative methods. The researcher used a multi-method approach to document and evaluate the process of integration of the Internet in the English learning settings, including the collection of their electronic data from chats, discussions, dialogues and email exchanges on the Internet, observations of their online classroom activities, formal and informal interviews with the instructor. A post-class questionnaire was administered to the participants at the end of this class. In addition, a student who had a special need for remedial instruction had actively interacted with the English teacher via email communication throughout most of semester. The students email exchanges with the teacher were used as a case study. Data collection Data collected for the studies included authentic email messages, questionnaires, classroom observations, formal and informal interviews, and student logs. Descriptive statistical information was provided for cross-referencing. The study was conducted in a natural learning setting. None of the student subjects were aware of being observed and analysed during the data collection procedures. Overall results of the use of ICT in the class The teacher used an open-ended question to solicit student overall responses to the use of information communication technology in the class. This question was, Do you think Internet and English can really improve your English? Tell me why. Most students thought the Internet was an interesting and useful tool in their Internet and English class (Table 1). Table 1. Data from the open-ended question Positive reactions (19 out of 23 82.16%) Negative reactions 3 out of 23 (13%) Being able to practice typing 5 Not liking the Internet 1 Learning more English 4 Too much vocabulary resulting in Being more motivated in learning new vocabulary 4 learning pressure 1 Being able to learn more about computers 4 The fast-paced schedule of the class 1 Communicating with others using emails and making friends from other countries 4 Looking for information on the Internet and enhancing reading comprehension by materials on the Internet 3 Meeting people 2 Talking on line 1 Being able to correct mistakes instantly 1 The Tell me why self-report data were used for further analysis. The positive perception of Internet use could stem from two sources. First, due to the convenient access provided by the Internet, students were able to make foreign friends. Second, in the process of navigating the webpages, the chances of directly reading English and learning new vocabulary, sentence patterns, and grammatical patterns increased. Moreover, the immediacy of the online tutoring enabled the teacher to correct their mistakes quickly. The other advantages include the acquisition of relevant Online discourse data analysis The data for quantitative analysis were gathered from the Chat function in chatmessanger, which generally meant participating in online tutoring and online debates. Also, the data from both the midterm exam and final exam in the first semester were collected for analysis. In online tutoring and online debate, not every student wrote down his or her responses. Although five students were completely silent, the other 24 students had at least one sentence (here one sentence means an utterance with a period or a question mark at the end) in the online chatting. However, in online debate, which discussed the interesting topic of having a girl friend or a boy friend, the volume of discourse obviously increased by an average of six sentences, and that was five times as many as the very first time, when they were required to talk about a good teacher. Most students, who had already e- talked the first time, were more likely to write more than the second time. As for the 2nd midterm exam and final exam, since the written records were used for students grades, every student was mandated to express his or her opinions in order to gain points. Eventually the volume of the discourse resulted in an average of approximately 15 sentences in final exam. This was two and half times as many as in the midterm exam. When addressing the reasons for the increase in students discourse volume, the researcher found that students gradual increasing familiarity with the computer commands and the digital environment contributed to the increased number of their expressions. Moreover, the topics for discussion which appeared to be interesting, controversial or abundant in readily available online information also resulted in an increase in the number of sentences. Non-online discourse data analysis based on two projects In addition to the online data, non-online data were collected from Project A and Project B for analysis. For Project A, in order to encourage students to begin their English writing, the English teacher purposefully used self-introduction as an introductory and familiar topic. Thus each student was asked to use English to introduce himself/herself. For Project B, each student had to browse the English resources on the Internet and then recommended some websites as their favourites and to give reasons for their recommendation. Consequently, the average number of sentences produced in Project A was eight, and this was about four times as many as the number produced for Project B. Further analysis of the in-depth data revealed that Project A was a self-introduction and there were several basic items that the students could always include in their written presentations, such as blood type, sign of Zodiac, and favourite sports. On the other hand, Project B asked students to recommend a web site that they found interesting. This topic was of wide scope and more challenging than Project A. Student perceptions of the use of ICT in English learning In order to understand students perception of learning English by using the Internet and the impact of the Internet on English learning as well, a questionnaire was administered to the students shortly before the end of the first semester in order to collect their demographic information and their responses to the use of the Internet in this English class. The questionnaire was composed of three parts: personal data; experience in using a network computer; and ten 5-point-Likert-scale questions. A general question was given at the beginning of the questionnaire and 10 more corresponding statements followed with choices. A total of 26 questionnaires out of 29 were collected and used for analysis. The statistical results of this questionnaire are presented below (Table 5). Questionaire What do you think might be the reasons that the Internet could facilitate English learning? (1-Totally Disagree; 2-Strongly Disagree; 3-Agree; 4-Strongly Agree; and 5Totally Agree) Statements 1 2 3 4 5 Rank 1. The teacher interacted with students on the 0 3.8% 57.7% 15.4% 23.1% 1 Internet so that I feel less pressured in class. 3.8% 94.2% 2. I can learn new vocabulary, sentence patterns, 0 19.2% 57.7% 15.4% 7.7% 8 and grammar on the Internet. 19.2% 81.8% 3. Anonymous communication makes me less afraid 3.8% 3.8% 42.3% 15.4% 34.6% 2 of making mistakes in English chatting. 7.6% 92.4% 4. I could learn good English sentences from others. 3.8% 3.8% 30.8% 38.5% 23.1% 2 7.6% 92.4% 5. I dont need to speak English in front of my 7.7% 26.9% 26.9% 34.6% 3.8% 9 classmates. Instead, typing in front of the 34.6% 65.4% computer screen reduces my stress. 6. Learning English wont be that boring since I 3.8% 7.7% 38.5% 15.4% 34.6% 5 could find some intriguing English information 11.5% 88.5% on the Internet quickly 7. I could improve my English response speed since 7.7% 26.9% 30.8% 30.8% 3.8% 10 online chatting in English requires instantly 34.6% 63.8% answering in English. 8. I could make key/pen pals in foreign countries 3.8% 3.8% 23.1% 30.8% 38.5% 2 and practice English writing. 7.6% 92.4% 9. I could often practice English since English is 0 11.5% 26.9% 38.5% 23.1% 5 the common language on the Internet. 11.5% 88.5% 10. I could freely practice English because I could 3.8% 11.5% 34.6% 26.9% 23.1% 7 build up my little virtual world on the 15.3% 84.7% computer screen.

My Town :: essays papers

My Town To give you a better view of "My Town," I will perch him atop the highest point of the some-kind-of-wonderful city of Hillside: The Giza pyramid-shaped pile of garbage majestically sitting in the town dump. The movie theater is to the west; a neon-pink fluorescent sign frames this week's shows: Th' Bach, Scram 3, and y' of Th' Bholdr. Teenage employees relinquish all responsibility for the missing "E"s. A makeshift lemonade stand is set up a block away. Sometimes, its determined entrepreneurs, the set of five-year-old twins, Brooke and Blake Simone like to mix their drink of choice with "extra flavoring," such as leaves, rocks, and the occasionally, yet classic family of ants. Needless to say, the single dime in their yellow Teletubbie cash box has not multiplied since their first day of business. The strip mall to the north has been replaced by Car Max, the automobile superstore. Unfortunately, the abundance of cars has not, in fact, improved anyone's driving skills, or lack of them. Further west is Proviso West High School; the peeling, forest-green painted fence that protects the school grounds failed to prevent kleptomaniacs from stealing seven car stereos from the parking lot last December. The football field behind the school patiently waits with its freshly mowed green splendor for the team of big, burly boys (and one girl) to actually win a game. At 5:30 AM, a shivering Student Council vice-president with the intent to do extra work trudges the perimeter of the edifice, praying for an open door to a building that doesn't like to be occupied outside of the normal school hours. Psychologically, two opposing beliefs surface for why I dream of dancing sugarplums and college diplomas rather than a pin on my Dairy Queen hat that reads "Employee of the Month." A child is either influenced by his surroundings and peers or repelled into the opposite direction. As a magnet gone a rye, I am thankful that Hillside has not influenced me to blend in with the crowd; neither the cemetery across the street from school nor the various monument and flower shops entice me to- pardon my morbidity- just drop dead. The strategically located bowling alley down the block does not tempt me to ditch school. Certainly, the smell of the garbage dump has turned me off to the wide-eyed world of garbage disposal and handicapped my nose, thus threatening me into giving a hoot.

Indigenous Education in Canada & Australia Essay

INDIGENOUS PEOPLE AROUND THE WORLD HAVE BEEN A MAJOR TARGET FOR DISCRIMINATION AND THIS HAS BEEN THE CASE THROUGHOUT HISTORY, HOWEVER, THE INDIGENOUS PEOPLE OF AUSTRALIA AND CANADA HAVE QUITE RECENTLY FELT THE BURDEN. IT IS EVIDENT THAT DURING THE 1990’S TO THE EARLY 2000’S, A LOWER STANDARD OF EDUCATION RECEIVED BY INDIGENOUS AUSTRALIANS HAS A CLOSE SIMILARITY WITH THE EDUCATION RECEIVED BY INDIGENOUS CANADIANS. THE NON-INDIGENOUS RESULTS FROM STUDENTS IN BOTH AUSTRALIA AND CANADA HAVE EXCEEDED THE STANDARD OF INDIGENOUS STUDENT’S RESULTS WHICH HAS TERRIBLY DISADVANTAGED THE INDIGENOUS COMMUNITIES OF AUSTRALIA AND CANADA. THE NOTICEABLE DIFFERENCE IN EDUCATION RESULTS IS DUE TO THE UNFAIR TREATMENT OF INDIGENOUS PEOPLE IN AUSTRALIA AND CANADA, FROM TEACHING DIFFERENT AND DISHONEST CURRICULUM, MISSING OUT ON VALUABLE OPPORTUNITIES, NOT BEING ABLE TO INCORPORATE THEIR NATIVE TRADITIONS AND EVEN THE HARSH AND RACIST BULLYING. THESE ARE ALL WELL-FOUNDED EXAMPLES OF THE LACK OF QUALITY EDUCATION THE INDIGENOUS PEOPLE HAVE RECEIVED. SINCE COLONISATION IN CANADA, MISSIONARIES HAD ESTABLISHED SCHOOLS FOR INDIGENOUS CHILDREN. THE CANADIAN GOVERNMENTS BELIEVED THAT BY USING ASSIMILATION, INDIGENOUS CHILDREN WOULD BECOME CIVILISED AND WOULD BRING THEM INTO COLONIAL SOCIETY. (WIKIPEDIA, 2014) THE TWO MAIN TYPES OF SCHOOLS WERE BOARDING SCHOOLS THAT WERE LOCATED ON OR NEAR THE RESERVES AND INDUSTRIAL SCHOOLS THAT WERE LOCATED IN THE CITIES AND RESPONSIBLE FOR TRAINING INDIGENOUS CHILDREN FOR MANUAL LABOUR. DESPITE THE INDIGENOUS STUDENTS LEARNING READING, WRITING, MATHS AND LABOURING SKILLS, THEY WERE ON THE OTHER HAND TAKEN AWAY FROM THEIR FAMILIES AND UNABLE TO SPEAK IN THEIR NATIVE LANGUAGE. IN SOME SCHOOLS, SERVER PUNISHMENT WAS REQUIRED IF STUDENTS SPOKE IN THEIR NATIVE LANGUAGES (AUSTRALIAN HUMAN RIGHTS COMMISSION 2010). IN COMPARISON TO THIS, WHEN AUSTRALIA EXPERIENCED IT’S ‘STOLEN GENERATION’ OF ASSIMILATING INDIGENOUS AND HALF-CAST CHILDREN INTO MODERN DAY SOCIETY, THE CHILDREN WERE NOT ONLY FORCED INTO ATTENDING REGULAR SCHOOLING, BUT THEY WERE ALSO IN SOME CASES, FORCED INTO SLAVERY. (WIKIPEDIA, 2014) IN SOME CASES, THE INDIGENOUS CHILDREN COPED WITH THE TRAUMA OF LOSING THEIR FAMILIES, AND FLOURISHED, DESPITE THE PREVAILING SENSE AND KNOWLEDGE OF THEIR LOSS OF AND SEPARATION FROM THEIR BIRTH FAMILIES, COMMUNITIES, LAND AND CULTURE. HOWEVER, FOR MANY OTHER CHILDREN, WHO WERE PLACED WITH UNSATISFACTORY FOSTER PARENTS OR IN INSTITUTIONS, AS ADULTS THEY CONTINUE TO STRUGGLE TO OVERCOME THEIR EXPERIENCES OF TRAUMA, LOSS, ISOLATION, AND OFTEN, ABUSE. (NATIONAL SORRY DAY COMMITTEE, 2014) IN THE SAME MANNER, BOTH CANADA AND AUSTRALIA WERE LARGE SUPPORTERS OF ASSIMILATION AND WANTING INDIGENOUS CHILDREN TO GROW UP LEARNING THE SAME THINGS AS NON-INDIGENOUS CHILDREN. ALTHOUGH THE HIERARCHY IN BOTH COUNTRIES WERE SIMPLY ATTEMPTING TO ‘HELP THE NATION GROW’, THEY WERE IN THE LONG RUN, MAKING IT MORE DIFFICULT FOR INDIGENOUS CITIZENS TO BECOME ACCEPTED INTO SOCIETIES. STATISTICS SHOW THAT IN CANADA, MORE THAN ONE-THIRD OF INDIGENOUS PEOPLE HAVE NOT COMPLETED HIGH SCHOOL. (AUCC. CA, 2010) THESE LOW RESULTS STEM FROM THE GOVERNMENT’S EFFORTS TO ‘HELP THE NATION GROW’ WHICH MAY HAVE BACK-FIRED AS MOST INDIGENOUS PEOPLE FELT THAT THE EFFORTS MADE WERE NOT HUMANE AND COMPLETELY RIDICULOUS. IT IS EVIDENT IN MANY WRITTEN SOURCES THAT IN BOTH COUNTRIES, ABORIGINAL CHILDREN WERE BULLIED AND ISOLATED FROM MOST OTHER NON-INDIGENOUS STUDENTS. THIS WAS A MAJOR DOWNFALL FOR THE INDIGENOUS CHILDREN AS SCHOOL WAS NOT FUN OR ENJOYABLE BY ANY MEANS AND FOR THEM, THERE WASN’T MUCH REASON TO PUT ANY EFFORT INTO SOMETHING THEY WERE FORCED INTO ATTENDING. (ANDREW SHARPE, 2009) BOTH CANADA’S AND AUSTRALIA’S STATISTICS ARE VERY SIMILAR AND CAN BE COMPARED TO EACH OTHER WITH ROUGHLY THE SAME LEVEL OF OVERALL RESULTS. ALTHOUGH, AUSTRALIA’S STATISTICS TELL THAT IN 2007, 64% OF INDIGENOUS PEOPLE AGED 18-24 YEARS HAD COMPLETED GRADE 12. (HUMAN RIGHTS, 2012) THIS SCIENTIFIC STATISTIC SHOWS HOW OVER TIME, THE ‘YOUNGER GENERATION’ OF INDIGENOUS PEOPLE ARE STARTING TO PAY MORE AND MORE INTEREST INTO THEIR EDUCATION. EVENTUALLY AS TIME PASSED BY INTO THE EARLY 2000’S, EDUCATION IN BOTH CANADA AND AUSTRALIA BECAME AN ESSENTIAL FACTOR OF EVOLVING INTO AN ‘ESTABLISHED’ ADULT. BEING EDUCATED AND/OR HAVING AN EDUCATIONAL BACKGROUND OPENED MANY WINDOWS OF OPPORTUNITIES FOR MOST, RESULTING IN MAINTAINING A WELL-PAYING JOB, MAKING IT EASIER TO ASSIMILATE INTO SOCIETY AND ALSO BEING ABLE TO MAKE CONSCIOUS DECISIONS FOR THE BETTER. THIS INCLUDES UPHOLDING A HEALTHY LIFESTYLE WHICH CAN BE DEVELOPED AND USED TO PASS ONTO OTHER FAMILY MEMBERS FOR A CLEARER FAMILY WELL-BEING. (CPRN, 2007) NOT ONLY DID EDUCATION BECOME A HUGE PART OF EVOLVING INTO A WELL- ROUNDED PERSON, IT ALSO PROVIDED SOCIETY WITH DYNAMIC EXTERNALITIES ASSOCIATED WITH ECONOMIC GROWTH; STATIC KNOWLEDGE SPILL OVERS; NON-MARKET EXTERNAL BENEFITS SUCH AS REDUCED CRIMINAL ACTIVITY; AND SOCIAL BENEFITS ASSOCIATED WITH TAXATION. (RIDDELL, 2006) UNLIKE CANADA, AUSTRALIA HAS MADE MANY EFFORTS TO TRY AND MAKE UP FOR ALL OF THE SUFFERING THE GOVERNMENTS CAUSED DURING THE ASSIMILATION PROCESS. ONE OF THE MOST SIGNIFICANT FIRST steps to remission was made in 1990, when the establishment of the Council for Aboriginal Reconciliation was made by law of the federal Parliament. Another significant moment for reconciliation was when the human rights and equal opportunity commission presented ‘Bringing Them Home’ – the Report of the National Inquiry into the Separation of Aboriginal and Torres Strait Islander Children from their families presented to Federal Parliament in 1997. (Australian Human Rights Commission, 2010). Through all of the memorial dates and events for reconciliation, Australia’s ‘National Sorry Day’, held annually on the 26th of May is an event that is close to many people’s hearts, and will continue to be a very momentous day. Despite the many attempts at reconciliation in Australia, assimilating Indigenous children into a modern day society with education will unfortunately always be remembered by the Indigenous community for decades to come. Although, because education can give you so many useful life-long skills, it is positive that more and more Indigenous people are attempting to become involved, especially after a past of such negativity.