ISO 14644 FOR AN IAP CLEAN ROOM CLASS 8 IN RESPECT OF 0.5 UM PARTICLES Essay

ISO 14644 FOR AN IAP CLEAN ROOM CLASS 8 IN RESPECT OF 0.5 UM PARTICLES - Essay Example Several items must be taken into consideration when approaching the use of a cleanroom. First, air is an extremely important item to take a close look at. The air that is coming into a cleanroom must be filtered in order to get rid of dust, while at the same time, the air inside the cleanroom must be recirculated through high efficiency particulate air (also known as HEPA) and/or through the use of an ultra low penetration air (ULPA) filter in order to get rid of contaminants that can be created internally. Furthermore, in order to control any other possible contaminants that may enter, those working in the cleanroom must leave through airlocks (which sometimes also forces an air shower), along with protective clothing. Within the cleanroom, the equipment has been made to create minimal air contamination. These include the use of specialized mops and buckets. The furniture that can be found within the cleanroom also gathers a very minimal amount of particles and is easy to clean. How ever, cleanrooms are not sterile, as much of the attention here is focused on airborne particles. These levels can often be tested through the use of a particle counter (Particle Measuring Systems, 2009). In order to avoid a disruptive air leak, many cleanrooms contain items that keep them at positive pressure. This means that if there are any leaks, the air will leak out of the chamber instead of bringing in any air that might not have been filtered. To further control air, some cleanroom systems will keep humidity to very low levels. This is done often to make sure that there are no electrostatic, or ESD problems. These EST controls are also referred to as ionizers (Clearn Room Forum, n.d.). Cleanrooms are generally given their status based on the number and size of particles allowed per the volume of air. Numbers that are typically larger, like "class 100," are usually referred to by FED-STD-209E, and denote particle number at a size of 0.5um or larger, depending on the cubic foot of air. Smaller numbers refer to ISP 14644-1 standards, and these focus on the decimal logarithm of the number of particles 0.1um or larger permitted per cubic metre of air (Clean Room Certification Standards, 2009). Thus, a class 8 cleanroom has at most 108 = 100,000 particles per m.Cleanrooms in both categories of FS209E and ISO 14644-1 both have log-log relationships that take place concernint particle size and particle concentration. Therefore, a "zero" count in particle concentration is not existent. Because 1 m equals about 35 ft, both standards are mostly equal when measuring 0.5 m particles, although the testing standards differ. Ordinary room air is approximately class 1,000,000 or I SO 9 (Federal Standards, 2009).

Personal Experience Essays Essay Example | Topics and Well Written Essays - 2250 words

Personal Experience Essays - Essay Example I have always considered luck to be a luxury among few people who either have lost hope or prefer receiving free things. During the family vacation in Africa, I had a chance of visiting Maasai Mara national park in Kenya. At first I was reluctant to make the trip; however, after my parents convinced me that it will be a memorable experience, I decided to give it a try. Previously, I preferred visiting playgrounds, friends and making a good use of my bicycle; however, I gave up this opportunity for the memorable experience. Our journey to Kenya was interesting considering that we had many stopovers. It was not my first time to board a plane; however, I felt new and encouraged to work hard and reach the highest level of education. Arguably, this would allow me exploit-varied fields of development while also quenching my thirst for adventure. Consecutively, the opportunity allowed me to have an aerial view of different towns ranging from Amsterdam to Nairobi. Upon our arrival in the city, we received tour guides at the airport, which had earlier been booked by my parents. The first day involved having a taste of the variety foods prepared by the many cultures. The opportunity gave me a first-hand experience to taste what felt like food and others that that I found limited interest in having a bite. Nevertheless, my parents were receptive to the diverse cultures hence an encouragement. Day two was the day to remember that confirmed my worst fears while at the same time changing my view of the entire world. This was a day to take a view of the beautiful wildlife and nature, which has been admired by many people. It was a day to have a personal encounter the lion, Giraffes, baboons, monkeys, and other exciting sceneries only common to many in pictures and national geographic programs. Contrary to other days, I was happy; however, the excitement was laced with

Importance of Risk Management in Banking

Importance of Risk Management in Banking The fall of Lehman Brothers and Bean Stearns triggered the financial crisis from 2007 to 2008. In the case of Lehman Brothers, which was one of the largest investment banks with old history in United States, illustrated the importance of appropriate internal risk management with control. Self-interview threat occurred and was leading to the bankruptcy. In the event of lacking enough bank reserve for withdrawal, Bank of East Asia (BEA) chose to enter mass of capital and welcome the public to take freely from the account balance. It would like to increase the stakeholder confidence and is finally success and solve the problem. It is obvious that risk management plays an important role in the financial institutions. Risk management is the management of identification, assessment and prioritization of risks to assess the effectiveness and efficiency of the internal control system and reduce the impact of unexpected events. (ISO 31000, 2009) Without proper risk management, banks are diffi cult to operate with financial difficulties and survive during the financial crisis. An effective risk management also improves Corporate Governance procedures that help to increase investor confidence, transparency and accountability that helps institutions operate efficiently. If any error or missing occurs in the process of risk management, it causes a failure of corporate governance and may result in operating difficulty. In United Kingdom (UK), the Financial Services Authority (FSA) provides framework of risk management (Arrow), risk assessment framework and financial risk outlook (FRO) for financial institutions to understand the major risks. In addition, Turnbull provides a guidance of good internal control with implication of UK corporate governance code that focuses on the quality and extent of risk management disclosures in an organization and thus reduces the impacts. Combined Code (1998) requires the board of director (BoD) to maintain a good internal control system that includes risk management that safeguarding the tangible and intangible asset and ensure the effectiveness of system. In United States (US), the Sarbanes-Oxley Act (SOX) 2002 requires that both management and auditor to maintain a sound internal control system. Section 302 requires management to certify the periodic financial reports and disclose significant internal control deficiencies and section 404 requires management to provide assessment of the internal control and auditors to provide opinion on that assessment. And the generally accepted accounting principles (GAAP) set accounting rules that corporations need to follow, i.e. they need to prepare, present and report the financial statements. In Hong Kong, the international banking regulation Basel III is applicable to banks. And HKMA regulates the economic stability in banking industry. Many large banks, like the Hong Kong and Shanghai Banking Corporation Limited (HSBC), also implement the SOX act, New York Stock Exchange (NYSE) corporate governance rules and USA PATRIOT act of the other countries in the Hong Kong. Internal control plays an important role in enterprise risk management (COSO, 2004 Pagano, 2001) Woods (2008) states the relationship between an effective and efficiently internal control linking with enterprise risk management (ERM). It also claims that management-based internal control includes conflicts of interest for internal auditors, is extremely risky for the financial institution. Harker and Stvros (1998) shows the efficiency of risk management significantly affect financial performance of financial institutions. Without effective risk management, auditing of financial statement and expense of audit may be affected and cause unreliable reports. In the financial crisis from 2007 to 2009, many corporations include banks liquated due to a weak internal control system without an effective risk management. Therefore, a good risk management programme is important to the firm in the Hong Kong banking industry. Hong Kong and Shanghai Banking Corporation Limited (HSBC) is one of the worldà ¢Ã¢â€š ¬Ã¢â€ž ¢s largest financial institutions and thus its risk management will be identified, analyzed and compared with its competitors. Banking regulations and frameworks will be reviewed and key elements of risk management will be identified and compared. The debates will be reviewed and the strength and weakness of internal control of HSBC will be identified. In addition, recommendations for future improvement in effective risk management will be drawn. Aim and objectives of study The aims of the study are to illustrate the importance of maintaining a good risk management programme in the Hong Kong banks and to draw recommendations for the improvement of weaken risk management. To achieve this aim, the objectives have been established: To review banking regulations and framework (Basel III) apply to Hong Kong banking industry To compare and examine the risk management of internal control systems in HSBC and its competitors To review different comments given by its stakeholders during financial crisis (2008) and era To identify the strengths and weakness of an HSBCà ¢Ã¢â€š ¬Ã¢â€ž ¢s risk management To provide conclusions and recommendations for future improvement in effective risk management in financial institutions 1.3 Proposed Chapter Headings: Introduction Importance of Risk management Background The aim and objectives of the study Structure of the dissertation Literature Review Introduction of risk management Kinds of bank risks Credit risk Liquidity riskà ¢Ã¢â€š ¬Ã¢â‚¬  funding risk Interest rate risk Mismatch risk Market liquidityà ¢Ã¢â€š ¬Ã¢â‚¬  market price risk Market risk Foreign exchange risk Regulations framework Benefit of risk management Weaknesses of risk management Causes of business failure Stress Testing Example of banks: Hong Kong and Shanghai Banking Corporation Limited (HSBC), Bank of China (BOC) Government and authority intervention Conclusion An effective internal audit function of an successful case in Hong Kong The weakness of internal control system cause influence and failure of business performance Research Methods Statistical analysis of annual reports of different corporations to compare their differences with internal control systems Data findings Profile of respondents Data analysis Conclusion Recommendation Research direction Recommendations and Conclusions Summary of the actual findings Recommendations for an effective internal control system and risk management Limitations of Corporate Governance Chapter 2 Literature Review 2.1 Introduction of risk management The uncertainty environment leads to financial services products have become more complex and also increase the accountability of regulation. (Collier, 2009) Doyle (2007) shows that there are common material weaknesses in the risk management of complex and rapidly growing. Krishnan (2005) states limited scope of research leads to insufficient disclosure of internal control. Internal control plays an important role in enterprise risk management (COSO, 2004 Pagano, 2001) It includes 4 stages: risk identification, quantitative or qualitative assessment of risks, risk prioritization and response planning. Role of risk management Collier (2009) ALARM 2.2 Kinds of bank risks COSO (2004) defines enterprise risk management as a process applied with strategies to identify and manage potential risks and thus providing reasonable assurance of achieving corporate objectives. Basel I (1999) states banks should use measurement techniques based on robust data. Eccles et al (2001) reviews the US GAAP and SEC and illustrates 4 major risks: market risk, credit risk, operational risk and accounting risk. Then, Fell Devine (2003) demonstrate operational risk should be separated as liquidity risk, insurance risk and group risk. Further, De Wit (2007) recognizes that risks also include legal risk, concentration risk and reputation risk in financial institutions. There is legal risk of possibility of court cases. If they are well-known of providing good service about criminal, more companies would like to create financial relationship them that concentration risk arises. Also, negative publicity, which is uncontrollable and unpredictable, often lead to reputation risk in money laundering case. Collier (2009) states there are many ways of classification of risks. Recently, Besis (2010) states there are 7 major types of risks in banks: credit risk; liquidity risk (funding risk); interest rate risk; mismatch risk; market liquidity (market price risk ) and foreign exchange risk. 2.2.1 Credit risk Credit risk, which is risk of financial loss that creditors fail to execute their obligation of payment, is the main risk in banking industry that potential loss due to counterparty fail to execute payment obligation. (Besis, 2010) Collier (2009) mentioned that credit risk increases the impact of default as it can be transferred to third parties by using securitization. 2.2.2 Liquidity riskà ¢Ã¢â€š ¬Ã¢â‚¬  funding risk 2.2.3 Interest rate risk 2.2.4 Mismatch risk 2.2.5 Market liquidityà ¢Ã¢â€š ¬Ã¢â‚¬  market price risk 2.2.6 Market risk 2.2.7 Foreign exchange risk 2.3 Role of governing bodies in risk management and control International Federation of Accountants Committee (IFAC) concludes the role of governing bodies in risk management and control in public sector. (International Federation of Accountants, 2001, cited in Collier, 2009, p.37) They should ensure to establish an effective risk management in the framework of control. Also, ensuring effective internal audit function includes in that framework. Moreover, they should ensure a framework of internal control is well established with practice and the statement of effectiveness is included in the annual report. Lastly, they should form an audit committee that involves non-executive independent members to provide independent review of the framework of control and external audit process. 2.3 Regulations framework 2.3.1 Basel Basel III is a set of international banking regulations developed by the Basel Committee on banking supervision. It revises Basel I and II that requires a higher level of capital. Basel II, which improves the weakness of Basel I, considers regulatory capital with risks. (Glantz Mun, 2008) Basel II provides three approaches for calculation of risk. A standardized approach is commonly used that requires banks to use standard risk assessment to calculate the risk weightings. Next, internal ratings-based (IRB) foundation approach that is based on internal assessment in probability of default from counterparty (PD), quantified estimates of exposure at default (EAD) and loss given default (LGD) can be applicable. And the third approach is called IRB advanced approach, which is based on own internal assessment in PD, EAD and LGD. 2.3.2 Benefit of risk management Weaknesses of risk management Causes of business failure Fight (2004) states that many industry surveys analysed 5 top causes of business failure. First of all, it states cyclical decline in demand is at the top of the five causes. Recession is not the main factor of failure but the element that helps to show the weakness of risk management in firms. It mentions some examples of weakness, such as poor competitive position, problem in internal control of quality and financial and weak capital and liquidity ratios. With these weaknesses, firms lost competitive advantages and cannot fulfill customer needs and also lead to decline in demand. Next, poor top management is followed. Thirdly, lacking of centralized financial control Fourthly, bad acquisition or inadequate integration strategy. The fifth is inappropriate product or market strategy Except the cyclical decline in demand, the other four causes are related to management. It is showed that management of firms plays an important role of survival in economic downturns. Regarding to the case of Lehman Brothers, the creditor fail to execute their obligation of payment that the demand of mortgage or loan was dropped. 2.5 Stress Test 2.6 Example of banks 2.6.1 Hong Kong and Shanghai Banking Corporation Limited (HSBC) Hong Kong and Shanghai Banking Corporation Limited (HSBC) is a world-wide diversified banking group that involves in different business and activities since 2005. It takes conventional strategy in its entities in different areas, such as Europe, Hong Kong, Rest of Asia Pacific, Middle East, North America and Latin America. HSBC Holdings plc (2009) mentions that there are many factors vary the risks in HSBC, such as environment change. vary the degrees, measurement, evaluation of its risk management. mentions there are 4 main types of risks: credit risk, counterparty credit risk, market risk and operational risk in its business. Its credit risks arise from failure of receiving payment by customers or counterparties in its business, such as direct lending, trade finance, leasing business, guarantees, derivatives and debt securities. It applies 3 approaches in Basel international banking regulations to calculate the counterparty credit risk and determine exposure values. The three approaches are standardized, mark-to-market and internal model method (IMM). HSBC adopt the standardized approach and mainly adopt the IRB advanced approach to eliminate the credit risk. In addition, counterparty credit risk is risk of economic loss that counterparty may default in transactions arises from offer-the-counter (OTC) derivatives and securities financing transactions. HSBC uses the mark-to-market and IMM approaches to reduce the counterparty credit risk. Market risk is the risk of lower income or portfolio value with market risk factors, including foreign exchange rates and commodity prices, interest rates, credit spreads and equity prices. To get rid of it, HSBC applied standard rules of financial services authority (FSA) and value at risk (VAR) models. Lastly, operational risk is a risk of potential loss by imperfect internal processes and systems or external events. Actually, it also includes technological and legal risks. HSBC employed the standardized approach to determine its operational risk in group. To control risks in the IT area, 3 ways is implemented. First, it uses risk bases project management (RBPM) and a global HSBC tool that is called clarity tool to control the software development life cycle and ensure the consistency and efficiency of management. Second, a disaster recovery plan (DRP) is implemented. For example, it is used to recover system in the case of disasters to ensure the continuity of system. Third, it maintains a secure and reliable governance structure to control and response to the technological risk in different departments. For instance, senior management committees are responsible for managing the risk. The committees consist of HTS Steering Committee, Risk Management Committee (RMC), Operational Risk and Internal Control Committee (ORICC). In the way of managing legal risk, HSBC concerns with contractual, litigation, legislative or regulatory, reputation and non-contractual rights. In addition, it established policies and procedures, estimates potential losses from the judicial or administrative resolutions, disclose the relevant information. Moreover, it established policies and procedures for the identification, measurement of legal risk to eliminate or reduce the possible loss due to the non-performance of the norms and avoid adverse resolutions. 2.6.2 Bank of China (BOC) Bank of China applied the stress testing. 2.7 Government and authority intervention Woods et al (2009) states without perfect credit risk management, the survival of numerous financial institutions in the financial crisis relies on financial support or taking-over by government. In United States, Lehman Brothers, Bear Stearns and Merrill Lynch collapsed because of no financial support to continue the business. On the contrary, United Kingdom mortgage providers, Northern Rock and Bradford and Bingley, survive in financial crisis as had been taken over by government. In addition, Derbyshire Building Society and the Cheshire Building Society faced substantial problems and then survived as it had been taken over by the Nationwide, a large mortgage lender with a stronger capital base. Starting from summer 2007, accumulating losses on sub-prime mortgage triggered financial tsunami in the global financial system. The paper analyzes that banks and mortgage providers using special purpose entities (SPE), collateralized mortgage obligations (CMOs) or collateralised debt oblig ations (CDOs) and illiquidity as the problems Financial Services Authority (FSA) provides operating framework (Arrow II), risk assessment framework and regulations for financial institutions. 2.8 Conclusion Chapter 3à ¢Ã¢â€š ¬Ã¢â‚¬ Research method The research is mainly based on quantitative research by obtaining statistical data, such as complaints or commercial crimes, and related to annual reports and financial statement. Reports from Hong Kong Monetary Authority (HKMA) and Securities and Futures Commission (SFC) will be a part of source to analyze the data as it is easily assessed and convenient in obtaining data. In addition, the risk management system of 10-15 limited companies will be examined and compared. It helps to define the strength and weakness between different risk management systems under sudden events. It supplements questionnaires collection and theoretical research. Questionnaires collection is also used as an instrument in obtaining useful information. To obtain relevant information from stakeholders, questionnaires about satisfaction of financial institutions will be collected and some samples will be further conducted by face-to-face survey. And theoretical research is taken place on reviewing information of theories and practices about an effective internal control system with suitable risk management from academic journals and textbooks. 3.2Limitation: It is difficult to assess information because the internal information is not related to the operation that source is limited and limited samples are not be sufficient to conclude subject to risk management. In other words, recommendations are not be sufficient for the whole banking industry. In addition, the online questionnaires do not have a large number of respondents as the respondent rate is limited due to many reasons. For example, some people do not interest in filling questionnaire and some people feel trouble to complete the questionnaire. Chapter 4 Profile of the respondents A survey was conducted in late 2010, from October to November. Online questionnaires were collected from 30 respondents to understand their confidence level of banks in Hong Kong whether it is influenced by the occurrence of financial crisis and also obtain recommendations of risk management in Hong Kong banks for improvement. There are 25 questions in a questionnaire (see appendix) and it is formed as 3 parts: Personal Details; Before Financial Crisis (2007 -2008); After Financial Crisis (2007 -2008). The first 5 questions are about à ¢Ã¢â€š ¬Ã…“personal detailsà ¢Ã¢â€š ¬?. For question 6 to 8, questions are part of à ¢Ã¢â€š ¬Ã…“before financial crisisà ¢Ã¢â€š ¬?. And questions 9 to 25 are focused on à ¢Ã¢â€š ¬Ã…“after financial crisisà ¢Ã¢â€š ¬? that shows present. The major findings drew from the questionnaires are concluded as below. Personal Details Question 1: What is your gender? Female Male Total 16 14 30 In the online questionnaires, there were 30 respondents that slightly more than half of them are Female while slightly less than half of them are male. Question 2: What is the range of your age? From the questionnaires, it was found that the respondents are mainly youngsters which are most (26 in 30 respondents) in the range of 18 to 29 years old. And there are a small number of respondents (2 in 30 respondents) in the range 30 to 39 years old and (2 in 30 respondents) the range of 40 to 49 years old. Question 3: What is your education level? According to results of questionnaires, no respondents are educated under primary level. Three fifths of respondents achieve the degree education whereas the minority of them, 2 in 30 respondents, reach the master or above education level. And the other two sixths of respondents completed secondary to diploma education. Question 4: What is the range of your monthly salary? It is showed that half of the respondents have monthly income less than $5000 while one fifth of them have over $5000 but lower than $10000 and the other one fifth have monthly income between $10000 and $19999. The minority of respondents got income more than $20000 each month that one respondent got more than $20000 but less than $30000 and two respondents got more than $30000. Question 5: What is your role in bank? The respondents are mainly customers in banks that there are over 90% of them, 28 in 30 respondents, as the role of customers and less than 10%, 2 in 30 respondents, of them as the role of employees in bank. Before Financial Crisis(2007-2008) Question 6: Before financial crisis (2007 2008), what was the percentage of your salary you spend on saving in a bank each month? Before financial crisis (2007 2008), almost two fifth (37%) of respondents expressed that they had habit of saving. Only a few of them spent their salaries mostly on saving while a minority spent much more on saving every month. And one in six respondents spent almost half of salary on saving. In the meanwhile, three fifths of them spent fewer while a few respondents spent slightly fewer or none on saving. Question 7: Before financial crisis (2007-2008), did you invest in stock of Hong Kong banks, such as HSBC? Over 70% of respondents, 73%, said that they had habit of investment in Hong Kong stock before financial crisis (2007-2008) while slightly less than 30%, 27%, had not invested. Question 8: Before financial crisis (2007-2008), what was the percentage of your salary you spend on investment each month? Before financial crisis (2007-2008), most of respondents had habit of investment. Three fifths of respondents had spent much more and majority or all of salary on investments each month. For example, less than half of them, 43%, had spent the majority and almost all of salary (80% 100%) on investment while one sixth had spent 60% to nearly 80% of salary. And a small number of them, 10%, had spent almost half of salary (40% 59.99%) on investment while nearly one quarter (23%) of them had spent fewer (25% 39.99) on investment. But, few respondents, 7%, said that they had not invested or spent slightly fewer on investment. Question 9: Did you have habit of checking your balance in your current accounts /investment accounts in banks? And how often did you check your balance each month? Before financial crisis (2007-2008), none of the respondents never check their current account or investment account balance. One in three respondents showed that they seldom (1 to 7 times per month) checked their balance in accounts while half of them often checked their accounts over once a week and nearly once per two days (8-15 times per month). And one in five respondents usually checked their accounts (16-30 times per month). After Financial Crisis (Present) Question 10: Do you own any current accounts for saving in banks? How many banks do you own current account? All respondents have current accounts for saving in banks in Hong Kong. One-fifth of respondents reported that they only owned current account in one bank while almost most of them, 77%, said that they owned current accounts in from two to four banks. In addition, only one respondent responded that hold current accounts in more than five banks. Question 11: What is the percentage of your salary you spend in saving each month? It is showed that most of the respondents have habit of saving. Almost a quarter of them, 23%, spend much more on saving while about two fifths of them, 41%, spent majority or almost all on it. Also, no respondents spend almost half of salary (40%-59.99%) while a minority of them reported they spent fewer and nearly a quarter of them reported they spent slightly fewer and almost none on saving. Question 12: Do you invest in stock Hong Kong banks, such as HSBC? After financial crisis (2007-2008), three fifths of respondents said that they had habit of investment in stock of Hong Kong banks while two fifths did not invest. Question 13: Do you own any investment accounts in banks? How many banks do you own current account? Most of the respondents own investment accounts in Hong Kong banks. For illustrate, more than half of respondents, 73%, only own investment accounts in a bank while 1 in 10 respondents own an investment account in two to four banks. And one-sixth of them, 17%, do not own any investment account and. However, no respondent hold investment accounts in more than five banks. Question 14: What is the percentage of your salary you spend on investment each month? More than half of respondents reported that they spent their salaries less on investment. One third of them spent slightly few and almost none of their salary on investment while one fifth spent fewer as well as the other one fifth almost spent half of it on investment. On the other hand, a small number of them, 10%, responded that they spent much more while 1 in 6 respondents spent most and almost all on investment. Question 15: Do you have habit of checking your balance in your current accounts/ investment accounts in banks? And how often do you check your balance each month? After financial crisis, none of the respondents never check their current account balance. Nearly three fifths of respondents,57%, reported that they seldom (1 to 7 times per month) checked their balance in account while one fifth of them often checked their accounts over once a week and nearly once per two days (8-15 times per month). In addition, about a quarter of them checked their accounts frequently (16-30 times per month). Question 16: After financial crisis (2007-2008), what do you pay attention to the bank before investment in it? (Answers can be chosen more than one.) The table shows the issues about bank whether respondents pay attention to before investment or not. After financial crisis (2007-2008), the respondents mainly pay attention to the news about the bank and also the banking industry before investment. Nearly three quarters of them, 73%, pay attention to the news about the bank and banking industry to concern about their investment. In addition, one-fifth of them pay attention to the risk management of the bank to concern whether risks are minimized and properly controlled. And the other one fifth also pay attention to relevant court cases while three in ten respondents focus on the changes in its share price. However, only a minority pay attention to the big issues, such as big loss or financial difficulties. Question 17: What element(s) do you think it is important in risk management? The table illustrates that importance of elements in risk management respondents revealed. Regarding to questionnaires, almost two fifths of the respondents thought identification of risk was important in risk management while about two thirds of them did not. About assessment of risks, nearly third fifths (57%) of them agreed it was an important element while more than two fifths of them (43%) disagreed. In addition one third of respondents expressed that internal control is an important element in risk management. However, only a minority of respondents, 4%, totally agreed that identification, assessment, and prioritization of risks and the internal control are important in risk management. Question 18: Do you trust the risk management of bank can ensure steadily operation with lower risks to prevent bankruptcy? Two thirds of respondents reflected they trusted the risk management of bank that can ensure it operating steadily with lower risks and prevent bankruptcy while one third said that they did not trust it. Question 19: What is the level you rely on the risk management of bank? After financial crisis (2007-2008), a small number (10%) of respondents reflected that they extremely relied on the risk management of bank while one fifth said that they more relied on it. Half of them remained neutral whereas a minority less relied and a few respondent never rely on the risk management of the bank. Question 20: After financial crisis (2007-2008), have your confidence in bank been cracked? About two fifths of respondents, 37%, thought their confidence in bank had not be cracked after financial crisis (2007- 2008). Nevertheless, half of them reflected their confidence were partly impaired while a minority (13%) revealed that their confidence were mostly damaged. Question 21: What is (are) the issue(s) that impair your confidence in the bank and make you think that it has weak risk management? The chart illustrates the issues whether it can impair their confidence of respondents and affect their investment decision in the bank. According to the responds, a majority of respondents, 90%, thought occurring liquidity problem and big loss can impair their confidence in the bank. And 70% of them expressed that weaken defense of risks and without experience of facing financial crisis can lead to bank have a weak risk management and also impair their confidence. Besides, slightly more than a quarter of them, 27%, considered human resources problem was one of the elements of weak risk management. For example, improper authorization and delegation policies lead to conflict of interest exists in the bank. Moreover, nearly one-fifth thought operating without following regulation, such as Basel framework, is more likely to maintain weak risk management. Finally, only a few of them, 7%, responded that involving in court case impair their confidence in bank and they might think it had we ak risk management Question 22: Do you read the annual report of bank to understand its risk management before investment? The above chart shows that one third of respondents responded that they saw annual report of the bank before investment to understand its risk management. However, two thirds of them expressed that they did not. Question 23: Do you think these banks have good risk management? In five Hong Kong banks, respondents expressed which banks they think have good risk management. As a result, most of them commented HSBC had a good risk management while only one third thought Bank of China had a good risk management. Also, half of them expressed that Hangseng Bank had good risk management while the other half disagreed that. Concerning to standard chartered bank, only one fifth thought its risk management was good. Moreover, slightly less than twenty percent of them reflected that Citibank had good risk management. Question 24: What rank do you give for the risk management of HSBC? (Please rank from 1to 5: 1 is weakest; 5 is best) Rank of HSBC Number of respondents

Biography of Julius Caesar Essay -- Julius Caesar Roman Empire Essays

Biography of Julius Caesar A baby was born on July 12 or 13 of 100 BC in Rome. Little did the proud parents of this baby know that he would rule most of the known world. This baby was born to the name of Gaius, his personal name, Julius was the name of his family's clan and the name of his family was Caesar meaning hairy. Caesar was such an amazing man that many people couldn't believe that he was born the same way as them. Over time stories have arisen about Caesar's birth. One story says that Caesar was pulled from an incision in his mother's stomach. This is where the medical term of Cesarean section came from, from Caesar's birth. Not everyone paid that much attention to the birth of Caesar, it was overshadowed by exploits of his Uncle Gaius Marius. Marius was a politician, he was a "new man" or a plebeian politician. He married into the aristocratic Caesar family so he would have a name to back up his words. Marius did not receive a first-class education or a lot of other advantages some politicians had. Marius was elected consul in 108 BC, once in office he proved himself as a brilliant general. He persuaded the senate to send him to Africa and replace the general in the war there. He took over for General Metellus. Soon he ended the war that had been dragging on for many years. When he returned to Rome Marius found another chance for fame. Nomadic German tribes had invaded the north of Italy and winning a couple battles over Roman armies. Marius took the spotlight away from this little bundle of joy named Caesar.No matter what he wanted he was propelled into politics. Many of his relatives were senators or held other important political offices. He listened to many political discussions between his family which had substantial influences on him. He was trained to be a politician by his tutor Antonius Gnipho. He studied Greek and Latin literature, philosophy, and most important, rhetoric or the art of persuasive argument. At the age of twelve he was brought to the senate house to watch speeches and debates.As a kid he wrote numerous poems and plays. Augustus believed that these writings might tarnish his reputation, when he became emperor he burned all of Caesar works. Caesar was a very handsome boy and for that matter man too. He dressed in a style all his own. He was not very strong as boy. All male children were expected to be goo... ...ors over the edge. Caesar wanted to lead armies again in new and glorious conquests. He made plans to leave Rome for two years and lead an army. He was to leave on March 19. This meant the assassination had to take place soon, Cassius had to make final plans. Caesar knew something was wrong he had spies everywhere and a soothsayer openly said that he would be killed. He refused to take precautions and even dismissed his bodyguard. This whole time he refused to be crowned king. Caesar was scheduled to attend a meeting on the Ides, or fifteenth, of March, that was the day the conspirators would attack. On March fourteenth Caesar's wife had terrible dreams of her husband's death. In the morning his wife pleaded with him not to go. Caesar postponed the session. One of the conspirators named Decimus Brutus came to Caesar's house and persuaded him to come to the session. He gave in and came to the session. His wife's try to save him failed. When Caesar entered the Senate a group formed around him and stabbed him to death. He was stabbed 23 times then fell on a statue of Pompey. So Caesar died. Caesar had a great life and then was stabbed because people were jealous of him.

The United States Are Microcosms Of Society Education Essay

IntroductionClassrooms across the United States are microcosms of society. The faces in schoolrooms today reflect the altering demographics of the communities in which the schools are located. Today, schools are informants to the rapid alterations in pupil demographics, in peculiar, the growing of Latino pupils in schoolrooms throughout the United States ( KewalRamani, Gilbertson, Fox, & A ; Provasnik, 2007 ) . With rapid alterations in demographics, come challenges and issues, in add-on to other challenges which schools are seeking to run into. Educators face many challenges in public schools today. District leaders, campus leaders, and instructors must happen ways to turn to such issues as ( 1 ) planning and presenting standards-based direction, ( 2 ) meeting the demands of federal and province answerability systems, ( 3 ) making more with less resources, ( 4 ) determination, hiring, and maintaining extremely qualified instructors, ( 5 ) keeping safe and drug-free acquisition environments, ( 6 ) guaranting all high school alumnuss are college or calling ready, ( 7 ) cut downing the dropout rates, ( 8 ) designing, implementing, and measuring particular plans for fighting scholars and academically advanced scholars, ( 9 ) supplying a consistent sequence of classs at the secondary degree, ( 10 ) integrating federal, province, or local mandated enterprises, ( 11 ) set uping working partnerships with households and communities, and ( 12 ) happening ways to turn to other sociopolitical and sociocultural factors impacting their s chools ( Conchas, 2009 ; McNutly, 2009 ; Nelson, Palonsky, & A ; McCarthy, 2007 ) . Educators must happen ways to plan, implement, and measure direction and plans for the culturally diverse and linguistic communication minority pupils, who now sit in their schoolrooms, every bit good ( Gay, 2000 ) . This peculiar challenge has plagued public schools for decennaries ( Editorial Projects in Educational Research Center, EPERC, 2008 ; National Education Association, NEA, 2007 ) . From its origin, public instruction has been considered a agencies to accomplish societal, political, and economic benefits. Horace Mann referred to public instruction as the â€Å" great equaliser † ( Alexander & A ; Alexander, ) . He and others like him viewed public instruction as a manner for pupils and households to accomplish the aforesaid benefits. But, one must step back and reflect on the history of public instruction in this state. For whom were the first public schools designed? Who were the kids? Which sociocultural groups did they stand for? What were the purposes of the public schools who did educate pupils who did non stand for the mainstream cultural group? As persons peruse the pupil accomplishment informations, graduation informations, dropout informations, keeping informations, suspension and ejection informations, school to prison informations, disproportional representation of cultural and cultural groups in particular plan informations, college keeping ra tes, and such, there are obvious racial and cultural disparities and spreads which result in socioeconomic spreads, employment spreads, political spreads, wellness spreads, and others ( ____ ) . From the information, one may reason that the â€Å" great equaliser † has non delivered on its promise. However, schools are designed to acquire the consequences they get. McNutly ( 2009 ) stated that schools have behaved their manner into their current state of affairs and schools can act their manner out of it. There are schools run intoing the educational and non-educational demands of all pupils, including culturally and linguistically diverse pupil groups. Such schools are non merely effectual but, culturally antiphonal ( Gay, 2000 ) . I posit that genuinely effectual schools are culturally antiphonal schools. The schools are designed to run into the educational demands of the pupils in their schoolrooms. The leading and instructors demonstrate a strong belief that all pupils in their charge can be successful. These pedagogues collaboratively work with each other, pupils, and households. I, besides posit that the work of theses culturally antiphonal and effectual schools can be replicated. Becoming an effectual and culturally antiphonal school involves a alteration procedure that has an impact on every stakeholder at every degree in the system ( Hall and Hord, 2006 ) . To better understand the place I take, I present a reappraisal of the literature. I will portion the conceptual model which guides my survey. As I conducted the reappraisal of the literature, I did so with the aid of four steering inquiries adapted from the work by McCarthy ( _ ) . McCarthy provinces that if pedagogues can reply four inquiries as the y plan and present direction, Why, What, How and What if, all acquisition manners in schoolrooms will be addressed. I borrowed from McCarthy ‘s work to develop four inquiries to assist me carry on a comprehensive survey of effectual and culturally antiphonal schools, in peculiar, those schools now faced with educating one of largest and fastest turning cultural groups in the United States and their classrooms-the Latino pupil population ( KewalRamani, et. Al, 2007 ) . The four guiding inquiries were: ( 1 ) Why is at that place a demand for effectual and culturally antiphonal schools, ( 2 ) What are the features of effectual and culturally antiphonal schools, ( 3 ) How do schools go effectual and culturally antiphonal? , and ( 4 ) What are effectual and culturally antiphonal instructional patterns? . The purpose of the literature reappraisal is to reply the four guiding inquiries. In add-on, the reappraisal includes a limited survey of three back uping theories and constructs found in the literature on racially and ethnically diverse pupils in schools. The three back uping theories are: ( a ) critical race theory, ( B ) cultural reproduction theory, and ( degree Celsius ) the shortage theoretical account. A reappraisal of the current context and tendencies about racially and ethnically diverse pupils groups in schools will follow. A reappraisal of tendencies and the current context will supply a background to the racial and cultural disparities in schools today. The undermentioned background information will include: ( a ) the current population informations tendencies, ( B ) current disparities of educational results along cultural and lingual diverseness lines, ( degree Celsius ) an account of the grounding thought by which information is filtered, effectual and culturally anti phonal schools.Theoretical and Conceptual ModelPublic schools have been fighting with the issue of racial and cultural disparities in educational results such as pupil public presentation, graduation rates, dropout rates, suspension and ejection rates, disproportional representation of cultural groups in particular plans, and such for some clip ( NEA, 2007 ) . Scholars ( Payne, ) have attempted to explicate the disparities along socioeconomic lines. While the deficiency of resources does hold an impact on pupil accomplishment, race affairs. Gosa and Alexander ( 2008 ) found disparities between White pupils and Afro-american pupils from flush households, therefore reenforcing race does matter. Students come to school with different lived experiences, cognition, accomplishments, perceptual experiences, and demands ( Tyler, Uqdah, Dillihunt, Besatty-Hazelbaker, Conner, Gadson. . . & A ; Stevens, 2008 ) . Students come from different environments and enter school with racial disparities that exist sing school preparedness, over which schools have small to no control ( Parret & A ; Barr, 2009 ) . However, racial disparities continue and widen over clip in schools. Several bookmans posit that it is the schools ‘ constructions, policies, processs, patterns, engrained positions, beliefs, and values that reinforce and advance racial disparities in educational results ( Artiles & A ; Bal, 2009 ; Gosa & A ; Alexander, 2007, Jay 2003, Ladson-Billings and Tate, 1995 ) . Cultural clangs between school and place, trial prejudice, system prejudice, negative and positive stereotyped positions, poorness, linguistic communication differences, deficiency of relational trust, and other sociocultural, sociohistorical, and sociopolitical factors play a critical function in the current racial and cultural disparities in educational results in our public schools ( Skiba, 2009 ; Salend & A ; Garrick-Duhaney, 2005 ) . Mickelson ( 2003 ) stated that educational systems were responsible for the turning racial disparities in educational results and that the disparities widen with each twelvemonth, cultural minority pupils attended school. Scholars have tried to explicate the bing racial and cultural disparities in educational results utilizing assorted theoretical and conceptual models, such as the Critical Race Theory, Cultural Reproduction Theory, and the Deficit Model.Critical Race TheoryCritical Race Theory as a tool. An person ‘s cultural individuality is a fluid and dynamic societal concept influenced by lived experiences, internal picks, and outside agents ‘ perceptual experiences of that individuality ( Fergus, 2009 ; Lee, 2008 ) . Race and racism have shaped the history of the United States and its traditional societal establishments ( Yosso, 2005 ) . Racism, nevertheless elusive, continues to impact societal establishments, i.e. , schools ( Yosso ) . McNutly ( 2009 ) stated that is was non so much an issue of race as it was an issue of engagement. Gosa and Alexander reported that race mattered in schools ( 2008 ) . School contexts form pupils ‘ societal and academic individualities and outlooks ( Borrero, Yeh, Cruz, & A ; Suda, 2012 ) . Persons in the place of societal power define who belongs and who does non, who represents the standardised norm and who does non, and who is in and who is non ( Artiles & A ; Bal, 2008 ) . School is yet another topographic point where pupils. . . face labels such as ‘gifted, ‘ holding ‘special demands, ‘ and being ‘at-risk, ‘ when in fact, it is the establishment itself that holds the power to implement such labels ( Bucholtz & A ; Hall, 2004 ; Fine, 1992 ) . These imposed classs further separate pupils into grouping of ‘normal ‘ and ‘other. ‘ Borrero, et al. , p. 5. Critical Race Theory ( CRT ) theorizes race ( Ladson-Billings and Tate, 1995 ) . CRT was foremost introduced as analytic tool in the justness system ; CRT bookmans used it as tool to place and analyse procedures in the judicial system ( Ladson-Billings & A ; Tate, 1995 ; Tate, 1997 ) . CRT was introduced by Ladson-Billings and Tate as tool to place and analyse unfairnesss or equity traps ( Linton ) in schools ‘ policies, processs, patterns, and processes that keep cultural groups of pupils from take parting and constructing societal capital, political capital, and economic capital. Scholars can utilize a CRT lens to place the what, why, and how ( Yosso, 2005 ) and who, when analyzing the â€Å" political orientation of racism † ( Yosso, p. 74 ) . It is through the CRT theoretical and analytical lens, that allow CRT bookmans to analyze, speculate, and dispute the ways racism influences schools and other societal establishments ( Yosso ; Su, 2007 ) . The subjects of CRT. CRT is framed by six subjects ( Su, 2007 ) . The current subjects are ( 1 ) race is a societal concept which is historically embedded in United States society ; ( 2 ) racism is common and profoundly engrained in United States society and is accepted as normal ; ( 3 ) color-blind equality reform serves to turn to dangerous signifiers of racism to persons but, non structural unfairnesss ; ( 4 ) United States society was built on the impression of belongings rights and Whiteness and White privilege are belongings rights protected by the authorities ; ( 5 ) those in the place of power, White persons, are in favour of antiracism structural or policy reform every bit long as it benefits White privilege and non favor is lost ( involvement convergence ) ; and ( 6 ) the voice of those most wedged by racism and unfairnesss serves an of import intent in turn toing structural and policy unfairnesss, as they portion their experiential cognition ( Su ) . Race and racism has been portion of the history of the United States and its traditional societal insitutions.Cultural Reproduction TheoryDeficit ModelThe Why of Effective and Culturally Responsive SchoolsThe What of Effective and Culturally Responsive SchoolsThe How of Effective and Culturally Responsive SchoolsWhat are Culturally Responsive and Effective Instructional PracticesDecision

Descartes vs Locke Essay

Socrates once said, â€Å"As for me, all I know is that I know nothing. † Several philosophers contradicted Socrates’ outlook and believed that true knowledge was in fact attainable. This epistemological view however had several stances to it, as philosophers held different beliefs in regards to the derivation of true knowledge. Rationalists believed that the mind was the source of true knowledge, while in Empiricism, true knowledge derived from the senses. Rene Descartes, a rationalist, and John Locke, an empiricist, were prime examples of epistemologists who were seen to differentiate greatly within each of their philosophies. However, although Descartes and Locke’s ideas did contrast in that sense, they both shared common concepts that helped mould the basis of their ideas. Descartes and Locke both agreed that there were things in life that exist that we can be certain of. For Descartes, human experiences did not provide sufficient proof of existence. He indicated that through his Dream Conjecture and his Evil-Demon Theory (Paquette 205). Descartes stated that we cannot be certain if reality is a dream or not, thus questioning our existence (Paquette 205). In his Evil-Demon Theory, Descartes claimed that for all he knew, an evil demon could be putting thoughts into his head, making him think that reality was true when it was in fact false (Paquette 205). Ultimately, all this thinking resulted in Descartes coming to the conclusion that the one thing we could be sure of existing is the mind (Newman 2010). This can be seen through his most famous quote, â€Å"I think therefore I am (Kaplan 2008). † Descartes claimed that since he was able to doubt and think using his mind, his mind must exist (Paquette 205). Similarly, Locke was also sure of existence. He believed that every object was made up of primary qualities as well as secondary qualities (Paquette 212). Secondary qualities rely on how a person senses the object subjectively, and is experienced differently depending on the individual (Paquette 212). Examples of secondary qualities include colour, taste, and sound (Paquette 212). Primary qualities, however, are objective and include aspects such as an object’s height and weight (Paquette 212). Through this, Locke claimed that the existence of objects can be made certain due to the primary qualities it possesses (Paquette 212). Similar to Descartes, Locke believed in a sense of existence. However, in his view, the facts from the primary qualities proved the object exists because the object exists within itself (Paquette 212). Descartes and Locke also believed in some sense of the external world. Descartes claimed that there is in fact an external world, however it does not exist outside people’s minds (Paquette 206). Since Descartes was a rationalist, he believed that the only method to acquire true knowledge was solely through the mind (Moore 2002). Through the process of doubting existence, Descartes realized that the mind exists (Paquette 205). He went further into thought and concluded that since he, an imperfect person, has knowledge of perfection, something perfect has to exist to have put that knowledge in his mind. From there he claimed the existence of God (Newman 2010). Descartes then stated that a perfect god would not deceive his people, indicating that the material world exists (Newman 2010). Therefore through this thinking process, Descartes came to the conclusion that the real world is of the mind, and the external world is everything else that falls into the material world made by god (Newman 2010). Like Descartes, Locke also believed in an external world. As an empiricist, Locke relied heavily on the senses to provide true knowledge (Moore 2002). He shared Aristotle’s belief that the mind is a blank slate, also known as tabula rasa, at birth (Paquette 211). Our sense experiences thereafter provide us with knowledge to fill in those slates (Paquette 211). In Locke’s â€Å"Representative Theory of Perception,† also known as Epistemological Dualism, he stated that material objects exist and are separate entities from human beings (Paquette 227). However, he also believed that objects exist in the mind as psychological entities (Paquette 227). Locke concluded that people can taste, smell, touch, and see the external world which, in turn, becomes impressions in our minds (Paquette 227). Descartes and Locke are thus seen to be similar in the sense that they both believed in an external world. Descartes and Locke both had a process for understanding knowledge as well. As a rationalist, Descartes believed in innate ideas; that all humans were born with some knowledge (Paquette 206). This differentiates from the empirical view that the mind is a blank slate at birth (Paquette 211). Descartes also used intuition and deduction to establish truth (Kaplan 2008). He believed that intuition is direct knowledge which can be known without ever sensing or experiencing it (Paquette 206). Deduction however, is where you start with a premise, or a statement you believe to be true, and then determine more truths based on that origin (Paquette 206). As shown, Descartes focused on the thinker and the thinking process when determining true knowledge (Paquette 206). Rather than a thinking process, Locke believed that understanding knowledge came from a process based on our senses (Paquette 211). He believed that when the external world triggers any of our five senses, those experiences turn into sensations (Paquette 211). Those sensations then turn into impressions in our mind, thus adding knowledge onto the slate in our mind which was once blank (Paquette 211). He claimed that our mind reflects on the impressions we received from our sensations (Paquette 211). Locke then stated that those reflections turn into an idea which can be either simple, or made up of a bundle of simple ideas called complex ideas (Paquette 211). Like Descartes, Locke is seen to use a process for finding knowledge as well. There are many aspects to Rene Descartes and John Locke’s philosophies that are clearly distinct from one another. However, it is essentially incorrect to claim that rationalist Descartes and empiricist Locke bear no similarities. The two epistemologists are seen to share a similar base within each of their philosophical ideas. Through the many differences between Descartes and Locke, their basic concepts of existence, the external world, and the process for obtaining knowledge are quite similar to each other. This connexion illustrates that although the ideologies people possess on life vary to a great extent, there can always be some sense of a common ground that brings us all together. Works Cited Kaplan, R. Philosophy – In our time. BBC – Homepage. BBC News. , 2008. Web. 12 Nov. 2011. †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. Newman, L. Descartes’ epistemology.

6 Steps For Building Your Author Mailing List

6 Steps For Building Your Author Mailing List 6 Steps for Building your Author Mailing List through Giveaways One of the main questions that torment debuting authors is: how do I build an audience for my first book before I release it? Most authors are aware that they should start building their author mailing list months in advance, they just don’t know how.  Of course, that’s easier said than done, especially if you haven’t published anything yet. But it’s not impossible to do, even while you’re writing your first book.Someone who has had some success in this area is Derek Murphy. Derek has been a longtime friend of Reedsy, and been in the business of publishing for quite a few years now (check out his cool site creativindie.com). He’s a great book designer and has helped a lot of authors with their marketing efforts. Recently, Derek decided to write his first fiction book (a YA novel). But before that, he wanted to build an audience for it. In an exclusive interview with us, he explains how he was able to build an author mailing list of 10,000 r eaders, from scratch, in less than a week.â€Å"One of the easiest ways to get a lot of sign ups quickly is to offer free giveaways. It’s much easier than trying to build great content that people share. I’ve been doing that for a long time and it takes work. Even if it’s really good you aren’t going to get that many shares or follows or likes. A contest is really pretty powerful.† – Derek MurphyYou can watch the full interview here, or read the post below where we condensed the information into a nice step-by-step guide (because that’s what we do!). Share the interview: Here's how to build an author mailing list of 10,000 readers, from scratch, in less than a week. 1. Set up your author mailing list and create an automated email sequenceYour first task is to set yourself up on Mailchimp. Once you have created your account, a signup form will show up. You can customise this form, share it on your author website, or any social media platforms you have. Start small, signing up friends and family and create an automated email sequence for every new subscriber who signs up.Maintain a single list of all your subscribers and segment it according to particular interest groups. This is so you can tailor your newsletters  according to the prizes you have to offer. Create a warm automated email sequence that encourages readers to interact with you. 2. Decide on the â€Å"giveaway† Facebook Ads for Authors (with Mark Dawson) Read post Target influential people in your genre. This is Derek’s tactic: â€Å"I made an email list of maybe 500 book bloggers in my genre and all the ‘BookTubers’ who talk about and review YA books on YouTube†¦ those are influencers, who have the traffic and platforms already, so I email all them about the contest†.Facebook targeted advertising is another approach to consider. Drive up subscribers to your author mailing list by targeted advertising to groups, pages or people. Find genre-specific pages to post your ads on so they are shown to people who are likely to enjoy  the  giveaway.â€Å"The nice thing about giveaways is that other people share for you. I will do targeted Facebook advertising to reach maybe a 1,000 people, and those people will share really hard†¦ they will promote the giveaway to all their friends...it’s not exactly going viral but you get quite a bit of traffic† – Derek MurphyThere are other platforms you can promote your giveaway on such as StumbleUpon’s Paid Discovery, Reddit’s advertising platform and promoted posts on Twitter.  Also consider collaborating with other authors or people who are also giving away prizes. If you do a shared competition promoting both of your products, you are pooling the contacts you both have, doubling the potential for subscribers. "The nice thing about giveaways is that other people share for you." – @Creativindie 5. Convert giveaway subscribers into a loyal fanbaseThere is some criticism of building an author mailing list through giveaways. After all, there is no guarantee that subscribers will be interested in your work simply because you are offering free prizes. So how do you create a loyal fanbase from this?â€Å"Most authors are probably not using the mailing list right. They are probably giving away free stuff and then trying to sell their book right away†¦ That’s not going to work. First you must educate them about who you are: they are signing up for free stuff, they don’t know that I’m an author yet. There are ways to slowly introduce them to that idea, and it’s not by selling them my book.† – Derek MurphyContinue with smaller campaigns, particularly using Gleam or Rafflecopter that link to your author blog and websites which subscribers can read if they want to. This process needs to happen gradually as an indirect way to introduce your list to the fact you are an author.â€Å"I won’t try to sell my books to this list† says Derek. â€Å"I’m mainly using it for free downloads and book reviews. If I can give away a thousand copies of my book and I give them a reason to go download it and review it I can probably get a couple hundred reviews in the first couple days of my launch†. Reviews are essential for the successful marketing of a book. "You need to be getting thousands of downloads to get hundreds of reviews". You cannot achieve this if you start charging for your book too early as a first-time author. Your giveaway subscribers won't be receptive to the 'hard sell'. Build a relationship with them first. 6. Keep in touch with your fanbase regularlySend out a monthly newsletter to your author mailing list, such as ‘My top 10 books for December 2015’ so contestants keep opening your emails. Give a brief review of each one and an Amazon link where they can buy the book. This will also provide you with cash flow through the Amazon affiliate program.Eventually, contact your list telling them there are no more giveaways. This will be a way of finding out where your true fanbase lies. Even if the majority of people unsubscribe to your emails, the aim would be to have 1,000-2,000 people who are genuinely interested in your work who will be willing to buy your books in the future. Eventually, clean up  your list by telling your subscribers there are no more giveaways. ConclusionThere’s one thing we haven’t mentioned yet: costs. Giving stuff away is not free, all the more if you’re promoting the giveaway through advertising. Derek’s campaign cost him around $600-700 (full breakdown here).This sounds like a lot. However, it is not uncommon for authors to spend this amount on marketing with no clearly defined results over a much longer time period. The difference with this approach is after the initial costs, you can instantly reconnect with your subscribers for free in the future. As we say in the interview, â€Å"you build your own personal Bookbub list†.What are  your strategies for growing your author mailing list? Have you ever tried giveaways? Let us know about your experiences, or ask Derek any question, in the comments below!