Poetry comparison essay- ‘Poem’ and ‘Sonnet 19’ Essay

For my assignment I am going to compare two sonnets, written in early-mid 1590 and the second in 1990s, by popular poets William Shakespeare and Simon Armitage. I will be writing about their content, meaning, structure, style, rhyme pattern, persona, imagery, language and the tone set in each piece of writing and comparing how each characteristic is similar and different. In the early-mid 1590s, William Shakespeare wrote a sonnet, in his own style – Shakespearean – in the traditional context: love. It was vaguely called ‘Sonnet 19’, which suggests he is displaying that perhaps he was not completely connected, emotionally, with the sonnet. However, this fact could be contradicted in the way that all his sonnets were simply identified with a number, this particular one not being different. The sonnet itself is written as a persona; it is meant to be perceived as coming from a character, possibly from one of his plays? It is about the loved one of the persona, aging with time, and the narrator pleading to ‘devouring’ Time (time, in this case, being classed as a noun) that He shouldn’t age his loved one. In this sense, it is a traditional sonnet; it is about love. Consisting of fourteen lines, and a structure of an octane, followed by a quatrane and then a couplet; it is a typical Shakespearean sonnet. This poem has a rhyme scheme of ABAB, CDCD, EFEF for the first twelve lines of it, however for the final couplet; a simple GG is used instead. This rhyme scheme gives a rhythm to the sonnet, and creates a less drastic and eerie atmosphere when reading; because the rhythm is more bouncy that that of a poem without the use of direct, full rhyme. Also, the iambic pentameter present in the sonnet gives out a more flowing beat when reading the poem. It also makes the sonnet seem a little less dark and tense, as it releases ease for the readers. The ten syllables on each line are important to the poem, to increase flow and to possibly give the audience a little humor; whether or not this was purposeful we don’t know. But we do know Shakespeare mean to include ten syllables in each and every line of ‘Sonnet 19’. The first octane introducing the problem the persona is faced with: in this case the fear that the one he loves will be negatively affected by time. This tells the reader what the person the poem is directed from, is possibly quite shallow- due to the fact he pleads with ‘Devouring Time’ not to ‘carve with thy hours [his] love’s fair brow’. This means that he doesn’t want time to have an effect on his loved one’s appearance, which brings out a hint of arrogance from the ‘writer’. However, this point can be disregarded by the time the reader gets to the couplet at the conclusion of the text. The persona comes to the compromise that, even if time does eat away at his loved one, the beauty and youth will exist forever in his writing; ‘[his] love shall in [his] verse ever live young’. Referring back to the first eight lines of the sonnet, lots of imagery is used in the introduction. At first, the imagery creates slightly more stubborn and fierce images; as if the persona is ordering Time to not touch his loved one. However, on the ninth line, ‘O carve not with thy hours my love’s fair brow’ gives the reader the impression that the persona is suddenly changing his attitude, and possibly realising the harder sense that was given off in the first octane. It paints an image of him almost begging, given the ‘O’ put as the opening to the line softens his tone sufficiently to create an imagery that puts the persona in a much less dominant place. Imagery in the first octane includes more angry phases, as he is almost demanding an answer for Time’s cruelty to the Earth, and to people and animals. This is shown through lines such as, ‘[Time] plucks the keen teeth from the tiger’s jaws’. This is saying that Time makes a tiger age, and therefore be drawn to less youthful features; loss of teeth, sufficiently less strength etc. But instead of saying this, a harsh image of somebody ferociously pulling the set of a tiger’s teeth out is created to add the effect of anger which has overcome the persona. The text itself is about love- along with the majority of other traditional sonnets. However, the poem is believed to be addressed to a man, however this doesn’t indicate a homosexual relationship between the persona and the subject. It is believed that Shakespeare may have been gay, but it will never be known for sure and this is just one interpretation of his writing. The second sonnet I am going to compare is one of which by Simon Armitage and is called, yet again- vaguely, ‘Poem’. Already, a similarity is appearing between the two sonnets with just the name and the appearance of a poor connection between the poet and the actual piece of writing. The sonnet was written in the 1990’s and so will be much newer than that of Shakespeare’s, but there are in fact many similarities between the two, despite the time difference. Once again, the same structure has been used; first an octane, then a quatrane and a couplet to end with. The eight lines and the last two serve the same purpose as the ‘Sonnet 19’ does; to introduce, and the couplet to conclude. However, the quatrane between the two simply continues the first octane in more detail- introducing the situation. Within this structure, yet another pattern was used; speaking in three lines about a positive part of the situation then including one negative fact, before returning to a lighter tone for three more lines. Also, the iambic pentameter is also used in this sonnet- and was likely to be purposeful to lighten the mood slightly, maybe to enhance the slight use of humour in some parts of the poem. However, the rhyme scheme; ABAB CCCC DDDD and EE, also makes the text more rhythmic and upbeat. Although, because the rhymes are mainly just half-rhymes (not full ones) we can’t be sure that the rhyme scheme was purposeful, and if they were, whether they were purposefully just half. Half rhymes generally, if used in deliberate format, dampen any humour included in a piece. This is because rhymes usually make it easier to read and more happy, or upbeat, but when reading ‘Poem’, you get a sense that a deliberate darkening to the mood was put into the text. The actual poem itself is not about love, unlike ‘Sonnet 19’ and many other traditional poems; it is thought to be an obituary. It speaks about somebody’s life, and also as if this person has passed away, or been removed from society. This also adds to the eerie feel, yet speaks of his life with a slightly humorous side. The imagery created in the positive lines of the poem develops a happier phase in this person’s life in each stanza. Phrases such as, ‘he praised his wife for every meal she made’ give off an impression he was a very kind man, and that he was also family-orientated. It tells us he was appreciative of others- showing a kinder, softer side to him. However, the fourth line of each phase cuts out the happier tone and surprises the reader with the fact that he one punched his wife ‘in the face’ for laughing. This immediately develops a cold image of this man and the reader recognises that he had a dark side as well as a good one. It also makes him out to be a violent and possibly incontrollable man. The use of slang is present in this poem, joined by many other of Armitage’s pieces, in the way he uses the word ‘slippered’ when describing the way he punished his daughter for lying. This is not proper English and perhaps was deliberate to create a picture of this man being very common, down-to-earth and possibly just your everyday person. This constantly switching of imagery soon develops a balanced view in the reader’s mind; that perhaps this man represents any normal person- for having both good and bad inside us is in everybody’s mannerisms. In the final couplet of this sonnet- which also includes a half-rhyme, instead of full- Armitage concludes the poem, saying the man the first twelve lines painted of was considered to be normal, and when people ‘looked back’ at his time, their thoughts were ‘sometimes he did this, sometimes he did that’. This tells us that his moods changed, along with his attitude and that he did both good and bad in his time. The way the final couplet concludes is the same as Shakespeare’s finale; and they both end the poem in a generally lighter tone. I believe that the two sonnets compared in my coursework are very similar, despite the change in times. Poetry clearly will not differ over time, and the similarities between the two indicate that sonnets- if kept traditional- will always be very similar.

Honey and mumford Essay

Peter Honey and Alan Mumford developed their learning based on the work of Kolb. Their preferred learning styles are Activist, Pragmatist, Theorist and Reflector. These are the learning approaches that individuals naturally prefer and they recommend that in order to maximise one’s own personal learning each learner ought to: Understand their learning style Seek out opportunities to learn using that style  For people to understand their particular learning style Honey and Mumford have developed a Learning Style questionnaire. By knowing your result it means you are able to learn better because you get a better fit between learning opportunities and the way you learn best. This also makes your learning easier, more effective and more enjoyable. You can become an all-round learner, increases your versatility and helps you learn from a wide variety of different experiences. You can improve your learning skills and processes, increased awareness of how you learn and opens up the whole process to self-scrutiny and improvement. Learning styles Activists are people who learn by doing. They need to get their hands dirty, dive in with both feet first. They have an open-minded approach to learning, involving themselves fully and without bias in new experiences.The activities they tend to use for learning are: Brainstorming Problem Solving Group Discussion Puzzles Competitions Role-play Theorist learners like to understand the theory behind the actions. They need models, concepts and facts in order to engage in the learning process. They prefer to analyse and synthesise, drawing new information into a systematic and logical ‘theory’. The activities they tend to use for learning are: Models Statistics Stories Quotes Background Information Applying Theories Pragmatist learners need to be able to see how to put the learning into practice in the real world. Abstract concepts and games are of limited use unless they can see a way to put the ideas into action in their lives. They experiment, trying out new ideas, theories and techniques to see if they work. The activities they tend to use for learning are: Time to think about how to apply learning in reality Case Studies Problem Solving Discussion Reflectors learn by observing and thinking about what happened. They avoid leaping in and prefer to watch from the side-lines. They prefer to stand back and view experiences from a number of different perspectives, collecting data and taking the time to work towards an appropriate conclusion. The activities they tend to use for learning are: Paired Discussions Self-analysis Questionnaires Personality Questionnaires Time Out Observing Activities Feedback from others Coaching Interviews Learning style Honey and Mumford definition Activist â€Å"Activists involve themselves fully and without bias in new experiences. They enjoy the here and now, and are happy to be dominated by immediate experiences. They are open-minded, not sceptical, and this tends to make them enthusiastic about anything new. Their philosophy is: â€Å"I’ll try anything once†. They tend to act first and consider the consequences afterwards. Their days are filled with activity. They tackle problems by brainstorming. As soon as the excitement from one activity has died down they are busy looking for the next. They tend to thrive on the challenge of new experiences but are bored with implementation and longer term consolidation. They are gregarious people constantly involving themselves with others but, in doing so; they seek to centre all activities around themselves.† Theorist â€Å"Theorists adapt and integrate observations into complex but logically sound theories. They think problems through in a vertical, step-by-step logical way. They assimilate disparate facts into coherent theories. They tend to be perfectionists who won’t rest easy until things are tidy and fit into a rational scheme. They like to analyse and synthesize. They are keen on basic assumptions, principles, theories models and systems thinking. Their philosophy prizes rationality and logic. â€Å"If it’s logical it’s good.† Questions they frequently ask are: â€Å"Does it make sense?† â€Å"How does this fit with that?† â€Å"What are the basic assumptions?† They tend to be detached, analytical and dedicated to rational objectivity rather than anything subjective or ambiguous. Their approach to problems is consistently logical. This is their ‘mental set’ and they rigidly reject anything that doesn’t fit with it. They prefer to maximise certainty and feel uncomfortable with subjective judgements, lateral thinking and anything flippant.† Pragmatist â€Å"Pragmatists are keen on trying out ideas, theories and techniques to see if they work in practice. They positively search out new ideas and take the first opportunity to experiment with applications. They are the sort of people who return from courses brimming with new ideas that they want to try out in practice. They like to get on with things and act quickly and confidently on ideas that attract them. They tend to be impatient with  ruminating and open-ended discussions. They are essentially practical, down to earth people who like making practical decisions and solving problems. They respond to problems and opportunities ‘as a challenge’. Their philosophy is â€Å"There is always a better way† and â€Å"If it works its good†.† Reflector â€Å"Reflectors like to stand back to ponder experiences and observe them from many different perspectives. They collect data, both first hand and from others, and prefer to think about it thoroughly before coming to a conclusion. The thorough collection and analysis of data about experiences and events is what counts so they tend to postpone reaching definitive conclusions for as long as possible. Their philosophy is to be cautious. They are thoughtful people who like to consider all possible angles and implications before making a move. They prefer to take a back seat in meetings and discussions. They enjoy observing other people in action. They listen to others and get the drift of the discussion before making their own points. They tend to adopt a low profile and have a slightly distant, tolerant unruffled air about them. When they act it is part of a wide picture which includes the past as well as the present and others’ observations as well as their own.† http://www2.le.ac.uk/departments/gradschool/training/eresources/teaching/theories/honey-mumford Kolb Kolb’s learning theory has four distinct learning styles which are based on a four stage learning cycle. The four learning styles are: Concrete Experience – A new experience of situation is encountered, or a reinterpretation of existing experience. Reflective Observation – Of the new experience. Of particular importance are any inconsistencies between experience and understanding. Abstract Conceptualization – Reflection gives rise to a new idea, or a modification of an existing abstract concept. Active Experimentation – The learner applies them to the world around them to see what results. In this respect Kolb’s theory is particularly elegant, since it offers both a way to understand individual people’s different learning styles, and also an explanation of a cycle of experiential learning that applies to us all. Kolb explains that different people prefer different learning styles. Various factors influence a person’s preferred style, in Kolb’s experiential learning theory Kolb defined three stages of someone’s development and suggests that our propensity to reconcile and successfully integrate the four different learning styles improves as we mature through our development stages. The development stages that Kolb identified are: Acquisition – birth to adolescence – development of basic abilities and ‘cognitive structures’ Specialization – schooling, early work and personal experiences of adulthood – the development of a particular ‘specialized learning style’ shaped by ‘social, educational, and organizational socialization’ Integration – mid-career through to later life – expression of non-dominant learning style in work and personal life. Kolb believes that effective learning is seen when a person progresses through a cycle of four stages: of having a concrete experience followed by observation of and reflection on that experience which leads to the formation of abstract analysis and conclusions which are then used to test hypothesis in future situations, resulting in new experiences. Kolb sees learning as an integrated process with each stage being mutually supportive of and feeding into the next. It is possible to enter the cycle at any stage and follow it through its logical sequence. The process of learning is influenced by a variety of personal factors. A thorough knowledge of these factors will help teachers and parents to understand and guide their child’s learning. Some important factors that can have an influence on a person’s learning are: Fatigue and Boredom – It is more boredom than fatigue that affects students more. The difference between the two is that fatigue is mental and physical tiredness which decrease in efficiency and competency to work. Boredom on the other hand is lack of desire to work. Age and maturation – Learning is dependent upon age and maturation. Learning doesn’t take place unless the individual is matured enough to learn. Some children can learn better at an earlier age while others take more to learn the same content. Interests – Various types of interests of the students can be exploited to facilitate their learning. Their interests during early infancy are mostly limited. As  a child grows their interests diversify and stabilize. Motivation – Motivation is the heart if the learning process. It generates the will in an individual to do something. There are two types of motivation that are commonly recognized. These are – Intrinsic; this type of motivation arises when the resolution of the tension is to be found in mastering the learning task itself. -Extrinsic; this type of motivation occurs when a student pursues a learning task for reasons that are external. For example, if a student engages in construction of a model aero planes because they think it would please their father, who is an ex-pilot, rather than because of intrinsic motivation. Intelligence – Intelligence is expressed by an IQ score on an intelligence test is positively related to learning. Generally students with a higher IQ learn rapidly however this is not always the case. Aptitude – A student who possesses appropriate aptitude for a particular subject of study or skill will learn better and retain it for longer. On the other hand they will require relatively longer time to study a subject for which they lack natural aptitude. Attitude – The learning process is also influenced considerably by the attitude of the student. If they are alert, attentive and interested in the material to be learnt. They are also bound to have a favourable attitude towards it. An attitude like that will enable them to tackle the learning situation economically, pleasantly and effectively. Environmental factors – Surroundings; students may easily get distracted and lose interest in the lesson if they are sat around friends as they are more likely to socialise instead of learn. Relationships with teachers, parents and peers; Relationships are important as bad ones can lead to stress and other problems for example if the student has a bad relationship with their teacher they might act out and may lose interest in doing work so they fall behind and don’t learn the correct stuff. Media; Media can be such a bad influence on most teenage students because of media such as social networking which can be easily accessed through their phone. This means they may be more tempted to use their phones during their lessons to use social networks such as Facebook or twitter. For example if that student is starting to lose interest in their lesson then they may be tempted to use their phones for that reason. I think that there are a few of these factors that influence my own learning process. For me these factors are Fatigue and Boredom Age and maturation Motivation Attitude Environmental factors I always find that my surroundings and social networking have a massive influence on my learning as I tend to get distracted by people around me, my phone, internet and TV. I am more likely to let these distract me if I am bored or don’t have any motivation to do the work. Because of this I often find that I am behind and sometimes struggle with the work I am doing. It’s important for people to learn the correct skills for learning so that our ability to understand and to help you gain the knowledge to increase your abilities to work to your full potential. There are different ways of learning which are: Observation Questioning Use of internet Supervisors Classroom Work experience Having these skills are important as they can make a person better because there is a range of skills that they can use to improve their overall knowledge. These skills impact my learning because of these I am able to improve on what I am taught by teachers by watching it in practice, asking questions to learn more about the subject of work, using the internet to research information about that subject of work, ask for help from teachers, learning supports and other students by asking other students it helps them as well as they get to go over what you are asking so it would tend to stick more. And by work experience so you get to learn while putting information to practice and this gives you opportunities to ask questions.

Genetically modified food Essay Example | Topics and Well Written Essays - 1750 words

Genetically modified food - Essay Example As per the current scientific situation, most foods that are as a result of genetic modifications come from plants, but as time goes by, attempts are being made in order to come with foods from plants or animals that contain microbial genes and improved characteristics (Kim, 2009). Most of the genetically modified food crops are produced so as maximize on their yield while at the same time allowing for introduction of resistance genes that help in surviving during infection with diseases. Other genes may also be introduced so as to increase tolerance of the plant to herbicides while at the same time having high yields. It is prospected that this genetic modification at some point will be aimed at making changes on the nutrient content of the genetically altered foods and at least minimizing the potential of some foods to cause allergic reactions. It is however important to perform assessments of all genetically modified foods before they are brought into the market for human consumption since any mistakes done during the process of generating the GMOs may have a fatal effect on huge numbers of people (Kawata, Murakami & Ishikawa, 2009). The first step in the process of manufacture of genetically modified foods involves isolation of the specific genes of interest from heir well-known sources. It is therefore essential that prior knowledge on the structure, role and positional location of the particular gene required for the unique traits is available. Such a trait or genetic characteristic for example may be the trait of drought resistance or resistance to attack by insects. This step is followed by insertion of the isolated gene of interest into a selected vector and in most cases the vector used is the bacteria Agrobacterium tumefaciens. The gene insert that contains the gene of interest is inserted into the plasmid of the vector by use of an alternative in the various

The writing life of the arthur Stephen king Research Paper

The writing life of the arthur Stephen king - Research Paper Example While King was in college, he spent a lot of time doing odd jobs to pay for his tuition, but he continued to write. In 1967, King’s first professional story, â€Å"The Glass Floor,† was sold. After college, King was unable to find immediate employment, so he made money by selling many of his short stories to men’s magazines. Even after he obtained a job as an English teacher, King continued to write and sell his short stories to various publications. In 9171, he began to prepare notes for his first novels. From the mid-70s to the mid-80s, Stephen King saw some of his biggest successes. In 1974, his novel Carrie was published. He originally threw away the manuscript for the novel, but his wife convinced him to finish. To this day, Carrie remains to be one of his most acclaimed novels. The following year came the publishing and releasing of his second novel, Salem’s Lot. In 1977, after his mother’s death from cancer, King wrote and published The Shini ng, yet another one of his most-recognized novels and the most referenced in popular culture. The following year, The Stand, his forth novel, was written and published. In 1985, King had a taste of the comic book world, collaborating on an X-Men comic books with various other writers for a charity event. King took part in his own individual comic book adventure in 1986, writing the introduction to an anniversary addition of Batman (Collings 45). In the latter part of the 1970s, the conception of King’s first series, The Dark Tower series, led to further success for the writer. The first novel was featured in installments in various horror-based magazines. It was professionally published in 1982 and gained quick popularity amongst horror, fantasy, and science fiction fans. The seven-book series was written and published over a span of forty years, with the final one being released in 2004. In 2009, however, King also wrote and published a prequel to the series. On June 19, 199 9, Stephen King was involved in a car accident, during which he was struck by an unaware driver while King was walking along the road and reading a book (Brooks 428). The accident caused numerous injuries and great pain in King, prompting him to announce his retirement from writing in 2002. Due to the injuries sustained in his accident, he found it painful to sit for long periods of time, which took away a lot of his time for writing. However, King has since continued writing, pumping out almost a novel every year. His last published book, in 2009, was Ur. In March of 2011, King made it known that his next novel was set to be released November 8, 2011, and that he was planning on publishing an eighth Dark Tower novel in 2012. Stephen King is one of the most well-known horror writers of the twentieth and twenty-first centuries. Though he is writing at a slower pace due to the pains of his accident, King has made it clear that writing is not only his job, but his life, and he has no i ntentions of parting from his works until his dying day. Until then, he will continue to appease to his loyal fans. Works Cited Beahm, George W. The Stephen King Story. 2nd ed. Kansas City, MO: Andrews & McMeel, 2000. Print. Beahm divulges into the life of Stephen King. The majority of the book is centered on King's childhood. More specifically, the events and

Confrontation Essay Example | Topics and Well Written Essays - 1000 words

Confrontation - Essay Example Be it the pure arts or humanities, criticism has always been there to point put any deviations from and contradictions to the ideologies and moralities, and the sets of rules, established by the actions of the people. This effort can be traced back to Aristotle, when he, in his Poetics, put forward the theory of literature that offered positive criticism to the literary works. Or the ideology of Karl Marx, called Marxism, for instance, objected to the sociopolitical conditions and offered an alternative method of approach that not only affected the social sciences, but even artists and literates grabbed on to the philosophies proposed by him. Flash forward to the recent exhibition, Art of Confrontation, and it is apparent that the struggle is far from over. In the humanities, the critical social theory, or the critical theory for short, has had an evolution, from two distinct origins and fields_ namely the literary theory, that proposes criticism purely in the arts and literature, and the social theory of criticism, that examines and analyses sociopolitical practices_ to the recent more overlapping critical social theory that combines the two fields and tries to provide a better and deeper understanding of society by incorporating all branches of humanities. Ultimately, the goal is to mold society according to the principles of Enlightenment, and to pursue it. Similarly, artists have for long seen it as their role as social scientists, and have produced work that has criticism and progression as its basis. Culture is by the people, for the people, and this medium, when tapped, can have amazing affects on the lives of the people. Sculptures, paintings and other form of art, even literature, can forever capture the thinking, feelings, and issues of the people of their time for future generations to study and learn from. As is said, it bears testimony. It stands as a reminder of the struggles of the people and their aspirations, and can send strong waves of renaissance and reform. Sometimes it has political shades to it and sometimes it provides a parallel medium to view issues, with a new light, leading, however, to the same goal_ Enlightenment. This form of art has come about to be known as critical art, and together, critical social theory and critical art, both high culture and mass culture, aim to propagate the acquisition of critical k nowledge to instill in individuals a sense of psychoanalysis and self-reflection so that society as a whole can emancipate itself from all forms of oppression, vice and domination. The underlying agenda of all activist movement has always been human rights, and the dignity and freedom that is associated with every individual. War,

Companys annual report and accounts Assignment Example | Topics and Well Written Essays - 1500 words

Companys annual report and accounts - Assignment Example The strong cultural values make their identity as well as it is the integral part of their success (J Sainbury Plc, 2013, p.1). David Tyler is the chairman of the company. In real fair price, they are offering the best food for health. Profit making is not only the main of the company. They respect the environment. Their aim is to be the greenest grocer of UK. As well as they are funding for different charitable causes. From being a retail shop it is now diversifying its business by going online, opening own brand bank, they also doing property related business. All of these help them to acquire the whole market. In every aspect of need and demand Sainsbury can stand with their product as well as services. As a super market it is the first sponsor of the London 2012 Paralympics Games. The company has a market share of 16.5% in the UK super market (Mirza, 2012, pp.34-87). When an investor wants to invest in any company he needs to analyse the financial information of that company. The huge amount of numbers in the financial statement may confuse the investors. So financial ratio is a simpler and more organised way by which the investor can easily make his judgement about the financial position of the company. So we can say that Ratio analysis is a tool which is mainly used for different quantitative analysis of one company’s financial statement (Friedlob and  Schleifer, 2003, pp.45-67). The company’s liquidity, solvency, efficiency and capital structure of the company can be understood by using ratio analysis. Some of the ratio discussed below. Comparing with the expenses and relevant costs of the company, what is the ability of the business to generate earnings is measured by this type of ratios. Profit margin and return on assets are the two basic profitability ratios to measure the earnings capability of the companies (J Sainsbury plc, 2012, pp.2-5). The above table shows the yearly amount of profit and revenue. We can see that it is continuously

The Feminine Voice of Africa Essay Example | Topics and Well Written Essays - 1000 words - 19

The Feminine Voice of Africa - Essay Example Men and women both get caught up by the forces of history and circumstances of their physical and social environment, getting transformed in the process. As a result, they are bound together by a common fate in the face of hardship and oppression to assert their rights. Ousmane portrays the strike from all possible angles and in that respect, the novel is often compared to Émile Zola's masterpiece, Germinal. In God’s Bits of Wood, the strike causes evolution in the self-perceptions of the Africans themselves, both men and women. This is most evident in the women characters—Bamako, Thies, and Dakar. These women go from mutely standing behind the men in their lives, to walking alongside them and eventually marching ahead of them. In the course of the novel, they undergo a metamorphosis in terms of initiative and expression. Ousmane establishes the central issue in the opening pages of the novel through the musings of Niakoro, an aged woman of the community. When the men are able to work the jobs that the train factory provides them, the women are responsible for running the markets, preparing the food, and rearing the children. However with the onset of the strike, the role of bread-winner or perhaps more precisely bread scavenger, shifts to the women. Women go from supporting the strike to actively participating in the strike. Eventually, it is the women that march on foot, over four days from Thies to Dakar.  

Changing Hand Hygiene Behavior at the Point of Care to prevent the Dissertation

Changing Hand Hygiene Behavior at the Point of Care to prevent the spread of clostridium difficile utilizing CDC's WHO model f - Dissertation Example Nosocomial infections  are preventable through proper hand hygiene.   C. PICO question: For RN’s, LPN/LVN and NA  (nursing assistants) working on patient care  areas, will changing hand hygiene at the point  of care prevent the spread of C.difficile D. P=Population-RN’s, LPN/LVN and NA’s providing  primary patient care. E. Intervention: Scheduled educational classes  introducing CDC’s â€Å"WHO model for Hand Hygiene.   F. Comparison- Comparison: RN; LPN and NA  knowledge pre and post training. â€Å"A  comparison of pre and post-tests will be  conducted to determine the participant’s  understanding of the WHO model and the impact  of hand washing technique on the incidence of  Clostridium difficile.   G. O =Outcome-Nursing staff will demonstrate and  utilize CDC’s:†WHO Model for Hand Hygiene†Ã‚  thereby preventing the spread of Nosocomial  infections such as Clostridium difficile. III. Methods-    A. Sampling strategies (examples-search process,  databases accessed, year restrictions, types of  studies, key terms used in the search).   B. Data evaluation (criteria you considered when  deciding to utilize a piece of literature).   IV. Findings-   A. ... standards, lack of  published empirical studies on the topic,  rationale for using non-empirical studies,  lack of studies in nursing but did locate  studies in another discipline)   V. Discussion   A. What has been concluded from the findings   B. Advantages and disadvantages of findings   C. How the findings could be utilized in nursing  practice   VI. Conclusion- Hand washing (soap washing and water), contact precaution and meticulous environmental cleaning with an EPA-registered disinfectant are effective in preventing the spread of the organism. Abstract Background The World Alliance for Patient Safety launched by The WHO in 2004 advocates a â€Å"clean care is safer care† program, in which health care leaders sign a pledge to take specific steps to reduce hospital associated infections in their facilities. Hand hygiene is the first focus in this worldwide initiative. Recognizing a worldwide need to improve hand hygiene in healthcare facilities, the WH O produced Advance Draft, launched its â€Å"Guidelines on Hand Hygiene in Health Care† along with the â€Å"Implementation Toolkit† that have been available since 5 May 2009 on the occasion of the launch of the â€Å"Save Lives: Clean Your Hands† initiative. The WHO regards hand hygiene as an essential tool for the prevention of nosocomial infection, but compliance in clinical practice is often low. Methods Relevant scientific literature and international evidence-based recommendations (Meta Analysis Sources) were studied. Results Hand washing (soap washing and water), Hygienic hand disinfection, contact precaution and meticulous environmental cleaning with an EPA-registered disinfectant are effective in preventing the spread of the organism. Compliance can be improved by training, and by placing hand-rub dispensers at

Nutrition Trends Essay Example | Topics and Well Written Essays - 500 words

Nutrition Trends - Essay Example Taking advantage of this trend companies are coming up with products enriched with amino acids GABA, L-theanine and tryptophan (Helm, 2009). 3. Catnap food: To meet the everyday challenges it is essential to procure healthier sleep at night. For this as many as 30 food products including beverages have been launched that claim to induce sleep, encompassing chocolate and hot cocoa drinks (Helm, 2009). 4. Planetary health: Apart from personal health trend also paves the way for "eco friendly"; "go green" products are being promoted including the kind of packing that has been adopted to have a safe environment (Helm, 2009). 5. Defensive foods & inflammation fighters: Trend implies the inclination for food products that keeps the doctor away and enhance immunity through vitamin C and antioxidants, thereby, promoting foods minimizing the probabilities of chronic illness akin to heart and obesity related issues or diabetes (Helm, 2009). In order to evade the risk of chronic diseases, the Dietary Guidelines for Americans[Dietary Guidelines] affords scientific recommendations to endorse health and to trim down menaces. Repercussions of underprivileged dietary practices and physical sluggishness encompass cardiovascular disease, type 2 diabetes, hypertension, osteoporosis and some cancers. The following guidelines suggested are: 1. Adequate nutrients within calorie needs with least saturated and trans fats, salt, sugar, high cholesterol and alcohol. Depending upon the age and pregnancy conditions the food must be adequately supplemented with vitamins B, C, D, minerals, iron and calcium. 3. Recommended Food Group: Ample of fruits, vegetables, legumes, grains, low fat milk and milk products must be consumed. It is directly correlated with the age. The diet must be low in fat and should be rich in mono- or polyunsaturated fatty acids, the same also holds true for poultry products. The food must comprise ample of carbohydrate and fibres. Sodium

Cassatt, Mary Assignment Example | Topics and Well Written Essays - 1500 words

Cassatt, Mary - Assignment Example tend the influence of their tutors to their styles in canvas, Cassatt’s style was notably different from the one used by Degas (National Art Gallery). According to the National Art Gallery, Degas also introduced Cassatt in the asymmetrical styles employed by Japanese artists and the use of bright colors. The use of bright colors according to Web Museum demonstrated a mood of gentleness that served to brighten by her constant use of the â€Å"golden lighting.† These aspects worked in harmony with the family and children which was the dominant theme in most of her works. Cassatt was always a quick learner who learnt the basics about a particular style in art and instead of reproducing the same pieces, she would always ensure that she employed her innovativeness to come up with impressive masterpieces. The best example is her portrayal of the techniques she learnt from Japanese art for instance asymmetry and wood block print. She was able to mould these techniques in such a way that they fit so perfectly within her own impressionsim themes. The paper looks at one of the works of Cassatt, â€Å"The Little Girl in Blue Armchair† (Figure 1) in order to relate it with its historical context, to establish the impact it had during the historical context, and the importance of the piece in contemporary art. The Context in which the Work was made. The painting of the Little Girl in Blue Armchair was done in 1878 and it painted in an oil canvas. The painting depicted the image of a little girl relaxingly sprawled in a chair. As outlined by National Art Gallery, the work demonstrated the keen observation of Cassatt in the way she managed to emphasize and display on an aspect that would otherwise be considered subtle and inconsequential. Cassatt manages to display the innocence of the little girl as she sits in the chair in a childlike manner. In a unique fashion of impressionism art Mary managed to use color, everyday life and light to demonstrate the beauty in an otherwise

The Drinking Age Should Stay at 21 Essay Example for Free

The Drinking Age Should Stay at 21 Essay I. Introduction: Starting in 1970 21 states reduced the minimum drinking age to 18. Another 8 reduced it to 19 or 20. However, these states noticed increases in alcohol-related fatalities among teenagers and young adults. As a result, of the 29 states that had lowered their drinking age, 24 raised the age again between 1976 and 1984. By 1984, only three states allowed 18-year-olds to drink all types of alcoholic liquor. The enactment of the National Minimum Drinking Age Act of 1984 prompted states to raise their legal age for purchase or public possession of alcohol to 21 or risk losing millions in federal highway funds. The states who raised it were given highway funding by the government becuase the governement felt that teen drinking was directly connected to car accidents among teens. Opposite Postion: Con II. A. The longer we can delay alcohol use, the better the chance that a person will never have a problem with alcohol dependency later in life. 1. A survey of 43,093 adults showed that those who begin to drink alochol before the age of 14 become more dependent later in life. 2. This is compared to the 9 percent of those who wait until they are 21. III. A. Young Drinking Stops the Brain from growing and learning properly. 1. The brain stops developing at 21 so drinking earlier can cause serious damage 2. In one experiement it showed that even one high dose of alcohol temporarily prevented the creation of new cells IV. A. Exessive underage drinking at parities can lead to rapes, sexually transmitted diseases, and pregnancies. 1. 60 percent of female college students who contract sexually transmittied diseases say they were under the influence at the time of the intercourse with the infected person 2. 20 percent of sexually active college students say they fail to use contraceptives when they are drunk. Supporting position: Pro V. A. If lowered to 18, younger teens will be able to get alcohol more easily. 1. A 2009 University of Michigan study reported that 80 percent of tenth-grade students believe alcohol is either fairly easy or very easy to obtain . 2. Teens with 18 year old friends can easily obtain the alcohol from them and possibly get into cars with these people VI. A. When teens drink alcohol, they are more likely to binge drink than people above the age of 21. 1. A 2007 by the substance abuse and mental health services administration found that 19 percent of 16 and 17 yea olds binge drink on alcohol each month. 2. 35 percent of people between the ages of 18 and 20 binge each month. VII. A. When Teens are not taught to drink in moderation they end up binge drink when they drink alcohol. 1. Many colleges aim to educate students about alochol consumption. 2. Alcohol Edu was installed in 450 colleges to instruct incoming freshman about the dangers of bingeing. VIII. A. Binge Drinking can lead to many car crash fatalities. 1. The Centers for Disease Control and Prevention says that binge drinking accounted for more than half of the 80,00 annual deaths associated with ecessive drinking 2. In 2011, 85 percent of all alcohol imapired driving arrests or accidents involved people who also reported binge drinking IX. Argument in support of position: The Institute for Creative Research ( ICR ) found hat 84 percent of teenagers suport keeping or raising the current drinking age. They are supportive of legislation that will reduce the risks for them.

School As Organizations Essay Example for Free

School As Organizations Essay 1. Primary schools: Primary Schools are for children aged 4 to 11 years. The subjects to be taught at primary schools are specified by the National Curriculum, the pupils tested on SAT’s at year 2(age 7) which is known KS1 and year 6(age 11) which is known as KS2. The subjects to be taught are English, Mathematics and Science. Other subjects, including History, Geography, Technology, Music, Art and Physical Education (PE) are also taught. The first class in primary school is called the Reception class which is known as Foundation Stage (F2). 2. Secondary Schools: Secondary Schools are for children aged 11 to 16. State secondary schools must follow the National Curriculum and they assessed the children at Key Stage 3 (age 14) and Key Stage 4 (age 16) which is known as (GCSE). 3. Private (Independent Schools): which is also known as Public Schools, they don’t have to follow the national curriculum. They need to pay the school fees as there is no funded from the government. All private schools must be registered with the government and are inspected regularly. There is a private school which is specialist in teaching (special education needs). 4. Community Schools: is a type of state-funded school in which the local education authority (LEA) employs the schools staff. The LEA employs the staffs, own the land and buildings as well as put the rules for admission. 5. Trust or Foundation Schools: Foundation schools are run by a governing body which employs the staff and sets the entrance criteria. Land and buildings are owned either by the governing body or by a charitable foundation. Trust schools are similar, but are run together with an outside body, usually a business or charity, which has formed an educational trust. 1.

Role Of FDI In Higher Education Economics Essay

Role Of FDI In Higher Education Economics Essay The post-liberalization period witnessed an increasing trend of FDI inflows in India with a high growth rate. The relaxation of policies towards international trade and investment supported by a positive response from capital exporting countries is also considered as a major determinant of FDI inflows into India. Whether it is education sector or information technology or telecommunication sector there is a continuous fluctuation in FDI inflows into these sectors over the years. Thats why FDI in education sector has become a point of discussion among the researchers. India with its diversity fascinates one and all. Indian Education has recently gained world recognition. FDI inflows in the education sector during May 2012 stood at US$ 31.22 million, according to a release by the Ministry of Commerce Industry. Higher education is assuming an upward significance for developing countries, especially countries including India which is experiencing service-led growth. Higher education is all about generating knowledge, encouraging critical thinking and imparting skills relevant to this society and determined by its needs. Education general and higher education in particular, is a highly nation-specific activity, determined by national culture and priorities. The growth of Indias higher educational institutions has indeed been outstandingly rapid. The numbers of universities have doubled since 1990-91, and enrolment has become more than doubled. India is one of the most attractive education markets but historically the government has not encouraged foreign participation in this sector. It faces a massive challenge to provide education to young people, especially in remote locations. According to the National Knowledge Commission estimates, the country needs to build 1,500 universities within a period of five years to endow enough people with the skills to sustain rapid growth. Given this state of higher education in India, liberalization would be considered as the best solution. The major concern regarding such liberalization is that it can lead to commercialization of higher education which may have an effect on a large section of society adversely. The present paper aims to analyse the need of FDI in higher education in India and its implications on the Indian education system and to examine the importance of regulatory bodies in inviting the foreign universities and make recommendations for changing the present scenario in Indian higher education.The study is based on secondary data. Secondary data had been collected from various books and journals. The study covers the thoughts and writings of various authors in the stream of industry, academicia, and research. The study reveals that India must act in its self-interest. India must manage to launch a proposal and commit to areas where there are strategic opportunities to be exploited through trade. Regulation of higher education in India should be achieved through the correct approach. This will ensure that profit making is not exploitative but channeled to raise the quality of education. In short, a pro-active rather than defensive approach is required to benefit from the liberalization of higher education services. Keywords: FDI, Higher Education, liberalization, commercialization of higher education, ROLE OF FDI IN HIGHER EDUCATION: OPPORTUNITIES AND CHALLENGES INTRODUCTION Today knowledge explosion is taking place across the world. Knowledge has become the key driving force in economies to become fast moving and rich based on use of knowledge effectively. Knowledge industry is nothing but education and it is becoming a key factor in the process of development of a nation. The Higher education in context with India has become very critical success factor to sustain the economic growth it has experienced in last 20 years which is partly due to knowledge based industries such as IT/ITES. India is moving and will continue to move towards services industry led growth and higher education is the most critical input in that domain. Higher education is all about generating knowledge, encouraging critical thinking and imparting skills relevant to this society and determined by its needs. The growth of Indias higher educational institutions has indeed been outstandingly rapid. The numbers of universities have doubled since 1990-91, and enrolment has become more than doubled. But this has been at the expense of quality, increased rigidity in course design, poor absorption of knowledge, and growing lack of access to laboratory facilities, journals and opportunities for field work, etc. The average Indian graduate compares poorly with her/his counterpart in most countries, including many developing ones. All this calls for reform, administrative changes, more funding, greater flexibility, quality improvement, etc. In 2007, the Indian Government announced a nine fold increase in higher education spending over the next five years. For India to maintain its economic growth in a global market place fueled by the knowledge economy, it needs to nearly double its number of students in higher education by 2012. Fifty-one percent of Indias population is under the age of 25. According to the National Knowledge Commission estimates, the country needs to build 1,500 universities within a period of five years to endow enough people with the skills to sustain rapid growth. India is one of the most attractive education markets but historically the government has not encouraged foreign participation in this sector. Since the impact of privatization, liberalisation and globalisation is penetrating in all sectors of the Indian economy, it is bound to affect education sector as well. Education is no longer need to be viewed only as a charity or social service but should be considered as a necessary input for economic growth. In this effort towards human resource development, the private sectors including foreign players through FDI has to play a major role since it is a major beneficiary of the knowledge industry. Government has proposed 100 percent foreign direct investment in higher education and hinted at making reservation mandatory in the institutions to be set up by foreign universities in the country. Once approved by the Cabinet and passed as law, the Foreign Education Providers (Regulation) Bill will grant deemed university status to such instituti ons. OBJECTIVES The basic aim is to focus on the following aspects: To study the status of Indian higher education system. To analyze the need of FDI in higher education in India. To examine the importance of regulatory bodies in inviting the foreign universities. To find out the implications of bringing in FDI in Indian higher education sector. To study the aspects of FDI entry in different countries in higher education. METHODOLOGY OF THE STUDY The study is based on secondary data. Secondary data had been collected from various books and journals. The study covers the thoughts and writings of various authors in the stream of industry, academician, and research. The Journals and books have been referred were described in the bibliography. REVIEW OF LITERATURE The importance of FDI and human capital accumulation, education for economic growth or FDI in higher education has largely been discussed in many literatures which are given below: Feenstra and Markusen, (1994), in their studies have highlighted the importance of FDI for economic growth and human capital accumulation. Economic theory recognizes FDI and human capital as two important conduits for economic growth. They found that FDI can contribute directly to the growth of an economy by improving knowledge, technical know-how and technology spillovers, by boosting capital stock and by instigating domestic production and consumption. Stijns (2001,2006) in his study, on the role of natural resource abundance on human capital accumulation in various developing and developed countries suggests that FDI can have a lasting effect on countrys per capita income through a higher human capital stock. Sharma, Rajesh Kumar (2006) in his article FDI in higher education: official vision needs corrections, examines the issues and financial compulsions presented on the consultation paper prepared by the commerce ministry. This article raises four issues which need critical attention: the objectives of higher education, its contextual relevance, the prevailing financial situation and the viability of alternatives to FDI. The conclusion of the article is that higher education needs long term objectives and a broad vision in tune with the projected future of the country and the world. Higher education will require an investment of Rs. 20,000 to 25,000 crores over the next five or more years to expand capacity and improve access. For such a huge amount the paper argues, we can look to FDI. Buegelsdijk et al (2008) have highlighted the impact of FDIs on economic growth and found that FDIs have different impacts on human Capital accumulation and education depending on the type of FDIs. Vertical FDIs or efficiency-seeking FDIs look for cost advantages, mostly cheap low qualified labour. On the contrary, it may lead to specialization into low value added products, thus providing the local population little incentive to participate into higher education. Horizontal FDIs or market-seeking FDIs pursue increased market shares in the host countries, competing directly with one another as well as with the local firms. This is generally synonym to technology transfer, thereby contributing to the host countrys technological upgrading and human capital accumulation. Chaudaha, Rahul (2010) has also conducted a study on the primary motives of foreign universities interest in India and their influence on key Indian higher education trends, and stated that foreign universities would concentrate on metro cities and states that have high demand, pricing power, accessibility and employment opportunities for students. This means that they are not going to start campus in regions that actually require quality institutions. Sharma,Brahm (2012) has concluded in his study India a lucratve destination for fdi in higher education that Higher education in todays global environment , is neither charity nor a purely social objective. Higher education is an economic requirement for the country for growth. Government must consider seriously corporatization of higher education so as to allow corporate houses to enter higher education and deliver education of global standards. This will also facilitate several private universities, research houses, large Corporates to consider foreign direct investment in Indias higher education market. PRESENT SCENERIO OF HIGHER EDUCATION IN INDIA The system of higher education now existing in India was originally implanted by the British rulers in the mid-19th century to serve the colonial, economic, political and administrative interests, and in particular, to consolidate and maintain their dominance in the country. It was inherited by the state managers after independence (in 1947) as a colonial legacy, and has been expanded phenomenally during the last five decades. Knowledge is the driving force in the rapidly changing globalized economy and society. Quantity and quality of highly specialized human resources determine their competence in the global market. It is now well recognized that the growth of the global economy has increased opportunities for those countries with good levels of education and vice versa. The first Prime Minister of India considered foreign investment as necessary not only to supplement domestic capital but also to secure scientific, technical, and industrial knowledge and capital equipments. As par t of globalization, the economic reform packages were introduced in India in the beginning of 1991. These reform packages have imposed a heavy compression on the public budgets on education sector, and more specifically on higher education. The Indian education system starts at preschool level and goes on till Post doctoral level. It has core sector which consist of schools and higher education. The noncore sector mainly consists of vocational course such in IT/ITES and in other areas as airhostess training, sales management, and other vocational training etc. The growth of higher education providers in terms of Universities and Colleges had been spectacular since independence. There were 20 Universities and 500 Colleges at the time of independence. Now, India is the third largest higher education system in the world (after China the USA) in terms of student enrolment, with 33, 657 number of institutions (634 universities and 33023 colleges). According to 2011 statistics ,India has 43 Central universities, 297 State universities,129 deemed universities, 15 Institutes of National importance and 17 Institutes established and functioning under the State Act; 33023 colleges including 203 Autonomous colleges. Of these there are 67 unaided deemed universities with enrolments of 60,000 students and 7,650 private colleges with enrolment of 3,150,000 students. The gross enrolment ratio (GER) signifies the health of higher education in the country and indicator of the level of participation in higher education. Indias annual enrolments in higher education have grown since independence but the GER (Gross Enrollment Ratio) of 15 % as estimated for 2011 is far below the global average of 26%. After nearly six decades of Independence, higher education is not accessible to the poorest groups of the population. In US and UK, percentage of enrolment in higher education is 82.4 and 60.1 respectively. In India, regardless of recent increment due to private players, current enrolment is merely 12 %. Even South East Asian countries have higher enrolment rate like 31% in Philippines, 27% in Malaysia, 19% in Thailand and 13% in China. To maintain the positive trends and an economic growth rate of 7 percent, Indiaà ¢Ã¢â€š ¬Ã… ¸s higher education gross enrollment ratio (GER) would need to boost from 12 to 20 percent by 2014. The Indian government has set a target of achieving a GER of 30% by 2020.Even with such a huge system in place, higher ed ucation in India is still in a miserable condition. This poses a severe constraint on the supply of qualified manpower. According to United Nations Educational, Scientific and Cultural Organization (UNESCO), public spending on higher education in India has one of the lowest public expenditure on higher education per student at US 406 dollars, which compares adversely with Malaysia (US 11,790 dollars), China (2728 dollars), Brazil (3986 dollars), Indonesia (666 dollars) and the Philippines (625 dollars). This expenditure in the USA is 9629 dollars, in the UK 8502 dollars and in Japan 4830 dollars. India needs to deal with issues of both quantity and quality. In view of this shortage of public spending, parents and students are increasingly looking to private education for a solution. Every year nearly 0.4 million Indians go abroad for higher studies spending approximately $12bn. This leads to not only loss of foreign exchange, but also Brain Drain, as most of these rarely comes back to India subsequent to completing their courses. The primary reason for a large number of students seeking professional education abroad is lack of capacity in Indian Institution. There is no doubt that the state of affairs in public universities in India is not so good. Also, with increasing enrollment in higher education, it is not probable for the government to provide higher education on its own. But, the private institutions are themselves ailing. Many donà ¢Ã¢â€š ¬Ã… ¸t have experience and many are trying to just grow money without quality. ROLE OF REGULATORY BODIES AND GOVERNMENT INITIATIVES FOR PROVIDING HIGHER EDUCATION Governments of India has taken several bold initiatives and legislation to allow FDI in India. The Foreign Educational Institutions (Regulation of Entry and Operations) Bill, 2010 is such one initiative to regulate the entry and operation of foreign educational Institutions in India which is currently pending with parliamentary standing committee. At present India is allowing 100% FDI in higher education through automatic sector. But, still no university has established a campus here, due to a large no. of guidelines and regulation. Also, many rules are vague. Right now 106 institutions are running programmes in India with collaboration with foreign universities. But, only 2 out of 106 are approved by AICTE (All India Council for Technical Education). Indian government does not allow foreign universities to honor any separate degree. It could only provide dual degree with collaboration with local institutions. Currently, many degrees given by these foreign universities are not even recognized in their own countries. The main governing body at the tertiary level is the University Grants Commission (India), which enforces its standards, advises the government, and helps coordinate between the centre and the state. As of 2009, India had 20 central universities, 215 state universities, 100 deemed universities, 5 institutions established and functioning under the State Act, and 13 institutes which are of national importance. Most of these institutions are public funded. Some of these institutions have been globally applauded. However, India has failed to produce world class universities like Harvard, Stanford, Oxford, Cambridge or the Massachusetts Institute of Technology (MIT). If The Foreign Educational Institutional Bill will be passed, it will not only permit foreign universities to set-up campuses and award degrees in India, but simultaneously facilitate Indian government regulation of their operations. The purpose of the bill is to regulate entry, operation and quality of education by the foreign universities. Foreign Education Institutes will have to get a deemed university status by UGC. All Foreign education institutes operating before commencement of the Act (once the Bill is passed) will have to get themselves registered and accredited within 6 months. The programs offered in India have to be comparable to that offered in the country of origin of the Foreign Education Institutes. They will have to maintain a minimum corpus fund of INR 100 million and Foreign Education Institutes may not utilize more than 75% of the income derived for the development of their institution in India and balance 25 % as corpus of fund. FEATURES OF THE FOREIGN EDUCATIONAL INSTITUTIONS BILL PROPOSED LEGISLATION FOR FDI No foreign institution can provide degree to Indian student unless such institution is confirmed as Foreign Educational Provider by Indian Government. Have to maintain a fund of at least 500 million rupees. At least twenty years of establishment in its own country. Quality of education, curriculum, method of imparting and the faculty employed will be in accordance to guidelines of UGC. Institution has to publish prospectus writing clearly about fee structure, refund norms and amount, number of seats, condition of eligibility with min and max age, detail of faculty, process of admission, min pay payable to each category of teachers and staff, infrastructure and other facilities, syllabus, rules and regulations, etc. at least sixty day prior to date of commencement of admission. In case of violation of any guidelines a penalty of min 10 million and max 50 million rupees along with tuition fees should be refunded to the student. At max 70% of the income raised from the fund can be utilized in the development of institution in India and rest should be added to the fund. No part could be used in any other purpose other than growth and development of the institution established by it in India. Any foreign institution not confirmed by Indian government as Foreign Education Provider which is awarding any certificate to Indian students should submit a report regarding course to the commission. GENERAL AGREEMENT ON TRADE IN SERVICES (GATS) AND HIGHER EDUCATION: Beyond the establishment of foreign universities, the bill and the government must deal with the relationship between foreign direct investment and education. In 1995, the Indian government signed the WTO treaty the General Agreement on Trade in Services (GATS). The agreement aimed to give the international community access to the Indian services sector by deregulating markets. According to GATS, the private education sector qualifies as a tradable service, and therefore the Indian government is required to remove any barriers to the trade of that service. Several countries are exporting higher education and making huge profits. The United States has shown largest trade surplus in education. The trend of treating education, particularly higher education, as a tradable commodity has affected the economy and education system of many developing countries including India. India has received desires (for opening up of services) from several countries (Australia, Brazil, Japan, New Zealand, Norway, Singapore, USA) in education services in the new round of service trade negotiations launched in January 2000 (GATS 2000 round), which mostly focus on higher education, adult education, and other education services. All requests to India are for full market access and national treatment commitments. India has not made any proposal in education services in the GATS 2000 round due to sensitive public good nature. There was a general perception that from January 1, 2005, India is obliged under the WTO to open up its higher education sector to foreign providers and to end public subsidies, with adverse consequences for the quality and affordability of higher education. Its worth noting that India did not schedule education services either in the Uruguay Round or in its revised commitments under the ongoing Doha Round. Hence, India has no multilateral obligation under the WTO to open up higher education services to foreign participation. Whatever liberalization has occurred in this area, such as allowing 100% FDI on automatic route and permitting foreign participation through twinning, collaboration, franchising, and subsidiaries, has been autonomously driven. But its unlikely that India will agree to such demands of liberalization in future. The issue then is largely a domestic one. The impact of opening up higher education services is shaped not by the WTO but by domestic factors, including the domestic regulatory framework and the state of the domestic education system in terms of quantity, quality, costs, infrastructure and finances. In this context, evidence suggests that some of the concerns about opening up education services may not be so misplaced. NEED FOR IMPLEMENTATION OF FDI IN HIGHER EDUCATION SECTOR Developing and transition countries are further challenged in a highly competitive world economy, because their higher education systems are not adequately developed for the creation and use of knowledge. If we look at the problem India is facing in expansion of higher education, one may say that FDI are being acceptable just because we dont have sufficient money to spend on this area. But, the problems are others too which FDI will focus. FDI in higher education will resolve the problem of enrollment rate as we are in a situation of less supply high demand. Some new tools and techniques will be used in teaching. Indian money and talent going abroad will come in check. FDI in higher education sector will improve the Infrastructure. It might happen that India may develop one of its own world class universities. An increase in facilities, both in terms of physical magnitude and geographical spread, for inculcation of vocational skills backed by an increase in the general quality of higher education. India needs to fill the technological lag as fast as it can to compete with China. The resulting competition with local universities would also induce us to become internationally competitive through quality improvements brought about by changes in curricula and other responses to an evolving market. Further, FDI in education would generate employment. Allowing FDI in education might lead to export of Indian education abroad in which there are large potentials There will be better scope for research as foreign universities have different methodology to run and generate revenues. India may move towards practical study based learning rather than rote learning. Existing institutions need to be rebranded to overcome their poor image. NEED FOR ADDRESSING POLICY CONSTRAINTS A brief formulation of one set of policies for Indiaà ¢Ã¢â€š ¬Ã… ¸s higher education could include the following components: à ¢Ã¢â€š ¬Ã‚ ¢ Provide public funding only for those higher education activities such as RD that have public goods characteristics and which would not be privately funded to the socially optimal degree. à ¢Ã¢â€š ¬Ã‚ ¢ Eliminate all public support for those higher education activities the result of which has sufficient private returns to envelop the costs. à ¢Ã¢â€š ¬Ã‚ ¢ Ensure equality of opportunity and access to higher education in reply to expressed needs and demands of the population. à ¢Ã¢â€š ¬Ã‚ ¢ The range of disciplines must match the range of skills needed and changing opportunities available in a dynamic economy. A competitive market-liberal system must be allowed to operate instead of central planning. INTERNATIONAL EXPERIENCES IN RESPECT OF FDI Internationalization of higher education is occurring quickly through the spread of international branch campuses. Most such campuses have been established since the mid-1990s and they are concentrated in the Middle East and Southeast Asia, with growth currently occurring in India, China and Central Asia. U.S. and Australian universities have the largest number of branch campuses, with smaller numbers operated by institutions based in the United Kingdom, Malaysia and Singapore. Most are branches of universities but some are polytechnics or vocational training colleges. Singapores Ngee Ann Polytechnic, for example, is establishing a campus in Shenyang (China), primarily for Chinese students, but also for their Singaporean students to gain international experience. The Malaysian-based University College of Technology Innovation has embarked on an Indian Ocean strategy, with overseas campuses in Colombo (Sri Lanka), Karachi (Pakistan), Panipat (India) and Perth (Australia). Some Indian institutes have also set up campuses abroad, primarily imparting education in Information Technology (NIIT, Aptech). Even developed countries are continuing with reforms in higher education. Despite the fact that the USA has the finest system of higher education in the world, it has set up a commission to ensure that America remains the worlds leader in higher education and innovation. For this purpose, the USA intends to make an investment of US $134 billion in higher education over the next ten years. Faced with deteriorating standards and low accountability in its public sector higher education, UK government has now allowed the universities to compete for students and charge variable fees, bringing an end to the regulated fee regime in the UK. In many developing countries in Asia, (Japan, Philippines and South Korea) and Latin American (Chile, Brazil and the Dominican Republic) private higher education has become the main venue for increasing access to higher education. These c ountries have majority enrolment in private sector. Agarwal (2006) has discussed that two trends in higher education have been observed worldwide: (i) towards transformation from elite to 9mass (or even universal) and (ii) privatization. Countries have responded to these challenges in various ways. Some examples are: KOREA: Korea has one of the highest gross enrolment ratios in higher education in the world with more than 80 per cent of it being in the private sector. In 1995 the Government began loosening controls since the problems from serious regulation were becoming uncontrollable. The government gave small incentive grants to reward act and introduced competition among universities and colleges by making them more autonomous and more competitive. MALAYSIA: Foreign Universities can set up campuses as branches by invitation. Twinning Arrangements with Universities abroad is also possible. Five foreign Universities have set up Branch Campuses, namely Monash, Curtin and Swinburne Universities of Australia, SAE Institute of Australia and University of Nottingham, UK. There are17 public Universities, including 6 university colleges with enrollment of 300,000. In addition, there are 600 private institutions with similar levels of enrollment. Private institutions can be set up by: à ¢Ã¢â€š ¬Ã‚ ¢ Large corporations or organizations closely linked to Government (e.g. Petronas Technology University, Telekom Malaysia etc.) à ¢Ã¢â€š ¬Ã‚ ¢ Large corporations that are public listed companies à ¢Ã¢â€š ¬Ã‚ ¢ Political Parties (e.g. MICs TAFE College Seremban, MCAs Kolej Tunku Abdul Rahman, and UMNOs UNITAR etc.) à ¢Ã¢â€š ¬Ã‚ ¢ Independent Private Colleges à ¢Ã¢â€š ¬Ã‚ ¢ Local branches of Foreign Universities CHINA: China is creating new universities of different kinds to supply to different needs. The government has confirmed education, science and technology to be the strategic driving forces of sustainable economic growth. It is now working towards loosening of statutory control over their higher education systems. The most recent legislation governing FEPs in China was released in 2003. The legislation governing FEPs in China (2003) contains the following features: à ¢Ã¢â€š ¬Ã‚ ¢ Foreign institutions must partner with Chinese institutions; à ¢Ã¢â€š ¬Ã‚ ¢ Partnerships must not seek profit as their objective; à ¢Ã¢â€š ¬Ã‚ ¢ No less than half the members of the governing body of the institution must be Chinese citizens; à ¢Ã¢â€š ¬Ã‚ ¢ The post of president or the equivalent must be a Chinese citizen residing in China; à ¢Ã¢â€š ¬Ã‚ ¢ The basic language of instruction should be Chinese; à ¢Ã¢â€š ¬Ã‚ ¢ Tuition fees may not be raised without approval. However, this is not the whole story. There are a number of institutions in China (including NIIT from India), which provide education on commercial terms. Moreover, there is inadequate data on the scale of activity of FEPs in China. There are a total of 72 joint programs that are approved by the Ministry of Education (Garrett, 2004). In addition, there are a number of other non-approved programs or those programs that are approved at other levels of government (Municipal, Provincial or Local Governments). This is made amply clear by the data from the Australian Vice-Chancellors Committee (AVCC) in May 2003, which states that 27 Australian Universities offer 200 current offshore programs in China, 157 (79 percent) of which involve either Australian bachelors or masters programs. It is reasonable to assume that America, United Kingdom and other major source countries are also offering non-approved degree provision on a similar scale. Hence the level of FEPs activity is far in excess o f that reported by the Ministry of Education. It appears that the regime for FEPs is far more liberal and flexible than that indicated above. SINGAPORE: There is no regulation governing FEPs and Singapore has also not offered any

The Civil war Essays -- essays research papers

  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  The Civil War  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   In the United States, the southern states' economies were mainly based on agriculture, but not any normal kind of agriculture, they were based on the agriculture of slave labor. Slavery was deeply ingrained in the culture, so much that only a war could stop it. This war was a gruesome war, made far worse because of the advent of modern rifles, combined with an ignorance of advanced military tactics and lack of medical knowledge. At the time, the method common method of warfare was to line up on a big field and stand up and then shoot. The time that the war occurred was pre-germ theory, methods of antiseptics were unknown. This made it so that great damage would be inflicted upon a person, but there would be no way to properly heal treat it. This combination of factors made this war a particularly bloody and devastating one.   Ã‚  Ã‚  Ã‚  Ã‚  A main factor of this war was that the social entrenchment of slavery ran particularly deep. The institution of slavery had been in place since the first colonies were established in the Americas. Early in American history, when the Constitution of the United States was drafted, slavery was also part of the institution. The southern states wouldn’t have ratified the Cons if slavery were outlawed. The Constitution of the United States was held to be the most holy of documents regarding law. Yet even these â€Å"high principled people† and â€Å"educated and sophisticated hierarchs† that approved and created the constitution left grievous discrepancies that later cause a terribly bloody war. If they had taken a clear stance on anti-slavery, the southern states would never have joined the Union. They discretely mentioned slavery in three different sections, but never out right say that it is legal, or illegal. It gave people the right to sue agai nst slavery. And that put doubt (whether they should be in the union) and fear into southern slaveholder’s hearts. This fear and suspicion was only deepened by the growing abolitionist movement, and gin. The cotton gin was of particular importance because much more cotton could be processed. That meant that more acreage could be planted and harvested. This created a huge increase in the am... ...vernment of Great Britain to have become destructive of these ends, the declared the colonies ‘are absolved from all allegiance to the British crown.† By that argument they are saying that it has all been done before, look, you yourself did it, so don’t be unjust and let us break away like you did.   Ã‚  Ã‚  Ã‚  Ã‚  The citizens South Carolina were feeling that they had been violated and abused by the breaking of a viable contract. The northern states were trying to take away their inalienable rights, and they would stand for it. President Lincoln tried to make it clear that â€Å"I hold that, in contemplation of universal law and of the constitution of the Union of these States is perpetual.† South Carolina and all of the other southern states simply did not listen. Lincoln tried to talk sense into them, counter arguing their every point but they would not take any middle ground, as they felt they had already tried that. When it came down to fighting, Lincoln had the high moral ground, and not only that, the larger, more advanced, and better equipped armies. Lincoln tried to not push the point but he was forced to attempt to keep the union together by any means necessary.

How to Take Professional Quality Pictures with a Digital SLR Camera Ess

A former point-and-shoot photographer can take professional quality pictures with a digital SLR (single-lens reflex) camera by learning about and experimenting with its complex operations. There are many advantages to making the transition from a point-and-shoot digital camera to a digital SLR camera. These include capturing images â€Å"more quickly, more flexibly, and with more creativity† (Busch, Digital 9). Furthermore, taking photos with a digital SLR camera reduces the amount of time that otherwise would be spent editing with photo-editing software to improve the quality of the photos. Why would one want to switch from a point-and-shoot digital camera to a digital SLR camera? Some of the reasons are: a more accurate viewfinder, a more powerful sensor, less noise in the photos, depth-of-field control, speed, similarity to a regular SLR camera, more lens flexibility, and freedom from image editors (Rowse). Some disadvantages are: expense, size and weight, and complication of use. What are some of the key features to think about when purchasing a digital SLR camera? Some of the features are: lenses, sensors and image processors, exposure systems, and focusing systems. There are also special features to consider for the individual photographer’s needs (Busch, Digital 61-63). Lenses are one of the main items to consider when purchasing and using a digital SLR camera. All digital SLR cameras come with a basic general purpose (mid-range or normal) lens, but many people would rather have some specialty lenses, depending on the type of photography in which they are interested. Some of these specialty lenses are: zoom, prime, wide-angle, fish eye, telephoto, and macro. In addition, it is important to get a lens wit... ...35-40). One should take many pictures in different ways so that the ones offering the best composition can be chosen later. If the above suggestions are followed, quality photographs should be the result. However, the photographer may want to enhance the photos by using photo-editing software such as Adobe Photoshop, Corel Paint Shop Pro, Adobe Photoshop Elements, Picasa, Picnik, GIMP, or Adobe Photoshop Express. The last four programs are downloadable and free (â€Å"Photo Editing Software†). In conclusion, a former point-and-shoot photographer can make the transition to a digital SLR camera and take professional quality pictures by learning about and experimenting with the camera’s complex features and operations. The first step is to purchase a digital SLR camera that suits the photographer’s needs. Then, one should start taking pictures - lots of them!

The Journey Through The Differences In Relationships in Cold Sassy Tree

The Journey Through The Differences In Relationships in Cold Sassy Tree Dating back to the early 1900’s and all the way through to the present, romantic relationships have been viewed differently. From strict unwritten dating regulations to not having regulations at all, recent generations have become more liberated in making their own decisions. The progressing times have made us become a more accepting society and have caused a decrease in the strong practice of religion and class. Even though differences such as religion and class in relationships were more than an issue they were not always a complete deterrence. In the novel Cold Sassy Tree (1984), Olive Ann Burn's plot focuses heavily on religion and its role in society. Mary Willis Blakeslee, a Baptist, is tried for heresy by the deacons of the Baptist church for marrying Hoyt Tweedy, a Presbyterian. â€Å"The deacons voted to put it in the church records that ‘Mary Willis Blakeslee has swapped her religious birthright for a mess of matrimonial pottage’† (11). After her father Rucker Blakeslee confronted the deacons they agreed to remove the pottage element from the document (11). Although this confrontation with Grandpa intimidated the deacons it didn’t impede them from excommunicating Mary Willis from her â€Å"birth church.† As it ended up she decided to attend the church of her husband, Hoyt Tweedy. As Cold Sassy Tree illustrates, in Georgia in the early 1900’s religion played a major role in marriage decision along with membership to the church. This sort of attention that Mary Willis a cquired was very hard for her to tolerate emotionally. It was important to her to appear respectable to the community. Regardless of this embarrassment caused by the Baptist... ... the level of education problems such as outside gossiping, financial differences, differences in interests, and the decrease in one’s pride can occur. Religion and class are still issues in relationships but members of our generation tend to question them less, yet these issues have never been a complete deterrence to a happy and healthy relationship. As time periods change so do the values and morals of the upcoming generations. As illustrated the younger the generation, the more liberated they become to make their own decisions and mistakes. It is the mistakes that we learn from that teach us life’s greatest lesson. After all, if we never made a mistake how would we know if we are leading a correct life? Works Cited Burns, Olive Ann. Cold Sassy Tree. New York: Dell Publishing, 1984. Accarino, Susan. Personal interview. 20 March 2001.

The Australian Financial Review Essay

INTRODUCTION This assignment aims to present in a clear and concise manner our viewpoint towards remuneration disclosure, considering steps to improve this matter of contention is taken voluntarily by the boards as recently stated by The Australian Financial Review. Section I explains our disposition about amendments done concerning disclosing remunerations. Financial accounting principle theories utilised, along with published printed information came to our conclusion which suggests executive pay reports simplification is substantial to shareholders understanding of remuneration outline. Section II takes up voluntary remuneration disclosure and its likely consequences applying IASB Conceptual Framework of qualitative characteristics. Analytical thinking and apprehension lead us to conclude that an increase in participation over the matter results to a much better comprehension from the shareholders. Section III logically analyses the argument about share based payment having to cost the company anything or not. Upon critical evaluation of published views, adding our sensible and sound judgment, the process itself of issuing share options consumes resources, meaning that, it falls down as an expenditure. The motivation to improve remuneration disclosure Literature Review A fierce debate is raging about the legitimacy of executive pay rises. The evidence is mixed about how efficient remuneration disclosure has been, but what is clear is that the responsibility to ensure it is appropriate resides with the boards, and that there is a need for greater shareholder participation (Fels, 2010). The Australian Securities and Investments Commission (ASIC) have called for companies to provide more clarity on remuneration arrangements for their directors and executives (Gibson, 2013). As a challenge, we will discuss and analyse the motivations to improve remuneration disclosure. The following are the reasons why there is a need to improve disclosure of executive pay: * Assessing the `efficiency’ of executive pay is consequently problematic. Many performance indicators used by companies are not publicly disclosed and risk preferences vary across companies and individuals (Fels, A. 2010). * There has been a widespread perception that executives have been re warded for failure or good luck – receiving rewards for rises in the share market price that had little to do with their contribution to company performance, and much to do with what was happening in global stock markets and asset valuations (Fels, A. 2010). * Boards voluntarily taking steps to improve remuneration disclosure by adding take home pay tables to annual reports are one step ahead of the game as demands for increased disclosure persist (Weggins, J. 2012). * Corporations and Market Advisory Committee (CAMAC) review the disclosure of executive pay reports and the report include providing more relevant information to shareholders, streamlining pay reports and disclosure of all termination payments for executives (Disclosure on Aust Exec`s Pay Need To Be Simplified: Report, 2011). * Boards are compensating for bonus cuts by inflating base pay and long term incentives. As share prices and earnings decline, board of directors keep changing the mix of cash, bonuses and s hort-term incentives. Long term incentives now account for a greater percentage of total pay than they have in previous years (Smith, M. 2012). * The desire to comply with legal and professional requirements. There could be benefits for the company in appearing to act responsibly by their employees and this could be deemed to be more important than acknowledging other social responsibilities of the company (Deegan, 2002). * An attempt to be an accountable or responsible company by reporting information voluntarily. Managers are likely to consider that stakeholders have a right to certain information, and that they should fulfil that entitlement despite the related costs (Donaldson and Preston, 1995). Analysis This paper provides an overview of the current debate and the theories that attempt to explain executive remuneration disclosure. Attention is given to underlying accounting theories such as Positive Accounting Theory, Normative Accounting Theory, Stakeholder Theory, Legitimacy Theory, Institutional Theory, Public Interest Theory, Capture Theory and Economic Interest Group Theory. We will now analyse motivations to improve remuneration disclosure using the theories of financial accounting. Accounting theories typically either explain or predict accounting practice or they stipulate unambiguous accounting practice. Positive Accounting Theory (PAT) aims to make good predictions of actual world events and convert them to accounting transactions. Its general objective is to understand and predict the choice of accounting policies across conflicting firms. It recognises that economic consequences exist. In relation to PAT, because there is a need to be efficient, the firm will want to min imise costs associated with the performance indicators used by the firm. PAT uses hypotheses around which its predictions are organised. One of the most utilised hypotheses is the bonus plan hypotheses. Companies with bonus plans choose accounting procedures that modify reported earnings from future periods to current period. In doing so, the company can increase their bonuses for the current period. There was a need to simplify pay reports to executives. The report`s current length and complexity can make it intricate for shareholders to understand and time-consuming on companies to prepare. It is important that remuneration report is easy to understand. It is vital for the shareholders to have all the information they need to be able to hold company directors to account (Disclosure on Aust Exec`s Pay Need To Be Simplified: Report, 2011). Simplifying remuneration report applies a Positive Accounting Theory wherein it explains what information the company will use and will not use for the shareholders. Stakeholder theory refers to the concerns of stakeholder power, and how the power impacts their ability to persuade the company into complying with the stakeholder’s demands. Stakeholder power is viewed as a function of the stakeholders’ degree of control over resources required by the company and how critical these resources are to the unrelenting viability of the company. (Voluntary Employee Disclosures in Australian Annual Reports Applying Ullmann’s Stakeholder Theory, 2011) Legitimacy Theory seeks to ensure that the company operates within their rules, bounds and norms. Company should attempt to ensure that their activities are perceived to be legitimate. Rewards given to the executives for failure or good luck indicates that they operate beyond the company`s norms. This append to the needed impr ovements for remuneration disclosure. If remuneration is disclosed properly to the public, such erroneous transactions will be avoided. Companies disclose actual take home pay for key management, irrespective of whether the remuneration was granted in the current or previous financial year (Weggins, J. 2012). Many companies have started providing the public how much money their executives are taking home. Public Interest Theory supplies regulations that respond to the demand of the public to correct inefficient and inequitable market practices. By disclosing actual take home pay helps the companies counter claim that executives are overpaid. The possible consequences of voluntary remuneration disclosure Literature Review In the aftermath of the global financial crisis (GFC), public interest ensured spotlight being thrown on the pay of the senior executives and its regulations (Morrow M. & Limnalong B., 2011). Remuneration disclosure has been progressively strengthened in Australia over the last quarter of a century. Before 1986, the only requirement for disclosure of remuneration was the combined total level of collective remuneration aid to all executives of a listed company (Fels, A., 2010). As motivations to improve remuneration disclosure are presented on the previous discussion, we are now looking at the consequences of voluntary remuneration disclosure and analyse the current practices: * Many Directors hold more than one directorship across a range of publicly listed, private and not-for-profit organizations (Fels, 2010). * There is also a possibility of entrenchment of incumbent directors. It is difficult for shareholders to work out whether an individual director is underperforming from the outside. Later we will also see how the current practices help address this issue (Fels, 2010). * Another consequence of voluntary remuneration disclosure is to have a ‘clubbish’ practice amongst the board. A clubbish practice occurs when boards declare that the maximum number of directors is the number of directors presently on the board when shareholders nominate a candidate (Fels, 2010). * Recent remuneration reforms which commenced on July 1st, 2011, were directed to improve shareholder trust, thus granting the board to concede with the compensation process and be held responsible for strategy and structure (Morrow & Limnalong, 2011). * Productivity Commission proposed a two strike rule intended to strengthen the non-binding shareholder vote, giving shareholders the opportunity to cast votes against a company’s director under special circumstances in an Annual General Meeting (Morrow & Limnalong, 2011). * The new law, in addition, was particularly structured to allow shareholders to have more say over the pay of senior executives and also so that the boards are better informed on remuneration dissemination that might result in a shareholder casting a negative vote (Morrow & Limnalong, 2011). * The use of remuneration consultants as a requirement by the new amendment charges a potential conflict of interest in which their existence provides advice to boards on their pay (Morrow & Limnalong, 2011). Analysis In this section, we will were to give analysis on the possible consequences we discussed earlier in our review using the qualitative characteristics in the IASB Conceptual Framework focusing mainly on relevance, reliability, comparability, verifiability, timeliness and understandability. The introduction of the two strikes rule implies that the boards might become more cautious to avoid difficulties with shareholders and remuneration consultant reinforces that conformity (Durkin & Tadros, 2012). Since we will be analysing the consequences in accordance with the IASB Conceptual Framework, we shall start at looking into the relevance of voluntary remuneration disclosure. ‘Remuneration issues are now taking up so much time that boards are in danger of neglecting other issues such as risk management and succession planning’. Also it makes it harder for the shareholders to work out whether an individual director is underperforming or over performing from the outside (Wiggins, 2012). As we have discussed, the importance of remuneration disclosures has been felt more since the GFC. ‘This recent financial crisis has increased the saliency of reliability concerns about fair value disclosures’. Examination of voluntary disclosures in audited financial statements shows clear unreliability towards the mandated fair value estimates (Blacconiere et al., 2011). In addition, it is difficult to find authenticity with voluntary remuneration disclosure, as to many Directors hold more than one directorship across a range of publicly listed, private and not-for-profit organizations. Hence we can conclude that reliability is very low with voluntary remuneration disclosure. Pay policy has been a major pre occupation and distraction in the past year as reported by Graham Bradley, chairman of Stockland and HSBC Australia and a former Business Council of Australia president (Bradley, 2012). Dean Paatsch, director and co-founder of governance and proxy firm Ownership Matters was quoted saying that without transparency, the bad practices of the past like outsized termination benefits, non-executive director retirement schemes, paying dividends on unvested shares and dodgy options valuations could easily return (Paatsch, 2012). We know that recent reforms were directed to improve shareholder trust, thus granting the board to concede with the compensation process and be held responsible for strategy and structure. Local executive pay trends do not constitute the kind of picture that lends itself to establishing simple casual links between executive greed and the financial crisis. Assessing the efficiency of executive pay is considered problematic. Many performance indicators used are not publicly disclosed. There are various forms of pay and different types of hurdles and they all have different effects on incentive. In practice, company prefers to adopt a combination of hurdles (Fels, 2010). This encourages the need for remuneration consultants as well, but is considered as a conflict of interest. In a study by Dr. Idlan Zakaria of the University of Essex published on March 2011, he stated that remuneration consultants have a significant positive effect on disclosure quantity but with no impact on disclosure quality. (Morrow & Limnalong, 2011). Along with this, ‘Remuneration committees are more time consuming and more complex than audit committees’ warned the chairman of Stockland, Graham Bradley (Durkin & Tadros, 2012). We know that remuneration calculation is a complicated process in itself and involvement of the shareholders would further complicate things in turn affecting the timeliness factor for both practices. Mr Pablo Berrutti, the head of responsible investment for Asia Pacific at Colonial First State Asset Management stated that ‘the introduction of the two-strikes rule had encouraged companies to spend more time discussing remuneration and corporate governance issues with investors (Wiggins, 2012). A huge amount of time is said to be spent on remuneration and less on strategy. Hence, we can see that voluntary disclosure is good in a timely manner in comparison to the recent practices. Pablo Berrutti also acknowledged that companies were receiving unclear and mixed messages from a number of sig nificant investors. Some of the investors wanted pay packages to be better aligned with shareholders interest which are less complex. We know that the new law allows the shareholders more say over the board regarding the matter thus, being more actively involved is a very important factor to be considered (Wiggins, 2012). Share-based payments did not cost the company anything? Literature Review As per AASB2, companies must value and record employee options granted as an expense in their financial statements. Previously, the share based payments was just recorded in the notes of the financial statements. Argument arises to whether share-based payments recorded as an expense did or did not cost the company anything. Asness (2004) strongly believes it is reasonable to recognise the employee share options as an expense. He discussed several aspects in his article to convince his readers that options must be expensed. He emphasises options are something of value and they will be exercised only when employees have more advantages than the shareholders. In his article, he rebutted that options do not have value until they are exercised. However, Ronen (2008) advocated that the expense of share based payments should be borne by the pre-existing shareholders rather than the company itself. He suggests the companies to adopt separate statement to record the cost of the share options separately. Suggested separate financial statements are â€Å"Corporation Income Statement†, â€Å"Statement of Cost and Benefits to Pre-existing Shareholders† and â€Å"Statement of Enterprise Income†. With this, he deliberately concludes that the share options granted to employees should not be an expense in the corporation. Similarly, Hagopian (2006) believes that it is not ideal to recognise the employee share options (ESO) as an expense in the financial statements. Logically, the shareholders who will reap the gain from an ESO must bear the cost by themselves as well. He mainly discussed the three basic reasons why ESO should not be expensed. First, ESO is a kind of â€Å"gain-sharing instrument†, which, by its nature, means it cannot be an expense of the granting entity. Second, the cost of it has already been fully accounted. Lastly, expensing ESOs cannot meet the expense definition in the standard accounting. Analysis There was a controversial issue on implementation of share based payment under AASB 2 since it had been released. Arguments emerged as to which expensing options do cost the company an entity or not at all. The supportive parties believe that share-based options will cost the company, signifying that, options are of valuable entity when the future market price is higher than the price exercised. The optionholders will put to use their options and thus take part of the company from the pre-existing shareholders at below-market prices. To some extent, the optionholders obtain something of value, which means an expense. In addition, if the company sells options to the outside investors, they have to pay cash for the options and the executives usually get options for free. This means issued options are an expense (Asness, 2004). Advocates likewise mention the cost of stock buyback program which is the real cost of employee options. In order to manage dilution, the company has to buy some shares back. Even if a company will not act on buyback shares, the earnings will still be reduced because of issuing options and dilution. Therefore, options have a certain value and should be recorded like regular salaries (Wayman, 2011). On the other hand, the opponent parties argue that share-based payment costs the business firms nothing. Instead, the shareholders will bear the cost of the share options by themselves. In fact, the shareholders will get extra value even after the cost of dilution (Ronen, 2008). They consider ESO a kind of ‘gain- sharing instruments’, which does not have a cost until there is a substance to accumulate. At the same time, the cost will be located where the related gain is. Since shareholders par take the benefits with the optionholders, the cost must be a portion of the stock appreciation. Hence, it cannot cost the granting entity (Hagopian, 2006). The Australian Venture Capital Association Limited (AVCAL) places their confidence on th e fact that there are improprieties in standards which includes ESO as an expense. For high growth unlisted companies, it is not an accurate method to value those firms because the securities of private companies are not trading on the open market; it is likely to misuse the models in the context of expensing ESOs. Therefore, the valuations cannot reflect actual costs to the company (Deegan 2012, p. 621). Based on our combined judgment, it is not reasonable and logical to say share-based payments did not cost the company anything. To a certain extent, it costs value to the resources of the company. The process of issuing share options and equally dividing it to the employees consumes resources in which, therefore is considered an expense for the company. For the option itself, it has certain value even if it is out of the money. Otherwise, it is impossible to be accepted by its employees. Employees get the share options for free whereas the outside investors have to pay the company cash to buy the options if the company issues the share options to outsiders, thus it would mean an apparent expense for the company. To counter this action, instead of allotting new options to employees, the company bought the options from the market and gave them to its employees. This further proves that it is the initial outlay of the option’s cost for the company (Asness 2004). Furthermore, when the options are utilised, the employees usually buy them at a discounted rate. Comparatively, the company will lose the opportunity to sell some of their stocks at the market value (Pirraglia, n.d.). Without a doubt the company has sacrificed some value for exchanging its employees’ service. Additionally, share-based options are type of compensation expense. Logically thinking, would the employees accept $1 less in their salary because of receiving the options? The answer is clear ly no. Hence, we have to admit that options are a substitute for salary (Asness, 2004). In remuneration disclosure, the government will require to provide a more accurate data including the shares and options executives in the remuneration reports (Durkin & Tadros, 2012). Therefore, it is impossible to realise aforementioned argument without having to pay out a single cent. CONCLUSION Remuneration pay for executives evolved into a delinquent juncture to those who seek a substance to blame for the disintegration of the world’s financial system following the global financial crisis. Demands for increased disclosure persisted causing the boards to make necessary actions to reform remuneration disclosure. In an attempt to explain executive remuneration disclosure, principled theories of financial accounting were applied as they have the ability to account for or express in advance a specific accounting practice. Attenuation of costs while remaining efficient in which, nowadays, is highly essential relates to Positive Accounting Theory. To attain this, applying the idea of Legitimacy Theory, properly disclosed remuneration as to public is seen to avoid faulty transactions. In accordance, acknowledging remuneration in the interest of the public marks a strategy to aid business firms to express that executives are given proper compensation. Carrying through to ref orms in disclosing executive remuneration, Stakeholder Theory is being adapted in the form of implying the recently approved two strikes rule in the financial system. This method is directed to give shareholders the capability to exhort power over remuneration issues. Amendment also allows the board to focus on compensation strategy and structure as what they are responsible for. Share-based payment entail companies to assess the fair and equal value of the employee stock options granted to employees and recognise it as an expense. Share-based payments match the service provided by employees with the expense of their compensation. Employee share-based options arguably cost value to the resources of the company. The process of issuing share options and company buy back elucidate the costs incurred. It is concluded that, a firm’s competitive edge lies in the business’ policy and strategy regarding remuneration thus drawing attention to confining key executives. Remunerat ion disclosure makes board of directors more accountable and supply information about company projections, and can thereby bolster investors. In line with this, top executives and ordinary employees are expected to perform at their best to justify the pay they are receiving. To have an accurate remuneration report, execution of appropriate accounting procedures and policies must be exercised. REFERENCE LIST Asness, CS 2004, ‘Stock Options and the Lying Liars Who Don’t Want to Expense Them’,Financial Analysts Journal, vol. 60, no. 4, pp.9-14, retrieved 25 April 2013,< http://ezproxy.deakin.edu.au/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=bth&AN=14076750&site=ehost-live&scope=site> Blacconiere W.G., et al., 2011, ‘Are voluntary disclosures that disavow the reliability of mandated fair value information informative or opportunistic?’, Journal of Accounting and Economics, Volume 52, Issues 2–3, November 2011, Pages 235-251 . Bradley G, 2012, ‘Bring executive pay back to the boardroom’, Australian Financial Review, November 26, retrieved April 22, 2013. Deegan, C. (2000), Financial Accounting Theory, McGraw Hill Book Company, Sydney. Deegan,C. (2012), Australian Financial Accounting, McGraw-Hill Australia Pty Ltd, Sydney. `Disclosure on Aust Execs` Pay Need To Be Simplified: Report’ (2011, p. 1). Donaldson, T, and Preston, L (1995), â€Å"The stakeholder theory of the corporation – concepts, evidence, and implications†, Academy of Management Review, Vol. 20 No.1, pp. 65-92. Durkin, P & Tadros, E 2012, ‘Laws will target executive pay’, The Australian Financial Review, 26 November, p. 10. Durkin, P & Tadros, E., 2012, ‘More restraint as investors wield their new powers’, The Australian Financial Review, Executive Salaries 26 November, p. 20, viewed on April 26 2013. Fels, A., 2010, ‘Executive Remuneration in Australia’, Australian Accounting Review, 20,1,pp. 76-82, viewed on April 24 2013. Hagopian, K 2006, ‘Point of View: Expensing Employees Stock Options Is Improper Accounting’, California Management Review, vol.48, no.4, pp136-156, retrieved 21 April 2013, < http://ezproxy.deakin.edu.au/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=bth&AN=21923221&site=ehost-live&scope=site> Morrow M. & Limnalong B., 2011, ‘New rules on executive pay’, Charter, 82(7), pp. 24-25, viewed on April 23 2013. Paatsch, D, 2012, ‘Exec Excess: Blame weak boards, not regulation’, Australian Financial Review, November 26, retrieved on April 21, 2013. Pirraglia, W 2013, ‘What Are the Benefits of Employee Stock Options for the Company?’, retrieved 28 April 2013,< http://smallbusiness.chron.com/benefits-employee-stock-options-company-2842.html> Rinen, J 2008, ‘Should Executive Options Be Expensed’, Journal of Accounting, Auditing&Finance, vol. 23, no. 3, pp.437-470, retrieved 21 April 2013, http://ezproxy.deakin.edu.au/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=bth&AN=33064759&site=ehost-live&scope=site `Voluntary Employee Disclosures in Australian Annual Reports Applying Ullmann’s Stakeholder Theory’, (2011, p. 3-5) Wayman, R 2011, ‘The â€Å"True† Cost of Stock Options’, retrieved 22 April 2013, Wiggins, J., 2012, ‘Take-home disclosure is catching on’, The Australian Financial Review, November 26, p.21.