The Cosby Show American the Different Sides

The Cosby Show changed the cliché jobs that were generally given to dark movies and motion pictures. Before the Cosby Show there were shows like Sandford and Son and Good Times that depicted dark in neediness. The Cosby Show anyway centered around issues that related to everybody with an emphasis on individuals of color. They tended to issues, for example, pregnancy, educatiion, marriage, and even addressed music. The times of helpless dark in TV and motion pictures are no more. Wtaching a scene of the Cosby Show is a motivation to each and every individual who sees it. Having the option to watch where there is a dark family not battling to pay the lease is rejuvenatihng t6o me. We have a spouse who is a specialist and a wife that is a lawyer that shows instances of what living in America resembles from an instructive perspective versus exactly what a sterotypical dark family life would be. The Cosby Show centers around what it resembles to be pregnant and experience work and conveyance torments in managing genuine circumstances. The show likewise centers around a cheerful wedded life and the issues that can emerge inside a family. I never realized how smooth jazz could be until I had seen a scene of the Cosby Show. Heading off to college is a fantasy that a great many people attempt to accomplish. Until I had viewed the Cobsy Show I was never truly educated on what it resembles to head off to college. I never knew there were unmistakable dark schools and colleges. I feel that having the option to have a decent network show that shows genuine instances of life is the thing that helps make this a graet society to live in, the Cosby Show is that appear. Now and again the show featured melodic visitor generally jazz and blues craftsmen. Three was a scene where BB King visitor featured and demonstrated America how he helped his guitar â€Å"Lucile†. The Cosby Show is a case of on the off chance that you set your attention to it you can do anything, and today America realizes that.

Can Christians disagree on a moral issue Essay Example | Topics and Well Written Essays - 750 words

Would christians be able to differ on an ethical issue - Essay Example Moral issues can be made when an individual, a network or a firm isn't in charge of the considerable number of elements that impact the decisions that they make. For instance, there are contrasts in virtues and standards acknowledged by the people who are rehearsing various religions. Moral issues emerge as the qualities and standards acknowledged by the people don't consent to one another. In any case, a person who is dedicated to a particular religion can't compel the others on the planet to acknowledge one lot of qualities and standards acknowledged by that particular religion. Along these lines, Christianity which is a particular religion doesn't go about as a hindrance to emerging good issues in the general public. Plainly, two Christians can have various conclusions on a given good issue. Moral code demonstrates that people have a bigger task to carry out in the general public than simply pursuing dollars and pennies. There are different good issues that are frequently seen as questionable by various individuals. The fundamental motivation behind why individuals will in general differ over certain ethical issues is that they have various recognitions about their perspective. Indeed, even dedicated Christians can differ on various good issues and there are a few reasons why this pattern is basic since Christianity neglects to make point of view that can be all around held. A dedicated Christian is an individual who is committed to the educating of Jesus Christ as written in the Bible. In my view the strict confidence can dishearten basic deduction on a particular good issue. There are numerous contradictions in regards to what is written in the Bible and who kept in touch with them. Accordingly, even the most dedicated Christians can have diverse observation on explicit good issues. Astute individuals regularly consider of the crate and view diverse good issues in a systematic viewpoint. For example, a similar book of scriptures can be utilized by two Chri stians to guard or censure the training certain ethical issues as they accept their own comprehension on accounts as the supreme â€Å"truth.† However, is it sane to condemn impression of the others since they are unique? No, it is silly. Some gave Christians may see basic speculation as wrong and promptly censure different people’s sees. In this way, two people can have various feelings about a particular good issue. Some different Christians who are increasingly receptive can investigate a similar good issue from alternate points of view and think about others’ seeing likewise being satisfactory. As a general rule, various people in the general public are oppressed by various recognitions. These recognitions are related with the various degrees of individual scholarly limits, distinctive suffering social encounters and differential presentation to social qualities and standards. People can see their own observation as the â€Å"only† truth and scurry to pass judgment on other individuals in the general public. Hence differences upon explicit good issues can emerge between two distinct people paying little mind to the way that they are both dedicated to Christianity and are instructed. As a state of flight, note that every individual has their own suppositions. It is essential to recognize the way that having various assessments is â€Å"not wrong† yet is inescapable. The procedure to manage the extraordinary

How to Find the Best NHS Scholarship Essay Samples

How to Find the Best NHS Scholarship Essay SamplesThe NHS scholarship is open to any woman who has a part-time job and wants to continue her education. There are a number of NHS scholarship essays samples on the internet, and it can be difficult for you to find the best ones. The good news is that you have many resources available to you when looking for this resource, the most important one being the internet.It is possible to find a number of NHS scholarship essays samples right away on the internet. The best thing to do is to search the keywords 'nhs scholarship essay samples' and use quotation marks around the phrase. This will narrow down your search a lot more, but don't stop there as there are still plenty of places to find the perfect one.You may have to spend some time in order to find the right place. I know this from experience. This is because the internet is often overloaded with websites that offer you NHS scholarship essay samples. It is therefore worth spending a few minutes in order to see if there are any worthwhile places to look.The internet is often a great place to look if you want to find a lot of free content. What you can do is to type the term 'nhs scholarship essay samples' into a web browser's search bar. This should produce lots of results, just like when using a web browser's 'Find' option. The other advantage of using the internet as a resource is that you can take as much time as you need to check out each individual site.However, you have to be aware that there are many websites on the internet that are actually scams. These scammers will try to con you into thinking that you have won a competition by offering you some kind of payment which seems too good to be true. They will also try to convince you that you need to pay a certain amount in order to claim your prize. This is something you should be careful about, because you need to be able to verify if they are genuine before you do anything.One of the best ways to do this is to use the review sites on the internet. You can use these sites in order to read up on the website and see how many positive reviews it has. You will have a better chance of finding a reliable site by searching a few review sites before you settle on one.While this may sound like a lot of work, it is actually much easier than it might seem. It is all about being patient and going over each website that you find. This will save you a lot of time and money in the long run.While there are a lot of resources available to you in terms of NHS scholarship essay samples, it is worth spending some time doing your research before you start ordering your samples. This will ensure that you get your money's worth.

The Rest Cure The Yellow Wallpaper - Free Essay Example

Definition In the yellow wallpaper, the husband of the narrator prescribes to her something which is referred to as yellow cure, even though this rest cure is not explicitly mentioned in the yellow wallpaper. His husband, John, who is a doctor, has diagnosed her with a nervous condition or a mild hysterical tendency. According to the narrator, the diagnosis involves treating which involve avoiding work, social interaction and avoiding strenuous activity or anything that leads to high stimulation (Golden 8). This, therefore, implied that the narrator was too confined in a room and not allowed to do something by her. This treatment, therefore, is referred to as a rest cure. This treatment, therefore, leads to isolation and boredom which is brought about by having nothing to do but to stare at the wallpaper at the room. As it may be presumed, this is unhealthy means of an unproductive way of an individual spending their lives despite any condition which he or she may be suffering from. This leads to narrator losing her sanity and starts experiencing hallucination and become a woman who lives behind yellow wallpaper. She, however, does not break a grip of the control and suffering over her. She is excited that she got out at last and she proposes never to go back to that life again. The isolation process that the narrator receives and is one of the factors that contribute to the rest cure and enlightened the mind that made her move away from the oppression of her husband through the diagnosis of the rest cure and the inability to think and do anything of her own. The history of the rest cure This cure was invented towards the end of the 19th century by Silas Weir Mitchell, who was an American neurosurgeon and became widely used in both USA and the UK in the early 20th century. This cure was developed during the civil war when the trireme of soldiers who experienced severe nerve damage from bullets and therefore developed wounds (Golden 22). The pain experienced from such injuries drove soldiers to produce violent behavior. The solution was consequently narcotic and rest cure to help those individuals overcome such conditions. Four essential elements characterize this treatment these include face feeding, bed rest, electrical stimulation of muscles and massage. This cure was later adopted as a cure for hysteria and any other neuron disorder among the civilians. This condition of hysteria is today characterized by some psychological personality disorder that affects both male and female gender. It is marked by a range of physical and mental symptoms. However, during Mitchells period, the condition was purely a disease and was known to affect women exclusively Mitchell, developed several crude misconceptions about the situation and therefore he was known to be very unsympathetic to patients who he diagnosed with the case in the use of rest cure. Among the mistakes he developed about the disease include the character of the women who were nervous, who were thin and who had strong ambitions and were in the line of competing with men. These women he diagnosed were not allowed to feed or bathe themselves. They were not also to be visited by friends or family, therefore cutting them from social life. This treatment was, therefore, a way of mistreating women and discouraging them from reaching the level they are capable due to their threat to men. It was a treatment which was consequently related to sexism and misogyny especially in the kinds of literature by the modern writers. The rest cure led to the disastrous result and therefore was not a better way of conducting the womens treatment. It was a way of mistreating a woman and not allowing them to experience the joy of society. However, the diagnosis was valid in case of conditions such as brain injury and the individual had to take a rest to enhance neither his nor her recovery. Importance of this rest cure Rest cure had a lot of significance in the treatment of a psychological disorder in an individual. It is not to be associated with particular sex since it helps to cure both the female and the male genders from brain injuries and other psychological disorders. However, the condition was misused to undermine women in the society and made them remain low through isolating them from the rest of the world. It, therefore, helped women to discover themselves and understand the threat men received from their progress (Golden 13). It also opened a way for resistance from the mistreatment by men who felt threatened by the progress of woman in the society. It led to the development of misconception about the treatment and made a woman suffer in society due to that misinformed n treatment for a condition that was not related to any disease or psychological complications. Relationship to text Based on the experience by the narrator, to contextualize this cure to the context of the Yellow Wallpaper story, Gilman viewed her husband as her physician at the beginning and placed all her faith in him. The treatment she experienced was intolerable, and it was accompanied by cruelty. She, therefore, realized that it was a form of manipulation by men who suffocated her during the time of treatment. No other doctors or her husband listened to her during the, and therefore according to her, it was a form of therapy that was ineffective and did not meet the requirement for handling human (Golden 25). The leading cause of suspicion and decision by John to take his wife to such a cruel treatment was because he did not want her to have an opinion on the design of the house and tell John what was best for their home at that particular time. This use of rest cure, therefore, inspired the narrator to reveal to the world about the kind of treatment and the mistreatment that women undergo once they are diagnosed with that condition. She also highlights the misconceptions that were developed for the cure and its scope of treatment. Through her writings, she helps to change the ideologies and delusions that have been used to mistreat woman who tries to air their opinion to the society. Her book, therefore, caused protest from all another woman as they opposed the method. The narrator s story is one of the inspirations that changed the sexism approaches in social and enabled the removal of gender-based discrimination in modern society. The story helps to give women power in the community.

Questions On Global Studies Spring Final Project

Ryan Ramsdell June 1, 2015 Global Studies 1 GS1 Spring Final Reflection For our Global Studies 1 spring final project we had to think of a thesis that used â€Å"Through my history and English courses, I have learned...† as a starting/expansion point. We were to write journals that responded to different open ended questions about the process of this project and about our experiences in this course. The main part of the project is the product which was a medium of our choice that exhibits a meaningful point of connection for you between history and English this year. My product for this project is a website. It is a multilayered bubble map/mind map that demonstrates, through each English book and history unit, that when you analyze a conflict, large or small, deep down, moral obligation plays a big part in the outcome and the cause. I explored the cause of each conflict and major event in each English book and history unit, and walked the viewer down a path that shows to the root cause, moral obligation. In the history side of my bubble map, I explored and analyzed the different units and conflicts that we went over in history and demonstrated how moral obligation is involved directly or indirectly with the underlying causes of the conflict. For example in World War II, Hitler began his anti semitic regime in January 30, 1933 by slowly separating the people that he felt were not his type. No one made an effort to step in until it was too late. It took until the end of 1942 forShow MoreRelatedDevelopmental Aspects of Play1242 Words   |  5 Pagesemail Introduction to World Music Syllabus-Spring 2013 This course is an introduction to music and to the musical mechanics from a global perspective. There will be three aims: †¢ to increase the students understanding of music, including its elements, structures, and terminology through live performances, students and guest artists; †¢ to increase the students awareness, cultural connections to explore and their understanding of global relationships; how these cultures utilize musicalRead MoreWhy Do Students Get A Job?1541 Words   |  7 PagesChapter 1 Background and Setting: Over the last decade there has been a significant increase in student mobility, from 2.1 million international students studying outside of their home countries in 2000 to 4.5 million in 2014 (Project Atlas, 2015). This represents a 100% increase and out of all the nations the United States of America continues to attract most students across the globe. According to the Institute of International Education’s (IIE) Open Doors Report, the international student populationRead MoreCrosswell1474 Words   |  6 Pages63 INTERNATIONAL FINANCE SPRING 2005 WEDNESDAY 6:00 PM – 10:00 PM WESTLAKE VILLAGE CENTER SYLLABUS 1 International Finance MBA 610.63 Westlake Village Center Wednesday 1/5-2/16/05 Len Rushfield (310) 474-5848 (603) 843-9683 (efax) leonard.rushfield@pepperdine.edu/ asiaptner@aol.com Course Objectives MBA 610.63 is intended to provide a foundation of understanding of international finance and the critical options for corporate financial management within the global markets. Intensive readingRead MoreShould a Computer Grade Your Essays?1499 Words   |  6 PagesCase Study 11: Should a Computer Grade Your Essays? The case study discusses the April 2013 launch of Harvard/MIT’s joint venture MOOC (massively open online course) essay scoring program, utilizing AI (artificial intelligence) technology to grade educational essays and short answers, with immediate feedback and ability to revise, resubmit, and improve grades. In 2012, a group of colleagues, Les Perleman, Mark Shermis, and Ben Hamner, introduced over 16,000, K7-12 standardized school tests toRead MoreSdffdgdfgfdg1230 Words   |  5 Pagesedu/academics/liberal_arts/syllabi.cfm. Additional information provided includes Core Competencies, Student Learning Outcomes, Topical Outlines and Grading Rubrics. CATALOG DESCRIPTION Prerequisite: RDG099 – Introduction to College Reading III This is a study of the basic concepts of sociology applied to modern society, and the use of the scientific methods in sociology, analysis of social relationships, groups, institutions, population systems of control, and social change. REQUIRED READING SOC: 2013Read MoreCase 2 Essay8322 Words   |  34 Pagesjust received an e-mail from Kenny Kurtzman, managing partner of KPL’s Texas office. Kurtzman was heading up Keller’s first consulting project team, and earlier in the day, Keller had overheard that his model would be used in a competitive-dynamics simulation with the top management of the client in three days—Monday. On Sunday, some of the consultants on the project would be meeting to review the client presentation and the models that would be used for the simulation. While Keller was not initiallyRead MoreCase1558 Words   |  7 PagesPart number 650810/ss/R9/o enters the ï ¬ nished goods stores at a full manufacturing cost of  £55. The Financial Ofï ¬ ce requires a 25 percent per item per year cost for inventory planning and control. (This is your annual holding cost rate.) Case Questions 1. What is the total annual cost of the present ordering policy for part number 650810/ss/R9/o? 2. What would be the lot size for part number 650810/ss/R9/o if FabQual were to use an economic order quantity (EOQ)? 3. What would be the total annualRead MoreStrategic Management6582 Words   |  27 PagesBusiness Review, 73 (4). (Custom Textbook (2012), Managing Strategy in the Global Marketplace. Chapter 21.) †¢ Porter, M.E. (1996). What is Strategy? Harvard Business Review, 74 (6). In HBR’s 10 Must Reads on Strategy. (Custom Textbook (2012), Managing Strategy in the Global Marketplace. Chapter 21.) †¢ Stegmann, J (2009) Critical Thinking in Strategic Management: A Conceptual Guide to AMBA 670 Managing Strategy in the Global Marketplace (in Course Content) (Skim and then continue to use as a referenceRead MoreEssay on Business Admin2889 Words   |  12 Pagesï » ¿Spring 2015 BUAD 301 Monday 4:00 to 6:45 pm Professor: Colin S. Innes Office: Mihaylo 4175 Office Hours: MTWR 9:45 to 10:45 am e-mail: cinnes@fullerton.edu Course Prerequisites: Grade of C or above in English 101 and BUAD 201, or their equivalents. You may not be enrolled in BUAD 201 and BUAD 301 simultaneously. Course Description: In BUAD 301 you will build upon skills acquired and developed in BUAD 201. Using these basic, but crucial,Read MorePerceived Impact of Outsourcing on Organizational Efficiency5381 Words   |  22 Pagesbillion by the year 2001 (Dun and Bradstreet 2000). Globally, outsourcing usage grew 35 percent in 1997 and the total market for outsourced services is expected to increase to $200 billion by the year 2001 (Greer, Youngblood, and Gray 1999). A recent study was conducted by Yankelovih Partners indicated that two-thirds of companies world-wide already outsource at least one business process to an external third party. This practice appears to be most common in the U.S., Canada, and Australia, where 72

Ethics in Machiavellis The Prince Essay example - 1498 Words

Ethics in Machiavellis The Prince Niccolo Machiavelli (1469-1527) was an Italian statesman and political philosopher. He was employed on diplomatic missions as defence secretary of the Florentine republic, and was tortured when the Medici returned to power in 1512. When he retired from public life he wrote his most famous work, The Prince (1532), which describes the means by which a leader may gain and maintain power. The Prince has had a long and chequered history and the number of controversies that it has generated is indeed surprising. Almost every ideology has tried to appropriate it for itself - as a result everyone from Clement VII to Mussolini has laid claim to it. Yet there were times when it was terribly unpopular. Its†¦show more content†¦Let us get a few fundamental facts clear. Nowhere in The Prince or The Discourses does Machiavelli explicitly make morality or ethics his concern. Nor does he openly eschew it. Only one specific ethical system, the Christian ethic has no place in Machiavelli. That is easily inferred because from the very first pages a system based more on the power of arms than on Christian love is spoken of. Murder is condoned when necessary. Virtue and vice are not seen so much as black and white as interchangeable shades of grey. This does not however exclude the possibility of a separate ethical paradigm which Machiavelli might have thought of for his stat e. This is in accordance with Berlins suggestion of a pagan paradigm [8]. Morality per se, comes in only when The Prince deems it compatible with Necessitas and Fortuna [9].The separate ethical paradigm must therefore be one founded on political necessities. The Prince itself is avowedly political. Its object is the clear and concise statement of a foolproof political program for Italian princes. It begins by clearly classifying the types of principality, how one wins them and how to hold them. There is a very well-informed section on the war tactics prevalent in the peninsula together with Machiavellis own theories for improving these. And there is the unscrupulous advice, which gained the book so much infamy. But The Prince is not unique among Machiavellis books. The Discourses carry on the ideas found in TheShow MoreRelatedCompare And Contrast Socrates And Machiavelli1419 Words   |  6 Pagesregard to the concept of truth, Socrates would hate Machiavelli’s model prince due to Machiavelli’s manipulative view of truth. While Socrates desired a state that focuses on fundamental truth and ethical decisions, Machiavelli advocated a state led by a pragmatic, logical, and even cruel decision maker. The difference between the two theories is stark, not only would Socrates disagree with Machiavelli’s concept of a prince, he would view the prince with utter disdain due to his disregard for the truthRead MoreMachiavelli And Socrates1713 Words   |  7 PagesMachiavelli, this leader is known as the â€Å"Prince.† He believes that the Prince should be pragmatic in his actions, and act with the good of the state in mind or in other words, he believes in statecraft. He believed that the Prince should be someone with good foresight and does not act without recklessly. The Prince has to be willing to do what is necessary to preserve the state, even if violence is required. This attribute led to Machiavelli’s assertion of a Prince who does not restrict his actions withRead MoreThe Machiavelli s Political Philosophy1575 Words   |  7 PagesRevisiting Machiavelli’s Political Philosophy Precede It is fundamentally important to preface the discussion hosted in this essay by addressing ourselves to the most mundane question-why consider Machiavelli in the context of philosophy, least of all, political philosophy? This question dominates any philosophical inquiries of the Machiavelli’s political ideologies. Put differently, do the contributions by Niccolà ² Machiavelli to the various salient discourses in the Western thought, most notablyRead MoreMachiavelli and the Use of Antiquity in The Prince and The Discourses1838 Words   |  7 Pages Machiavelli and the Use of Antiquity in The Prince and The Discourses The Renaissance was a time of classical revival and a turning point from the Middle Ages to the Early Modern period in the course of history. Ancient texts and artifacts became sources of inspiration for intellectuals and artists alike, and the desire to emulate—or even surpass the achievements of the past prompted them to study antiquities closely and saw them as models and guidance. People were consciously distinguishingRead MoreThe Prince By Niccolo Machiavelli Analysis948 Words   |  4 PagesComposed nearly 500 years ago, Niccolo Machiavellis The Prince presents another perspective on the meaning of virtue. Machiavellis definition contended against the idea presented by the Catholic Church. Machiavelli did not force any opinions of his own, somewhat he composed from his experience and whatever theory that prompts activities which created successful results in the political scene of Italy and different nations. While Machiavelli continues to be scrutinized for his though ts, in allRead MoreSimilarities Between Socrates And Machiavelli1649 Words   |  7 Pagestimes. During times of war and unrest, it was a bold choice that both men made to stand up for their beliefs and speak out against the system. However, Socrates wouldn’t have agreed with Machiavelli’s means and concepts of the Prince and his ideas for how a political establishment should function. Machiavelli’s means may have been justified by his ends, but they completely go against what Socrates stood for in his time. Socrates and Machiavelli seem to have been incredibly different people. SocratesRead MoreSocrates And Machiavelli1681 Words   |  7 Pagespolitical system might then seem irresponsible, a presumptuous analysis not fitting for an academic recognizing the false equivalence between Socrates’ philosophy and Machiavelli’s political ethics. The strategy to conduct any sort of liable and valid analysis is not to wholly ignore the â€Å"political† part of the system but to evaluate the ethics behind the systems. The goal of this essay will be to compare and evaluate the Machiavellian ideological government, through the lens of Socratic philosophy. DespiteRead MoreSocrates Vs Machiavelli Essay875 Words   |  4 Pagespresumptuous analysis not fitting for an academic recognizing the false equivalence between Socrates’ philosophy and Machiavelli’s political ethics. The strategy to conduct any sort of liable and valid analysis is not to wholly ignore the â€Å"political† part of the system but to evaluate the ethics behind the systems. The goal of this essay will be to compare and evaluate the Machiavellian ideologicalRead MoreMachiavelli s Proposal Of The Prince Reflected Italy s Renaissance Era1646 Words   |  7 Pagesgovernments have yet to reach equilibrium of power and wealth. Needless to say, philosophers like Machiavelli and Socrates, who lived in dark times of political turbulence, aimed to find peace within their respective political atmospheres. Machiavelli’s proposal of the pri nce reflected Italy’s Renaissance era and drew upon the idea that a head of power would rule in accordance to certain beliefs and guidelines that would establish a government in which greater good of the people would be prioritized. MeanwhileRead MoreAnalysis Of Niccol Machiavellis The Prince931 Words   |  4 PagesThe extract is from Niccolà ² Machiavelli’s The Prince, a 16th-century political treatise that acts as an extended analysis, instructing a ruler on how to acquire and maintain political power. Presumably drafted in 1513, Machiavelli was a known humanist scholar, working as a diplomat in Florence. Upon the time of its publication, Machiavelli had been recently released from imprisonment, his writings therefore may have had an agenda of regaining favour from the ruling Medici family, or was a means of

Lava Caves and Scoria/Cinder Cones free essay sample

Cinder cones are simple volcanoes which have a bowl-shaped crater at the summit and rarely rise more than a thousand feet above their surroundings. They usually are created of eruptions from a single vent, and are composed solely of lava remnants. Cinders of lava, blown into the air during eruptions, break into small fragments that fall into a pile around the vent. The pile forms an oval-shaped small volcano, as shown in this picture. During each eruption, hot molten lava was ejected into the air from a vent. It cooled, solidified, and fell back to earth as ash, cinders, popcorn-sized particles (â€Å"scoria†), and larger â€Å"bombs† as much as three feet in diameter. The larger, heavier material accumulated around the vent to build a cone-shaped volcano with a crater depression in the centre. These ejected materials will settle in an area close to the crater and will start piling up until the cone is formed. We will write a custom essay sample on Lava Caves and Scoria/Cinder Cones or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page Cinder cones form when lava flows from a vent, or hole, in the Earths surface, forming ash that builds up to form the volcano Cinder cone volcanoes grow from a single vent in the Earth’s crust. Gas-charged lava is blown violently out of the volcano’s central vent, and the ash and rocks rain down around the vent. After multiple eruptions, the volcano takes on the familiar cone shape, with the erupted rubble forming the steep slopes. Cinder cones rarely grow much taller than 300 meters above their surroundings, and they’re common in western North America, and wherever there’s volcanic activity.

Ode on a Grecian Urn by John Keats A Critique Essay Example

Ode on a Grecian Urn by John Keats: A Critique Paper Ode on a Grecian Urn (also titled as Ode to a Grecian Urn) is one among John Keats’ series of Odes (songs) written in contemplation of various subjects. Collectively referred to as the Great Odes of 1819, they include the Ode on Melancholy, Ode on Indolence, Ode to Psyche and Ode to a Nightingale. Keats invented a new poetic frame for these poems for he found conventional structures to be inadequate for philosophical musings that is the Odes’ defining characteristic. Keats wanted the tone of these odes to be introspective with lesser emphasis on lyrical harmony. As critics have observed, Keats has pulled off this feat without majorly compromising on other literary elements. Although Ode on a Grecian Urn stands out in various literary aspects, it is the meaning of the poem (both obvious and suggestive) that account for its lasting relevance. The content/meaning of the poem is sweeping in scope and profound in its analysis; it also serves as a testament for the adaptabili ty of the poetic form for deliberative philosophical discourse. The breadth and scope of the Ode on a Grecian Urn can be learned from the fact that the speaker tries to find relationships between the soul, time, art and nature – some of the basic conceptual preoccupations of classical poetry. By taking up an ancient Grecian Urn as his subject, Keats is suggesting the immortality of his own poem and the concerns raised by it. A key source to the poem is Haydon’s articles on the subject that appeared in the Examiner of May 1819. In these articles, such elements of ancient Greek culture as sacrifice and superstition were discussed. (qtd in Rourke 145) Haydon also analogizes the artistry of the vase/urn makers to the style of Michelangelo and Raphael, making a connection between the ancient and modern – a theme that is central to the poem. It should also be remembered that the urn being pondered over is not an original artifact from Greek history, but only an idealized representation of the culture, style and sentiments of the er a long past. The philosophical inquiry evident in Keats’ poetry can be said to belong to Platonism, due to its placement of the soul, the divine and the transcendent, over the material, tangible and the physical. For example, Ode on the Grecian Urn urges the reader to ask: We will write a custom essay sample on Ode on a Grecian Urn by John Keats: A Critique specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on Ode on a Grecian Urn by John Keats: A Critique specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on Ode on a Grecian Urn by John Keats: A Critique specifically for you FOR ONLY $16.38 $13.9/page Hire Writer â€Å"When then does the soul touch upon the truth?†¦But the soul then reasons in the most beautiful manner, when it is disturbed by nothing belonging to the body, neither by hearing, nor sight, nor pain, nor any pleasure, but subsists in the most eminent degree, itself by itself, bidding farewell to the body, and, as much as possible, neither communicating nor being in contact with it, extends itself towards real being.† (Kennedy 85) The opening lines of the poem describe the aural and temporal qualities of the urn: â€Å"Thou still unravish’d bride of quietness!/ Thou foster-child of silence and slow time†. (lines 1-2) The creator of the urn is not a merchant in words as a poet is; hence the ‘foster-child of silence’. Since stone artifacts deteriorate very little over long periods of time, the references to ‘slow time’ and ‘unravished’. Addressing the urn as the ‘Sylvan historian’ in the next line further reinforces the eternal character of the object in admiration. The series of questions toward the end of the first stanza, underscore the broader philosophical reach of the poem through the details of the artifact. Although these questions are vague and sketchy, they do capture the direction and outline of Keats’ philosophical inquiry: â€Å"What men or gods are these? What maidens loth?/ What mad pursuit? What struggle to escape?/ What pi pes and timbrels? What wild ecstasy?† (lines 8-10) The words ‘pursuit’, ‘escape’ and ‘ecstacy’, do give away the sexual component of these questions. Looked at cursorily, an urn is an unimpressive and poetically unpromising addressee. This has lent license to some critics to see the object as a funeral urn, which provides them the opportunity â€Å"to enrich the poem with ponderous thoughts on death and transitoriness, or with a plethora of symbolic lore. Conversely, other critics have valiantly embraced the precariousness of the inappropriate object with an emphasis on the abject state of the disused utensil, the piece of debris, which through this abasement is elevated to the state of art. From this point of view Keats’ Ode is regarded as ancestral to surrealist translations of discarded utensils into art objects.† (Hofmann 251) The genius of Keats is at display where he juxtaposes the static scene imprinted in the urn and its possible dynamic animation in real life. What Keats is implying is the magical quality of time itself, as it empowers and liberates the players in the scene to fulfill their desires. Yet, there is potential for decay and disappointment associated with the nature of time, which the immortality of static encapsulation evades. This comparison is best captured in these lines: â€Å"Bold Lover, never, never canst thou kiss,/ Though winning near the goal – yet, do not grieve;/ She cannot fade, though thou hast not thy bliss,/ For ever wilt thou love, and she be fair!† (lines 17-20) Hence, the poem is rich in its meaning and deep in its philosophical inquisition and also substantiates the poetic form’s suitability to thoughtful deliberation. Works Cited: Hofmann, Klaus. â€Å"Keats’s Ode to a Grecian Urn.† Studies in Romanticism 45.2 (2006): 251+. Kennedy, Thomas C. â€Å"Platonism in Keats’s ‘Ode on a Grecian Urn.’.† Philological Quarterly 75.1 (1996): 85+. Rourke, James O’. Keats’s Odes and Contemporary Criticism. Gainesville, FL: University Press of Florida, 1998.

Auditing Reflective Essay Research Paper Example

Auditing Reflective Essay Research Paper Example Auditing Reflective Essay Paper Auditing Reflective Essay Paper Essay Topic: Reflective As an International student I have learned to appreciate the group working style more, even sometime I have difficulties in communicating with my other roof members, yet this is one of the challenges and opportunities for me in my university learning process. I have learnt so much from my EACH 340 group work, the learning are beyond what is taught in the class. The overall experience in this group work is excellent. I have so happy to work with my group for this interesting assignment. The things I like most of my EACH 340 group mate are the contribution and the cooperation. I feel like a small family instead. Nevertheless, there are still some aspects in which I believe we should Improve on. Firstly, management of inflict should be Improving, there was a small conflict present when It comes to the finalization of the work, but eventually comes to an agreement. In the future, we can have avoid such conflict and make sure the whole group work run smoothly. Secondly, communication should have been better next time, as the group members are come different cultural background, communication problem may be inevitable in the group work process, but it nonetheless reduce the efficiency of the entire group work to some extent. Valuing others opinion and cooperate with others are the most significant aspects I learnt from this group work. Previously, I trend to ignored others ideas and opinion in regard to same solution I have already solved. But I have observed that when a member is expressing a point, the rest of the members are listening carefully and analyses the point that was raising compare to the previous similar solution. This Is a very positive aspect for me not only in my education life, but may be extending to my working career. Cooperation Is another aspect I have pick up In this group work, whenever I have a problem, I will email to all my group dates seeking for Ideas and suggestion, and surprisingly, I will get a response from all of them within few hour after I have sent the email. They are willing to help me whenever I have difficulty disregard the time I seek for help. It was a serious though for me in valuing the group work cooperation. Lastly, I have also gain confident in communication with other people from different cultural background, after the encouragement from my group mates. For Santa case study. Basically, we act like an auditor in determine and establishing Santa group. As an international student I have learned to appreciate the group some aspects in which I believe we should improve on. Firstly, management of conflict should be improving, there was a small conflict present when it comes to the similar solution. This is a very positive aspect for me not only in my education life, but may be extending to my working career. Cooperation is another aspect I have pick up in this group work, whenever I have a problem, I will email to all my group mates seeking for ideas and suggestion, and surprisingly, I will get a response from

School violence Research Paper Example | Topics and Well Written Essays - 1250 words

School violence - Research Paper Example nd also, the potential solutions that can be thought of, so that each and every day, when students and school personnel enter into the halls, they are given the strongest opportunity possible to accomplish that which they have set out to do. As a way to approach the issue at the broadest level, many have come forth with suggestions as to what should and should not be done, in terms of curbing school violence and most importantly, seeking to understand what may be the root cause(s) for those at the center of the debate. The possible solutions are far reaching, in terms of what many have felt should be done to aid and conquer the issue as a whole. The desire to create and facilitate an environment at which everyone takes part and becomes active, as to create an environment of inclusion, rather than exclusion. While the opinions offered may vary in direction, as well as end result, the fact remains clear that, as individuals retain the fundamental right of not only being a student at a particular school but also an employee. So the goal remains to acknowledge first and foremost that, while cases of violence may be few and farther between than they may have been, school violence remains a crucial concern that everyone conce rned should have on the forefront of their respective consciousnesses. Many are faced with the role of relying upon these institutions to educate the youth of America and in that process, the hope remains that such education is able to occur without the fear of impending violence. The overall problem to be addressed would be the occurrence of school violence within the halls of educational institutions. Such acts that would not only impact fellow students but also, place others into danger at the same time as the event(s) are transpiring. To place the description into greater detail, the issue of school violence centers upon the decision of a specific individual(s) to act out against those of whom they feel may have wronged them in any way

Federal function Essay Example | Topics and Well Written Essays - 750 words

Federal function - Essay Example In the recent past, the federal government has been faced with a looming crisis in which it plans laying off about eight hundred thousands staffs, their employment status hangs on the balance as the federal government braves to as from Saturday impose a shutdown, a move that is likely to render such a huge population staffs suspended, it will also include several agencies right from the offices to the parks rolling out their operations. A move to reverse the highly anticipated action is in its top gears as the United States president Barrack Obama has considered a crisis meeting consultation in the White house with John Boehner a speaker in the Republican House. The shutdown negative impact is due on spring where by even the tourists from the international community would experience rough rides, they will find attraction sites closed on Saturdays, sites like the Liberty statue, museums in Washington’s Smithsonian’s, former prisons of Alcatraz amongst other sites with fa scinating features will not be operational, in the mean time vital organization that deliver services like security, control of air traffic, border authorities and the all important postal services would partially operate or would totally close down. The anticipated move will not only threatens the staffs at various work places but will also affect acutely government agencies, Pentagon and the congress included. The move by the congress to classify workers into non-essentials and essentials has not augured well with most employees who value the conscious of the status. The non-essential workers would be expected not to show up for job on Mondays while the essential ones would have their schedule uninterrupted on Mondays. A further hitch is also in the rife as the staffs risk having their laptops and BlackBerries shut down. According to Jeffrey Zients White House deputy director on management and budget (Askill, 2011), the pattern of the shut down may be uneven, National parks, forests and institution of Smithsonian would remain closed as the Institute of Health Clinical Centre will consider new patients but clinical trials will remain suspended. The overseas stationed troops in countries like Iran and Afghanistan will not be give n their wages but will be paid for welfare recipient. The holidaymakers of Americans origin who been considered late for their passport applications as well as the visitors who would want to pay a visit to America and made US visas application would be compelled to eat a humble pie as their request will not succeed. The debate as to whether the non-essential workers would be paid after the shut down as in previous years also sent mixed reactions as the federal government has this year clarified their position that it won’t be as usual. What the government is doing The US president Barrack Obama had along late night meeting with Boehner and Harry Reid, the senate leader to strike a deal that would avoid the unfortunate circumstance from coming into play, Obama expressed optimism that both the parties are committed to finding a solution to what is viewed as a possible menace. He is expecting early positive responses from the Republicans in order to halt the steps facilitating t he shut down becoming a reality. On the issue, the Republicans proposes a forty billion dollars cut deficit on the federal while the Democrats resoluted on the thirty four and a half billion

Modern Art Essay Example for Free

Modern Art Essay After viewing Georg Baselitz’s Auftritt am Sandtreich II – bei (Remix), and Cindy Sherman’s Untitled #224, one can see two very different artists trying to convey a topic that is relatable on many levels. George Baselitz is a German Neo-Expressionist, while Cindy Sherman created work in the American, Metro Pictures genre yet both have chosen to â€Å"remix† the past into new and somewhat inherent images of the day. One can relate to these images on the basis of recognition, and interpretation of the cultural meanings of the time. Both artists have chosen to give the audience snapshots of their past, Sherman with the 1950’s women’s rights movement, and Baselitz portrayal of a post-World War II Germany. The images selected are form a more modern era, Baselitz-2006 than Sherman-1990, and it is interesting to see the changes from the work of the 1980s. Baselitz became famous for turning his paintings upside-down to shift the viewers focus away from the subject matter to the expressive surface. In his later work, though, the inverted subject matter indeed seems to be the focus, deliberately so in order to effectively portray the image after years of contemplation and healing. Shermans later work is similar in stance, but is a colored photographic interpretation of Caravaggio’s Sick Bacchus portrait. One can make the comparison that both artists have overcome adversity, and their imagery conveys a message of hope and promise stemming from difficulty. Georg Baselitz, Auftritt am Sandtreich II – bei + 30 C (Remix), 2006 Oil on canvas http://www.ecopolis.org/georg-baselitz-remix-paintings/ Georg Baselitz grew up in Germany during WWII, a time of unrest and ever changing cultural norms. This makes sense, as Baselitz himself moved from East to West Germany as a youth living in Germany through the reunification of the Nineties. In Auftritt am Sandtreich II – bei (Remix), Baselitz has revisited the most challenging aspects of his own history, with hindsight, and made a brand new version of the art. Not only were the paintings enlarged, they were also revisited with bright colors and bold lines. When one looks at the work, one can see an inverted soldier’s legs extending into the bright scenery of chunked color. The transparency of the soldier seems to indicate that this is an image of the past, with the ghostly interpretation of faded color. One can conclude that Baselitz has forgiven the transgressions of the war torn society, and views it now as a faded memory that has shaped him into the person he is today. While the image is still vaguely gruesome with the soldier’s splattered outline, implying death, it still somehow looks through that to a brighter day on the horizon. The pallet is very bright, and the canvas is mammoth, almost swallowing the viewer up in its scale. The subject matter does not possess any formal qualities of realism or training, but does follow in Baselitz’s tradition of inversion and loose brushwork. Baselitz has revisited many of his earlier works, and challenged his previous discern of modernism. Cindy Sherman, Untitled #224. 1990Chromogenic color print, 48 x 38 (121.9 x 96.5 cm). http://www.moma.org/interactives/exhibitions/2012/cindysherman/gallery/audio/8-224.php In Cindy Sherman’s Untitled #224, she has transcended her Metro Photo roleplaying into the work of Caravaggio’s Sick Bacchus, the painting from the late 16th century. This photograph is drastically different form the rest of the Untitled series due to the strong makeup, and use of prosthetics to become male. The emasculated arm is a well done prosthetic to illuminate the male form. The arm is one of the only parts of the staging that is inconsistent with the original painting. The figure in Caravaggio’s painting is more feminine than that of Sherman, slightly ironic. The costuming is consistent with Sherman’s other works, with exact attention to detail and accurate props. Caravaggio’s painting is thought to be a self-portrait of the artist as the Roman god of wine, Bacchus. Sherman was very interested in addressing the roles of women, and challenging society’s views on the subject, which at the time were primarily negative. Sherman’s Untitled #224 depicts a female in the role of a Greek god, which is not only a figure of power and celebration, but also a spiritual entity. As American culture was shifting towards equality in the 1950’s, Sherman’s work helped viewers to take on new roles otherwise unexplored by women. The implications were not only remixed to force a message, they were also liberating to women in a time of need. Both Baselitz and Shermans work sample information from the past. Both works reflect on their own cultural heritage with a moving awareness to historical events that they have experienced. So if one views these works in a Postmodernist standpoint the viewer is acknowledged to be an active participant in an explicit dialogue between the artist, the artwork, oneself, and ones cultural context. Sherman’s Untitled #224 allows women to interact with the work in a comical and almost satirical way. Even though one should not take women’s rights lightly, nor denounce the impact that it has had on American culture, viewers of this work can role-play along with Sherman. It is an interesting choice of role-playing as Caravaggio’s interpretation of Sick Bocchus portrays a frail and hung-over drunkard as his subject. Sherman’s choice of subject matter can say that if a woman were in this position she would be strong and handle it with poise. Sherman does not seem to be concerned with feedback from viewers, but rather interested in conveying a message in a new way. Baselitz has allowed the influence of time and criticism to heighten his awareness of change and fashion a new outlook on an old subject matter. Postmodern viewers can more readily relate to the remix works as they lend themselves to a brighter pallet, a post war recover of sorts. Society and culture always has a way of persevering out of trial and adversity, and both of their artworks convey that message of hope and promise.

Censorship on Television Essay -- TV Media

The government is correct in trying to censor what is seen on television. Censorship does not violate the first amendment and it prevents the harmful effects of graphic television. Many people are in favor of censorship and it may be accomplished without violating the rights of broadcasters or any other individuals. Censorship "refers to suppression of information, ideas, or artistic expression by anyone, whether government officials, church authorities, private pressure groups, or speakers, writers, and artists themselves" (Grolier, Inc.). Censorship can be a bad thing, and can also be positive. For television use, it is there to protect the people, namely children. There is a fear that the expression if not curtailed will do harm to individuals in its audiences or to society as a whole. "Obscene material is attacked because of the fear that it will corrupt personal morality" (Grolier, Inc.). The first amendment states that Congress shall make no law respecting an establishment of r eligion, or prohibiting the free exercise thereof; or abridging the freedom of speech, or of the press; or the right of the people peaceably to assemble, and to petition the Government for a redress of grievances. In no way does censorship violate the first amendment. Censorship prevents broadcasters from infringing on the rights of the viewers. Censorship has really been limited to obscenity and gratuitous violence or nudity because people in the media have policed themselves pretty harshly. The most prominent law established due to censorship is the Children’s Television Act of 1990. It was established to "remind broadcasters that there is indeed a common ground outside their narrow interests, a responsibility beyond profiteering, a common civic well where national purposes may coalesce" (http://www.cep.org/vchip.html). This law, like many others was put into place to protect the public. Many people throughout the United States feel very strongly about the issue of censorshi p. A firm supporter of censorship, United States Senator Earnest F. Hollings, from South Carolina stated that "Television should be a way to entertain, educate, and teach our kids how to grow, not a way to teach them how to shoot to kill"(Congressional Digest). Another Senator, Bryan L. Dorgan, from North Dakota described his anger when, while playing with his two small children with the television on ... ...s to censor. They will take advantage of that and monitor what is expressed on television. Many more propositions will be made and compromised on before broadcasters can come to terms with the public on censorship. The government is correct in trying to censor what is seen on television. The government serves to act in the best interest of the people. The protection of the development of minors in society is a very important issue. The topic of censorship has become such a prevalent issue because of its huge importance to many people. The public has made this an issue that the government and media must deal with in order to make both the broadcasters and the general public happy. It has been proven that violence on television, as well as sex and obscene language has an ill effect on society and it is the governments job to do something about it. Through the use of technology, great advances have been made, but there is still a lot to be done. Devices such as the V-chip and the ra ting system are small steps in a large gray area of politics. There has to be a "middle of the road" on which everyone can agree, but the government is responsible for laying the groundwork for compromise.

The Role of Computer and Internet in Education

CHAPTER 5 THE INTEGRATION OF COMPUTER USE IN EDUCATION JAN Department VAN DEN AKKER, PAUL KEURSTEN and TJEERD PLOMP of Education, University of Twente, P. O. The Netherlands Abstract Box 217, 7500 AE Enschede, There is an increasing awareness that disappointing experiences with the introduction of computers in education are a consequence of insufficiently taking into account factors that are crucial when introducing change in educational settings. Many of the problems in the literature show great similarity with the kind of problems often experienced in curriculum implementation.In this context the endeavors to make computer use an integrated part of classroom activities are analyzed. Emphasis will be laid on the interaction between teachers and courseware; elements for a more effective strategy for the integration of computer use in educational practice will be presented, with special attention to the design of support materials as an essential part of courseware. Introduction Despi te many national and local initiatives, examples of successful computer use in classroom practice are still relatively rare. In many countries the number of computers in schools has considerably increased in recent years.However, little progress has been made: still few teachers are actual users; software use is often restricted to drill and practice type; the alignment with the curriculum pattern is poor. Research results (of both surveys and case studies) from many countries point to the conclusion that there is still a long way ahead before computer use will be effectively integrated in most classrooms (see e. g. Becker, 1986; Office of Technology Assessment [OTA], 1988, for the USA;, Chomienne, 1988; Olson & Eaton, 1986, for Canada; Cox, 1987, for the U. K. ; Inspectorate, 1986; Plomp & Van den Akker, 1988, for the Netherlands).There is an increasing awareness that these disappointing experiences are a consequence of insufficiently taking into account factors that are crucial wh en introducing change in educational settings. Many of the reported problems that schools and teachers face when implementing computer use show great similarity with the kind of problems often experienced in curriculum implementation (cf. Fullan, Miles, & Anderson, 1987; Sheingold, Martin, & Endreweit, 1987; Walker, 1986). For that reason we would like to analyze the endeavor to make computer use an integrated part of classroom activities 65 6 .I. VAN DEN AKKER et al from a curriculum implementation perspective. We shall start with an overview of the variables that can influence the process and outcomes of curriculum implementation. For the different categories of those variables we shall then discuss the literature on computer use in education. Emphasis will be laid on the interaction between teachers and courseware. Based on this problem analysis we shall present elements for a more effective strategy for the integration of computer use in the educational practice.Special attentio n will be paid to the design of (written) support materials as an essential part of courseware. An Overview of Factors Affecting Implementation _ Drawing upon the work of Fullan (1982) and of Van Velzen, Miles, Ekholm, Hameyer, and Robin (1985), we propose a framework for discussing factors influencing the implementation of innovations in the educational practice by distinguishing four categories of variables: national (and/or state and/or district) context; characteristics of the school (organization); external support; characteristics of the innovation itself.Within each category several variables can be mentioned: – National context central legislation and regulations; system of policy formation and decision making in educational affairs; time, resources and facilities made available for an innovation; proclaimed values and aims about an innovation; attitude of politicians and (other) opinion leaders about an innovation. School organization experiences with earlier innovat ions; role of the school leader(s); methods of decision making; available facilities (time, money, materials); internal co-operation and mutual support; distribution and exchange of information.External support inservice training; assistance with internal coaching and guidance personal contacts with – – staff development; for individual teachers; experts and colleagues from other schools. – Innovation characteristics relevance of the innovation for needs and problems of users; clarity of the goals and practical meaning of a change proposal; Implementation of Computers in Education 67 – complexity of innovation requirements, especially in teaching quality and practicality of the innovation products. ehavior; In the next sections we shall first summarize literature on the integration of computer use, as far as it relates to the first three categories (national context, school organization, and external support). We refer to those categories of variables as the conditionalfactors, because they are conditional for the ultimate use of products by teachers in their daily work. Afterwards we shall focus our attention on the characteristics of the innovation product itself in relation to the teacher’s role.Conditional Which computer literature, emphasis Factors for the Integration of Computer Use research results about use in education? We but restrict ourselves on empirically based conditional factors can be found in the literature on do not intend to offer an exhaustive overview of this to a summary of some selected publications, with an sources. National Context Still little empirical research is done about the impact of variables in the national (state/district) context on the actual use of computers in the school practice.Descriptions of national policies on information technology in many countries are available (e. g. Beishuizen, Tobin & Weston, 1988), but focused research efforts in this area are hard to find. Broad attention for policy variables is given by Fullan et al. (1987) in their study on the implementation of the new information technology in Ontario schools. Apart from obvious tasks as investing in hardware, software development, research, teacher training and the like, policy makers should also play a stimulating role in the planning and co-ordination of implementation activities.Proclamation of new aims for the educational system and encouragement â€Å"from above† for initiatives and activities in the field can be helpful for the many participants in the innovation. School Organization The influence of the school organization on the implementation of computer use has been studied more frequently. The results usually confirm the findings from the more general innovation literature. Encouragement and support from school administrators and principals are of vital importance (Carmichael, Burnett, Higginson, Moore, & Pollard, 198. ; Cox, Rhodes, & Hall, 1988; Fullan et al. , 1987). Help fr om principals is especially necessary in providing for facilities for training, the purchase of hardware and software, the rearrangement of timetables and other organizational measures. Also conducive to the implementation process is a positive school climate where teachers give mutual support by exchanging ideas and experiences and by providing feedback (Carmichael et al. , 1985; Cox, 1987; Inspectorate, 1986). 68 J. VAN DEN AKKER et al.A beneficial role can also be played by computer coordinators, especially if they combine computing expertise with strong interpersonal and organizational skills (Strudler & Gall, 1988). Also measures have to be taken to secure long term supplies and maintenance of hardware and software (Bitter & Gore, 1986; Wagshal, 1986). External Support A growing body of experience and research data has become available about effective components of inservice training and other forms of external support for schools and teachers in the use of computers.A criticis m on past inservice approaches is that the emphasis on technical aspects was too strong, while too little attention was paid to the integration of computer use in the daily classroom practice and also to the skills in selecting and evaluating courseware ~~homienne, 1988; D’Arcy & Gardner, 1988; Wiske et al. , 1988). Teachers need a strong support to overcome their (initial) problems of uncertainty and their concerns about changing teacher/student relationships and about accountability (OTA, 1988).There is a growing consensus about characteristics of inservice training that can increase its effectiveness (OTA, 1988; Stecher & Solorzano, 1987): appropriate balance between lecture and (guided) practice; detailed curriculum guides and plans for the course plus lesson-related materials and hand-outs; clear training objectives; inservice lessons linked to teachers’ own instructional practice; peer interaction, including communication during hands-on activities; strategies fo r teaching heterogeneous groups; follow-up support and guidance. This (selective) literature review indicates a rough imilarity between conditional factors for both integration of computer use and curriculum implementation. Future, more focused, research activities are necessary to sharpen our insights in this area. Product Characteristics and the Teacher’s Role â€Å"Educators and educational researchers consistently cite one factor as central to the full development of technology’s use in the schools – the classroom teacher† (OTA, 1988, p. 87). For that reason it is important to take a closer look at the changes facing teachers at the implementation of computer use in their classroom practice.As Fullan (1982) has pointed out, nearly every innovation requires teachers to change on several dimensions: the use of new materials, alterations in their teaching behavior, and changes in their beliefs and attitudes. In this section we want to explore how certain characteristics of the new materials (especially courseware) can influence changes in teaching behavior and beliefs. From the general innovation literature we know that there are several product characteristics that can influence the fate of a certain innovation. First, we present a brief overview of this literature.Then we shall use this as a filter to screen the literature on computer use in education. Implementation of Computers in Education 69 Well-known discourses about influential (product) characteristics of innovations are delivered by Rogers and Shoemaker (1971) who describe features like observability, complexity, compatability, and relative advantage, and by Doyle and Ponder (3977-78) who refer to the practicality ethic of teachers, with criteria like instrumentality, congruence, and cost. An authorative summary of these characteristics is provided by Fullan (1982; see also Fullan et al. , 1987).He mentions the following characteristics, elucidated by some central questi ons: Need and relevance What is the need for and the appropriateness of the change? What is the priority of the efforts to implement the innovation relative to other concerns? Clarity How clear are the goals and essential features of the innovation? practical implications for the users? Complexity How clear are the How many components of instructional practice are affected and how much do they differ from existing practices and beliefs? How difficult is it to learn the necessary changes? Quality and practicality How well developed and tested are the products?How certain is the impact of the innovation? What is the trade-off between the actual benefits and the personal and organizational costs? Weaknesses in one or more of these characteristics usually cause major obstacles for implementation. Fullan (1982, p. 62) underlines the importance of individual perceptions in this respect: â€Å"ImpIementation is a problem of individuals developing meaning in relation to specific policy or program directions. † Although materials alone can never be sufficient for the implementation of innovation proposals by broad target groups of teachers, the potential influence of materials is great.Well designed and vafidated products can contribute substantially to the realization of educational changes (Crandall and Associates, 1982; Emrick & Peterson, 1978; Van den Akker, 1988~). We proceed now with a short overview of research findings about the interaction between product characteristics and teachers in the domain of computer use. Courseware Quality and Teachers’ Problems There is a wide dissatisfaction about the quality of educational software and courseware (OTA, 1988). Some conclusions are: Much educational software is isolated material, badly attuned to the curriculum 0 J. VAN DEN AKKER et al (content, materials, strategies) in use (Inspectorate, 1986; Woodhouse & Jones, 1988). Often computer use cannot be a process of simply incorporating new into old, but i t requires reshaping what was there (Hawkins & Sheingold, 1986). But also a warning is in place: if the software closely relates to the existing curriculum, it can indeed be easier for the teachers to use, but then it is often seen as just an â€Å"extra† and not fully integrated in the day to day practice (Cox, 1987).Thus, software should either support the goals of the existing curriculum or meet the needs for a curriculum change (Mallatratt, 1988). Much software has been developed for use by individual students, not taking into account the usual whole-class teaching and the practical constraints of a classroom with limited numbers of computers (Centre for Educational Research and Innovation [CERI], 1986). This restriction places a considerable demand on the planning and management skills of teachers. Much software is poorly documented (Jorde, 1985). User guides contain mainly â€Å"technical† information about operational aspects of the software.Support (print) mate rials for the teacher with suggestions how to integrate the program in the instructional process is frequently lacking (Inspectorate, 1988). â€Å"Most software does not yet sufficiently exploit the capacity of the computer to Drill and practice software continues to enhance teaching and learning. . dominate all subject areas† (OTA, 1988, p. 122). Furthermore, much of the early generation of software can be characterized by the â€Å"Quiz Syndrome† (Mackey, 1987). An innovation which appears to bring just one long question-answer routine gets a bad name.The available educational software covers only parts of the different subject matter domains (Inspectorate, 1988); most software is just â€Å"piecemeal† (Williams & Williams, 1984). The lack of sufficient high quality materials obstructs the integration of computer use into the daily practice. Problems many teachers experience are the following: For various reasons it is difficult to select suitable software. No t only is software often poorly documented, but also many teachers lack the knowledge and skills for an effective evaluation of the software quality (Knupfer, 1986; Preece & Jones, 1985).Moreover, there are only limited possibilities to preview potentially useful software before purchase (Balla, Gow, & Burton, 1986; Mallatratt, 1988). Teachers often lack technical skills in using computers and software (CERI, 1986; Ridgway et al. , 1984). This often leads to uncertainty, especially when the level of computer familiarization of the teacher is the same as or even lower than that of the students (Carmicheal et al. , 1985; Heywood & Norman, 1988). A consequence of this phenomenon may be that educational computing will be restricted to the limited level of expertise of the teacher.Teachers often experience unanticipated problems with their instructional roles (Carmicheal et al. , 1985; Cuban, 1986; Hawkins & Sheingold, 1986; Wiske et al. , 1988). Computers challenge teachers’ exis ting instructional routines by requiring a shift from expository teaching towards a role in which the teacher is more of a partner and guide of the students. Many teachers feel uncomfortable about these changes and therefore try to minimize them (Elder, Gourlay, Johnstone, & Wills, 1987; Olson, 1988; Plomp, Steerneman, & Pelgrum, 1988). This factor is particularly Implementation f Computers in Education 71 – important because research has shown that the way a teacher integrates computer use through his ongoing instructional decisions is critical to the impact of computer use on learners and learning results (Wilson, 1988). Cox et al. (1988) observe that teachers frequently lack knowledge and skills for effective stimulation of students’ microcomputer activities, and thus children fail to learn what they might learn with judicious teacher intervention. Teachers experience many practical problems when they start to use computers (Carmicheal et al. 1985; Elder et al. , 19 87; Inspectorate, 1986). Computer use demands from teachers many time-consuming management and organizational activities. Wiske et al. (1988) conclude that the major barrier for computer use is that it is unclear for teachers how the potential contribution of computer use can outweigh the costs involved. In summary we may conclude that the research on the integration of computer applications in education reveals many similar problems as described in the literature on curriculum implementation (cf. Fullan et al. 1987). Most factors that influence curriculum implementation also influence the integration of computer use in the instructional practice. An Infusion Approach for the Integration of Computer Use In this section we will try to identify elements of an effective strategy for the integration of computer use in education by analogy reasoning with approaches of effective curriculum implementation. Most teachers, if they are using computers at all, are still inexperienced users; th e great majority are in the initial implementation phase.In this stage small-scale successful experiences are an important factor in stimulating the use of the innovation by teachers, both in the field of curriculum implementation (Van den Akker, 1988b) and computer integration (Fullan et al. , 1987). There are two components of successful experiences: first, the students attain clear learning results; second, the teacher succeeds in an effective lesson execution without major problems, and is aware of his own contribution in this respect.Such successful experiences can only take place when teachers have high quality courseware at their disposal. We define courseware as: a package comprising computer software and (mostly written) support materials. Since our analysis of implementation problems indicated that especially the support materials – if available – are of a poor quality, we shall focus on that component (â€Å"lessonware†) of the courseware.In order to identify â€Å"high quality† characteristics, we need to clarify what functions the materials should have for the teacher. Functions and Characteristics of Courseware As shown in the previous sections, integration of computer use by teachers is complex and involves them in learning new roles and unlearning old ones. Implementation can be 72 J. VAN DEN AKKER et al. conceived as a learning process for the teacher in which changes are required in teaching behavior as well as in beliefs, attitudes and understanding.A literature review of Van den Akker (1988b, c) on curriculum implementation, teacher planning, and general learning theories provides some answers to the question of how materials can contribute to this learning process of teachers in their initial implementation phase. The literature on curriculum implementation reveals that in teachers’ initial implementation efforts personal self-concerns dominate, changing via more task-oriented concerns to concerns about t he impact of the curriculum on learners (Loucks & Lieberman, 1983).Research indicates that this change model also applies on computer integration (Cicchelli & Beacher, 1985, 1987; Wiske et al. , 1988). Thus, at present, where most teachers are still in the initiation phase where personal survival concerns dominate, courseware materials should support the teachers by anticipating as much as possible potential user problems and by offering practical advice to prevent or solve such problems.From research on teacher planning (Clark & Peterson, 1986) it has become more evident that changing the practice of teaching requires more attention to the stage of pre-active planning. The lesson planning approach is of crucial importance for the lesson execution, and, ultimately, also for learning-by-reflection of the teacher afterwards. Literature on general learning theories indicates that (intensive) orienting activities yield more precise and reasoned plans for action.Courseware may activate a nd support teacher planning by providing a clear orientation to the teaching task, by pointing to critical features of (computer assisted) lessons and by making suggestions about how to deal with emergent problems during the instructional process. From this analysis we may conclude that courseware, intended for teachers’ initial use, should contain a large amount of procedural specifications: very accurate how-to-do-it advice focused on essential but apparently vulnerable elements of the curriculum.This means that the support materials should not only contain â€Å"technical† information about the use of the computer program, but also detailed advice about the instructional process (cf. Fullan et af. , 1987). With the help of such materials, the teachers should be stimulated to a task orientation and to concrete role-taking experiences and should be supported with practical advice for successful lessons. In order to produce such courseware, one has to follow a very car eful development approach, with much attention for formative evaluation and revision of the materials.Obviously, the technical certainty of the software must be guaranteed and the program should be easy to use (Fullan et al. , 1987). Special efforts have to be made to detect teachers’ problems with the use of the courseware in their classroom situation. These evaluation findings should lead to the incorporation of procedural suggestions for the teachers in the support materials about how to prevent or solve such problems. It seems desirable that the development of the software and the support materials (â€Å"lessonware†) proceeds in close interaction.More or less simultaneous design, construction and evaluation activities can further the interwoveness of the different courseware components. Such an approach may also increase the chances to produce courseware that is innovative from an instructional and curricular perspective (cf. Hawkins & Sheingold, 1986). Implementa tion of Computers in Education 73 An Illustrative Study An explorative study along these lines has been done by Keursten (1988), who developed courseware for primary science.He pointed out that there is a remarkable resemblance between major implementation problems of teachers with a new approach in (activity-based) science education and the earlier discussed problems with the integration of computer use. Van den Akker (1988a, b) mentioned the following key problems for teachers in the science domain: complex and time-consuming lesson preparation; a lack of background knowledge and skills (causing a lack of self-confidence); great difficulties in changing the didactical role; insufficient view of possible learning outcomes.In the research project of Van den Akker (1988a, b), a successful effort was made to diminish these problems by providing teachers with many, carefully tested procedural specifications in curriculum materials. Keursten (1988) applied the same sort of specification s in courseware for a series of seven lessons (on the theme â€Å"weather†; final grade of primary school), to be used by teachers who had neither experience with computer use nor with an activity-based science approach.The courseware package consisted of: written lesson materials containing subject matter information and directions for lesson preparation and execution; educational software with a very succinct manual about its operation; and some student materials. The procedural specifications for the package were divided over the written lesson materials (â€Å"lessonware†) and the software manual. In the â€Å"lessonware† the following categories were incorporated: i general characterization of the series of lessons in terms of objectives, content, time (also division of time over different lessons), suggestions for detecting learning effects. ackground information about the subject matter so that it is not necessary for the teacher to refer to other sources during the lesson preparation. Per lesson were included: a short outline of the lesson; suggestions for the lesson preparation, including issues like: necessary learning aids, classroom organization, structure of the lesson in keywords, personal preparation by the teacher. guidelines for lesson execution with suggestions for instructional activities, for classroom organization, and for guidance of the students.The manual of the computer program consisted of: directions for the use of the computer (especially important for teachers without experience with computers); description of the objectives (short, because it is also part of the written lesson materials); directions for the use of software (important, as it must answer all possible questions teachers may have in using the program); points of attention about the siting of the computer(s). – – – – 74 J. VAN DEN AKKER et al. Two basic elements in the design approach should be underlined.First, the curr icular perspective was in the forefront; the computer software was developed as a tool for realizing the formulated curriculum aims. Second, the primary focus in the elaboration of the materials was on the tasks and user problems of the teachers – and not on the possibilities of the software. An evaluation of the use of this courseware with five teachers had positive results. The teachers were able to use the package as meant by the designers. They hardly experienced any technical problems and adequately realized the activity-based science approach.Also the reactions and learning outcomes of the students were very satisfying. A general conclusion of this study was that the characteristics of the courseware seem very appropriate to reduce implementation problems. Therefore follow-up research has been started for further investigation of this approach. Conclusion The integration of computer use in the instructional practice of teachers â€Å"infusable† support materials (cf. Wilson, 1988). We would like to summarize our infusion approach as follows: benefits by eachers can start their computer use with short and well organized applications; successful use is strongly advanced by carefully designed and validated procedural specifications in the different courseware components; based on these successful experiences, teachers acquire clarity about the meaning and potential of the innovation, gain confidence in their own competence, and develop their own view of the appropriateness of the innovation for their students and themselves. Without such early â€Å"high quality† experiences, teachers’ judgments about the relevance and practicality of computer use can only be superficial.As Wiske et al. (1988) found, the initial reservations of teachers about computer use diminish after experiencing examples of computer use that yield clear educational benefits. A real integration of computer use in the curriculum can only be realized when teache rs recognize the surplus value of computer use. Successes in the early implementation phase are crucial for motivating teachers to further activities and to elicit commitment to the change efforts. We have strongly concentrated our arguments on the role of products (courseware) in the process of implementation.Of course we realize – see the first part of our article – that there are many other variables at stake. But we agree with Collis (1988) that it makes sense to focus on those variables which are relatively easy to manipulate. And, within the then available options, we have strong indications that a sophisticated design of the support materials within courseware can have a great impact on implementation activities and outcomes. We presume that this impact can be increased when the use of such products is combined with inservice training (cf. OTA, 1988).Such integrated support activities seem to have the greatest potential to enable teachers to an effective integra tion of computer use in their classroom practice. Implementation of Computers in Education 75 References Akker, J. J. H. van den (1988a). Ontwerp en implementatie van natuuronderwijs [Design and implementation of science education]. Lisse: Swets & Zeitlinger. Akker, J. J. H. van den (1988b). The teacher as learner in curriculum implementation. Journal of Curriculum Studies, 20 (l), 47-55. Akker, J. J. H. van den (1988c, April). Product design and curriculum implementation.Paper presented at the Annual Meeting of the American Educational Research Association, New Orleans. Balla, J. , Gow, L. , & Burton, P. (1986). Computers in the teaching process and software development: Cooperation is the key. Education & Computing, 2, 265-271. Becker, H. J. (1986). Instructional uses of school computers: Reports from the 1985 national survey (Issue l-6). Baltimore: Center for Social Organizations of Schools, Johns Hopkins University. Beishuizen, J. J. , Tobin, J. , & Weston, P. R. (Eds. ). (1988) . The use of the microcomputer in teaching and learning. Amsterdam: Swets & Zeitlinger. Bitter, C. G. , & Gore, K. 1986). Trends in hardware/software. Curricular implications of a â€Å"computer for every student†. Computers in the Schools, 3 (2), 15-21. Carmichael, H. W. , Burnett, J. D. , Higginson, W. C. , Moore, B. G. , & Pollard, P. J. (1985). Computers, children and classrooms: A multisite evaluation of the creative use of micro-computers by elementary school children. Ontario: Ministry of Education. Centre for Educational Research and Innovation (1986). New information technologies: A challenge for education. Paris: OECD. Chomienne, M. (1988). Educational computing implementation: The case of Quebec. Computers and Education, 12 (1). 85-90.Cichelli, T. , & Beacher, R. E. (1985). Introducing microcomputers into the classroom: a study of teachers’ concerns. Journal of Educational Computing Research, 1 (l), 55-65. Cichelli, T. , & Beacher, R. E. (1987). The use of c oncerns theory in inservice training for computer education. Computers and Education, 11 (2), 85-93. Clark, C. , & Peterson, P. (1986). Teachers’ thought processes. In M. C. Wittrock (Ed. ), Handbook of research on teaching (3rd ed. , pp. 255-296). New York: Macmillan. Collis, B. (1988, July). Manipulating critical variables: A framework for improving the impact of computers in the school environment.Paper presented at the EURIT ‘88 conference, Lausanne, Switzerland. Cox, M. J. (1987). Computer-assisted learning/CAL and the future. In Tj. Plomp, K. van Deursen, & J. Moonen (Eds. ), CAL for Europe (pp. 33-49). Amsterdam: North Holland. Cox. M. , Rhodes, V. , & Hall, J. (1988). The use of computer assisted learning in primary schools: Some factors affecting the uptake. Computers and Education, 12 (l), 173-178. Crandall, D. P. , and Associates (1982). People, policies and practices: Examining the chain of school improvement (Vols. I-X). Andover, MA: The NETWORK. Cuban, L. (1986).Teachers and machines: The classroom use of technology since 1920. New York: Teachers College Press. D’Arcy, J. , & Gardner, J. (1988). Learning from teachers: Teachers’ perspectives of relevant courseware and training provision. Computers and Education, 12 (2), 321-326. Doyle, W. , & Ponder. G. A. (1977-1978). The practicality ethic in teacher decision making. Interchange, 8 (3). I-12. Elder, R. J. , Gourlay, J. , Johnstone, M. , & Wills, R. (1987). Microcomputers in primary education. In N. Rushby (Ed. ), Computer bused learning, selected readings (pp. 120-126). London: Kogan Page. Emrick, J. A. , & Peterson, S. M. 1978). A synthesis of Jindings across five recent studies in educational dissemination and change. San Francisco, CA: Far West Laboratory. Fullan, M. G. (1982). The meaning of educational change. New York: Teachers College Press. Fullan, M. G, Miles, M. B. , & Anderson, S. A. (1987). Strategies for implementing microcomputers in schools: The Ontario case. Toronto, Ontario: Ministry of Education. Hawkins, J. , & Sheingold, K. (1986). The beginning of a story: Computers and the organization of learning in classrooms. In J. A. Culbertson & L. L. Cunningham (Eds. ), Microcomputers in education (85th NSSE Yearbook, pp. 0-58). Chicago: The University of Chicago Press. Heywood, G. , & Norman, P. (1988). Problems of educational innovation: The primary teacher’s response to using the microcomputer. Journal of Computer Assisted Learning, 4, 34-43. Inspectorate (1986). Onderwijs en informatietechnologie: Stand van zaken in her schooljaar 1985l1986 [Education and information technology: State of affairs in the school year 1985/1986] (Inspectorate report No. 7). The Hague: Staatsuitgeverij. Inspectorate (1988). Het NIV0 project in de scholen [The NIV0 project in the schools] (Inspectorate report No. 25).The Hague: Staatsuitgeverij. 76 J. VAN DEN AKKER et af. Keursten, P. (1988). Computertoepassi~gen in het natuur~nder~ijs-curricuf~ [Computer applications in the science curriculum]. Enschede: University of Twente. Knupfer, N. N. (1986). implementation of microcomputers into the current K-12 curriculum: A critical discussion of issues. Madison: University of Wisconsin. Loucks, S. F. , & Lieberman, A. (1983). Curriculum implementation. In F. W. English (Ed. ), Fundamental curriculum decisions (pp. 126-141). Alexandria, VA: Association for Supervision and Curriculum Development. Mackey, B. (1987).Effective educational courseware – the microcomputer as a learning medium. In J. Moonen & Tj. Plomp (Eds. ), EURIT ‘86: Developments in educational software and courseware (pp. 603-610). Oxford: Pergamon Press. Mallatratt, J. (1988). CAL: Development of an environment to support the innovation. Computer Education, 59, 21-23. Office of Technology Assessment (1988). Power on! New fools for teaching and learning. Washington DC: Government Printing Office. Olson, J. (1988). Schooiworfds/microworZds. Computers and the culture of the classroom. Oxford: Pergamon Press. Olson, J. , & Eaton, S. (1986).Case studies of microcomputers in the classroom. Questions for curriculum and teacher education (Education and technology series). Ontario: Ministry of Education. Plomp, Tj. , & Akker, J. J. H. van den (1988, April). Computer integration in the curricufum: promises and problems. Paper presented at the Annual Meeting of the American Educational Research Association, New Orleans. Plomp, Tj. , Steerneman, A. H. M. , & Pelgrum, W. J. (1988). Curricular changes as a consequence of computer use. In F. Lovis & E. D. Tagg (Eds. ), Computers in education. Proceedings of the IFIP TC 3 European Conference on Computers in Education (pp. 03-508). Amsterdam: Elsevier Science Publishers. Preece, J. , & Jones, A. (1985). Training teachers to select educational computer software: Results of a formative evaluation of an Open University Pack. British Journal of Educational Technology, 16 (l), 9-20. Ridgway, J. , Benz ie, D. , Burkhardt, H. , Coupland, J. , Field, G. , Fraser, R. , & Phillips, R. (1984). Conclusions from CALtastrophies. Computers in Education, 8, 93-100. Rogers, E. M. , & Shoemaker, F. F. (1971). Communication of innovations. A cross-culfural approach. New York: Free Press. Sheingold, K. , Martin, L. M. W. I & Endreweit, M. E. (1987).Preparing urban teachers for the technological future. In R. D. Pea & K. Sheingold (Eds. ), Mirrors of minds. Patterns of experience in edl~~ationa2 compufi~~ (pp. 67-85). Norwood, NJ: Ablex Publishing Corporation. Stecher, B. M. , & Solorzano, R. S. (1987). Characteristics of effective computer in. ~erv~cepro~rams. Pasadena, CA: Educational Testing Service. Strudler, N. B. , & Gall, M. D. (1988, April). Success&l change agent strategies for overcoming impediments IO microcomputer implemenfution in rhe classroom. Paper presented at the Annual Meeting of the American Educational Research Association, New Orleans.Velzen, W. G. van, Miles, M. B. , Ekhol m, M. , Hameyer, U. , & Robin, D. (1985). Making school improvement work. A conceptual guide to practice. Leuven: Acco. Wagshal, P. H. (1986). Computers in the schools: Lessons from television. Curriculum Review, 24 (3), 32-34. Walker, D. F. (1986). Computers Microcomputers and Education and the curriculum. In J. A. Culbertson & L. L. Cunningham (Eds. ), (85th NSSE yearbook, pp. 22-39). Chicago: The University of Chicago Press. Williams, F. , & Williams, V. (1984). Microcomputers in elementary education; Per. spectives on impl’ementation. Belmont, CA: Wadsworth Publishing Company.Wilson, B. (1988). faking sense of the future. A position puper on the role of technology jn science, mathematics, and computing education. Cambridge, MA: Educational Technology Center, Harvard Graduate School of Education. Wiske, M. S. , Zodhiates, Ph. , Wilson. B. , Gordon, M. , Harvey, W. , Krensky, L. , Lord, B. , Watt, M. , & Williams, K. (1988). How technology affects teaching. Cambridge, MA: E ducational Technology Center, Harvard Graduate School of Education. Woodhouse, D. , & Jones, A. .I. (1988). Integrating CAL with other instructional activities in schools. Computers and Education. 12 (3), 381-389.

Literature Review The Securities And Exchange Commission

Literature review: Green (1994) said that there are many ways to supervise an enterprise and an audit committee is an important proportion of this supervision. The Securities and Exchange Commission (SEC) in the United States first provided a theory that every public enterprise should establish its own audit committees in 1940 (SEC, 1940). After 1970, the SEC has passed the theory as practice (SEC, 1972), and the New York Stock Exchange (NYSE) suggested its members who listed in NYSE that the audit committees made up of outside directors, which is non-executive directors (NYSE, 1978). After a decade development of this suggestion, the Teadway Commission reinforced it, which suggested that all public companies should be stipulated through†¦show more content†¦Similarly, there were relative requirements of independent audit committees in Canada (Toronto Stock Exchange Committee, 1994). In recent 30 years, there were majority empirical researches about the audit committees have been addressed in various areas in the range of world. For example, DeZoort (1997) has completed the issues of audit committees’ constitution and duties. What’s more, Beasley (1996) paid attention on the impacts of audit committees in organizational effectiveness, which was the similar for McMullen D. A. (1996), who focused on the performance of audit committees. The Securities and Exchange Board of India (SEBI, 2004) has illustrated the regulations of audit committees for listed companies, which were all listed companies should have an audit committee, and the committee must has more than three directors as members, what’s more, two-thirds of the members in the audit committees must be independent directors (non-executive directors), and every member in the audit committees should be financially literate and at least one of them has accounting or relative financial management expertise. SEBI also highlighted the Chairman of the Audit Committee should be an independent directors (non-executive directors). There are many researchers focused on the main point of effectiveness of audit committeesShow MoreRelatedReview Of Previous Empirical Literature1557 Words   |  7 PagesReview of previous empirical literature: A core element in the economic literature is the center on expansion and the use of man-made, natural, and social capital. The fact that there are three different types of capital that can contribute to economic growth has led to a difference between weak and strong sustainability, as discussed by Pearce and Turner (1990), and Rennings and Wiggering (1997). Weak sustainability describes a situation where it is assumed that the total capital is maintained andRead MoreFinancial Institutions And The Financial System Essay1562 Words   |  7 Pagesfinancial transactions like investments loans and deposits. Many people all over the world depend on financial institutions on a regular basis through depositing money and exchange of currencies. This paper will critically analyze the financial institutions that we have and how they are helpful in day to day operations Literature review There are different financial institutions today and each performs its role in the financial system. They are grouped according to the services they offer to consumersRead MoreIntegrated Reporting Of Nigeri Where We Are Coming From1371 Words   |  6 Pagescut direction on the constituent of the organs of corporate entities. Not until CAMA 1990 did the regulators of the Nigerian business economy showed interest and made mention of issues bordering on corporate governance in Nigeria. The Security and Exchange Commission (SEC) set up the Atedo Peterside committee on Corporate Governance in Public Companies. The committee submitted her report in 2003. This led to a beehive of activities awakening responses from other corporate regulators. In that sameRead MoreThe Walt Disney Company Analysis873 Words   |  4 Pageslimitations, but it is also essential to know what the injured worker can do.† (Gusman, 2008) Park Safety Another way Disney manages risk is by implementing safety programs at their parks for customers. Visitors to Disney parks receive safety-themed literature filled with Disney characters. (Bradford, 2005) Parks also have safety trading cards that customers can collect, as well as activity books for children with safety reminders. Disney understands that in order to get their message across they haveRead MoreNurse Knowledge Exchange ( Nke ) At The Bedside During Shift Change1489 Words   |  6 PagesNurse knowledge Exchange (NKE) at the bedside during shift change is very important part in nursing for continuity of care. Effective communication plays great role while transferring information from one nurse to another nurse. According to studies, nursing reports at the bedside have positive results such as improved communication among nurses and patient, nurse and patient satisfaction, safety, decreased overtime and improve nurse patient relationship etc.(Maxson, Derby, Wrobleski an d Foss, 2012;Read MoreExploring The Earnings Management Techniques, Materiality Concept, And Ethical Judgments817 Words   |  4 Pagesmaterially affects a code of ethics and follows with financial risks and fraudulent activities (p. 243). Introduction. The author studies the financial reporting, earnings management, and relationships with stakeholders. Over the years, Securities and Exchange Commission (SEC) and Public Company Accounting Oversight Board (PCAOB) raised concerns on the reliability of financial reporting and fairness of earnings management. The reason of accounting wrongdoings is materiality. The author states the managementRead MoreEthics And Financial Reporting Decisions948 Words   |  4 Pagesincentives on earning management. The study is important because it demonstrates how CFO’s moral disengagement affects the results of earnings and financial reporting (p. 507). Literature Review. The authors used a systematic review of literature in the research. The researchers examined rules of Security and Exchange Commission (SEC) through the study of Tweedie (2002) and Lewitt (1998), the downfall of Enron, WorldCom, and Xerox in studies of Elias (2002) and Lawton (2007), and the impact of aggressiveRead MoreEthics And Management : Ethical Considerations By Observers Of Earnings Management909 Words   |  4 Pagessituations, under which the judgement becomes more favorable (pp. 286 -287). The author considers two problems: 1) unethical accounting activities lead to fraud, and 2) complexity of ethical decisions due to personal gain. Literature Review. The author uses a systematic review of literature in the research. The researcher examines studies of Bruns and Merchant (1990), Fischer and Rosenzweig (1995), and Healy and Wahlen (1999) to analyze evidences when management is engaged in earnings management activitiesRead MoreGaap Vs. Ifrs Standards1366 Words   |  6 Pagesstatements. Moreover, these principles makes it really easy for the investors to analyze and observe the useful information as well as make comparisons between companies across the industry. Companies must follow the rules established by Security Exchange Commission (SEC) and GAAP when trading their stock publically. Under GAAP companies covers revenue recognition, balance sheet items classification and outstanding share measurement. IFRS International Financial Reporting Standards The alternativeRead MoreThe Relation Between Stock Market And Market Activities Development3018 Words   |  13 PagesOMENUGHA, NELSON – MAYOR â€Æ' CHAPTER TWO LITERATURE REVIEW 2.1 Introduction The aim of this chapter following the introduction in chapter one is to review the related literature of our subject matter. In this chapter, attempts will be made to review the theoretical and empirical issues. However, this chapter will be presented as follows. 2.2. The Rationale for Stock Market Development The Research and Market Development of Security and Exchange Commission (SEC) of Nigeria, elaborated the roles