Corporate Governance and Financial Scandals in India

Corporate Governance and Financial Scandals in India INTRODUCTION: This research will identify Corporate Governance in India and the reasons of its failures that lead to the financial scandals in India. As the big companies, Enron and WorldCom, illegal operations were disclosed; the worlds business came into shock. Many other companies in the world came under this attack like Parmalat in Italy, all had problems in their corporate governance. This showed that the whole world had a problem in their corporate governance. Unlike the developed countries, the developing countries had corporate governance as the main issue far before these scandals took place as corporate governance and the economic development are linked as this helps in development of financial system which results in increase of growth and reduction in the poverty. Thus research tells us why there are corporate governance failures in big organizations and explains the factors that influence the corporate governance like ownership structure, structure of company board, financial structur e, etc. LITERATURE REVIEW: 1.1.1 Corporate Governance: An overview Corporate Governance is an extensive term that refers that the rules, processes, responsibilities and the privileges are shared by the corporate participants. It basically says that how the investors assure that they get a return on their investment. It is the decision making committee by which the managers work on their duties in order to maximize investors wealth. Acc to Keasey et. al.(2005) approaches Corporate Governance as, â€Å"Corporate Governance has two requirements, micro level and macro level. At the micro level it needs to ensure that the firm, as a productive organization, functions in pursuit of its objectives. Thus if we follow the traditional Anglo-American conception of the firm as a device to further the well being of its owner-shareholders, good governance is a matter of ensuring that the decisions are taken and implemented in the pursuit of shareholder value. At the macro level corporate governance, in the words of Federal Reserve chairman Alan Greenspan, Ã¢â‚¬Ë œhas evolved to more effectively promote the allocation of the nations savings to its most productive use. â€Å" A good corporate governance should aim at long term benefits to the shareholders and other stakeholders. It can reduce the national financial crises. Corporate governance and currency depreciation have inverse relationship. Asian crisis of 1997 is one example of poor corporate governance norms. The manager should be working in the interest of the shareholders. Managers have the control over the business and may not act in the benefit of the shareholders. This is the common problem all over the world. On the whole a good corporate governance can help in preventing the financial scandals that happened in the world. 1.1.2 Corporate Governance in India: In India, corporate governance was not understood till early 1990s. Indian legal system is based on the English common law and gives the highest protection to the investors and to lenders as well. The corruption rate is very high in India. The most important development in corporate governance and investors protection in India is the establishment of the Securities and Exchange Board of India in 1992,(Chakrabarti et. at.,2007). It was established to monitor the stock trading which helped in making the basic rules for the conduct of corporate in India. Reforms were made to make the people rely more on market than on government. The public sector was targeted inorder to make it more efficient and to bring out the government holdings for sale to the public. Banking sector reforms were also made to bring them to the international levels. In 1998 a code- Desirable Corporate Governance in India and the companies followed it,(Mallin,2010). Many who didnt follow it experienced losses and end ed up in losing the confidence of people. SEBI also made a committee on corporate governance in 1999 headed by Shri Kumar Mangalam Birla and report was published in 2000,(Mallin,2010). This concentrated on the capital markets growth. The code is to be followed by the both public and private sector companies. The code tells about the structure of the company, the role played by them and what is everybody entitled for. i.e. Board of Directors, Nominee Directors, Chairman of the board, Audit committee, Remuneration committee, Shareholders, how corporate governance is implemented, management of the company and the board procedures. Though India has one of the best corporate governance laws but the implementation of them is very poor. In India, the main business type is the public limited companies. The legal system is the English Common Law, the structure of the Board is unitary and the ownership is basically family ownership or corporate but now the institutional investors ownership is increasing. 1.1.3 Financial Scandals: The corporate governance is influenced by the ownership structure, the structure of company boards, the financial structure and the institutional environment. If any of these doesnt work properly then the scandals are prone to happen. The people choose the board of directors, which further appoint managers for different work who actually work daily in order to maximize shareholders wealth. Its the board of directors that decided the corporate objectives and the managers are the one who carry them out. The main reasons that cause corporate governance to fail are as follows: the most important is that the work done is not watched properly and is very weak. There is not much respect for the shareholders, and moreover the management has the complete authority who works for their own benefits rather than the shareholders wealth maximization (KPGM, 2009). The few corporate scandals that have taken place all over the world are like Enron (USA), WorldCom (USA), Satyam (India) and many more ( Mehta et. al). RESEARCH QUESTIONS AND OBJECTIVES: The research aims to find the corporate structure and its role in fulfilling the objectives of an organization. The research about the present corporate governance structure and the changes it has come overtime and further any changes required according to international norms. The main objective of the research is as follows: How can corporate governance be more stringent to steer clear of scandals? How important is the Board structure and the Audit committee on the board for good Corporate Governance? Is there any alteration required in the current structure of corporate governance to make it work more efficiently? METHOD: The research is to be done, in particular, for the detailed information on the corporate governance and the reasons of its failure which result in the fall of huge companies based on the following two reasons i.e. the Board structure and the Audit committee. The qualitative approach will be used. The primary data collection for the Board structure will be done based on two companies i.e. Tata Consultancy Services (TCS), India and Infosys Technology Limited (India) which can be compared to the one of the major company of India, Mahindra Satyam, which failed due to poor corporate governance. All three are the software companies. Taking direct interviews with the high officials on the management committee will be of helpful in finding out the deep structure and changes that are required for the corporate governance to work more efficiently and how does it still help the companies to perform up to their shareholders expectations. The Board structure can be discussed by knowing the number of members on the board, their independence. Auditors play an important role because due to their reports people put faith in the company. The audit members will be found and the actual knowledge of the members will be collected from the CMIEs prowess database which will help in telling whether the committee has enough knowledge in order to fulfill the shareholders demand or not. Secondary data is the data in which researcher is not involved in the collection (Dale, Arber, and Proctor 1988). The secondary data collection also got some advantages as cost and time, high-quality data, opportunities for longitudinal analysis, more time for data analysis and reanalysis may offer new interpretations (Knight and Latreille, 2000). Secondary data will be collected from company website, annual reports, books, journals, newspapers and magazines. The data collected as secondary can provide important information about the company and can prove supportive in research. 3.1 ASSESS RESEARCH QUALITY: Reliability: The reliability of interview can be ascertained by ensuring that all questions are clearly understandable to all the interviewees and the replies received can be coded explicitly. The answers received from interview should make sense and must prove helpful to the research. The self-completion questionnaire must be filled by employees without any pressure from their managers. Therefore, a pilot test must be conducted before issuing of questionnaire (Saunders et al., 2003). Validity: The validity is concerned with the issue that whether the data collected is related to what it is expected to be. According to Saunders et. al(2003), validity is related to a question of casual relationship between two variables? The research will be conducted from February 2010 to May 2010. And there will be direct contact with senior managers in DAIPL to keep updated about any change in their motivational strategy or any change made internally. This will ensure the validity of the research done. Ethics: The code of ethical conduct stated that it is the responsibility of the researcher to assess carefully the responsibility of harm to research participants, and, to the extent that it is possible, the possibility of harm should be minimized (Bryman and Bell, 2007). Therefore, research conducted will be done only when managers and employees are willing to participate in research. The names of all participates would be kept confidential and not revealed at any reason. The questions in the interview will not be formulated in manner that they show any participants identity. Accessibility: The researcher here is been granted the right to access and publish all the findings that are relevant to all ethical requirements.

The Samurai: Warrior and Ruler of Ancient Japan Essay -- essays resear

The Samurai: Warrior and Ruler of Ancient Japan Few countries have a warrior tradition as long and exciting as Japan. It is a tradition found in the Samurai, the loyal and self-sacrificing knight of ancient Japan. The Samurai is a valiant warrior who can both appreciate the beauty of nature in that of a rose blossom but will also kill or die for his master in an instant. This well-rounded warrior was the ruling class of Japan for almost seven hundred years. He fought for control of his country and to keep Japan free from outside influences. (Turnbull 1) This aristocratic warrior class arose during the 12th century wars between the Taira and Minamoto clans and was consolidated in the Tokugawa period. Samurai were privileged to wear two swords, and at one time had the right to cut down any commoner who offended them. They cultivated the martial virtues, indifference to pain or death, and unfailing loyalty to their overlords. Samurai were the dominant group in Japan. Under the Tokugawa shogunate, the samurai were removed from direct control of the villages, moved into the domain castle towns, and given government stipends. They were encouraged to take up bureaucratic posts. The Hagakure, has been dubbed the book of the samurai. It was written after a century of peace around 1716. It came to be the guide of samurai ethics until the end of the feudal period. Its short passages reflect and outline the qualities that make a samurai. Yamamoto Tsunetomo expresses in the hagakure the framework and mindset of being a samurai. â€Å"Although it stands to reason that a samurai should be mindful of the Way of the samurai, it would seem that we are all negligent. Consequently, if someone were to ask, ‘what is the true meaning of the Way of the Samurai?’ the person who should be able to answer promptly is rare. This is because it has not been established in one’s mind beforehand. From this, one’s unmindfulness of the Way can be known. Negligence is an extreme thing.† (Wilson, 17) â€Å"The Way of the Samurai is found in death. When it comes to either/or, there is only the quick choice of death. It is not particularly difficult. Be determined and advance. To say that dying without reaching one’s aim is to die a dog’s death is the frivolous way of sophisticates. When pressed with the choice of life or death, it is not necessary to gain one’s aim. We all want to live. And in large p... ...scious choice and so fostered individual initiative while yet reasserting the obligations of loyalty and filial piety. Obedience to authority was stressed, but duty came first even if it entailed violation of statue law. In such an instance, the true samurai would prove his sincerity and expiate his crime against the government by subsequently taking his own life. By mid-19th century, Bushido standards had become the general ideal, and the legal abolition of the samurai class in 1871 made Bushido even more the property of the entire nation. In the public education system, with the emperor replacing the feudal lord as the object of loyalty and sacrifice, Bushido became the foundation of ethical training. As such, it contributed both to the arise of Japanese nationalism and to the strengthening of wartime civilian morale up to 1945. The term â€Å"Samurai† means those who serve. These mystical knights served many functions in Japanese society. During time of war, they were the masters of the battlefield. In peace they were the administrators and the aristocrats. As statesmen, soldiers, and businessmen, former samurai took the lead in building modern Japan.   Ã‚  Ã‚  Ã‚  Ã‚  

Social Studies Interview and Standards Investigation

Running Head: INTERVIEW AND STANDARDS INVESTIGATION Interview and Standards Investigation Sarah Woods Grand Canyon University EED 465 Curriculum, Methods, and Assessment: Social Studies Leah Barley December 8, 2011 Interview and Standards Investigation Social studies is a complicated subject for teachers to teach and for students to learn because it encompasses so many different disciplines. On top of that, society is characterized by increasingly rapid social and technological changes that affect what social studies content is being taught to students (NCSS, 1988). For many years students have been forced to learn low cognitive level information that lacks meaning and fails to transfer to real life situations. For these reasons Social Studies is the subject that students love to hate (Hope, 1996). Rather than dwelling on what has gone wrong in the past, it is best to look to the future and learn from past pedagogic mistakes to determine what can be done to energize social studies instruction in order to restore respect by students and teachers alike for such an important field (Hope, 1996). The implementation of state and national standards has been an important step in making this happen. This assessment will evaluate the state of Arizona’s Social Studies Standards for sixth grade for thoroughness, clarity, user friendliness, and comprehensiveness. It will go on to provide a well-supported, objective, academic response to the interview conducted with Ms. Traci Smith, a sixth grade social studies teacher at Will Rogers Junior High in Claremore, OK, and the standards investigation by analyzing how social studies is taught today. The Arizona Department of Education website contains five sixth grade history strands that emphasize World history from its earliest cultures through Enlightenment, including the early cultures of the Americas. The Arizona State Standards for sixth grade are extremely thorough containing strands for American History, World History, Civics/Government, Geography, and Economics each with well-defined concepts and performance objectives for students at the sixth grade level. According to the NCSS definition of Social studies, each of these topics plays a vital role in social studies education. The thoroughness of these standards helps guide lesson planning and learning because teachers know exactly what they are supposed to teach and students know exactly what they are supposed to learn in order to achieve mastery. The Arizona State Standards for Social Studies are very clearly defined by topic. This makes them easy to read and understand. This reduces confusion and frustration and promotes integration with other subject areas. Each strand is broken down further into concepts that explicitly say, where applicable, which other strand(s) they connect with in order to further student understanding. This characteristic makes the Arizona State Standards for Social Studies extremely user friendly. Finally, the Arizona State Standards for Social studies are very comprehensive. They cover a large scope of information in order to help Arizona students develop the ability to make informed and reasoned decisions for the public good as citizens of a culturally diverse, democratic society in an interdependent world (NCSS, 1993). According to Ms. Smith, social studies instruction has come a long way since she began teaching fifteen years ago. When she started it was common practice for students to read the sections in the social studies textbook, answer the questions at the end, and then take a test to demonstrate what they learned. This seemingly meaningless busy work compounded by the implementation of NCLB led to a dramatic reduction in social studies content as teachers became more concerned with high stakes testing in the primary subject areas. High stakes testing has contributed to the trend of moving away from constructivist learning and student centered teaching approaches such as discussions, role-playing, research papers, and cooperative learning (Vogler & Virtue, 2007). This is in dramatic contrast to what new teacher education programs are teaching which may be setting new teachers up for failure once they reach the classroom. In spite of the demands of high stakes testing, when Ms. Smith realized that social studies was beginning to slowly disappear from the curriculum altogether she decided to take a stand. Ms. Smith is now the sixth grade English and World History Department Head at Claremore Public Schools. Although she does teach from a textbook, Ms. Smith employs numerous hands on activities to convey subject matter to the students. For each section the students must create a project that coincides with the lesson. Her favorite section is on the Middle Ages in Europe. During this lesson the entire sixth grade participates in meaningful learning activities such as making head gear and shields, memorizing poems from this era that they must recite to their classmates, and learning the requirements for becoming a knight or a lady. Students earn certificates for acts of chivalry and the individuals who have the most certificates at the end of the unit are awarded a crown as 6th grade King and Queen. The unit culminates with a field trip to the Renaissance Festival and the Castle of Muskogee, a landmark in Oklahoma, which is where the Renaissance Festival is held (Personal Communication, T. Smith, December 12, 2011). These activities are much more meaningful than simply reading the text and completing the section review. This allows students to practice their literacy and public speaking skills which, according to Wineburg (2005), are crucially relevant for schools because it provides a way of thinking about text that allows students to find truth in the cacophony of voices that confront them in the social world. Social studies instruction is heavily influenced by teacher preparation programs. These programs are meant to teach future teachers how to teach social studies effectively. Historically these programs have had to respond quickly to social issues and events by developing courses in social sciences and education that address the concerns of minority groups. For example, a recent increase in the numbers of English Language Learners in the nation’s schools has led to added pressure to prepare teachers to work effectively with students from diverse backgrounds. For the most part these influences have had a positive impact on the preparation of social studies teachers; however in some cases the creation of new classes and requirements for pre-service teachers has led to a bloated curricula and programs that lack clear purpose (Adler, Dougan, & Garcia, 2006). The NCATE standards embolden pre-service teachers to refine their focus to prevent overlap and redundancy. Most teacher preparation programs are aligned to professional teacher standards such as this. This helps to adequately prepare teachers to facilitate learning for today’s students so that they are informed, knowledgeable, and eventually able to compete in a global society. Standards based instruction has been a double edged sword for social studies instruction. On the one hand it has led to the reduction in social studies content as a result of high stakes testing since social studies is not one of the subjects covered under NCLB, but on the other hand social studies standards have revitalized social studies instruction to help make learning fun, meaningful, and relevant for students increasing the chances that they will be able to transfer the concepts learned in the classroom to real world scenarios. If social studies teachers can continue to resist the urge to teach to the test and do everything they can to employ effective teaching strategies then hopefully everyone will realize how important social studies content is for students at all grade levels. This will ultimately result in civic minded individuals who are understanding, knowledgeable, and tolerant of other cultures which will serve them well into adulthood. References: NCSS. (1988, June). Social studies for early childhood and elementary school children: Preparing for the 21st Century. Retrieved from http://www. ncss. org/positions/elementary. Hope, W. 1996). It’s time to transform social studies teaching. The Social Studies. Washington: Jul/Aug 1996. 87, 4. Retrieved from http://proquest. umi. com. library. gcu. edu:2048/pqdweb? index=7&did=10101635&SrchMode=3&sid=1&Fmt=3&VInst=PROD&VType=PQD&RQT=309&VName=PQD&TS=1323634607&clientId=48377&aid=1. Arizona Department of Education Standards Based Teaching and Learn ing. (2006). Social Studies Standards Articulated By Grade Level Sixth Grade. Retrieved from http://www. azed. gov/wp-content/uploads/PDF/SSGrade6. pdf. National Council for the Social Studies. (1993, September). A vision of powerful teaching and learning in the social studies: Building social understanding and civic efficacy. Social Education. 57, 213-223. Vogler, K. & Virtue, D. (2007, May). â€Å"Just the facts ma’am†: Teaching Social Studies in the era of Standards and high stakes testing. The Social Studies. Retrieved from http://web. ebscohost. com. library. gcu. edu:2048/ehost/pdfviewer/pdfviewer? sid=f1d20017-f490-4fd4-833e-c04d40d45566%40sessionmgr111&vid=2&hid=113. Wineburg, S. (2005, May). What does NCATE have to say to future history teachers? Phi Delta Kappan. Retrieved from http://web. ebscohost. com. ibrary. gcu. edu:2048/ehost/pdfviewer/pdfviewer? sid=8a089d33-cc0e-40df-aaee-cdf4091de420%40sessionmgr112&vid=2&hid=113. Adler, S. , Dougan, A. , & Garcia, J. (2006, January). NCATE has a lot to say to future social studies teachers: A response to Sam Wineburg. Phi Delta Kappan. Retrieved from http://vnweb. hwwilsonweb. com. library. gcu. edu:2048/hww/results/external _link_maincontentframe. jhtml? _DARGS=/hww/results/results_common. jhtml. 44. Interview Notes Traci Smith, a 6th Grade Social Studies Teacher and 6th grade English and World History Department Head, has 15 years of experience in the classroom. Social Studies Interview Questions: 1. Do you use a textbook? If so, do you like the content? Do the students have workbooks or activity sheets to accompany the textbook? Yes, we use Glencoe’s textbook, World History: Journey Across Time – The Early Ages The students have 2 workbooks: A note-taking guide which we use from time to time, and a Guided Reading book which we do not use very often. There are teacher resources for each of the units which include vocabulary practice and guided reading activities. There are also other resources for mapping, cause-and-effect, and comparing the past to the present. . What is your favorite Social Studies lesson to teach? What sort of hands on, meaningful activities or innovative teaching methods do you use when teaching this lesson? My favorite unit to teach is the Middle Ages of Europe. The entire 6th grade participates in making head gear, shields, memorizing and reciting poems, and learning about the requirements for becoming a knight or a lady. This unit culminates with a field trip to The Castle of Muskogee where they hold the Renaissance Festival. This unit is taught at the end of the year and is a highlight for the 6th grade. We award those who have shown chivalry and crown a 6th grade King and Queen. 3. In 1992 the National Council for the Social Studies (NCSS) adopted the following definition of the field of social studies: Social studies is the integrated study of the social sciences and humanities to promote civic competence. Within the school program, social studies provides coordinated, systematic study drawing upon such disciplines as anthropology, archaeology, economics, geography, history, law, philosophy, political science, psychology, religion, and sociology, as well as appropriate ontent from the humanities, mathematics, and natural sciences. The primary purpose of social studies is to help young people develop the ability to make informed and reasoned decisions for for the public good as citizens of a culturally diverse, democratic society in an interdependent world. How does social studies instruction at Will Rogers Junior High relate to this definition of social studies? At the junior high, we not only teach how our ancestors affected future generations and the things we have learned from them, but we also have an Advisory hour for 6th grade. During this advisory hour we teacher character development and teach the students how to apply what they learn in their everyday lives. 4. Do you believe that values should be part of the social studies curriculum? If so, what values do you feel are most important for today’s students? Yes, I do. The values of integrity, compassion, and respect; these values can be taught throughout the social studies curriculum. When I teach the religions of the world, I talk to the students about having respect for others and their beliefs. We talk about how some of the heroes of ancient history showed integrity and compassion. This is also carried over into our Advisory hour. 5. Does the State of Oklahoma have state standards for social studies? If so, what is your reaction to Oklahoma State’s Social Studies Standards? If not, do you think that Oklahoma could benefit from a set of state standards? Yes. I believe they should be more detailed. 6. What do you feel are important benchmarks for students at the 6th grade level? English and Math; the reading skills learned in social studies and science trickle over into the English curriculum. The same goes for Math and Science. . How much time per day does each student spend on Social Studies content? 2 hours per day – World History and Advisory 8. How do you rank the importance of social studies in the elementary curriculum? Please rank the following subjects in the elementary curriculum in order of importance to you. 4 Physical Education (P. E. ) 2 Mathematics 3 Science 3 Social Studies 1 Reading/Language Arts 9. How do you integrate technology i nto the Social Studies curriculum? I use power points. 10. Do you believe that the social studies curriculum should be narrowed

An Example Of Erik Erikson s Eight Psychosocial Processes

Guide Essay An Example of Erik Erikson’s Eight Psychosocial Processes Within One Developmental Stage Title JunXian Tan Identity Formation across Cultural Frontiers Enculturation, Immigration, Acculturation Autumn 2015/10/7 Professor Glen Milstein, Ph.D. The City College of the City University of New York October 7th Words: Description: Kevin is nine years old and he was born in America. His father, Qiang, took him to private tutorial center and helped him finish his homework under teacher’s guide because Qiang didn’t understand in English. At the beginning, Kevin was looking around ceaselessly while the teacher taught him. After his father strictly said, â€Å"pay attention to the teacher.† he stopped looking around. Later, his father left me to look at him and he went to the restaurant. When Kevin found his father disappeared, he stopped working on his homework and played with his pencil while other children kept doing their homework. Even though the teacher persuaded him to work on his homework, he was not listening to the teacher’s advice ,and he twitched his mouth. When Qiang came back and found Kevin wasn’t focus on his homework, he criticized Kevin in front of his classmates. Kevin continuous worked on his homework silently. Finally, he finished his homework and he left the tutorial center with his head down. Mystery: Kevin shows that he does homework only under his father’s supervision. Research Question: What, in Kevin’s developmental stages and processes,Show MoreRelatedEarly Life Experiences Impact The Person Across Their Lifespan930 Words   |  4 Pages(1936) and Erik Erikson theory ‘Psychosocial stages’ (1950). Piaget argued that children develop knowledge by constructing their experience and observe with their own ideas about how the thing works.(Burton, L.J., Westen, d. 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