buy custom Development of Saudi Education essay

buy custom Development of Saudi Education essay Places of education in the early era; In Saudi Arabia there were a number of learning places in the early times but a few of the places were identified before the Islam state. These few main learning places in the early era of the Peninsula are; Kuttab; This learning place was open to all people in the society regardless of their societal status. There was the separation and grouping of people according to age. The aged people were given there own Kuttab. Education here is generally free. The teacher will not ask for anything but some parents may decide to give something such as money, food or clothing. Before the coming of Islam there were few Kuttabs in few places where kids could memorize the Quran apart from learning basic reading, writing, arithmetic and morals,(Ho,2011). Halqah (Study circle); According to earlier information from Britannica Encyclopedia each mosques used to have a number of study circles. The teacher used to be seated on a dais while the pupils gather themselves in a semicircle in front of him and listening to him. Circles in the mosque had variety in approach, course content, size, and teaching quality. The teacher used the method of instruction that emphasized on lectures and rote memorization. Teachers were respected by the learners as were seen as the final people in education as their lectures were meticulously recorded in notebooks by the learners. Sometimes students could from one place to another in search for good teachers more especially those teaching the Hadith (sayings of Prophet Mohammed). There you could find a large number of them that additional teacher was required. Palaces schools; These are Special classes for special wealthy classes of people who wanted special and qualitative education for their children. These palace schools used to choose good lectures to teach their children in a more advanced reading, writing and good morals in the society, (Ho, 2011). Badiah (Rural or Bedouins places and life); In these places people were allowed to learn the strong basis of Arabic language this is because people used to meet in the cities with different languages and culture. Therefore, there was the need to a uniform Arabic language for all, (Oberon, 2001). Bookstores; This was a place where people used to sell and buy books, but it was also a place for discussions and meetings between scholars and educators in the Peninsula Scholars houses; This was a house open to all student scholars who wanted to continue with this scholarship for long time. It also refers to the special classes that were held for gifted and special cases students besides the public classes organized in Halqah. Mosques (Masjed in Arabic); The mosques was also used as the court, conferences, learning centers, meeting points and early Kuttabs and Halqah used for teaching, up to then there are still a number of Halqah in Saudis mosques,(Ho,2011). Thus one can say that these places were helpful in the past in satisfying the peoples educational needs. However these places each had its limitations that could not allow efficient services. Places of education before the establishment of Saudi Arabia; Ottoman Empire: ending 1916; This was a great empire which involved each part of the country including the Arabian Peninsula. It later on became a problem in the whole area. The empire had put more emphasis on the Islamic region than the western region because of the importance that was associated with Mecca and Maddinah in Islamic world. The empire began schools in the wheaten regions which later became grounds for their supporters. They also changed the school language from Arabic to Turkish. The few people accepted and continued learning in these schools as majority turned them down, (Ho, 2011). Hashemy era: 1916 1924; This is when Shareef Hussein Bin Ali led Arab revolution against Turk and Ottoman Empire which had humiliated the people. Then he led the people into dropping any kind of Turkish influences in their lifestyle especially in education. He facilitated for the closure of all Turkish schools as he involved the scholars in establishing new educational systems. In a period of one year there was a great and changed system that started from preparing school, then advance elementary school and finally high secondary school. This made People find there way to education. He made the people aware of the importance of education thereby motivating them. Early Saudi; By 1926 the Arabian Peninsula was still divided into several portions. King Abdul-Aziz Ibn Saud in 1926 became the king of the Hejaz and Sultan Nejd and Dependencies While On September 18, 1932, Ibn Saud was proclaimed king of Saudi Arabia. It marked the final unification of the divide country into empires. Formal and organized education systems in Saudi Arabia did not exist until 1948. Before then there existed a traditional educational system called Kuttab in the Arabian Peninsula. During this period, these schools were only meant for boy-child only. The girl-child was taught by the mothers at home and boys were taught by men in Kuttab schools. The Kuttab schools were situated in the mosque or in the homes of teachers. These teachers used to be the Imam. When the kingdom of Saudi Arabia was established, public education in the Arabian Peninsula was limited to only elementary schools. The traditional curriculum of this education was reduced to rote memorization of the Quran as well as to reading and writing Arabic. In 1925, Kuttab schools were replaced by the formal schools controlled by the government. But this time round literacy of the people had spread almost all over the Arabian Peninsula, (Ho, 2011) The Educational System in the Kingdom of Saudi Arabia; During the era of Hashemy, King Abdulaziz started the first formalized education in 1925 at a place called the Directorate of Education. This was first placed within the Ministry of the Interior. This was due to the fact that there was limited educationist to start and run the department on its own. The Egyptians ere called in for assistance in teaching and financing the curriculum. On the other hand the Egyptian educational model was following the footsteps of the English educational model thus it indirectly introduced it to the Saudi Educational model. Due to the increased demand for education new educational regulations were introduced by the General Directorate of Education. The Directorate was now allowed to control the Saudi educational affairs for the first time. As a result of all this development, in 1925 the first government school in Saudi Arabia was started. Several of these schools were established in 1936 which became full-fledged elementally schools three years later. The entire school population at this time was only 2319 pupils in the whole country. But the demand for education grew further as the country advanced to the new era. The number of elementary schools grew up to 182 in 1949, carrying a total number of 21,409 pupils, (Ho, 2011). In 1963 the supreme committee for education was established to supervise educational activities in the country. The spending on the education sector has been tripling from 1970 to 2000.in 2004 the public spending on education was 6.8 per cent of the GDP The Structure and Curriculum of Public Education; Public education in Saudi consists of three levels of education. This levels are; elementally, intermediate and secondary level. The school year consists of two semesters which have fifteen weeks each. Length of the lesson in a class is forty five minutes, (Bibme, 2007). Pre-primary education; Children aged between 3-5 years can join Kindergarten. Kindergarten is not considered as the pre-requisite for joining intermediary level and its not part of the education ladder in Saudi. However some nurseries have been developed by the government plan to alleviate this level of education. According to information from the government sources, up to around 100,714 children were schooling in pre-primary school as per the 2007 records. Elementary education; This level consists of six grades; students begins going to school at the age of six years. The curriculum here focuses on the Islamic education, Arabic language, mathematics, history, geography and sciences. Instead of physical education, the girls take feminine education, (Warlick, 2010). Subjects Hours Per Week First Grade Second Grade Third Grade Fourth Grade Fifth Grade Sixth Grade Islamic Studies 9 9 9 9 9 9 Arabic Studies 12 9 9 9 8 8 Social Studies 0 0 0 2 2 2 Science 1 2 2 2 3 3 Mathematics 2 4 4 5 5 5 Art Education 2 2 2 1 1 1 Physical Education 2 2 2 2 2 2 Total Hours 28 28 28 31 31 31 Table of the elementary school curriculum Intermediate education; To enter the intermediate education one has to pass the sixth grade in the elementary education the ages of entry is between 12-15 years. Here students add more general education courses besides Islamic and Arabic languages,(Warlick,2010). This level goes for three years. Upon passing of the examination the student is made to select among the following three options to advance in; (1) regular secondary school, (2) vocational education, (3) Quran schools. The following is the table detailing the curriculum in this level of education; Subjects Hours Per Week First Grade Second Grade Third Grade Islamic Studies 8 8 8 Arabic Studies 6 6 6 English 4 4 4 Science 4 4 4 Mathematics 4 4 4 Art Education 2 2 2 Physical Education 1 1 1 History 2 2 2 Geography 2 2 2 Total Hours (Boys) 33 33 33 Secondary Education; The first secondary education was established in 1926. This came as a result of the development of the foreign preparatory school in 1937. The main aim of this education was to prepare the students for higher education in Egypt universities. Thus most of the teachers were hired from Egypt together with their curriculum structure. It takes a maximum of three years. Due to economic development in the oil, commercial and industrial sectors, secondary education expanded between1950s and 1960s, (Oberon, 2001). Higher Education Higher education in Saudi lasts for fours in humanities and social science fields while in medicine, engineering and pharmacy takes five to six years. Upon completion and passing of secondary education, one joins university education. The first university was developed in 1957 and was called King Saud University. It was the first of its own in the Arab states. Currently there are twenty four public universities and many private colleges and universities in Saudi. This university also consists of colleges and departments that offer diplomas, bachelor, master and PhD degrees in various specializations and community services as well. Some offers distance learning programmes, (Oberon, 2001). The demand for higher education has been increasing from one year to another. In the year 2005, King Abdullah introduced a government scholarship program to sponsor Saudi students to study in western foreign universities. They mostly studied in United States, Canada, France, and German among others. Conclusion The development of the Saudi education has been a long process. The process has led to the renovation of the traditional education systems to the modern efficient education systems. The study of this development in education began from when the country had not been formed into an independent state and through this we are made to see the way the people were organized into informal learning systems. Due to devotion and willingness of the people of Saudi to learn more and know more, they together with their government developed their system of education that suits their religious, commercial and industrial needs. They borrowed some of its curriculum and teachers from Egypt in order to facilitate positive educational growth. Today, the country being an Islamic state has seen the importance of the Western education. Thus it has incorporated within its education programs resources to send their learners into foreign western universities to learn new technologies. This clearly indicates the characteristics of a developing nation. Buy custom Development of Saudi Education essay

An Evolution of the Human Brain

An Evolution of the Human Brain Human organs, much like the human heart, have changed and evolved over the history of time. The human brain is no exception to this natural phenomena. Based on Charles Darwins idea of Natural Selection, species that had larger brains capable of complex functioning seemed to be a favorable adaptation. The ability to take in and understand new situations proved invaluable to the survival of Homo sapiens. Some scientists believe that as the environment on Earth evolved, humans did as well. The ability to survive these environmental changes was directly due to the size and function of the brain to process the information and act upon it. Early Human Ancestors During the reign of the Ardipithecus Group of human ancestors, brains were very similar in size and function to those of a chimpanzee. Since the human ancestors of that time (about 6 million to 2 million years ago) were more ape-like than human, the brains needed to still function like that of a primate. Even though these ancestors tended to walk upright for at least part of the time, they did still climb and live in the trees, which requires a different set of skills and adaptations than that of modern humans. The smaller size of the brain at this stage in human evolution was adequate for survival. Toward the end of this time period, the human ancestors began figuring out how to make very primitive tools. This allowed them to begin hunting larger animals and increase their protein intake. This crucial step was necessary for brain evolution since the modern human brain requires a constant source of energy to keep functioning at the rate it does. 2 million to 800,000 Years Ago Species of this time period began moving to different places across the Earth. As they moved, they encountered new environments and climates. In order to process and adapt to these climates, their brains began to get bigger and perform more complex tasks. Now that the first of the human ancestors had begun to spread out, there was more food and room for each species. This led to an increase in both body size and brain size of the individuals. Human ancestors of this time period, like the Australopithecus Group and the Paranthropus Group, became even more proficient in tool making and got a command of fire to help keep warm and cook food. An increase in brain size and function required a more diverse diet for these species and with these advances, it was possible. 800,000 to 200,000 Years Ago Over these years in the history of the Earth, there was a large climatic shift. This caused the human brain to evolve at a relatively rapid pace. Species that could not adapt to the shifting temperatures and environments quickly went extinct. Eventually, only Homo sapiens from the Homo Group remained. The size and complexity of the human brain allowed individuals to develop more than just primitive communication systems. This allowed them to work together to adapt and stay alive. Species whose brains were not large or complex enough went extinct. The different parts of the brain, since it was now large enough to not only accommodate instincts necessary for survival but also more complex thoughts and feelings, were able to differentiate and specialize in various tasks. Parts of the brain were designated for feelings and emotion while others stayed with the task of survival and autonomous life functions. The differentiation of the parts of the brain allowed humans to create and understand languages to communicate more effectively with others.

Lesson Plan to Comprehend the First Law of Newton Assignment

Lesson Plan to Comprehend the First Law of Newton - Assignment Example The language needs to be of a Middle School level, with the emphasis being laid on the explanation and usage of technical and scientific terms, like Inertia and Velocity. Sentences that define the key concepts must be written, and finally must lead to the law itself. Later, examples can also be illustrated. Charts and pictorial depictions of the law can be used. Besides this, an action of the real-life depiction can be done in class by getting groups of students to enact each example. This way, it drives home the concept, while also promoting team-building and bonding. The content must not be perceived from the sole purpose of explaining the law. It must invoke a genuine interest to learn about Newton. Besides this, the very pertinence of this law in day-to-day activities can help stress on the amalgamation of reality and science, and a confluence of the two. Thus, the preparation for the instruction of this class, must ... Besides this, the very pertinence of this law in day-to-day activities can help stress on the amalgamation of reality and science, and a confluence of the two. Thus, the preparation for the instruction of this class must involve the proper portrayal of Newton and his laws. The first law must be explained with the help of key concepts. Then, real-life examples must be used to help students comprehend the concept clearly. Finally, the  active representation of the law can be portrayed in class.

Chicano Studies (Latino Narrative Film-1990 to present) Essay - 1

Chicano Studies (Latino Narrative Film-1990 to present) - Essay Example Another striking attribute of most Latin American movies is the political, economic, and social situation that prevailed in the country at the period they were created (Elena, Lopez & Salles 2004). The status of Latin American film at present is that of a sequence of average to small, at times minuscule, national movie industries, every one of them burdened with small markets and structural limitations, but teeming with imagination, talent, and creativity (Elena et al. 2004). It is also a film industry with a moving and proud history of artistry and political revolution. It is previously mentioned, among Latin American directors themselves, that they did not constantly have excellent scripts, that scripts were a weak spot and that their creation was a filmmaker’s cinema (Noriega 2000). Today they commonly recognize a different dilemma: the absence of efficient producers, who know how to build up the finance, bring the needed people together, and form a production. Nevertheless, this in turn is indicative of a bigger problem. Making a feature film is mostly a kind of organized chaos, which necessitates a strong foundation (Hart 2004). Without the types of equipment which can be undervalued only in highly industrialized economies, I have frequently thought that to succeed in creating a film in several parts of Latin America is a negligible wonder. This essay will argue that contemporary Latin American cinema does not remove form from content, but give characters murkiness and strength, affection, life and death through comparing the Andres Wood’s Machuca and Guillermo del Toro’s Pan’s Labyrinth. Latin American cinema becomes successful in reaching its target audience not through amazing special effects, but through building on human qualities such as courage, compassion, beauty, violence, and evil. What was specifically dreadful about the takeover of

A Strategy Proposal for Obstetric Emergencies

A Strategy Proposal for Obstetric Emergencies REPORT: A STRATEGY PROPOSAL FOR MANDATORY SKILLS AND DRILLS SESSIONS FOR OBSTETRIC EMERGENCIES 1  Executive Summary 1.1 This proposal was carried out following the need for drills as identified and recommended by the CEMACH report. 1.2 The situation was reviewed in the light of current directives regarding inter-professional collaboration. This report will express the necessity to involve all obstetric and neonatal staff, ensuring competency and continuous professional development. The report has identified mechanisms suggested for the introduction of obstetric drills in such a way that they are viewed by the potential participants as a non-threatening mechanism that is highlighting good areas of practice and areas for improvement. The process will stand jointly with a programme of targeted education to address areas of weakness. The process of drills and their feedback will be monitored and refinements made. This system of risk management will feed into the process areas of concern suitable for drill evaluation. 2.  Rationale for Choice of Topic Maternity care has been identified as an area for improvement (Department of Health 2000 An Organisation with a Memory). This topic of drills was chosen because there are clear calls for its use by a number of bodies (these include CEMACH, 1999, the Royal College of Obstetricians and Gynaecologists’ â€Å"Towards Safer Childbirth† document and CNST) and it well illustrates the importance of multidisciplinary team working. These drills are a requirement of CNST level 2 which confers a 20% reduction in insurance premiums on trusts. Drills have been of proven benefit in improving performance in eclampsia simulations (Thompson, 2004). It is likely that drills in other areas of obstetrics will also lead to improved performance (Thompson, 2004). The midwifery statutory body, the Midwifery Committee of the Nursing and Midwifery Council, and formerly the UKCC are concerned with the regular updating of skills requiring at least five days of training every three years. Humanistic approach The very nature of improving patient care for its own sake should be sufficient impetus to create an environment receptive to this change. The proposal is; The introduction of mandatory skills and drills sessions for obstetric emergencies: WHY: To involve all staff and ensure competency and continuous professional development. To identify staff who need more training e.g. study days. WHO: Midwives and other clinical staff, to encourage professional development and capability to deal with emergency situations. WHAT: Shoulder dystocia Antepartum and post partum haemorrhage Eclampsia Undiagnosed breech presentation Neonatal and Maternal resuscitation Placental abruption CNST actually recommends the following drills annually; Cord Prolapse Vaginal Breech delivery Shoulder Dystocia Antepartum Haemorrhage / Severe postpartum Haemorrhage HOW: Monthly skills and drills Change skill monthly Each drill twice a year Each midwife to attend a minimum of one of each skill per year 3.  Critical Discussion Background: The drills will be a part of evidence-based training through practical skills, on emergency situations occurring in the antepartum, intrapartum and postpartum period to prevent maternal and neonatal mortality and morbidity (CEMACH). The latest report of the Confidential Enquiry into Maternal Deaths sates that â€Å"emergency drills for maternal resuscitation should be regularly practised in clinical areas in all maternity units.† The Clinical Negligence Scheme for Trusts (CEMACH) has Maternity Clinical Risk Management Standards. CNST (level 2, April, 2005) Criterion 5.2.1 states; â€Å"There is a system in place to ensure that all relevant staff participate in  an annual skills drill.† The CNST documentation advises that; â€Å"Collaborative, multidisciplinary practice sessions or â€Å"drills†, for dealing with emergency situations, allow for all members of staff, especially new and junior staff, to know and understand their specific roles and  responsibilities in an emergency.† The CNST also states; â€Å"Critical incident analysis is an effective educational and management  tool, and its use should be incorporated into the philosophy and daily  management of Labour Wards.† For CNST satisfaction in this criterion there must be verification records of all those who attend each drill. The rills should be linked to a training programme. There should be at least 75% attendance and ideally 100% attendance. Critical incidents in obstetrics are uncommon. Whilst the risk management already in place may highlight weaknesses in provision of care and remedial measures may subsequently be taken such as further training it is advantageous to simulate these uncommon but acutely life-threatening situations in order to feed the results into the risk management process. Inter-Professional Team: It is especially important that the drills involve the multidisciplinary team. The following members will be regularly involved; Midwives Maternity assistants Obstetricians of all grades Anaesthetists Operating department assistants Porters Neonatal paediatricians and nurses Students It is important that all the people involved in an actual emergency are considered when setting up a drill. In some scenarios the haematology team may be involved following consultation beforehand. The more realistic the drill the more valuable it will prove. Strategy The proposal consists of a number of aspects (Roberts, 1998) such as assembling a project team, planning the drills, implementation, evaluation, modification then further implementation of the drills, further evaluation and so on. With regard to strategy introducing drills does not fit so well into there being an agreed process in advance with the likely participants in the drill. This will make the drill less realistic and, especially if the subject matter is known in advance, it will enable participants to prepare. A fine balance will be sought between gaining the support of the individuals affected via effective interpersonal sills and leadership to enable an atmosphere of trust. This approach is of proven benefit (Kassean, 2005). This will involve informing the clinicians that drills will take place and the reasons why and that they should enable improvement in practice and team working with emphasis on this being in a non-threatening manner. During initial drills the performance will depend on the abilities, clinical and team working of all the clinicians attending and will also depend on the drill itself. There are two things to evaluate; staff performance and the drill itself. The drill can be modified. The weak areas in the performance of staff can be evaluated and training issues made good. On repetition of the drills subsequent staff performance will reflect and can be used as a measure of the success or otherwise of the implementation of the drills. Discussion: It will be important to pay particular attention to discussion and accurate planning of the drills. Meetings will be set up involving management and including the Professional Development Officer, Risk Management Officer, Head of Midwifery and Clinical Liaison Officer. Although it is proposed to cover the above lists the needs and timing and degree of repetition of specific drills will be determined by incident reports. The risk management process will feed into the drill planning. The teaching elements will be modified in timing, content and repetition according to specific performance in the drills. Individual training can then be addressed where needed and appropriate and more general sessions also provided with the relevant attendance facilitated. The objective, which will be made transparent, is to maximise the combined motivation and effort of all those likely to be involved in the change. Resources needed: There are some resource implications although these are fairly minimal compared to the likely gains. Staff time is involved in setting up the drills. Rooms need to be available. However clinical rooms will be used for instance (but not confined to) the delivery suite when it is quiet. Standard equipment will be used and this will incur costs. It may be necessary to purchase models or these may already be available on the unit. Some handouts may be necessary and documentation will need to be kept of attendance registers and the progress and evaluation of the drills. Management of change There are many change theories. Particularly illustrative of the inertia to change is a major component of Lewin’s (1951) theory of change. Here people are â€Å"frozen† in a particular manner of doing things. There are many reasons for this rigid position. Whilst some of the reasons relate to external factors the crucial resistance to change is at the level of the individual. In order for the individual to change, their way of thinking about the factor needs to be addressed. Too much pressure however can make an individual more resistant to change (Broome, 1998). Too many stressors will decrease the level of performance (Broome, 1998). An example of a successful change implementation emphasised the importance of communication at this stage in the change process (Kassean, 2005). Once the individual accepts the reasons for the change rather than just that change is necessary they can make the change, then further freezing in the new position effects the change. Ethical and legal considerations Midwives must be accountable for the actions and they have a duty of care to be up to date with their training. There are fitness to practice issues inherent here. Dimond (2006) describes the outcomes of some recent legal cases concerning interdisciplinary communication and management of obstetric emergencies. Evidence of team working and adherence to appropriate guidelines will help in the defence of such problems. The process of drills and further training and repeat drills will help to create a learning culture (Garcarz, 2003). Burke (2003) compares their own study of the effectiveness and the subsequent changes in practice following drills to large awards where delivery was less timely than in their drills. Evaluation Feedback will be obtained in a variety of formats including questionnaires and in reflective practice interviews. This will enable qualitative data to be obtained and analysed. Quantitative data will be obtained and statistically analysed. This evidence will be used to evaluate just how effective the drills and the associated training are in improving clinical practice and team working in the simulation environment. Informal feedback will be acquired from discussion in team meetings of those involved in the drills as trainers and trainees. Such feedback will be helpful in assessing problems not identified elsewhere and will also be illustrative of the real barriers to change and how these might be addressed. 4.  Conclusion The introduction of obstetric drills is mandatory for CNST level 2 and is also recommended practice from a number of other bodies. There is evidence in the literature that such drills can be introduced in a manner which is accepted by participants and which is effective in the subsequent improvement of performance criteria. 5.  References Broome A 1998 Managing Change 2nd Edition. Basingstoke, Macmillan Burke C 2003 Scenario training: how we do it and the lessons we have learned. Clinical risk 9 103-6 CEMACH [WWW] http://www.cemach.org.uk/publications/WMD2000_2002/wmd-intro.htm accessed 23 April 2006-04-23 Clinical Negligence Scheme for Trusts Maternity Clinical Risk Management Standards April 2005 http://www.nhsla.com/NR/rdonlyres/EE1F7C66-A172-4F0C-8A36-7FCCD31A52A0/0/CNSTMaternityStandardsApril2005final.pdf accessed on 23 April 2006 Clinical Negligence Scheme for Trusts CNST [WWW] Confidential Enquiry into Maternal Deaths in the United Kingdom 1999 Why mothers die. London: Royal College of Obstetricians and Gynaecologists Department of Health 2000 An organisation with a memory. Report of an expert group on learning from adverse events in the NHS, chaired by the Chief Medical Officer. London: Stationery Office Dimond B 2006 Legal Aspects of Midwifery, 3rd edition. Butterworth-Heinneman, UK Garcarz W Chambers R Ellis S 2003 Make your healthcare organisation a learning organisation. Radcliffe. Oxford Kassean HK Jagoo ZB 2005 Managing change in the nursing handover from traditional to bedside handover – a case study from Mauritius BMC Nursing 2005, 4:1 1472-6955 Lewin K 1951 Field Theory in Social Science. New York: Harper and Row Roberts K Ludvigsen C Project management for health care professionals Butterworth Heineman Oxford Royal College of Obstetricians and Gynaecologists 1999 Towards safer childbirth. London; RCOG Thompson S Neal S Clark V 2004 Clinical risk management in obstetrics: eclampsia drills BMJ328:269-271

Meaning of Life Meaning †Religion Essay

We walk around in the world and we as human beings look to find fulfillment and happiness in many things such as sports, friends, and boy/girlfriends and as young people when we get rejected by these things we act like we can’t go on with life. . But i challenge you to think about the meaning of â€Å"LIFE†. Well Life is a Gift of God, Abundance of receiving things. . In John 4 its speaks on living water and how Jesus uses both the physical and spiritual meaning of water when he speaks to the  Samaritan Woman, He refers to the spiritual side as living water. People in the world tend to you suicide or hurting themselves as a way out of situations but God gave us eternal life so that we may be humble servants unto him. . God never puts more on us than we can bear. . Life is important so we really need to know the meaning of it because it seems to be lost in today’s society. .I used to be bitter and sad before i had gotten saved. . I had a huge void that needed to be filled and nothing truly could fill it. . Except GOD.

Corporate Governance And The Global Financial Crisis

12000 Introduction 1000 In the last few years, because the corporate scandals and collapses during the global financial crisis. Public have strong reason to believe that the apparent lack of effective boards and unnecessary executive remuneration packages have all contributed to explosion of interest in this area. Therefore, corporate governance is an area that has grown rapidly. Corporate governance is now an essential part of everyday business life. The importance of corporate governance is not only just in the UK but also globally including the USA, Europe, and Asian. The main reason to developing Corporate Governance is the protection of investors. Investors need not only reliable financial information, but also corporate governance information to be protected against unethical and dishonest behaviour by management or directors. Corporate Governance is the system which checks and balances both internal and external to companies. Besides, it meritorious to ensure that companies discharge their accountability to all their stakeholders. Moreover, Corporate Governance also acts in a socially responsible way in all areas of their business activity. (Solomon 2013). Thus, it is vital to analysis a company’s behaviours and evaluated its performance in Corporate Governance. (Monks. R and Minow N corporate governance 2009) Normally, the companies board structure which characterized by one single board contain both executive and non-executive directors. The directors are workingShow MoreRelatedEssay on Overview of the Recent Financial Crisis in the US1468 Words   |  6 Pages1. Introduction The financial crisis started in the USA because of subprime mortgage crisis in 2007. As a consequence of it, a credit crunch was originated and it quickly spread from the real state sector to other sectors, and furthermore, from USA to other countries. 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These collapses have weakened and shaken the confidence of shareholders, debtors, governmental institutions, and other similar relevant stakeholders in corporate governance (CG) and the stock markets, and led to regulating many reforms and codes of best governance practices all overRead MoreThe World Experienced A Tremendous Financial Crisis Essay1131 Words   |  5 Pagestremendous financial crisis which rooted from the U.S housing market; moreover, it is considered by many economists as one of the worst recess ion since the Great Depression in 1930s. After posing a huge effect on the U.S economy, the financial crisis expanded to Europe and the rest of the world. It brought governments down, ruined economies, crumble financial corporations and impoverish individual lives. For example, the financial crisis has resulted in the collapse of massive financial institutionsRead MoreAuditing as a profession as evolved drastically over decades and as time has passed auditing1000 Words   |  4 Pagescontrol, and governance processes.’ (Institute of Internal Auditors, 2013) Through this definition it can be explained why auditors can be seen as the ‘eyes and ears’ of management. Concentrating specifically on the principles of Governance, the usage of Internal Auditing Standards, the Current Role of Internal Auditing in SA, reviewing current crisis, the importance of Internal Auditing to management is evident. 2. 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