Who has been more successful at harmonising financial reporting the EU Essay

Who has been more successful at harmonising financial reporting the EU or the IASB Give reasons for your judgement - Essay Example Why? Because if an investor is interested in trading and putting his money which cumulatively accumulates as the region’s capital cannot invest in the member state which has different accounting standards as compared to his state, thus forcing him to invest in his state as he is not able to compare the financials of the other state leading to a non optimal distribution of capital. So for smooth and optimal distribution of capital across the European Union, it decided to go for an all out conversion of accounting standards, making the region more investor friendly and helping its political cause as well (Susanne & Christina, 2003). Even though standardisation of accounts was a welcome change for investors and industry as a whole, the reason behind the selection of International Financial Reporting Standard (IFRS) promulgated by IASB was questioned. It could be answered in two steps, one which was politically motivated and other which was more accounting standard oriented. In 1990s there were an increased mergers and acquisitions involving European companies within European Union and out of it, which increased the pressure of having a unified and standardised form of reporting system. Globalisation of capital market and international fund movement was mounting throughout the 90s. EU securities exchange allowed companies to list themselves if they were reported according to GAAP or IAS, the only possible way to remain in the global securities market which was constantly dominated by the United States. The European Union governments feared that this way US GAAP would become the international standard for financial reporting. Therefore, a need for a competing set of standard for reporting financials was deeply felt to counter the US dominance and their dictatorship over the rules of accounts to be followed worldwide. Thus, the option boiled down to two accounting standards: â€Å"European† standard or IASB accounting standard. Historical unsuccess ful combination

Critically Analyse The Social Penetration Theory Psychology Essay

Critically Analyse The Social Penetration Theory Psychology Essay Social penetration theory was first proposed by Altman and Taylor in 1973. There after it was further developed by Altman. This theory is a general approach to interpersonal attraction that looks at the development of an interpersonal relationship from acquaintanceship to close friendship as a gradual and systematic process. It also looks at how friendship moves from peripheral and superficial levels of exchange to intimate friends (Green 219). The growth of relationship is influenced by three main factors namely; situational factors, personality and cost. Therefore, when future and actual outcomes are favorable, penetration develops to more intimate areas. Social penetration theory describes the growth of personal relationships as rooted in the self disclosure. The theory explains that the increase in intimacy in relationship is as a result of individuals sharing increasingly information about themselves with each other. When people meet for the first time, they tend to share information which is general and impersonal thus limiting the range of the topics they discuss. As these people learn about each other and time passes the depth of their disclosure increases thus revealing personal information. The breadth of disclosure increases and the individuals are able to discuss a range of topics. The authors of this theory suggest that the growth of a relationship continues if the regards that each partner gets are greater that the costs they believe they incur. Social penetration theory depends mostly on the positive association between disclosure and the degree to which partners are emotionally committed in their relationship. Thus partners who freely disclose more information to each other have greater relational satisfaction and stability. More so, there is a linear relationship between intimacy and disclosure. For example partners experience dialectical tensions between being open and closed on what they discuss with each other. The social penetration theory holds one important assumption that mutual profit from the partners interaction acts as a vehicle to the level of exchange and grows over time in a given relationship (Nicotera 103). The theory is mostly concerned with information exchange though it also makes use of expression of positive and negative effect in mutual activities as other forms of exchange. Situational influence, personality and rewards are factors which help in promoting social penetration process which is retarding. Also, the intensity and extent of self disclosure act as operation measure of social penetration. Self disclosure measure is used in measuring personality traits that affect disclosure thus providing intimate information about a person. Situational factors are mostly concerned with the ability to enter or get out of a relationship freely. It is also concerned with the level of such relationship to another person (Altman and Arnold 345). Relationships are perceived to develop symmetrically. Interpersonal exchanges develop from superficial to non-intimate area to deeper degrees of selves of the interacting people. In this case, individual therefore evaluate the balance of rewards and costs of the past and present exchanges. This evaluation is used as a basis of forecasting the cost and reward implication for future exchanges which may be made. Social penetration theory is different from other exchange theories because it brings forward the issue of the self and also gives special attention to the issue of self disclosure. Social penetration is achieved through disclosure which shows the real self in providing the proper context for the facilitation of disclosure (Nicotera 103. Research using the theory Longitudinal studies have been carried out in attempt to investigate the functions of the social penetration theory. The study revealed that there was a pattern of reciprocal exchange over time as well as an equity norm which is related to the intimacy level of the disclosure. The study also revealed that short patterns were part of the larger fluctuations. Considerable evidence indicates that through out young adulthood and adolescence, self disclosure is an important factor in of formation of friend ship and its maintenance. This is because self disclosure increases both in depth and breadth as relationships develops. Therefore, the growing intimate formation shows the mechanism through which formation of relationship is done as well as a reflection of the level of closeness. Several studies using strangers show that individuals who engage in intimate disclosure are more liked than those individuals who restrict disclosure to topics which are not intimate. Consistent with social penetration theory, this explains that people are getting attracted to other people who are free to disclose their personal information. This is because such disclosure signs cause the desire for closeness. However in the early stages of a relationship, disclosures of intimate information can act as a hindrance to the development of a relationship (Green 219). Cases of disliking have been witnessed where a stranger disclose his intimate information. There is some indication that within a single conversation, personal information revealed later in the relationship is received better than a persons information revealed earlier. Meill and Duck conducted a study which shows that the studies on strangers generalize friendship formation in the real world. These researchers asked some college students how they would collect information about a probable friend, how they would decide to pursue the relationship and modulate the rate of development. Students gave a report that friendship formation process operate in interactions with probable friends until a decision is made on whether to continue with the relationship or not. Many studies on friendship formation support many of the propositions of by Altman and Taylor. For example, the research on the college students was consistent with the social penetration theory (Littlejohn 121). College student roommates who developed the closest friendships reported to have exchanged more information and more intimate information across all categories. Self disclosure is a process through which friendship is initiated and also it is through it that people try to maintain their relationship. Studies have shown that young adults deliberately use intimate disclosure as a way of sustaining their relationship. A research by Rosenfeld and Kendrick supports the social penetration theory. The research indicates that the most common reasons that young adults had for disclosing their personal information to friends were friendship enhancement and maintenance. The study shows that friends can be differentiated from non-friends in terms of both the quality and quantity of their disclosure (Husain 78). Very close friends not only disclose more of their personal information than strangers, but they also disclose more intimate information. The research also indicates that best friends are more likely to receive highly personal disclosures than none intimate friends. There is more superficial and casual disclosure among friends than intimate discl osure. Young adults exchange the most personal information but on the other hand friends only exchange moderate personal information. Critique of social penetration theory Altman and Taylor came up with social penetration theory in an attempt to explain peoples relationships. The degree of self disclosure has a major task in the grown of relationship. Their theory is very direct and simple thus making it possible for one to understand. In addition, in this theory the authors have used many aspects which can relate to the real world. The social penetration theory outlines what people go through when forming a relationship. This is clearly shown by the authors when they said that people will continue or discontinue with a relationship depending on the costs and rewards involved. In this theory it is very easy to predict what will happen in future. This is because if the costs involved in information exchange are more that the rewards received, then the individuals or partners will end the relationship (Littlejohn 121). On the other hand, if the rewards involved in information exchange are more than the cost involved, then the partners will continue with the relationship. In addition this theory is very easy to understand. This is because it only has four hypothesis and three variables involved. Altman and Taylor based their theory of social penetration theory on cost and reward. This indicates that people first evaluate a relationship on the basis of the rewards and costs involved and then decide whether to continue or not (Husain 78). This is not true because one should not be in relationship just because of the benefits expected. Relationship should therefore be evaluated on many other factors but not only on gains and costs. The authors try to suggest that people will always form a relationship if they are guaranteed that there are some benefits to be earned from it. Most people are selfless and will form a relationship regardless of whether there are costs to be incurred or benefits to be earned from it. Altman and Taylor associate people who are engaged to a communication process to onions. The authors state that when people meet for the first time, they hide their information just like the onion layers (Green 219). As people continue to meet, they share their personal information and thus shed off the layers making it easy to understand one another. The layers of self disclosure have different levels of depth and breadth and this can be reached through the topics shared and the nature of information in these topics. Social penetration theory shows the status of a person is changed from public to private. Therefore, a person at some time may disclose more personal information than other times. A person may still not share any personal information with a private person if the person is not pleasing at all. This therefore indicates that according to the social penetration theory, it is not guaranteed that a relationship will develop positively from time to time (Altman and Arnold 345). The social penetration theory gives a possibility of differentiation between the different types and forms of the relationships by providing the notions of personality breadth and personality depth. The theory also gives a description of the different phases involved in a relationship. The relationships development is explained by the dimensions of the social penetration process (Littlejohn 121). A social relationship develops through interactions that let the relationship entities discover new elements of the counterparts personality. The personality element that get shared among the relationship parties are structured into two dimensions. These dimensions include personality breadth and personality depth. The breadth of personality has two further dimensions which include the categories and the frequencies of interactions. The frequency states the number of interactions within such a category. On the other hand, the depth of the personality represents a layering element within the entitys personality. The outer layers of the personality have more elements. According to the social penetration theory, the inner layers are more personal and fewer where the central characteristics of ones personality are found. The disclosure of elements of higher personality depth gets more difficult with further advancements as these inner elements are better protected and a disclosure can be associated with risk.

Greenpeace :: essays research papers

Greenpeace is an independent organization campaigning to ensure a just, peaceful, sustainable environment for future generations. It began in Canada in 1971 and today has a presence in more than 40 countries with 2.4 million supporters worldwide. Greenpeace Australia was founded in 1977 and today we have more than 75,000 supporters. Prevent dangerous climate change by phasing out fossil fuels (oil, coal, gas) and replacing them with clean renewable energy such as solar. Use the 2000 Olympic Games to showcase and implement solutions to global environmental problems, including alternatives to toxic materials and renewable energy. Protect oceans from overfishing and establish a global whale sanctuary. Protect the world's remaining old growth forests. Eliminate sources of dioxin and other persistent organic pollutants (POPs) including PVC, and ensure legislation to prevent toxic waste dumping. Protect future generations from the effects of nuclear contamination by ending the nuclear fuel cycle, stopping radioactive discharges and plutonium shipments. Protect biodiversity by opposing the privatisation and manipulation of the plant and animal gene pool. Cyberactivists Many Greenpeace supporters use the Internet to work with Greenpeace. Their website is an interactive source of information and action - by sending letters, faxes, emails - to support their campaigns Frontliner’s Everyday more than 100 Greenpeace Frontline campaigners are on the streets of Australia talking to the public about their work and raising funds to enable it to continue. Frontline develops important relationships with Greenpeace by recruiting long term supporters. Local Groups Greenpeace is establishing Local Group networks in all state capitals to support their key campaigns through the coordination of local events, and by applying public pressure through campaign activities such as letter writing. Local volunteers are an important resource for research and public education. Volunteers Greenpeace rely on volunteers to support their daily work. They provide a vital role and are active in all areas of campaigning. Staff Currently Greenpeace employs 60 staff in Sydney, Canberra and the Pacific. Permanent positions are publicly advertised History / Achievements  · 1971 After first Greenpeace action the US abandons its nuclear testing grounds at Amchitka, Alaska.  · 1975 France ends atmospheric nuclear tests in the Pacific after Greenpeace protests.  · 1979 Last Australian whaling station closed.  · 1982 Global whaling moratorium adopted by the International Whaling Commission.  · 1988 Following Greenpeace actions in the early 80s, a worldwide ban on incinerating waste at sea is agreed.  · 1989 United Nations moratorium on high seas large-scale driftnets is passed. Greenpeace :: essays research papers Greenpeace is an independent organization campaigning to ensure a just, peaceful, sustainable environment for future generations. It began in Canada in 1971 and today has a presence in more than 40 countries with 2.4 million supporters worldwide. Greenpeace Australia was founded in 1977 and today we have more than 75,000 supporters. Prevent dangerous climate change by phasing out fossil fuels (oil, coal, gas) and replacing them with clean renewable energy such as solar. Use the 2000 Olympic Games to showcase and implement solutions to global environmental problems, including alternatives to toxic materials and renewable energy. Protect oceans from overfishing and establish a global whale sanctuary. Protect the world's remaining old growth forests. Eliminate sources of dioxin and other persistent organic pollutants (POPs) including PVC, and ensure legislation to prevent toxic waste dumping. Protect future generations from the effects of nuclear contamination by ending the nuclear fuel cycle, stopping radioactive discharges and plutonium shipments. Protect biodiversity by opposing the privatisation and manipulation of the plant and animal gene pool. Cyberactivists Many Greenpeace supporters use the Internet to work with Greenpeace. Their website is an interactive source of information and action - by sending letters, faxes, emails - to support their campaigns Frontliner’s Everyday more than 100 Greenpeace Frontline campaigners are on the streets of Australia talking to the public about their work and raising funds to enable it to continue. Frontline develops important relationships with Greenpeace by recruiting long term supporters. Local Groups Greenpeace is establishing Local Group networks in all state capitals to support their key campaigns through the coordination of local events, and by applying public pressure through campaign activities such as letter writing. Local volunteers are an important resource for research and public education. Volunteers Greenpeace rely on volunteers to support their daily work. They provide a vital role and are active in all areas of campaigning. Staff Currently Greenpeace employs 60 staff in Sydney, Canberra and the Pacific. Permanent positions are publicly advertised History / Achievements  · 1971 After first Greenpeace action the US abandons its nuclear testing grounds at Amchitka, Alaska.  · 1975 France ends atmospheric nuclear tests in the Pacific after Greenpeace protests.  · 1979 Last Australian whaling station closed.  · 1982 Global whaling moratorium adopted by the International Whaling Commission.  · 1988 Following Greenpeace actions in the early 80s, a worldwide ban on incinerating waste at sea is agreed.  · 1989 United Nations moratorium on high seas large-scale driftnets is passed.

Hildegard of Bingen Life and Music Essay

Hildegard was born in 1098 to a noble German family at Bermersheim, south of Mainz. According to Hildegard’s biography, her parents offered her as the youngest often children to God as a tithe. Hildegard of Bingen was born in 1098 on her parent’s estate near Alzey in Rhenish Hesse. She was the tenth and last child of the noble couple Hildebert and Mechtild of Bermersheim. Seven of her brothers and sisters are known by name. In 1106, when she was eight years old, her parents consecrated her to God, entrusting her to Jutta of Spanheim, who was living as a hermit at the Benedictine monastery at Disibodenbeg. The monk Volmar, who became Hildegard’s personal friend and amanuensis, saw to her later education. Between 1112 and 1115, Hildegard professed her vows as a Benedictine nun. â€Å"As Jutta’s spiritual flume grew, a religious community for women led by the recluse was established; upon Jutta’s death in 1136, Hildegard was elected head of the community† . In 1141, at the age of forty-two years and seven months, Hildegard heard a voice from heaven that directed her to record the visions she had experienced since early childhood. At first reluctant, Hildegard finally acquiesced to the bidding of the Living Light . â€Å"As her writings became well known, Hildegard developed a reputation as a prophetess and healer. However, her prophetic ability did not manifest itself in predictions of the future but rather in an understanding and interpretation of contemporary events† . Five years later, in 1141, through an especially brilliant vision, she received the divine command to write down her visions. Just as on previous occasions. she resisted, became ill, and recovered only when she began to record her visions. Her hesitation was rooted in her strong critical views of charlatans. Pope Eugenius III. aware of the written account and on the recommendation of Bernard of Claivaux, read the first part of her Scivias before the Synod of Trier (1147—49). At the same time, he sent a papal commission to Disibodenberg to study the authenticity of Hildegard’s visions. When he became certain of her genuineness, the Pope gave the Church’s approval in a letter and encouraged Hildegard to continue her writing. In addition to her spiritual duties, Hildegard was engaged in the secular events of her day. She corresponded with temporal and religious Ieaders, providing advice and urging reform. Although Frederick I Barbarossa had invited her to his imperial palace at Ingeiheim, Hildegard later admonished the emperor because of his support of three anti-popes. Nonetheless, she obtained letters of protection from Frederick that saved the Rupertsberg community when fighting broke out between imperial troops and those loyal to the Pope. Hildegard undertook three preaching tours between 1158 and 1163 and a final one in 1170—1171; her travels took her to cathedral cries and monastic communities along the Upper and Lower Rhine as well as to more distant venues like Wikrzburg and Bamberg. The purpose of the tours was to promote monastic and clerical reform and to combat heretical sects, in particular the Cathars. As the Benedictine abbess’s reputation grew, the Rupertsberg communitv flourished. With the increased number of residents, a second community to accommodate young women of a less noble background was established in 1165 across the Rhine River near Eibingen. Because Hildegard intervened to bury a man who purportedly had died excommunicated, the Eibingen and Ruperrsberg communities were placed under interdict in 1178, unable to hear Mass, receive the Eucharist, or sing the Divine Office. The matter was resolved and the interdict lifted just six months before the abbess’s death on September 17, 1179 . From 1112 to 1182, Hildegard went through a life of nunnery and composers. At first, her piece has been directed towards the religious angles of Benedictines, mainly sung, and utilized in churches to which she had served. However, by 1182, the trigger of her success in the field of music has soared massively through her several compositions that proved of value. The fame of her scores had eventually reached and influence the current time; however, questions lie, such as how did her fame started? How and what are the influences provided by her compositions? Lastly, how was this look upon during her times as well as the present musical field?

Listening Is a Desirable Skill in Organizational Settings Essay

Listening is a desirable skill in an organizational settings; good listening can improve worker productivity and satisfaction. The challenge facing the workplace of today is how we will do business going forward. Far removed are the face to face staff meeting and on site work functions of the 70’s, 80’s, and early 90’s. In today’s workplace staff meetings are held virtually with offsite employees, conference calls, and video conferencing. Although much research in listening has taken place over the last few years, little of that research addresses workplace listening directly and much is based on false assumptions: that listening is a unitary concept. Listening is a cognitive function rather than a behavioral skill, and that listening is a linear act. In the past years many businesses /organizational have taken a closer look at listening and its competency that apply directly to the workplace. And have come up with a strong argument for listening to be the most important skill of effective communicators. This paper explains the process of listening, the significance of this form of communication, and it domination of effective workplace communication. Listening is one of the most important skills you can have. How well you listen has a major impact on your job effectiveness, and on the quality of your relationships with others. The purpose of communication is achieved only when the receiver receives the message sent by the sender fully and clearly. Developing good listening skills is a key step toward collaborating with colleagues. Good communication, therefore, calls for active listening skills. These skills will help you clarify and understand the messages that are being sent to you. To be a successful collaborating professional, you must understand the intent of those with whom you interact. It has been proved by many researchers that the success of a business essentially depends on the promotion of good listening skills at all the levels in the organization. {{3 Rane,D.B. 2011;}} The ability to understand and give response effectively to verbal communication is known as listening. The effectiveness in listening doesn’t necessarily depends on the interrelationships between the sender and the receiver of the message, but more is found to be a vital skill more particularly for the managers in business organizations while obtaining need-based information to perform their jobs successfully. The quality of relationships with others and job effectiveness largely depend on the listening ability of the individual concerned. Lack of listening ability at all the levels in any organizations lead to work-related problems. Thus listening, among others, is one of the most essential skills one should have. This reveals that improvement in workplace productivity is quite possibly developing active listening and better communication at all the levels. {{6 Johnson, Lawrence J. 2004; 3 Rane, D.B. 2011 ;}} Listening emphasizes two effective behaviors: accuracy, that is, confirming the message sent; and support, that is, affirming the relationship between the speaker and the listener: This model serves as an effective basis for improving workplace listening, both through formal training programs and through individual workers’ own efforts. References Abbasi, M. H., Siddiqi, A., & Azim, R. u. A. (2011). Role of effective communications for enhancing leadership and entrepreneurial skills in university students. International Journal of Business & Social Science, 2(10), 242-250. Retrieved from http://ezproxy.umuc.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=bth&AN=64758501&site=eds-live&scope=site Goby, V. P., & Lewis, J. H. (2000). The key role of listening in business: A study of the singapore insurance industry. Business Communication Quarterly, 63(2), 41-51. Retrieved from http://ezproxy.umuc.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=bth&AN=3184193&site=eds-live&scope=site Johnson, L. J., & Pugach, M. C. (2004). Listening skills to facilitate effective communication. Counseling & Human Development, 36(6), 1-8. Retrieved from http://ezproxy.umuc.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=ehh&AN=20481483&site=eds-live&scope=site Mercer County, C. C. (1992). The art of active listening http://ezproxy.umuc.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=ED351594&site=eds-live&scope=site Rane, D. B. (2011). Good listening skills make efficient business sense. IUP Journal of Soft Skills, , 43-51. Retrieved from http://ezproxy.umuc.edu/login?url=http://search.ebscohost.com/login.aspx?dire