Impact of corporate governance on the financial pe Essays - Economy

Impact of corporate governance on the financial pe Essays - Economy Impact of corporate governance on the financial performance of Nepalese Enterprises Lilesh Kumar Yadav, LumanaTamrakar, Manika Shrestha and NamrataPandit Abstract This paper empirically examines the relationship between corporate governance and performance of Nepalese enterprises. The performance variables used in this study are return on assets and return on equity and these are the dependent variables. The corporate governance variables such as board size, audit committee, board diversity, ownership structure and control variable such as leverage and firm size are the independent variables. The population of this study consists of financial and non- financial companies listed in Nepal Stock Exchange (NEPSE). Total number of 27 financial and non- financial companies listed in Nepal stock exchange for a period of five years from 2011-2015 are used as the sample size. Data are collected from annual report of the respective firms. The pooled cross sectional data analysis has been carried out in this study. The multiple regression models are applied to test the significance and important of corporate governance in the Nepalese firms. The study reveals that board size, leverage and firm size are positively related to return on assets of non- financial firms. This indicates that large the board, leverage and firm size, higher would be the return on assets. The results also show that there is negative relationship of return on assets with audit committee and board diversity. This indicates that higher the audit committee and board diversity, lower would be the return on assets. There is a positive relationship of return on equity with board size, leverage, firm size, and audit committee and board diversity. In the case of financial firms, the study reveals that there is a positive relationship of return on assets with audit committee and firm size. This indicates that higher the board size, leverage and firm size, higher would be the return on assets. The regression result shows that the board size, leverage and firm has positive impact on return on assets in the case of non-financial firms. Similarly, in the case o f financial firm, there is a positive impact of ownership structure, audit committee and firm size on return on assets whereas the coefficients are negative for board size, board diversity and leverage. Keywords: return on assets, return on equity, board size, ownership structure, audit committee, board diversity, leverage and firm size. 1. Introduction Corporate governance is the system by which companies are directed and controlled. It is also argued that the corporate governance is the framework by which the interest of various stakeholders is balanced. It shows a set of relationship between a company's management, its board, its shareholder and other stakeholder. Corporate governance provide the mechanism by which the problems of corporation stakeholders, which include the shareholders, creditors, management, employee, consumers and the public at large are framed and resolved. The Organization for Economic Cooperation and Development (OECD) also defines corporate governance as the system by which business corporations are directed and controlled. The Asian Development Bank defined the concept as the manner in which authority is exercised in the management of a country's social and economic resources for development (Eng Mak, 2003); corporate governance has become a topical issue because of its immense contribution to the econom ic growth and development of nation. The absence of good corporate governance is a major cause of failure of many well performing companies. Existing literature generally support the position that good corporate governance has a positive impact on organization performance (OECD, 2009). Effective corporate governance has been identified to be critical to all economic transactions especially in emerging and transition economies (Dharwardkar et al., 2000). The concept of corporate governance has been increasing public interest in recent years due to its plausible importance on the economic health of corporation in general. Good corporate governance practice provides a means to recognize the dreams of justifying risks and optimizing performance concurrently in today's aggressive and regulatory setting. Corporate governance lays down objective framework for creating long term trust between company and its stakeholders. It is solved by rationalizing and monitoring risks of a company, limiting liability of top management by carefully articulating decision making process, ensuring integrity of financial reports, and finally providing a degree of confidence necessary for proper functioning of an

4 Examples of Recommendation Letters You DONT Want From Counselors

4 Examples of Recommendation Letters You DON'T Want From Counselors SAT / ACT Prep Online Guides and Tips Since school counselors support students through all four years of high school, they can write some of the best, most personal letters of recommendations. At the same time, they have the added challenge of writing lots, often hundreds, of letters for all the college-bound students on their caseload. While almost all counselor references will comment positively on a student, there can still be bad ones that don't offer a whole lot to a student's college application. Let's look at examples that demonstrate the four most common reasons a recommendation letter is bad: it's impersonal and generic, it's repetitive, it gives no specific examples, or it expresses serious reservations about a student. Bad Recommendation #1: The Generic Letter A generic recommendation letter is probably the most common problem for counselors with large caseloads of students. The following example illustrates animpersonal recommendation letter. Dear Admissions Committee, I'm writing to recommend June for admission to your undergraduate program. I've been her school counselor for the past four years. She is a strong honors student and always does well in her classes. I've heard nothing but good things about June from her teachers. June is a responsible and involved student. She's active in a number of clubs at the school and has contributed positively to our school community. June challenges herself in her classes and gets along well with her peers. She's a motivated, reliable, and driven student who applies herself to all her endeavors. June has earned a 3.71 GPA. Her dedication to her academics has impressed all of us at the high school, and I'm confident that she will continue to demonstrate the same commitment at college. June balances her time well among her many responsibilities and is curious about a diverse range of subjects. I look forward to seeing her continue to explore her interests and delve deeply into her passions. In closing, I highly recommend June for admission to your college. She's intelligent, active, and curious. For any further information, please contact me atgeneralinfo@gmail.com. Sincerely, Ms. Smith So what exactly makes this letter come off asgeneric, and why is that so bad for a rec letter? The Break Down This letter doesn't really say anything unique about June. In fact, if you just plugged in a different name, checked your pronouns, and adjusted the GPA, it could be a generic letter aboutany number of students. Admissions officers can tell pretty easily if a rec letter seems like a form letter with only the student's name and a few personalizing details plugged in. While a letter like this technically fulfills the recommendation requirement, it doesn't fulfill its role in the application, which is toreveal something insightful and personalabout the student and differentiate her from other applicants. This letter uses boring, tired language and doesn't go beyond cliches. June is "responsible, involved, and active," but so might be all the other competing applicants.What makes her unique?What specific examples can her counselor give to impart a meaningful assessment of June's academic and personal strengths? Finally, this letter does little to hone in on specific interests of June's. While it's not uncommon for students to go into college undecided, it's still important to talk about their particularinterests and goals.June is "curious about a diverse range of subjects," but what moves her? What has she exceled in or pursued? What does she enjoy doing? Since this letter lacks impactful language, specific examples, and insightful personal details, itstays on the surfaceand reads like a generic form letter. This kind of letter won't stand out to admissions officers, and it doesn't suggest that June and her counselor had a familiar relationship. Admissions officers may not pay much attention to this letter, which is a serious drawback compared to another student's application with a glowing counselor rec. Another type of bad recommendation letter that comes off as impersonal is one that predominantlyreports facts and figures.While it may use more positive language, like in the following example, it still comes off as distant and unsupported by anything beyond the student's resume. Bad Recommendation #2:The Resume-Repeating Letter This next example may be complimentary, but notice how it mostly justturns the bulletpoints on the student's resume into full sentences.This type of letter could be written by anyone with a copy of Ben's academic and extracurricular record. Dear Admissions Committee, It's my pleasure to recommend Ben for admission to your undergraduate program. I've gotten to know Ben over the past four years as his school counselor. Having earned a 3.8 GPA, he has risen to the top 20% of his class. His excellence in academics and involvement in a number of clubs and sports has made him an asset to our school community. As a member of the National Honors Society, Ben has achieved strong grades throughout high school in a range of classes, including AP classes in World History, Chemistry, and French. As part of his community service, Ben helps other students improve their grades and study skills with one on one tutoring after school in the library. While Ben's a strong, hard-working student, he also achieves outside of the classroom. Ben has played on the soccer team since freshman year, earning the title of Most Valuable Player in th grade. While practice and games keep him busy, he is also active in French Club. A self-described francophile, Ben has won the French language award two years in a row and practiced his language skills on the class trip to France in 2013. After returning from the trip, he presented photographs at a show at the local library and won 2nd place for Best Landscape. All this while working part-time as a cashier at a local bookstore sophomore and junior year. Ben impresses everyone he knows with his accomplishments. I'm confident that he will continue to excel in college. He has my strong recommendation. For any further information, please feel free to contact me atjustthefacts@gmail.com. Sincerely, Mr. Sencillo Overall, I would say this letter leaves a better impression than the first one. At least it can't be applied to almost any other student. But it still falls short on a number of fronts. Let's break down exactly how this letter misses the mark. The Break Down This letter leaves a better impression than the initial generic one, but it doesn't go beyond what Bendoesto reveal who Benis.Admissions officers want to get a deeper glimpse into thecharacterof each applicant. They already know what a student does based on his application. They're hoping the recommendation will illuminate why he's made the choices that he has. A recommender could shed light on this by discussing a student'svalues, motivations, goals, and strengths. In this letter, Ben seems to have a special affinity for French culture and language. He also enjoys photography. Tomake the letter more personal,the counselor could talk about how Ben became a "francophile" and what this may mean for his future study and profession. Does he consider himself an artist? Does he love landscape photography as a way to express his admiration of the great outdoors? Ben sounds like an interesting, dynamic individual, but this letterleaves the reader wanting more.It should fill in the blanks and give a more holistic vision of Ben as a student and person. Someone reading this letter should have a much clearer sense of who Ben is, even without meeting him in person. One easy way to see that a letter probably has too much data and not enough real, deep assessment is by looking for numbers. Ben's relatively short letter includes a lot of numbers: 3.8 GPA, top 20%, th grade, 2013, 2nd place, for instance. These come off as data points. While they're accurate, theyconvey technical informationrather than meaningful examples of Ben's character. To truly communicate a holistic assessment of an applicant, a letter shouldgo beyond the facts.This next example actually has the opposite problem. It describes the candidate with glowing adjectives, but offers little to no evidence to back up its complimentary assessment. This writer seems to want admissions officers to just take her word for it. We're going to need to see some examples of your work. Bad Recommendation #3:The "Just Take My Word for It" Letter This letter uses more specific, powerful language than the first two to endorse the student. However, itgives few examplesto illustrate its points. Just as students need to dig below the surface in their personal essays, recommenders should give meaningful examples in their letters. This letter merely describes, when it also needs to demonstrate. Dear Admissions Committee, It is my pleasure to recommend Gina for admission to your college. As her school counselor for the past four years, I've watched Gina grow into a mature, compassionate, and dynamic young woman. I'm happy to give her my highest recommendation for this exciting next chapter in her life. Gina is an intelligent and hard-working student who has impressed her teachers with her curiosity and dedication. She's especially interested in literature and poetry and contributes her writing to the school literary magazine. Gina is interested in majoring in English next year and continuing to hone her craft. In addition to being a motivated student, Gina gets along well with others and is a caring friend. She has a kind nature and genuinely cares for those around her. She never has a bad word to say about anyone and is the first to lend a helping hand in a tough situation. Gina's open-minded, amiable personality makes her an asset to classroom discussions. She works and gets along well with others and has impressive interpersonal and social skills. In closing, Gina is a caring, motivated student and friend, and she has my highest recommendation. I'm confident that she will be a great success in her college community. Please feel free to contact me with any questions. Sincerely, Ms. Honey Ms. Honey seems to think very highly of Gina. Unfortunately, her letter might not go too far in boosting Gina's chances of admission. Let's go over why it's not so effective. The Break Down This letter represents the flip side of the "resume-repeating letter" in that it'sall assessment and few facts or examples.The writer calls Gina caring, compassionate, mature, curious, and open-minded, but she gives few examples to support her characterization. The only concrete piece of information that the writer gives is that Gina likes literature and writes for the school literary magazine. The writer should provide specific stories about Gina thatillustrateher compassion, maturity, or curiosity. When was she "the first to lend a helping hand"? What does she write about for the magazine? How has she shown her counselor her impressive interpersonal skills? This letter would be a lot more memorable, not to mention believable, if it described circumstances or observations in which Ginademonstrated these personal qualities.Without them, it loses impact and meaning and pales in comparison to more specific, supported recommendation letters. Finally, this last example suggests that the counselor had a lot of reservations about recommending her student. While recommenders should present a balanced assessment, focusing on the reservations without presenting sufficient strengths wouldn't be helpful for a student's application. Bad Recommendation #4:Recommended, with Reservations Admissions officers have a lot of experience reading hundreds or thousands of recommendation letters. They can read between the lines and pick up on subtleties. If a counselor usesa lot of loaded phrases that express hesitationabout a student, without balancing them out with a student's strengths, then the letter could come off as negative overall, like in the following example: Dear Admissions Committee, I am writing to recommend Charlie for admission to your college. As his school counselor for the past four years, I've watched Charlie come a long way after a rocky freshman year. I'm confident in his potential to apply himself at college and to continue to grow as a student. Charlie is motivated to continue his education next year. He's especially interested in the sciences and is considering majoring in Biology. His th grade biology teacher noted Charlie's effort and improvement over the year. Charlie is drawn to cellular biology and has expressed interest in working in a research lab. Charlie played drums in the school band in junior year. He enjoyed performing at school concerts. This year he's recommitted himself to focusing on his academics and sharpening his study skills to prepare for the demands of college. I'm impressed with Charlie's hard work and am confident that he will continue to grow and mature in the years to come. I recommend Charlie for admission to your program. He's a hard-working student with a tremendous amount of potential. Please be in touch with any questions. Sincerely, Ms. Collins It's not necessarily a bad thing to speak to a student's potential and room to grow in a recommendation letter, but where does this example fall short? The Break Down This letter focuses almost entirely on Charlie's growth in the future, without saying very much about what he's done so far. It does suggest growth and progress on his part, but theoverall emphasisis on how much further Charlie still has to improve. Ms. Collins talks about his potential so many times without presenting much that's positive about hiscurrent strengths.Even if he has struggled academically, she could talk about his personal qualities, character, relationships with others, or involvement at the school. Because she seems like she's grasping for things to say about Charlie, this letter barely fulfills its role as arecommendation. Instead, it comes off more like a word of caution. These four examples illustrate the most common reasons why a counselor letter of recommendation could miss the mark. Besides being generic, data driven, unspecific, or full of reservations, what other features can weaken letters of recommendation for college? What Else Makes a Recommendation Letter Bad? Some other features that would drag down a recommendation letter include, It's too short.Letters should be a full page. Any shorter than this wouldn't convey enough information, and it would suggest that the recommender wasn't motivated to put much time or thought into it. It's not proofread.Errors of grammar or spelling give that same impression of carelessness and lack of investment in helping the student. It's not customized to the college or program.Actually, a lot of teachers and counselors upload the same letter to the Common Application for students to send to all their colleges. However, if a student is set on a particular program or an especially selective college, like Harvard, then the recommendation letter could be strengthened by speaking specifically to the student's fit with that program or school. Some of these issues are easy to avoid. Proofread your letters to make sure there are no grammatical errors or inaccuracies. Brainstorm before writing to make sure you have enough material to provide a full portrait of the student. Rather than listing every accomplishment a student has ever made, a stronger letterhighlights a few key interests and goalsof the student's. That way it's focused and specific. Students should share detailed "brag sheets" and talk to their counselors to make sure their counselors have all the information. They shouldshare what would go into their ideal letter, like if they want their counselor to highlight their passion for community service, poetry, or engineering. As long as both counselors and students take the time toplan,reflect, and communicate, then bad letters like the ones above can be avoided. Instead, students will get memorable, outstanding, and insightful letters of recommendation for their college applications. What's Next? Are you working with students as a school counselor or college counselor?This in depth guide goes over the steps counselors should take to produce a high quality, outstanding letter of recommendation. Do teacher recs differ from counselor recs at all?Read about what teachers should include in their reference letters for their students. Now that you've read all these examples of bad letters, take time toread the good ones.Here are examples of strong recommendation letters written by counselors and teachers (coming soon). Want to improve your SAT score by 240 points or your ACT score by 4 points?We've written a guide for each test about the top 5 strategies you must be using to have a shot at improving your score. Download it for free now:

Personal Philosophy paper Statement Example | Topics and Well Written Essays - 2250 words

Philosophy paper - Personal Statement Example However, sadly, the knowledge and the education that is being imparted in schools today is nothing but ‘ignorance’, because rather than making the students wise and happy, it is making them into robots who are hungry for ‘achievement’, ‘success’ and ‘power’. In today’s fast paced life and in hurry to reach the top, teachers have forgotten the real essence of education. Life is not about ‘power’ or ‘achievement’ but is about finding the unique purpose in life and in being happy and content. In psychologist Abraham Maslow’s words, life is about being a ‘self-actualized’ human being, i.e. achieving the highest potential that one is capable of achieving (Malsow, 1971, p.169). Today’s education system thinks that its job is complete by making students ‘qualified’ and ‘intellectuals’. However, the fact is that although educational qualification does help in achieving professional success, it is not enough to attain the complete potential in life. Hence, in my opinion, the purpose of education should be to mold the children into being wise, mature and intelligent human beings, rather than just making them ‘intellectual’ and ‘qualified’ human beings. The purpose of life has been a matter of interest for experts from different fields like psychology, philosophy, religion and spirituality. Different philosophical theories and ideas came into existence with the aim of making this world a better place to live and to help human beings attain happiness and bliss. However, as human being is not just an individual but is a part of the society, the attainment of satisfaction and happiness has become difficult for him. His actions and his behavior depend on people around him. Before taking any action, he spends a lot of time thinking about what others will say if he does it. Hence, human beings have lost touch with spontaneity and natural behavior. In an attempt to

Can be chose Essay Example | Topics and Well Written Essays - 3250 words

Can be chose - Essay Example Being a wife entails many things, and this has largely been constructed by different civilisations over the years. Recent decades, however, have seen these traditional being challenged in great detail for the first time in quite a long time as women attempt to gain more solid footing in society. One way to accomplish is to slowly recreated the homemaker role into one that is more balanced between the sexes, more accommodating to the desires of the women, and one that is more is open and accepting of sexual minorities. It has recently been said that â€Å"many women want to have weeding: few of them want to be wives† (Spender, 1994). This statement is quite profound in terms of the reality that shifting demographics, in addition to renewed feminist attitudes, are reshaping the tradition concept of marriage and family. While Splender’s comment may, on the surface, appear to be absurd, there is certainly an element of truth to you. This can be stated because one has to con sider the western construct of the concept ‘wife’. Historically, a wife has been commonly viewed as a homemaker and child-bearer. If that continues to be the reality, then women today have moved beyond that and are not desiring of the tradition definition utilised by society for generations. The very concept of ‘wife’, therefore, is shifting. Until that mindset is complete, however, women will likely hesitate to be viewed as a wife, but will still look forward to and long for their dream wedding. This paper explores the playing out of gender in terms of socialisation and coupling, with a particular focus on the role that weddings will likely play in Western society moving forward. 2. Theoretical Context Feminism is really about questioning the societal roles that attempt to define and confine the place that women have in our culture. In essence, as Judith Butler continually points out, it is about stepping out from the commonly conceived notions of gender a nd reconstructing an entirely new identity. Her groundbreaking 1990 book and theoretical expose on gender issues, â€Å"Gender Trouble: Feminism and the Subversion of Identity† reinvigorates the discussion of women and their role in society by demonstrating the even those on the sexual margins should be gradually more accepted into the society’s fold. Butler herself, through this book, begins to question the very definition of woman. She effectively does this by looking at the masculine and feminine constructs existent in society today, and how those have changed over the years. While Butler moves far out into theory relating to sexual minorities in this book, her focus is primarily on the feminist thought process. This theoretical construct relates well to the theory in question for this essay. She talks at length, for example, about a women’s desire to dress, sometimes provocatively, in order to show off the feminine form. At the same time, however, the modern feminist wants to challenge the masculine nature of our society, making it in almost universal subject open for debate. This relates well to the institution of marriage. With the traditional mindset that there are definite masculine and feminine roles to be carried out by husbands and wives respectively, Butler would contend that today’s woman has the right to challenge these concepts.

Three Major Types Of Buying Situation Commerce Essay

Three Major Types Of Buying Situation Commerce Essay Consumer behaviour is the study of individuals, groups, or organizations and the processes they use to choose, expend, and dispose of products, services, experiences, or ideas to satisfy their needs and the impacts that these processes have on the consumer and society (Noel, 2009). Consumer behaviour mixes elements from psychology, sociology, social anthropology and economics and it also intends to understand the buyer decision making process, both in individual and in groups (Noel, 2009). There are various elements which can influence consumer behaviour, recent research implies that it may vary depending on the buying situation. This essay is going to define the main types of buying situations, outline the characteristics of them and explain factors which are likely to impact customer involvement in each situation. In general, there are three major types of buying situations (BE, 2005). †¢ The new task is a business buying situation in which the buyer purchases a product or service for the first time. †¢ The modified rebuy is defined as a business buying situation in which the buyer wants to modify product specifications, prices, terms, or suppliers. †¢ Straight rebuy is a buying situation in which the buyer routinely reorders something without any modifications. The three types of buying situations could be significantly different. Various factors may work in different situations. Every time when the buyer is to take a purchase decision, buying situation can be different, it may or may not be the same as the previous one. The differentiation between the two buying situations may be caused by the absence of any or all of the following factors (LME, 2006). †¢ Awareness about competing brands in a product group. †¢ Customer has a decision criterion. †¢ Customer is able to evaluate and decide on his choice. According to the factors above, the three major types of buying situation could be obviously different. The new task could also be defined as extensive problem solving  situation (LME, 2006). In this situation, the buyer has no past experience for products and he is totally new to buy the products which require some and extensive efforts for a buyer to decide about the product purchase. It may take customers longer time to make a decision because it could have a greater risk or cost and take more time in getting know of the new products. Modified rebuy could also be called as limited problem solving situation in which supplies a change and gives the customer with new experience and new preference (CM, 2005). It gives a chance to the customer to try something new. If the introduction of a new brand or a product shows many advantages to the customer, it could require a change in the customers decision criterion. For example, a housewife decides to buy a soap and she sees a new liquid toilet soap which promises to keep her skin soft and moisturized, the brand also promises to give vitamin E, which the manufacturer claims is required in temperate conditions. The liquid toilet soap brand is available in four fragrances .The pack can be refilled every time the soap gets fully consumed .Now this introduction is likely to change her decision and may be the choice criterion. If she spends some time in evaluating the liquid toilet soap against the normal bar soap and then decides to try it, we conclude that for her it was a li mited problem solving situation (CM, 2005). As can be seen, modified rebuy might often lead to a trial purchase. The customer may even decide to continue with her current product choice. Generally it has been admitted that brand extension strategy helps the customer to reduce the elements of newness in the purchase decision. Straight rebuy is also known as extensive problem solving situation  and it is characterized by the presence of all three criterion for differentiation (CM, 2005). In other words, customers are aware of his or her choices, they know what they are searching for, as his or her choice, what exactly his need is and which is based on personal experience of either self or others might be relatives, friends or the customers have heard about it that is known to be called as good messages. Generally, the customers spend little or no time choosing alternatives of the product and the substitutes of the product .Brand loyalty is relatively higher here. Moreover, this is a buying situation where a customer perceives a low risk in buying the product and/or the brand. For example, a housewife goes to the shop or a supermarket and spends much less time in choosing her toiletries, drinks like tea or coffee and other food products. For each time she goes to buy the things for family requirements and needs, she generally finishes up buying the same brand. As it is shown above, the three factors which make the differentiations between the buying situations appear different in each situation. Thus, there could be different factors which affect customer involvement in each situation. In general, there are four of them (Song, J.H. and Adams, C.R., 1993): †¢Capacity: What it does for a buyer; †¢Quality: How well or poorly it does the specified functions; †¢Price: The amount paid by the buyer; †¢Effort: The time and energy expended by the buyer. These four factors are most likely to affect customers to make the decision when they are doing a purchase, which could participate differently in the three buying situations. In the new task buying situation, because customer has no experience for the products, it may have more factors affecting the customer involvement. The customers could consider all the factors: capacity, quality, price and also brand, it could take the customers more time than other buying situations. It could be the buying situation which is most likely to affect customer involvement. The firms have to set all the factors right if they want to attract new customers or they want to develop a new product. In the modified rebuy situation, customers may contrast the previous products with the new ones. As the customers understand what they need and what the products can do, the factors like quality and price are important to affect the customer involvement. Sometimes, a good introduction of the capacity is important as well. In this situation, the brand loyalty could also act as an important factor of affecting the customer involvement. It also may take customers quite a long time befor e making a decision. In the straight rebuy situation, the customers know exactly what they need, they have already know the information about the products they want. Therefore, the most likely factors which could affect the customer involvement are the capacity and the quality. Once the firms have done well on the quality of their products and also make a good introduction of the capacity of products, it could make customers spending less time on making a decision. It may let customers feel easy to be involved in the consuming. In conclusion, there are three major types of buying situations, which are new task, modified rebuy and straight rebuy. Three factors make the buying situations be different from the others, customers may face different problems in these situations. Thus, there are four main factors which are likely to affect customer involvement. Each situation could also have different types of factors which effect the customer involvement. All of the above suggests that consumer behaviour do vary depending on the buying situation. More research could be done on what firms can do to improve the customer involvement while choosing their products.

Women and the Effect of Industrial Revolution

The industrial revolution was a great time of change for men, the economy, domestic life, and brought the change in the role of women in society to the forefront. As time evolves, so must the lifestyles we as a society lead. This was no different during the industrial revolution in Britain and France. Throughout this paper I will begin to discuss how the impact of industrialization effected the switch in labor from domestic to factory, the new role of the mother in an industrialized family and the issue of education in the lives of ordinary people, as discussed in the memoirs we have read in class. One of the main effects of industrialization was the switch in labor from the women working at home in a domestic environment to that where her labor brought in wages to the family. Suzanne Voilquin speaks of this in her memoirs â€Å"A Daughter of the People†, â€Å"And so, at the end of the first week, we were very proud to to deposit on our father's mantle piece the eighteen francs we earned as wages.†(Voilquin, 112). Throughout her story, she tells of how through the ability of her and her sister being able to work, they were able to support the family while her father was infirm. Without this opportunity, the family may have been put out onto the streets. It is through these two women's effort that the family survived. With the women now being able to earn wages out of the home, the role of the mother greatly changed within the home of the industrialized family. Before the revolution, children were raised on the plantation with the mother, father, and siblings as discussed in Agricol's, â€Å"Memoirs of a Compagnon†. â€Å"[In regards to his father's plantation] moreover he made good use of his children's labor. He wanted to make us hard workers rather than gentlemen and ladies, and in this he did right.†(117). We have also learned form this era that when women moved to factories, newborn children no longer had the opportunity to reside with the mother. Infants were sent off to a wet nurse, so that the women could return to work as soon as possible after the birth. This provided a new environment in which children were raised; however the pro's and con's of this new lifestyle varied. This brings me to my final point of the issue of education in the industrial revolution. It seems that throughout the memoirs the common theme is that labor was valued over education. Most children had no education at all and went to the factory as soon as they were able, while children who had a little schooling rarely went beyond the third grade. Jeanne Bouvier speaks of this in â€Å"My Memoirs†, â€Å"[after her first communion] ‘It's a shame you cannot leave her longer. She's very gifted. She even works hard when it comes to manual tasks'.†(34). It is shown here that girls were not inferior to boys and were just as capable in school. This did nothing for the stigma that was already set on women. Many times the father was not willing to pay for his daughter's to go to school; just the sons were worthy of the cost of education. â€Å"My mother†¦paid the fees for her daughters with the money she earned†¦my father paid only for his sons.†(Perdiguier 119). Obviously, the emphasis was placed on manual labor during this revolution, for it brought in money that the family may so desperately need. The industrial revolution placed the ordinary worker into a mirade of new, enterprising, and yet sometimes compromising situations. Workers were faced with new problems, but also with opportunities that had never been available before. It is through their struggle that we are the society we know today. It is through the past that we can mold our future.

Rules and Regulations of Youth Basketball

Team sports fill an important role in childrens lives. It teaches kids the importance of teamwork and provides an entertaining outlet for physical activity. Recreation is an important element in life and can help an individuals development both mentally and physically. Playing sports can also improve a childs self-esteem, help him develop strong interpersonal and leadership skills, and teach him the value of listening to his coach. Basketball is a fantastic sport for kids to play. Its relatively inexpensive and doesnt require much equipment. Most playgrounds, recreation centers, and gyms have basketball goals. At  least two kids and a basketball are all that are necessary to play. If youd like to get the kids in your neighborhood or homeschool group active, you may be interested in forming a basketball league. Before you get started, its important to understand the rules and regulations of youth basketball. Philosophy of Youth Basketball The philosophy of youth basketball is to offer the participants a high-quality program that will teach the basic fundamentals and the  offensive and defensive philosophy of the game. Learning good sportsmanship and teaching all participants to respect their coaches, officials, fellow players, and the rules is also an important part of youth basketball. Length of Playing Periods There will be four eight-minute periods for all divisions (except varsity and senior division). Varsity and Senior division will play four ten-minute periods. Every period will be on a running clock that is only stopped for timeouts and technical fouls. The Clock The clock will be stopped during the last two minutes of the game on all dead ball situations for all divisions (except Pee Wee division). If the point difference is ten points or more, the clock will remain running until the score arrives at less than ten points. Basketball Half Time The 1st and 2nd periods will constitute the 1st half; 3rd and 4th periods will constitute the 2nd half. Half time will be three minutes in duration. Timeouts in Basketball Each team will be allowed two timeouts in each half. The timeouts must be taken in their respective halves or they will be lost. There are no accumulations of timeouts. Player Participation Every player must play four minutes of each quarter, eight minutes per half for Pee Wee and Junior Varsity. Varsity and Seniors must play five minutes of each quarter, ten minutes per half. Every player must also sit out half of each period during the game, so as not to play the whole game, except in the case of injury or health problems. Sickness: Once the game has started and a player becomes sick or is unable to continue during a game, the coach of the player must enter, in the score book, the players name, time, and the period. The player will be ineligible to re-enter the game.Discipline: If a player misses consecutive practice without an excuse the coach will notify the site director. The site director will immediately notify the parents of the players. If these violations continue, the player will not be eligible to participate in the next game.Injury: If a player is injured and removed during a game, the player will be eligible to re-enter per the discretion of his/her coach. The partial period of play will constitute one full period for the injured player. Any player may be substituted for the injured player if the player participation rule is not affected. The player participation rules must be strictly enforced with  one full period of play for each player per half. Must Sit Rule: Every player must sit out at least half of the period. 20-Point Rule If a team has a 20-point lead at any time during the game, they will not be allowed to employ a full court press or a half-court press. No pressure is allowed. It is recommended that top players are removed and the substitutes play (only if player participation is not compromised). In the 4th period, and with a 20-point lead, the coach must take his top players out until the point difference is less than 10 points. Youth Basketball Pee Wee Division The Pee Wee Division consists of up to 10 players, ages 4 and 5,  with four players and coach on the court. Basket height:  6 feet, Basketball size: 3 (mini), Free throw line: 10 feet.​ Rules: The league will not adhere to a rule book. Since most of the participants do not understand fouls or violations, the officials will use their best judgment during the game. Penalties/violations will only be enforced if a player is gaining an advantage.Exception: Key violations - none and traveling - three steps.Defense: Teams may play zone or  man-to-man  at any time during the game. There are no limitations. Zone defense is highly recommended.Press: Teams may defend the ball only after the ball penetrates the half court line. The defensive players may not defend until the ball penetrates the half court line. No full court press.1st Pass/Back-court Rule: After the defensive player secures the  rebound, the 1st pass must be in the back-court, to the coach.Free Throws: Each player will shoot at least one free-throw prior to the start of play. Each successful free-throw will be recorded in the score book and count in the teams overall score. Officials will administer the fr ee throws. A player who missed will be allowed to shoot an extra shot to balance the team attempts, the free-throw line will be designated by the officials. A shooter may touch the line, but not cross completely over the line with his/her foot, on free-throw attempts.Players: Teams may have a maximum of four players on the court. The coach will be on the court on offense to help  dribble  and move the ball around. (The coach may not shoot the ball.) The coach may be on the court at the defensive end, may not play defense, and only coach defensively without physical contact. Youth Basketball Junior Varsity (J.V.) Division The J.V. Division consists of up to 10 players, ages 6 and 7, with five  players on the court. Basket height: 6 feet, Basketball size: 3 (mini), Free throw line: 10 feet Defense: Teams may play zone or man-to-man at any time during the game. There are no limitations. Zone defense is highly recommended.Press: Teams may defend the ball only after the ball penetrates the half court line. The defensive players must stay in the three-second area until the ball crosses the half court line.Foot in the Paint: Each defensive player must put at least one foot in the paint and stay in the 3-second area until the ball crosses the half court line.Three Second Violation: An offensive player may not be in the key (paint) for 5 seconds or more, This will be a violation against the offending team.Free Throws: Each player will shoot at least one free throw prior to the start of play. Each successful free-throw will be recorded in the scorebook and count in the teams overall score. Referees will administer the free throws. Both teams will shoot free throws at the same time but at different baskets. A player who has missed will be allowed to shoot an extra shot to balan ce the team attempts, the free-throw line will be at the dotted line inside the key. A shooter may touch the line, but not cross completely over the line with his/her foot on free-throw attempts. Youth Basketball Varsity Division The Varsity Division consists of up to 10 players, ages 8-10, with five  players on the court. Basket height:  10 feet, Basketball size: intermediate, Free throw line: 15 feet Defense: Any half-court defense may be played during the game.Press: Teams may full-court press only during last 5 minutes of the game. Any press is allowed.​Penalty: Only one warning per half for each half, a team  technical foul  will follow.Free Throws: The free-throw line will be at 15 feet. Shooters may touch the line but not completely cross over the line with his/her foot on free-throw attempts. Youth Basketball Senior Division The Senior Division consists of up to 10 players, ages 11-13, with five players on the court. Basket height: 10 feet, Basketball size: official; Free throw line: 15 feet. Defense: Teams must play man-to-man defense in the entire 1st half. Teams may play either man-to-man or zone defense in the second half.Penalty: One warning per team and then a team technical foul will be assessed.Man-to-man Defense: The defensive player must be within a six feet guardian position, A defensive team may double-team a player who has the basketball. Defensive team cannot double-team a player who does not have the ball. Officials will give one warning per half to each team. Further infractions will result in a technical foul.Press: Teams may employ a full-court press at any time during the game. During the first half, the teams must play only a man-to-man full court press, if they decide to press. Youth basketball is a low-cost team sport option that provides an opportunity for kids of all ages to reap the benefits of physical activity and sportsmanship. It also provides children the chance to learn the basics of the game so that those with the talent and inclination are ready to play at the high school level.