Affirmative Action Essays - Social Inequality, Affirmative Action

Affirmative Action Essays - Social Inequality, Affirmative Action Affirmative Action Affirmative Action: Reverse Discrimination? Affirmative Action is a hot issue in the United States, with wide differences of opinion over the correct way to expand opportunity for people who have historically been discriminated against. With the philosophical difference behind the legal and political tensions is deep. One side wants a total rollback of affirmative action programs, making individual merit the only criterion for hiring and promotional considerations. While the other extreme wants affirmative action to be pushed until the racial makeup of all professions mirrors the racial makeup of US society exactly. While both these sides are to the greatest ends of the argument there needs to be an approach to come up with a medium. This could include laws to force companies to vigorously recruit and develop minorities for professional and managerial jobs. However, there should not be any outright quotas, which reserve a certain number of slots for particular minority groups. This will cause resentments and constitutional obs tacles down the road. The objective here is not to do away with affirmative action in one sweep, rather to seek out strategies to help promising minorities and match them with opportunities they have rightfully earned and deserve. Now, what does the law say? Although Title VII has an affirmative action component part of it, most regulations stem from a requirement imposed by Executive Order 11246. There are a lot of misconceptions about affirmative action and what laws companies actual have to follow. One is that all companies are required to adhere to the laws under affirmative action, this is not the case. Executive Order 11246 states that once a company enters into a contract with a federal governmental agency that exceeds $10,000 it must abide by the affirmative action rules and regulations. These regulations include, but are not limited to, the following: to post in a conspicuous place, available to all applicants, provisions of the nondiscrimination clause; include in contractor's advertisements that all qualified applicants will receive consideration without regard to race, color, religion, gender, or national origin; include statements of these obligations to all subcontractors; and furnish all informa tion and reports to the Secretary of Labor for purposes of investigation to ascertain compliance with the executive order and its regulations. In addition to the above regulations if a corporation enters into a contract of $50,000 or more additional requirements are put in place. A Corporation must develop a written action plan within 120 days of the beginning of a governmental contract. They must also perform a workforce analysis, which must indicate how many women and minorities are in job categories ranging from unskilled workers to managerial employees. These are the basic rules and regulations companies and corporations must follow in order to be within the compliance of the law. There have been several major court decisions that have helped define the application of the statutes and regulations. One of the biggest and earliest cases was that of Regents of the University of California v. Bakke. This case was not against an individual's employer rather against a university. Bakke applied to Davis for two consecutive years but was rejected on both occasions. In both years, applicants with lower scores than Bakke were admitted due to a special admit program. Davis had a program that says applicants who are not of minority status are totally excluded from a specific percentage of the seats in the entering class. When the State's distribution of benefits hinges on the color of a person skin, that individual is entitled to a demonstration that the challenged classification is essential to promote a tangible state interest. For this reason the court's judgment was that Davis' special admission program was invalid under the Fourteenth Amendment. Another case, that di d deal with the employer-employee relationship, was United Steelworkers of America, AFL-CIO v. Weber. In this case a white employee sued because his employer adopted a voluntary affirmative action plan reserving for black employees fifty percent of the openings in a training program. Because the company had put in place a voluntary program to eliminate an apparent racial imbalance the Supreme Court held that the program was permissible and did not unnecessarily trample the rights of white employees. These are just

Summer Reading List Essay Example

Summer Reading List Essay Example Summer Reading List Essay Summer Reading List Essay Essay Topic: A Thousand Splendid Suns English 12 Summer Reading Teachers: Helen Dunning [emailprotected] or. kr, Jim Burwell [emailprotected] or. kr Here is the summer reading list for English 12- A Thematic Study of World-wide Literature. This is required summer reading. Reading these books will expand your vocabulary, build your personal library, start preparing you for university study, and guide the discussions for much of the first semester. 1. Order the TWO books and order them early. How to Read Literature Like a Professor: A Lively and Entertaining Guide to Reading Between the Lines, by Thomas C. Foster (336 pages) USD 14. 00 ISBN-10: 006000942X ISBN-13: 978-0060009427 AND Choose ONE of the following: Nectar in a Sieve by Kamala Markandaya (208 pages) ISBN-10: 0451528239 ISBN-13: 978-045152823 A Thousand Splendid Suns by Khaled Hosseini (432 pages) ISBN-10: 159448385X ISBN-13: 978-1594483851 A Handmaids Tale by Margaret Atwood (311 pages) ISBN-10: 038549081X ISBN-13: 978-0385490818 2. Read How to Read Literature Like a Professor. You may have already read parts of this, but reread them, and read the chapters you missed last year. 3. For ten of the chapters, write 1-2 questions that require someone to consider the topic of the chapter and apply it to any literature text. The questions cannot be questions that merely ask for something to be identified or defined. The questions should require you to evaluate or interpret characters, settings, plot, language or details (quests, food, vampires, etc) and their implied, connotative, symbolic (or otherwise) meaning in a literature text. Consider questions that would lead you to conclusions similar to those Foster discusses in the examples in his book. eg. If it’s not just rain, what is it? What is the purpose of the rain in the literature text? This references chapter 10, and in order to be answered it needs to be applied to a literature text as the answer could be different depending on how you read the text and which text you read. You will need 10-20 questions in total. 4. Read your novel. 5. Choose the three most challenging questions you wrote for How to Read Literature Like a Professor. Answer these questions, in no more than 200 words. Organize your answer appropriately. 6. Bring both books to class on August 13th, 2012. Books and the written assignment are due then. Be ready for: Discussions of gender and equality. Your book will form the basis of discussions, an essay and/ or a group or individual presentation. Checklist for August 13th: Bring the following to your first English class: ____ Your copy of How to Read Literature Like a Professor ____ Your copy of the novel. Be prepared for a reading comprehension quiz or essay ____ A hardcopy of your questions for How to Read Literature Like a Professor ____ A hardcopy of your answers to the three most challenging questions you wrote, as applied to your novel

Scott v. Sanford Case Study Example | Topics and Well Written Essays - 500 words

Scott v. Sanford - Case Study Example Upon his owners return to Missouri, Dred was then sold to Sanford who became the defendant in this case. The basis for the suit was that according to Abolishonist lawyers, Dred and his wife had lived on free ground for a period of time, with his daughter even born in the free states and therefore, could no longer considered a slave and was in effect, a free man. The main issue of this case was that Dred was asking the courts to decide as to whether he was no longer a slave and instead was not a citizen of the land and as such, should be accorded the same rights as a free man under the U.S. Constitution (Dred Scott v. Sanford, n.d.). Dred sued for his freedom in 1853 in the federal court of New York under the Diversity jurisdiction provided in article 3. section 2 of the U.S. constitution. Judge Robert William Wells who heard this case directed his jury to base the merits of the case on the Missouri law. As per the facts of evidence, Dred lost. All because he failed to present a witne ss who could attest to the fact that he was indeed a slave for Sanford. As expected, a case of this magnitude at the time found its way to the U.S. Supreme Court where it was heard and decided upon by Chief Justice Roger B. Taney who was known as former slave owner in Maryland. It was his decision on this case that made Dred v. Sandford a highly precedential case since Judge Taneys decision effectively invalidated the Missouri Compromise (The Dredd Scott Decision, 1996). In his courts decision, seven out of 9 judges declared that â€Å"no slave or descendant of a slave should be considered a citizen of America.† (The Dredd Scott Decision, 1996). As such, Dred had no right to sue an American citizen, nor sue for his freedom in the federal courts. He was in effect, still a slave. Taney declared that the U.S. Constitution explains that no man should be deprived of his property and as such Dred,

The Best Workplaces Essay Example | Topics and Well Written Essays - 2000 words

The Best Workplaces - Essay Example Toyota Company also holds joint-ventures with TPCA Company in Czech Republic, Kirloskar in India, GAC in China, and Sichuan FAW in China. Toyota Company is headquartered in Toyota city, Aichi with several regional headquarters spread across different regions of the world. The company has good strategic management principles and philosophy, which has helped it to remain at the top of automobile producers globally. The production system of the company is based on lean manufacturing and just in time production, which have helped the company to produce quality vehicles. These philosophies have also helps the company to boost its brand name in the market enabling it make more sales thus increasing its profits. In 2012 and 2013, the company is said to have produced more than 10 million vehicles making it the first automobile company to produce 10 million vehicles per year. According to research there are four main elements that have enabled them to progress over the years; long-term thinking before decision-making, good problem solving techniques, continuous employee development, and continuous solving of problems which helps in organizational learning (Crawley, Swailes & Walsh, 2011). The main reason why Toyota Company was selected for this research is its steady development and progress over the years. Employees play a key role in a company’s development and as such, it means that Toyota have good human resource management skills that are helping them to nature their human resources in a way that will help the company to grow and become the world leading automotive producer (Crawley, Swailes & Walsh, 2011). Another reason why it was chosen for this research is that my uncle works there, as a line manager is the China branch. He has been my role model since I was young and want to embrace his career path. After finishing college, I will seek an internship with the company with prospects of being taken as a management trainee and later

Research on Zara Paper Example | Topics and Well Written Essays - 500 words

On Zara - Research Paper Example Not a single reason for the cause, several reasons account for Zara’s popularity and its standard along with world wide recognition. Obviously the very first fact is its vertical integration, with operations including design, textile manufacturing, and dying, permits the company to respond extremely quickly to market conditions and fashion trends. This makes Zara, a flagship chain store of Inditex, a fast fashion for youth. Another remarkable difference is that unlike other international clothing chains, Zara makes more than half of its clothes in-house, rather than relying on a network of slow-moving and disparate suppliers. This type of innovation management renders swiftness and efficacy throughout its operations and consequently Zara can make a new line from start to finish in three weeks, against an industry average of nine months (Zara International Inc). Another key factor for Zara’s success is its strategic management, it does not spend money on advertisements; instead they spend money on anything that would enforce speed and responsiveness of the business chain. They invest heavily in production and distribution facilities to fluctuating demand. Furthermore, instead of more quantities per style, Zara produces more styles roughly 12,000 a year. Thus even if a style sells out very quickly there are new styles already waiting to take up the space. Fresh produce, moving in step with fashion trend and updated frequently the ingredients are just right to create the sweet smell of success. Moreover, the effectiveness in ownership and control of production is the one in list of success causes. Most other competitors like GAP and H&M, completely outsource their production to factories around the world, many of them in low cost Asian countries. In contrast, it is estimated that 80 percent of Zara’s production is carried out in Europe that is, in owned or

Linear Variable Differential Transformer and Strain Gauge Transducer

Linear Variable Differential Transformer and Strain Gauge Transducer There are many types of transducers displacement measurements, Linear variable differential transformer (LVDT), capacitive transducer, potentiometer transducer, resistive transducer, optical transducer, etc. For our experiments purpose we use the LVDT, since its able to produce high output for relatively small displacement and for strain measurement we use the strain gauge transducer. Linear Variable Differential Transformer(LVDT): The linear variable differential transformer (LVDT) is a type of electrical transformer used for measuring linear displacement. The transformer has three solenoid coils placed end-to-end around a tube. The centre coil is the primary, and the two outer coils are the secondarys. A cylindrical ferromagnetic core, attached to the object whose position is to be measured, slides along the axis of the tube, the figure below shows the construction of the LVDT. When an alternative current is applied into the primary coil, a voltage is induced in each secondary core; those voltages are directly proportional to the mutual inductance induced with the primary. As the core moves, these mutual inductances change, causing the voltages induced in the secondarys to change. The coils are connected in reverse series, so that the output voltage is the difference between the two secondary voltages. When the core is in its central position,the distance between the two secondarys is equal ,hence equal but opposite voltages are induced in these two coils, so the output voltage is zero. When the core is displaced in one direction, the voltage in one coil increases as the other decreases, causing the output voltage0 to increase from zero to a maximum. This voltage is in phase with the primary voltage. When the core moves in the other direction, the output voltage also increases from zero to a maximum, but its phase is opposite to that of the primary. The magnitude of the output voltage is proportional to the distance moved by the core (up to its limit of travel), which is why the device is described as linear. The phase of the voltage indicates the direction of the displacement. Because the sliding core does not touch the inside of the tube, it can move with little friction, making the LVDT a highly reliable device. LVDTs are commonly used for position feedback in servo-mechanisms, and for automated measurement in machine tools, control systems, robots, and many other industrial and mechanical systems. Strain Gauge: Strain gauge transducers are kind of sensors that transduce(convert) strain applied into an electrical signal ( usually voltage) for the purpose of pressure sensors applications, force and torque measurements. It was invented by Edward E. Simmons and Arthur C. Ruge in 1938, the most common type of strain gauge consists of an insulating flexible backing which supports a metallic foil pattern. A strain gauge is simply a resistor, whose value varies with strain in the material to which it is bonded. They can be used in various fields when a readable value needed to be modeled from a force or strain applications. The construction of the strain gauge sensor is as shown in the following figure. As seen in the figure it has a fine resistance wire, sensitive for load weights. Objectives: To obtain a characteristics of the LVDT and Strain gauge sensor. To obtain a mathematical equation for the sensors response. To obtain distance measurement using LVDT and Strain Gauge sensor and convert it to a Human readable form. Objectives: To obtain a characteristics of the LVDT and Strain gauge sensor. To obtain a mathematical equation for the sensors response. To obtain distance measurement using LVDT and Strain Gauge sensor and convert it to a Human readable form Significance of the problem: By doing this experiments, the functions of LVDT can be learnt. The LVDT advantages might be useful for lots of project such as measurement process, silent process, and any process that needs fast output generation. The disadvantages of LVDT also can be observed by doing this experiment, which are important to be learnt. By knowing the disadvantage, students can take these matters into consideration during system designing process. The importance of Strain gauge also can be learnt in this lab topic. In robotic system, force measurement is very important. The voltage used must be relevant depending to the load given. Energy wasting will happen if relation between load and voltage is ignored. Nowadays many companies want to produce something that saves energy and environmental friendly, so strain gauge can help to achieve that objectives. 1.3 Background and Literature Review LVDT Linear variable differential transformer is popularly known as LVDT. The LVDT contains one primary winding, and two secondary windings connected to each other in series opposing manner as shown in the figure below. The body whose displacement is to be measured is connected to the iron core. According to Haresh Khemani in Jan 28, 2010, graduate of Mechanical Engineering from University of Pune, India, LVDT comprises of the differential transformer that provides the AC voltage output proportional to the displacement of the core passing through the windings.. According to him too, LVDT is basically a differential transformer, whose voltage output is linear to the displacement of the object hence it is given the name linear variable differential transformer. Meanwhile, according to Measurement Specialties Incorporation.,a leading global designer and manufacturer of sensors and sensor-based systems, An LVDT, or Linear Variable Differential Transformer, is a transducer that converts a linear displacement or position from a mechanical reference (or zero) into a proportional electrical signal containing phase (for direction) and amplitude information (for distance).. According to this company, the operation does not require electrical contact between the moving part (probe or core rod assembly) and the transformer, but rather relies on electromagnetic coupling; this and the fact that they operate without any built-in electronic circuitry are the primary reasons why LVDTs have been widely used in applications where long life and high reliability under severe environments are a required, such Military/Aerospace applications. LVDT have been used widely in many applications. Companies such as Trans-Tek Inc. had done so many applications on LVDT such as LVDT use in ATM to Sense Dollar Bills by using miniature transducers, such as the Series 230 AC-AC LVDT. The low mass core is ideal for systems with low driving forces or high acceleration and, therefore, will not adversely influence the delicate nature of these applications. One application requiring a miniature LVDT is the multiple bill detector of an automated teller machine, or ATM. This mechanism is capable of detecting single, double and triple bills, as well as folded, taped, overlapping and soiled bills. Combining an AC-AC LVDT with the necessary electrical components will result in a relatively low-cost system with high-end performance. AimRite Holdings Corporation is a pioneer in the field of computer controlled suspension technology for the automotive industry. Targeting mainly sports utility vehicles (SUV) trucks, buses and RV.s, AimRite.s trademark product the COAST system uses the Model 0283-0000 AC-AC LVDT for continuous position feedback. This advanced suspension design offers numerous benefits including: luxury car ride with sports car performance, on-road and off-road application, replacement of sway bars and shock absorbers, simultaneous control of all vehicle dynamics, compatibility with conventional or air springs, reliability and flexibility at a minimal cost, and robust construction. Strain Gauge According to National Instrument, Strain is the amount of deformation of a body due to an applied force. More specifically, it is defined as the fractional change in length, As shown below it can be seen that strain can be positive (tensile) or negative(compressive) depending on the direction of force given. The strain gauge is one of the commonly used strain measurement sensors. It is a resistive elastic unit that changes in resistance is a function of applied strain. Where R is the resistance,  Ã‚ ¥ is the strain, and S is the strain sensitivity factor of the gage material (gage factor in some books). The majority of strain gauges are foil types, available in a wide choice of shapes and sizes to suit a variety of applications. They consist of a pattern of resistive foil which is mounted on a backing material. They operate on the principle that as the foil is subjected to stress, the resistance of the foil changes in a defined way. According to University of Massachusetts Lowell, strain gauge is a sensor used to transfer a mechanical strain to a quantifiable output. The strain gauge has a resistance which changes as a function of mechanical strain. Although the change in resistance can be quantified using an ohm meter, signal conditioning is used to convert the change in resistance to a voltage. The voltage may then be amplified, thus reducing quantization errors. The relationship between the input strain and the output voltage may be determined using the system sensitivity. In practice, strain measurement involves quantities larger than few milistrain, Therefore, to measure the strain; it requires accurate measurement of very small changes in resistance. To measure such small change, strain gauges are always used in a bridge configuration with voltage excitation source just like the Wheatstone bridge shown below From the equation, when R1/R2=R3/R4, output will be zero. Under this condition, bridge is in balance state. Any change of resistance will give value to output voltage. So if R4 is to be change into active strain gauge, any changes in the gauge resistance will unbalance the bridge and produce nonzero output voltage. In 1992, a patent on Strain gauge for medical applications by Bowman, Bruce R. (Eden Prairie, MN) is published. It is a strain gauge for use in certain medical applications, such as sensing the occurrence of an apnea event. The device is also applicable to monitoring mechanical motion associated with other medical conditions. The strain gauge actually measures the change in DC resistance produced by stretching and compression of a number of carbon deposits coupled in series on a longitudinally extendible substrate. This extendibility is produced by suitably die cutting a flexible but inherently inelastic insulative substrate. The easily produced device may be used externally or encapsulated for implantation. Meanwhile in 1987, Strain gauge scale for weighing fish patented by Reder, Lawrence H. It is a portable scale particularly for weighing fish and normally hand held and which includes a strain gauge for sensing the weight of a fish and the strain gauge providing a leg of a Wheatstone Bridge to provide the measuring of the strain placed upon a member to which the fish is attached. The unit includes battery sources for the required power and includes an LED display unit for reading of the weight of the fish. A zero set may be incorporated in the circuitry or a reset to zero reading may be provided. The unit provides a portable, accurate scale for weighing of fish and the unit may also include selective sensing circuitry for reading of other inputs such as temperature of water. 2.0 Methodology: In this experiment we are using the DIGIAC 1750,Digital-multimeter and oscilloscope. LDVT: Its intended to measure the rectified output voltage using a digital multimeter set on the range of 20V DC. The analog multimeter also used to compare the results when using it against a digital multimeter. The procedure for conducting this experiment are as follows: The circuit is connected as in Figure 6 with the digital multi-meter on the 2V DC range to monitor the output of the Full-Wave Rectifier. The power supply is switched ON. AC Amplifier gain is set to 1000. Gain Coarse and Gain Fine control of Amplifier #1 is set to 100 and 0.2 respectively for and adjusted to produce zero output with zero input. The core position is adjusted by rotating the operating screw to the neutral position to give minimum output voltage (voltage from the digital multi-meter). The result is recorded as in Table 1 below Table 1 The core control screw is rotated in steps of 1 turn for 4 turns in the clockwise direction and the result is recorded. Then the control screw is turned in the counter clockwise direction and the result is recorded. The graph of output voltage from the analog meter readings against core position is plotted. Strain Gauge: The circuit is connected as in Figure 7 below. Amplifier#1 coarse gain is set to 100 The power supply is switched on and the offset control of Amplifier#1 is set to produce zero voltage output under no load condition. Figure 10 : electrical connection of strain gauge Ten coins with similar weights(10 cent coins) are placed on the gauge and the gain fine control is adjusted to produce 7.0 voltage output One coin is placed on the load platform and the value is recorded in table 2 Table2 Step #5 is repeated and all values are noted in the table The graph of output voltage against number of coins is plotted. Another set of ten coins (20 cents) are placed on the load platform and the steps from 4 to 7 are repeated. Results and Analysis: Linear Variable Differential Transformer (LVDT) : The data shown in the following table shows the reading of both the analog and digital multi-meter for 4 turns in the clockwise and anti-clockwise directions after calibrating the core position into the initial neutral position. The results recorded in the table above then plotted on the graph in figure 11, showing the relationship between the output voltage for every respected trun of the core position. The result transformed from the table into the graph resembles the theoretical graph. The maximum negative and positive turn generate maximum voltage. When the turn is at neutral position, the voltage is almost zero indicate that both secondary coils have slightly same value. The graph is not perfectly a straight line due to external disturbance such as electromagnetic field source came from hand phone and other devices Strain Gauge: For this experiment we used two different types of loads with different weights, one with 10 cent coins and the other using 20 cent coins. The purpose of using those two different loads is to ensure accuracy and precision since the output should be the same as long the threshold values are set to be the same for both types.   The plot graph in figure 12 shows number of loads (10 cent) vs. output voltage is a transformation of the readable data into realistic form, which show linearity between the output voltage and the weight of a load. When no load is applied on the strain gauge, the voltage measured is 0V indicated that there is no resistance on the device. Using 10 cent coin, the graph generated is as expected, a linear graph To test the consistency, we used 20 cent coin and the graph generated is almost same as 10 cent coin experiment. 4.0 Discussion: 4.1 LVDT: The outputs produced are actually small, like can be seen in the data record for Digital multi-meter. So amplifiers are used to amplify the output so that the pattern of the output can be observed more clearly. Then, mathematical expression can be obtained. Let say, 9V is the highest output voltage that can be obtained. By using linear equation y = mx + c y is the output voltage x is the number of turns m is the sensitivity c is the displacement/offset For Expected Output: c = 0 because the values touches y axis at 0V. m= (9-0) / (4-0) = 2..25 V/turn So the mathematical expression is: y = 2.25|x|, since for -ve turn, the output is same for +ve turn. For Experimental Output: c = 0.5 For +ve turn, averagely, m = (9-0.5) / (4-0) = 2.125 V/turn So the mathematical expression is: y = 2.125x + 0.5; for positive turn For -ve turn, averagely, m = -(8-0.5) / (4-0) = -1.875 V/turn So the mathematical expression is: y = -1.875x + 0.5; for negative turn Even though the output generated is increasing as the number of turns increases, but the pattern of output readings are not smooth just like the expected output. It can be seen in figure below that the experimental values are not totally linear because the increasing rate is not consistent. This might happen because of LVDT disadvantage which is sensitive to stray magnet field. So, during the experiment, any electronic devices that produces magnetic field such as cell phone and notebook must be avoided to be close to the LVDT In term of waveform generated, it can be seen as in figure 15 that during the zero turn, the output voltage is in same phase as input, except the amplitude is lower. Meanwhile during positive turns, the output is lagging the input and the voltage amplitude is higher. As for the negative turn, the output is leading the output and the amplitude is higher. Strain Gauge Same like the LVDT experiments, the output produced by strain gauge is small, so it is amplified by the amplifier to make the observation more clearly. As illustrated in figure 16, it can be seen that the value of output increase as the number of load increases. By doing this experiment using two types of load, the consistency of the system can be tested. By using 10 cent and 20 cent coins as load, two data sets obtained. There are some differences in the values of the output of these two data. It suppose to give the same value no matter what type of load is used since the value of offset and maximum output have already been set at the beginning of the experiment. This might happen because of the external force as example, from the hand when putting the load on the platform and also from the pressure of the room that are not consistent. Even a small change in pressure of environment can affect the output because output from the strain gauge is amplified by 100. For the mathematical expression for this experiment can be obtain by using the same method as LVDT. By using linear equation y = mx + c y is the output voltage x is the number of load m is the sensitivity c is the displacement/offset For Expected Output: c = 0 because the values touches y axis at 0V. m= (7-0) / (10-0) = 0.7 V/turn So the mathematical expression is: y = 0.7x For Experimental Output: c = 0 because the values touches y axis at 0V. For 10 cent, averagely, m = (7.25-0) / (10-0) = 0.725 V/turn So the mathematical expression is: y = 0.725x; for 10 cent For -ve turn, averagely, m = (7.13-0.) / (10-0) = 0.713 V/turn So the mathematical expression is: y = 0.713x; for 20 cent

Victorian Education and the First Part of Hard Times by Charles Dickens

Victorian Education and the First Part of Hard Times by Charles Dickens The education system in the 19th century was one of the more prominent floors in society. Trainee teachers usually began work around 14 years of age, predictably resulting in poor quality teaching. Subjects and topics were drilled repeatedly until set deep into the children’s memories. Numbers of children to a class were incredibly high, meaning there was a huge lack min teacher – pupil relationship. If you happened to be particularly bright then you were likely to be dragged behind whereas if you were unfortunately slow, then you would be left behind with no special help or encouragement. Authorities were very domineering; everybody was expected to be able to follow the system, personal differences were not taken into account in any way productive. Corporal punishment is another feature commonly used by Victorian teachers; children were often beaten because of mistakes, and as you can imagine, violence from teachers was a frequent event mainly due to the narrow minded peremptory conditions. Evidently, the consequences of such an education produced uniformity to such a degree that linked each child into the system. The sense of depersonalisation that consumed the tender young imaginations, so vivid and active - the impersonal existence that dissolved away any trace of flourishing enthusiasm and discarded the dregs; deadpan, stunted adults. All the same, and all plugged into the same matrix. The novel Hard Times powerfully reflects Dickens’ personal interest in the education system. He seems to have taken samples from particular features of education and amplified them to create a fictional scenario constructed from reality. Th... ...ian education absolutely horrifies me (probably due to my love of expressive arts), and I think that there is no way that the humiliation and dehumanisation could have had any positive affect on the children. There was no stimulation or variations of syllabus for different levels of academic intelligence and I think that the introduction of these things have had a positive and productive outcome. I am curious to read on having reached this point, especially to look into how the young Gradgrinds turn out. I’d also like to see how Sissy is affected by the system – if she is at all. One of the things that really makes me want to read on, is the introduction of several new characters fairly early in the story; the way they are linked to each other and how they differ as individuals seems to entice my imagination – I want to know what’s going to happen next.

Auditing of Educational Institutions

INTRODUCTION;2 DEFINITIONS3 Auditing3 Financial statements:4 Educational institutions4 FINANCIAL AUDITING:5 Objectives of auditing:5 Primary objects6 Subsidiary objects:6 General Principles Governing an Audit of Financial Statements6 Qualities of an auditor:7 Types of audit:7 Statutory audits:7 Private audits7 Internal audits:7 Required procedures:8 Auditors report:9 AUDITING OF EDUCATIONAL INSTITUTIONS9 INTRODUCTION:9 Background of auditing educational institutions:9 Reasons and purposes of auditing school accounts:10 Expectations of the schools’ accounts auditor:12 Types of auditing13 Internal auditing14 External auditing:15 Records and books of accounts for external auditing. 17 Audit report21 CONCLUSION22 Reference23 INTRODUCTION Since schools are public agencies, their raising and spending of money must be reviewed on a yearly and needs basis. This paper reviews auditing in educational institutions and specifically Kenyan Educational institutions. The paper starts by giving detailed definitions of key words which are essential in the discussion of auditing. However, a background to financial auditing is first discussed to give an insight on the same. Areas of general auditing covered include: need of auditing, objectives and general principles of auditing, qualities of an auditor, required procedures and the auditor’s report. Having discussed auditing in general, the paper goes further to discuss auditing in educational institutions and starts by giving a background to the same, reasons and purposes of auditing school accounts, expectations of the school accounts auditor, types of school auditing, records and books of accounts used for auditing and finally the audit report. DEFINITIONS Auditing The Auditing Practices Board (APB), (2002), defines audit of financial statements as an exercise whose objective is to enable auditors to express an opinion whether the financial statements give a true and fair (or equivalent) of the entity’s affairs at the periods and of its profit or loss or income and expenditure for the period then ended and have been properly prepared in accordance with the applicable reporting framework. for example relevant legislation and applicable accounting standards ) or where statutory or other specific requirements prescribe the term present fairly. Okumbe (1998), states that auditing deals with the investigation of the financial records of an educational organization in order to ascertain the objectivity and accuracy of the financial statements. Okumbe further suggest that auditing is an activity which appraises the accuracy and completeness of the accounting system applied by the educational organization. According to Milli champ. A (2006), auditing is an activity carried on by the auditors when he verifies accounting data determines the accuracy and the reliability of accounting statements and reports and then reports upon his efforts. Millichamp asserts that, it is an activity carried out by an independent person with the aim of reporting on the truth and fairness of financial statement. Wango (2007) defines auditing as the assessment of accounting records and procedures of a business or government unit by a trained accountant for the purpose of verifying the accuracy and ompleteness of records. Wango illustrates that auditors generally want to determine whether the correct procedures are followed and whether embezzlement or other illegal activity occurred. Nyongesa (2007) defines auditing as a systematic method of determining whether or not school funds and property have been used in a proper way. According to him, audits are proposals of school finances and property practices and records. Auditing therefor e is a detailed study of the control of books and accounts such as subsidiary records. The study determines legality, accuracy, accounting and application of how school funds for example, have been utilized. This paper will however adopt a definition given in a UNESCO report of 2007, thus, auditing refers to a process whereby all accounts of the school are examined and evaluated in detail by a competent auditor in order to determine and report on the financial standing of the school for the period under review. Financial statements: According to business dictionary. om:financial management refers to the planning, directing ,monitoring organizing and controlling of monetary resources of an organization Educational institutions Thesaurus defines educational institutions as organizations dedicated to education Financial Auditing: According to Millichamp (2006), the problem which has always existed when managers’ report to owners is: can the owners believe the financial report. This is because the report may contain errors, not disclose fraud, be inadvertently misle ading, be deliberately misleading, fail to disclose relevant information or fail to conform to regulations. Millichamp suggests that the solution to this problem of credibility in reports and accounts lies in appointing an independent person called an auditor to investigate the report and report on his findings. In general, published accounts are required to confirm to the accounting standards. Part of the auditors’ duties is to assess whether or not the financial statements he is auditing do comply in general and in detail with the accounting standards. Auditing is carried out by accountants in public practice. Accountancy is a profession and professions have certain characteristics including an ethical code and rules of conduct. Objectives of auditing: The auditor should be an independent person who is appointed to investigate the organization, its records and the financial statements prepared from them and thus form an opinion on the accuracy and correctness of financial statements. The primary objective of an audit is to enable the auditor to say that these accounts show a true and fair view or of course to say that they don’t. The main objects of an audit according to Millichamp (2006) can thus be categorized as below: Primary objects To produce a report by the auditor of his opinion of the truth and fairness of financial statements, so that any person reading and using the m can have belief in them. The auditor gives his opinion on those financial statements taken as a whole and thereby to produce reasonable assurance that the financial statements give a true and fair view (where relevant) and have been prepared in accordance with the relevant accounting or other requirements. Subsidiary objects: * To detect errors and fraud. * To prevent errors and fraud by deterrent and moral effect of the audit. To provide a spin-off effects General Principles Governing an Audit of Financial Statements The financial statements audited under international standards iv are the balance sheets, income statements and cash flow statements VI and the notes thereto. The first International Standard on Auditing, ISA 1 (Subject matter Number 200) vii, discusses the principles governing an audit of financial statements: a) ISA 200 (1) st ates that an auditor could comply with the Code of Ethics for Professional Accountants issued by IFAC. ) ISA 200 further states that the auditor should conduct an audit in accordance with International Standards on Auditing. c) The term â€Å"scope of an audit† refers to the audit procedures deemed necessary in the circumstances to achieve the objective of the audit. d) An audit in accordance with ISAs is designed to provide reasonable assurance. e) There are certain inherent limitations in an audit that affect the auditor’s ability to detect material misstatements. f) The audit of the financial statements does not relieve management of its responsibilities. Qualities of an auditor: Auditors being professionals are expected to uphold certain qualities. Some of these qualities according to Millichamp (2006) include: independence, competence, and integrity. Types of audit: Statutory audits: These are audits carried out because the law requires them Private audits These are conducted by independent auditors because the owners desire it and not because the law requires it. Internal audits: These are conducted by an employee of an organization or an outside contractor into any aspects of its affairs. It is an independent appraisal function established by the management of an organization for the review of the internal control system as a service to the organization. Required procedures: Before commencing any professional work, an accountant /auditor should agree in writing the precise scope and nature of work to be undertaken. This is done through the medium of an engagement letter. The letter serves the following purposes: * Defining clearly the extent of the auditor’s responsibilities. Minimizing misunderstanding between the auditor and the client. * Confirming in writing verbal arrangement. * Confirming acceptance by the audit of his engagement. * Informing and educating the client. On agreement the auditor observes the following procedures: * Background research * Preparation of the audit plan * Accounting system review substantive testing * Analytical review techniques * Analytical review of financial statements * Preparation and signing of report. Auditors report: At the end of his report when the auditor has examined the organization, its records and its financial statements, the auditor produces a report addressed to the owners in which he expresses his opinion of the truth and fairness and sometimes other aspects of the financial statements. The auditor in his report says that in his opinion, the financial statements show a true and fair view. The reader or user will know from his knowledge of audit whether or not to rely on the auditors’ opinion. If the auditor is known to be independent, honest and competent then his opinion will be relied AUDITING OF EDUCATIONAL INSTITUTIONS INTRODUCTION: Having looked at financial auditing, this section of the paper will now focus on auditing of educational institutions. A detailed background of auditing in educational institutions will be discussed, reasons and purpose, expectations of the school accounts auditor, types of auditing which can/are practiced, records and books of accounts used for audit purposes in schools and finally the schools’ audit report. Background of auditing educational institutions: According to Rajeev (2005), education has turned into a big business now. Apart from the government controlled schools, colleges, institutes and universities , the entry of private sector into these areas have provided not only new opportunities to the chartered accountants who are in service ,but have created an altogether new challenge to the chartered accountant who are in practice. Education institutions are very much different from other business organizations and the process of audit of institutions is also very different, from that of other business enterprises. Wango(2007),suggests that financial management is the process of planning and utilization of school funds in an efficient and effective manner and in accordance with regulations and procedures. Wango says that financial management is an indispensable part of school management. Prudent financial management is usually precondition of a good school since the way schools funds are managed largely determined the overall school performance. The school management and the head teacher are responsible for planning, controlling monitoring school finances. The head teacher is the accounting officer in the school. The head teacher and the accountants (school bursar) must be very vigil on school accounts. Given that Primary and Secondary schools are receiving a lot of money from the government, there is certainly going to be greater pressure to be open and transparent. School funds will be more closely monitored and stakeholders including parents will demand even more efficient use of school finances. Reasons and purposes of auditing school accounts: Okumbe (1998), points out that the purpose of auditing is not to uncover mismanagement or embezzlement of the funds. According to him the major objectives however include: i) To determine whether the financial statement made by an educational organization are accurate in both calculations of figures and in applications of the recommended accounting guidelines. i) To determine whether educational organization uses procedures which comply with legal provisions, policies, and procedures stipulated by the ministry of education or the relevant body. i) To identify any operational problems in the accounting procedures used by the educational organization so as to provide remedial recommendations for improvement. iii) To enable the auditor to form a opinion on the accounting of the financial statement prepared by the school for a given period. Nyongesa (2007) notes that the major purpose of auditing is to protect school property and funds as well as the administrators involved in handling s chool property and funds. He further goes ahead to state that, head teachers are solely responsible for the proper use of school property and money. They therefore need to be protected against any improper use of school money and property by themselves or any other personnel in the school. Formerly, the emphasis on school auditing was placed on the discovery of fraud and detection of errors (Knezevich, 1967). Those two functions are least emphasized in modern times because any auditing is viewed as a means of knowing how property are used in schools. According to Nyongesa, the main purpose of auditing in a school is to: * Protect any school official in charge of school property and funds. Show proper and improper use of property and funds. * Verify that all financial accounts have been accurately recorded. * Provide suggestions in improving the school financial system. * Review all the school operations within a fiscal period. According to a UNESCO report (2002), auditing school accounts is the final stage in the process of managing school funds. At the end of each financial or budget period, the school head has a statutory respo nsibility to prepare and present to school financial bodies an audited financial report. This should give a true and fare view of the financial position of the school. The report states that, in many countries, financial accountability is one of the major responsibilities of the school board of governors/directors and the school head. Government statutes usually include sections outlining the financial principles and practices which boards and heads must follow to achieve accountability for the funds they collect and receive to run their schools. The Ministry of Education also issues financial regulations from time to time whereby audited accounts of a given financial period must be submitted to facilitate financial decisions, for example a case of Kenya where there are grants and donations for the running of free education. Finally, auditing helps the head teachers to improve the schools accounting systems thus enhancing their skills in financial management and evaluates his or her performance. Expectations of the schools’ accounts auditor: Qualified auditors are the only ones authorized to examine and verify the books of accounts of any formal organization. They are skilled in the techniques of auditing and they are governed by international professional ethics. Because auditing of school accounts must be done with reasonable care and skill, the auditor must be professionally trained and qualified with an independent mental attitude about the school. He/she must have reputable and known personal qualities which would support his/her opinion about the schools’ financial statement. School boards of governors are corporate bodies and by state they are responsible for engaging auditors through the terms of a formal contract which is binding to both parties. The contract with the auditor must state clearly the tasks expected, the terms of payment and the date when the report must be completed and submitted to the board. The auditor should not have any vested interest in the school and the contract should be between him and the board but not with the school head. A school head teacher has a statutory responsibility to prepare and submit financial statements which give a true and fair view of the financial standing of the school. Types of auditing There are two types of audits operational in the Kenyan school system: internal audit and external audit. Both audits are used in institutions of higher learning, mostly the universities. The external audits are the only audit used in primary, secondary schools and the teacher training colleges. However, a report by UNESCO (2002), states that every educational organization must carry out the two types of auditing for accountability and credibility of their financial statements because they are public agencies. The inspectorate is charged with the responsibility of conducting the auditing process in schools and the teacher training colleges. An approved firm of accountants is charged with that auditing responsibility especially with the university accounts. As far as the inspectorate is concerned, books of accounts should be in the Provincial Director of Education (PDEs’) office by or before 31st January of the ensuing year for auditing. After being audited, these books should be submitted to the Permanent Secretary in the Ministry of Education (Nyongesa, 2007:133). The types of auditing are thus discussed below: Internal auditing According to Okumbe (1998), there should be an officer whose duty is to perform the tasks of internal auditing. This is because internal auditing enables an organization to appraise the effectiveness of its financial management techniques and control. However, Okumbe asserts that educational managers are expected to be conversant with auditing techniques within the organization so that he/she may help in detecting financial management flaws before it is too late to alleviate them. Nevertheless, some schools are small entities where internal auditing may not be necessary, especially where the accounts staff is competent. In any case, the school head is directly involved to authorizing and approving expenses and signing cheques and the finance committee of the board may inspect and carry out internal control of the funds. UNESCO report (2008), defines internal auditing as a management activity and a service intended to ensure regular and frequent checking on a schools’ financial transactions and records. According to the report, an internal auditor is normally an employee of the school e. g. a deputy head whose main role is to supervise the accounts staff to ensure efficiency in the day to day management of the school finances. Robert (1995), points out that the requirement of multiple signatories for the approval of purchase order constitutes an internal audit of purchasing. The accounting or book keeping department may also perform an audit on the general ledger prior to closing the financial statements at the end of each month. It has been noted that internal auditing is to ensure regular and frequent checking of the financial transactions of the school. A schedule for internal auditing should include and outline the objectives, procedures to be followed the frequency and the methods of communicating or reporting the information to management. An internal audit report should point out areas of weakness and strength in the accounts records and books and draw the attention of management to any irregularities in the transactions. Information from internal auditing must be reliable complete and available on call to enable the head and the board to make quick decisions where necessary. External auditing: Robert et al (1995), defines an external audit as an objective systematic review of resources and operation followed by a written or oral report of findings. According to Robert et al, there are three basic types of external audits namely: the financial compliance audits which address the fairness of presentation of basic financial management in conformity with Generally Accepted Accounting Principles (GAAP);secondly there is the Program compliance audit which is a review of a local agency (LEA) adherence to the educational and financial requirements of specific finding source and lastly the third type is a performance audit which addresses the economy and efficiency of LEAs. This examines the LEAs internal controls for weaknesses which would expose possible mismanagement or fraud. Okumbe (1998), states that external auditing is performed by agencies from outside the educational organization. The main aim being to ascertain that the organization has complied with the stipulated financial control mechanisms. According to a UNESCO report external auditing is an independent report on the financial performance of the school, in accordance with the terms of the contract agreed with the school. The focus of external auditing is on establishing the truth and fairness of the accounts. It gives added credibility to unaudited financial statements and records of the schools financial transactions and confirms their compliance to the statutes. In most secondary schools in Kenya, an external audit is carried out by the quality and standards officers who are specialized in accounting principles. According to Nyongesa (2007), there are four other audits which the school administrator; particularly the head teacher should understand and use. These are: a)Special audits-these are carried out in case of suspicion ,error, or fraud for example; when the head teacher suspects the school bursar of committing a fraud regarding school fees ,they inform the board of governors which then hires an external auditor to carry out special audit to establish the truth. b) Pre-audits –these occur before budgetary transactions commence and are used to guard against fraudulent use of school funds by head teachers . they protect schools official from the embarrassment of unwise spending of school money and wrongful use of school property. ) Continuous audits-occur throughout the year to improve educational program. These should be carried out to ensure that the funds are spent wisely and for the purpose for which they were budgeted for. d) Post audits –carried out immediately the fiscal year to allow for enough time for the budgeting next fiscal year. They help the head teacher to know how much they spent in the previous year and how much less or more they need for each school item (activity) during the coming fiscal year. Finally, the functions of internal auditing and external auditing may seem to overlap but it should be noted that the former is a management measure to ensure the daily efficiency in managing school funds, while the latter evaluates the adherence to the accepted principles, practices and statutory provisions of management in financial transactions. However, when an internal auditing is properly done, it will cut down on the cost of the external auditing (UNESCO report, 2002) Records and books of accounts for external auditing. After signing the contract, the school head must submit to the auditor all accounts; records and books to facilitate his/her work. All the relevant evidence must also be included to enable the auditor to draw conclusions on the state of school accounts. The head teacher should be ready to give oral evidence and to allow any inspection of assets which the auditor may consider necessary because auditors are in highly privileged position and have statutory rights to demand such information and explanations as they consider necessary for the purpose of auditing. Rajeev, 2005) A UNESCO report says that the auditor’s report is reached by a process of examining and evaluating all documents or evidence pertaining to the financial transactions of the school. In a school, books of accounts are usually written and kept by the bursar. A primary record in the school s financial statements is the general ledger. This consists of figures and records from various journals which give the daily records of financial transactions in the; a school cash book where the daily cash income and expenditure is recorded. A petty cash voucher may also be used along with the cash book. Almost all assets, liabilities, income and expenses clear through the cash account and the auditors will spend time carefully examining the cash book to establish the validity and reliability of other financial statements. Rajeev (2005), states that the following areas are also crucial in conducting the audit of any educational institution: 1) The constitution:- * Study the trust deed or any other similar document to ascertain the constitution of the educational institution. Make a note of provisions contained in the regulations which may affect accounts. 2) Minute’s books:- Peruse the minutes of the meeting of the governing body making a note of the resolutions affecting accounts. Ensure that the decisions taken have been duly complied with e. g. sanctioning of expenditures, operation of bank accounts, and rejection of any financial proposal. 3) Fees from students: – * Check the names entered in the students fee register for each month on term, with the respective clas s register, showing names of students on rolls and testing amount of fees charged. * See that the system of internal check ensures that demands against the students are properly raised. Verify fees received by comparing counterfoils of receipts given with entries in the cash book. * Ascertain whether fees paid in advance have been duly considered under the sanction of appropriate authority. * Verify admission fees with admission slips signed by the principal of the institution and confirming that the amount has been credited to a capital fund or separate account if decided so by the governing body * Ascertain whether hostel dues were recovered before students’ accounts were closed and their deposit of caution money refunded. Report any old arrears on account of fees, dormitory rent, etc to the governing body or management committee. 4) Other income:- * Verify any government or local body grant with the memo of grant. * Ascertain the reasons if any expenses have been disallowe d for purpose of -grant. * Vouch the income from endowments and legacies as well as interest and dividends from investment. * Verify the securities in respect of investments held. * Verify rental income from landed property with rent receipt and agreement expenditure. ) Expenditure :- * Ascertain the operation of internal control system over various heads of expenditure * Vouch various expenditure items, noting abnormal or heavy items, if any obtain suitable explanations for significant items of expenditure. 6) Taxation:- * Verify whether the institution enjoys tax exemptions under income tax act * Examine whether the conditions subject to which exemption has been granted have been followed. 7) General:- Verify the fixed assets and ensure the adequate depreciation is provided. * Verify the capital fund and other liabilities. * Note that the investments representing endowment funds for prizes are kept separate and any income in excess of prizes has been accumulated and invested along with the corpus * Confirm that caution money and other deposits paid by the students on admission have been shown as liability in the balance sheet and not transferred to revenue, unless they are not refundable. Ensure that separate statement of accounts have been prepared as regards scholarships ,game fund ,hostel fund ,library fund and P. E,etc. * Verify whether the form and manner of presentation of financial information conforms to relevant accounting standards if any and other applicable legal requirements. * Obtain appropriate representation and certificates from the competent person appointed by governing by or management committee in respect of various aspects covered during the course of audit. Audit report According to Allan (2006), at the end of his audit when he has examined the schools records and its financial statements, the auditor produces a report addressed to the board of governors and other stake holders of the school in which he expresses his opinion of the truth and fairness and sometimes other aspects of the financial statements. An audit report should be clear, constructive and concise. The auditor will point in writing to the authorities; * Any weaknesses /strength in the accounting system of the school. Deficiencies in the financial control system * Inadequacies in the financial policies and practices * Non-compliance with accounting standards and legislation The auditors’ opinion can be unqualified, qualified or adverse depending on the state of the books of accounts and any other evidence the auditor may have examined and evaluated. An unqualified opinion is positive and satisfactory and a qualified reservation about the state of the schools accounts. Conclusi on School funds are the property of the government and citizens. They are meant to be used for the purpose of providing better education for children. There is need for public funds to be protected from any kind of misuse such as fraud embezzlement or theft. In order to ensure that school funds are secure, the head teacher should advise the school committee members or the board of governors to carry out periodic audits. It is unwise to keep postponing audits in a school. Prolonged audits are likely to be very expensive. To protect the funds and ensure effective operation of the school, the head teachers should also protect school funds by providing efficient guidelines to teachers and other school officers dealing with school funds According to Robert (2002), when auditing process determines that money was managed legally, and appropriately, then the school should have the tools to use funds effectively, efficiently and productively. In essence, it is very important for a school head to ensure that there are enough funds for running the school. An appropriate budget identifying all school activities to be prepared and approved must be adopted and properly utilized. For proper accounting and recording, all purchases must be receipted and payments mad kept. References: Barasa, J. M. Nyongesa, (2007), Educational Organization and Management. The Jomo Kenyatta Foundation Enterprise Road, Industrial Area, Nairobi- Kenya Everret, Robert E. Lows, Raymond and Johnson, Donald R; (1995) Financial Management Accounting for School Administration. Reston, VA: Association of School Business Officials International. Gupta, R (2005), How to conduct audit of educational institutions. Issue of chartered accountant Practice Journal. 1st Issue. Hayes S. Rick et al(2002),Principles of auditing . An international perspective . Millichamp A. H. (2006) Auditing . 8th Edition. Thomson Learning, Holborn House, pg 50-51 Bedford Rowi London WCIR4LR. Okumbe, J. A (1998) Educational management. Theory and Practice. Nairobi University Press. Nairobi University, Kenya. Omondi, J. (nd) Management of Finance and Property in Secondary Schools. Handbook Manual for Bursars. Public School Budgeting, Accounting and Auditing, Answers. com. Retrieved on 15/10/2011,1. 22p. m. UNESCO Report (2002), Auditing of School Account Books. Resource Materials for School Heads in Africa. Module Five Unit Six. Wango G. (2007) School Administration and Management. Quality Assurance and Standards in Schools. JKF. Nairobi, Kenya.

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