ISSUES IN GLOBAL LEGAL EDUCATION - Free Essay Example

CLINICAL LEGAL EDUCATION: A PROBABLE SOLUTION TO ISSUES IN GLOBAL LEGAL EDUCATION à ¢Ã¢â€š ¬Ã…“à ¢Ã¢â€š ¬Ã‚ ¦the rigid demarcation between the à ¢Ã¢â€š ¬Ã‹Å"academicà ¢Ã¢â€š ¬Ã¢â€ž ¢ and vocationalà ¢Ã¢â€š ¬Ã¢â€ž ¢ stages needs to disappear; what is required is a new partnership between the universities and the professional bodies at all stages of legal education and training.à ¢Ã¢â€š ¬Ã‚  (ACLEC, 1996) Introduction Education is not simply about training an inquiring and empirical mind. It is not solely about producing that, which can rehearse, disassemble and analyse the most recondite fact. To do that is valuable but there must be training of intelligence that is at the same time, a training of sensibility, a discipline of thought which is also discipline in scrupulous sensitiveness of response. To meet the demands of education and especially of legal education, endeavours should be made to bridge the gap between theory and practice, which might prove to be vital to provide a remedy for other problems in the educational curriculum. Towards this objective, various Bar Associations and Universities are setting up legal clinics. The object of this paper, thus, is just not to explore the extent to which the Langdellian revolution[1] has isolated legal education from the practicing Bar (as some academicians would argue), but to forward the concept of legal clinics to deal with the problems which the current legal education suffers. The legal sphere suffers massively from the problems with vocational, ethical, technical and cultural dimensions. It is pertinent that newer and innovative methods are sought to solve these problems, which make the condition of the profession deplorable. It is proposed in this paper that clinical legal education if properly channelled may go to grea t lengths to make the legal education free from the vices which have crept in. Global Legal Problems: The global legal education is fraught with several problems, be it cultural, vocational, technical or ethical. Each one of it has the capacity to jettison the future aspirations of the current legal education. The most important issue is the diversity in cultural climate. In the latter fifty years of the 20th century, notions of an ideal that were fundamental to an older ideal of law have declined. à ¢Ã¢â€š ¬Ã…“To suggest today that a professional class should represent an ideal of manners and aesthetics in which, most important for the law, fair play and civility are signal virtues, and the à ¢Ã¢â€š ¬Ã‹Å"rightà ¢Ã¢â€š ¬Ã¢â€ž ¢ is distinct from the à ¢Ã¢â€š ¬Ã‹Å"winà ¢Ã¢â€š ¬Ã¢â€ž ¢ or the à ¢Ã¢â€š ¬Ã‹Å"profità ¢Ã¢â€š ¬Ã¢â€ž ¢ is to open oneself to changes both of both elitism and of naivetÃÆ' ©.[2]à ¢Ã¢â€š ¬Ã‚  The professional is now seen as interested more in the self that in the client and more interested in the clientsà ¢Ã¢â€š ¬Ã¢â€ž ¢ return for more business than that some notion of justice or any other goal be served. The degradation has, perhaps, sped the cultural inflation of the nature of credentials, so that the ordinary phenomenon that the cachet of credential will always devalue has been accelerated. New cultural elite have arisen based on fame and salary, which may be more democratic than the old cultural system of elite based on manners and money, but which has had the effect of diminishing the significance of the profession, even at a time when they are more universally accessible for membership than ever before.[3] Thus, the idea that a lawyer should have a particular manner and reflect a particular ideal of behavior or virtue is no longer current and the idea that the legal system should ensure such personality in its graduates is in decline. The role of legal education has changed drastically. Young graduate s are more and more using law as a finishing school and moving away from active practice to alternate careers as in publishing, arts, agriculture, management and host of other spheres. Thus, while the preparation of new lawyers remains a defining element of legal education the product of such a change is decline in undergraduate education. Another significant change is in the attitude of the young generation. The product of the television based, consumer society, the majority of the students have come to expect that education should be entertaining, risk- free and easily accomplished. Students have become purchasers of education, willing to buy only the minimum necessary and resisting the purchase of expensive additions to the product the students initially desired. The commodification of education[4] has in turn led to the schools in lessening the standards of both the admissions and performance. There also remains a challenge to make the lawyers à ¢Ã¢â€š ¬Ã‹Å"goodà ¢Ã¢â€š ¬Ã¢â€ž ¢. One of the most difficult tasks of the law teacher is to find out when the students are to be introduced to handling of ethical conflicts.[5] The present teaching of law, despite increasing contact between legal scholarship and ancillary disciplines, remains largely unaffected by other branches of normative sciences. Like ethical and moral philosophy because of the enduring dominance of positivist legal science within majority of law schools.[6] The law students seem more pre- occupied than ever before with the acquisition of grades, knowledge, know- how and skills determining their entry into legal service industry, thus, their self- notions of justice are getting tarnished. There is a belief that the current structure of legal education (mostly based on the innovations made by C.C. Langdell[7] does not sufficiently integrate theory and practice. This is because of several factors; a few being the gap between the doctrinal/ rules oriented Socratic method and realities of the legal profession has grown in recent years. Tied to this has been the growing dissatisfaction of many practicing lawyers with the product of traditional legal education. Unfortunately, when most law students graduate they are not ready to practice law but instead only ready to begin to learn to practice law through the apprenticeship that they will experience as associates. Thus, it can be said that the law schools have become increasingly alienated from the practicing Bar. Another issue, which permeates in the discussion in the legal circles, is the hiatus between law and technology. With the swift development in technology, especially information technology and cyber law, law finds hard to moulds itself at the same pace. To the cannons of common law intact with such rapid changes, the interpretations to them also need to be changed expeditiously. Clinical Legal Education: A Brief Overview Clinical legal education may be simply described as learning through applicat ion, practice and reflection. It is quite different from the traditional legal education. The lecture- seminar method so common in the education of the law students does not meet the clinical demands, however they are vital as they render vital information being predominantly content and assessment led. Types of Legal Clinics Legal clinics may be divided into three types[8], (a) in- house real client clinics, (b) out- house real client (real world) clinics, (c) simulation clinics. The aims and objective of each are in principle the same- the exposure of law students to law in practice setting and to do analysis, management and process of the problems arising. The in house real client clinics In this model the clinic is based in the law school (hence in- house) and the unit is offered, monitored and controlled in house too. The clients are real with actual problems requiring actual solutions (hence real client[9]). The client base may be selected from the public at large or from a section of the public, for example, staff or students at the institution or through specific referral from other agency (for example law centres, or local solicitors) The service might be advice only or advice and assistance. Clients may be interviewed, advised orally and/ or in writing, and helped with the preparation of their cases. The word à ¢Ã¢â€š ¬Ã‹Å"caseà ¢Ã¢â€š ¬Ã¢â€ž ¢ is not strictly used to mean disputes. Clients may, for example, want to draft a will or discuss a new partnership. This help may take the form of the clinic corresponding with opponents, third parties, their lawyers, insurance companies and the courts. The clinic may offer representation either in a specialist area (like, before an industrial tribunal) or more generally. The clinic may operate as paralegal services (which means that there are no solicitors involved and hence no need to adhere to the Law societyà ¢Ã¢â€š ¬Ã¢â€ž ¢s Codes) or a fully-fledged solicitorà ¢Ã¢â€š ¬Ã¢â€ž ¢s practice . The out- house clinic An attractive alternative or addition to the in-house real-client clinic is a clinic that involves students in existing legal work outside the college or university. Those responsible for running such units effectively tap into existing services. These may be found in private legal practise, local and national governments, private and nationalised industries, and the voluntary sector. Again the format is varied. The clinic is à ¢Ã¢â€š ¬Ã‹Å"real-clientà ¢Ã¢â€š ¬Ã¢â€ž ¢ in the sense that it involves real individual clients and their problems. It is the real world input, coupled with clearly worked out leaning objectives that can turn this into a meaningful learning experience becomes little more than an unstructured observation of someone elseà ¢Ã¢â€š ¬Ã¢â€ž ¢s practice. The clinic may operate on the basis of advice giving only, or it may offer representation as well. Students can, for example, take an option to work with free representation unit. S uch agencies are run by trade union councils and other non-statutory bodies. The clinic might also take the form of placement, short or long term, in, say solicitorsà ¢Ã¢â€š ¬Ã¢â€ž ¢ office or barristersà ¢Ã¢â€š ¬Ã¢â€ž ¢ chambers. The principal difficulty in this approach lies in the supervision and monitoring of the clinic. All supervision in the clinical wok is time-consuming and challenging. Simulation clinic This clinic recreates selected elements of the problems, practice and procedures otherwise found in a variety of real-client work. This may be done in number of ways. Cases can be acted out in their entirety, from the taking of initial instructions to a negotiated settlements or Court hearing. Such sessions can be run as intensive courses (where the concentrated efforts tends to make the exercise increasingly real in the studentsà ¢Ã¢â€š ¬Ã¢â€ž ¢ minds) or spread through all or part of the academic year in weekly slots. Parts of a case might be examined in greate r details that at hat of others, e.g., making a bail application in the criminal procedure or drafting pleadings in a civil action. Particular skills can be concentrated on (e.g., legal research, interviewing or advocacy); using staff, students or professional actors to enable role-play to take place. This type of clinical legal education has several advantages. The risks and unpredictability of the real-client work are removed. The process can be regulated to suit the purpose. The same materials can be run and rerun. The cost of offering a stimulation clinic may be substantially real clinic may be less than real client variety in terms of the intensity of the supervision and the need of clerical support. There is not the same requirement in terms of premises and equipment. The staff and students do not carry the same degree of professional responsibility. Simulation can work well in conjunction with a real client clinic using the real cases as material for reproduction. The drawbac ks are that it is hard to craft exercises and administer the simulation, e.g., finding witnesses or expert opinion and also that simulation has less of the cutting edge feel which is found in the real client experience. Contribution to the objectives of under-graduate legal education It is agreed that if the purpose of clinical techniques were purely to develop technical abilities to become a lawyer, it would not be an appropriate part of the law degree. However, there are some vital contributions that cannot be overlooked: It can provide experience of the most important context of all: how the law actually impacts on the lives of the common people. It can encourage students to reflect critically on what their lecturers tell them. It can challenge the inherent elitism of a course of study based on appellate cases and under complete control of the lecturers by introducing cases at the stage at which they affect ordinary people and providing an outlet for different experience and different perspective. It can bring into focus the ethical dilemmas, which underlie legal decision-making at all levels. It can develop the research, analytical and communication skills which are essential for an effective education. It can help people both to work more effectively with others and to develop independence and self-reliance. Clinical Legal Education as a Solution to Global Legal Issues This section postulates that clinical education would prove to be an effective tool to cure the vices crept in legal field and educational curriculum, mentioned in Part II of this paper. Work in moral developments in other fields suggests that changes in moral judgement are triggered by à ¢Ã¢â€š ¬Ã‹Å"crisisà ¢Ã¢â€š ¬Ã¢â€ž ¢ situations which force you to consider your beliefs.[10] This is precisely the valuable function that clinical experiences can provide, when one, as a student or lecturer, is faced (either in a simulation, or when working with real clients) with uncomfortable choices. Such experiences thus achieve more than making moral dilemmas concrete. They may also provide a focus for a critical view of the legal system, the expectations of practice within it and the laws, which it applies. They may also provide the à ¢Ã¢â€š ¬Ã‹Å"crisisà ¢Ã¢â€š ¬Ã¢â€ž ¢ which can simulate serious reflection on your own m oral judgement.[11] The learning of the professional codes per seven can be best left to vocational stage of legal education. The objective is not to achieve a uniformity of approach to ethical problems but to develop in students an awareness of the ethical elements to legal decision making and to encourage ethical behaviour. Some might adopt a particular position (for e.g., maximising client autonomy) which will inform all their decisions. Others might adopt a more pragmatic approach, recognising a variety of principles as potentially relevant and taking the view that the balance between them should be a function of the particular facts and the circumstances of the case. Julian Webb, in his article[12], argues for a three- stage development. He proposes a first- year foundation course, which explores as part of its remit the ethics of the legal system. This would be followed by a second year legal profession and ethics course, which would combine discussions of how to conduct re al cases. Students undergoing such a course will be exposed to the ethical issues arising from legal systems, law itself and its practice. They will be encouraged to reflect on the material they are working with elsewhere upon their degree from an ethics perspective. Experiencing real and realistic situations is the best way for students to deepen their understanding of the law and to acquire competence in its practice. Competence is an ethical duty. It is pointless to sound ethical standards if one is incapable of achieving the goals suggested. Clinical methods contribute both to your critical understanding of ethical issues, and your ability to put that understanding into effect in an ethical and effective practice.[13] Clinical education brings the students closer to the learning process. It emphasises on à ¢Ã¢â€š ¬Ã‹Å"student- centred educationà ¢Ã¢â€š ¬Ã¢â€ž ¢ rather on a à ¢Ã¢â€š ¬Ã‹Å"teacher- basedà ¢Ã¢â€š ¬Ã¢â€ž ¢ learning. It is the student who actively finds lear ning and not the teacher putting the learning in to the passive student. The curiosity of a student dies when the teacher thrusts his knowledge upon them. It is generally observed that a third year student seldom asks question in comparison to a first year one! Graham Gibbs[14] describes education as what is left when the facts are forgotten (emphasis supplied). What one actually knows, matters little. How one finds, uses and assimilates knowledge is important. How what we learn changes us as a person is far more pertinent than any text. Clinical education provides a student with an urge of intellectual enquiry, which is so profound that the student is bound to get affected by it. It leads to self- analysis and self- contemplation, which is the underlying objective of education. This kind of vocational training provides the student with a rigorous schedule, which is suitable and thus, a wet stone to sharpen not only their skills but also their intellect. Vocational education a lso ensures that education is not treated as a mere commodity, which is bought as much as necessary. The students feel responsible and proud of the work they do, thus they start respecting their own work and work done by others. Thus, they come to know the value of the work and thus the true value of education which cannot be bought and sold. Such massive interaction with practising lawyers also makes them to be abreast with the latest technologies prevalent in the profession. Clinical legal education is a bridge, which connects theory to practice. What is learnt through books is easily forgettable as it is seldom applied, but what is learnt through experience can never be forgotten so easily. Thus, clinical education strikes a balance between the students need to be catered with both, the conceptual and the practical aspects of law. Conclusion It is submitted that the concept of legal clinics has yet not been properly concretised, if shaped somewhere, then, it is yet no t properly exploited, explored and utilised. Legal clinics, like a medical clinic has the potential to upgrade the standard of the law students and instill them with more confidence and enthusiasm for the subject. It also gives the student, specially the undergraduate ones, a critical eye over the field and thus makes him aware of the challenges ahead. However, the idea needs to get more organised as it suffers from certain problems. Any discussion of clinical education would be incomplete without a consideration of recourse implication. Thus, the first and the most important problem is of finding and securing resources. A second question regarding clinical education is how do we do the assessment part of the learning? Assessment in a form other than examination or essay assignment can be labour intensive. It is sometimes difficult to ensure that all students, especially in real- client work, are exposed to some quality of material on which they are to be assessed. An assessor ma y also fall prey to unconscious discrimination towards the student he enjoys to work with. However, it is submitted that if the virtues of the clinic are as claimed- an enhanced student centred learning experience which complements the study on the rest of the course- the resources given must be weighed in terms of its overall educational outcome. It other words, the clinic may cost more than other units on a programme, but it may produce more in terms of the quality and even quantity of education that results. The legal clinic is not only to stay but also has an important role fill in the education of lawyers. This has been already acknowledged in UK as the Lord Chancellorà ¢Ã¢â€š ¬Ã¢â€ž ¢s Advisory Committee shows. The establishment of CLEO has been a vital step towards the acceptance of clinic methods. Rest of the legal world should soon follow the footsteps of UK. [1] After Mr. C.C. Langdell. Appointed dean of the Harvard law school in 1870, helped to create the modern paradigm of legal education. He was instrumental in establishing the use of case books and Socratic Method at Harvard. [2] Sheppard, Steve, à ¢Ã¢â€š ¬Ã…“The History of Legal Education in the United Statesà ¢Ã¢â€š ¬Ã‚  , Salem Press Inc., 1999, at p. 1 [3] ibid [4] emphasis supplied [5] Kim Economides, à ¢Ã¢â€š ¬Ã…“Legal Ethics- Three Challenges for the Next Milleniumà ¢Ã¢â€š ¬Ã‚ , 1999 [6] P.A. Thomas (ed.), à ¢Ã¢â€š ¬Ã…“Legal Frontiersà ¢Ã¢â€š ¬Ã‚  Albershot, Dartmouth Publishing , 1997 [7] Supra at Note 2 [8] Brayne, H, Duncan, N and Grimes, R, à ¢Ã¢â€š ¬Ã…“Clinical Legal Education: Active Learning in your Law Schoolà ¢Ã¢â€š ¬Ã‚  1st Edn., (1998), Blackstone Press Limited, at p. 12 [9] Sometimes also referred to a Live Client, however, increasingly becoming uncommon, as there is no antonym of it which can be used. [10] F. Osle r and A. Schufli: à ¢Ã¢â€š ¬Ã…“The this line phenomenon: helping bank trainees from a social and moral identityà ¢Ã¢â€š ¬Ã‚ , in G. Lind, H.A. Hartmann and R.Wakenhurst (eds.), à ¢Ã¢â€š ¬Ã…“ Moral Development and the Social Environmentà ¢Ã¢â€š ¬Ã‚  (Chicago: precedent pub. 1985), p. 150, at p.166 [11] Brayne, H, Duncan, N and Grimes, R, à ¢Ã¢â€š ¬Ã…“Clinical Legal Education: Active Learning in your Law Schoolà ¢Ã¢â€š ¬Ã‚  1st Edn., (1998), Blackstone Press Limited, at p. 209 [12] J. Webb, à ¢Ã¢â€š ¬Ã…“Inventing the Good: A Prospectus for Clinical Education and the Teaching of Legal Ethics in Englandà ¢Ã¢â€š ¬Ã‚ , (1996), 30 Law Teach 270 [13] Ibid at p. 231 [14] G. Gibbs, à ¢Ã¢â€š ¬Ã…“Twenty Terrible Reasons for Lecturingà ¢Ã¢â€š ¬Ã‚  , (Oxford Centre for staff Development)

Marketing Plan For Wallingford Bowling Center - 1271 Words

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Question: Discuss about the Corporate Social Responsibility Reporting Quality. Answer: Introduction The following assignment presents the critical analysis on the research article Half a Defence of Positive Accounting Research penned by Paul V. Dunmore. The article primarily states and considers research on positive accounting aiming on development of casual explanations of individual behavior to set accounting other than the existing PAT accounting. The significant argument contended by Paul V. Dunmore in the article constitutes the broader concept of positive accounting rather than only specific accounting theory. The critical analysis of the article includes the identification of authors primary argument involves clear significance in the present accounting situation along with the identification of significant limitations of the article. Summary of the article Considering the above statements, the present article focuses on the positive accounting theory. While conducting and presenting the research the writer has stated that the theory of positive accounting and positive researches are different from each other. Further, Paul V. Dunmore contended that in the present situation, many researches on accounting does not constitute the positive accounting research and involves the critical problem on construction of theoretical models to test the numerical values (Aryee et al. 2015). As per the authors view, research is considered as positive research if the same has been done with the appropriate observation along with the theories test to constitute accounting models. Besides, the accounting researches in current study observations and test of theories are being avoided that became the primary reason behind the accounting researches deception (Miller and Skinner 2015). For the purpose of stating the clear understanding of positive research, the author described the normal science concept presented by Kuhn. Similarly, Dunmore also highlighted and explained the research on positive accounting as an intellectual project that is based on science that includes the identification of cause and effect relationship among different variables of research. Accordingly, it can be stated that the present article has been prepared to provide the appropriate concept of positive accounting as well as positive research along with the appropriate validation (Wilkinson and Durden 2015). Besides, the analysis and description in the research article assists in understanding the potential differences between the current research on positive accounting and actual research on positive accounting. The probable theories have been prepared to clarify the problem areas in the present accounting researches and clarification on the scientific knowledge on epistemology and ontolo gy. Research questions The present research article covers the significant four hypotheses based on the literature of the research article. The present hypotheses contain the assumption of the author about the world that is beyond the reach of human beings therefore, they can comprehend the events of the world by placing their observation (Christensen et al. 2015). The following hypotheses in the present study are based on the literature of positive research or on the basis of positive theory. Moreover, the present hypotheses focus on the positive research observation that has been recognized in the articles literature review and provides the scope and direction for subject research on positive accounting. However, the presentation of hypothesis in the current article has influenced the researcher to consider and observe the probable loopholes in the current research practices on the positive accounting. On the contrary, hypotheses of the research article highlighted the observation with respect to the identification of importance on the positive accounting models during the research. Considering the hypotheses of the research article, it has been observed that each of the hypotheses has been resulted from the literature along with the theoretical framework of the research article. Considering the theoretical framework along with the literature study, identification of actual concept of positive research along with the scientific ontology and epistemology has been developed (Power and Gendron 2015). Similarly, the concept of scientific ontology and epistemology as well as the concept of positive research provides control to the author of research article in order to set the requisite hypotheses considering the real observation of the human behavior in accounting process. Hence, it can be considered that the literature of the study or theoretical framework in the article covers the po sitive research concept along with the scientific concept on ontology and epistemology. Both the concepts provide better knowledge and understanding on the research content to set the concerned hypotheses in terms of positive accounting (Hopper and Bui 2016). Theoretical framework The theoretical framework of the present research article provided the discussion and analysis on the theory of positive accounting that primarily focused on the theory of agency in the specific area of accounting. While reviewing the theoretical framework and literature in the article, Paul V. Dunmore identified the relationship between the principal and agent of the business organization is largely dependent on the appropriate observation of the accounting theory. The investors or principal of the business organization considers the performance of the business agents along with the organizational management while taking the required business decisions (Ruch and Taylor 2015). However, it is essential to observe the proposed business decisions or steps in business activities in view of the potential performance of the organization. Accordingly, it is important to consider the accounting research in the organization through appropriate examination as suggested by the concept of positi ve research. However, the author also identified the differences in the positive accounting research and positive researches in terms of article literature. It has been stated that the positive research should be conducted in accordance with the rational investigation or detailed enquiry. During the early period, many researchers evade the rational investigation while in the present days also many researchers are avoiding the balanced investigation (Michelon, Pilonato and Ricceri 2015). In the earlier investigation method, people believed the influence of unworldly power since they did not examine the actual concepts and did not test the old theories. In the present era, several positive theories have been identified i.e. stakeholder theory or legitimacy theory. Further, it has been recognized the positive accounting theory focused on the connection between people and organizations indicating the biasness in the positive research article. The positive accounting concept in the theoretical framework of the article stated the research on human behavior within the set of accounting theory. Similarly, article literature review identified the qualitative positive research while many people believed that the positive research could be done in the quantitative manner (Cooper 2015). Moreover, the literature review reflected various areas of science with respect to positive research as qualitative nature like geology, botany and zoology stating that positive and quantitative researches are not same. The significance and limitations of the article The present article provides critical understanding in the accounting area of the research mentioning the meaning of positive research. The presentation assists the knowledge on problems of previous research study to improve the research study in the future years. Moreover, the article covered the detailed information and explanations that helps the researchers to test the existing theories in order to achieve the purpose appropriately. One of the primary limitations of the article is the methodology of the research that has been done on the basis of exploratory research design that is difficult to implement (Watson 2015). On the contrary, it requires several quantitative data to analyze and evaluate different test of the theoretical models. Moreover, the author of the research article did not use the requisite quantitative data along with the information for the purpose of hypotheses tests. Another limitation involved in the article is the involvement of qualitative research that st ates the high probability of biasness in the research article along with the lack of appropriate evidence to support the articled argument (Tappura et al. 2015). As a matter of significance, the research article emphasize the problems on positive accounting theory that may not be in accordance with the general trends of human behavior to follow the accounting models. Additionally, in view of the evolutionary perspective, the article presented the predictable ways involving the social life and successful food- gathering required for survival of human beings (Coad, Jack and Kholeif 2015). Further, as an advantage to the evolutionary studies, the article provides different pattern in the effective manner to consider several opportunities over the assigned risk. In view of the qualitative positive research, the research article presented the distinct purpose by gathering developed data in preliminary understanding of certain research phenomenon. The significance of the research article included the adoption of strategic- systems approach to determine the adoption of employment of self-technologies as per the description of the situation. This sys tem assisted the author to present the understanding of competing predictions along with the accepted practice of coding for the purpose of interview and other theoretical situations (Nurunnabi 2015). Moreover, the conclusion of the article has been categorized in accordance with the detailed observation and examination of the theories. Further, the researcher of the article had examined the hypotheses as well as the theories by following the appropriate observation that specifies the conclusion in order to justify with the help of given methodology. It can be said that the research could have done in an easier way if the research design would have been followed in the descriptive manner in accordance with the theory of positivism (Lu, Abeysekera and Cortese 2015). Therefore, the present research article provided the detailed concept of positive accounting research including certain limitations reducing the effectiveness of the research. Conclusion Considering the critical review of the present article, it can be concluded that the findings and discussion of the theory provided clear understanding for the actual significance of positive research. Additionally, the article indicated the differences between the positive accounting research and positive research stating the clear description of test models of accounting. The research of the given article mentioned the concept and knowledge of the agency theory of accounting that was derived with the study of positivism or research on positive accounting. Further, the critical review or analysis identified that actual behavior of human beings in the positive accounting research in the setting of particular accounting. The above- mentioned analysis on the article specified the detailed identification of the possible reasons for the biasness in the positive accounting research. It has been considered that the present research model in the earlier days was not enhanced as per the appropriate examination and verification that affected the research biasness. Similarly, elimination of qualitative research in the research theory of accounting and positive accounting research also affected the biasness of the article and concerned researches. Besides, the critical review of the article, certain limitations has been identified with respect to the utility of the different research theory because of the use of critical exploratory research methodology. Apart from the limitations, considerable significance of the article has been recognized in terms of evolutionary perspective, positive accounting model and strategic systems. Reference List Aryee, S., Walumbwa, F.O., Mondejar, R. and Chu, C.W., 2015. Accounting for the influence of overall justice on job performance: Integrating self?determination and social exchange theories.Journal of Management Studies,52(2), pp.231-252. Christensen, H.B., Lee, E., Walker, M. and Zeng, C., 2015. Incentives or standards: What determines accounting quality changes around IFRS adoption?.European Accounting Review,24(1), pp.31-61. Coad, A., Jack, L. and Kholeif, A.O.R., 2015. Structuration theory: reflections on its further potential for management accounting research.Qualitative Research in Accounting Management,12(2), pp.153-171. Cooper, C., 2015. Accounting for the fictitious: A Marxist contribution to understanding accounting's roles in the financial crisis.Critical Perspectives on Accounting,30, pp.63-82. Hopper, T. and Bui, B., 2016. Has management accounting research been critical?.Management Accounting Research,31, pp.10-30. Lu, Y., Abeysekera, I. and Cortese, C., 2015. Corporate social responsibility reporting quality, board characteristics and corporate social reputation: evidence from China.Pacific Accounting Review,27(1), pp.95-118. Michelon, G., Pilonato, S. and Ricceri, F., 2015. CSR reporting practices and the quality of disclosure: An empirical analysis.Critical Perspectives on Accounting,33, pp.59-78. Miller, G.S. and Skinner, D.J., 2015. The evolving disclosure landscape: How changes in technology, the media, and capital markets are affecting disclosure.Journal of Accounting Research,53(2), pp.221-239. Nurunnabi, M., 2015. Tensions between politico?institutional factors and accounting regulation in a developing economy: insights from institutional theory.Business Ethics: A European Review,24(4), pp.398-424. Power, M.K. and Gendron, Y., 2015. Qualitative research in auditing: A methodological roadmap.Auditing: A Journal of Practice Theory,34(2), pp.147-165. Ruch, G.W. and Taylor, G., 2015. Accounting conservatism: A review of the literature.Journal of Accounting Literature,34, pp.17-38. Tappura, S., Sievnen, M., Heikkil, J., Jussila, A. and Nenonen, N., 2015. A management accounting perspective on safety.Safety science,71, pp.151-159. Watson, L., 2015. Corporate social responsibility research in accounting.Journal of Accounting Literature,34, pp.1-16. Wilkinson, B.R. and Durden, C.H., 2015. Inducing structural change in academic accounting research.Critical Perspectives on Accounting,26, pp.23-36.

College Personal Essay Topics

College Personal Essay TopicsThe various topics that are being used to help students create their college personal essays often involve some kind of philosophy. In fact, it has become common practice for colleges to require a specific topic for each class. College personal essays have also become very popular because many colleges do not want students to be bogged down by theory. Of course, one of the main themes that students find in these types of essays is the college experience.When creating a college personal essay, students must realize that there is a fine line between saying what they experienced in college and too much and this is where the importance of college personal essays lies. Students must remember that there is always something that a student can include about his or her experiences in college. In addition, students must make sure that they can fit their stories into two or three pages.For students who are searching for college personal essay topics, they should als o avoid writing solely from personal experiences. If they were to do this, they may well be tempted to include only those stories that were particularly positive and this could leave the college experience without much substance. Instead, students should write about what they saw and heard throughout their college career. This is far more likely to give readers a sense of the type of college life they lived.Because many college personal essay topics are written for the overall class discussion, students will want to make sure that they are presentable for their peers. This means that they should know their material very well and that they should feel confident enough to discuss it in a manner that will not put the professor off. Students should also know their facts, but they should be able to demonstrate that they understand the material and they should also use words in a way that does not sound too pretentious. Students should also be able to create a sense of intellectual curios ity in their classmates by engaging them in discussion of their own opinions on the material they have covered.Because students can learn a great deal by writing about their experiences at college, it is important for them to try to include as many subjects as possible in their college personal essay topics. Many students want to include very detailed stories about their relationships with fellow students and staff members at the college. Many students also like to list their interests and how they developed them. Finally, students can include any necessary transcripts that they may have for their college courses.College personal essay topics often revolve around an aspect of the course that they are taking or the course in which they are hoping to major in. The topics should begin with the basic information about the class such as the name of the professor and the main assignments. Some topics may also delve into areas of the class that the students are having difficulty with. It i s very common for college students to have trouble with concepts in certain courses so students will often want to include their strengths in these areas.Students should also be careful when listing their weaknesses in college personal essay topics. Students should try to avoid including stories about themselves that are negative in nature or that include criticisms of others. The worst that a student will likely hear is that they did not read the assignment properly and this will usually suffice as punishment.College personal essay topics should never become too lengthy for the professor to read and they should not get too boring for the reader to finish. These are two very important factors that should be considered when students are creating their college essays. Students should also realize that the college classroom environment can be very serious and that they should expect to get a lot of work done in a short amount of time.

Topics For An Analytical Essay

Topics For An Analytical EssayIf you want to take the edge off your analytical essays, you should consider how to write a topic. A topic is one of the most important elements in writing an essay. It is the first point that readers look at and interpret, in order to evaluate the message you are trying to convey. As you go through the process of writing your essay, take note of what kind of topics you choose.There are actually some topics that may be appropriate for an analytical essay and there are others that may not be. The type of topic will depend on what the essay is trying to say and the writer's intent. For example, if you are writing about a school's athletic events or programs, you may choose a sports-related topic, such as 'Athletics and Recreation in a Sports-Induced Economy'Historical Growth of a Common Activity.'However, you would not want to use these themes for literary works or history related topics. And you probably shouldn't consider this for any topic that will be dealing with corporate or government relations. You can find many examples in the literary works that have influenced the way we now write and the way we think.Another way to do this is to limit the topics for an analytical essay to one to three ideas. Choose topics that the reader will already be familiar with because you will then be able to reinforce your message through other themes and sub-topics.This is because in the literature, the main theme or the focus of the work usually helps define the entire work. And in literary works, themes are usually limited to characters, themes, or situations. In cases like this, you need to make sure you target a specific reader who already has a familiarity with the main theme or will be familiar with the plot as well.Avoid including words like 'or,' 'and,' 'but,' 'because,' 'therefore,' or 'so.' These words may sound good on paper, but they will get you into trouble later on in the essay. If you are taking the time to make sure your ideas ma ke sense, the more time you will need to keep track of grammar and punctuation, so make sure you don't add unnecessary words.So, here are some tips to remember when you are writing an analysis essay. Choose topics based on your interest and focus. Avoid using subjects that the reader has already been exposed to in literary works.

What the In-Crowd Wont Tell You About Essay Conclusions Samples

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Regardless of what's the aim of your essay, there's a preset number of points which you will be expected to handle. Men and women tend to pick out a range of themes of who they are and attempt to describe all of them. Limit yourself to the absolute most important points that you want to make and be sure they all relate straight to your subject as you don't have time to go off topic. To begin with, somebody has to get a research question they want answered and a tiny background knowledge on the matter. The End of Essay Conclusions Samples As soon as an essay doesn't have a reason to it, odds are that nobody will look closely at your work. Nevertheless, by correctly taking care of yourself, you will have nothing to be worried about! To begin with, you should develop a proper topic based on its category, and after that conclude in a manner that provokes the curious minds of your readers. 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