Construction sector of India is an integral part of the economy

Construction sector of India is an integral part of the economy Introduction Construction sector of India is an integral part of the economy and is progressing on account of urbanization, industrialization, economic development and peoples soaring expectations for improved quality of living. Between 2004-05 and 2008-09 average real growth has been an impressive 12.28% year-on-year (y-o-y), which reflects the countrys immense need for continued investment in transport infrastructure, electricity generating capacity and housing, as well as the build-up of industrial capacity (BMI, 2010). Segmentation of Construction Industry The Indian Construction Industry can be divided into residential segment generating 85.8% of the total revenues and the non-residential building segment that generates 14.2% of the industrys value (Data Monitor, May 2009). (APPENDIX 1) Real Estate à ¢Ã¢â€š ¬Ã‚ ¢ Corporate à ¢Ã¢â€š ¬Ã‚ ¢ Industrial à ¢Ã¢â€š ¬Ã‚ ¢ Residential à ¢Ã¢â€š ¬Ã‚ ¢ Commercial (APPENDIX 2) Infrastructure à ¢Ã¢â€š ¬Ã‚ ¢ Roads à ¢Ã¢â€š ¬Ã‚ ¢ Urban infrastructure à ¢Ã¢â€š ¬Ã‚ ¢ Railways à ¢Ã¢â€š ¬Ã‚ ¢ Airport Porters Five Forces Threat of New Entrants Bargaining Power of Suppliers Bargaining Power of Customers Competitive Rivalry within the Industry Threat of Substitutes Bargaining Power of Suppliers Indian construction industry consists of two categories of suppliers, those providing construction materials and those who provide constructional services like electrical installation In India there are many small players in the construction material manufacturing industry, which weakens the supplier power (Data Monitor, May 2009). The subcontractors who provide constructional services are in a weak position due to the existence of many small operators. Overall, supplier power in this industry is moderate. Bargaining Power of Buyers Buyers in this industry are few and large such as government agencies or other major organizations, rather than individuals. The presence of low costs along with the strong price sensitivity of demand strengthens buyer power in the industry. Also the buyers are rarely capable of integrating backwards and take over the practicalities of the project themselves thereby proving that the buyer power in this industry is moderate (IICCI, 2008). Threat to New Entrants The governments recent liberalization of the rules governing foreign companies entering the Indian industry has boosted the entry of new players. Since a very small amount of capital is adequate to enter this industry and the contractors can reduce their costs by renting rather than buying equipment, the labor market is extremely elastic. Overall, the threat of new entrants to the industry is strong. Threat of Substitutes The threat of substitutes in this industry is very weak as it is unlikely that any alternative expenditure would be satisfactory for a buyer even if he has the requisite funds for a new construction project. Even if buyers have the option of renovating an existing structure rather than investing in a new construction, players in the construction and engineering industry remain likely to be involved. Competitive Rivalry within the Industry The atmosphere of a secure growth within the Indian construction industry eases rivalry by creating space for expansion. The low capital cost of market entry translates into low sunk costs reducing the exit barriers. Thus the rivalry is considered to be moderate (Data Monitor, May 2009). Key Players in Construction Industry Larsen Toubro Limited (LT) is one of the largest and most respected technology, engineering, construction and manufacturing companies of India. Jaiprakash Associates Jaiprakash Associates Limited principally provides civil engineering and construction services primarily in India. They earned a revenue of about 65000 US $ in the year 2010. (Business Wire, November 2006) Hindustan Construction Company HCC is one of the leading construction companies of India having built several landmark projects in Indias Hydro Power and water resources sector (Sandeep Sawant, Sept. 2007). Gammon India It is the only Indian Construction Company to have been accredited with ISO 9001 certification for all fields of Civil Engineering Works. Gammon employs expertise who has proved their innovative skills in India and abroad PESTLE Analysis of Construction Industry Source: http://www.whatmakesagoodleader.com/macro-environment-analysis.html Political Factors SEZ Act Special Economic Zone is the new target for real estate investors. As of date there are 105 approved SEZs in India (General Knowledge Today, Feb 2010). Laws governing these zones are more liberal in nature than the centralized laws and enhance a countrys technology growth, infrastructure and economic development. FDI Liberalisation The government of India has permitted a Foreign Direct Investment of 100 % for development of townships in India. India is now 2nd most preferred country for FDI after China. Opening of FDI in construction and allowing developers to raise capital in international markets has led to development of larger projects (Mohit Saraf, July 2009). Impact of REITs The introduction of Real Estate Mutual fund (REMF) and Real Estate Investment Trust (REIT) has boosted real estate investments from the small investors aspect. Economic Factors Gross Domestic Product (GDP) Growth India is witnessing tremendous growth and expansion of construction activities and construction is the largest component of GDP. It has been growing at a rate over 10 % in the past few years when GDP was around 8% (Farook Azam, 2010). (APPENDIX 3) Source: IHS Global Insight Change in Demand Changes in the demand due to factors like changes in disposable income of perspective buyers and inflation may affect the construction industry. With the easy availability of housing loans and tax redemption on loans the demand for houses is increasing and thus construction is gaining weight. Fluctuations in Prices of Inputs Many builders tend to stop work when the prices of inputs like cement, iron etc go up and wait till the prices come down. This leads to unnecessary delay in the work and the cost of wasting time would actually be more than the increase in price (Arghadeep Laskar and C. V. R. Murty, 2003). Social Factors Goodwill of the Company Brand name of a builder or the company plays an important role in convincing the buyer to buy the house and be sure of the quality of construction work done. A low credibility or image can lead to poor financial performance. Green Buildings A green building is one which uses less water, optimises energy efficiency, conserves natural resources, generates less waste and provides healthier spaces for occupants, as compared to conventional building (India Today, Vol. 34, Issues 1-8). The estimated market potential for green building was about $ 400 million in 2010 and is increasing continuously. Technological Factors Upgrading of Technology Use of low grade technology in the construction sector leads to low value addition and low productivity apart from sub standard quality of construction and time over runs in projects. Due to lack of technology, construction can suffer in terms of quality and design. Source: managingthedragon.com Ready Mix Concrete The business of ready mix concrete in India is in its infancy. Indian ready mix concrete business uses only 2% of the total cement production. The increasing use of ready mix saves time and allows better quality too. Legal Factors The National Housing Policy NHP (1998) was formulated to address the issue of sustainable development of infrastructure. The Government helps to provide fiscal concession to carry out legal and regulatory reforms and create and enabling environment for the construction industry (P.R. Swarup, Director General, Construction Industry Development Council, India). Environmental Factors Uncertain Calamities Uncertain environmental hazards like earthquakes, floods etc. have a disastrous impact on the construction industry and can delay construction as well. This has been witnessed during the construction of the Metro line in the capital of India, New Delhi where one of the railway lines being constructed collapsed due to heavy rainfall and delayed the total completion time of metro. Structural Drivers of Change Globalization After the policy of globalization being introduced in 1990s, the private companies started being more aware about construction products and there was inflow of construction based knowledge and technology from other countries to ours changing thinking towards the whole construction scenario. Import and export procedures, customs and excise laws and ease in operations of foreign accounts minimized controls on industry and rapid growth took place. Due to simplified single window clearance import export procedures became easier thereby allowing Indian construction Industry to compete in overseas market (Accommodation Times, 2009). Technological Developments A key driver of transformation for the Indian construction industry is technological change. Global telephony, satellite communications and video links are now widely available (Shakantu, 2000). Information and communication technology (ICT) is significantly influencing technological change (CIRIA, DTER, 1999). Simulations of entire construction processes and systems can be developed to determine the optimal approach to achieving desired performance (Shakantu, 2000; Fisher, 1993; Coyle, 1996). Changes in Government Policy The government policies helped in boosting the real estate sector by substantial cutting interest rates and facilitating greater ease in credit. Recent excise duty cuts on cement and steel also reduced the construction costs. These recent government initiatives increased liquidity in the market and brought down the interest rates to a more realistic level. Life Cycle of Construction Industry The Indian construction industry is in its growth stage growing at over 20% over the past 5 years. It has witnessed a revolution, driven by the booming economy, favorable demographics and liberalized foreign direct investment (FDI) regime (World Market Intelligence, March 2010). We can say that the sector has been performing quite well over the past decade. Despite the depressing global scenario, the Indian market was protected from the effects, as the economy as was more robust than its counterparts. The pace of private construction slowed down but remained positive. With the growing capital inflow within India and from abroad the demand for infrastructure is likely to increase. The Indian government has been a major investor in this sector in order to stimulate the development of construction industry to the requisite level required to achieve the next growth target. (K.V.S.S., Narayana Rao, 2009). Although steady progress through the construction industry is not inevitable, the life cycle concept does none the less remind construction companies that conditions will change over time. ( Johnson, Scholes Whittington, 2008) (APPENDIX 4) In 2013, the Indian construction and engineering industry is forecast to have a value of $55.3 billion, an increase of 44% since 2008. Future Scenarios for Construction Industry Scenario 1 New Equipment, Technology and Materials Involvement of Indian consultants in international projects has led to blend of new materials, equipment and technologies in the construction practices of India. Very soon the growing demand for such advanced equipment will force the builders to manufacture these as well. The government has also taken some remarkable initiatives to ensure that its basic infrastructural structure is more efficient and world-class. Therefore billions were spent on constructing bridges, roads, railway transportation, power infrastructure etc. Construction equipments especially earth moving equipment sector has benefited the most from these developments and is poised to grow at double digit CAGR by FY 2014 (Free Press Release, 2010). It is expected that during 2007-2015, the potential investment for new equipments and materials will be around US$ 750 Billion. Scenario 2 Employment Opportunities India with its high potential untapped market attributes has become a favourite destination for global construction equipments companies. There will be demand for over 24.3 million new dwellings for self-living in urban India alone by 2015 (Housing Skyline of India 2007-08) Considering governments projects lined up for the Eleventh Plan period, the demand for construction is expected to grow by at least 8-9%, and 2.5 million employment opportunities per annum are expected to be generated ( BMI, 2011).Thus those who are looking for opportunities in this sector would be rewarded with accelerated learning and fast progress. Construction Industry has created a need for the full spectrum of employees varying from professionals like civil and mechanical engineers and architects to daily basis wage construction workers and industrial workers such as steel and cement manufacturers to highway toll booth operators. Thus it is advisable to join a leading Indian Construction Company, or a multi-national present in India even from a beginners level as there is large scope for training and rapid upward movement through the ranks for talented individuals. Scenario 3 Changing Indian Economy The changing economy is placing increasing pressure on Indias physical infrastructure, not only from population growth and developing economic activities, but also structural changes in the economy. Indias economy now clearly reflects a steady decline of primary sectors, such as agriculture, forestry, and fishing, giving more importance to the non primary sectors such as service and manufacturing industry. But it is predicted that growth in construction spending in the longer term is likely to be enormous, driven by a rising population and a growing middle class. Since 100% foreign direct investment (FDI) is now allowed in construction, it now allows significant inflows of capital to meet growing demand from the increasing middle class. Indias population growth rates remain well above replacement level and the number of people living in urban areas is likely to grow significantly (BMI, 2011). ( APPENDIX 5) Conclusion Though all these scenarios are linked together and their inter relationships can produce long and complex results, growing population is the key driver of success of the construction industry. (Johnson , Scholes Whittington, 2008) According to me the second scenario is the most influencing scenario as it is directly linked to Indias growing population which is an unstable factor growing at a fast rate and directly linked with the success of the construction industry. Bibliography India Netzone, (2008), Nature of Construction Industry, Available at: http://construction.indianetzone.com/1/nature_construction.htm. [Accessed 15 March 11] Indo Italian Chamber of Commerce Industry (2008), Overview of the Construction Industry in India , Opportunities, Available at: http://www.centroesteroveneto.com/pdf/Osservatorio%20Mercati/India/Ricerche%20di%20Mercato/2009/Construction%20Sector.pdf, [Accessed 15 March 11] Info Shine (2008),  Construction Real Estate Available at:  http://info.shine.com/Industry-Information/Construction-and-Real-Estate/855.aspx, [Accessed 15 March 11] Research Markets (2006), Indian Construction Industry: An Analysis., Description, Available at: http://www.researchandmarkets.com/reportinfo.asp?report_id =335655t =dcat _id=,[Accessed 15 March 11] Credit Analysis Research, (2010), Indian Construction Industry, Available at: http://www.careratings.com/content/ResourceCenter/reports/Synopsis_for_Construction_Industry.pdf, [Accessed 15 March 11]. Farook Azam (2010), Institute of Industrial Engineers, The Construction Industry in India , Available at http://www.iienet.org/Details.aspx?id=20432 , [Accessed 15 March 11]. CBS Interactive Business Network (2006), The Indian Construction Industry, Available at: http://findarticles.com/p/articles/mi_m0EIN/is_2006_Nov_20/ai_n16851629/?tag= content; col1, [Accessed 15 March 11] Law is Greek, (2010), An Overview: Special Economic Zones (SEZs) in India, Available at: http://www.lawisgreek.com/an-overview-special-economic-zones-sez-in-india/, [Accessed 15 March 11] Johnson, Scholes Whittington (2008), Industry Life Cycle, Exploring Corporate Strategy, 8th Edition, Pg 68-69 [Accessed 16 March 11] Accommodation Times, (2009),  Globalization of Construction Industry Available at: http://www.accommodationtimes.com/property-rates/globalisation-of-construction-industry/, [Accessed 16 March 11]. World Market Intelligence, (2010) , Future of Construction In India, Available at: http://www.docstoc.com/docs/25943727/The-Future-of-Construction-in-India, [Accessed 16 March 11] Moht Saraf (2009), Real Estate, Indias Real Estate Sector: An Overvie, Available at: http://www.whoswholegal.com/news/features/article/18426/indias-real-estate-sector-overview/ [Accessed 16 March 11] K.V.S.S., Narayana Rao, (2009) Industry Analysis Valuation, Infrastructure INDIA Version 14, Available from: http://knol.google.com/k/narayana-rao-k-v-s-s/industry-analysis-and-valuation/2utb2lsm2k7a/950, [Accessed 16 March 11] Hindustan Construction Company India (2007), HCC: About HCC, Available at: http://www.hccindia.com/hcc_admin/data_content/pdf_files/HCC_bags_Rs._693_.61_crore_Euro_1_.457_crore_order_from_Delh_.pdf, [Accessed 16 March 11] Arghadeep Laskar and C. V. R. Murty (2005), Challenges before Construction Industry in India, New Materials, Equipments Technologies, Available at: http://www.iitk.ac.in/nicee/RP/2004_Challenges_Construction_Industry_Proceedings.pdf, [Accessed 16 March 11] Free Press Release (2010), Indian Earth Moving Equipments Industry to Boom in Near Future Available at: http://www.free-press-release.com/news-indian-earth-moving-equipments-industry-to-boom-in-near-future-1287567300.html, [Accessed 16 March 11] Business Monitor International (2011), Industry Forecast Scenario, Available at: http://www.businessmonitor.com.libproxy.nlb.gov.sg/cgibin/request.pl?SessionID=393511974808887view=articleviewerarticle=446198service=22iso=INmetaid=190, [Accessed 16 March 11] APPENDIX Appendix 1 Source: IHS Global Insight Appendix 2 Source: IHS Global Insight Appendix 3 Source: IHS Global Insight Appendix 4 Indian Construction Industry Value Forecast Source: Data Monitor

Gordon Gekko Character Analysis

Gordon Gekko Character Analysis The paper will describe a character, Gordon Gekko from Wall Street (Edwin Stone, 1987) from a psychoanalytic perspective of Dr. Sigmund Freud. This paper will pair several quotes of Gordon Gekko with the appropriate perceived diagnosed disorder. In particular, this will illustrate Gekkos two personality disorders: Antisocial Personality Disorder and the Narcissistic Personality Disorder. The paper will conclude by summarizing these faults and then present an opinion of how well these theories describe the person in question. Psychoanalysis of Gordon Gekko Bud Fox, a stockbroker has been relentless in arranging a meeting with his hero Gordon Gekko. He has called his office, every day, for over a month, but his attempts have failed miserably. He notices that it is Gordons birthday and as a final effort to get to the man he admires he pays a visit to Gordons offices in Manhattan. Armed with a box of the finest and most expensive Cuban cigars Bud makes his way to the receptionist. She returns after delivering the cigars and has Bud take a seat. After an hour has passed, she tells Bud he has five minutes with Mr. Gekko. His persistence and desperation to get to the top and work with the person he admires has now come down to this moment. As Bud walks into the office, he notices it is everything he could have imagined. The furniture, latest computer systems and view of downtown Manhattan give him a taste of the life he so desperately wants. Gordon positioned behind his desk is talking on the phone as Bud is admiring his surroundings. Gordon finally acknowledges Bud and asks him his intentions. Bud is there to pitch stocks to Gordon in hopes of landing him as a client, but quickly realizes he is not prepared as Gordon constantly calls his recommendations crap and is unimpressed. He finally tells Bud to give him something or get out. Knowing that he is losing his opportunity, Bud gives Gordon insider information on a stock that he received from his father the day before on an airline business his father works for. Gordon has Bud leave with the understanding he will think about it. Later that day Gordon calls Bud and places an order for the stock. After doing research on Bud, Gordon understands how Bud became aware of the insider information. He is impressed with the move and takes Bud under his wing, but challenges him to find new information at all costs on future stock deals and hostile takeovers. He tells Bud his five hundred dollar suits are not up to par and to invest in new ones. As more inside deals go through, Gordon takes Bud further into his world. The relationship deepens as Bud enjoys the perks and lifestyle he is creating by working for Gordon. Bud becomes wealthy, moves into an apartment, nicer office and gets the woman of his dreams. All of this was obtained through dealings with Gordon, and Mr. Gekko reminds him who the superior man is every step of the way. The relationship takes a turn for the worse when Bud finds out that Gordon is now using the same unethical business practices with his fathers airline company. Bud decides to manipulate the stock in order to push Gordon to sell instead of buy. Even though he knows that by doing this, he will lose everything. After realizing he was played, Gordon confronts Bud in Central Park, and both physically and verbally assaults him. Gordon lets Bud know that he is still the most powerful man on Wall Street, and he is now relegated to nothing. Using Freuds psychoanalytical approach and the incorporation of which therapeutic approach should be employed in concern to the psychoanalysis of Gordon Gekko from the film Wall Street (Edwin Stone, 1987) will be twofold: 1) diagnosis, and 2) practical therapy. First, point out the evident faults; next, create a conscious awareness of these faults and determine a means by which to work around these obstacles. Dr. Sigmund Freuds psychoanalytical approach is fundamentally set around human behaviors and the unconscious. He believes humans are somehow driven by instincts and these all originate in the unconscious (Ridgeway, 2007). Based upon that, from A Glossary of Psychoanalytic Terms and Concepts (Moore, 1967), here are the three applications of Psychoanalysis: a method of investigation of the mind and the way one thinks; a systematized set of theories about human behavior; method of treatment of psychological or emotional illness. With this in mind, Gordon Gekko is now set to experience Dr. Sigmund Freuds psychoanalytical approach. From the following quote within the film a duality of psychoanalytical constituents becomes evident: In the last seven deals that Ive been involved with, there were 2.5 million stockholders who have made a pretax profit of 12 billion dollars. Thank you. I am not a destroyer of companies. I am a liberator of them! The point is, ladies and gentleman, that greed, for lack of a better word, is good. Greed is right, greed works. Greed clarifies, cuts through, and captures the essence of the evolutionary spirit. Greed, in all of its forms: greed for life, for money, for love, knowledge, has marked the upward surge of mankind Gordon Gekko, (Edwin Stone, 1987) From the view of the capitalistic mindset, this quote brings two rather evident perspectives together: it takes that perspective of the individual, the independent laborer who must make the utmost priority in watching out for the I, and then straddles that thin line between the better benefit of the group. Humans are social; we only benefit optimally by working together; humans benefit only through interactions with other humans; humans need humans to build such fortresses and provide for those 2.5 million corporate stockholders, right along with all companies and businesses in general. However, Gekko solely advocates the view of the individual while complete disregard to that of any collaborative effort. This is a red-flag to signal psychological disorders. A corporation is a legal entity separate from the persons that form it. It is a legal entity owned by individual stockholders -Gordon Gekko, (Edwin Stone, 1987). Lets start with the most apparent, Antisocial Sociopath Disorder. This illustrates certainly no regard for the concerns of others; people with this affliction will do anything to acquire self-satisfaction and feelings of self-entitlement with no respect for how their actions affect any other person. An antisocial sociopath is utterly indifferent to others around him or her. This person operates under a regime totally unfamiliar to social behaviors, including lying, cheating, and stealing. The conduct of these people goes well beyond any social norm of acceptable behavior, and purely in order to get ahead. Personality disorders typically begin in childhood, and then progress over time into rigid personality traits, obstructing social abilities and acceptable functioning when relating to other people. However, everyone can un derstand and recognize selfish behaviors, even selfish behavioral patterns, but this does not indicate that a person is becoming, has become, or may become an antisocial sociopath; one with this disorder can identify symptoms from childhood. Surely Gordon Gekko carried this affliction from an extremely early age, too. Greed is good -Gordon Gekko, (Edwin Stone, 1987). Like a puppet, greed in this situation pulls the strings motivating Gordon Gekko to operate by this tunnel focus. Yes, this personality disorder is prevalent in what we commonly perceive as spiteful, calculative, and manipulative materialists. Another feature shared by Gekko, particularly the greedy antisocial sociopathic feature of this character, rests in his complete lack of self-identification; antisocial sociopaths bring a sense of self-denial of any of this self-absorption. As much a paradox that this seems, due to the self-sacrifice he perceives because of self-denial, Gekko is so consumed in the self that he executes all his decisions with a complete lack of self-identification. Again, the antisocial sociopath disorder is the most apparent disorder of this character. In detailing how Gordon Gekko portrays the Antisocial Sociopathic qualities, Dr. Robbins conveys these characteristics: Antisocial Personality Disorder: These people generally have no regard for the rights of others; they are exploitative, they see themselves as better or superior, and are very opportunistic. They are deceitful, steal from people around them, and often have trouble with the law. They frequently engage in fraudulent activities, make very good scam artists, and tend to be irritable and impulsive. They often come in as a savior for a church, for example, and end up stealing everything. They have no remorse. Conduct disorder as a child often morphs into antisocial personality disorder. Examples include the Mafia Dapper Don John Gotti, or Tony Soprano in The Sopranos. TV shows such as Dateline or 20/20 are replete with stories revolving around antisocial personality disorders (Robbins, 2005). Gekko also displays features of the Narcissistic Personality Disorder. Understood and commonly underplayed as vanity or conceit, this personality disorder, dictates that the narcissist is right, while everyone else is wrong. If an object, ideal, occasion, etc., do not benefit the narcissist, then it is of no worth. We can all think of people who fit this ideal. We all bring these traits to the table, but the difference between a person with either of these clinical disorders and the rest of the normal crowd is that we identify these traits; any person with this clinical disorder cannot. In a nutshell, let us allow Dr. Lawrence Robbins to provide another bit of enlightenment: Narcissistic Personality Disorder: This is less common, and the people see themselves as being above others, they are grandiose, have a lack of empathy, and they feel self-important. There is a true sense of entitlement. They may be extremely vain and constantly require admiration. They are envious, arrogant, exp loitative, and can be very angry. Examples include General George Patton, Nicole Kidmans character in the movie To Die For, Michael Douglas character, Gordon Gekko, in the movie Wall Street, Kelsey Grammers character in Frazier, and the Chief of Medicine, Dr. Robert Romano on the TV show ER (Robbins, 2005). The applicable approach of Psychoanalytic therapy is to allow access to the unconscious. The treatment process can, at times, become blocked by the clients resistance (their unwillingness to provide information). Transference is a condition in which the client begins to consider their therapist in the same emotional way they would consider a person in their lives, such as a parent or sibling. Working with interpretation, resistance, and transference is sometimes called working through, a therapeutic technique in which the therapist helps the client better understand their conflicts and how to resolve them (Depression Guide, 2005). If Gordon Gekko had become a patient of Dr. Freuds I can only guess there would have been a considerable amount of time spent with free association in order to discuss child hood events, dreams or trauma that were repressed in the unconscious. Freud believed being greedy was natural, that we are born with it. He believed the unconscious was a place that consisted of unthinkable wishes and drives that needed to be socialized. Dr. Freud believed that we progressed through psychosexual stages as we grew from child to adult, and greed could be expressed in each of the stages. If you look at these stages it is easy to see where we could associate greed with each one. Oral greed could be in the form of a biting hunger-perhaps the kind that Gekko, who built his companys strategy around chewing up other companies, displayed. Gordon could have expressed anal greed either by keeping all of his money which he did in offshore bank accounts or by spending all of it on the finer things in life. Fi nally, Gordons business greed came from the ambition that characterizes phallic greed and was displayed by his desire to become the most powerful and wealthiest man on Wall Street.

Chancery in Charles Dickens Bleak House Essay -- essays papers

Chancery in Charles Dickens Bleak House In Charles Dickens Bleak House, Chancery is portrayed as a disease that plagues the Victorian society. Dickens uses the suits and the lawyers of Chancery to display its effects on the whole society. The suits are â€Å"slow, expensive, British, constitutional kind of things† (25) that stifle and bemuse those that come in contact with them. In Ms. Flite’s case, the suit has deteriorated her life. She attends Chancery regularly expecting a judgement that is never to come and yet, she lives a â€Å"pinched† (73) lifestyle, unable to help herself or others. In addition, she cages birds she intends to set free on her judgement day, however, she states, â€Å"I positively doubt sometimes whether while matters are still unsettled I may not one day be found lying stark and senseless here, as I have found so many birds!† (74). Like Miss Flite, the suit has stagnated Robert’s life. Robert, â€Å"So young and handsome, and in all respects so perfectly the opposite of Miss Flite...[is] so dreadfully like her† in his clouded, eager, and seeking mannerism (592...

Lorraine Hansberrys A Raisin In The Sun Essay -- essays research pap

Conflict in A Raisin in the Sun 	In the play A Raisin in the Sun, the playwright Lorraine Hansberry depicts the life of an impoverished African American family living on the south side of Chicago. The Youngers, living in a small apartment and having dreams larger than the world in which the live, often use verbal abuse as a way to vent their problems. Many times, this verbal abuse leads to unnecessary conflict within the family. The most frequently depicted conflict is that between Walter and his sister Beneatha. Walter wants nothing more than to be a wealthy entrepreneur that can provide for his family, while Beneatha plans to go to medical school and become a doctor. Both characters are opposed to the others’ dreams. This opposition creates serious conflict within the Younger household, and specifically among Walter, Beneatha, and Mama. 	During the course of the play, conflicts between Beneath and her brother Walter are revealed. Walter thinks that his sister should be a mainstream woman and not have great dreams and ambitions for her life. "Who the hell told you you had to be a doctor? If you so crazy ‘bout messing ‘round with sick people - then go be a nurse like other women - or just get married an be quiet" (38). This passage shows that Walter is clearly a chauvinist, and does not believe in his sister’s desire to be a doctor. Similarly, Beneatha does not believe in Walters aspirations of becoming a rich entrepreneur, and thinks he is rather...

The Greatest Literary Emblem of the Middle Ages Essay -- Literary Anal

In order to study the troubadours, it is of high importance to understand the context in which they flourished and developed, which was the Medieval Era. The Middle Ages is the period of European history that goes from the collapse of the Roman civilization to the beginning of the Renaissance, and it extends from about 500 to 1500 ca. (â€Å"Middle Ages†). This period is called the â€Å"Dark Ages† since it is regarded by the Renaissance scholars as a long interval of superstition, ignorance, barbarism, and social oppression due to the fact that the Medieval era was a fight to establish a new society independent from the Roman standards and philosophy. However, it is now acknowledged that it was a dynamic period, in which Europe built a new distinct cultural unit. Moreover, it profoundly reorganized the European political, social, economic, and most importantly cultural structures (â€Å"History of Europe†), but its effects greatly differ from country to countr y, and one of the most influenced countries was France, mainly because of its cultural, artistic (painting, architecture, literature), and philosophical enhancement. The main characteristic of the Middle Ages in France was the development of love and romance, mainly in the literary aspect. Nevertheless, only certain high-class and educated people could have this privilege, and the main representatives of this love and romance literary expansion, despite coming from all kind of social classes, were the troubadours because of their poetry, origin, and values. To begin with, it is important to remember that during the Middle Ages, the great majority of population was not educated, and some people could not even read and write, so nobody was able to produce literary works. Consequently, Ga... ...Britannica. Encyclopà ¦dia Britannica Online Academic Edition. Encyclopà ¦dia Britannica Inc., 2012. Web. 14 Mar. 2012. . "Bernard de Ventadour." Encyclopà ¦dia Britannica. Encyclopà ¦dia Britannica Online Academic Edition. Encyclopà ¦dia Britannica Inc., 2012. Web. 14 Mar. 2012. . Maccarone, Christian E. "Les troubadours: au-delà   des chansons d'amour." sssstrinakria.org. Centro Studi Storico-Sociali Sicilani. Web. 14 Mar. 2012. . "Chivalry." Columbia Electronic Encyclopedia, 6Th Edition (2011): 1. MasterFILE Premier. Web. 16 Mar. 2012. .

Issues of Conflict in Juno and the Paycock

The theme of conflict is a brooding and dominant characteristic of the playwright Sean O'Casey's acclaimed masterpiece Juno and the Paycock, first performed at the Abbey Theatre, Dublin, in 1924. The events' portrayed in the drama unfold against the backdrop of the sectarian violence of the Irish Civil War, waged from1922-1923, in an Ireland not yet healed from many recent years' of armed political struggle with the British authorities' who for centuries' had controlled the governance of the island.This modern armed struggle began with the Easter Rising of 1916, carrying through to the events' of The Irish War of Independence, fought from 1919-1921, which resulted in the signing of the Anglo Irish Treaty of 1921, the root of the current aggression in the play being engaged in by former comrades' on the streets' and in the homes' of towns' and cities' across the nation. Pivotal to the action of the play are the Boyle family, terribly poor, working class tenants' living in the tenement s' of Dublin, the slums' of the period, in conditions' comparable with the worst known anywhere in Europe.The narrative explores their efforts' to carry on with their normal daily lives' in the tumultuous, often explosive conditions' they are encompassed by. To accurately discuss every aspect of conflict that exists' within the pages of, arguably, O'Casey's finest work would be a monumental undertaking and unfortunately would require significantly more time than this discussion could allow. The purpose of this essay instead, will be to examine the conflict existing in the relationship, and acted out within the pages of the play, between two of the central characters', â€Å"Captain† Jack Boyle, the self deluded patriarch of the household, and his long suffering wife, the titular Juno.The aim of this work is to dissect the dynamics' of their relationship, examining the roles' they have adopted that lead, despite a temporary lull in hostilities during act two, to the irrevocabl e breakdown of the marriage, helping Juno to the final courageous decision to place the welfare of her daughter and unborn grandchild before that of her layabout, thankless, disaster of a husband, a truly radical and virtually unheard of decision for a woman to take in the male dominated, patriarchal  society of that time.From the outset of the play we are confronted with the animosity that exists between Jack and Juno. In the opening scenes of act one, we are introduced to Juno who has just returned from an early morning shopping trip with breakfast items for the not yet returned Jack, who has apparently stayed out all night with his ne'er do well, parasitic drinking buddy Joxer Daly. The tone of her exchange with Mary, her daughter, in reference to Jack's absence is unmistakeable.Mary has just informed her mother of her father's failure to return to which she replies, â€Å"Oh, he'll come in when he likes; struttin' about the town like a paycock with Joxer, I suppose.† Th is is a woman unimpressed with her missing husband to say the least, the reader is left with the impression that not only will Jack feel her wrath when their paths' cross, Joxer will receive a lashing also should he surface alongside his nefarious companion! Act one progress’s to the point where the trio meet. The exchange is filled with vehemence from the wrathful Juno, determined to exact her revenge on the lackadaisical duo presented before her.Joxer and the â€Å"Captain† have entered the tenement believing Juno long gone to work, but secretly secluded behind hangings separating her bed from the living quarters she has listened to both men insult and berate her in her believed absence. She emerges from her seclusion and unceremoniously chases the vagrant Joxer from her home despite the protestations of a perplexed Jack, who in cohorts with his partner in crime, has tried to convince his wife the two loafers' have the potential of work that afternoon. Juno retorts t o Jack, â€Å"Look here Mr. Jacky Boyle, them yarns won't go down with Juno. I know you an' Joxer Daly of an oul' date, an' if you think you're able to come it over me with them fairy tales, you're in the wrong shop.†The exchange continues with Jack unable to get a word in his own defence and Juno revelling in her dressing down of the â€Å"Captain†. His sparse responses', when allowed, are pleading and full of self pity, â€Å"it ud be betther for a man to be dead, betther for a man to be dead.† is as useful a response as we receive from Jack as Juno's tirade against him continues.The reader is left in no doubt throughout the exchange that this morally indolent little man is no match for his wife. We are also left in no doubt as to the roles occupied by the couple within the relationship at this point. Jack is a fantasist, he  refuses to accept his responsibility to help provide for his family, he refuses any and all offers of work, claiming chronic pain when genuine opportunities arise, â€Å"I'm afther gettin' a terrible twinge in me right leg† he is heard to cry when presented with the possibility of work by Jerry Devine.Yet he is found to be in the rudest of health when no work is to be found, â€Å"it's miraculous that whenever he scents a job in front of him, his legs begin to fail him!† is the explanation presented to us, tongue firmly in cheek, by Juno. He prefers to spend the family's last few pounds loafing from bar to bar with the lecherous Joxer in tow, rather than contribute to help relieve the crushing poverty trap into which his family have found themselves ensnared. His is an existence full of exaggerated exploits, â€Å"Everybody callin' you the â€Å"Captain†, an' you only wanst on the wather in an oul' collier from here to Liverpool†.He believes thoroughly in the legend he has created around himself and believes completely in his right as the patriarch of the family not to have his decision s questioned regardless of how morally deficient to their situation they may be. In the character of Jack we find comparisons, as suggested by Pressley, N, (2011), in his review of the play for The Washington Post, to Shakespeare's Jack Falstaff â€Å"for his inflated presentation and chronic lack of means†.In contrast to this vulgar fantasist we are given the ultimate realist in the downtrodden and hassled form of Juno, named by O'Casey for the Roman goddess of â€Å"Protection, Motherhood & Marriage†, Waldherr, K, (2007). Through Jack's refusal to embrace his responsibility to provide for his family and be a dutiful husband Juno has been forced over time to assume the role of wife, mother and sole provider for the family.She is all to aware of the severity of their situation, walking the tight rope alone of providing for her invalided son, out of work daughter and obnoxious husband as well as herself in an environment where not only must she contend with the harsh an d unrelenting poverty stricken conditions, inescapable for most at the best of times, she must also contend with the bitter knowledge of the potential for any of her loved ones to lose their lives at any given time if caught up in the guerrilla warfare being waged around them on the streets' of their home. Juno faces all this with a reality and strength of character befitting her name that shines through despite the best attempts of her  Falstaffian husband to break her spirit and reduce her life to the petty existence of his own.One would argue, to be judged successfully or not by the reader that these traits already existing in the relationship of Mr. and Mrs. Boyle, explored throughout the piece, doomed them to the fate to which they inevitably succumbed. The events of the play may have been the straw that broke the proverbial camel's back but the foundations of this relationship had long since been rendered asunder by years of neglect, abuse and selfishness from Jack towards h is wife and family.This finally culminated in our heroines realisation that no matter how much she tried, no matter how much effort she made her feckless husband was never going to be capable of any sort of decency towards her or the family and the radical road she was forced to choose with Mary, helping to raise and provide for her daughter's unborn child was not only the right thing to do for themselves but it was the only chance the child would have at a decent beginning for the future. The humanity, courage and strength of Juno are fully realised in this exchange with Mary;Mary. â€Å"my poor little child that'll have no father!Mrs Boyle. â€Å"It'll have what's far betther – it'll have two mothers.†This exchange is an act of selflessness that Jack could never comprehend of making, representing the final nail in the coffin of the Boyle's marriage and the final separation of the characters involvement with each other on a relationship or any other level imaginable. This is the decisive moment where Juno transcends both her husband and the restrictions of her environment ending her conflict and enabling her to move on to the next stage of her life as a single, yet more complete person.

Education Acts and Reports Essay

Integration of the various racial and ethnic groups, the central aim of the 1 Malaysia concept, had always been the primary concern of the governments’ education policy since Independence in 1957. In fact the Razak education report of 1956 and the Rahman Talib report of 1960 had delineated clear guidelines and emphasise national integration. Compare and contrast out the aims and provision of Barnes Report (1950), Fenn-Wu Report (1951), the Razak Report (1956) and the Rahman Talib Report (1960). After World War Two, the education system in Malaya was pretty much in shambles, and until Malaya achieved her independence in 1957, much had to be done to map out a new education system for the nation. Efforts began with the introduction of a new, national education system with English as the one and only medium of instruction, but eventually, an education system was formed in which Malay became the main medium of instruction. In 1949, a Central Advisory Committee on Education was set up to aid the government in deciding on the best form of education system, which could be implemented in Malaya, to be the catalyst in fostering national unity. In 1950, the Barnes Committee came out with the Barnes Report, which proposed that all primary vernacular schools maintain one single standard and become national schools using the same syllabus but bilingual languages, which were Malay and English. Secondary schools, however, had to maintain English as their mode of instruction. One year later in 1951, there was the Fenn-Wu Report, which whole-heartedly supported the formation of a national education system, but felt that the Chinese-medium schools should be maintained. Their argument was that the country could still achieve unity although there was diversity in the medium of instruction. It was only in 1952 that the Education Ordinance was passed, based on the Barnes Report. This did not garner good response from the Chinese and Indians, who protested the abolition of their mother tongues as one of the mediums of instruction. Due to the failing economy and shortage of trained teachers for the national schools, however, the Education Ordinance of 1952 was not fully implemented. Three years later in 1955, another committee was formed, this time chaired by Dato’ Abdul Razak Hussein and it was given the task of reviewing the education system of Malaya. The committee received 151 memorandums from individuals, public bodies and associations. After much deliberation, the Razak Committee proposed, one year later, the following: †¢ The education system should comprise two types of primary school – standard primary schools that use Malay as their medium of instruction, and standard-type primary schools that use either Kuo-Yu or Tamil or English as the medium of instruction. Both these schools, however, would rely on a common syllabus. †¢ Both types of primary school should enforce Malay as a compulsory subject. †¢ All National Secondary Schools should use a common syllabus and examination and enforce Malay and English as their compulsory subjects. †¢ All teachers, regardless of which school they would eventually teach at, should be trained with a common syllabus in teachers’ training colleges. In 1960, the Rahman Talib review committee was commissioned to study the Razak Report, with the aim of strengthening its implementation and emphasizing the use of Malay as the medium of instruction. The Rahman Talib Report became the basis for the Education Act 1961, which was subsequently passed by the Parliament. Three main components were maintained: i. A common schooling system for all races; ii. The national language as the main medium of instruction for all level of schooling; and iii. A common national-based school curriculum and examination. The 1996 Education Act was formulated as a continuation modernisation of the 1961 Education Act. Describe the main provision of the 1996 Education Act and their application in the education system and in the schools. The Razak Report can be regarded as the foundation for the development of the National Education System used. The main issues in the National Education were: i) The desire to form one National Education System for all races; ii) To make the Malay language the main medium of instruction; iii) To establish a curriculum orientated towards the local environment through the formulation of a common education syllabus with similar contents; and iv) Strengthen the National Education System for all students in it. The development of the formation of the Education Act was continued in order to resolve several requests voiced by the different races in Malaysia and to improve on suggestions recommended in the Razak Report. This was known as the Rahman Talib Report (1960) and it became the basis for the formation of the 1961 Education Act. Amongst the changes and amendments made to the Razak Report were: primary education was free; primary schools became national schools and national-type schools; advanced education was extended to 15 years of age; students advanced to the next standard automatically; Islamic studies for students when there were not less than 15 students; and Moral education was given due attention. After the 1960 Abdul Rahman Talib Report, there come more reports for example  the Hussien Onn Report (1971) and 1979 Mahathir Report. Both these Reports were done to re-examine the Country’s Education Policy which was based on the Razak and Rahman Talib Reports. The 1996 Education Act was formulated as a continuation and modernization of the 1961 Education Act. The aim of the 1996 Education Act was towards strengthening the National Education System for the next generation in line with the needs and aspirations of the country to make Malaysia an international centre for educational excellence. Even though the Education Act 1996 was a new legislation, it reflected a continuity of the wishes and policies of the existing education system. It was formed along the main recommendations of the Razak Report, 1956 which was the basis of the National Education Policy till then. The new Act also continued some of the relevant suggestions from the Education Act 1961. The objective for drafting the laws (Education Act 1996) was to widen the scope and introduce legislation on education. Clause 152 of the Malaysian Constitution has positioned the Malay Language as the National Language to ensure unity of its population. The National Education Philosophy was made a basis of the National Education Act formulated after taking into account the views and aspirations of all sectors. The aim of the Education system in Malaysia was formulated based on the objective found in the National Ideology, National Education Policy and New Economic Policy (NEP). Among the objectives of the Education System in Malaysia are: i) Production of quality education; ii) Production of educated and skilled students; iii) Production of unified community; iv) Social community development; v) Production of quality workforce; vi) Economic production, especially in rural areas; vii) Formation of responsible and commited citizens in a democratic country; viii) Restructuring of socio-economic structure of the population as stated in the New Economic Policy (NEP); and ix) Eradication of poverty. By the Education Act, the concept of the National Education System was improved with the inclusion of all levels of schooling from pre-school to higher education, covering all school categories which is government, government-assisted and public schools. The position of National Language was enhanced with its allocation as the main medium of instruction in the National Education System. This was further strengthened when the language was made a compulsory subject at all schools and educational institutions. The Clauses 152 of the Malaysian Constitution had positioned the Malay Language as a National Language to ensure racial unity. The position of the Malay Language became even more secured when the National Language Act was passed in 1967. Beginning 1970, the medium of instruction in English primary schools were changed to the National Language in stages. Several measures were taken to develop the Malay Language including the establishment of the Dewan Bahasa dan Pustaka (DBP) in 1956, the launch of â€Å"Language Week† and â€Å" Language Month† to encourage the use of the Malay Language and the launce of the â€Å"Bahasa Jiwa Bangsa† slogan in 1960. Other methods included the establishment of secondary schools which used the Malay Language as a medium of instruction, for example in Alam Shah School, Sri Puteri School and Sultan Abdul Halim School. The curriculum for all types and categories of schools were coordinated in line with the country’s need, when the usage of the National Curriculum allocated in the Education Act 1996 became compulsory for all. Students from all types and categories of schools were prepared to sit for examination conducted by the Government and as a result, it simplified the usage of a common evaluation or appraisal method on the achievement of students from schools in the country. Religious Studies were extended to include Muslim students from all categories of schools including public schools and strengthened by making the subject one of the core subjects in schools. With the existence of allocation that allowing the Minister of Education to establish and manage kindergarten, the less fortunate from the rural areas were given a chance to get pre-school education which is considered a good basis when starting primary education. The quality of education programmes at all kindergartens could be improved as it is compulsory for all these kindergarten to use the Pre-school Curriculum Guidelines produced by the Education Ministry. In line with the efforts to culturalize the education of science and technology, technical education were improved in secondary technical schools and polytechnic institutions. The Education Act 1996, made it easier for the status of vocational schools to be upgraded to that of technical schools, while polytechnic institutions can conduct co-operative programmes with any institutions, agencies or industrial organizations to manage technical or vocational courses or training programmes, including exchange programmes. Polytechnic institutions are allowed to conduct twinning programmes for diploma and degree courses with Higher Education Institutions either locally or internationally. Teachers’ training was strengthened with the allocation that allowed the Ministry of Education to organize Teachers’ Education Programmes at certificate, diploma and degree levels in pairs. Private education was developed in a more systematic manner with specific allocations. Attention was also given to vocational education for this particular group of students. However, intensive vocational training, for example for blind students was given after they left school. The most important component in the special mixed education was the resource teachers who were responsible not only for teaching handicapped students but also assisting the normal teachers, build and prepare teaching and learning materials as well as provide counseling service for the students. Realising that Malaysia is a multi-racial country, and based on political discussions conducted by previous leaders, the Education Act 1996 took into consideration the rights of all races by maintaining the status quo of national type of primary schools and 60 private Chinese schools. Apart from that, the United Examination carried out by these schools as well as the conforming schools and mission schools, the Board of Supervisor was also maintained. The Education Act 1996 also allocated for the teaching of languages or natives living in the country if it is deemed acceptable and practical. Religious classes like bible classes do not have to be registered under the 1996 Education Act. The Malaysia Qualification Agency (MQA) was established on the 1st of November 2007 with the enactment of the Malaysia Qualification Agency Act (Act 679). As a result MQA takes on the role of LAN as well as playing a more comprehensive role as stated in the Act. What are the main features of the Malaysia Qualification Agency? In what ways is the Agency playing a bigger role than the defunct National Accreditation Board (LAN)? Please refer to the MQA website for more information http://www. mqa. gov. my. The National Accreditation Board or Lembaga Akreditasi Negara (LAN) was established in 1996 under the Parliament Act and was the national quality assurance agency for private higher educational institutions. Meanwhile, the quality assurance divisions under the Ministry of Higher Education supervised the quality of public universities, polytechnics and public community colleges. On 1st of November 2007, a new agency Malaysian Qualification Agency (MQA) was established under a new education legislation the Malaysian Qualification Act 2007. This new Malaysian Qualification Agency replace the following agency: * Lembaga Akreditasi Negara (established under Act 556), for private higher educational institutions * The Quality Assurance Division of MOHE, for public universities * The Quality Assurance Division of MOHE, for polytechnics & community colleges MQA comes under the responsibility of the Ministry of Higher Education (MOHE). MQA acted as a national body to implement the national framework known as the Malaysian Qualifications Framework (MQF), to accredit higher educational qualifications, to regulate the quality of higher education providers, to establish and maintain the Malaysian Qualification Register. The establishment of a new entity which merges National Accreditation Board (LAN) and the Quality Assurance Division, Ministry of Higher Education (QAD) was approved by the Government on 21st December 2005. This entity is responsible for quality assurance of higher education for both the public and the private sectors. The main role of the MQA is to implement the Malaysian Qualification Framework (MQF) as a basis for quality assurance of higher education and as the reference point for the criteria and standards for national qualifications. The MQA is responsible for monitoring and overseeing the quality assurance practices and accreditation of national higher education. With the vision to be a credible and internationally recognized higher education quality assurance body and the mission to inspire the confidence of its stakeholders through best practices, the MQA is set to chart new boundaries in higher education quality assurance. The MQA Act is designed to promote the dynamic growth of higher education and the portability of Malaysian qualifications. It should inspire the confidence of parents, students, employers, both local and international in the standards of qualifications and quality of their delivery. The MQA Act 2007 comprises the following 16 parts: Part I: Preliminary definitions Part II: Malaysian Qualification Agency Part III: Malaysian Qualification Council Part IV: Provisions Relating to Employees Part V: Financial Provisions Part VI: Malaysian Qualification Framework Part VII: Provisional Accreditation Part VIII: Evaluation of other Qualifications Part X: Institutional Audit Part XI: National Qualification Register Part XII: Appeals Part XIII: Enforcement and Investigation Part XIV: Offences and Penalties Part XV: Miscellaneous Part XVI: Repeal, Savings and Transitional The 16 parts of MQA Act include the provision for: * The establishment of MQA as the agency with overarching responsibility for assuring the quality of all post secondary programmes and qualifications provided by higher education providers in the country. * The establishment of the Malaysian Qualification Framework (MQF). * Provisional accreditation as the initial process towards accreditation. * Accreditation that takes into consideration the diversity of higher education in Malaysia : local program under MQF, foreign programmes including collaborative arrangements, distance and e-learning, professional programmes and skill qualifications. * Registration of qualifications from self-accrediting institutions. * Recognition of prior learning and experience and credit transfers. * The Malaysian Qualifications Register (MQR) as the national reference point for all qualification that have been accredited. As a quality assurance body, the functions of MQA are: * To implement MQF as a reference point for Malaysian qualification. * To develop standards and criteria and all other relevant instruments as national references for the conferment of awards with the cooperation of stakeholders. * To quality assure higher education institutions and programmes. * To accredits courses that fulfill the set criteria and standards. * To facilitate the recognition and articulation of qualifications. * To maintain the Malaysian Qualification Register (MQR). The establishment of the MQA and the implementation of the MQF will benefit national higher education and the development of human capital. In the Quality Assurance System, MQA has developed a code of practice on criteria and standards for higher education in Malaysia. This code of practice is benchmarked against international good practices and nationally accepted by stakeholders through various consultations. The code provides a guideline of general requirements in the following areas: * Vision, mission and learning outcomes. * Curriculum design and delivery. * Student selection and support services. * Assessment of students * Academic staff * Educational resources * Program monitoring and review. * Leadership, governance and administration. * Continuous quality improvement. In general, MQA quality assures programmes through two distinct processes: * Provisional Accreditation – this is initial process which will help higher education providers to achieve the accreditation by enhancing the standard and quality set in the provisional accreditation evaluation. * Accreditation – this is a formal recognition that the certificates, diplomas or degrees awarded by higher education institutions are in accordance with the set standards. The MQA Act 2007 also provides for the conferment of a self accrediting status to mature higher education institutions that have well established internal quality assurance mechanisms. To be so conferred, the higher education institution needs to undergo an institutional audit, and if successful, all qualifications it offers will be automatically registered in the MQR. The processes above are further supported by continuous monitoring to ensure the programmes offered by the institution are always quality assured. Further, nine criteria have been benchmarked as international best practice, which forms the basis of the accreditation assessment. Accreditation will be the highest status in quality assessment done by MQA. It will be the guarantee given by MQA to all stakeholders of higher education which include students, parents, employers, etc. that programmes accredited by MQA are quality programmes. Once the courses of study are accredited, the accreditation status will remain for as long as the institution can meet the framework requirements and QA standard and criteria as well as institutional mission under the MQA’s Institutional Audit. RUJUKAN Akta Pendidikan 1961. (1984). International Law Book Service. Kuala Lumpur Akta Pendidikan 1996. (1998). International Law Book Service. Kuala Lumpur Federation of Malaya. (1951). Report of the Committee on Malay Education. Kuala Lumpur: Government Press. Tie Fatt Hee (2000). Undang-undang Pendidikan di Malaysia. Kuala Lumpur: Fajar Bakti.