Financing Value Chains a Case of Crdb Bank Plc Essay Example

Financing Value Chains a Case of Crdb Bank Plc Essay â€Å"DEVELOPING AND FINANCING EFFECTIVE AGRICULTURAL VALUE CHAINS† Experience from CRDB Bank Plc Samson Keenja, CRDB Microfinance Services Company Limited, Dar es salaam, Tanzania INTRODUCTION Agriculture is the leading economic sector in Tanzania, providing a livelihood to 80% of the population. It is the primary source of food and raw materials accounting for 50% of the GDP and a leading export sector. It remains important for achieving sustained growth, poverty reduction and rural development. Agriculture in Tanzania is dominated by smallholder farmers (peasants) cultivating an average farm sizes of between 0. 9 hectares and 3. 0 hectares each. About 70 percent of Tanzania’s crop area is cultivated by hand hoe, 20 percent by ox plough and 10 percent by tractor. It is rain fed agriculture. Food crop production dominates the agriculture economy 5. 1 million ha. are cultivated annually, of which 85 percent is under food crops. The major constraints facing the Agriculture sector includes. 1. The falling labour and land productivity due to application of poor technology. 2. Dependence on unreliable and irregular weather conditions. Crops are adversely affected by periodical droughts. 3. Unreliable markets for the farm produce, affected not only by the principles of demand and supply but also by the Government policies on food security. 4. Poor road infrastructure for supply of farm inputs and transportation of farm produce to the markets. In Tanzania, most of production, processing and marketing functions have been assigned to the private sector. We will write a custom essay sample on Financing Value Chains a Case of Crdb Bank Plc specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on Financing Value Chains a Case of Crdb Bank Plc specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on Financing Value Chains a Case of Crdb Bank Plc specifically for you FOR ONLY $16.38 $13.9/page Hire Writer However despite efforts by the private sector in investing in processing of crops yet a substantial amount of crops are sold unprocessed including crops such as cashew nuts and cotton. Agricultural value chains are becoming more complex over time due to change in the market environment driven by various factors among them being changes in demand, regulations, government policies and changes in lifestyles. As a result of these changes then product and market standards change which in turn, require changes from various actors in the chain that supply these products including their inputs to meet arket requirements. A critical input in the business of creating value in these changing agricultural chains is finance. Financial products need to also respond to the changing market requirements in the output markets. Mechanisms in terms of improving effectiveness of financial products, access and repayment need to be examined (Southeast Asian Regional Conference Value Chain Financing, 2007). What is a value chain? In order for a product to reach the consumer or user, there often are many processes or steps involved. Each step must have a direct link to the next in order for the processes to form a viable chain. At each stage, some additional transformation or enhancement is made to the product. Hence, a value chain is often defined as the sequence of value-adding activities, from production to consumption, through processing and commercialization. Value chains, or supply chains, in agriculture can be thought of as a â€Å"farm to fork† set of processes and flows – from the inputs to production to processing, marketing and the consumer. Each segment of a chain has one or more backward and forward linkages. A chain is only as strong as its weakest link and hence the stronger the links, the more secure is the flow of products and services within the chain (Calvin Miller and Carlos da Silva, Food and Agriculture Organization, Rome) Value chain in summary: [pic] Source: Paper on â€Å"Value Chain Financing in Agriculture† by Calvin Miller and Carlos da Silva FINANCING EFFECTIVE AGRICULTURAL VALUE CHAINS Finance is critical to increasing efficiency, improving product quality, and raising the productivity and income of value chain actors. Without access to finance, small farmers will continue to make little investment, have low-return production systems, and be unable to use their farm resources optimally. Similarly, financial constraints may prevent small and medium-scale traders and processors from expanding their capacities, thus limiting the amount of produce they can buy from small farmers and other local raw material suppliers. Finance is therefore critical in the various stages of the value chain. As noted in the above diagram, at each stage of the value chain i. e. from inputs to consumption, usually there are needs for inance to cover for various requirements ranging from inputs procurement to loans for crops stocking for traders. In each segment in the chain there are different needs and capacities to access finance. Therefore CRDB Bank has developed specific products and services that are tailored into serving players in each segment of the value chain. Usually loans are advanced to participants in the chai n who have organized themselves in various forms. Example of actors in the agricultural value chains financed by CRDB Bank; 1. INPUTS PRODUCTION: AMCOS, FARMER GROUPS, SACCOS, UNIONS and small to medium agribusiness entities. . PROCESSING: CURING COMPANIES, GINNERY COMPANIES and CASHEWNUTS PROCESSORS. 3. DISTRIBUTION: Loans to meet (1) transportation cost of inputs to farmers (2) meeting transport costs of harvested produces to factories, storage areas or market place. DEVELOPING EFFECTIVE AGRICULTURAL VALUE CHAINS CRDB Bank has been participating in developing effective agricultural value chains through variety of ways. In an effort to offer better services to our clients, special departments and in other case establishment of a dedicated Company to serve certain type of clients has been established. Our agriculture customers who fall in the value chain are normally segmented in the following categories (1) Microfinance customers (2) SME’s customers and (3) Corporate customers. In all three segments above, efforts are made by the bank into ensuring that there is effective agricultural value chain that address default risks while in turn reduce production unit cost, increase production volume while strives to add value in the chain. Activities that are aimed into attaining this are: ? Engage in promotion and establishment of various farmer cooperative societies such as AMCOS, SACCOS and UNIONS. Provision of technical assistance to these associations ? Assist in product designing ? Infrastructures loans such as for building irrigation system, warehouses and office buildings. ? Training and coaching our customers plus their staffs SAVINGS AND CREDIT COOPERATIVE SOCIETIES (SACCOS) are exclusively served by the CRDB Microfinance services Company Ltd, a subsidiary of CRDB Bank P lc that has been established specifically to serve micro-entrepreneurs through financial intermediaries. To develop the MFI the Company undertakes sensitization of the communities to establish microfinance institutions in areas with demand for financial services but without a financial institution. On the other hand, it takes onboard weak local microfinance institutions, building their capacities to offer tailor made products and services that really address the needs of their communities. The Microfinance Institutions, benefits by receiving free: 1. Technical assistance 2. Capacity building 3. Marketing as well as 4. Product design assistance. On the other, hand the Company initiate and manage microfinance loans on behalf of the Bank. These loans include agriculture loans (for farm inputs and cultivation), equipment loans for powertillers, tractors and irrigation systems, stock finance loans and office building loans. The Company has a team of dedicated staffs who are responsible for providing technical assistance to the affiliate intermediary institutions on regular basis, capacity building assistance and marketing assistance. They are also responsible for guiding the MFIs in accessing banks products and services. Farmer’s Groups, AMCOS, UNIONS, Company’s and Individuals engaged in agricultural activities are served by two departments of the Bank depending on their size  and credit requirement. Those departments are the Small and Medium Enterprises (SME) and Corporate Department. Customers served by SME are those with loan requirement of up to TZS 200 million. Customers with loan requirement above that amount are served through the Corporate Department of the bank. It has been realized through experience that capacity building before lending especially to those taking loans for the first time is vital for effective utilization and management of the loans. Therefore, training is conducted to the beneficiaries to improve their entrepreneurial skills but also in business management to ensure loan repayment. . CRDB FINANCING TO DIFFERENT ACTORS [pic] EXAMPLES OF PRODUCT AND SERVICES OFFERED BY CRDB BANK TO ACTORS IN DIFFERENT VALUE CHAINS Examples of products and services offered by CRDB Bank Plc to various agricultural value chains: A) PADDY VALUE CHAIN S/N |VALUE CHAIN STAGE |PRODUCTS/ SERVICES OFFERED | |1 |Crop production |Farm development loans | | | |Farm maintenance loans | | | |Powertiller/tractor loans | |2 |Storage |Stock finance loans | |3 |Processing |Loans to millers | |4 |Distribution |Loans to cover transportation costs | | | |Crops purchase loans | | | |Loans to buy transportation vehicles | B) COFFEE VALUE CHAIN: S/N |VALUE CHAIN STAGE |PRODUCTS/ SERVICES OFFERED | |1 |Crop production |Farm development loans | | | |Farm maintenance loans | |2 |Processing |Loans to curing companies | |3 |Distribution |Loans to cover transportation costs | | | |Crops purchase loans | | | |Loans to buy transportation vehicles | | | |Loans to cover export costs (CIF costs to the buying | | | |country) | | | |Crops purchase | C) SUGARCANES VALUE CHAIN: S/N |VALUE CHAIN STAGE |PRODUCTS/ SERVICES OFFERED | |1 |Crop production |Farm development loans | | | |Farm maintenance loans | |2 |Harvesting |Loans to purchase harvesting equipments e. g cane loaders | | | |Loans to buy transportation vehicles to ship canes from | | | |farms to factories | |3 |Processing |Loans to sugar factories | |4 |Distribution |Loans under SME to distributors who sells sugar to retailers| D) TOBACCO VALUE CHAIN: S/N |VALUE CHAIN STAGE |PRODUCTS/ SERVICES OFFERED | |1 |Crop production |Inputs purchase loans | |2 |Harvesting |Burns constructions loans | |3 | Processing |Loans to tobacco factories | [pic] SOME NOTED CASES ON IMPACT OF FINANCING THE VALUE CHAINS Sugarcane Financing Bank has been financing sugarcane production in various stages of the value chain from production to delivery at factory. One example is that of financing farmers at Turiani ward in Morogoro region through their TUR SACCOS by providing them with loans for farm development, maintenance and transportation to factory. The result of financing in the past seven years has been remarkable as shown in the table below. It will be noted that between 2007 and 2008 there was a rapid increase in all aspects of production, this was contributed by the decision by the Company to finance farmers (through their group) to purchase grab loaders equipment to facilitate harvesting of sugarcane. As in the previous years, not all sugarcanes from outgrowers farmers were being harvested to due lack of equipment despite higher demand from factory. This was causing farmers to lose their crops and those who harvested late after start of the rain season obtained lower renderment and thus lower returns. |SUGARCANE PRODUCTION TREND AS A RESULT OF SACCOS FINANCING TO OUTGROWERS- TUR SACCOS | |   |   |2002 |2003 | |1 |Price during Harvest (100kgs) |35,000 |100 | |2 |Price at selling time after storage(100kgs) |70,000 | | |5 |Production per acre before WRS (tons) |1. 6 |100 | |6 |Production per acre after WRS (tons) |3 | | SECTOR WISE DISTRIBUTION OF CRDB BANK PLC LOAN PORTFOLIO Agriculture and Livestock constitute the largest portion of the CRDB Bank Loan portfolio with 21%, however by considering financing of the value chain then three sectors will be involved of microfinance, manufacturing/processing and agriculture with a percentage of about 34%. CONCLUSION Through financing the agriculture value chain by considering the different actors from small farmers to corporate agribusinesses it is possible to overcome the challenges o f agriculture in a country. This can only be possible through innovative approaches to serve the different segments by considering their differences in their activities, finance requirements, understanding of farming business and management of loans. It has also been proved beyond doubt that access to finance to the different actors has helped in reducing production unit cost, increase production volume while adding value in the chain. Corporate PHYSICAL FLOWS SME Corporate CRDB Microfinance Corporate CRDB BANK PLC STORAGE AMCOS. GINNERY COMPANIES AND CASHEWNUT PROCESSORS DISTRIBUTION TRANSPORTERS PROCESSING CURING COMPANIES GINNERY COMPANIES AND CASHEWNUT PROCESSORS INPUTS PRODUCTION AMCOS, FARMERS GROUPS, UNIONS, SACCOS, Agribusiness entities CRDB Microfinance SME

The Advantages of Technology Essay Example

The Advantages of Technology Essay Example The Advantages of Technology Essay The Advantages of Technology Essay Nowadays people worry about effect of new technologies on our society, they suppose that the influence of the latest developments is harmful for their lives. However, there are many people who see the advantages of technology. First of all, the products of new technologies like electronic devices are very useful in daily life. People can save a lot of time by using computers, mobile phones etc. This is especially beneficial in the workplace where employees can handle their work faster than they could in the past by using computers and the Internet. Also, new technologies such as mobile phones and the Internet have revolutionized the way of communication and finding information. The new way of communication requires less number of spent time and money. As a result, the economy benefits. However, using new technologies could also have negative effects. Many people use electronic devices too intensive and they become addicted. Moreover, we consume a lot of energy by using and developing new technologies. This may cause a disruption in the atmosphere and climate changes. Besides, not the all products of new technologies are made for simplification human’s lives. Atomic bombs, guns, radiation etc – all this stuff was made with one purpose: to kill humans. So, new technologies aren’t always harmless for society. To sum up, I’d like to say that despite the fact, new technologies have lots of benefits, we must use them very carefully. We can’t say exactly if the development of new technologies will be harmless.

Exercise for Homework Time Management

Exercise for Homework Time Management Do you find yourself rushing to complete your homework assignment at the last moment? Are you always starting your homework when youre supposed to be going to bed? The root of this common problem may be time management. This easy exercise will help you identify the tasks or habits that take time away from your studies and help you develop more healthy homework habits. Keeping Track of Your Time The first goal of this exercise is to get you to think about how you spend your time. For instance, how much time do you think you spend on the phone per week? The truth may surprise you. First, make a list of common time-consuming activities: Talking on the phoneEatingNappingListening to musicLoungingWatching TVPlaying games/surfing webSpending time with familyHomework Next, jot down an estimated time for each one. Record the amount of time that you think you devote to each of these activities per day or week. Make a Chart Using your list of activities, create a chart with five columns. Keep this chart on hand at all times for five days and keep track of all the time you spend on each activity. This will be tough sometimes since you probably spend a lot of time going rapidly from one activity to the other or doing two at once. For example, you may watch TV and eat at the same time. Just record the activity as one or the other. This is an exercise, not a punishment or a science project. Dont pressure yourself! Evaluate Once you have tracked your time for a week or so, take a look at your chart. How do your actual times compare with your estimates? If you are like most people, you may be shocked to see how much time you spend doing things that are unproductive. Does homework time come in last place? If so, youre normal. In fact, there are many things that ​should take more time than homework, like family time. But surely there are some problem areas that you can identify as well. Are you spending four hours a night watching TV or playing video games? You certainly deserve your leisure time. But to have a healthy, productive life, you should have a good balance among family time, homework time, and leisure time. Set New Goals When tracking your time, you may find that you spend some time on things you just cant classify. Whether were sitting on the bus staring out the window, waiting in line for a ticket, or sitting at the kitchen table gazing off in the distance, we all spend time doing, well- nothing. Look over your activity chart and determine areas you could target for improvement. Then, start the process over again with a new list. Make new time estimates for each task or activity. Set goals for yourself, allowing more time for homework and less time on one of your weaknesses, like TV or games. You will soon see that the mere act of thinking about how you spend your time will bring about a change in your habits. Suggestions for Success Dont work alone. Some of us need support to stick to something. A little competition with a friend always makes things more interesting. Work with a friend, compare notes, lists, and charts. Make a game of it!Include your parent. Get your mom or dad involved and have them keep track of the time they waste. Now that might be interesting!Negotiate a reward system. Whether you work with a friend or a parent, work out a system for rewarding yourself for progress. If working with a friend, you could agree to provide lunch or dinner for the time-saving winner each week.If working with a parent, you could negotiate an extended curfew for every increased minute devoted toward homework. Perhaps you could even substitute dollars for minutes. The possibilities are endless!Have a party for reaching a goal. Even if youre working on your own, you could promise yourself a party as a reward for reaching a specific goal.Make it a class project. This would be a great project for an entire class. The t eacher or group leader could keep track of progress with a flow chart. When the class reaches a goal as a group- its party time!

How to Create Quick Chapter Outlines for School

How to Create Quick Chapter Outlines for School When you read a chapter in a textbook from beginning to end, it’s easy to get swept away in a sea of details and overlook the main ideas. If you’re short on time, you might not even be able to make it through the entire chapter. By creating an outline, you’ll be sifting through the information strategically and efficiently.  Outlining helps you to focus on the most important points and gloss over excess detail. When you make an outline, you’re effectively creating an exam study guide in advance. If you put together a good outline, you won’t even have to return to your textbook when exam time arrives. Reading assignments don’t have to feel like a dull slog. Creating an outline while you read will keep your brain stimulated and help you retain more information. To get started, follow this simple outlining process next time you read a textbook chapter.​​ 1. Carefully Read the First Paragraph of the Chapter In the first paragraph, the author establishes a basic structure for the entire chapter. This paragraph tells you what topics will be covered and what some of the chapter’s main themes will be. It may also include key questions that the author plans to answer in this chapter. Make sure you read this paragraph slowly and carefully. Absorbing this information now will save you a lot of time later. 2. Carefully Read the Last Paragraph of the Chapter Yes, that’s right: you get to skip ahead! In the very last paragraph, the author sums up the chapter’s conclusions about the main topics and themes and may provide brief answers to some of the key questions raised in the first paragraph. Again, read slowly and carefully. 3. Write Down Every Heading After reading the first and last paragraphs, you should have a broad sense of the chapter’s content. Now, return to the beginning of the chapter and write down the title of each section heading. These will be the largest headings in the chapter and should be identifiable by a big, bold font or bright color. These headings reflect the chapter’s main topics and/or themes. 4. Write Down Every Subheading Now its time to head back to the beginning of the chapter. Repeat the process from Step 3, but this time, write down the subheadings beneath every section heading.  The subheadings reflect the main points the author will make about each topic and/or theme covered in the chapter. 5. Read the First and Last Paragraph of Every Subheading Section, and Make Notes Are you sensing a theme yet? The first and last paragraphs of each subheading section typically contain that section’s most important content. Record that content in your outline. Don’t worry about using complete sentences; write in whatever style is easiest for you to understand. 6. Read the First and Last Sentence of Every Paragraph, and Make Notes Return to the beginning of the chapter. This time, read the first and last sentence of every paragraph. This process should reveal significant details that might not be included elsewhere in the chapter. Write down the important details you find in each subheading section of your outline. 7. Quickly Skim the Chapter, Looking for Bold Terms and/or Statements For the final time, flip through the entire chapter, skimming each paragraph for terms or statements that the author emphasizes with bold or highlighted text. Read each one and record it in the proper section in your outline. Remember, every textbook is a little different and may require a slightly modified outlining process. For example, if your textbook includes introductory paragraphs beneath every section heading, make a point of reading those in full and including a few notes in your outline. Your textbook might also include a table of contents at the beginning of each chapter, or better yet, a chapter summary or review.  When you finish your outline, you can double check your work by comparing it to these sources. You’ll be able to make sure your outline isn’t missing any of the major points highlighted by the author. At first, it might seem strange to skip over sentences. (â€Å"How can I understand the content if I dont read all of it?†) Counterintuitive though it may feel, this outlining process is a simpler, faster strategy for understanding what you read. By starting with a broad view of the chapter’s main points, you’ll be able to better comprehend (and retain) details and their significance. Plus, if you have extra time, you can always go back and read every line in the chapter from beginning to end. You’ll probably be surprised by how well you already know the material.

Plato The simile of the cave Essay Example | Topics and Well Written Essays - 2250 words

Plato The simile of the cave - Essay Example At the time of its composition, scholars struggled to explain human psychology and the workings of the human mind. A tag of war between empirical psychologists and those that believed in reason led to numerous debates and this composition aims at addressing the situation at hand. The allegory is part of a series of publications, collectively titled The Republic, which address various aspects of human behaviour including; morality and justice. In previous and subsequent publications, the author uses the same style of presentation to explain human behaviour, and his view on various issues affecting human beings. At the time of publishing The Republic, Plato doubled up as a renowned philosopher and mathematician among the Greeks. Plato drew inspiration from other established scholars such as Pythagoras and through his numerous travels to Egypt, Syria, Libya, and Sicily. The main themes in the simile are ignorance and humans, as depicted by the enslaved characters and their understanding of things. The following analysis of the work by Plato aims to explain the analogies purported in the simile, the plot and the elements of literature used by the author. The analysis will go over the plot of the simile to uncover the intended message from the hidden nature in which the author delivers it. The allegory begins with a group of prisoners chained at their hands and necks. They cannot change the direction in which they are facing and are forced to constantly stare at a wall. Behind the prisoners is an elevated wall, and a pathway constructed in such a way that the prisoners cannot see people using the path, but can see shadows of what they are carrying cast upon the wall they are facing. Further behind the pathway is an elevated fire, blazing at a distance such that shadows of the prisoners, as well as elevated goods carried by passers-by, are cast upon the wall in front of the prisoners. The narrative

The Relationship between Liberalism and Feminism Research Paper

The Relationship between Liberalism and Feminism - Research Paper Example Feminism is somewhat an expansion of the liberal plan. The relationship between liberalism and feminism is very close but at the same time extremely complicated. The origin of both the principles lies in the materialization of individualism and independence as a common concept of social life; neither feminism nor liberalism is possible without a certain idea of people as independent, free, and being equal individuals, liberated from the recognized, hierarchical ties of conventional culture and society. Although moderation and feminism belong to the same foundation, their supporters have repeatedly been disparate and opposed from the previous two hundred years. The course and range of feminist disapproval of liberal concepts of the community and the public have changed to a great extent in various stages of the feminist plan. An examination of this condemnation is made more complex because liberalism is intrinsically vague about the private and the public and liberals and feminist dif fer about why and where the separation among the two areas should be done, or, according to some modern feminist point of view, if it ought to be separated at all. Feminism is frequently perceived as nothing further than the achievement of the bourgeois and liberal transformation, as an expansion of liberal values and rights to men and women both simultaneously. The need to have equal rights for every individual has been an imperative stance of feminists at all times. Nevertheless, the effort to universalize tolerance and broadmindedness has more influential results than is often cherished because at the end it unavoidably defies the liberalism itself.  

How Do We Forgive Our Fathers (Poem) Essay Example | Topics and Well Written Essays - 1250 words

How Do We Forgive Our Fathers (Poem) - Essay Example The speaker of the poem is most probably a son, a son who faces the double dilemmas of knowing himself and knowing his father, without losing touch with his own identity. The poem suggests that a father’s masculinity defines his personality, which in turn, shapes his attitudes and behaviors as a husband and a father to his family; in other words, masculinity develops and delimits his destiny, a destiny that is intertwined with his children’s identities. In the first stanza, the poem looks at his father through the haze of the past and the future. The first line states: â€Å"How do we forgive our Fathers?† (Lourie 1). These words ask all children about forgiving their fathers. â€Å"Fathers† is capitalized, which makes it more personal because a son would say â€Å"Father† not â€Å"father.† It is in plural form too, which connotes the universality of having fathers as a shared experience. The first line also evokes the image of a father who must be forgiven. The speaker no longer asks if people need to forgive their fathers, but focuses on the process, the â€Å"how.† Apparently, the speaker does not know the process of forgiving someone as important in his life as a father. The poet continues the thought to the second line, which states: â€Å"Maybe in a dream† (Lourie 2). ... The future may be bleak when children have a hard time forgiving their fathers. The question of forgiveness is perceived with both hesitation and opportunity. The next few lines of the first stanza introduce the greatest faults of fathers in general. The third line continues to the idea of fathers’ deficiencies. It states: â€Å"Do we forgive our Fathers for leaving us too often or forever† (Lourie 3). Instead of answering the question â€Å"how,† the poet refers to the reasons why people have to forgive their fathers. The shift of the content from the â€Å"how† to the â€Å"why† provides a clearer explanation of the context of forgiveness. What have fathers done to be forgiven? The poet answers that fathers sometimes leave their families too much or forever, wherein â€Å"too often† means they always have to go to work, and for their spare time, they drink or spend it with their colleagues and friends. This aspect of fatherhood highlights c lass, race, and gender issues. The working class, especially low-income minority groups, spends their lifetime working to make ends meet. As fathers, the patriarchal society expects them to be the breadwinners, which is a gender issue. As men of the house, they must make money, or else, society questions their masculinity. To leave â€Å"forever,† on the contrary, means that the father has abandoned his family. He has sired a child and left him/her to his/her mother. This kind of fatherhood is criticized, but not as blatantly as mothers who abandon their children. Somehow, a masculine world condones abandoning fathers as an acceptable norm. These reasons for forgiving fathers are important because they undermine the essence of a father. A father who is gone or almost always gone can hardly be a father in

Approaches to creativity and innovation in business Essay

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Marketing Products and Services in a Dynamic Environment Assignment

Marketing Products and Services in a Dynamic Environment - Assignment Example The author makes special references to the claims advanced by Adam Smith and other prominent economic thinkers as understood within the domain of goods-dominant logic with the intention of exposing its fundamental strengths and weaknesses as compared with the service-dominant logic. The theoretical foundation of the article marks a determined departure from the conventional systems of through that privilege the goods-dominant logic as a key determinant of economic exchange. The author affirms that all kinds of exchange are based on service (Vargo, Maglio, & Akaka, 2008, p. 145). This marked departure from the conventions of goods-based logic promotes a sense of disharmony between traditional accounting practices and the modern economic assumptions that emphasize more on the need to develop value-based systems. In essence, the author makes the claim that all forms of transactions are ultimately reducible to service for the benefit of the end users. The author explores the dimensions of service science from the multiple dimensions that include the relationship between production and utilization of the value. Other relationships explored include the product and process in light of their relationship with the generation of value. The study trains some significant focus on the connection between transaction and relationship between the transacting parties. The difference between the goods-dominant logic and the service-dominant logic as understood within the framework of this study involves a range of options that significantly connect within the element of productivity (Vargo, Maglio, & Akaka, 2008, p. 147). The goods-dominant logic operates under a system that offers unique advantages to the end user. Theoretically, this concept is built on the assumption that the roles of the producer and that of the end user are clearly distinct. In line with this ideal, the consumer primarily plays the role of utilizing the value. The value o f a good

Original writing assignment Essay Example for Free

Original writing assignment Essay It was a beautiful sight, picturesque even, all around were fields of lush green grass with steep hills, deep valleys and evergreen trees. In front of him there was a lake with beautiful sparkling blue water, with beavers going about their daily business, fishes swimming and birds singing. However, as he glanced across to the other side of the lake the boy laid eyes upon an almighty cave. The water on this side of the lake was brown with dead fish floating on the surface. The banks surrounding this part of the lake were simply bare rocks threatening to crush anything with the misfortune of touching them. There were no birds singing or beavers playing. Not a single living thing dwelled on those premises and it was obvious why. Who in there right minds would rather live there than on the stunning view that was just meters from the grim scene? The boy drew his gaze away from the lake and noticed many little buildings with thatched roofs and only one floor. In front of these unusual and certainly old-fashioned buildings stood small families of people all dressed in pretty much the same way. The women wore long brown and white frilly dresses. They all looked like servants. The men also wore brown and white but these were brown tattered trousers and a white V-necked shirt. At a glance down at his attire, the boy noticed he was wearing exactly the same as the other boys that he had seen. He was tired and decided that he should get some rest; a fall from the sky into unfamiliar territory can really take it out of you. The young boy slowly advanced towards the nearest house. He was walking straight towards the 3 people stood in front of it, but the didnt even seem to have noticed him. The boy was only 20 metres from them now but their gaze was still fixed to where he had first landed. He was now only 10 metres from them and could clearly see every single crevice on their skin. That was then he noticed the boy in front was not only dressed identically to him he was also exactly the same height and build with the same blonde hair blue eyes. He even had exactly the same horseshoe shaped birthmark on his neck. The young boy looked extremely confused and turned to the women in a desperate search for an explanation. To his horror, the woman was looking straight through him. This feeling of horror rapidly swapped itself with a feeling of utter disbelief, he recognised this women but where from. He opened is mouth to ask if she too recognised him. However, as soon as the first letter rolled of his tongue and dissipated into the air the almighty rumbling started again. This was much worse then the soft rumbling he had become accustomed to during his dreams. This was a full-blown earthquake style rumbling. The whole ground was shaking. The voices started again. He could finally make sense of the voices Help David, the cave, help it started of with just the women but very quickly the rest of the people joined in. He finally realised where he recognised that woman from. It was his mum, but it wasnt. It couldnt be it had to be a bad dream. The voices were unbelievably loud now. He could not take much more of this. David dropped to his knees willing himself to wake up. He didnt. Of course, he didnt: He couldnt. There was only one thing he could do. The young boy sprinted to the cave, as soon as his size 7 shoes made contact with the cold grey stone the voices stopped, and the rumbling subsided. The inside of the cave was massive. David was standing in what seemed to be an ally. It had a grey floor and red-stone wall. In this alley of a cave ran a small, dirty brown stream. David decided to follow the stream. The silence was deafening. He was right in the centre of his worst nightmares yet the scene he was now living resembled his dreams in no way what so ever. He was expecting an increasingly loud rumble as he became ever closer to the source of all his sleepless nights. However, it was in no way at all like this. All David could hear was the splat as his feet slapped against the wet floor. All he could do was walk straight into the caves belly, he could not go back outside, he couldnt face the screaming. He had to sort this, now, once and for all. The relatively small walk was taking forever, a whole hour seemed to have passed as David walked through the cave however in reality it was closer to a minute. At last, the young boy had reached his destination. It certainly was not what he had expected. He was standing on a floor of grey stone. In front of him was a ring of water. Inside this ring was a small island containing one thing and one thing only; a white, round crystal. A rickety rope bridge hung loosely over the deep murky water. This was the end; he had reached the end of the cave, the end of the nightmares. It had to be something to do with that crystal, but what? David had obviously made his mind up as he cautiously walked to the bridge. He checked the ropes, it seemed secure enough but there was only one way to find out. He raised his foot and slowly but surely placed his foot on to the bridge. As soon as his foot connected with the nearly rotten wood an almightily high-pitched scream pierced through the silence, the rumbling once again shook Davids brain, and a short stab of bright light temporarily illuminated the area before subsiding into a low shimmer. The rumbling didnt stop, it got considerably worse. The bridge was shaking; water was spraying from the stream in huge waves. He had to keep going, this torture had to end. David lunged and grabbed the crystal. A searing pain swarmed through Davids entire body. A brilliant light blinded him. Everything went white. David could no longer hear the high-pitched screams; he did not feel the ice-cold water flooding over the top of him. The rumbling stopped, so did the screaming and the crystal returned to the dull colourless state in which it started. David was nowhere to be seen.   All this happened 14 years ago. I have been all alone here ever since, still experiencing the same horrific dreams. Although now its all changed. You are here. The man thrust his hands forwards, palms out. There was writing burnt into the skin. Help David Our Saviour. Harry Litchfield Show preview only The above preview is unformatted text This student written piece of work is one of many that can be found in our GCSE Miscellaneous section.

Middle Childhood Sexuality Education

Middle Childhood Sexuality Education Andrew Wilson Abstract Sex education is must for all students but it is vitally important to begin the education as soon as possible. Thus, it is best to start the sex education when normal education begins at the five to nine years of age or middle childhood. Beginning education at this age allows the child to easily assimilate his or her education without a fuss, embarrassment, or a feeling of strangeness. Sex education becomes matter of fact; just like studying history or math. The education should start with very basics of anatomy, reproduction, relationships, sexual behavior, gender roles and sexual health. Middle Childhood Sexuality Education Middle childhood sex education is geared toward age’s five to nine. Sex education can never be started too early and when regular school education begins is the best time to start the sex education curriculum. If presented at this age in a matter fact way, sex education will be received without embarrassment, unwillingness to share, and ask questions. It should address age appropriate topics in the following areas: human development, sexual behavior, relationships, personal skills, sexual health, and society. During the education, the goals of being at ease with their own body, awareness of sexual health, and sexual orientation should be kept in mind (Implementing). Human development must be presented first so each child understands their own human anatomy. Understanding the basic functions of your own body and that of the other sex is essential to understanding all other components of sex education. The following areas will be presented under the heading of human development: reproductive anatomy that discusses the names of body parts and the differences between boy and girls; the reproduction act including intercourse, conception, the uterus, and the result of a baby; body imagine includes discussion of shapes, sizes, and colors of people young and old; identity and orientation includes homosexuality, heterosexuality, appropriate labels and the respect for all sexual orientations (KidsHealth). Handouts with labeled body parts for both girls and boys will be handed out. The instructor will have an overhead with transparency for each sex. As the instructor names the body part, the children will follow along and color the named part the color the instructor desires, such as, the breast is pink. Following the coloring and naming section, the children will then have the chance to see and touch actual female and male models of the genitalia. Next, a discussion on the body’s diversity will be held with the children sitting in a circle around the instructor, as, the instructor ask the children to name how we are different –for example: male/female, black/white, skinny/heavy/normal, tall/short/average with the different development groups of infant, child, adolescent, young adult, middle-aged, and the elderly. Giving out pictures of the different body diversities to the children when they call them out as a reward and encouragement for participation will be done. The reading of a book concerning and explaining sexual intercourse, conception, development of the fetus and birth of the baby will be done. A good book for this is the book, You Were Born on Your Very First Birthday. After reading of the book, the instructor will encourage the children to talk about and ask questions concerning the sexual act and its result. The next reading will be to cover sexual orientation, in regards to gay and lesbian sexuality, to introduce the children to these alternate sexual orientations. An acceptable book that covers these areas is, Love Makes a Family. Again, the follow up of the book should include time for questions and discussion between the instructor and the children. Following the presentation of human development, the subject of relationships will be discussed. Families, friendships, love, dating, marriage and/or lifetime commitment, and the raising children or the decision to not have children will be broken down further in to subtopics. Under families a discussion will be conducted concerning the different kind of families found, how the family can change, and the roles of care for each other, and the different kinds of love within the family. The topic of friendships will cover the components of sharing, forgiving, hurting, and apologizing within the structures of various friendship structures. The importance of showing and sharing love and the different ways to show that love will be discussed. Dating will be defined and who dates, indicating teenagers, unmarried adults, and the single parent. Under marriage and lifetime commitments the reasons for marriage and divorce will be touched on. Under raising children, the instructor will cover the many reasons for having children, the effort and commitment it takes to raise children. Adoption will be discussed with the reasons and the desire for adoption will be discussed (Kids’). The next step will be to have the children share the composition of their own families and tomake a â€Å"flow chart† on the blackboard as the children describe their families. From that chart add friends, who their older brother, sister or even whom their parent is dating or living with, who they love, for example, grandparents, their neighbors, their baby sitter, any pregnancies in their immediate and/or extended family, divorce parents, step-parents, step brothers and sisters. Finally, define and describe family morals and values to the student. Have the children role-play expressing their feelings – happy, sad, confused, afraid, etc. Last discuss who they should trust and who to go to when they are afraid, confused, or need help. The next level to cover will be sexual behavior. These concepts of how the body feels good, curiosity of their body, acceptable masturbation practices will be defined. That is, who and where, shared sexual behavior is acceptable in regards to touching, hugging, kissing, and appropriate sexual behavior. Stressing that the sexual response is normal and healthy and how each sex is more alike than different (Davis). Sexual health will discuss contraception and abortion delving into wanted and unwanted pregnancies and who gets to make the choice. Sexual Transmitted Disease coverage will speak about the definition and causes, ways of getting STDs and ways to prevent STDs. Sexual abuse will cover body rights, appropriate touching and nudity, who to turn to if you feel you have been abused, stressing that the child is never at fault for the abuse and that boys and girls both can be abused. Reproductive and genital health will speak of the need for washing, cleanliness, doctor visits, the avo idance of alcohol, drugs, and smoking (Sex). The instructor will talk about when we enjoy our bodies alone or with others, such as, swimming, playing ball, and hugging. Make sure they understand that their feelings are normal, healthy, and good. Masturbation will be described as a normal activity but it should be conducted in privacy noting that privacy does not mean in secret, as if it is something to be hidden (Davis). Have the children tell how each boy and girl’s bodies are vary. An open talk about health ideas, smoking, drinking, drugs, cleanliness, doctor visits, germs and illness will be conducted. The instructor will continue by describing the underlying themes of STDs while stressing that they can only get sexual transmitted disease from sex (Lets). The final stage of discussion will cover gender roles, sex and religion, diversity and the sex coverage in the media. Gender roles will include similarities and difference between boys and girls, gender expectations of boys and girls, and parental roles. Sex and religion will involve similar yet different values (Coates). Sexual diversity is comprised of how differences are important, what stereotypes are and what sexual discrimination entails. Sexuality in the media contains both aspects of fiction and truth on television, in the movies, and on the internet. Age appropriateness in those medias will be portrayed (Lets). Have the class chat about gender roles and the way that they and their brothers and sisters have learned these roles. Ask questions, such as, â€Å"How do girls get treated?† and â€Å"How do boys get treated?† Give very general and basic instruction to the children that different religions have different ideas about sex. Encourage them to speak with their parents about any specific questions they have concerning sex and religion. Discuss stereotypes and sexual discrimination; plus, have the children share their ideas and thoughts about these subjects. Then talk about what sexual and stereotypical things they see on television and at the movies (Coates). In summary, the instructor needs to evaluate their effectiveness by the student’s ability to recognize the basic sexual genitalia and explain in very simple terms how reproduction happens. The students should then be able to describe basic relationships and when and whom to ask for help if necessary. The children should be able to verbalize how to take care of their health and define what a sexually transmitted disease is. Finally, the child should be able to convey the above information in a comfortable fashion and with the lack of embarrassment. References Coates, Nigel. (2008). Youthideas.co.uk.Retrieved from http://www.youthideas.co.uk/yw/talk/ Davies, Melanie. (2000). Tips for Talking with Kids about Masturbation. Retrieved from http://www.advocatesforyouth.org/parents/2027-tips-kids-mast Implementing Sex Education. Planned Parenthood. (2014). Retrieved from http://www.plannedparenthood.org/resources/implementing-sex-education-23516.htm KidsHealth. (2014). Sexual Orientation. The Nemour Foundation. Retrieved from http://kidshealth.org/parent/emotions/feelings/sexual_orientation.html Kids’ Ideas about Love. Rinkworks. Retrieved from http://www.rinkworks.com/said/kidlove.shtml Let’s Talk. Planned Parenthood of Indiana. Retrieved from http://www.ppin.org/education/education_documents/parent_packet.pdf Sex Education – Primary School Children. (2013). Better Health Channel. State Government of Victoria. Retrieved from http://www.betterhealth.vic.gov.au/bhcv2/bhcarticles.nsf/pages/Sex_education_primary_school_children

Gender Differences In Students Academic Performance :: essays research papers

Gender Differences in Students' Academic Performance Students with urban and suburban backgrounds consistently outperformed students from rural and small-town areas. Parental education levels correlated with academic success. Considering the background of the study's female participants one could reasonably expect women to outperform men. However, in spite of the higher indicators of success possessed by women, this expectation was not fulfilled. Data and background predictions did not match up with what actually occurred. Men received better grades, retained more of their self-confidence, and more men stayed in chemical engineering than women. When students run into math difficulties, men are more likely to credit math difficulties to challenges inherent in the subject, while women are more likely to explain away failure by lack of ability. This is the first of many discrepancies in men and women's perception of their own performance. Regarding general academic performance, women are more likely to attribute it to lack of ability while men more often attribute it to lack of hard work or unfair treatment. If students do well, women will more likely chalk it up to outside help while men see it as a reinforcement of their own ability. Regarding course performance, women were asked to indicate what grade would satisfy them and what grade they actually expected to receive in a course. The women's expectations decreased as the term progressed; they downrated their ability and ended up underestimating themselves. Courses involving group work were included in this study. Although group work was found to be generally positive and well-received by students, the findings inspired the authors to caution educators about potential reactions of students to group work.

Oncologist paper :: treating cancer

Classification of cancer determines appropriate treatment and helps determine the prognosis. Cancer develops progressively from an alteration in a cell’s genetic structure due to mutations, to cells with uncontrolled growth patterns. Classification is m e according to the site of origin, histology (or cell analysis; called grading), and the extent of the disease (called staging). Site of Origin This classification describes the type of tissue in which the cancer cells begin to develop. Here are some common examples of site of origin classification: Adenocarcinoma – originates in glandular tissue Blastoma – originates in embryonic tissue of organs Carcinoma – originates in epithelial tissue (i.e., tissue that lines organs and tubes) Leukemia – originates in tissues that form blood cells Lymphoma – originates in lymphatic tissue Myeloma – originates in bone marrow Sarcoma – originates in connective or supportive tissue (e.g., bone, cartilage, muscle) Grading Grading involves examining tumor cells that have been obtained through biopsy under a microscope. The abnormality of the cells determines the grade of the cancer. Increasing abnormality increases the grade, from 1 – 4. Cells that are well differentiated losely resemble mature, specialized cells. Cells that are undifferentiated are highly abnormal, that is, immature and primitive. Grade 1 Cells slightly abnormal and well differentiated Grade 2 Cells more abnormal and moderately differentiated Grade 3 Cells very abnormal and poorly differentiated Grade 4 Cells immature and undifferentiated Staging Staging is the classification of the extent of the disease. There are several types of staging methods. The tumor, node, metastases (TNM) system classifies cancer by tumor size (T), the degree of regional spread or node involvement (N), and distant meta asis (M). Tumor (T) T0 No evidence of tumor Tis Carcinoma in situ (limited to surface cells) T1–4 Increasing tumor size and involvement Node (N) N0 No lymph node involvement N1–4 Increasing degrees of lymph node involvement Nx Lymph node involvement cannot be assessed Metastases (M) M0 No evidence of distant metastases M1 Evidence of distant metastases A numerical system also is used to classify the extent of disease. Stage 0 Cancer in situ (limited to surface cells) Stage I Cancer limited to the tissue of origin, evidence of tumor growth Stage II Limited local spread of cancerous cells Stage III Extensive local and regional spread Stage IV Distant metastasis A doctor who specialises in treating cancer. A clinical oncologist, or radiotherapist, specialises in treating cancer with radiation, and a medical oncologist specialises in treating cancer with drugs.

Hk Tax

Edinburgh Napier University/SCOPE of City U Hong Kong Taxation LECTURE 1: Salaries tax and salaries tax planning, Double taxation arrangement with Mainland China Outline Salaries tax | |- |Scope of charge, format and presentation of salaries tax | |- |Locality of employment | |- |Taxability of fringe benefits | |Salaries tax planning | |- |Remuneration package and fringe benefits | |Double taxation relief | |- |Arrangement between Mainland China and the HKSAR | Textbook – Dora Lee, Advanced Taxation in Hong Kong, 15th edition, 2012, Pearson, Hong Kong, Chapters 2 to 5, 23 & 24 LECTURE 1: Salaries taxUnder s8 of the Inland Revenue Ordinance, salaries tax is charged on every person in respect of his income arising in, or derived from Hong Kong from the following sources: 1) an office 2) employment 3) pension Source of Income from Office The source of income from an office is determined by the location of the office, which is at the place where the central management and contr ol of the company is located. Normally, this means the place where directors hold their meetings. Once it is determined that an office is located in Hong Kong, the whole income from such office is chargeable to salaries tax. No question of apportionment arises. Source of Income from PensionThe source of income from pension is the place where the pension fund is managed. Source of Income from Employment A taxpayer having an employment located in Hong Kong (Hong Kong employment) is chargeable under s8 above. Taxpayers whose employment is not in fact located in Hong Kong (Non-Hong Kong employment) may still be liable to salaries tax if they render services in Hong Kong. The basic charge to salaries tax is specifically extended to include the income of overseas employees working in Hong Kong during visits exceeding 60 days [S8(1A)]. Hong Kong Employment a) No time-apportionment b) All income included despite part of services rendered outside Hong Kong c) Exceptions: i) rendered ALL serv ices outside Hong Kong i) visited Hong Kong for 60 days or less in a year of assessment concerned d) Relief: i) income excluded for income attributable to services rendered in that territory and foreign tax paid ii) tax credit under Double Tax Arrangement with Mainland China and other tax treaty countries According to DIPN10, the IRD accepts that employment is located outside Hong Kong where all the following factors are present: a) the contract of employment was negotiated, and entered into, and is enforceable outside Hong Kong; b) the employer is resident outside Hong Kong; c) the employee’s remuneration is paid to him outside Hong Kong. In appropriate cases, the IRD may need to look further facts.Comparison of Hong Kong employment and non-Hong Kong employment: | |Hong Kong employment |Non-Hong Kong employment | |All services rendered in Hong Kong |Taxable in full |Taxable in full | |Services partly rendered in Hong Kong |Taxable in full |Time apportionment | |All services rendered outside Hong Kong |Exempt |Exempt | |Services rendered in Hong Kong for less than 60 days or less | | | |visits in Hong Kong |Exempt |Exempt | |Services rendered in Hong Kong for more than 60 days visits in | | | |Hong Kong |Taxable in full |Time apportionment | |Services rendered in Hong Kong for 60 days or less but presence in| | | |Hong Kong did not constitute visit to Hong Kong | | | | |Taxable in full |Time apportionment | |Services rendered outside Hong Kong with foreign tax paid |Foreign services income | | | |exempt |Not applicable | If a taxpayer with Hong Kong employment is seconded to work overseas with a new non-Hong Kong employment, clear evidence must be shown such that the old employment has been terminated and that a distinctively new employment has commenced. Format of salaries tax computation – Individual |$ |$ |Section | |Income from principal employment | |A |9 | |Less: Allowable outgoings and expenses |B | |12(1)(a) | | Depreciation allowanc es | C | D |12(1)(b) | | | |E | | |Add: Rental value (10% on E) |F | |9 | | Less: Rent suffered | G | | | |Net rental value | | H | | | | |I | | |Income from other employment | | J | | | | | K | | |Less: Loss brought forward |L | |12(1)(c) | | Self-education expenses | M | N |12(1)(e) | |NET ASSESSABLE INCOME | | O | | |Less: Concessionary deductions | | | | | Approved charitable donations (limited to 35% of K) | P | |26C | | Elderly residential care expenses | Q | |26D | | Home loan interest R | |26E | | Contributions to recognized retirement scheme | S | T |26G | |Net assessable income after concessionary deductions | | U | | |Less: Personal allowances | | V |Part V | |Net chargeable income | | W | | |Salaries tax payable | | | | |Lower of (a) progressive rate on W or | | | | |(b) standard rate on U | | | | | | | | | Format of salaries tax under joint assessment |Husband |Wife |Joint | | |$ |$ |$ | |Net assessable income |X1 |X2 |X | | |== |== | | |Less: Concessionary deductions | | | | | Approved charitable donations (limited to 35% of X) | |P | | | Elderly residential care expenses | |Q | | | Home loan interest | |R | | | Contributions to recognized retirement scheme | |S |T | |Net assessable income after concessionary deductions | | |U | |Less: Personal allowances (married person’s, etc) | | |V | |Net chargeable income | | |W | |Salaries tax payable by the nominated spouse or | |the spouse who would have been liable to pay salaries tax under separate taxation. | | | | | | |100% of salaries tax will be waived, subject to a ceiling of $8,000 (2008/09). | |75% of salaries tax will be waived, subject to a ceiling of $6,000 (2009/10 & 2010/11) and $12,000 for 2011/12. |Case law establishes that income from employment: a) includes income for services rendered or to be rendered; b) excludes voluntary receipts for personal reasons; c) excludes compensation for loss of rights Assessable income includes reward for services rendered, past, pr esent and future. If the employer makes a payment to a third party for which the employer itself was solely and primarily liable, then the benefiting employee is not chargeable to tax on such benefit, unless: a) the benefit can be converted into money; or b) the payment was paid for the education of a child of the employee. c) any amount paid in connection with a holiday journey.Considering whether an income is chargeable to salaries tax: a) whether the payment is derived from an employment or office; b) whether the payment is in recognition of services rendered in the past, present or future. In D19/92, The taxpayer was offered and accepted employment by a Hong Kong company. The company paid him a lump sum at the beginning of his employment as an inducement to join the company. The Board held that this payment was incorporated into his contract of employment with the company. The source of the inducement payment was the employment of the taxpayer with the company. It was not a gift . Compensation for loss of employment Generally speaking, compensation for a loss of employment which does not represent a payment for past, present or future services is not chargeable to salaries tax.This is considered as a sum paid in consideration of the surrender by the employee of his/her rights in respect of the employment. Such payments should be distinguished from the termination gratuities which is usually relate to services previously rendered by the employee and hence taxable. The taxable termination gratuities may be related back for a maximum period of 36 months. A sum specified in the contract of employment may be taxed even though it was described as compensation for termination of employment. In CIR v Yung Tze-kwong, the Court has apportioned 10% of the severance pay as the inducement to enter into employment and 90% of the sum was attributable to restrictive covenants, which was not taxable.In Fuchs, Walter Alfred Heinz v CIR, the Taxpayer was entitled to terminati on payments according to his 3-year contract of employment. The contract of employment was terminated about two years. Under a termination agreement, the Taxpayer received a compensation made up of: †¢ Sum A – equivalent to his salary under the remaining period of his contract (12 months); †¢ Sum B – two annual salaries; and †¢ Sum C – the average of his three previous annual bonuses IRD levied tax on Sum B and C on the basis that they were paid pursuant to his contract of employment and the Taxpayer was contractually entitled to receive them on premature termination.The Court of Appeal held that Sum B and C were assessable because they were not paid in abrogation of the contract of employment but in accordance with the contract of employment. The Court of Final Appeal upheld the decision. Payment in lieu of notice After the decision of Fuchs case, IRD is now of the view that payment made in lieu of notice is an incentive for joining an employment and the payment is made under the terms of employment contract, the amount is chargeable to salaries tax if it accrues to an employee on or after 1 April 2012. EMPLOYEE SHARE-BASED BENEFIT Share Option Benefit Time of assessment At the time of exercise, assignment or release of share option. Taxable Gain Situations |Assessable Amount | |Exercise of option |Market value at the time of taking up the shares over total consideration | |Option assigned/released |Consideration for assignment/release of option less total consideration | Timing of exercise of share option According to the DIPN 38, a taxpayer is generally considered to have exercised an option when he has taken whatever steps are necessary to convert the offer contained in the option agreement into a contract to purchase the relevant shares Locality of share option benefits The gain is chargeable to Salaries Tax if it comes within the scope of s 8(1)(a), ie if it can correctly be described as â€Å"income arising in or de rived from Hong Kong†. If a person had a Hong Kong employment at the time of grant of the right, the income is also regarded as having been derived from Hong Kong.If a right is granted to an employee on an unconditional basis during a year of assessment in which the person renders all services in respect of his employment outside Hong Kong, any gain subsequently realized, even if realized whilst the person is working in Hong Kong will not be charged to Salaries Tax. No liability to salaries tax arises where a right is granted on an unconditional basis prior to a person rendering any services in Hong Kong, notwithstanding that the right may be exercised after the person commences to render such services. Where a person with a non-Hong Kong employment is granted the right subject to a vesting period during which services are rendered both in and outside Hong Kong, the gain should to some extent be chargeable to Salaries Tax based on the following formula: Days spent rendering se rvices Gain calculated in accordanceIn Hong Kong during vesting periodX with s 9(1)(d) and s 9(4) Total number of days in vesting period Definition of ‘vesting period’: ‘Vesting period’ normally means the period from the date of grant of the option to the first available date that an employee is entitled to exercise the option. An option will generally be considered to have vested when all conditions for its exercise have been satisfied. E. g. an employee required to work for a certain period of time. Share Award Benefit Shares obtained through share-based remuneration schemes are taxable perquisites forming part of a taxpayer’s employment income. When does the perquisite accrue to the employee?Referring to section 11D(b), this means â€Å"entitled to ownership of the shares†. Generally, two approaches in assessing such awards, viz: ‘Upfront’ and ‘Back End’. Summary of the two broad approaches: | |‘Upfrontâ€⠄¢ approach |‘Back End’ approach | |Vesting period applies? |No. |Yes. | |Time of assessment |Upfront, ie at the time of the grant. |Back end, ie upon fulfillment of conditions. | |Valuation |Market value at time of grant. |Market value at time of fulfillment of | | | |conditions. | |Discount in valuation? |Yes.The discount is to be determined in the |No | | |light of the facts of each particular case. | | |Distributions |Received during the restriction period: Not |Received during the vesting period: Taxable, | |(eg dividends, bonus shares) |taxable; regarded as investment income since |since employee is entitled to the shares only | | |employee is entitled to the shares at the time|at the end of the vesting period. | | |of award | |Example (Extracted from DIPN 38, eg 11) The taxpayer had a non-Hong Kong employment. On 1 May 2005, he was granted 10,000 shares by his employer subject to a vesting period. Shares would only be vested on condition that he remained an em ployee of his company on the vesting dates. 5,000 shares vested in him on 1 May 2007 and the remaining 5,000 on 1 May 2008. The number of days in Hong Kong and outside Hong Kong was ascertained as follows: | |(A) |(B) |(C) |% | |Year ended |Days in Hong Kong |Days outside Hong Kong |Total days |(A)/(C) | |31. 3. 006 |275 |90 |365 |75 | |31. 3. 2007 |260 |105 |365 |71 | |31. 3. 2008 |250 |116 |366 |68 | |31. 3. 2009 |255 |110 |365 |70 | The assessor and taxpayer agreed that the â€Å"back end† approach is applicable to assess the vested shares. The share-award benefits are assessed as follows: ) the value of the first 5,000 vested shares is to be included with the taxpayer’s other remuneration in the year of assessment 2007/08 and 250/366 of the value is to be subject to tax, while b) the remaining 5,000 vested shares is to be included in the year of assessment 2008/09 and 255/365 of their values is subject to tax. Holiday journey benefits Starting from 1 April 2003, ho liday warrant or allowance to purchase holiday warrant will be subject to salaries tax. Section 9(2A)(c) provides that ‘any amount paid by an employer in connection with a holiday journey’ is taxable. The term â€Å"holiday journey† is defined in section 9(6) as either: a) a journey taken for holiday purposes, or b) where a journey is taken for holiday and other purposes, the part of the journey taken for holiday purposes. The amount to be assessed is based on the actual amount paid by the employer, i. e. the actual costs that an employer pays. DIPN 41 Taxation of Holiday Journey BenefitsThe CIR issued DIPN 41 Taxation of Holiday Journey Benefits in August 2003 to lay down broad statements on the interpretation and practice to be adopted by the Inland Revenue Department in relation to the above amendments. (a) Business trip (including a holiday incidental to such business trip) will not be taxable. (b) If it could be established that a journey is not for holiday, such as for the relocation of an employee and his family – i) in Hong Kong upon assumption of a new post or ii) out of Hong Kong upon termination of an existing post here, the payment made by the employer will not be taxable. For such trips, any stop over visits to another place en route to or from Hong Kong would be disregarded as a concession. c)If an employer was given a certain mileage for a business trip paid by his employer and he redeemed it for a free ticket to a territory for holiday, the value of the free ticket is not assessable as no payment was made by the employer in connection therewith. Rental refund or Cash allowance It is necessary to decide whether a sum is a rental refund and a cash allowance paid by an employer to his employee. A cash allowance is fully taxable as an income from employment. In CIR v Page (2002), to qualify as a refund of rent, there is no requirement for sufficient control, the production of tenancy agreement and/or rental receipt to the employer.However, the taxpayer must prove that the intention of the employer is to refund the rent paid and not to pay an allowance that can be spent in whatever way the employee wishes. For computation of rental value, it is based on a certain percentage on net assessable income (before self-education expense) depending on the nature of accommodation. (Refer to D91/04 regarding the definition of hostel, boarding house & hotel). Allowable outgoings and expenses include all outgoings and expenses (other than domestic, private or capital expenditure), wholly, exclusively and necessarily incurred in the production of the assessable income. There is a distinction between expenses incurred ‘in’ the production of the assessable income and expenses ‘for’ the production of the assessable income.The expression ‘in the production of assessable income’ bore the same meaning as ‘incurred in the performance of the duties of the office or employmentâ €™ and without such expenses the employee may not be able to earn the income. CIR v Humphrey (1970) 1HKTC451 – traveling expenses incurred by a taxpayer in getting to his place of employment were not allowed (when traveling to his place of work, the taxpayer was not on duty). It is the taxpayer’s responsibility to attend to the place of work. CIR v Robert P Burns (1980) 1HKTC1181 – legal expenses incurred by a taxpayer in an appeal against disqualification was not allowed as the expenses were incurred in order to prevent the taxpayer from being precluded from earning income, not incurred in the production of the income. In D91/03, a solicitor was denied a deduction claim on professional indemnity insurance.The Board held that the amount was incurred so as to put the taxpayer in a position to earn her income and so as to qualify the taxpayer to perform the duties of her office as a solicitor. In D35/04, the taxpayer was required to repay part of the commissio n to his employer, being bad debt of his client. The repayment was required because he failed to observe the employer’s credit policy. The Board disallowed the sum as it was not incurred for the performance of duties but for deviation from his duties. Home loan interest deduction 1) mortgage loan to acquire dwelling in Hong Kong 2) interest paid to recognized organization 3) prescribed amount 4) claim for ten years In D5/02, a taxpayer held to be entitled to claim deduction of 50% only of he mortgage loan interest paid in respect of the property held by her and her mother as joint tenant although all mortgage payments were financed by her. In D106/00, it was held that only the portion of interest payment for the second bank loan used to repay the outstanding principal on the first bank loan is allowable. In D2/01, interest paid for the bank loan for the payment of the premium paid to the Housing Authority is not deductible as the premium was not deferred consideration for the acquisition of the dwelling house. In D108/02, it is considered that ‘owner’ does not include beneficial owner. SALARIES TAX PLANNING Common areas of salaries tax planning are source of employment, using statutory exemption and fringe benefit. Territorial source – EmploymentIf the following three factors are present, IRD will normally accept that employment is located outside Hong Kong: 1. the contract of employment was negotiated and entered into, and is enforceable outside Hong Kong; 2. the employer is resident outside Hong Kong; 3. the employee’s remuneration is paid to him outside Hong Kong. a) ensure foreign employment – only income attributable to Hong Kong services is taxable. Ensure all the above three factors are met. b) render all services outside Hong Kong or performed services during visits not exceeding 60 days in the year of assessment. c) dual employment – one covering Hong Kong duties with HK employer and the other covering o verseas services with overseas company.Ensure the nature of the employment duties is clearly differentiated. d) dual capacity as a director and an employee – not taxable if no services rendered in respect of the employment. Benefits-in-kind or Fringe Benefits Arranged to provide the following fringe benefits which are not taxable: 1. discharge of employer’s liability which is not guaranteed by any other person 2. benefits which are not convertible into cash 3. benefits which are not attributable to a particular employee Not convertible into cash The employer should not give an asset to an employee free or at a price below market value. Assets should be lent to the employee for use without transfer of ownership. Utilities of Employee’s HomeThe contracts should be made between the employer and the utilities suppliers for the supply of facilities to the employee’s home. Domestic Servant/driver The servant or driver should be employed by the employer to serve the employee. Low Interest loan or Interest free loan Such a loan provided by the employer is not taxable provided that no other person provides surety to the loan. The benefit must not be convertible into cash by the employee. Club The employer should become a member and allow its employee to enjoy the club’s facilities. Medical and Dental benefits 1. engage a doctor/dentist by the employer 2. join a group medical/dental insurance scheme Quarters 1. reimbursement of rent 2. provision of place of residenceShare option Only gain realized by the exercise of share options is taxable. So do not exercise the right unless you derive very little income from that transaction at that time. Comprehensive Double Taxation Arrangement On 21 August 2006, the Hong Kong Special Administrative Region (â€Å"Hong Kong†) and the Mainland of China (â€Å"Mainland China†) entered into a comprehensive double taxation arrangement known as â€Å"The Arrangement between the Mainland o f China and the Hong Kong Special Administrative Region for the Avoidance of Double Taxation and the Prevention of Fiscal Evasion with respect to Taxes on Income† (the â€Å"Arrangement†). Salaries Tax ImplicationsGenerally speaking, income from employment by a Mainland resident shall be taxable only in Mainland China unless the employment is exercised in Hong Kong. If the employment is exercised in Hong Kong, such remuneration as is derived from Hong Kong may be chargeable to salaries tax in Hong Kong. A Mainland resident in respect of an employment exercised in Hong Kong will not be chargeable to salaries tax in Hong Kong if all the following three conditions are satisfied: 9 the recipient is present in Hong Kong for a period or periods not exceeding in the aggregate 183 days in any 12-month period commencing or ending in the taxable period concerned; 10 the remuneration is paid by, or on behalf of, an employer who is not a Hong Kong resident; c)the remuneration is no t borne by a permanent establishment which the employer has in Hong Kong. If a Mainland resident renders employment services in Hong Kong but his remuneration is paid by a Hong Kong employer, he will still be exempt from tax under the IRO if his visit to Hong Kong in a year of assessment concerned does not exceed a total of 60 days according to the â€Å"preferential treatment†. Section 50 of the IRO provides the basis for the granting of a tax credit in relation to an item of income stipulated in the Comprehensive Arrangement and in respect of which tax has been paid in the Mainland. Example of calculation in the Arrangement is extracted as follows: |$ | |Total Hong Kong assessable income |200,000 | |Including gross income from the Mainland before tax |120,000 | |Tax paid in the Mainland |10,000 | |Tax rate in the Mainland |8. 33% | |Net income after tax from the Mainland |110,000 | | | |The effective tax rate in HK and the tax credit are computed as follows: | | | | | Total HK assessable income |200,000 | |Less: Deductible items | (12,000) | |Net assessable income |188,000 | |Less: Personal allowance |(100,000) | |Net chargeable income |88,000 | | | | |Tax payable |6,340 | | | | |The effective tax rate in HK: Tax payable x 100% | | Net assessable income | | | = 6,340 x 100% | | | 188,000 | | | = 3. 7% | | | | | |Net income from the Mainland after tax | | | (grossed up at the effective rate in HK)(Note) | | | | | |$110,000 x 100% |113,836 | |(100% – 3. 37%) | | |Less: Net income from the Mainland after tax |(110,000) | |Tax credit limit of tax paid in the Mainland 3,836 | | | | |Under section 50, the actual tax payable in HK is computed as follows: | | | | |Assessable income (Hong Kong) |80,000 | | Assessable income (the Mainland) | | | after deduction of tax 110,000 | | | Add: tax deducted in the Mainland 10,000 | | |Gross income from the Mainland before tax |120,000 | |Total HK assessable income |200,000 | | Less: amount not allowed as a tax credit (10,000-3,836) | (6,164) | | |193,836 | | Less: Deductible items |(12,000) | | |181,836 | | Less: Personal allowance |(100,000) | |Net chargeable income |81,836 | | | | |Tax thereon |5,538 | |Less: tax credit allowed |(3,836) | |Hong Kong tax payable |1,702 | | | | |Note: | | |Under section 50(5), tax paid in the Mainland which is not allowed as a tax credit can be deducted from the income | |Amount not allowed as a ax credit $10,000 – $3,836 = $6,164 | |Net income from the Mainland after tax $120,000 – $6,164 = $113,836 | | | | | | | | | | | | | Lecture 1: Tutorial Questions 1. Mr Lee supplies you the following information in relation to the year ended 31 March 2012: ) He was recruited five years ago in Singapore by Multinet Ltd, a company incorporated and carried on business in Hong Kong, as the company’s regional manager. He was paid an annual salary of $800,000. During the year he only spent six months in Hong Kong as he was required to travel around Asia to carrying out his duties. By arrangement with his employer, his salary was paid directly into his bank account in Singapore from which he had money remitted periodically to Hong Kong. b) Multinet Ltd operates a medical insurance scheme for all its employees through an insurance company based in Hong Kong. Under this scheme Multinet, as insurer, arranges with the insurance company to insure each employee against illness and related hospital costs.It pays an annual premium to the insurance company of $6,000 for each employee. Mr Lee paid visits to his own doctors and paid the doctor’s bill first, which was later reimbursed by the insurance company. The insurance company reimbursed him the total cost of $7,500. c) He considered that it would be productive to have a personal laptop computer for use while traveling on business trips. He therefore purchased a computer for $12,000. He used it solely for his employment. d) Before he was employe d by Multinet, he was working with an international company incorporated in Singapore. All his services were rendered in Singapore. In March 2005, he was granted an option to subscribe for 100,000 hares at a cost of $2 per share. At the time of the grant, the market price was $5 per share. In January 2012, he exercised the option and the market price was $4 per share. In March 2012, he sold the shares for $6. e) Mrs Lee is a housewife and is living in Hong Kong. f) Multinet paid school fees amounting to $60,000 for the education of his younger son in Hong Kong. Under an arrangement entered between the school and Multinet, Mr Lee was not liable for the payment of the school fees. g) Mr Lee paid residential care expense of $60,000 to the residential care home situated in Kowloon Tong in respect of his father who is aged 64. He also paid $12,000 to his father. ) He has two children, aged 16 and 22. The younger son is the child as described in (f) above and the elder son is receiving fu ll time education in Singapore. He has a part-time job for his daily expenses. i) Mr Lee lives in a flat owned by himself and his wife as joint tenants. During the year they paid mortgage loan interest to the bank of $130,000. Required: a) Explain whether Mr Lee is liable to Hong Kong salaries tax. b) Assuming Mr Lee’s income is liable to Hong Kong tax, comment your tax treatment for items (b) to (i) above; and c) Compute Mr Lee’s salaries tax liability for the year of assessment 2011/12. Ignore provisional salaries tax. Note to students: distinguish between the HK employment and non-HK employment and apply the three factors to the case) 2. Mr Brown was employed by B Ltd as a sales manager for many years. B Ltd was incorporated and carrying on business in Singapore. Mr Brown used to live and perform duties in Singapore. In order to expand its market in China and South East Asia, he was assigned by B Ltd to work for two years from 1 April 2009 to 31 March 2011 to in cha rge of the sales activities of the company in that area, including Hong Kong, at an annual salary of $1,095,000. In consideration of his taking up the two years’ assignment, B Ltd would grant him a share option (Option 1) to purchase 100,000 shares in B Ltd at a price of $3 each upon completion of the assignment.On completion of the contract on 31 March 2011, B Ltd granted him the share option and he exercised the option on 30 June 2011. The share price per share of B Ltd was $5 and $8 as at 31 March 2011 and 30 June 2011 respectively. On 1 April 2011, Mr Brown signed another contract with B Ltd for another two years with annual salary of $1,171,200. In consideration of the taking up of a new contract, B Ltd unconditionally granted Mr Brown another option (Option 2) to purchase 150,000 shares in B Ltd at a price of $3. 50 each when the price per share was $5. 50. Mr Brown paid $10,000 for purchasing the option. On 1 October 2011, Mr Brown assigned the share option (Option 2) to his colleague for $330,000 when the price per share was $6.Starting from 1 April 2011, B Ltd rented a flat in Hong Kong at a monthly rent of $35,000 for Mr Brown’s residence and Mr Brown was required to pay monthly nominal rent of $1,500 to B Ltd. In the year of assessment 2011/12, Mr Brown took a 5-day business trip to Thailand to be followed by 5 days’ vacation there. Mr Brown’s wife accompanied him to take the 10-day trip to Thailand. B Ltd paid $50,000 for each of them to a travel company for the entire trip including air ticket, accommodation, meals, transportation expenses, etc. The cost of the air ticket was estimated to be $5,000 each. During the following years of assessment, Mr Brown’s stay in Hong Kong is as follows: Year of assessment No. of days in Hong Kong 2009/1055 2010/11280 011/12200 Required: a) Explain to Mr Brown whether his income is subject to salaries tax for the year of assessment 2009/10. b) Compute the assessable income of Mr Brown for the years of assessment 2010/11 and 2011/12. 3(a)Mr Fong is a financial manager of A Ltd, a company incorporated in Hong Kong, since December 2006. In April 2011, he was posted to Macau to set up the financial system of a subsidiary of A Ltd. His salary is directly deposited in his bank account in Hong Kong. He returns to Hong Kong regularly and stays with his friends, as he does not have a home in Hong Kong. In the year of assessment 2011/12, he spent 58 days in Hong Kong.During the period, he carried some of the work with him from Macau and worked in the office of A Ltd for a total of 50 days. Required: Comment on the salaries tax liability of Mr Fong for the year of assessment 2011/12. 3(b)Mr Kam was having a non-Hong Kong employment before 31 March 2010. On 10 April 2009, he was granted an option (Option A) unconditionally to purchase 80,000 shares of his employer’s holding company at a price of $2. 00 each when the price per share was $3. 50. During the year e nded 31 March 2010, he visited Hong Kong for 160 days for performing his employment duties. Starting from 1 April 2010, he was employed by C Ltd, a company incorporated and carrying on business in Hong Kong.He supplied you the following information for the year ended 31 March 2011: (a)Salary: $1,500,000 b) On 1 December 2010, he was granted an option to purchase 120,000 shares in C Ltd at a price of $1. 50 each when the price per share was $4. 25. He exercised the option on 20 March 2011 when the price per share was $5. 50. On 31 March 2011, he received dividend of $12,000 for the shares. c) Starting from 1 April 2010, he leased a flat at a monthly rent of $40,000 and C Ltd refunded monthly rent of $35,000 to him. d) Starting from 1 April 2010, C Ltd leased a motor car for the free use of Mr Kam. C Ltd paid monthly rental of $8,000 to the car leasing company. ) On 20 March 2011, he exercised Option A when the price per share was $3. 30. He sold the shares on 31 March 2011 when the p rice per share was $4. 80. f) He made cash donations to the Hong Kong Red Cross of $100,000. Mr Kam is married and his spouse is a housewife. They have a son aged 20 and is studying in a university in Singapore. Required: i) Explain your tax treatment of items (c) and (d) above. ii) Compute Mr Kam’s salaries tax liability for the year of assessment 2010/11. Ignore provisional salaries tax. 4. Mr Pang is a senior management of a company in Hong Kong. Due to the Board of Director’s decision, Mr Pang’s employment was terminated immediately on 29 June 2012.When Mr Pang left the company, he received a total sum of $3,960,000 consisting of the following: a) final month’s salary of $120,000; b) bonus of $100,000; c) payment in lieu of notice of $120,000; d) compensation for leave not taken of $60,000 e) lump sum payment of $1,000,000 agreeing for not participate with the company’s business for two years; f) a further sum of $2,560,000 being final settleme nt between the company and Mr Pang. According to the employment contract, the company is responsible for the traveling expenses for returning to Mr Pang’s home country. In this regard, the company had incurred cost of air tickets of $80,000 for Mr Pang’s return to his home country with his spouse.Required: Advise the tax treatment of the above items. (Note to students: you have to consider what additional information you may require to determine if the income is taxable or not) 5(a). Mr Chan owns Property A and Ms Lee owns Property B. Mr Chan married Ms Lee on 1 September 2010. Before their marriage, Mr Chan and Ms Lee lived at their own property. After marriage, Ms Lee moved into Mr Chan’s property. Ms Lee’s property was still used by her parents as their residence. Mr Chan and Ms Lee paid the following home loan interest during the year ended 31 March 2011: 1. 4. 2010 – 31. 8. 20101. 9. 2010 – 31. 3. 2011 Mr Chan$60,000$84,000Ms Lee$65,000 $30,000 5(b). Mr and Mrs Ko lived together in their jointly owned residence up to 31 December 2010. On 1 January 2011, they separated and Mr Ko moved out to a rental accommodation. Under the Deed of Separation, Mr Ko would assign the property to Mrs Ko at the date of divorce. The date of divorce was 1 July 2011 and the legal ownership of the property was assigned to Mrs Ko on that day. They paid the following home loan interest during the year ended 31 March 2011: 1. 4. 2010 – 31. 12. 2010$90,000 1. 1. 2011 – 31. 3. 2011$30,000 Mrs Ko was responsible for the payment of loan interest during the period from 1. 1. 2011 – 31. 3. 2011. 5(c).On 1 March 2010, Mr Ma purchased Property D at cost of $4,000,000 with downpayment of $1,200,000 and the balance was paid with the finance of mortgage loan obtained from a local bank and secured by Property D. The downpayment was financed by a bank’s overdraft, which was secured by his personal guarantee. He used Property D as his residence starting from 1 April 2010. During the year ended 31 March 2011, he paid the following interest to the bank: Bank overdraft interest: $60,000 Mortgage loan interest:$56,000 Required: Compute the amount of home loan interest that each of the above person was entitled to claim for the year of assessment 2010/11.You are required to state the principles/reasons to support your calculation. [Note to students: refers to DIPN No. 35(Revised)] 6. Mr Chung is going to renew a contract of employment with his employer. The company’s director has provided him with the following proposed changes: | |Current benefits |Proposed benefits | |(a) |13 months salary per annum |12 months salary per annum plus discretionary bonus, | | | |depending on the company’s profitability and the | | | |employee’s erformance | |(b) |Company car (the car is owned by the company) |A monthly sum of $12,000 will be paid to him for his | | | |transportation | |(c) |Meal coupons from canteen |Cancelled, business meals to be reimbursed upon | | | |approval | |(d) |Medical insurance (the company participated with a |Cancelled, medical bills to be reimbursed upon | | |scheme for the employees) |approval, up to a maximum of 80% of the bill amount | |(e) |Monthly housing allowance of $20,000 |Cancelled, rental reimbursement of $15,000 upon | | | |production of rental receipts and tenancy agreement | |(f) | – |Share option for employees to acquire shares in the | | | |employer’s listed holding company | |(g) |Children’s education cash allowance, paid by the |Cancelled, a one-off lump sum compensation payment to| | |company directly to the school |be made at the commencement of the new contract | Required: Advise Mr Chung on the Hong Kong salaries tax implications arising from the proposed changes to the respective benefit items. (Note to students: comments on whether such changes will affect the tax liability)

Analyse Nora’s character throughout the play Essay

In ‘A Doll’s House’ Ibsen’s use of language reflects on the dramatic change we see in Nora’s character. Ibsen uses issues that arose during the 19th century to construct themes and most importantly build up characters, all with their own distinctive language. Nora’s character changes from the beginning of the play to the end and Ibsen does this with the use of her change in language. At the beginning of the play, Nora is still a child in many ways, listening at doors and guiltily eating forbidden sweets behind her husband’s back. She has gone straight from her father’s house to her husband’s, bringing along her nursemaid to emphasize the fact that she’s never grown up. She’s also never developed a sense of self. She’s always accepted her father’s and her husband’s opinions. And she’s aware that Torvald would have no use for a wife who was his equal. But like many children, Nora knows how to manipulate Torvald by pouting or by performing for him. In the end, it is the truth about her marriage that awakens Nora. Although she may suspect that Torvald is a weak, petty man, she clings to the illusion that he’s strong, that he’ll protect her from the consequences of her act. But at the moment of truth, he abandons her completely. She is shocked into reality and sees what a sham their relationship has been. She becomes aware that her father and her husband have seen her as a doll to be played with, a figure without opinion or will of her own; first a doll-child, then a doll-wife. She also realizes that she is treating her children the same way. Her whole life has been based on illusion rather than reality. When we first see Nora and Helmer together in the beginning of Act One she is Extravagant and we notice that she is financially reckless; â€Å"Oh yes, Torvald, we can be a little extravagant now can’t we? Just a tiny bit? You’re getting a big salary now, and you’re going to make lots of money†. She uses short phrases within a series of questions and exclamations: this shows her child-like behaviour. She is influenced by money, having no independence and always relying on Helmer, she doesn’t understand the value of it. He gives her status. Nora has a Fast tempo whilst speaking; this shows her excitement and childlike behaviour, â€Å"pooh†. When talking to Helmer Nora is manipulative, she uses his nicknames on herself in order to please Helmer, â€Å"squanderbird†. She is scared of Helmer (as a father figure he may punish her), therefore accepting anything he says; â€Å"Very well, Torvald. As you say†. She is Flirtatious and ‘plays with his coat buttons’ in order to get what she wants. Nora’s domination in the conversation with Mrs Linde and her use of repetition of the word ‘I’ shows that she is in a sense showing off and trying to be superior in front of Miss Linde. We see this in Act One when she meets with Mrs Linde; â€Å"I too have done something to be happy and proud about. It was I who saved Torvald’s life†. Nora is trying to gain respect from her friend by revealing a secret that she thinks will illustrate her practical side, showing that she is a supportive wife and has also had to face troubles. â€Å"Years from now, when I am no longer pretty†, Nora keeps the secret from her husband to maintain status quo. She will tell him in the future when she is no longer pretty and she will need to gain his respect through other means than playing games and dressing up. Ibsen uses Prosodic features: fast tempo, emotional; in order for us to know that that here Nora is erratic. In Nora’s two long speeches, on pages thirty six and thirty seven we learn more about her character through her use of language.