Management accounting Essay Example | Topics and Well Written Essays - 1500 words - 2

Management accounting - Essay Example 78). A firm cannot function efficiently without management since it is a core factor, which determines the profitability of the firm. The article highlights clearly that in the modern society numerous individuals hardly understand how the modern management operates in the firm, and this could be a dangerous situation. The world today is built through the effort of all the human beings who work together to ensure key developments occur in the society. Management is obviously ubiquitous since it is vital in all firms, and individuals should understand that it did not just evolve: it was through an invention in the early 1800 (Hoskin & Macve, 1990, p. 845). It is evident that management has played a role in the development of recent businesses since it is related with the culture of ‘managerialism’. Management is equivalent to disciplinary power: this is the only culture that ensures a business runs efficiently. According to Hoskin and Macve (1990, p. 845), evidently, this form of power was invented in the early 1800’s and was later transferred into the business section in the 1840’s. A majority of businesses had not taken shape in those days, but since the introduction of management most of the businesses took shape. Management is a power which is double sided since it runs the organization, and at the same time runs individuals through implementing efficient disciplinary systems. This system controls both the external and internal operations of a firm. In addition, it is a power that develops constantly and improves the organizational systems through knowledge from the expertise in the field of management. The structure of the organization in the modern businesses is highly sophisticated since there is the presence of the line, staff, divisional and matrix in the structure, although the basics of management are constant. Chandler (1977, p. 234) explains that organizations operate through written instructions, both in paper and online, which form a powerful tool for managing an organization in the world at the moment. He further indicates that modern managerialism is impossible without finances and financial numbers. The key functions necessary in the firm include accounting systems, management and financial costs. The structure of the firm has an overall manager referred to as the Chief executive officer (Chandler, 1977, p. 234). The CEO further has a general manager, or two directors, in addition to other managers from various departments reporting directly to the position. The managers include the finance, accounts, human resource, marketing, and research and development manager. Most of the firms have supervisors who report to managers, also known as line managers. According to review by Hoskin & Macve (1990, p. 839), managerial accounting practices in the modern firm originated from the teachings in the military in the early 1800, which were used during the US civil war. Holman (2003, p. 234) supports the arg ument and observes that the accounting practices utilized in the civil war are similar to the practices carried out in the modern business. The process of carrying out managerial accounting included the management of all expenses in relation to men and materials. In the US civil war, all the army accounting clerks and the quartermasters were educated on all matters relating to all the principles of accounting. The basics of the study

Is school incentive programs works for students Essay

Is school incentive programs works for students - Essay Example Currently, many schools have initiated incentive programs that provide prizes to students in the form of money when they score well on their exams. These prizes have shown improvement in overall test scores and children’s performance (Medina). The notion of incentive programs in schools is quite controversial and brings up the significance of temporary academic accomplishements in comparison to long-lasting behavorial changes in children. Many schools in United States are increasingly adapting the idea of incentive programs. They have observed that paying for performance is an effective method of improving the students’ attitude and behavior in school. In New York alone, more than 200 schools are experimenting with provision of one or more incentives for both students as well as teachers (Medina). Children who score good, are provided with money as prizes. Children are not the only ones profitting from these incentive programs. Teachers are also provided with bonus mone y who achieve improving their students’overall scores. Up till now the New York city has spent more than $500,000 on 5,237 students in 58 different schools. Money is not the only form of rewards; meal gift vouchers, gift certificates, food parties at school are some other forms of incentives for the students (Medina). The overall reaction to this new concept is mixed. Many consider it as worth trying and experimenting upon to observe the positive outcomes. Teachers also find it as a good opportunity and are motivated due to the rewards received by them as well. However, the critics consider it as an inappropriate stimulus for the students. Knowledge should be acquired for one’s own sake of learning and self-development rather than a source of money-making and business. Behavorial sciences show that although rewards are somewhat better than punishments but they produce a similar outcome of temporary compliance. Children only show improvement in their behavior until they are receiving the reward. They stop when the incentive is no longer provided. Extrinsic motivators are not helpful in altering the emotional and cognitive commitments of behavior, and even if achieved are not desirable or aimed (Kohn 1,2). The rewards only pursue the acheivment of goals and fail in many cases to induce good values and the sense of â€Å"what type of person I want to be†. Many studies have shown that people who are expecting a reward do not perform well than those who are not expecting anything. Rewards do not produce an intrinsic motivation of performing a task and interest of doing it for one’s own sake. Rewards are just a method of controlling a person which ultimatley also alters the relationship between children and adults (Kohn 2,3). Rewards are a way of bribing the children. Children do not acquire any personal interest or internal motivation for the task rather, they are only doing it for the incentive, which affects the quality of their work, their sense of creativity and their sense exploring new ideas. Rewards and incentives are just a method of achieving what a teacher or parents want from the child. Rewards are an obstacle in the way of creating a nurturing, creative and experimental environment for the children, where they learn for their own sake and interest. Providing incentives and rewards cannot produce good values in a child