Various financial scandals have brought to the fore the need to ensure effective corporate governance. On a global scale, we have witnessed developments in international corporate governance, which have consistently highlighted the commonalities, and differences in corporate practices adopted. There is increasing effort on an international level for corporate governance standardisation, in order to ensure consistent practices across the board, reduce cost of capital for Multinational Companies (MNC’s) and increase cross boarder institutional investment. The Corporate Governance module focuses on and critiques the different approaches to corporate governance taken in various jurisdictions. Despite the different forms of company law and differing rules about listing on the stock exchange in the various jurisdictions, most of the studies and reports about corporate governance are consistent in identifying the characteristics of good corporate governance. That is, everyone knows what good governance comprises; its characteristics are consistent across jurisdictions. What may vary across different jurisdictions and industries, and even across different companies, are their governance practices and the extent to which the companies practice good governance.
structure a detailed research project on the following Question:
i) Carry out a comparative analysis of the similarities, differences and effectiveness of the corporate governance codes and legal rules and practices adopted in the countries identified.
ii) You should critically assess your country’s (Nigeria’s) corporate governance codes, legal rules and practices and compare the approach adopted with that adopted by another country’s (UK) governance codes and legal rules .
iii) You should also identify the strengths and weaknesses of the practices and explore obstacles, which need to be overcome in order to improve corporate governance.
Web, the World Wide Web and PCs have turned into a generally acknowledged guide in training and their impact in almost all circles of human presence is continually expanding. The web gives access to an extensive variety of material that can be promptly gotten to with a couple of snaps. Despite the fact that the simple hunt capacity innate in the natural is exceptionally helpful for specialists, there is likewise a propensity which has been generally revealed among the youthful understudies to enjoy scholarly unscrupulousness by reordering material into their assignments without sufficiently understanding the substance or recognizing its unique source. Such practices which have been among the most generally announced misuse of the web and which have been known as literary theft have made numerous teachers express their worry. Be that as it may, written falsification isn't the main abuse of PCs, the web and the World Wide Web which has been seen at scholarly establishments. The abuse of PCs, the web and the World Wide Web is liable to consistent development as unpracticed clients and also the malevolent virtuoso keep on springing new amazements. Digital law is likewise always being changed to consider new practices which might be interpreted similar to an abuse of the web. Numerous practices in which web clients may enjoy and which might be translated to be an abuse if the web can render people subject to criminal risk. It is, hence, imperative to guarantee that all web clients are satisfactorily instructed and educated about the abuse of PCs, the web and the World Wide Web. This paper investigates the abuse of the web in scholastic foundations and what should be possible to diminish the rate of such abuse. The utilization of the web and the World Wide Web has seen a gigantic increment all through the world since it is conceivable to promptly disperse data, look for particular data or content and quickly impart over tremendous separations for a generally little cost utilizing the new mediums (Case, 2002, Pp. 1) and (Solarz, 2002, Pp, 29 39). Web and the World Wide Web have additionally observed a developing use in training, particularly for remove learning and in exhibiting on the web courses. Most scholarly foundations utilize the web or the World Wide Web to changing degrees for their scholastic exercises (Gearhart, 2000, Pp. 1 10). Nonetheless, similar to some other device, the web and the World Wide Web are additionally subject to abuse, particularly by the moderately unpracticed clients, who are for the most part understudies at scholastic establishments. The most broadly talked about abuse of the web and the World Wide Web which has been introduced in writing is written falsification or copyright encroachment. This alludes to understudies reordering material for their research papers or assignments from sources on the World Wide Web, without satisfactorily recognizing the sources utilized and thus asserting the work to be their own (Anderson, 2000, Pp. 1 10), (Clough, 2000, Pp. 1 15), (Weiner, 1998, Pp. 1) and (Davidson, 2004, Pp. 1). In spite of the fact that understudies and other scholarly clients of the web are permitted to look for information on the web, comprehend the material, remove thoughts and afterward plate this learning in their work in the wake of recognizing the wellspring of such thoughts, negligible reordering with no comprehension does not help picking up, coming about just in a quick review which would then be able to be submitted for the honor of imprints or credits. Research papers, expositions, papers and activities are promptly accessible on the web for downloading and may likewise be composed by different essayists for a charge. Notwithstanding, there is a scarcely discernible difference isolating great and insidiousness with respect to such materials which are broadly accessible on the World Wide Web. An understudy or analyst may utilize such material to pick up bits of knowledge into a scholarly inquiry or to pick up a comprehension of what is accessible in the writing, and additionally to understand how other people who might be more experienced may have handled a scholastic issue. Such an approach may help with learning and can be thought to be like looking for the help of a mentor for assisting with singular learning. It is regularly expected that an understudy or an analyst will utilize the accessible material on the web and endeavor to enhance it by including their own particular bits of knowledge. Such a procedure can help in genuine learning. All things considered, nobody is conceived with all the information and the learning which an understudy gets needs to originate from some place. Wellsprings of learning and data incorporate course books, instructor's notes, instructional exercises or numerous different sources, for example, varying media material, with augmentations to the current information base that is accessible to mankind being moderately uncommon and occasional. In any case, downloading pre composed material from the web or having it composed by another creator and submitting such material as one's own is scholarly deceitfulness which does not enormously help learning. Indeed, even a coach who educates an understudy in an eye to eye experience can finish a task for their understudy, who would then be able to hand this in as the understudy's own particular work, yet no genuine mentor will do a wonder such as this and most will attempt to make the issues or the subject clearer to an understudy, which is the thing that instructing is about. Instructing includes making issues, which might be mind boggling for an understudy, clearer and simpler to grasp and additionally exhibiting new thoughts and material which might be most important for a phase of subjective improvement and expanding on establishments of information or learning. The material accessible on the World Wide Web aids this procedure of learning since it is promptly accessible and rapidly available (Gearhart, 2000, Pp. 1 – 20). Despite the fact that copyright infringement or scholastic duping has been so broadly talked about, this is in no way, shape or form the main abuse of the web which is to be found in scholarly establishments or at work in business (Langelier, 1997, Pp. 34 39) and (Charlesworth, 1996, Pp. 6 41). This paper endeavors to investigate the abuse of the web and the World Wide Web in scholarly foundations and what can be done keeping in mind the end goal to limit such mishandle. Albeit a few innovation and assents based methodologies are accessible to dissuade web abuse, the most fitting first way to deal with decrease the multiplication of such abuse is by teaching web clients and understudies at scholarly establishments. Teachers and heads of scholarly organizations have a specific duty to instruct new clients and understudies about what is thought to be great web manners, what is unsuitable, how certain activities may bring about a web client abusing the law and what can the law do to the individuals who might be discovered liable of specific offenses. While programming for checking works submitted against a huge number of site pages or duplicating in a class are accessible, the individuals who are required to submit assignments ought to likewise know how to exhibit appropriate references in their work. Understudies ought to likewise be made mindful of the way that the premise of all information is truth and that human advance couldn't have been conceivable without genuineness and truth in all perceptions, scholastic works and in addition in the announcing of exploratory outcomes. It is likewise prone to be useful if understudies are made mindful of the motivation behind why they may have been requested to present a task, what they are probably going to pick up because of genuinely trying to finish a task and how they may look for help of coaches or material accessible on the World Wide Web to finish their assignments or research.>GET ANSWER