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MC9902C02 Lecture Notes - Natya Shastra, Bharata Muni, Kathakali

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mahimaajith0204
21 Feb 2023
School
Mahatma Gandhi University
Department
Finance
Course
MC9902C02
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Document Summary

Kathakali", a significant kind in the indian old style dance structure, is related with narrating type of this workmanship. It is the dance show from the south indian territory of kerala. Like other indian traditional dance expressions, the story in "kathakali" is additionally conveyed to crowd through superb footwork and amazing tokens of face and hands commended with music and vocal execution. Generally performed by male artists, it created in courts and theaters of hindu locales in spite of other indian old style moves which dominatingly created in hindu sanctuaries and religious schools. Albeit not plainly detectable, this traditional dance structure is considered to have begun from sanctuary and people expressions that follow back to first thousand years ce or previously. Albeit the full rendition of the text is guessed to be finished between 200 bce to 200 ce, such stretch of time likewise drift around 500 bce to 500 ce.

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Related Questions

the full case is below. i need help answering "How would you evaluate whether the sample size for the survey was appropriate in this case?" please. Thanks

Mastering Teacher Leadership

>Abstract

This case is about a multistage, communication study of teachers by Wittenberg University’s Department of Education to determine the viability of starting a Master of Education program for Ohio-certified teachers working within school districts serving a five-county area. www.wittenberg.edu

>Background

Ohio legislators recently implemented new standards for those wishing to teach within Ohio’s public and private schools. Teachers certified to teach in Ohio in 2002 or later will need to complete a master’s degree before obtaining their second licensure renewal. New teachers, therefore, will have a five- to seven-year window to complete the master’s degree after their initial licensure to teach. Historically, teachers have looked to graduate level courses to fulfill their professional development requirements. According to the newly passed Ohio Department of Education Teacher Certification Standards, for the first time all professional development activities must be tied to professional development plans customized by local school district goals. All such plans will be approved and monitored by Local Professional Development Committees. These LPDCs will look favorably on courses that fit local goals, which are increasingly motivated by student performance variances on standardized tests. Wittenberg University is primarily a resident campus of 2,000 students affiliated with the Lutheran Church in America. Located in central Ohio, Wittenberg is a comprehensive liberal arts institution with professional programs in education, business management, pre-med, and pre-law. It has been training teachers for more than 150 years and has earned a reputation for producing exceptional teachers for K–12 programs. This high quality, as perceived by local teachers who supervise Wittenberg undergraduate field teaching experiences, is expected to be Wittenberg’s greatest asset in pursuing the development of a master’s program. Wittenberg, historically, has not offered a graduate degree in education, but it has offered graduate degrees in its nationally recognized music program and, until the mid-1980s, in its theology program. Wittenberg sees the change in Ohio Teacher Certification Standards as an opportunity for its Center for Professional Development (WittCPD), a program of professional development courses designed to fulfill the continuing education requirements of teachers in the area. Central Ohio is rich with high quality universities. Within a 30-minute drive of Wittenberg’s campus, undergraduate teacher education programs can be found at Wright State University (WSU), the University of Dayton (UD), Urbana College, Cedarville College, Wilberforce University, and Central State University. WSU and UD currently offer Master of Arts degrees in teaching. WSU offers continuing education programs that fulfill professional development programs. Increased turnover is also expected to be a motivating factor contributing to increased enrollment in university development programs. Ohio’s schoolteacher turnover is expected to increase due to the aging of the teacher population, incentive buyout programs designed to encourage aging teachers to retire, and the need to hire experienced teachers in the hard-to-fill math and science areas. With an average 15 years teaching experience, Clark County schools have more than 900 certified staff and hire 50–60 new teachers each year. Springfield City schools have more than 800 certified staff and hired 119 teachers in 1997, 99 in 1998, and 118 in 1999.

>Research

The faculty of the education department, in concert with university administrators, conducted a brainstorming session in early fall 1998 to identify university resources that might contribute to a master’s program in education. This was followed by a retreat with an Ohio Department of Education consultant, who reiterated the advantages of a liberal arts-based program in the ongoing preparation of K–12 teachers. To further explore the opportunity for offering a Master of Arts degree in Classroom Leadership, WittCPD conducted three focus groups: two with Springfield City district teachers and one with local school superintendents. Both groups were positive about the likelihood of a program customized to the needs of the various local school districts. Additionally, they provided direction for the desired content and orientation of an effective program. Such a program would need to: • Deal with the diverse cognitive and social needs of students. • Emphasize technological literacy for both teachers and students. • Emphasize both program and classroom assessment by providing a sound research foundation for both curriculum and instruction. • Address classroom management issues of student social skills, moral education, and discipline. • Provide a framework for teachers to learn to collaborate with other teachers and with community professionals. In the spring of 1999, Education faculty associated with the WittCPD drafted a market survey and mailed it to 2,000 practicing teachers in a four-county area. Each of the 1,600 teachers in Clark County, Wittenberg’s home county, received a questionnaire, with the remaining 400 surveys delivered to a systematic sample teaching in the outlying counties of Green, Montgomery, and Champaign. By September 1, 1999, 763 teachers had returned their surveys (31.8 percent response), of which 53.8 percent of respondents had completed or were enrolled in degree programs beyond the bachelor’s level.

>Initial Results

Out of 763 teachers, 21.2 percent said they definitely would enroll, with an additional 57.7 percent who might enroll, citing professional requirements, professional advancement, or keeping their certification as the three primary reasons for enrolling. Those who expressed a lack of interest in a Master of Arts program at Wittenberg claimed as three obstacles the anticipated high cost, their holding a current master’s degree, or family responsibilities. In order for the Wittenberg Board of Directors to approve offering of the new degree program, the program needs to continue the liberal arts tradition and strengthen the undergraduate teacher education program, as high quality undergraduate education is seen as part of Wittenberg’s primary mission. Additionally, new academic initiatives such as the one proposed are increasingly asked by the board to reach break-even within their first operating year.

Use the report below to anser the following questions:

1. What are the seven sources of revenue for Oracle Corporation?

2. Explain in plain English how Oracle recognizes revenue for each of the seven types of revenue.

3. What are “arrangements with multiple elements”? How does Oracle account for such arrangements?

4. Assume that Oracle has a sale that involves new software, software license updates and product support for two years, and an educational package for the customer’s employees, which will be fulfilled in six months. If sold separately, Oracle would charge the following for each of these elements: $4 million, $600,000, and $1,600,000. Because the customer buys the entire package, the sales price is $5,270,000. What revenue would Oracle record for each element?

The 2013 annual report of Oracle Corporation includes the following footnote (excerpted):

Revenue Recognition

Our sources of revenues include: (1) software, which includes new software licenses revenues earned from granting licenses to use our software products and fees from cloud software subscriptions offerings, and software license updates and product support revenues; (2) hardware systems, which includes the sale of hardware systems products including computer servers, storage products, networking and data center fabric products, and fees from infrastructure-as-a-service (IaaS) offerings, and hardware systems support revenues; and (3) services, which includes software and hardware related services including consulting, managed cloud services and education revenues. Revenues generally are recognized net of any taxes collected from customers and subsequently remitted to governmental authorities.

For software license arrangements that do not require significant modification or customization of the underlying software, we recognize new software licenses revenues when: (1) we enter into a legally binding arrangement with a customer for the license of software; (2) we deliver the products; (3) the sale price is fixed or determinable and free of contingencies or significant uncertainties; and (4) collection is probable. Revenues that are not recognized at the time of sale because the foregoing conditions are not met, are recognized when those conditions are subsequently met.

The vast majority of our software license arrangements include software license updates and product support contracts, which are entered into at the customer’s option and are recognized ratably over the term of the arrangement, typically one year.

Revenues from the sales of our nonsoftware elements are recognized when: (1) persuasive evidence of an arrangement exists; (2) we deliver the products and passage of the title to the buyer occurs;

(3) the sale price is fixed or determinable; and (4) collection is reasonably assured. Revenues that are not recognized at the time of sale because the foregoing conditions are not met are recognized when those conditions are subsequently met. When applicable, we reduce revenues for estimated returns or certain other incentive programs where we have the ability to sufficiently estimate the effects of these items. Where an arrangement is subject to acceptance criteria and the acceptance provisions are not perfunctory (for example, acceptance provisions that are long-term in nature or are not included as standard terms of an arrangement), revenues are recognized upon the earlier of receipt of written customer acceptance or expiration of the acceptance period.

Our hardware systems support offerings generally provide customers with software updates for the software components that are essential to the functionality of our server and storage products and can also include product repairs, maintenance services and technical support services. Hardware systems support contracts are generally priced as a percentage of the net hardware systems products fees. Hardware systems support contracts are entered into at the customer’s option and are recognized ratably over the contractual term of the arrangements, which are typically one year.

Many of our software arrangements include consulting implementation services sold separately under consulting engagement contracts and are included as a part of our services business…. Revenues for consulting services are generally recognized as the services are performed.

Our cloud software subscriptions offerings generally provide customers access to certain of our software within a cloud-based IT environment that we manage and offer to customers on a subscription basis. Revenues for our cloud software subscriptions offerings are recognized ratably over the contract term commencing with the date our service is made available to customers and all other revenue recognition criteria have been satisfied.

Education revenues are also a part of our services business and include instructor-led, media-based and internet-based training in the use of our software and hardware products. Education revenues are recognized as the classes or other education offerings are delivered.

We also enter into multiple-element arrangements that may include a combination of our various software related and nonsoftware related products and services offerings including hardware systems products, hardware systems support, new software licenses, software license updates and product support, cloud software subscriptions and IaaS offerings, consulting, managed cloud services and education. In such arrangements, we first allocate the total arrangement consideration based on the relative selling prices of the software group of elements as a whole and to the nonsoftware elements. We then further allocate consideration within the software group to the respective elements within that group following the guidance in ASC 985-605 and our policies as described above. After the arrangement consideration has been allocated to the elements, we account for each respective element in the arrangement as described above.

Celestila Moonn, an UMB Global Affairs major student registered for the online Global Financial Markets course. After completing the reading of “An overview of the Global Financial Markets” Moonn stated the following regarding the trends in the growth of global financial markets since the 1990s. The significant growth in foreign financial markets is the result of several factors. First is the increase in the pool of savings in foreign countries (e.g., the European Union). Second, international investors have turned to U.S. and other markets to expand their investment opportunities and improve their investment portfolio risk and return characteristics. This is especially so as the value of public pension plans has declined in many European countries and investors have turned to private pension plans instead. Third, information on foreign investments and markets is now more accessible and thorough—for example, via the Internet. Fourth, some U.S. FIs—such as specialized mutual funds—offer their customers opportunities to invest in foreign securities and emerging markets at relatively low transaction costs. Fifth, while the euro has had a significant effect throughout Europe, it is also having a notable impact on the global financial system. Despite challenges resulting from the Greek (and to some extent the European) debt crisis of the 2010s, the euro is still one of the world’s most important currencies for international transactions. Finally, deregulation in many foreign countries has allowed international investors greater access and allowed the deregulating countries to expand their investor bases (e.g., until 2012, individual foreign investors faced severe restrictions on their ability to buy Indian stocks). As a result of these factors, the overall volume of investment and trading activity in foreign securities is increasing, as is the integration of U.S. and foreign financial markets. Do you agree or disagree with Moonn? Briefly discuss.