CORPORATE GOVERNANCE THEORY AND MODEL : A CONCEPTUAL OBSERVATION

This paper outlines the conceptual, contextual and disciplinary scope of the rapidly evolving topic of corporate governance. The aim of this paper is to make a study of different theories and models of corporate governance that have been used globally by analysing strengths and weaknesses for each one. This is to determine which one is the best theory and model and if it can be adopted to different economic systems. Corporate governance theory has tended to look to this theory to guide the decisions of the board of directors in curbing excessive executive power in the hands of management. While useful for this purpose, the Agency Theory provides limited guidance on corporate governance in real life situations which are far more complex. With the blurring of the roles of the principal and the agent, the currently prevalent governance framework, based on the Agency Theory has become self limiting and ineffective. Efforts to supplement the Agency Theory with alternative theoretical frameworks such as the Stakeholder Theory and the Stewardship Theory have, at times, tended to place the board of directors in conflict with their legal obligations to work in the interests of the shareholders. A governance model based on the concept of Trusteeship, while providing fresh insights, suffers from problems in implementation and remains a goal . These alternative frameworks have, therefore, not been of much practical use to the board members in helping them to decide what constitutes the “right” decision. We need new theoretical insights that will take us towards a comprehensive theory of governance. This paper seeks to highlight the various theoretical frameworks for corporate governance.

Acoustic nondestructive testing and measurement of tension for steel reinforcing members

Many concrete structures contain internal post-tensioned steel structural members that are subject to fracturing and corrosion. The major problem with conventional tension measurement techniques is that they use indirect and non-quantitative methods to determine whether there has been a loss of tension. This work developed an acoustics-based technology and method for making quantitative tension measurements of an embedded, tensioned steel member. The theory and model were verified in the laboratory using a variety of steel rods as test specimens. Field tests of the method were conducted at three Corps of Engineers dams. Measurements of the longitudinal and shear velocity were done on rods up to 50 ft long. Not all rods of this length were able to be measured and the quality and consistency of the signal varied. There were fewer problems measuring the longitudinal velocity than shear velocity. While the tension predictions worked in the laboratory tests, the tension could not be accurately calculated for any of the field sites because researchers could not obtain the longitudinal or shear velocities in an unstressed state, or precise measurements of the longitudinal and shear velocities due to the unknown precise length of the rods in the tensioned state.

Parafoveal processing of orthographic, morphological, and semantic information during reading Arabic: A boundary paradigm investigation

Evidence shows that skilled readers extract information about upcoming words in the parafovea. Using the boundary paradigm, we investigated native Arabic readers’ processing of orthographic, morphological, and semantic information available parafoveally. Target words were embedded in frame sentences, and prior to readers fixating them, one of the following previews were made available: (a) Identity preview; (b) Preview that shared the pattern morpheme with the target; (c) Preview that shared the root morpheme with the target; (d) Preview that was a synonym with the target word; (e) Preview with two of the root letters were transposed thus creating a new root, while preserving all letter identities of the target; (f) Preview with two of the root letters were transposed thus creating a pronounceable pseudo root, while also preserving all letter identities of the target; and (g) Previews that was unrelated to the target word and shared no information with it. The results showed that identity, root-preserving, and synonymous preview conditions yielded preview benefit. On the other hand, no benefit was obtained from the pattern-preserving previews, and significant disruption to processing was obtained from the previews that contained transposed root letters, particularly when this letter transposition created a new real root. The results thus reflect Arabic readers’ dependance on morphological and semantic information, and suggest that these levels of representation are accessed as early as orthographic information. Implications for theory- and model-building, and the need to accommodate early morphological and semantic processing activities in more comprehensive models are further discussed.

Grounding Indigenous Teacher Education Through Red Praxis

Red Praxis centers Indigenous sovereignty rooted in epistemological and ontological orientations to place—to land. Applying Red Praxis requires teachers to understand, in greater detail, the ways in which settler and Indigenous ontologies represent not only different but also competing ways of being in the world. Red Praxis asks teachers to reconceptualize an intellectual space that reaffirms, reclaims, and (re)stories our relations to land as a decolonial practice and pedagogy of refusal. Red Praxis calls for Indigenous teachers and community educators to ground teaching in decolonial practices and aims to regenerate a sense of hope in rebuilding Indigenous communities. The exigencies of Red Praxis can be found within Indigenous teachers’ application of critical Indigenous theories and ongoing acknowledgement and protection of our relationship to land—the origin for our claim to exist as Indigenous peoples. In doing so, Red Praxis is about creating curriculum and enacting pedagogy that makes evident and mitigates the impact of settler colonialism on Indigenous communities’ knowledge systems and ways of being. Red Praxis is an extension of Sandy Grande’s theory and model of Red pedagogy. Grande proposed the pedagogical framework of Red pedagogy to rethink the ways in which teaching can confront the challenges Indigenous communities face in the 21st century. Red pedagogy is about critically analyzing the material realities resulting from the settler colonial project and creating decolonial spaces of resistance, hope, self-determination, and transformative possibility in Indigenous education. In addition to addressing structural issues, it is important for Indigenous teachers to address what is taught in schools—the curriculum—as well as how it is taught—pedagogy—as key factors in revitalizing and transforming Indigenous education.