William Shakespeare s Twelfth Night - 1336 Words

At first glance, twins may seem identical, but many would argue that they behave differently with uniquely hardwired brains. In William Shakespeare’s Twelfth Night, two main characters Viola-Cesario and Sebastian are lost in a shipwreck, but later reunite with each other and along their journey, confuse many other characters while mixing one another up. Viola-Cesario and Sebastian are twins who look very similar in appearance, but nevertheless they are actually two opposite characters with different attitudes and characteristics which shape their unique behavior. For instance, Sebastian and Viola-Cesario behave differently from each other since Sebastian is an aggressive person and Viola-Cesario is a peaceful person. However, considering†¦show more content†¦I am one that had rather go with sir priest than sir knight. I care not who knows so much of my mettle.† (3.4. 248-50). Viola-Cesario demonstrates that she is a compassionate person because she tries to rect ify the situation peacefully rather than with violence. The fact that Viola-Cesario is actually a girl who is in disguise as a man and is surrendering from a duel in unusual in the play. This is because men are generally known to be aggressive and fearless to relinquish from a duel, but Viola-Cesario portrays an exceptional amount of courage to stand up for herself instead of fighting. Also, in Act 5, Scene 1, Sebastian attacks Sir Andrew and Sir Toby aggressively. They believe Sebastian to be Viola-Cesario as they think that he is peaceful and unwilling to fight, but they are unfortunately wrong: â€Å"The Count’s gentleman, one Cesario. We took him for a coward, but he’s the very devil incardinate.† (5.1. 174-750). Sebastian portrays that he is an aggressive person because he fiercely attacks Sir Andrew and Sir Toby like the devil and leaves them in critical condition. Sir Andrew says that Sebastian is the â€Å"very devil incardinate† because he attac ks them without mercy which resembles the appearance of the devil. Viola-Cesario and Sebastian’s actions show the reader that one persona is nonviolent while other is ruthless,

Relationship Analysis Paper - 1603 Words

[Your Name] [Professor’s Name] [Course Name and Number] [Date of Submission] Relationship Analysis Paper Introduction A number of well-thought out socio-culture proverbs, which highlight the cultural values of mankind by spotting on the fact that the quality of life lies within the quality of relationships we have, actually refer to the depths of social associations that the masses possess and extract out the true essence of human life in relation to the social surroundings humans are engrossed with. This reveals that a true relationship is when one loves for the sake of loving and not for achieving some desired outcomes. Love is all about selflessness and relationships are all about nurturing true feelings of esteem and†¦show more content†¦it supports objectivity over subjectivity (Casmir 245). I do believe that in relationships between two people, the aspect that oversees whether or not the field will show up synergy or destructive disorder is the acuity of power and control (Prince and Logan-Price 3). Whenever I and my son Jack receive transmissions from each other, we should first scan those the threats which deepen the gaps by all means as if we can manage to generate a field which is optimistic and healthy rather than pessimistic or negative; then we can listen to each other’s perceptions and can avoid ineffective listening which ultimately leads to conceptual clashes. The second theory, the social exchange theory, is an ilk of the cause and effect theory which focuses on the consequences of any behavioral conduct. If jack and I take care of our communicational conducts by making the most of this theory, we can get rid of many relational disagreements. Now the third theory of communicational relationships, social system theory, emphasizes to sustain the dignity of the social structure by avoiding various unlawful and psychotic conducts (Casmir 250). In accordance with these three theories, I firmly believe that â€Å"Truly creative individuals are those who succeed, against all pressures of instinct andShow MoreRelatedA Paper Work of Customer Relationship Management of Tesco, and an Analysis of Consumer Behaviour, Business Environment and Pestel .4053 Words   |  17 PagesABSTRACT This study explored the customer relationship management of Tesco. Tesco is the leading retailer in UK. It manages over a thousand supermarkets, hypermarkets, and convenience stores in the United Kingdom, Ireland, Central Europe and Asia. 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Textbook Analysis Free Essays

string(73) " use the information that is already given, but using one’s own words\." University of Latvia Faculty of Humanities Department of English Studies Textbook Analysis 3rd year, group B student Kristaps Briedis Riga 2013 Introduction The â€Å"Focus on Advanced English C. A. E. We will write a custom essay sample on Textbook Analysis or any similar topic only for you Order Now † is written by Sue O’Connell and first published in Pearson Education Limited at the Edinburgh Gate, Harlow in year 1999, and the edition at hand is the thirteenth impression printed in 2006. The textbook is oriented for students preparing for the Cambridge Certificate in Advanced English examination. Further, the analysis of syllabus will be based on the material given in the revised and updated edition of the â€Å"Advanced English C. A. E. † The whole text book consists of 240 pages. It includes fourteen units, which are divided according to different topics (e. g. Severe Weather, Time Eaters, Stress etc. ). Each unit of the â€Å"Advanced English C. A. E. † is devoted to the development of all language skills: reading, writing, listening, speaking. Moreover, there are grammar and vocabulary tasks in each unit. One unit from the â€Å"Advanced English C. A. E. † (Unit 12 â€Å"Living Dangerously†) was chosen for the analysis of the whole book, because each unit is devoted to the development of all language skills and thus, it is enough to analyze only one of them in order to understand how the whole book â€Å"works†. Reading Reading can be defined as the process of constructing meaning from written texts (Online 1). Thus, learning reading skills means understanding the text what one reads. But why do we need to understand what we read? According to Harmer (2001:200), there are two types of reasons for reading. The first is instrumental reason, which means that people read because it helps him/her to achieve particular goal (e. g. people read road signs in order to know where to go). The other type is called pleasurable. That means that the reason for reading some particular text is to get pleasure (e. g. reading illustrated cartoon). Thus, it does not matter what reason the student has, it is important for him/her to practice reading skills. Unit 12 of the â€Å"Advanced English C. A. E. † offers the students two reading exercises. The first text is the magazine article called â€Å"Living Dangerously. † It contains about 400 words and is divided into 8 paragraphs. There is a pre-reading exercise, which students should do before reading the main text. The pre-reading exercises motivate the students and encourage their involvement in the topic and theme of the text (Online 2). After doing a pre-reading and a while-reading activity, students are asked to fill the gaps in the article choosing the proper paragraph (from A-G) given after the text. In order to achieve a general understanding of a text, the students do extensive reading, which includes scanning (a quick reading, focusing on locating specific information) and skimming (a quick reading to know how the passage is organized and to get an idea of the intention of the writer) (Online 3). Finally, the post-reading exercise is given to check how the students have understood the text and to develop their critical thinking. In this exercise the students are asked to find given expressions in the text and work out the meaning of them from the context (e. g. ested interest might mean a personal stake or involvement in an undertaking or situation). As the second task, a newspapers article â€Å"You are caught in a fire then what? † is given. It is about two times longer than previous article (about 800 words). Firstly, students are asked to scan the text (to read it quickly) in order to be able to answer some questions in pre-reading activity (e. g. Who devised the Su rvival Game and why? ). Then, students should read the article more carefully in order to do the following post-reading exercise. This type of exercise is different from the first one. In the second case students have to answer multiple choice questions. There are 6 questions with 4 answers in each. Some advantages of this type of exercises are the following: multiple choice exercises require less time than some written tasks, it is considered to be more objective than a usual written task, and â€Å"it will allow assessing one’s knowledge without taking into account all the irrelevant factors† (Online 4). Writing Writing is said to be a method of representing language in visual or tactile form (Online 5). And more important it is a skill of marking coherent words on paper and composing text (Online 6). There are many reasons why writing is important, for example, the ability to express one’s thoughts and ideas, communicative competence (letters), also it serves as a record, as in expressing one’s ideas for future references (Online 6). There are different types of writing – writing to inform, educational writing, writing to entertain, persuasive writing and motivational writing (Online 7). To improve writing skills there are some essential instructions that need to be performed – research, think, organize, write, edit, revise, relax (Online 7). Two writing exercises are included into the unit 12 of the â€Å"Advanced English C. A. E. † The first exercise is writing an article (~250 words) about an interesting adventure. The textbook has a good approach to the writing tasks as it provides a ‘Task Checklist’, where there are several guideline questions concerning format and approach, content and organization, style and the target reader, for example, ‘Who are the magazine readers? ’ or ‘What language features are needed for this content? ’. Also the textbook provides a ‘Writing File’, where the features of different types of writing – formal and informal letters, articles, reports, reviews and so on – are shown. The second part of the exercise is the involvement of some structures in the article in order to emphasize or add some dramatic effect, for example, writing sentences using inversion (a reversal of normal word order) or cleft structure (A construction in which some element in a sentence is moved from its normal position into a separate clause to give it greater emphasis) (Online 8). The second exercise on writing consists of writing a memo (~50 words) and a report (~200 words) about the security in collage. The essential part in this task is to use the information that is already given, but using one’s own words. You read "Textbook Analysis" in category "Papers" The task also has a ‘Task Checklist’ with the guideline questions and indication to the ‘Writing File’ and also includes the explanation and tips on writing a memo. â€Å"Advanced English C. A. E. † aim is based on covering different types of writing. The Unit 12 included persuasive writing (writing a memo), which improves the skills of argumentation (Online 7), and informative writing (writing an article). The tasks are well organized and easy to understand, they provide comprehensible instructions and also some tips for writing the given type of the text. Additionally there is a supplement, where the features of the different types of texts are enclosed, so it is easy for a student to rapidly find the necessary information. Listening Listening is the ability to accurately receive messages in the communication process (Online 9). Listening is not an easy process because the listener should concentrate and understand everything what he/she hears on the spot. It is impossible for the listener to adjust the pace of speech, listen again or check an unknown word. In addition, listening is not the same as hearing as listening means paying attention to not only what is being told, but also to the manner how it is being told. According to the statistics, adults spend approximately 70% of time communicating, while approximately 45% of the time spent on communication is listening (Online 9). After a short explanation on what is listening and why it is so important in everyday communication, it is essential to look how listening is taught in schools. The textbook under analysis provides mostly two (in some units – one) listening tasks in each unit. According to Rost (2002), listening tasks can be divided into three phases: pre-listening, while-listening and post-listening. This division is not always present in the textbook because in quite many of the tasks pre-listening or post-listening is missing. Pre-listening and post-listening are very important because pre-listening is like a warm-up for while-reading as it ‘activates the background knowledge and  integrates  the directions of listening’ (Helgesen, 1998), while post-reading ‘allows the learner to build mental representations and develop shortterm second language memory, and increase motivation for listening a second time’ (Rost, 2002). The textbook presents such pre-reading tasks as questions on the theme and vocabulary related exercises. In Unit 12 two vocabulary related exercises are offered as lead-in tasks into the following istening tasks as well as into the whole unit and theme. All while-listening tasks are divided into four different types or parts (as they are called in the book). In parts 1 and 2 a monologue or sometimes a dialogue can be heard. The task type used in these parts is mostly filling in the gaps. The students are tested for ability of hearing specific information (or bot tom-up listening), which, according to Helgesen (1998), is similar to scanning. He writes that listening to specific information is difficult as students ‘try to catch everything, often taking the time to mentally translate it into their mother tongue’ (Helgesen, 1998). A longer recording of a discussion or conversation can be heard in the part 3. The student’s ability of understanding the text as a whole (or top-down listening), including the gist and specific information, is tested in this part. The task types are filling in the gaps, sentence completion and four-option multiple choice questions. In part 4 five short extracts can be heard. Students are asked to identify the situation or topic, the manner and the attitude of speaking, the goal of the speaker or specific information. The task types are multiple matching or three-option multiple choice questions. The while-listening texts are in the form of formal and informal conversations, public announcements and private messages. The while-listening tasks in Unit 12 are of parts 1 and 3. Both exercises are filling in the gaps, and the recording can be heard twice in each of them. The few post-reading tasks are mostly questions on the theme, for example, the task in Unit 12 asks to imagine yourself in the situation connected with the previously heard text and discuss what you would do yourself, which is quite creative and interesting post-reading exercise. Most of the tasks are one-way as ‘all input comes from an outside source (like a videotape) to the learner’ not from outside, for example, a speaking partner (Rost, 2002). In addition, the listening sub-skills, such as skimming, scanning, note-taking, understanding attitudinal and conceptual meanings, understanding unfamiliar lexical items through context, understanding relationships within the sentence, also are taught in the textbook (Online 10). Speaking Speaking is  the delivery of language through the mouth (Online 11). Speaking skills enable learners to enter the community of the target language (Kramina, 2000: 86). This vocalized form of language usually requires at least one listener (of course, some people talk to themselves! ) – speech can flow naturally from one person to another in the form of dialogue, or it can also be planned and rehearsed, as in the delivery of a speech or presentation (Online 11). According to Kramina (2000), to act as a speaker participating in the communicative process, the learner must be able to carry out a sequence of skilled actions which comprise: cognitive, linguistic, and phonetic skills. There are speaking tasks throughout the textbook under analysis that help practice and enhance those skills. There are four parts to the speaking tasks in â€Å"Advanced English C. A. E. † each focusing on different speaking skills and sub-skills. Part 1 focuses on general social language – general social English and the ability to interact with other people in English. Part 2 focuses on transactional language – ability to give information clearly. Part 3 practices negotiation and collaboration skills, and Part 4 is designed to test the ability to report, explain, summarise and to develop a discussion naturally. Pictures and other visual prompts are used in Parts 2 and 3 to cue various tasks. Unit 12 of the textbook under analysis includes four speaking tasks – three of them concerning Parts 3 and 4, and one on Part 2. According to Kramina (2000) the development of communicative ability requires a range of suitable classroom activities that should provide learners with a degree of communicative urgency so that they have something interesting to say and a reason to communicate with their partners. Learners may be motivated to communicate by the enjoyment of playing a game, the challenge and satisfaction in solving a problem or completing a project. Tasks 1 through 3 focus specifically on problem solving. In task 1 the learners are faced with an unfinished statement and five possible variants to conclude it: the learners are to engage in a discussion and give well-founded answers to the follow-up questions. The correct answers can then be found on the answer page of the book. Task 2 consists of parts a and b. Part a is a work in pairs, where each of the participants are to imagine themselves in a particular problematic/ difficult situation and have to come up with a sound solution, or choose one from the already given visual prompts. In part b, the participants have to briefly explain to the rest of the class the decisions they came to with their partners, and say how far they agree or disagree with the opinions of others. Task 3 is a discussion of points concerning the topic of the unit. Several questions are given, designed to encourage the learners to use their existing knowledge on the subject, brainstorm for new solutions and express personal opinions. Next to these three tasks, tips are given on how to develop the discussions further by listening and responding to what your partner says and allowing the partner to comment on what you say. The last speaking exercise of the unit concentrates on both presenting information clearly and listening carefully to the information given by a partner. Students have to work in pairs and each gets a picture to look at – the pictures are of the same scene but there are several differences between them. First, Student A is to describe the left-hand side of his picture in detail, while Student B listens carefully and notes any differences (without interrupting), and when A has finished, B should mentions any differences noticed. Then vice versa, Student B describes the right-hand side of the picture, while Student A studies for differences. When students are done with both parts of the task, they are to look at the two pictures together and compare their answers to the list given on a different page. This textbook is, however, lacking tasks that would help with the phonetic skills development, so it would be up to the teacher to help students learn the skills to articulate the utterance appropriately. (Kramina 2000: 65) Conclusions Although â€Å"Focus on Advanced English C. A. E. † is a textbook designed specifically as an integrated course for students preparing for the Cambridge Certificate in Advanced English examination, it covers all the essential language skills for foreign language learning and is suitable for English language acquisition, and is generally a good material for the preparation of several other English examinations, e. g. , the English examination of Secondary education in Latvia. The textbook offers 14 units covering a wide variety of stimulating topics, authentic reading texts from a range of sources, thorough practice of all language skills, a Grammar File with detailed information of all points covered in the units, and a Writing File with model text types and useful language, all coming from the experienced teacher, teacher trainer and examiner Sue O’Connell. References 1. Harmer J. (2001) English Language teaching. England: Pearson Education Ltd. 2. Helgesen, M. 1998) ESL Magazine. 1 (4): 24-25. Available from http://www. mgu. ac. jp/~ic/helgesen/marc. article2. htm [Accessed March 5, 2013]. 3. Rost, M. (2002) Listening Tasks and Language Acquisition. Available from http://jalt-publications. org/archive/proceedings/2002/018. pdf [Accessed March 5, 2013]. 4. Kramina, I. (2000) Linguo-didactic Theories Underlying Multi-purpose Language Acquisition. Riga: University of Latvia. Online Sources 1. Available from http://lrs. ed. uiuc. edu/students/jblant on/read/readingdef. tm [Accessed March 6, 2013]. 2. Available from http://tlc. cet. ac. il/ShowItem. aspx? ItemID=ccd2b528-84f5-4078-a76f-d6b1243f26e9lang=EN [Accessed March 6, 2013]. 3. Available from http://fis. ucalgary. ca/Brian/611/readingtype. html [Accessed March 6, 2013]. 4. Available from http://www. multiplechoicequestionsservice. com/multiple-choice-questions-advantages/ [Accessed March 6, 2013]. 5. Available from: http://www. omniglot. com/writing/definition. htm [Accessed March 6, 2013]. How to cite Textbook Analysis, Papers

HIH Ltd On Corporate Governance Practices †MyAssignmenthelp.com

Question: Discuss about the HIH Ltd On Corporate Governance Practices. Answer: Introduction The HIH Insurance Ltd received a provisional liquidation position in 2001, March 15th. It was liquidated due to its inability to pay debts amounting between the range of AU$3.6 billion and AU$5.3 billion (Parker, 2005). The collapse of HIH group came as a shock to the Australian people, and it was registered as the biggest financial collapse ever in the corporate history of Australia. The demise of HIH was primarily connected to inadequate and poor corporate governance practices. Corporate governance usually involves a framework of rules, processes, systems, and relationships within as well as by which authority is controlled and exercised in corporations (Lipton, 2003). This paper discusses the HIH Insurance Ltd failure regarding the corporate governance practices. HIH failure to adhere to the existing legal and accounting standards Despite HIH having demonstrated a conservative corporate culture, it expressed governance deficiencies (Hill Yablon, 2002) that saw it collapse to the surprise of many. The company did not adhere fully to the set legal and accounting standards. Many of its directors were banned from the company for significant terms, and some of them had to part with a substantial financial penalty. They breached their duties and did not adhere to set out rules and regulations according to the Corporations Act (Allan, 2006). The company majored more at maximizing profit at the expense of adhering and implementing the standard corporate governance procedures. The company is known to dishonor the set-out procedures and implemented the undesirable corporate governance practices which led to its collapse. The audit report The HIH audit analysis was characterized by a continual financial depressing scenario. The corporate governance model practice and setting implemented by the HIH was questionable (Jones, 2011). The Anderson Accounting Firm being the main auditor at the moment as well as the external advisor, failed to obtain sufficient audit evidence. Considerable adjustments could have been made to the accounting process especially concerning a particular matter being the subject of the inquiry. Poor cash auditing, inferior finance resource management, and poor operational and financial activities played a huge role in the collapse of the HIH (Carnegie OConnell, 2014). The audit committee of the HIH was concerned mainly with financial affairs of the company such as the accounting policies, audit issues, and performance standards. However, their structure of the board of directors did not tally with the recommendation of the Australian Security Exchange (ASX) best practice, and this made the corpora te governance of the HIH to have some flaws. Internal organizational practices The HIH in its operations implemented the under-reserve policy in line with the estimated future claims. It failed to implement the prudent margin set by the Australian Prudential Regulation Authority (APRA) which saw the company make continuous losses for successive periods, especially regarding the underwriting process. The organization practices and systems of the HIH were poor, and they lacked frequent monitoring (Leung et al., 2009). The failure was more related to such cases as compared to the widespread fraud. The management failed to disclose the financial position of the company, and therefore, the whole process of managing the company was built on undesirable corporate governance practices. The internal systems and processes of the company as well lacked integrity and accountability. The culture of the HIH Ltd as presented by the Royal Commission was that the decisions of the top leaders were not to be questioned at any instance (Westfield, 2003). This affected largely thei r operations since even in those moments that their decisions and actions breached the law of the commonwealth as well as other regulatory policies, they could not be questioned. Regulatory authorities The main regulatory authority that was concerned with the working of HIH was the HIH Royal Commission. It investigated the underwriting performance in relation to the risk pricing ability. The HIH employed the under-reserve policy as directed by the CEO then, Ray Williams. They did not follow the APRA in setting the prudential margin (Psaros, 2008). The ASX Corporate Governance Council as well was concerned with how the HIH employed the corporate governance practice. It gave the best practice recommendations which would increase integrity, efficiency, and quality of the company. The Board of Directors (BOD) structure of HIH was not effective and therefore, by implementing the ASX rules and restructuring the BOD, then, more value would be added to the companys activities, integrity in financial reporting enhanced as well as balanced and accurate disclosures ensured (Clarke, 2007). Avoiding significant disparities especially in control mechanisms and the quality of the managerial overs ight in boardrooms, helps enhance implementation of the corporate governance practices. Policies followed by the HIH group in relation to internal financial reports The accounting practices of the HIH was considered as aggressive and complex. Before it was liquidated, it used to acquire several other companies which led it to the path of insolvency. In the year 2000, the Anderson report indicated the company had assets of $939 million in approximation (Mirshekary et al., 2005). However, the inadequacy of independence among the directors and auditors affected their operations immensely. The management as well did not enforce or monitor the due diligence practices effectively. For many times it implemented incorrect accounting policies, particularly for the financial reinsurance contracts. With many under-reserving liabilities especially in the operations of the United States and the United Kingdom as well as in the Fai, its clear the policies of HIH were not effective. Despite the fact that HIH employed the model of corporate governance, the board misunderstood the appropriate business and long-term strategies that made them lose many opportuniti es (Clarke et al., 2003). The HIH as well could not control the internal processes and systems and therefore, this lead to the failure of the internal processes. Performance indicators signifying compliance The HIH practice of corporate governance involved various old features. The dearth of some recorded and defined guidelines and policies, the absence of the independent critical analysis of the financial reports, and failure of resolving the conflict of interests among the BOD are some of the policies the HIH employed in its operations (Buchanan et al., 2003). The HIH had a reputation of aggressive pricing in the market to win business. It wrote volatile classes such as professional indemnity, inward treaty reinsurance, and public liability. It expanded to other unchartered areas like film financing, marine reinsurance, and Taiwanese military accident cover and much more. HIH kept on expanding but it did not put into consideration the corporate regulations and also it operated with limited financial due diligence. The company did not clearly define the key performance indicators of the executives and the BOD (Kang et al., 2007). It did not as well perform an independent review of the internal firms structure. For the company, therefore, to improve its performance, it was necessary to stop overregulating responsibilities using a compliance-driven approach as well as focus on the best practice framework and compliance to achieve the best results. Significance of information technology Information technology plays a huge role in ensuring the success of a company. For insurance companies, for instance, the effectiveness of the accounting and audit report will rely on the information technology systems in use. Audit deficiencies that the HIH majorly faced can be traced back to their technology systems (Ali Green, 2009). Information technology, on the other hand, can be used to facilitate frauds and override the management controls. Appropriate information technology systems can enhance lack of accountability experienced by HIH and which is key in corporate governance. Reporting plans The APRA sets out a prudential supervision framework for every insurance company. It includes the improved disclosure of the financial reports, quarterly audit arrangements, covering of the consolidated groups, and strengthening of the governance, supervisory, and actuarial arrangements. HIH company did not follow these guidelines, and there were significant breaches. The financial disclosure was not done in time and did not follow the ASX recommendations (Mardjono, 2005). Also, the audit report focused more on the operational and bottom line as opposed to risk management. Main failures and recommendations There were three main processes that aided the failure and collapse of HIH. Ineffective corporate governance practice had the most weight in facilitating the collapse of the HIH group. It is important to follow the set-out procedures by the corporate society and also the government. The firm also had inferior risk management practices (Brown et al., 2009). For every firm to be successful, it needs to put the appropriate strategies in place to deal with any unlikely outcome of a risk. Risk management strategies are essential for the survival of a company in times of crises. Lastly, the audit performed by the Anderson Accounting Firm was questionable. Proper auditing is vital in ensuring all aspects of the business are taken care off. Failure to which the company will encounter loses and eventually run bankrupt. Performing full audit of the company yearly and in detail can help detect areas that need improvement and hence prevent any possible failure (Council, 2007). It is also importa nt to implement appropriate risk management strategies and also comply with the corporate governance requirements. Conclusion Corporate governance influences how a company sets its objectives, monitors and assess risks, and optimizes the performance. Effective structures for corporate governance normally helps companies to create value through innovation, entrepreneurialism, exploration, development, and accountability. HIH failure to adhere fully to the corporate governance regulations affected its operations and eventually led to its demise (Clarke, 2004). It, therefore, becomes crucial for every organization to comply with the corporate governance requirements processes for corporate governance adherence and avoid conflict of interests. References Ali, S., Green, P. (2009). IT governance mechanisms in public sector organizations: An Australian context. Handbook of Research on Information Management and the Global Landscape, 458-478. https://scholar.google.com/scholar?hl=enas_sdt=0%2C5q=hih+collapse+corporate+governanceoq=HIH++collapse Allan, G. (2006). The HIH collapse: A costly catalyst for reform. Deakin L. 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