Showing posts with label games. Show all posts
Showing posts with label games. Show all posts

Monday, March 21, 2011

Profitable, yet risky trade


THE CRISIS THIS TIME - Socialist Register 2011: Leo Panitch, Greg Albo, Vivek Chibber; LeftWord Books, 12, Rajendra Prasad Road, New Delhi-110001. Rs. 350.

During the past four decades and more, a group of committed analysts, admittedly with Left leanings, have been bringing out an annual publication, Socialist Register, to make available their interpretation of pressing contemporary problems. The latest in the series deals with the global economic crisis that surfaced in 2008-09 and is still running its course in the United States, Europe, and many other parts of the world.

Even general readers now know that the crisis has been associated with sub-prime lending and the rapid growth of derivatives. What this volume attempts to convey is that the crisis has some systemic features and that it may indeed presage a new phase in the development of capitalism.

Derivatives

Take derivatives, for instance. Thanks to the widespread use of the term, it is common knowledge that derivatives derive their value from other debt-related instruments. But, as financial instruments, what is their special feature, and how do they impact the economic system as a whole and the lives of ordinary people? Are they indeed “financial weapons of mass destruction,” as a writer claimed?

One thing is clear: though derivatives appeared on the financial scene only in the 1980s, now they are the most traded among financial instruments and the latest means of acquiring and holding wealth. The amount of derivatives outstanding currently is multiple times the capitalisation of the world stock markets. Indeed, derivatives are redefining what wealth is. Insofar as they are bought and sold, they are commodities or traded goods. If they are traded, they must have value of some sort, on the one hand, and the right of ownership, on the other.

In an earlier era these two attributes coincided: only goods that had some value of their own — grain, cattle, precious metal, land, etc. — would be considered as wealth or assets. The second phase was when claims to wealth such as paper money, deposit certificates or shares would also be treated as wealth and would become standard forms of holding assets. Derivatives announce the beginning of yet another phase of accumulating and holding wealth. Derivatives are contingent claims on the changes in the future price of an asset without any claim to the asset itself.

Financial instruments

A concrete example will make this clearer. Since the end of World War II, a major issue was to ensure the stability of national currencies to facilitate international trade. Till the early 1970s, what ensured stability was the fact that the US dollar, which remained pegged to gold, was freely convertible into any other currency. Once this dollar-gold link was snapped in 1971, the values of currencies began to fluctuate, opening up an opportunity to make profits by trading in currencies. Then it became possible to trade in the anticipated variations in the prices of currencies — a sort of derived trade — and derivatives emerged as the financial instruments for such transactions. Since these transactions were on anticipated variations that might or might not happen, they were subject to big risks. In fact, they made risk a commodity to be traded and extended such trade to equities, debts, metals, oil, real estate, etc., and even to such things as the weather, movements of wages and so on.

In all these instances, the ownership (that which one sells) is exposure to the performance of items, including assets, without ownership of the item itself (some of which, like weather cannot even be owned). Evidently, it is easier, and can be more profitable, to trade ownership of an oil derivative than a barrel of oil.

Derivatives, therefore, constitute a new form of trade, a new form of ownership, and a new means to make profit. One of the writers in the volume puts it more technically: derivatives are ‘meta-commodities' and ‘meta-capital'. The commodification of risk permits diversification of risk portfolios and the proliferation of transactions.

Profit-making

Profit-making via risk-trading is the essence of derivatives. They, thus, create new sites for accumulation mainly for those who already have the advantage of large scale ownership — the big corporations (banks, investment firms. etc.) and their top operatives, hedge funds, and the top wealth-owners. But the ‘small man' gets drawn in too — through his growing dependence on debt — voluntarily, thanks to the convenience the credit cards offer, for instance, but more so involuntarily because only by borrowing can he ever hope to have a house of his own, or educate his children. And often, without his knowledge, his pension fund becomes a big player in derivatives-chasing. Thus, those at the top become wealthier; those at the other end go into debt.

What is more alarming is that while individuals may find it possible to pass on the risk, the cumulative burden of risk may turn out to be too big to avoid a collapse as it happened in 2008-09. This is particularly so because the big players know that the public authorities will bail them out. Once it is done, the train will again be back on the rails till another derailment comes sooner or later. Details may differ, but the basic issues will be the same, perhaps become more intense.

If you find this terse summary of the basic argument interesting and helpful, get to the volume itself which deals with how the crisis this time found expression in the U.S., the United Kingdom, Europe, Japan, and South Africa, and wait for Socialist Register 2012, which promises to deal with Asia, West Asia, and Latin America.

Relax, and pick a job

Let them decide: Students of the Indian Institute of Management-Bangalore, discuss placement offers.

For years, the placement season at the prestigious Indian Institutes of Management has been a race of sorts. With each trying to outdo the other, using it as a yardstick for greater excellence, several parameters have been used to judge who fared better: slot zero figures (this slot would have the most coveted companies coming in), number of days over which the process was held, international offers, lateral placement figures, and, of course, the all-important and headline-generating pay packets.

IIM-Bangalore, a few years ago, decided to stop disclosing the salaries. While some say the reason behind this was to protect the privacy of students, IIM-B officials have reiterated that they had taken the decision because they did not want to give primacy to pay packets. Indeed, news reports about freshers and people with less than two years of work experience taking home mind-boggling pay packets — it was reported in a newspaper that at one of the IIMs the pay crossed Rs. 1 crore per month this year — was also projecting a wrong image about management education, and what the B-schools are all about.

While most other IIMs do mention the pay packets, many have stopped putting a face to the pay. Most reporting around this has been more or less vague and unsubstantiated. “It is the media that has an unholy obsession with the pay, not the management of the IIMs. While we want our students to do well, it has not dominated our discourse on jobs or placements,” says a professor from IIM-B, who did not wish to be named.

So in 2009, IIM-A decided to opt out of the fierce placements race by institutionalising what it called the cohort-based system. This means that previous yardsticks of slots and number of placement days could not be applied to it. In the cohort-based system, companies visit on weekends through a longer period, in clusters. These clusters could be based on company profiles such as consulting, finance or investment banking. Held over something like a month, students can be at ease.

New tweaks to old process

IIM-B, this year, in a smaller way opted out of the numbers game. Though it did not go the IIM-A way, it decided to fix the number of placement days before hand. Though in 2010, placements had been completed in five days, and every year is compared to the previous one (this is often closely watched as it is regarded as a measure of how the job market is doing), this year it was strung out over 10 days. Pre-fixed, the placements went on at a relaxed pace, points out P.D. Jose, Chairperson, Placements, at IIM-B.

Dismantling the ‘slot-based' classification process, where recruiters were clustered into slots depending on their demand amongst students of that batch, they went for a more relaxed process where all sort of recruiters were invited on all the placement days. Some prioritising was done; however, the rigorous slot system was removed. Besides being stressful for students, companies too compete fiercely for the top slot and institutes find it difficult to please them all.

Typically, 30 companies would come in slot zero, making it difficult for students to attend interviews and forcing them to make on-the-spot decisions. “After all, it is a huge career decision we are talking about here. We felt it is necessary to give students a bit of breathing space to be able to think it over, and also allow them to give multiple interviews and choose from their options. It shouldn't just be about the numbers, we took a decision,” explains a key IIM-B official.

They divided the bay into two and parallel interviews took place, and students were allowed to take a shot through the day. There was no pressure on them to hurry up, and in fact students were allowed to take as much time as they wanted.

“In the older system, because everyone was racing against a deadline to complete placements and to look good on the comparison charts, everybody was under pressure to finish fast. That had just vanished,” an IIM professor, who was not associated with the placements, commented. “It was certainly more relaxed and good to watch,” he added.

This year, all 332 students who sat for placements received offers, of which over 100 were placed beforehand during the lateral placement process. The ‘laterals' are students who have had prior work experience. Over the years the numbers of students with work experience has been on the rise. In the batch of 2011, only 28 per cent of the batch comprised freshers and another six per cent had worked for less than a year.

Of the batch of 348 (the largest ever at IIM), 16 had opted out of placements, and two groups among these (comprising around five students) are incubating an innovation or an innovative business idea with the NSR Cell that provides support to start-ups, sources told The Hindu.

Though the total placements was from 105 companies, 130 had evinced interest. As far as trends go, it was work as usual, with finance leading the pack at 36 per cent, followed by consulting at 31. Sales and marketing made up for 21 per cent.

How other IIMs did

IIM-Ahmedabad completed its placements in early March, having commenced in mid-February. Divided into four clusters held on four days, the placement has been successful and all students have been placed.

The others, which are still sticking to the traditional placement process, are more comparable. Among the older IIMs, IIM-Calcutta wrapped up its process in five days, placing all 388 students. Here, slot zero offers were up from 90 to 139.

IIM-Kozhikode saw the total offers go up to 305 from 265 last year (the number of offers per company rose to 3.37 from 2.66 in 2010, according to news reports). IIM-Indore, which wrapped up its placements last month, saw the number of offers increase to 241 this year, from 235 in the previous year.

However, the newer IIMs are still picking up and are yet to complete the placement process.

Tuesday, March 15, 2011

Kamala Nehru College to join protest against semesters

Taking a cue from teachers of othercolleges under the Delhi University, teachers from Kamala Nehru College have decided to join in the protest against the implementation of the semestersystem.

Teachers at the college have decided to take classes on the lawns of the college. Earlier, member of the Joint Action Board (JAB) that is a forum created by teachers to fight against thesemester system had decided to take classes in the lawn in front of the vice chancellor's office from Monday.

The JAB had decided to take classes in the lawns in order to seek fresh debate against the implementation of the semester system. They had to cut short their protest because of the two-day university bandh. The teachers will now continue the protest as classes resume today.

Members of the JAB have said that more collegesand teachers are expected to join the protest against the semesters and begin taking classes in the open. 

Delhi University had already implemented the semester system for 13 undergraduate science courses last year. Teachers have said that they would protest against the semester system as they have alleged that the teaching in the science courses has worsened.

Onus on principals to bring back drop-outs

Alarmed over the staggering number of childrenwho are not attending schools, the Rajasthan government has directed that each government principal be given a target to bring back students who have dropped out.

According to a child tracking system (CTS) survey conducted by the state's education department, 1.2 million students are out of schools in Rajasthan. And the state's Directorate of Primary Education in Bikaner moved last week to rectify the situation.

"District education officers (DEO) have been asked to provide the list of drop-out children to government schoolprincipals in each district," a senior education departmentofficer told the sources.

"Based on the ratio of drop-out children and thegovernment teachers in each school, the teachers will be given targets. They will have to bring these children to schools," he explained. 

It will be the responsibility of the principals to ensure that children who get admission in their schools stay till they complete the education, he added.

"The orders regarding this were issued on Saturday," he said.

The directorate also plans to run special drives to bring drop-out children to school from May 1 to May 16 and July 1 to July 15 this year.

"We have sought permission regarding this from the state government and the programme details will be announced as soon as we get the nod," said the officer. 

According to the CTS survey, at least 30,996 children between the age group 6-14 are not going to school in the state capital Jaipur alone. 

Child rights activists in the state say the orders will have to be implemented strictly for positive results.

"It is still not clear what action will be taken against the teachers who fail to meet the given targets," said Vikram Sharma, an activist.

Friday, March 11, 2011

Afghanistan: lessons from a decade of cooperation with the Ministry of Education

An evidence-based IIEP publication

IIEP has just published a new book, On the Road to Resilience: Capacity Development with the Ministry of Education in Afghanistan, documenting lessons learned in building education planning capacity during the past ten years.

Education in Afghanistan has made remarkable gains over the last decade, in spite of the ongoing conflict and the frequent attacks on students, teachers and schools. In 2001, just 1 million primary school age children were enrolled, with girls accounting for a tiny fraction. By 2008, 6 million children were in school, including 2.3 million girls. The number of classrooms in the country has tripled and teacher recruitment has increased. Yet, 42% of schoolchildren are still out of school and the quality of the education is still a major concern. Quality, relevant education will be indispensable to building a future peace in the country (Source: 2011 EFA Global Monitoring Report). This will require massive sustained investments in developing the capacity of Afghanistan’s education system, as documented in the 2011 EFA Global Monitoring Report, released on 1 March 2011.

When IIEP began its cooperation with Afghanistan in 2002, the Ministry of Education faced dire capacity issues. In addition to building schools or training teachers, educational planning has been central to the reconstruction of Afghanistan’s education sector, including: the development of two education plans in national languages, the collection of educational data through Afghanistan’s first school survey, the setting up of an information system, school mapping, teacher registration, and organizational reform of the Ministry. 

Supported by funding from the Netherlands Ministry of Foreign Affairs, IIEP’s new book investigates this process and the numerous challenges that war-torn Afghanistan faces in rebuilding its education sector. The book features case studies of capacity development partnerships between Afghanistan’s Ministry of Education and a number of education partners, including IIEP and UNESCO’s Kabul Office. 

On 10 March 2011, the book is presented at the Netherlands Ministry of Foreign Affairs in The Hague, Netherlands.

IGNOU announces 2 new courses in gender, women's studies

Celebrating the centenary of the International Women's Day, the Indira Gandhi National Open University (IGNOU) has announced new programmes in gender and women's studies.

The university had organized a day-long function at the IGNOU campus on March 8 to celebrate International Women's Day.

The new programmes include development of a project to be converted into Certificate/Diploma in Gender and Nutritional Security, Certificate/Diploma in Gender & Labor and Certificate/Diploma in Gender in Cinema.

Other new programmes in design and development stage include Certificate/Diploma programmes in Gender & Law, Gender & Science and GenderAgriculture & Sustainable Development.

"When we look at the relation between education and women empowerment, we find that several kinds of social evils, like female feticide, dowry, etc., are still prevalent in the society. There is an urgent need to critically look at the sort of education provided to women today," said Vice Chancellor V.N. Rajasekharan Pillai, while inaugurating the celebrations at the Convention Centre.

The occasion was hosted by the School of Gender and Development Studies (SOGDS), in association with the IGNOU Committee Against Sexual Harassment (ICASH), School of Humanities (SOH), School of Translation Studies and Training (SOTST) and School of Performing and Visual Arts (SOPVA).

The celebrations included a painting exhibition, a musical prelude, a street play (by the students of SOPVA) and a seminar on 'Feminist Writings In Indian Literature' eulogizing the importance of women in the society.

"Marking a date in the calendar as International Women's Day started in the year 1911. Today, the entire IGNOU community celebrates 100 years of great aspirations, which have remained undiminished," said SOGDS Director Prof Savita Singh.

While delivering a lecture on 'Women's Writing in Kannada', Prof U.R. Ananthamurthy, Chair Professor, Tagore Chair for Indian Literature, IGNOU, distinctly differentiated between the way women are treated in classical and folk literature.

"You have to see how certain things are preserved. Many other Indian languages were influenced by Sanskrit when it was in decline. Later writers used to develop only 'alankars', which were meaningless most of the times. What was decadent in Sanskrit became alive in Indian languages," he said.

SOTST Director Prof K. Satchidanandan elucidated his thoughts on 'Women's Writing in Malayalam' by remembering renowned English author Virginia Woolf's famous work 'A Room of One's Own'.

Quoting the author, Prof Satchidanandan said, "Had Shakespeare been a woman, he wouldn't have become Shakespeare. It is because he wouldn't have traveled London, as traveling was very difficult for women during those times; he wouldn't have got acquainted with people and thus would have never acted."

Prof Satchidanandan drew attention to four major movements in women's fiction in Kerala by four women authors namely K. Saraswati Amma, Lalithambika Antherjanam, Kamala Das and Sarah Joseph.

"There is a vibrant women's literature in Kerala, which talks about everything significant to the lives of women today," he added.

SOH Director Prof Rita Rani Paliwal highlighted feminism in Hindi literature by remembering Mirabai as the first woman litterateur of India.

Further, there were similar discussions by Prof Satyakam and Dr Malti Mathur from SOH, which were followed by paper presentations by the Research and Training Assistants (RTAs) of the University.

Thursday, February 17, 2011

WILL INDIA WIN WORLD CUP 2011???????


Hey friends! Join the Groups on ICC World cup 2011 such as "Will INDIA Win  World Cup 2011" & "CHEER FOR INDIA" @  http://extraminds.com/Home.aspx to  CHEER for  INDIA.

Friday, January 7, 2011

Extraminds - FEATURES

EMO
As you know social networking continued to grow strongly in India ,with several of the top global brands carving out a more prominent position, Here we pleased to introduce a new portal i.e. www.Extraminds.com which is all about creation & innovation and is a first Indian social networking site which is user friendly and never leaks the personal data created by users.

Its unique features:

MY DAIRY:
1.Why to waste your pen/pencil when you have a keyboard along with an extremely beneficial portal i.e. www.ExtraMinds.com.
2.Change your thoughts & expand your identity, knowledge, suggestions, views on worldwide web.
3. Here you have a provision to make your privacy to world wide web if you wish to.

MY NOTEPAD:
1.Get connected by sharing your ideas and thoughts to make yourself & others up-to-date.
2.Encourage others by putting a valuable quote/thought of a day etc.
3.Express yourself in front of the world.
CHAT:
1.Lets connect to the world on worldwide web.(WWW.)
2.Allow others to join your friend list and make yourself available to them anytime.
3.Exchange your views with others & know about what is happening day to day in the world.

GAMES:
1.Action
2.Sports
3.Gambling
4.Driving
5.Adventure

Themes:
1.Default themes
2.Designer themes (Here you can easily select a theme of your choice to make your wall attractive.)
MOST IMPORTANT FEATURE OF EXTRAMINDS.COM :

E-learning:
1.FOCUS-Better concentration
2.MEMORY-Improve IQ & Intelligence
3.FLEXIBILITY-Think beyond the boundaries
4.ATTENTION–Be sharper & better driver
5.SPEED-Think faster, improve reaction time
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