Emotionally Focused Couples Therapy On Increasing...

Emotionally Focused Couples Therapy focuses on increasing emotional responsiveness and boding interactions. EFT synthesizes the constructionist and systemic approach and also includes contributions attachment theory. The experiential influences include a therapeutic alliance, acceptance and validation of the client’s experience, the acknowledgement that humans choose creative, healthy choices when possible, a look at how inner and outer realities define each other, an understanding that we are all formed and transformed by our relationships and how new corrective experiences can be formed with personal encounters. EFT also draws from family Systems Theory in that causality is circular, behavior must be considered in the contest of the partner, homeostasis, all behaviors are communication and an effort is made to change negative interaction cycles. Recent developments and the popularity of EFT include using this therapy with same sex couples and couples with more diverse ethnic backgrounds, it is backed-up with research, uses integrated models and its effectiveness is documented. A healthy relationship has a secure attachment bond that creates a healthy environment with allows partners to regulate emotions, process information and solve problems. Relationship distress is caused by attachment insecurity and separation distress. Research by Gottman shows that there are key factors in determining a close relationship. They are expressions and regulations, rigid interaction

Evolution of British Policy in the Colonies 1750 to 1776...

Evolution of British Policy in the Colonies: 1750 to 1776 The relations between England and the British North American colonies could always be considered precarious. Prior to 1750 British essentially followed a policy of benign neglect and political autonomy in the American colonies. (Davidson p.97) The colonies were for the most part content with benign neglect policy, relishing in a â€Å"greater equality and representative government†(Davidson p.95) within the colonies. Competition among European Imperial nations began to effect British policy toward North America colonies causing rapid shifts from 1750 to 1776. During this period, the British Empire made a series of policy decision that sealed the fate of the British North American†¦show more content†¦(Davidson p.104) In the first policy changes, Pitt recalled Campbell and pledged to respect the colonial officers, he formed new alliances with the native Indian tribes. In addition, Pitt promised the colonies that London or England would bear the cost of the war. (D avidson p.104) These policies changes reenergized the war efforts and turned the tide in the war. Forming new alliances and opening diplomatic relations with native Indians was an imperative element for British victory. The Treaty of Paris signed in 1763, signified the end of the war and granted British title to all French Territory East of the Mississippi. The French lost all territory claims in North America, which was a significant victory for England and the British North American colonies. After all rights to expand into Ohio country is what the American colonies had fought for. Upon conclusion of the war the British made two minor decisions or policy shifts that would turn out to be significant. The British ceased their diplomatic relations with native Indians and left British troops in the colonies to â€Å"protect their new territory.† (Davidson p. ) As discussed the American colonists expected Ohio country to open for settlement upon signing the Treaty of Paris. Therefore, many Americans began migrating andShow MoreRelatedBritish Policy and The American Colonies Essay1247 Words   |  5 PagesChanges in British policies toward the colonies between 1750 and 1776 played paramount in the evolution of relations between British North America and Mother England. Tension between England and the colonies mounted from the conclusion of the Seven Years’ War to the signing of the Declaration of Independence as a result of the several implemented changes imposed by Parliament for the purpose of increasing income and tightening the grip on America. During the Seven Years’ War, William Pitt wasRead MoreModern Historical Debate Surrounding The Anglo-American1682 Words   |  7 PagesBlackburn offers perhaps the most extreme viewpoint in The Overthrow of Colonial Slavery, 1776–1848 and The Making of New World Slavery, contending that slavery not only enabled European capitalism, but also continued to permeate the cornucopia of European modernity long after abolition. While scholarship on the triangular slave trade between West African kingdoms, Great Britain, and her American and Caribbean colonies variably reflects its myriad and interwoven conceptions – not limited to but largelyRead MoreInstitution as the Fundamental Cause of Long Tern Growth39832 Words   |  160 Pagesare important because they inï ¬â€šuence the structure of economic Although some recent contributions to growth theory emphasize the importance of economic policies, such as taxes, subsidies to research, barriers to technology adoption and human capital policy, they typically do not present an explanation for why there are diï ¬â‚¬erences in these policies across countries. 1 1 incentives in society. Without property rights, individuals will not have the incentive to invest in physical or human capital

Women Education in Pakistan Free Essays

Women education in Pakistan Education plays a pivotal role in developing human capital in any society. Education has become a universal human right all around the globe. Article thirty seven of the Constitution of Pakistan stipulates that education is a fundamental right of every citizen,[1]  but still gender discrepancies exist in educational sector. We will write a custom essay sample on Women Education in Pakistan or any similar topic only for you Order Now According to Human Development Report (2011) of United Nations Development Program, ratio of female to male with at least secondary education is 0. 502, and public expenditure on education amounts to only 2. % of the GDP of the country. (2) Patriarchal values heavily govern the social structure in Pakistani society. Home has been defined as a woman’s legitimate ideological and physical space where she performs her reproductive role as a mother and wife, while a man dominates the world outside the home and performs his productive role as a breadwinner. Men and women are conceptually segregated into two distinct worlds. The household resources are allocated in the favor of sons (male members of the family) due to their productive role. Education for boys is prioritized vis-a-vis girls, because it is perceived that boys must be equipped with educational skills to compete for resources in public arena, while girls have to specialize in domestic skills to be good mothers and wives, hence, education is not that important for girls. This gender division of labor has been internalized by the society, and girls/women do not have many choices for themselves that could change these patriarchal realities of their lives. Society does not allow girls/women to develop their human capabilities by precluding them from acquiring education. Lack of emphasis on the importance of women’s education is one of the cardinal features of  gender inequality  in Pakistan. (3)  The  Human Development Report  (HDR) listed Pakistan in the category of â€Å"low human development† countries with a female literacy rate of thirty percent, and Pakistan has ranked 145 in the world in terms of human development. (2) ————————————————- Importance of women’s education ————————————————- Education has been of central significance to the development of human society. It can be the beginning, not only of individual knowledge, information and awareness, but also a holistic strategy for development and change. (4)    ————————————————- Education is very much connected to women’s ability to form social relationships on the basis of equality with others and to achieve the important social good of self-respect. It is important, as well, to mobility (through access to jobs and the political process), to health and life (through the connection to bodily integrity). Education can allow women to participate in politics so they can ensure that their voices and concerns are heard and addressed in the public policy. It is also crucial for women’s access to the legal system. (5)  Education is a critical input in human resource development and is essential for the country’s economic growth. It increases the productivity and efficiency of individuals and it produces skilled labor-force that is capable of leading the economy towards the path of sustainable growth and prosperity. The progress and wellbeing of a country largely depends on the choices of education made available to its people. It can be one of the most powerful instruments of change. It can help a country to achieve its national goals via producing minds imbue with knowledge, skills and competencies to shape its future destiny. The widespread recognition of this fact has created awareness on the need to focus upon literacy and elementary education program, not simply as a matter of social justice but more to foster economic growth, social well-being and social stability. 6)  Women’s education is so inextricably linked with the other facets of human development that to make it a priority is to also make change on a range of other fronts, from the health and status of women to early childhood care, from nutrition, water and sanitation to community empowerment, from the reduction of child labor and other forms of exploitation to the peaceful resolution of conflicts. [7] ——â €”—————————————- Economic benefits of women’s education ————————————————- Apart from the acquisition of knowledge and values conductive to social evolution, education also enables development of mind, training in logical and analytical thinking. It allows an individual to acquire organizational, managerial, and administrative skills. Moreover, enhanced self-esteem and improved social and financial status within a community is a direct outcome of education. Therefore, by promoting education among women, Pakistan can achieve social and human development, and gender equality. A large number of empirical studies have revealed that increase in women’s education boosts their wages and that returns to education for women are frequently larger than that of men. Increase in the level of  female education  improves human development outcomes such as child survival, health and schooling. (8)  Lower female education has a negative impact on economic growth as it lowers the average level of human capital. (9)  Developmental Economists argue that in developing countries female education reduces fertility, infant mortality and increases children’s education. 10)   Gender inequality in education directly and significantly affects  economic growth. Empirical studies done by using regression analysis reveal the fact that the overall  literacy rate, enrollment ratio, ratio of literate female to male have positive and significant impact on economic growth. (11)  Chaudhry (2007) investigated the impact of gender inequality in education on econ omic growth in Pakistan. The secondary source of time series data drawn from various issues has been used. In his regression analysis, he estimated a set of regressions showing a moderate explanatory power. The variables, overall literacy rate, enrollment ratio, ratio of literate female to male have positive and significant impact on economic growth. It was found that gender inequality in initial education reduces economic growth. (11)  In another empirical study, Chaudhry (2009) investigated factors affecting rural poverty in Southern Punjab (Pakistan), and he concluded that alleviation of poverty is possible by lowering the household size and dependency ratio, improving education, increasing female labor participation. He employed Logit regression models and used primary source of data from the project area of Asian Development Bank for estimation. Results indicate that as dependency level and household size increase the probability of being poor increases too. Education has the significant inverse relationship with poverty because it provides employment opportunities and rejects poverty. (12)  The inclusion of trained and education women workforce will not only ensure women’s welfare, it will also increase the overall productivity of the workforce due to more competitiveness. Hence, the developmental and feminist economists argue that it is desirable for the government to allocate more resources towards women’s education, as it is going to benefit the whole society. ————————————————- Gender disparity in education in Pakistan ————————————————- According to  UNDP  2010 report, Pakistan ranked 120 in 146 countries in terms of  Gender-related Development Index  (GDI), and in terms of  Gender Empowerment Measurement(GEM) ranking, it ranked 92 in 94 countries. 13)  Gender inequality in education can be measured in different ways. Gross and net enrollment rates and completion and drop-out rates are the ways to identify the gender inequality in education. Pakistan aims to achieve  Millennium Development Goals  and also a ims to eliminate gender disparity at all levels of education by the year 2015. (14)  Elimination of gender disparity at all levels of education requires higher allocation of resources on women’s education. Strong gender disparities exist in literacy and educational attainment between rural and urban areas of Pakistan. ———————————————— Socio-economic hurdles ————————————————- Patriarchal  values are deeply embedded in the society of Pakistan, and its different manifestations are observed in different aspects of the society. As mentioned above, gender division of labor enforces women to primarily specialize in unpaid care work as mothers and wives at home, whereas men perform paid work, and come out as breadwinners. This has led to a low level of resourc e investment in girl’s education not only by their families and also by the state. This low investment in women’s  human capital, compounded by negative social biases and cultural practices, restrictions on women’s mobility and the internalization of  patriarchy  by women themselves, becomes the basis for  gender discrimination  and disparities in most spheres of life. Some of the ramifications are that women are unable to develop job-market skills; hence, they have limited opportunities available to them in the wage-labor market. Moreover, social and cultural restrictions limit women’s chances to compete for resources in a world outside the four walls of their omes. It translates in to social and economic dependency of women on men. The nature and degree of women’s oppression and subordination vary across classes, regions and the rural and urban divide in Pakistan. It has been observed that male dominant structures are relatively more marked in the rural and tribal setting where local customs and indigenous laws establish stro nger male authority and power over women. (15) ————————————————- Insurgency hurdles ————————————————- Destruction of schools and killings has harmed women’s education in Pakistan. 14-year-old education activist and blogger  Malala Yousafzai  was shot in the head and neck byTaliban  insurgents 9 October 2012 after she had blogged about the destruction of schools and closing of all-girls schools in her town of  Mingora  in the  Swat District. Later, the Taliban denied that it opposes education and claimed â€Å"Malala was targeted because of her pioneer role in preaching  secularism  and so-called enlightened moderation. â€Å"(16) ————————————————- In September 2012 the Pakistani newspaper  Dawn  reported that 710 schools have been destroyed or damaged by militants in  Khyber Pakhtunkhwa  and 401 schools have been destroyed or damaged in Swat. (17)  While the Taliban’s campaign extends beyond girls to secular education in general,(18)  at least one source reports the damage was related to Taliban opposition to girls’ education. (16)  Another source includes the bombing of girls’ schools as among the Taliban policies. (19) ————————————————- Rural vs. urban ————————————————- In year 2006, the literacy rate in urban areas was recorded 58. 3% while in rural areas it was 28. 3%, and only 12% among rural women. (20)  An interesting factor in this context is that female enrollment was recorded highest at the primary level, but it progressively decreases at the secondary, college and tertiary levels. It was estimated that less than 3% of the 17–23 age group of girls have access to higher education. (21) ————————————————- ————————————————- Public Sector ————————————————- According to the government of  Pakistan, total enrollment level of pre-primary in public sector was 4,391,144. Out of 4,391,144 pre-primary students, 2,440,838 are boys, and 1,950,306 are girls. It shows that 56% of enrolled students are boys, and 44% are girls. Further breakdown of these statistics in to urban and rural enrollment levels reveals almost similar percentage of enrollment among boys and girls, i. e. in rural schools 57% are boys and 43% are girls. ————————————————- Private Sector ————————————————- There is a huge sector of private education in Pakistan. According to the government of Pakistan, 2,744,303 pre-primary students are enrolled in private schools. Among them, 1,508,643 are boys, and 1,235,660 are girls. It shows that 55% of enrolled kids are boys and 45% are girls. Of the total number, 39% students are in rural areas, and the percentage of enrolled boys and girls in rural areas are 58% and 42% respectively. ————————————————- Primary education ————————————————- Primary education is compulsory for every child in Pakistan, but due to poverty, and child labor, Pakistan has been unable to achieve 100% enrollment at the primary level. ————————————————- Public Sector ————————————————- The total enrollment in primary public sector is 11,840,719, and among them, 57% (6,776,536) are boys, and 43% (5, 0641, 83) are girls. The 79%of all the primary students in Pakistan are enrolled in rural schools, and the gender enrollment ratios are 59% and 41% for boys and girls respectively in rural Pakistan. ———————————————— Private Sector ———————————â€⠀Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€- The private schools are mostly located in urban centers, and the total enrollment in private primary schools was 4,993,698. ————————————————- Middle school level ————————————————- The enrollment level falls dramatically from primary to middle school level in Pakistan. These statistics can be very helpful in comprehending the problems faced by Pakistan in its educational sector. ———————————————— Public Sector ————————————————- 3,642,693 students are enrolled in public middle schools, and among them, 61% (2,21 7,851) are boys, and 39% (1,424,842) are girls. Of the total enrollment, 62% students are in rural areas, and the enrollment of girls is much lower in rural middle schools vis-a-vis urban schools. In rural schools, 66% enrolled students are boys and 34% are girls. ————————————————- Private Sector ————————————————- The enrollment in private schools declines sharply after primary level, as the cost of attendance in private schools increases and the majority of the population cannot afford private education in Pakistan. The total number of students enrolled in private schools at middle level is 1,619,630. Of the total level of enrollment in private schools, 66% students are in urban schools. Hence, the ratio of boys and girls is relatively balanced with 54% boys and 46% girls. ————————————————- High school level ————————————————- In Pakistan grades 8 to 10 constitute high school education. ———————————————— Public Sector ————— Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€- The total number of students enrolled in private high schools is 1,500,749. The 61% of students are boys and 39% are girls. Overall enrollment decreases sharply at high school level. A very disproportionate gender ratio is observed in rural high schools, only 28% of the enrolled students are girls, and 72% are boys. ————————————————- Private Sector ————————————————- 632,259 students are enrolled in private high schools. Most of them are in urban centers. The ratio of boys and girls enrollment is 53% and 47% respectively. ————————————————- Higher secondary ————————————————- He overall ratio seems to equalize among boys and girls in higher secondary education. ————————————————- Public sector ————————————————- There are 699,463 students enrolled in higher secondary education in public institutions. There is almost 50% boys and girls enrollment in higher secondary education. But there is a discrepancy between urban and rural enrollments. Only 16% of the students from the total number are from rural areas, and among them only 28% are female students. While in urban centers, 55% students are female students. ————————————————- Private Sector 154,072 students are enrolled in private higher secondary institutions, with 51% boys and 49% girls. ————————————————- Conclusion ————————————————- Statistics show that education in Pakistan can be characterized by extensive gender inequalities. Girls/women have to face socio-cultural hurdles to acquire education. International community has developed a consensus through the  Millennium Development Goals  to eliminate gender inequality from education. (22)   The proponents of gender equality argue that it is not only humane and ethical thing to provide everyone easy access to education without any gender bias, but it is also essential for development and progress of a society that both men and women are educated. They also point towards empirical studies that have confirmed that gender inequality in education has significant impact on rural poverty in Pakistan, and female literacy is important for poverty alleviation. Feminists like Martha Nussbaum are arguing that there is an immediate need to increase the public expenditures on female education in order to achieve gender equality at all levels. (5) ————————————————- References 1. National Assembly of Pakistan, Gov’t of Pakistan 2. UNDP, Human Development Report (2011). http://hdrstats. undp. org/en/countries/profiles/PAK. html 3. Chaudhry, I. Rahman, S. (2009). â€Å"The Impact of Gender Inequality in Education on Rural Poverty in Pakistan: An Empirical Analysis†. 4. Dr. Noureen, G. Dr. Awan, R. (2011). Women’s Education in Pakistan:Hidden Fences on Open Frontiers†. 5. Nussbaum, M. (2003). Women’s Education: A Global Challenge. University of Chicago. 6. Mishra R. C. (2005). Women Education. New Delhi: A. P. H. Publishing Corporation. 7. Goel, A. (2004). Education and Socio-Economic Perspectives of Wo men Development and Empowerment. 8. Klasen, S. and Lamanna, F. (2008),  The Impact of Gender Inequality in Education and Employment on Economic Growth in Development Countries: Updates and Extensions. 9. Klasen, Stephan (1999). â€Å"Does Gender Inequality Reduce Growth and development? Evidence from Cross-Country Regressions†, 10. Knowles, Stephen, Paula K. Lorgelly, and P. Dorian Owen (2002) â€Å"Are Educational Gender Gaps a Brake on Economic Development? 11. Chaudhry, I. S. (2007), â€Å"Impact of Gender Inequality in Education on Economic Growth: An Empirical Evidence from Pakistan†,  The Pakistan Horizon  Vol. 60, No. 4, 2007. 12. Chaudhry, I. S. (2009), â€Å"Poverty Alleviation in Southern Punjab (Pakistan) 13. UNDP (2010), â€Å"Statement on Gender in Pakistan†. 14. United Nations, UNDP. http://www. un. org/millenniumgoals/. 15. Khan, S (2007). â€Å"Gender Issues in higher education in Pakistan†. Bulletin, Issue 162, 2007. 16. Why the Taliban Shot the Schoolgirl| Leon Wieseltier| October 19, 2012 | accessed 12. 11. 212 17. Militancy keeps 600,000 KP children out of school  12 September 2012 18. Alex Rodriguez (26 October 2012). â€Å"Taliban’s attack on Pakistan education goes beyond one girl]†. Los Angeles Times. 19. Huma Yusuf (25 October 2012). â€Å"In the Taliban’s sights†. The New York Times. 20. Federal Bureau of Statistics/Ministry of Education, Pakistan. 21. Government of Pakistan (2006). http://www. moe. gov. pk/ 22. Millennium Development Goals, UNDP,  http://www. un. org/millenniumgoals/education. shtml. ————————————————- How to cite Women Education in Pakistan, Essay examples

Criticism of Traditional Budgeting Samples †MyAssignmenthelp.com

Question: Discuss about the Criticism of Traditional Budgeting. Answer: Introduction The preparation of budgeting is the primary method of traditional budgeting wherein one takes the budget of the previous year as the base year. While preparing the budget for the current year, it is imperative to adjust the operating costs that include demand, inflation rate, market situation and so forth. What it means is apart from the operating cost, the revenue associated with the budget of the previous year is also equally important. Zero based budgeting method is required to conduct traditional budgeting which is quite similar to incremental financial statement method (Welch, 2013). The primary subject matter of this paper is the criticism of budgeting. Besides, the paper also covers the evaluation of the two successful methods to improve budgeting. Criticism of Traditional Budgeting Budgeting is the cornerstone of management control process; it is one of the most comprehensive research topics of management accounting around the world. Theaccounting literature defines various uses of budgeting about evaluation and performance management, strategy information, policy implementation, and so on. However, despite the fact that budgeting is traditional and popular, annual budgeting has come under adverse criticism (Fraser, 2003). The paper aims to focus on the traditional budgeting criticism as per the instruction. An Overview of Budgeting The Chairman of the United States General Electric, Jack Welch does not bother about the budget. His bestselling book Winning portrays some essential information regarding traditional budgeting. He opines that budgeting is nothing but the most ineffective practice in management. Also, he believes that budgeting hampers big dreams, energy, time and so forth. He has a distaste for traditional budgeting thought to which most CEOs in Europe agree. For this very reason, European companies have been replacing the traditional budgeting for rolling forecast, and other plans (Melnychuk, 2014). As a result, the methods of budgeting plan, forecasting is slowly changing its way across the pond. Although it is a new trend, it is not above criticism. Due to this growing trend in the United States, most of the American-based companies have come to realize that they need some changes and adopt adaptive planning approach to set their future courses (Siglaugsson, 2017). According to The Beyond Budget ing Round Table (BBRT), it spends countless hours on the performance management of large-scale organizations. Bjarte Bogens of Norgewian oil company Statoil believes, "A traditional budget is not the way to manage a global oil exploration company. The world has changed. Our business environment is much more turbulent, dynamic and demanding than even five years ago. We have to change the model because the world has changed." (Wildavsky, 2001). In addition to this Robin Frasier of the BBRT argues "companies should not do budgeting," Furthermore, he also says, "In a competitive environment companies can perform much better if they give more autonomy to line managers. Beyond Budgeting Process In Beyond Budgeting, the first step should involve separating the three processes that are historically combined in the traditional budgeting routine; namely target, forecast, and resource allocationAbove all, the most important factor for beyond budgeting is business culture. While some organizations are not yet ready for this change, they may well become so over time, and the process will be evolutional. (Amalfi, 2016). The budgeting culture is the single most barrier to changes. Medium-scale corporations spend three to five hours on budgeting matters on a daily basis. In 2003, Hackett Group observed that the medium-scale organizations spent 25,000 person-days of the annual budget. The director of BBRT North America, Steve Player, said that budget becomes a threat to the lasting enterprises once it gains control as an instrument (Rothberg, 2011). He believes in todays dynamic economy, medium-scale enterprises build traditional budgeting platform and, as a result, they promote mistrust. According to most researchers, budgeting comes with many privileges despite the fact that it also involves several impediments or shortcomings. However, the adverse effects put the positive ones in the shade, which is not unusual. Excessive reliance on traditional budgeting may prove fatal at times. If there are inaccuracies or discrepancies in the budgeting of the previous year, chances are it may also reflect in the budget of the current year. Such a defect may lead to the incorrect budget, which can harm the development of the company in the long run. It is a well-known fact that lesser motivation can affect the bureaucracy of an organization which, if not addressed in time, can go on to make other employees feel unimportant or neglected. In instances like this, employees may either lose confidence or feel demotivated. Being an inflexible and fixed budget, the traditional one remains the same even in some cases - new competitors enter the market, market conditions change along with changes in policies and so forth. Survey of Budgeting Conducted studies on the context of Singapore provide new insight into traditional budgeting. In a survey related to the results of traditional budgeting, three model questionnaires were set out. Out of the 1380 surveys, 1,088 were distributed among economic entities, 100 among students with a master's degree, and the remaining 192 among professors to achieve the future of the budgeting process in Singapore territories (Elsevier, 2014). According to SAP AG, White Paper titled Beyond Budgeting (2001) considered the budgeting model which was introduced in the 1920s to assist financial managers to control the costs of large-scale organizations. As a periodic process, traditional budgeting and planning tend to define operational expenditures and forecast income. Notwithstanding the fact that it reflects on the historical data, it does not change during the budget cycle phase (Blondal, 2006). Traditional Budgeting refers to the amount allotted for specific financial obligations during a set period. Also referred to as annual budgeting by front line managers, it constitutes one of the simple ways of budgeting. Therefore, it comes across as an obvious choice to most companies. Critics, however, have opposed traditional budgeting. Critics complain that budgets are timed incorrectly (too long or too short); rely on inappropriate measures; and are either too simplistic (or too complex), too rigid (inflexible in a changing business environment), or too political (the incentives for managers send the wrong messages). For some companies, it even takes more than eight months to complete the budget (Andrews, 2007). It uses too many resources for an extended period. Most budgets are very detailed and require the input and back and forth negotiation of many people throughout the organization, which only adds to some corporate resources consumed by traditional budgeting (Wolf, 2017). Moreover, internal politics come into play and often become more important than the customerwith managers and employees self-occupied as a result. Fortune magazine reported, around 70% of companies surveyed were poor at executing strategya massive indictment of the performance management capabilities of budgets. It turned out that most businesses were characterized by incremental thinking, sclerotic budgeting processes, centralized decision making, petty operating rules, and controllers who demanded answers to the wrong questions. In Sulaiman et al. (2004) a survey was conducted for traditional and contemporary managementaccounting practices in some countries such as China, India, Malaysia, Singapore. The countries focussed on the traditional budgeting regarding variance analysis, performance measurement, standard costing, activity based costing, cost volume analysis, balanced scorecards and so forth. During the year 2000, Singapore based organizations implemented some changes to their strategy; the net income of the investments derived from the past surpluses was used for budgetary purposes (Blondal, 2006). According to the fiscal rule of Singapore, annual net investment income may use by budgetary sectors. All these happened because of following traditional budgeting. Heyns (2001) highlighted that any current practice review of budgeting has massive frustration with its traditional approach. Neely also said the same thing about traditional budgeting. In most organizations, budgeting and planning process is renowned for consuming at least 30% of management time. Price Waterhouse Coopers found a benchmark regarding the budget preparation (Turban, 2008). The PWC study not only failed to report budgeting costs but also lose its forecasts variation on large-scale enterprises. Practical Approaches to Improve Budgeting Now the two practice-led approaches come into effects that are to improve budgeting. The premise of beyond spreadsheets has a better way to deal with the situation of improving the budget. In the context of Singapore, the running businesses need to produce A line item budget presented and approved by executives and legislature. Being a modern budgeting system, this is easy to use and the financial planning is configurable to adopt a new version of financial and HR data (Lohan, 2013). Having different advantages such as security, version comparison, workflow, organizations may produce entire budget book into one system to bring together all necessary items. Top level managements can integrate payroll and HR application directly into the budgeting application to forecasting existing costs. If they interested in the project and capital budget, they can even consider the aspects like operating expenses, financing cost and capital cost to the primary spreadsheets, and so on. Cloud budgeting and planning application may be the second approach to do the same. Core ERP and HR systems with cloud facility may solve the problem to improve budgeting. Adopt cloud applications by using hybrid/on-premise strategy proving to be faster than traditional on-premise applications. With the help of cloud system including the database administration, hardware, and network, the upgraded budgeting system can upgrade subscription price. Conclusion European countries, as indicated earlier, are pioneering the nation by utilizing different budgeting systems from traditional budgeting approach. In less and open regulated market, the climate is always conducive to changes. In the United States, organizations tend to have upgraded their budgeting systems to cover up all the associated problems (Wood, 2008). The goal is to the stop-and-start budget unless or until they get a positive outcome. Rolling and managing budgetary forecast is nothing but a challenging matter. Therefore, planning tool is necessary to deal with all the associated situations. References Rothberg, A (2011) Traditional Budgeting vs. Beyond Budgeting: Three Core Differences. Journal of Traditional Budgeting page 1-3. Elsevier, B (2014) Difficulties of the Budgeting Process and Factors Leading to the Decisions to Implement this Management Tool. Journal of Emerging Market Queries in Finance and Business. Page 470. doi : 10.1016/S2212-5671(14)00484-5. Blondal, J (2006) Budgeting in Singapore. OECD JOURNAL ON BUDGETING . ISSN 1608-7143. Volume 6- No 1. Wolf, K (2017) Why its Time to Say Goodbye to Traditional Budgeting. [Online] Retrieved from https://www.amanet.org/training/articles/why-its-time-to-say-goodbye-to-traditional-budgeting.aspx. Accessed on [19.07.2017] Siglaugsson, T (2017) Should we abandon budgeting or can we improve it? [Online] Retrieved from https://www.linkedin.com/pulse/should-we-abandon-budgeting-can-improve-thorsteinn-siglaugsson. Accessed on [19.07.2017] Melnychuk, L (2014) Evolving FPA: Should the Budget be Abandoned? Global Treasury Intelligence. [Online] Retrieved from https://www.gtnews.com/articles/evolving-fpa-should-the-budget-be-abandoned/. Accessed on [19.07.2017] Amalfi, F (2016) A Modern Approach to Improving Budgeting Efficiencies for Government Organizations. [Online] Retrieved from https://www.govloop.com/community/blog/modern-approach-improving-budgeting-efficiencies-government-organizations/. Accessed on [19.07.2017] Lohan, G (2013) A Brief History of Budgeting: Reflections on Beyond Budgeting, Its Link to Performance Management and Its Appropriateness for Software Development. Lean Enterprise Software and Systems pp 81-105. [Online] Retrieved from https://link.springer.com/chapter/10.1007/978-3-642-44930-7_6. Accessed on [19.07.2017] Andrews, M (2007) The Impact of Traditional Budgeting Systems on the Effectiveness of Performance?Based Budgeting: A Different Viewpoint on Recent Findings. International Journal of Public Administration. 10.1081/PAD-120018299. [Online]. 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