Optical Distortion Essay

I. Executive Summary The dilemma ODI faces is whether introduce its product at a higher price and continue process its multiproduct and multimarket strategy. Based on ODI limited resources and current situation of poultry industry in United States, it should focus on large-sized chicken farms and price ODI lenses at a higher level for the sake of its profits and its future business plan. II. Introduction With the fact existed in poultry industry in late 1970s that most of the chickens in United States were owned by some large farms. Optical Distortion, Inc., a contact lens company, has developed a kind of contact lens applied on chickens considered to hold enormous market potential. However, it is hard for ODI to decide how to price its products and how to extend its business nationwide considering its own limited resources. III. Analysis and Problem Identifications * Consumer Needs and WTP There are various-sized customers: small farm, medium farm, and large farm. They all suffered the loss caused by pecking order and cannibalism, and now most of them adopt the method of debeaking to reduce the impact of peck order, however, debeaking has some defects itself, and no matter what choice farmers make, they would concern following aspects before making the decision: whether the product or service is cost effective; the trauma that would bring to chickens, since traditional depeaking method would cause damage to the chickens in some degrees; the convenience of product usage is important especially for large farm; the after-sale services means if the company can provide professional follow-up services to the farm after purchasing. The larger farms, the more suffered from pecking order, will be more interested in our product and care about more on the quality of product or service and what economic value the product will bring to them. The value of OD I lens for farmers is the incremental benefit over existed depeaking methods minus the switching costs from depeaking to ODI lenses. Therefore ODI should take all the possible benefits that ODI would bring to farmers and also the costs of adopting ODI lens in to consideration. (See Exhibit 1) * Marketing Strategy Price The company agreed on the minimum price of $0.08 per pair, however, benefits the farmers would obtain justify a higher price than it. Nevertheless, with the price higher than $0.08, it would be risky to convince farmers take the products in to consideration seriously until they experienced the products themselves. Because of ODI limited resources, it should obtain maximum contribution as soon as possible to support its increasing fixed cost and variable cost. So I think ODI should price its lens higher than $0.08 per pair from the beginning, and forget the idea about introducing the lenses at lower price and raising it later since chicken farmers would probably not agree. Product Now ODI focus on developing contact lenses for chicken applications, and it is an innovative product for poultry industry that contains many advantages compared to depeaking method. However, it remains some problems like the lenses probably could not be reused. For ODI most potential customers, in this case, large farms, this problem may bring doubts about product’s economic value and ease of use which may increase the purchasing frequency and labor input. In addition, ODI may also think about becoming a multiple-product company in the future after establishing ODI lenses business with large chicken farms. They may consider develop additional product related to poultry industry based on more sophisticated technology and higher-level demand, they could also develop contact lenses for human applications as well as for nonhuman applications. Marketing and Communications ODI mainly focus on two ways approaching to its customers: advertising in the leading poultry industry publications, participating in the most important industry trade shows. I think ODI should continue the strategy and also take a multiple-dimension advertising strategy, such as advertising on some Business-to-Business commercial website related to poultry industry, since most of ODI target customers are large farms. Currently, ODI has one salesperson cover no more than 80 farms and one technical representative for each five salespeople, although it may bring labor cost if ODI decided to hire more people, the number of salespeople might not be enough for ODI to process its â€Å"think-big† strategy and when dealing with its large farm customers, ODI may need more technology representative as well as salespeople. ODI may also seek cooperation with large-sized farms by obtaining long-term licenses from them. Distribution Based on the region-by-region strategy, and the fact that most of the large farms which have the flock size 100,000 and over are located in California region and south Atlantic region, ODI should build its regional office and ware house in those regions and gradually establish the net to cover other regions by setting up smaller-sized regional office or warehouse in regions of lower demand. Promotion Since the customers usually would order large amount of pairs of lenses especially large farms, ODI could offer promotions like if purchasing over some level of amount, they might get a rebate or discount on the products. However, since ODI is still fragile with its limited capital resource and the margin of its products is connected tightly with the price, the price promotion may introduced after gaining more power of capital and coming up other competitors. Before ODI having the capability of processing price promotion, it could improve its service like prolong the time for which salespeople and technology representatives can track the entire course of application. * Competitive Strategy Benefit from its innovative technology and its patent and licensed protection of its products, ODI can hold off competitions for at least three years, therefore, ODI should not relax on its goal of multiproduct and multimarket company in the country, find a way to build brand image and close business relationship with suppliers and consumers, ODI should prepared well for confronting competitors by continuing product update and improving services, and ODI should also protect its proprietary technology by issuing patent. * Intermediary Consideration – Supplier New World Plastics is the exclusive supplier to one of the materials for ODI lens. Because New World Plastic controlled the patents for hydrophilic polymer, on one hand, ODI should maintain the relationship with New World Plastic since ODI obtained a long-term license from it for exclusive use of hydrophilic polymer for nonhuman applications, and New World Plastic agreed not to produce polymer for other firms seeking nonhuman markets, this would provide more time for ODI to expand its influence in industry, on the other hand, ODI should keep the multiple-product strategy so that seek more bargaining power in this relationship and try to diverse risk of depending on limited suppliers IV. Alternatives Evaluation Option 1: Keep â€Å"think-big† strategy with lower price If ODI plan to cling to its multimarket and multiproduct strategy, it should try to open the market as soon as possible, since for now it was limited by its scale and resources, it is hard for ODI to obtain considerable investment. To this end, ODI may consider capturing market at first place, therefore, it should provide price which its customer preferred. However, once the price is introduced, it is difficult for ODI to raise it in the future, moreover, it is urgent for ODI to obtain maximum contribution on account of its current situation. Option 2: Keep â€Å"think-big† strategy with premium price Although farm owners may not recognize the benefits of adopting ODI lenses are much greater than $0.08 per pair, ODI can altering this by advertising extensively or promoting products by free samples and making more approaches to customers. Because ODI lenses are a kind of innovation for poultry industry, and there are certainly no incumbents in the market or competitors in at least 3 years, ODI have some level of pricing power. Given premium price, ODI are able to maintain its marginal profits, and also beneficial for its business expansion, since the margin should cover the costs of additional region offices and warehouse and advertising costs. Once ODI established its ODI lenses business, it can seek more opportunities in the market by expanding its production lines and creating newly favorable categories with additional capital and production capability. Option 2: Keep â€Å"one-product† strategy with premium price Considering its limited resources, it is unrealistic for ODI to expand its production lines immediately, the ODI lenses are still an immature product in market, and ODI will face uncertainties as the project carrying on. Therefore, ODI currently has not extra resources regarding other products and markets. Despite of growing numbers of chickens and farms, poultry industry shows a trend that chicken population are more and more focus on large farms but the growth in number of large farms of over 100,000 flock size is not as rapid as in the number of the chicken that they own (See Exhibit 2). Therefore, the market potential is quite limited in the long run and ODI should open a broader market. V. Recommendations and Conclusion If ODI lenses priced at a premium level at first, ODI could obtain more margin and it don’t need to worry about the difficulties in raising price in the future. It should also focus on improving the quality and services of ODI lenses, try to build up solid business relationship with its suppliers and customers, also find multiple ways of advertising and increasing the customers’ awareness and accessibility of products. For ODI business expansion plan, I think ODI should focus on large-sized farms at the beginning; put aside its business expansion temporally and focus on promoting ODI lenses regionally based on its limited resource. ODI should rely on technology updating, more effective advertising, and better services to build up brand image and occupy market share. After ODI lenses widely accepted by the market, ODI can start marching to other categories maybe poultry related products or non-poultry industry, based on its experiences a nd technology in this field.

By any other name

The title of Santha Rama Rau’s short story â€Å"By Any Other Name† refers to the character of Santha, who is a five and half year old Indian girl, which experiences discrimination for the first time while attending an Anglo-Indian school during the time period in which the British ruled India. Her mother had always home-schooled both her and her sister, Premila. When her mother gets ill, because her father is an officer of the civil service, they can attend this Anglo-Indian school for free.Her mother never wanted to send them to a British school and this is shown when she says â€Å"you can bury a dog’s tail for seven years, but it still comes out curly, you can a take a Britisher away from his home for a lifetime, and he still remains insular. † She is expressing you can try to change someone’s cultural background, but it won’t happen. She was also saying that the British wanted their own customs and were unable to accept or appreciate Ind ian customs.On Premila and Santha’s first day at the new school, they were told by headmistress their names were too hard for her to pronounce. She gives them the new names of Pamela and Cynthia. Her sister is silent and does not respond to this event, yet Santha says in a tiny voice she accepts the new name probably because she is scared to disagree. Santha believes when she is Cynthia, she does not have care about the day to day activities at school or her actions. The title â€Å"By Any Other Name† refers to Cynthia having to looseher identity and her cultural qualities to be at this school. This is supported by the event from the first day in class when she is asked what her name is and she replies â€Å"she does not know†. Even though she is very young, she knows her and the other Indian children must sit in the back of the class, because they are different then the British children. Cynthia tries to make friends with some of the dozen other Indian children at school. One of the four Indian children in the back of her class is the girl with braids.She notices immediately that even though the girl has the Indian jewelry, she wears a cotton dress like the other British to fit in. Also, when Cynthia goes to lunch she finds her sister and they eat traditional food from their lunchbox. Her sister Pamela notices that everyone else eats sandwiches like the British children. When they return home after their first day, Pamela requests they bring sandwiches. Pamela seems to be more at ease in trying to fit in at the school by changing their ways and their names to what is acceptable by the British school.Cynthia is definitely the character for which the title â€Å"By Any Other Name† is explaining. Cynthia is having a hard time dealing with the fact she is forced to go by another name. She must develop an alter ego to deal with this daily experience. She is also very aware of all the prejudices, which she is experiencing by observing ch ildren changing the way that they dress and where they have to sit in class. Also all Indian children have taken British names. She also notices you cannot become friends with the British children.That is simply out of the question. On the first day she has to take a test, Pamela completely changes her attitude from trying to fit in. She asks why the Indian children’s desks must be separated, but the British children do not have to be kept apart. She is told that â€Å"Indians cheat†. She immediately tells her sister grab your pencils and lets go. They struggle through a long walk and heat to return home. Santha is so relieved to be home with her mother and her maid. She is so happy to leave the persona of Cynthia behind and become Santha again.

Organisation Communication-Ethics Essay

Dilemma 1 As the newly appointed personnel director my option would be to follow the company’s procedure of screening the applicants and forwarding the top three to the management for interviews. However before forwarding the top three to the management, I would first confront the president on his discriminatory attitude. This would be necessary since if the applicants just go for interviews with the management, the president’s attitude may lead to all three of them not being selected. Then it will look like the selection process was unsatisfactory. In addition, it is important for the president to be aware of the fact that the three potential employees are all female so that he is not caught unaware. The information that all three applicants are female would be conveyed to him in the confrontational meeting. Confronting him will give an opportunity for bringing out the unethical nature of the president’s attitude. During the confrontation meeting I will attempt to explain to the president that the applicants ought to be selected using the principles of merit, fairness and equality. I will also point out that the management could end up selecting a female applicant even though there was a male applicant since the chances of having three male applicants would be small. In addition confrontation would also help to avoid possible liability for using sex as a determinant in the selection process. This is a contravention of the Civil Rights Act and it is better to prevent it rather than have the company lose large amounts of cash in a court case should the company be sued by any of the three female applicants (Shockley-Zalabak, 2005). Another advantage that confronting the president has is that the president will be aware that decisions will not be made according to his whims and desires especially when they are unethical. This would contribute hopefully to some amount of professional respect where the president sees that I have the interests of the organization and the employees as well at heart. It would also mean that the president would not expect to push me around as far as personnel issues were concerned and rather would leave me to discharge my duties independently while asking for help where necessary. The meeting with the president would remain private and the issue would only be discussed with other members of management if the president refused to change his stance on the issue. Then it would mean that such discriminatory practice would be perpetuated and failure to include other members of management would result in unequal employment opportunities for the employees. In such a situation the appropriate thing to do is to confront the president about his discriminatory posture. This can help to bring about a stop to such discriminatory behavior and also to avoid the legal implications of such discriminatory attitudes when employing. The company could suffer great losses by paying out damages and these could have been avoided. In addition, a company’s policy should be such that they avoid practices that are discriminatory in nature and the company should work towards ensuring that all people regardless of gender are treated equally. This involves availing opportunities equally to all employees regardless of gender, ethnicity, religion or race (Caux Round Table, 2006). Confrontation with the president however requires tact and it is best to start with how the company is likely to suffer from discriminatory practices, beginning with the legal implications and their effect on the profitability of the company. Then other factors such as the negative publicity the company would receive from such a court case where discrimination along gender lines has been exposed as a factor in employment and also citing the goodwill of the employees as an issue that would be affected. This is because most employees may side with their colleagues who have been discriminated against or feel like they are the next in line to suffer from a discriminatory practice. Due to the sensitive nature of the meeting it would best be had in privacy with the president. After the president has changed his mind then the selection process can continue as outlined by company policy. Dilemma 2 In the situation above as the personnel liaison I would press the crew member for more information on who was involved or places where the drug use occurred.  I would impress on her the need to give more specific information so that I can act as soon as possible and so as to give me a head start in performing my own investigation. This would be done by explaining to her the danger that the involved crew members and personnel liaison people were putting on her and other members of the crew. This is because by being involved in drug use they compromised their mental alertness when operating machinery which could result in injury to others and also in losses for the company. While attempting to get as much information as possible from the crew member I would also be conducting my own investigations. This would be done discreetly and would involve trips to the production line to unearth evidence of drug use. It would also involve interviews with every crew member to try and find out those who are involved in the drug use. Other personnel liaisons would not be involved in the investigations to prevent those who are involved from pre-empting the investigation process. During the interviews the employees would be made aware of the consequences of drug use with police involvement being the major factor especially if the drugs are found to be illegal drugs. This would most likely cause some of the crew members to crack under the pressure and giving up the necessary information to deal with the drug problems at the plant. If this fails to generate adequate information the crew members and all personnel liaison would be informed of the need for testing due to safety issues and firing or suspension of those found to be using drugs at the plant. In a situation of drug use at manufacturing plant, the person in charge in this case the liaison officer has a role of conducting investigations to find out what truth there is in the crew members allegations and expose all those involved in drug use (Shockley-Zalaback, 2007). Drug use is a criminal offence depending on the drug being used and it has the effect of compromising the quality of work of the users and thus lowering the efficiency of the company. Aside from the negative effect on the profitability of the company, it is also unethical practice to ignore the report of the crew member as it would be akin to condoning drug use in the company. In dealing with the issue it is best to first ensure that there is a handbook that all the employees are aware of and have access to regarding use of drugs at the workplace (People Management, 2007). This means that the employees cannot claim ignorance of company policy regarding drug use at the work place. Holding meetings to draw attention to the problem of drug use is also another means of communicating and citing the disciplinary issues that are associated with drug use. In addition having an intranet that has information on drug use and use of posters, newsletters to communicate company policy in drug misuse at work. In managing the situation it is also necessary that emphasis be on support that the company will offer those with drug dependence problems rather than on disciplinary issues. While this cannot be ignored, it discourages most people from admitting that they have a problem. Also it means that the company may not be meeting its legal obligations in managing those people who have drug use problems. What I would have done is slightly different from what should be done. My approach is more focussed on disciplinary measures rather than supportive measures. As a result it may not be very effective at flushing out all the drug users and some may persist with their problem until it causes danger or injury to others. The approach I took was more disciplinary because it was aimed at reaching those who merely use drugs at the plant irresponsibly. It did not give consideration to those who may have serious problems of managing their drug use, but if identified these would be referred to a rehabilitation center and would retain their jobs as long as they complied with treatment.

CSR in Organisations Coursework Example | Topics and Well Written Essays - 1500 words

CSR in Organisations - Coursework Example Collaborators within the chain of production are as well becoming more and more challenging with respect to securing developmental objectives - the achievement of growth because of fair dealings. For more or less three decades, the state governments of the world’s most developed nations have been increasing legal structures intended to prevent the degradation of the human surroundings as well as natural resources, and enhance and defend the atmosphere. In the universal framework, sustainable growth parameters are being identified with the aim of ascertaining a balance between the objectives of fiscal improvement on one side and social improvement on the other, whereas taking into account the necessity to develop and guard the natural surroundings. All of these factors compel businesses to dedicate themselves more sincerely to fulfilling a rising number of interest groups within their own surroundings. Modern society makes additionally demands upon businesses in the direction o f explaining their social responsibility. Alternatively, organisations are completely aware of the fact that they have to adopt a positive approach while dealing with these demands. Corporate ethics has developed into the utmost demand within all business activities, from the meeting rooms of the world’s leading organisations to the classrooms in educational institutions around the globe. Ethical concerns as well as demands for protecting the environment will have an even larger potential control on the demand for companies’ products and services. The world’s leading organisations are already facing the rising formal demands to protect the environment and, consequently, their business philosophy has become established in concern for these demands. Contemporary society asks for accountability as well as involvement. A knowledge-based organisation requires that each person take responsibility for the organisation’s objectives, its involvements and its activ ities. Every member of the organisation should completely evaluate as well as reassess their accomplishments and involvements. Social responsibility within business is linked with the commitment of organisations to enhance their positive control and decrease their negative doings toward society. In that sense, whereas ethics is an issue for every person within the business field, social responsibility is associated with the â€Å"influence of an organisation’s business decisions on society†2. One of the most important values, supporting the contemporary business, is that of an organisation founded on responsibility. Organisations are required to take responsibility for their part within society. An organisation founded on responsibility indicates that all the members of the organisation must systematically assess and think about all their tasked accomplishments as well as involvements, and take control of both. There are six social initiatives, functioning within the f ield of corporate social responsibility: (1) encourage social objectives; (2) promotion linked with social objectives; (3) corporate social advertising; (4) corporate patronage; (5) volunteer work for society; and (6) socially dependable business activities. Coca Cola vs. Starbucks The Coca Cola Company is the world's leading beverage business. The Company markets four of the world's leading five non-alcoholic drinks - Coke, Diet Coke, Sprite and Fanta. By the help of the world's major drink circulation structure, customers in over 200 nations have access to Company's beverages at a level going beyond â€Å"1.4 billion servings each day†3. Starbucks is a key international coffee business with over 17,000 stores in more than 55

Critically evaluate the nation from McGunnigle and Jameson (2000) that Essay

Critically evaluate the nation from McGunnigle and Jameson (2000) that the hospitality industry does not adopt sophisticated Hum - Essay Example They were those who offer excellent comfort whenever someone wishes to temporarily find accommodation in hotels; act anthropologically as tour guides of foreign nationals; manage entertainments for theatres, disco houses and galleries. There lives are an endless management of affairs that constantly change. A number of these hospitality workers have earned a degree; others earned a certificate while the rest are not but take opportunities to maximize their personal skills. Some of them are professionals trained to groom hotels for interior designs and house keeping; cooking nutritious food with delicate garnishes; servicing variety of wines; offering professional skills and geographic knowledge for clients of tourism industry; manage public relations artfully; organize events and celebrations; and other services of similar nature. There working environments are often in excellent or satisfactory facilities. Like how seemingly lucrative the job sounds, they reinvent themselves to what suit best for occasions. The hospitality industry presents an opportunity for supervisory functions who can effectively and efficiently relate with people. There are perks and incentives offered by clients or manager clients in exchange for satisfactory services. There job also provides an opportunity to meet people from varied places and of varying experiences. The industries on the other hand present some threats and weaknesses especially whenever workers are exposed to sexual harassment or degrading experiences at work places. Harris and Reynolds (2004) who studied the motive in the hospitality industry pointed that there are customers who deliberately act or misbehave in abusive manner which cause some level of insecurity that will affect the hospitality providers. It is widely acknowledged that workers are at risk when they are confronted with deviant or dysfunctional customer behaviors. Woods and Kavanaugh (1994), who conducted a study on perception of gender discrimination a nd sexual harassment in hospitality industry with 613 responses, attest that such discrimination happens and are manifested in different manners. Women respondents professed that they are most discriminated in promotion and salaries while male hospitality workers responded that they are more exposed to uncertain possibilities. Woods et. al. (1994) bared that 25% of their respondents of women in hospitality positions experienced sexual harassment at work and that these are pervasive realities in this industry. Moreover, there is evident weakening of market conditions as some establishments within this industry decided to undergo cost-savings in both capital and operational level (Ernst & Young, 2009). Many decided to reduce expenditures, undergo asset management and limited capital improvements (Ernst & Young, 2009). Their situation is at some level unpredictable because they are also governed by developments that may negatively impact the industry, such as issues on insecurity, poli tical upheavals, economic downturns that may result to retrenchments. But such situation is generally true to all profession. What matters foremost is when executives and managers of hospitality industry are able to strategically manage its human resources

Correct the Grammar and make it clear Essay Example | Topics and Well Written Essays - 250 words

Correct the Grammar and make it clear - Essay Example They struggle to lead their children to success. Here, the families have established in them the respect for other people, especially their neighbors. In our country, we used to meet as classmates in the morning and as neighbors to play together in the evening. It was really a beautiful life supporting and accepting each other. After I saw this interesting video, I realized my duty as a teacher, to help the students strengthen these concepts and encourage them to accept other students along with respecting their feelings, despite of any color difference. I will support my students if they ask me to help. To cooperate with the most important strategies and to begin applying them, I educate the students to encourage and promote their abilities themselves. Communication with parents is also very important. Parents alter to the problem of transcendence among the students and may contribute by changing the style of upbringing their children, helping the school in creating an effective imp act. For the teacher, there are many activities that can be done with their students to reject behaviors such as helping the poor people through collecting the donations. Finally, I would like to advocate about writing the position and feelings of each student by themselves.

Book Report on Guerrilla Marketing Essay Example | Topics and Well Written Essays - 1500 words

Book Report on Guerrilla Marketing - Essay Example Levinson (2007) brings to light the view that he was motivated to write this work after having being disappointed by the fact that he could find the right pieces of work to conduct his research. After purchasing numerous books, and still not having enough content, is the story behind the work of Levinson. In his work, he indicates that it is mandatory that the entrepreneurs come up with measures of identifying opportunities in the market, and finding out the best approaches to apply to fill in the gaps. It is from his work that Levinson (2007) hopes to come up with a chain of resources that would be beneficial to prospective businessmen. In fact, he indicates that his drive for the work on ‘Guerilla Marketing’ was driven by the fact that people with the little amounts of money had dreams of owning large businesses at all odds, and indeed turned out successful. This essay shall attempt to review Levinson’s (2007) work on ‘Guerrilla Marketing’, picking out the major points that validate this book as a must for all entrepreneurs. According to Levinson (2007), the basics of marketing include the relationship the company has, with its outside contacts. Analysts and researchers in the field of business have continually argued that the customers cannot, even at one point be alienated from the success of any form of business. Customers, in short, are the main beneficiaries of the businesses, and must always be put into perspective, while planning the businesses. Marketing, in the case of Levinson’s (2007) ‘Guerilla Marketing’ work, advocates for marketing as the major ingredient towards determining if the business will thrive or not. This is for the reason that marketing will either leave an excellent or a ghastly notion on the clients. A good impression will, without human intervention attract more clientele to the industry and vice versa. In the first chapter, ‘guerilla marketing’ has been defined as t he novel method of marketing goods and products as compared to the long-established methods. Levinson (2007) argues that conventional forms of marketing are far much too pricey as they oblige the entrepreneurs to expend a lot of money to sustain their brands. In the case of ‘guerilla marketing’, the case is dissimilar as the entrepreneurs will only be required to devote time and energy to plan the kind of marketing strategies that will lead to a triumphant dealing. This, according to Levinson is the only best way that the company can sustain their brand. Of essence, this can be described as information being the key tool to a flourishing business. Levinson (2007) clearly brings out the foundations of operation of a successful company. This, according to him, refers to aspects such as dedication that allows entrepreneurs remain unswerving in their businesses. With this, he gives a case in point of a man who was consistent in his advertising promotion on Marlboro, yet the brand was visualized as more of feminine than masculine (Levinson, 2007). With a lot of devotion on the advertiser’s side, the brand was able to survive in the market, and is one of the best suppliers of cigarettes in the globe today. In line to this dispute, it is not correct to dispute that marketing is the key to a successful business, but how unfailing the advertisers are in terms of advertising their

Consumer Behavior. Answer 4 Questions Coursework

Consumer Behavior. Answer 4 Questions - Coursework Example All over the globe, the use of these status goods is observed and its abuse is also rather evident. Medieval ages definitely did not have status symbols, however their emergence rather proceeded from the 19th century (Denselow, 2010). Now in 2013, the idea of a status symbol somewhat differs from the one before it, and correspondingly 2012 showed an additional side of these symbols and as far as we can go, every year the ranks of these symbols changed, from nice ties, pleasant coats, gold rings to posh cars and houses. Even braces today are a part of the status symbols! Crazy as it sounds, that’s how it goes. Every year brings new modifications which also alter the current trends and fashion proceeding into newer trends every season. Yes, these symbols have no end to their existence. They have existed for years and years, if today wearing a Rolex watch and owning a sumptuous car is the idea of a status symbol, tomorrow maybe a nice villa in Miami would be the part of an ideal lifestyle. It has now become a matter of prestige to own these goods; their fewer occurrences in somebody’s life depict the non-existence of money and low status, which by the upper classes is exceedingly detested. According to them, a person without these status symbols should be led to a scaffold to be punished. It is tormenting to observe such detestation for the people who cannot afford these things. But people even believe in running around in ugly clothes, bad shoes, live without food but NOT without these luxuries. By these explicit reactions, it is rather a matter of prestige now and the denial of this statement by a few would not really matter. The universities, colleges and schools have become a status exhibiting conventional area where people come and compete to win the rank of the classiest, rich and elite person in the whole vicinity. Aren’t these places meant to increase educational programmes; they surely are but the current inclination towards status ha s changed this course into a posh museum of ranking. Modern generation sermonizes this stuff to look more up-to-date, rich and stylish. It is a matter of perception though. To look stylish and gain confidence, you can also get yourself educated, be honest and not practice chicaneries observed by a huge lot: ‘The cult of luxury shopping is spreading’ (Day, 2011). But if the youth prefers to hold on to the status symbols and not the dignified ways, then it is clearly their choice. 1) Do you believe that your peer group value â€Å"status symbols†? Status symbols are the objects of luxuries which are preached all over the world for their high demand. Definitely, with no doubt, not just my peers value them but people all over the world with access to money, or even the ones who aren’t that wealthy, are in a hunt for them to flaunt their monetary status in the society and build a brawny influential image in front of the ones around them. Status symbols do not m ake sense on any intellectual level but they have a lot to do with the social hierarchy. Society here is divided into two sectors the haves and the have-nots. Possessing a status symbol is considered to be a must have and the ones who fail to do so is considered insignificant in today’s age. It is very imperative in today’s world, because the possession of a status symbol signifies your social status, that whether you have crossed the dividing line between rich and poor and how well suited you are to the current

How Ford Motor Company Transformed From an e-business to an i-business Research Paper

How Ford Motor Company Transformed From an e-business to an i-business - Research Paper Example They provided individual PCs to all the employees to connect more closely with the consumers. In this way the company managed to regain their position with the help of e-business (Ford’s e-Business Strategy, 2000). Ford’s CEO Jacques Nasser has announced some e-business strategies to get closer to the customers. He has decided to build a customer services program powered by Information Technology to make the suitable car ordered by the customers instead of ending up with a car which could possibly not be sold in the market. He has also announced the launch of AutoXchange website for online procurement of car. Ford has planned to commence their database. Only their customer can log into that database using their password and there they can easily access their information previously saved. In this way their time can be saved (Ford Motor Company: E- Business and E- Commerce Strategy, n.d.). From E-Business to i-business: 1. Internet-worked Market: Internet can be easily us ed as a means of increasing business network. The companies can launch their website where they can campaign for their product, and make people aware of their new business scheme (Redgrave). Ford has already planned to launch their database and website for online purchasing for their customer.

Aiming at greater Workforce Diversity within LOCOG Coursework

Aiming at greater Workforce Diversity within LOCOG - Coursework Example ..............................................3 Increasing organisation’s turnover and cohesiveness.................................................3 Eliminating organisational clash with government or workers union........................4 3. Human resource management contribution to workforce diversity...........................4 Increasing competition and justice in Recruitment....................................................5 Rewarding employees................................................................................................5 Developing SMART goals........................................................................................5 Developing outplacement support............................................................................6 4. Conclusion................................................................................................................6 5. Bibliography.......................................................................... ...................................7 Aiming at greater Workforce Diversity within LOCOG Introduction Diversity in an organisation is an admirable attribute because it creates various opportunities of handling challenges of the organisation. Workforce diversity is evident in an organisation when practices and policies of an organisation consider other approaches to service delivery other the prevailing constituency (Shen, et al., 2009, p. 235). Human resource management theorists attribute organisations’ success to workforce diversity. The idea behind this argument posits that employees’ contribution to the organisation contributes to success. Organisation practices, which include promoting and hiring, must consider avenues, which will bring success to the organisation. Workers demonstrate professional attributes when exposed to environment where their services are relevant (Mannix & Neale, 2005, p. 32). The objective of LOCOG is to offer effective services to clients. The relation between the objective and the span of organisation life demands that it must create an environment, which steers it towards achieving its objective as well as satisfying the employees. Importance of workforce diversity Workforce diversity will enable LOCOG to reflect of clients make up because the organisation’s obligation is to deliver services to multicultural society. For example, Olympic Game fans would come across the globe. The workforce of the organisation must demonstrate that they can service interest of multicultural community. Language factor with respect to employability is an aspect that the organisation must address. The organisation must gear up to global competition. Sourcing of the workers should reflect on global image. Firms offering services in multicultural environment must source employees with multicultural abilities because it would enable the firm to project global image (McCuiston, et al., 2004, p. 75). Innovation is an aspect that LOCOG cannot afford to ignore. The proficiency to develop novel ideas for the firm would come from a diversified workforce. Studies show that homogenous organisations fail to project diversified approaches in handling their challenges because of the commonness (Mannix & Neale, 2005, p. 35). The commonness limits organisation progress because all workers would be thinking in the same way. Societal influences contribute to an individual performance. Many organisations insists on given duration of experience because it has been proved scientifically individual’

Economic Essay Example | Topics and Well Written Essays - 1500 words - 4

Economic - Essay Example (Travel classes, 2009) It is important to understand the concepts of one-price policy and variable-price policy. One-price policy is when the same price is fixed for the product by the seller, irrespective of who the consumer is. Variable-price policy is one whereby, seller sells the same product at varying prices to different customers. Large-scale manufacturers and big retailer usually follow one-price policy. On the other hand, small-scale manufacturers and small retailers follow variable-price policy. Variable-price policy is said to be prejudicial about the credibility and prestige of the customers. (R. D. Agarwal, p. 410, 1983) The concept of contribution pricing is relevant here. Contribution pricing is the setting of prices based on the principle that as long as an item is sold for more than the variable cost, it is making a contribution towards the overheads of the business. This notion may lead a firm towards one of two approaches to pricing; price discrimination and loss leaders. In case of Eurostar, price discrimination is relevant. Price discrimination occurs when different prices are charged to different people for what is essentially the same product. This is done in order to maximize revenue by charging more to those that can afford, and are willing to pay more. Price discrimination is a response to the recognition that different types of people may have different price elasticities of demand for a product. For instance, people under 16 years of age get high-price entrance to cinemas and football grounds in many parts of the world. This is because the owners know that higher prices will cut their demand substantially. In this case, as in all considerations of price discrimination, it is essential that there should be the minimum of crossover between market segments. In other words, if many adults could get in for half-price, the point of the discrimination would be lost. It is important to remember that price discrimination is when a firm sells the 'same product or service' at varying process to different customers. This also applies to off-peak and on-peak telephone calls or train fares. Perfect price discrimination occurs when all the consumers are charged a different price, whereby the entire consumer surplus has been taken over by the business. For an understanding of the concept of consumer surplus, it is important to understand that a consumer good will be valued more highly by some consumers than by others. Yet they all pay the same price for it when uniform pricing policy is being applied. Some consumers would be willing to pay a price higher than the actual market price. The term consumer surplus refers to the value of the extra satisfaction which these customers get from the item, over and above what they have had to pay for it. The consumer surplus is shown on a supply and demand diagram by the triangle enclosed by the demand curve and the price line. The demand curve shows how consumers value the product and all those who are prepared to pay at a higher price get some extra satisfaction. Source: Tutor2u For price discriminatory pricing, it is important that there be barriers for prevention of

“Eleanor Rigby” by The Beatles Essay Example for Free

â€Å"Eleanor Rigby† by The Beatles Essay â€Å"Eleanor Rigby† is an original song written by John Lennon and Paul McCartney of the one of the most famous bands of all time, the Beatles. The song was about the indistinct story of a woman named Eleanor Rigby who lived a heartrending and desolate life. The still and hollow life of Eleanor Rigby seemed to have followed her after her death as the song depicts the absence of people – neither her family nor friends – during Eleanor’s funeral. Lennon and McCartney wrote, â€Å"Eleanor Rigby died in the church, and was buried along with her name, nobody came. † This particular line suggests the silent passing of Eleanor Rigby – that is, as if she never existed when she was still alive, and when she died, her name got lost in the sea of people who were born and have died without leaving any sign of their existence. In general, Eleanor Rigby represents all the lonely people in the world who suffer the same emptiness and insignificance. Considering the structure and the content of the song â€Å"Eleanor Rigby,† it may be classified as a ballad for various reasons. The defined characteristics of a ballad fit the structure and content of the song. For one, the song tells a story (â€Å"Characteristics of a Ballad†), although indistinct, about the unpretentious life of Eleanor Rigby and the involvement of Father McKenzie in her interment. The indistinctiveness of Eleanor Rigby’s story entails the reading between the lines and the direct interpretation and assumption of her life and how Lennon and McCartney related it to the sea of lonely faces that live and die not knowing who they are, what they’re supposed to do, and such. Second, the story of Eleanor Rigby is told through simple, uncomplicated language (â€Å"The Ballad). One can easily deduce what her life was all about, although the meaning necessitates a deeper look and understanding, the main idea of the song is clearly understood from the lyrics. Other features of the song that match its categorization as a ballad includes its dramatic and somber tone, the direction of the first few lines of the song which directly takes the reader or the listener toward cataclysm, and the focus of the song which is on a particular situation or experience. (â€Å"Characteristics of a Ballad†) The feeling of loneliness and sadness is felt throughout the song, from the first line to its last. The repetitive tone of being abandoned and deserted is reflected leaving behind a depressive and sad state of mind. (Price) Next, the first line, â€Å"Ah, look at all the lonely people,† smashes directly into the catastrophic or tragic motif of the song – that is the lonely life of Eleanor Rigby, and her seeming demise even before her actual bereavement. The focus of the song is on her life and how it relates to other lives that are plagued by uselessness and non-existence. The more specific features of the song that are readily observable, depicting its inclination to become categorized as a ballad, has something to do with the repetition of the lines throughout the song (â€Å"The Ballad†), particularly the following lines: â€Å"all the lonely people, where do they all come from, all the lonely people, where do they belong. † In addition, the song was written on a third-person perspective, such that the author does not interfere with the events in the story constituting the song. The life of Eleanor Rigby was narrated in such a way that the author is identified as an observer or spectator. (â€Å"The Ballad†) Through the basic and observable characteristics of the song, one can classify it as a ballad. From the narrative tone of the song, to the uncomplicated or simple use of language in depicting the story, from the dramatic tone of voice, to the direct theme of catastrophe and tragedy, the repetition of various lines, the third-person perspective, and the single focus of the song, which is on the life of Eleanor Rigby and every other individual she represents, everything comes together to form a lyrical ballad which is meant to be sang revealing various emotions of clarity. s Works Cited â€Å"The Ballad. † (N. D.) Retrieved from Grinell. 11 December 2008. http://www. cs. grinnell. edu/~simpsone/Connections/Poetry/Forms/ballad1. html. â€Å"Characteristics of a Ballad. † (N. D. ) Retrieved from Princeton Encyclopedia of Poetry and Poetics. 11 December 2008. http://www. sip. uiuc. edu/people/rromero/notes/corrido_characteristics. htm. Price, Richard. (2008). â€Å"REVEALED: The Haunting Life Story Behind One of Pop’s Most Famous Songs†¦ Eleanor Rigby. † Retrieved from Associated Newspapers Ltd. 11 December 2008. http://www. dailymail. co. uk/femail/article-1088454/REVEALED-The-haunting-life-story-pops-famous-songsEleanor-Rigby. html

Learning Difficulties Encountered By Efl Students English Language Essay

Learning Difficulties Encountered By Efl Students English Language Essay Recently, listening has gained more and more attention in foreign language learning. In learning a foreign language, it is suggested that the most important step should begin with an effort to listen. (Rubin Thompson, 1994) Listening provides input for learners to make learning occur and listening exercises draw learners attention to new forms in language, such as new vocabulary items. (Rost, 1994) Listening can be regarded as a necessary skill in the diagnosing and preparation of foreign language students and can even be served as a good predictor of language achievement. In consequence, listening comprehension acts as a pivotal role in foreign language learning. (Oxford, 1993) In this essay, three issues are discussed. Issue 1 states listening difficulties in second language acquisition. Underwood (1994), Chiang and Dunkel (1992) and Rubin and Thompson (1994)s viewpoint are discussed. Issue 2 proposes taxonomies of the factors affecting listening difficulties. Boyle (1984), Yagang (1993) and Rubin (1994) s point of view of the factors affecting listening comprehension are referred to. Issue 3 mentions studies in listening difficulties of L2 listeners in foreign countries. Tauroza and Allisons (Rubin, 1994) study is about speech rate. Boyle (1984)s study is factors most frequently mentioned in listening comprehension. Lynch (1997)s study is a case study of a intermediate-level learners progress in listening comprehension. Goh (2000)s study discusses listening comprehension problems. BODY Chapter 1 Listening difficulties in second language acquisition Underwoods (1994) point of view ¼Ã… ¸ Underwood (1994) identified seven potential difficulties in listening comprehension as: (1) lack of control over the speed at which speakers speak, (2) not being able to get things repeated, (3) the listeners limited vocabulary, (4) failure to recognize the signals, (5) problems of interpretation, (6) inability to concentrate, (7) established learning habits. Many language learners believe that the greatest difficulty with listening comprehension is that the listener cannot control how quickly a speaker speaks. (p7) They feel that the utterances disappear before they can sort them out. http://nccuir.lib.nccu.edu.tw/bitstream/140.119/33414/7/95100307.pdf They are so busy working out the meaning of one part of what they hear that they miss the next part. Another difficulty is that listener is not always in a position to get the speaker to repeat an utterance. This is particularly likely to be the case when students are on the edge of conversation outside the classroom. For people listening to a foreign language, an unknown word can be like a suddenly dropped barrier causing them to stop and think about the meaning of the word and thus making them miss the next part of the speech (p 17). And students need to learn to listen for the signals in order to be able to connect the various utterances in the way the speaker intended them to be connected. (p18) Students who are unfamiliar with the context may have considerable difficulty in interpreting the words they hear even if they can understand their surface meaning. (p19). Inability to concentrate can be caused by a number of things, but in listening work it is a major problem, because ev en the shortest break in attention can seriously impair comprehension. (p19) Outside factors may well make concentration difficult, too. An inferior machine or poor recording can make it very hard for the students. As for establishing leaning habits, when the learner can more readily accept the frustrations involved, he will be more prepared to strive for a partial and incomplete understanding of what is being said. (pp16-19) Rubin and Thompsons (1994) point of view Rubin and Thompson list three common problems in learning to listen to a foreign language. The first problem is that the speaker talks too fast. If the listener can not follow the speaker, the listener can let the speaker know that he is not following. He can ask for repetition and slowing down the speed, seeks clarification, rephrase, and repeat. The listener can pay attention to intonation and tone of voice, focus on question words such as who, what and when and assume that the here and now are relevant. That is, the sentence is directly related to the subject they have just been discussing. Assume that what a person says is directly related to something he or she is experiencing at that very minute. The second problem is that the listener is not getting anything out of foreign language TV and movies. If the listener could not understand the foreign language TV and movies, they should try to take control of his listening by predicting what he was likely to hear. For example, use vi sual clues and use his background knowledge. Anticipate information in a segment by relying on your knowledge of what such a segment is likely to contain. Listeners could also use information from the segment itself and determine the genre of the segment. Knowing the genre of a segment will help you determine how best to approach it. For instance, if it is an interview, then concentrate on the questions. If it is a news report, a who, when, where strategy will work best. If it is a drama, look for the story line. Listeners could listen to familiar elements, listen to familiar-sounding words, listen to and jot down repeated words, learn to recognize numbers and learn to recognize proper names. The third problem is that the listener tends to stop listening when he hears an unfamiliar word or phrase. Many learners, particularly in the early stages of language learning, panic and lose their concentration when they hear an unfamiliar segment. As a result, they miss portions of the passag e that might have helped clarify the unfamiliar word or segment. The listener should concentrate on familiar elements and keep listening. Understanding something is better than getting nothing at all. If you continue listening, chances are that you will comprehend at least some parts of the massage. It is possible that the portions you missed were not very important after all. Chiang and Dunkels (1992) point of view Chiang and Dunkel (1992) pointed out that listeners comprehension in English may be thwarted by a number of cognitive and linguistic factors as well as academic and cultural issues, including: (a) inability or lack of opportunity to engage in communicative interaction with the second/foreign language teacher or lecture; (b) inability to detect the main points of the lecture or to grasp the usual goals of particular genres of discourse situation of which the discourse is a part; (c) unfamiliarity with the structure and type of the discourse ; (d) inability to apprehend discourse markers and logical relationships in the English lecture; (e) inability to comprehend lecture speech delivered at faster rates of speed; (f) limited short-term memory for English input; (g) failure to use appropriate cognitive or learning strategies; (h) poor inference abilities in English; (i) limited proficiency in English; (j) lack of prior knowledge about the content of the spoken or written text; and (k) inability to process L2 input devoid of speech modification such as elaborations or redundancies. Of these difficulties confronting L2 learners, Chiang and Dunkel explored the effect of three of them. The first situation was when the listeners had limited listening proficiency in English, the second situation was when they lacked prior knowledge about the topic of the L2 lecture, and the third situation was when they were not supplied with modified speech. The results revealed a significant interaction between prior knowledge and text type. Chapter 2 Taxonomy of the factors affecting L2 listening difficulties Boyles (1984) three categories of factors Boyle (1984) began with a survey of the factors most frequently mentioned in the literature on listening comprehension, including three categories of factors. The first category referred to the listener factors, including experience in listening to the target language, general background knowledge of the world, educational background and type of school, knowledge of the target language in its various aspects, memory, powers of analysis and selection and motivation and attitude of the listener to the speaker and to the message. The second categories, the speaker factors, contain language ability of the speaker: native speaker-beginning level non-native speaker. Speakers production: pronunciation, accent, variation, voice affect, too. Speed of delivery and prestige and personality of the speaker count. The third category, factors in the material and medium, comprise difficulty of content and concept, especially if the material is abstract, abstruse, highly specialized or technical, len gthy or poorly organized. Acoustic environment such as noise and interference and amount of support provided by gestures, visuals also have influence on listening comprehension. Yagangs (1993) four aspects of factors http://eca.state.gov/forum/vols/vol31/no1/p16.htm Instead of three categories, Yagang (1993) proposed that the sources of listening difficulties came mainly from the four aspects: the message, the speaker, the listener, and the physical setting. The message factors comprised content and linguistic features. In content which is not well organized, listeners cannot predict what speakers are going to say. And if listening materials are made up of everyday conversation, they may contain a lot of colloquial expressions, such as guy for man. Students who have been exposed mainly to formal or bookish English may not be familiar with these expressions. The speaker factors consists of redundant utterances, such as repetitions, false starts, re-phrasings, self-corrections, elaborations, tautologies, apparently meaningless addition such as I mean or you know and speakers personal factors such as their accents. Learners tend to be used to their teaching accent or to the standard variety of British or American English. They find it hard to und erstand speakers with other accents. The listener factors played a more important role in EFL students listening. For example, foreign language students might be not familiar enough with clichà © and collocations in English to predict a missing word or phrase. For example, they can not be expected to know that rosy often collocates with cheeks. EFL students might be lack of sociocultural, factual, and contextual knowledge of the target language.   (Anderson and Lynch 1988).It can present an obstacle to comprehension because language is used to express its culture. Factors in physical setting included noise, both background noises on the recording and environmental noises, could carry the listeners mind of the content of the listening passage. Listening material on tape or radio lacks visual and aural environmental clues. Not seeing the speakers body language and facial expressions makes it more difficult for the listener to understand the speakers meaning. Unclear sounds resultin g from poor quality equipment can interfere with the listeners comprehension. Rubins (1994) five categories of factors Rubin (1994) classified these listening factors into five categories: text, interlocutor, task, listener and process characteristics. Text characteristics referred to acoustic-temporal variables, acoustic-other variables and morphological and syntactic modifications (including restatements). Acoustic-temporal variables are speech rate, pause phenomena, and hesitation. Acoustic-other variables are level of perception, stress and rhythmic patterning perception and L1 and L2 differences. Variables of morphological and syntactic modifications are redundancy, morphological complexity, word order and discourse markers. Text characteristics referred to text type. Visual support for texts is also an important variable. Interlocutor characteristics referred to variations in the speakers personal characteristics, such as gender, pronunciation, accent, expertness and so on. Listener characteristics are listeners language proficiency level, memory, attention, affect, age, gender, learning disabi lities in L1, and background knowledge as well as aptitude, processing skills, background biases, motivation, and confidence level. Process characteristics referred to how listeners interpret input in terms of what they know or identify what they dont know. Top-down, bottom-up and parallel processing is being examined in L2 contexts. Current views of listening comprehension propose that listeners actively process language input. Two types of processing have been discerned: cognitive strategies and metacognitive strategies. Research on listening strategies includes: work on several languages; work contrasting strategy use at several proficiency levels; work with interactive or transactional listening; work with cognitive and metacognitive strategies; work considering the relation of strategy use to text, task, and setting. Chapter 3 Studies in listening difficulties of L2 listeners in foreign countries Tauroza and Allisons ( )studyspeech rate Griffiths suggests that different language have different normal rates and the rates defined in studies using English can not be applied exactly to studies of other languages. Most research quotes a normal speech rate of 165 to 180 words per minutes for native speakers of English. On the other hand, while Foulke reports a threshold (the rate at which comprehension begins to decrease rapidly) level between 250-275 w.p.m., others states that comprehension decreases as a function of mental aptitude and difficulty level. Tauroza and Allison compare normal speed of British speakers for four types of speech. They found that while the mean for radio and interview speech events lies within the range of 160 to 190 w.p.m., the means for conversation and lecture categories are outside this range. The mean rate for conversation in words per minute was 210, while for lectures, 140. They note further that thirty-three percent of their lecture data was slower than 130 w.p.m. and twenty-three percen t of the conversation data was faster than 220 w.p.m. The issue of normal speech rate is one that still needs a great deal more research that takes into account all of the variables mentioned above. (Rubin, 1994) Boyles (1984) study-factors most frequently mentioned in listening In Boyles (1984) study, 30 teachers and 60 students in Hong Kong were asked to list the six factors which they considered the most important in aiding or hampering the effectiveness of listening comprehension. It was interesting to know that the students gave much more importance to vocabulary than teachers did. It was surprising that the students mentioned two factors, memory and concentration, barely mentioned by the teachers. In addition, the students considered that there was a possible relationship between their reading habits and their listening comprehension, which was not mentioned by the teachers. On the other hand, the teacher seemed to specify the linguistic factors more sophisticatedly. The teacher would specify the factors as ability to pick up clues, complex syntactical structures, stress and intonation and interference from Chinese. On the contrary, the students just indicated that the lack of general language ability or the difficulties in English listening comprehens ion. Lynchs (1997) study-a case study of an intermediate-level learners progress Lynch (1997) conducted an ethnographic study of a Japanese student who attended English language courses at the Institute for Applied Language Studies, the only one taking an undergraduate course in economics at the University of Edinburgh. His scores on the listening tests were relatively low in comparison with his reading and grammar scores with the other students in class. A number of possible reasons were found to explain his difficulties in listening comprehension. First, he was the youngest member in his class so that he was unwilling to engage in negotiation with his seniors. Second, he was the only undergraduate student with an economic background in his English class so that he viewed himself as insufficient in some general background knowledge. Third, he joined Course 3 in the EAP program, skipping the basic class, Course 1 and 2. Therefore, he thought he needed more time to get used to negotiate with others in English. Fourth, his lowest listening score disappointed him gr eatly. The perceptions of the subject had made a substantial influence on his English learning. Gohs (2000) study-listening comprehension problems Goh (2000) investigated the comprehension problems of second language listeners in a cognitive perspective. She identified real-time listening difficulties faced by 40 Chinese undergraduates and examined their difficulties within the three-phase model of language comprehension proposed by Anderson. (1995). The data were collected from learners self-reports in their diaries, semi-structure interviews and immediate retrospective verbalizations. The data revealed 10 problems that occurred during the cognitive process phases of perception, parsing, and utilization. She also, made a comprehension between two groups, high ability listeners and low ability listeners. Each group consisted of eight students selected according to their grades in a post-instruction standardized proficiency test, the SLEP test of Educational Testing Service 1991. She found that listeners with highly ability and low ability both had a perception problem with recognizing words they knew. Another problem they both shared was parsing problem that they quickly forgot what they thought they had understood. In addition to these two problems, high ability listeners reported a utilization problem that they were often unable to extract the meaning out of the message even if they had understood all the words. On the other hand, low ability listeners reported another perception problem that they often did not hear the next part of a text because they spent too much time thinking about what they had just heard.

Influence of Age on Self-Description Changes

Influence of Age on Self-Description Changes Gemma L Sobah An investigation of self-descriptions in data collected from two children of different ages, and how their age influences the focal point of their self-descriptions using the findings of Rosenberg (1979) Abstract (166 words) This report investigates the self-descriptions of two children in using the findings of Morris Rosenberg (1979). Rosenberg proposed that young children typically describe themselves using physical conditions, and older children/adults tend to use character and relationship qualities. The two participants took part in an semi-structured interview and the interview transcripts were coded and analysed by dividing the answers into the four categories created by Rosenberg. These were physical, character, relationships or inner. The information and data from the two participants were then compared to Rosenbergs findings. The locus of self-knowledge was also investigated briefly, which Rosenberg stated changed from outside to inner relatedness, the older the child gets. From my findings, it appears my data does to some extent agree with the conclusions that Rosenberg came across as with age they do seem to make less physical descriptions, but there did seem to be a change from locus of self -knowledge from the parent to the individual, as the child got older. Introduction (289 words) The subject of identity and how we acknowledge our own has always be a matter of intense debate those in the field of child development. The many aspects of identity require that many outside aspects are considered when looking at the development of ones identity, like religious, social ethnic, cultural. for that reason, in order to develop an identity, young children should be able to consider such aspects. Maccoby (as cited in Ding and Miel 2005 p. 131) suggests that a sense of self occurs slowly and in small steps. William James (1892 as cited in Miel and Ding 2005 pp 131) thought that a sense of self is divided in two stages: the self as a subject of experience and the self as an thing of knowledge (Miel and Ding, 2005 pg. 131). So as children grow up they develop into people more capable at self-awareness and more practically involved in awareness and responses from other people in their lifes. James believed, this development takes place within childhoo d during interactions between cognitive aspects and social experiences as children actively use their received knowledge about themselves to change parts of their environment. The research for this study relates to the research above due to the age of the participants and the means of the interviews. The interviews are all based on who the child sees themselves as. The way they describe themselves will be the main focus of this study. Whether they dwell solely on their physical appearance or if they go through all the categories and if their responses differ between the two ages. Using Rosenbergs categories, we are hoping to get a clear understanding of whether Rosenbergs and others, work is relevant and can be applied generally. Method (414 words) The design of the study was a comparison of self descriptions elicited from two young people, during semi-structured interviews. The interviewers asked two schools in Milton Keynes, one primary and one secondary to take part in the study. A number of children agreed to take part and their parents were approached for consent and consent forms were signed. Kieron Sheehly interviewed the primary school children and Peter Barnes interviewed the older children. One of the participants was a 8 year old female in primary school and the other was a 16 year old female in secondary school. Both interviews were conducted during school hours within their schools. A tape recorder was used to record the interviews and paper and a pen was used for the children to write down their individual statements. A sound recorder and a producer were present during the interviews. Microphones were used during the interviews and these were placed out of the way as to not get in the way of the interview. All chi ldren were informed at the start of the interview what was going to happen and what was being asked of them. They were also informed who would be using the recording and or what purpose. The interviews were paused while the children wrote down their statements and started again when the interviewer wanted to ask them questions. As there was a potential for outside or background noise, when the background noises began to interfere with the interview, the recording was paused and started again when it became quiet enough to carry on. The two interviews were conducted by staff from the Milton Keynes Open university for the purpose of this study. These were watched and their transcripts were coded and analysed according to Rosenbergs method. Self descriptions of participants were categorised by Rosenberg , into four categories (a) physical; (b) character; (c) relationships d) Inner. The childrens statements were divided where a category could be acknowledged from a single statement (see Appendix 1 and 2) and if a statement could be split into more categories this was done. The percentages of each category were then calculated by way of adding up the column, dividing it by the total and this by 100. This was how each categories percentage was worked out for each child and then these results were then put into a table to show which categories had the highest or lowest percentages for each child. These were then compared and results were explained below. Results (275 words) The hypothesis in this research study was as the child got older there would be a gradual change from physical characteristics to inner and relationship characteristics whilst the locus of self-knowledge increasingly shifted from others to the self as child grew older. Self descriptions that came from I statements, were coded and placed into one of the four categories (see appendices 1). Table 1: Self-descriptions by the children. The Categories Percentage for Annie (8 years old) was : Physical -40% Character 40% Relationships -20% Inner 0% . The Categories Percentages for Kirsty (16 years old) was: Physical 20% Character 20% Relationships 20% Inner 40%. Table 1 (see appendices 5) shows us that the responses that Annie gave were quite equally divided across physical and characteristics, whilst Kirstys were evenly spread over all the categories with the highest percentage being on the inner section. . This appears to support the hypothesis as there was a steady change from physi cal descriptive to psychological descriptive the older the children get. Annies answers to the locus of self-knowledge questions were quite mixed. She showed outer locus of self-knowledge; her teacher knows best about her school work and performance and her mother seems to know best about her behaviour. Although this shows support to Rosenbergs theory and hypothesis it was only using 2 participants and because of this cannot be over generalised to the wider population, which in turn limits the use of the results. Also because Annie only completed five statements and Kirsty completed 10 this cold have impacted the percentage of the results due to kirsty having more data to input into the table. Discussion (682 words) In this research study, two children were chosen. One being at primary school and the other at secondary school, although they were both females, although a larger sample would have allowed for a better analysis of the conclusions in relation to the population. Although the results appeared to supported the Rosenbergs findings(Miel et al, 2010, pp. 21-22) no specific conclusion should be made from such a small sample. Piagets theory of cognitive development also shows this, which could suggest that at about the start of the teen years there is a change from the solid process of development into the final stage of official process .This appears to be the stage at which most adolescents start to create an individual identity and are then able to put into their own point of view and social information about what it means to become an adult and reflect with purpose, on their self consciousness. As the children were interviewed by adults, people they did not know, they may have given different answers to what they may have said to a friend who had asked them the same questions or had a adult that they knew. They could have given biased results due to the fact they were aware it was for a study and they knew the purpose of the study. So because of this the results cant be relied upon wholly to be accurate and true. Regardless of this the way a child describes themselves may be different depending on their level of education and upbringing. For example a child of no school education who cannot read and has limited education may not fully certain aspects of what it means to be them and therefore may give limited answers based on their knowledge and education. Also a child who has been abused or had a very negative start in life, may dwell on more emotional lead than physical lead statements due to them being hurt a lot and there state being very emotionally based. Further still, the way in which a child describes themselves may be purely on what appears to be important to them. Kirsty tended to focus on herself as not being able to change her dress size I am not a size 8 (see appendices 4) and not being able to change who she is in general. This focus may be mainly on how she feels she is perceived by others around her or how she views herself, not just due to her age but due to her current circumstances. From this study it shows that Rosenbergs first hypothesis about the locus of self-knowledge has on some accounts been shown as being correct, although the sample size was a lot smaller than Rosenbergs, also the age of the older participant being incompatible, with Rosenbergs research study. My assumption is to suggest that younger children do appear to describe themselves focusing mainly on their physical attributes and less on how they feel and their personality traits while adults concentrate mainly on their forming on relationships and the impact these have on their sense of self, although the change from physical external descriptions of the younger child to the personal and inner feelings of the older child or adult did not appear to prominent in these results. This study has pointed out the difficulty in trying to determine and discover the idea of sense of self and locus of self-knowledge, and can be used for an indicator to their inner feelings and thoughts of an person in th e process of their development. These descriptions are fluid and live within the communication and changes with others and over a period of time. The locus of self-knowledge also changes by age from child to adult self. Even though the original hypothesis has been somewhat proven to be in general in agreement with the findings of Rosenberg, there are a few practical issues connected in the research of existential and definite selves. More in-depth research involving a much bigger and mixed cultural sample with categorizing results from different researchers could help to prevent some of these issues. Conclusion (46 words) In conclusion, children grow and mature at different times. The progress of developing a sense of self relies on many factors (friendship groups, parents, peers, outer society, etc). Regardless is does appear to be clear that there is a development from physical towards psychological self descriptive. 1,872 words References: Miel, D., Ding, S (2005) Childrens Personal And Social Development: The Early Developmet of Identity,. Milton Keynes. The Open University Appendices 1 Category Analysis Form 1 Coded Responses Physical: describing physical appearance, age, and physical qualities like flexible, sporty etc Character: Likes and dislikes, hobbies and interests, personal qualities and basic personality traits eg, I like to relax, Im laid back etc Relationships: friends and family, social mentions, eg I like making friends Inner: Temperaments, moods and feelings. Eg Im a happy person, I can get stressed easily. etc Appendices 2 Category Analysis Form 2 Coded Responses Physical: describing physical appearance, age, and physical qualities like flexible, sporty etc Character: Likes and dislikes, hobbies and interests, personal qualities and basic personality traits eg, I like to relax, Im laid back etc Relationships: friends and family, social mentions, eg I like making friends Inner: Temperaments, moods and feelings. Understanding of self. Eg Im a happy person, I can get stressed easily. Etc Appendices 3 Annies Statements: 1. I like doing harry potter lego, Ive completed the night bus 2. I love rabbits, guinea pigs and dos 3. I think one of my hobbies is using the tv remote control 4. Im really good at maths and get stuck on telling the time 5. Im not very good at remembering Appendices 4 Kirstys statements: I cant change who I am I can only be my best Ive always been an individual I am not size 8 Im pretty plain I get on well with many people Im friendly and my friends are like family I work as hard as I can I may set my goals too high I can only be me and if some people dont like that, I cant apologise anymore Appendices 5 Table of Results 1

Alger Hiss Spy Case :: essays research papers

The Alger Hiss Spy Case   Ã‚  Ã‚  Ã‚  Ã‚  During the late nineteen forties, a new anti-Communistic chase was in full holler, this being the one of the most active Cold War fronts at home. Many panic-stricken citizens feared that Communist spies were undermining the government and treacherously misdirecting foreign policy. The attorney general planned a list of ninety supposedly disloyal organizations, none of which was given the right to prove its loyalty to the United States. The Loyalty Review Board investigated more than three million employees that caused a nation wide security conscious. Later, individual states began ferreting out Communist spies in their area. Now, Americans cannot continue to enjoy traditional freedoms in the face of a ruthless international conspiracy known as the Soviet Communism. In 1949, eleven accused Communists were brought before a New York jury for abusing the Smith Act of 1940, which prohibited conspiring to teach the violent overthrow of the government. The eleven Commun ist leaders were convicted and sentenced to prison. In 1950, Alger Hiss, formerly an employee of the Department of State, was convicted of perjury. Born in November 11, 1904, he grew up shabby-genteel in Baltimore, Maryland. Lean and boyishly handsome, Hiss was a graduate of Johns Hopkins University and of Harvard Law School and was a law clerk to the Supreme Court Justice, Felix Frankfurter and later a clerk for Associate justice Oliver Wendell Holmes. In 1933, he worked for law firms in Boston and on Wall Street, joined Roosevelt ¡Ã‚ ¦s administration, and worked in several areas, including the Agricultural Adjustment Administration, the Nye Committee, the Justice Department, and, starting in 1936, the State Department. In the summer of 1944 he was a staff member at the Dumbarton Oaks Conference, which created the blueprint for the organization that became the United Nations. By 1945, he was an adviser to Franklin Roosevelt at the Yalta Conference as well as to Joseph Stalin, and Winston Churchill. Later that year, Hiss served as acting the temporary secretary general at the San Francisco assembly that created the United Nations. In 1947, John Foster Dulles, Chairman of the board of Trustees of the Carnegie Endowment for International Peace, asked Hiss to become that organization ¡Ã‚ ¦s president. Hiss was more than a bright young bureaucrat. While working by day on Wall Street, he was active by night in the International Juridical Association, an alleged communist-front lawyers ¡Ã‚ ¦ organization. As early as 1942, the Federal Bureau of Investigations received warnings that Hiss was probably a Soviet agent.

The White Man’s Burden :: Literary Analysis, Kipling

In the â€Å"White Man’s Burden†, Rudyard Kipling claims that it is the duty or burden of the white men to civilize the non-whites, to educate them and to religiously lift them (lecture notes, 2/8). Kipling is specifically talking about the colonized non-whites (lecture notes, 2/8). The idea that the newly colonized non-whites were lacking and needing help from a greater society was common among American whites at this time (lecture notes, 2/8). Rudyard uses the whites’ public feelings towards the issue and writes â€Å"The White Man’s Burden† in an attempt to move the whites to help the non-whites because he thinks it is a very beneficial movement for the U.S. Rudyard meant this poem to be a shocking and informative form of encouragement for the whites to take up the burden of saving the non-white civilizations that they have now signed up for responsibility over. In â€Å"The White Man’s Burden†, Rudyard claims that the whites are bound to help the non-whites out of religious duty and for the whites’ own good (Rudyard). In the last stanza, Rudyard also explains that the non-whites have been through a lot do to the whites’ imperialism (Rudyard). Although he explains the non-whites’ grievances, Rudyard does not really seem to be that sympathetic for the non-whites but instead, he seems to think very little of them and pretty much says they are incapable of taking care of themselves. At the time that Rudyard published â€Å"The White Man’s Burden†, whites were already conflicted on what to do about the non-whites (US, 437). Some whites claimed that there should be little to no intervention of the whites on the non-white societies because Charles Darwin’s theory of â€Å"survival of the fittest† is the way that things should be (US, 437). The whites who were for intervention argued that it was the humane and religious duty of whites to become involved (US, 437). They also exclaimed that it was better to help the non-white develop because of the need for trade (US, 437). Because there had already been such a debate between the whites over this issue, Rudyard’s poem gained attention quick (lecture notes, 2/8). Rudyard’s work gained attention of American leaders and became an inspiration for future actions of imperialism (lecture notes, 2/8). Rudyard’s poem seemed to have gained a lot of popularity because of his tone of nationalism. In the poem, he basically says that in order to be respected as one of the greater nations, America has to do some charity work and help some of the less fortunate (Rudyard).

Wine History

Brief Exercise 1-3 | | Your answer is correct. | Indicate in which part of the statement of cash flows each item would appear: operating activities, investing activities, or financing activities. (a)| | Operating activities| | Cash received from customers. | | | | | | (b)| | Financing activities| | Cash paid to stockholders (dividends). | | | | | | (c)| | Financing activities| | Cash received from issuing new common stock. | | | | | | (d)| | Operating activities| | Cash paid to suppliers. | | | | | | (e)| | Investing activities| | Cash paid to purchase a new office building. | Brief Exercise 1-6 | Your answer is correct. | Eskimo Pie Corporation markets a broad range of frozen treats, including its famous Eskimo Pie ice cream bars. The following items were taken from a recent income statement and balance sheet. In each case, identify whether the item would appear on the balance sheet or income statement. (a)| | Income Statement| | Income tax expense| | | | | | (b)| | Balance Sheet| | Inventories| | | | | | (c)| | Balance Sheet| | Accounts payable| | | | | | (d)| | Balance Sheet| | Retained earnings| | | | | | (e)| | Balance Sheet| | Property, plant, and equipment| | | | | | f)| | Income Statement| | Net sales| | | | | | (g)| | Income Statement| | Cost of goods sold| | | | | | (h)| | Balance Sheet| | Common stock| | | | | | (i)| | Balance Sheet| | Receivables| | | | | | (j)| | Income Statement| | Interest expense| Brief Exercise 1-7 | | Your answer is correct. | Indicate which statement you would examine to find each of the following items: income statement, balance sheet, retained earnings statement, or statement of cash flows. (a)| | Income statement| | Revenue during the period. | | | | | | (b)| | Balance sheet| | Supplies on hand at the end of the year. | | | | | | c)| | Statement of cash flows| | Cash received from issuing new bonds during the period. | | | | | | (d)| | Balance sheet| | Total debts outstanding at the end of the period. | | | | Brief Exercis e 1-10 | | Your answer is correct. | Indicate whether each of these items is an asset, a liability, or part of stockholders’ equity. (a)| | Asset| | Accounts receivable| | | | | | (b)| | Liability| | Salaries and wages payable| | | | | | (c)| | Asset| | Equipment| | | | | | (d)| | Asset| | Supplies| | | | | | (e)| | Stockholders’ Equity| | Common stock| | | | | | (f)| | Liability| | Notes payable| | Exercise 1-3 | | Your answer is correct. The Fair View Golf & Country Club details the following accounts in its financial statements. (a) Classify each of the following accounts as an asset, liability, stockholders’ equity, revenue, or expense item. (b) Classify each of the following accounts as a financing activity, investing activity, or operating activity. | | (a)| | (b)| Accounts payable| | Liability| | Operating activity| | | | | | Accounts receivable| | Asset| | Operating activity| | | | | | Equipment| | Asset| | Investing activity| | | | | | Sales revenue| | Revenue| | Operating activity| | | | | | Service revenue| | Revenue| | Operating activity| | | | | Inventory| | Asset| | Operating activity| | | | | | Mortgage payable| | Liability| | Financing activity| | | | | | Supplies expense| | Expense| | Operating activity| | | | | | Rent expense| | Expense| | Operating activity| | | | | | Salaries and wages expense| | Expense| | Operating activity| Exercise 1-4 | This information relates to Alexis Co. for the year 2012. Retained earnings, January 1, 2012| | $91,582| Advertising expense| | 2,460| Dividends paid during 2012| | 8,201| Rent expense| | 14,216| Service revenue| | 79,280| Utilities expense| | 3,281| Salaries and wages expense| | 41,007| | | | | | | *(a1) | Your answer is correct. | After analyzing the data, prepare an income statement for the year ending December 31, 2012. ALEXIS CO. Income Statement For the Year Ended December 31, 2012| Revenues| | | | | $ 79280 | Expenses| | | | $ 2460 | | | 14216 | | | 3281 | | | 41007 | | Total Expenses| | 60964 | Net Income / (Loss)| | $ 18316 | | | Attempts: 1 of 5 used | | | | | | *(a2) | | Your answer is correct. | After analyzing the data, prepare a retained earnings statement for the year ending December 31, 2012. (List items that increase retained earnings first. ) ALEXIS CO. Retained Earnings Statement For the Year Ended December 31, 2012|Retained Earnings, January 1| $ 91582 | Add: Net Income / (Loss)| 18316 | | 109898 | Less: Dividends| 8201 | Retained Earnings, December 31| $ 101697 | | Exercise 1-6 | Presented here is information for Packee Inc. for 2012. Retained earnings, January 1| | $132,821| Revenue from legal services| | 408,680| Total expenses| | 178,798| Dividends| | 66,411| | | | | | | *(a1) | | Your answer is correct. | Calculate the net income. $ 229882 | | Attempts: 1 of 5 used | | | | | | *(a2) | | Your answer is correct. | Prepare the 2012 retained earnings statement for Packee Inc. (List items that increase retained earnings first. ) PACKEE INC. Retained Earnings Statement For the Year Ended December 31, 2012| Retained Earnings, January 1| $ 132821 | Add: Net Income / (Loss)| 229882 | | 362703 | Less: Dividends| $ 66411 | Retained Earnings, December 31| $ 296292 | | Exercise 1-10 | Deer Track Park is a private camping ground near the Lathom Peak Recreation Area. It has compiled the following financial information as of December 31, 2012. Revenues during 2012: camping fees| | $162,796| | Dividends| | $11,101| Revenues during 2012: general store| | 30,833| | Notes payable| | 61,665| Accounts payable| | 13,566| | Expenses during 2012| | 155,396| Cash| | 10,483| | Supplies| | 6,783|Equipment| | 140,596| | Common stock| | 49,332| | | | | Retained earnings (1/1/2012)| | 6,167| | | | | | | *(a) | | Your answer is correct. | Determine Deer Track Park’s net income for 2012. Deer Track Park’s net income for 2012| | $ 38233 | | | Attempts: 1 of 5 used | | | | | | *(b1) | | Your answer is correct. | Prepare a retained ear nings statement for Deer Track Park year ended December 31, 2012. (List items that increase retained earnings first. ) DEER TRACK PARK Retained Earnings Statement For the Year Ended December 31, 2012| Retained Earnings, January 1| $ 6167 | Add: Net Income / (Loss)| 38233 | | 44400 |Less: Dividends| 11101 | Retained Earnings, December 31| $ 33299 | | | Attempts: 1 of 5 used | | | | | | *(b2) | | Your answer is correct. | Prepare a balance sheet for Deer Track Park as of December 31, 2012. (List assets in order of liquidity. ) DEER TRACK PARK Balance Sheet December 31, 2012| Assets| | | | | | $ 10483 | | | | | | | 6783 | | | | | | | 140596 | | Total Assets| | | | | $ 157862 | | Liabilities and Stockholders' Equity| Liabilities| | | | | | | | | | $ 13,566 | | | | | | | 61,665 | | | | Total Liabilities| | | | | $ 75231 | | Stockholders' Equity| | | | | | | | | | 49332 | | | | | | | 33299 | | | |Total Stockholders' Equity| | | | | 82631 | | Total Liabilities and Stockholders' Equity| | | | | $ 157862 | | | Exercise 1-12 | This information is for O’Brien Corporation for the year ended December 31, 2012. Cash received from lenders| | $18,100| Cash received from customers| | 45,610| Cash paid for new equipment| | 29,940| Cash dividends paid| | 6,100| Cash paid to suppliers| | 15,220| Cash balance 1/1/12| | 11,190| | | | | | | *(a) | | Your answer is correct. | Prepare the 2012 statement of cash flows for O’Brien Corporation. (List negative amounts either with a negative sign preceding the number e. . -15,000 or in parenthesis e. g. (15,000). ) O’BRIEN CORPORATION Statement of Cash Flows For the Year Ended December 31, 2012| Cash flows from operating activities| | | Cash received from customers| $ 45610 | | Cash paid to suppliers| (15220) | | Net cash provided by operating activities| | $ 30390 | | | | Cash flows from investing activities| | | Cash paid for new equipment| (29940) | | Net cash used by investing activities| | (29940) | | | | Cash flo ws from financing activities| | | Cash received from lenders| 18100 | | Cash dividends paid| (6100) | | Net cash provided by financing activities| | 12000 |Net increase in cash| | 12450 | Cash at beginning of period| | 11190 | Cash at end of period| | $ 23640 | | Exercise 1-13 | The following data are derived from the 2009 financial statements of Southwest Airlines. All dollars are in millions. Southwest has a December 31 year-end. Cash balance, January 1, 2009| | $1,390| Cash paid for repayment of debt| | 122| Cash received from issuance of common stock| | 144| Cash received from issuance of long-term debt| | 500| Cash received from customers| | 9,823| Cash paid for property and equipment| | 1,529| Cash paid for dividends| | 14| Cash paid for repurchase of common stock| | 1,001|Cash paid for goods and services| | 6,978| | | | | | | (a) | | Your answer is correct. | After analyzing the data, prepare a statement of cash flows for Southwest Airlines for the year ended December 31, 200 9. (List negative amounts either with a negative sign preceding the number e. g. -15,000 or in parenthesis e. g. (15,000). ) SOUTHWEST AIRLINES Statement of Cash Flows For the Year Ended December 31, 2009 (in millions)| Cash flows from operating activities| | | Cash received from customers| $ 9823 | | Cash paid for goods and services| (6978) | | Net cash provided by operating activities| | $ 2845 | | | Cash flows from investing activities| | | Cash paid for property and equipment| (1529) | | Net cash used by investing activities| | (1529) | | | | Cash flows from financing activities| | | Cash received from issuance of common stock| 144 | | Cash received from issuance of long-term debt| 500 | | Cash paid for repayment of debt| (122) | | Cash paid for repurchase of common stock| (1001) | | Cash paid for dividends| (14) | | Net cash used by financing activities| | (493) | Net increase in cash| | 823 | Cash at beginning of period| | 1390 | Cash at end of period| | $ 2213 | | Problem 1-3 A On June 1, Beardsley Service Co. was started with an initial investment in the company of $22,450 cash. Here are the assets and liabilities of the company at June 30, and the revenues and expenses for the month of June, its first month of operations: Cash| | $ 5,362| | Notes payable| | $13,524| Accounts receivable| | 4,257| | Accounts payable| | 757| Service revenue| | 8,262| | Supplies expense| | 1,015| Supplies| | 2,385| | Maintenance and repairs expense| | 615| Advertising expense| | 400| | Utilities expense| | 285| Equipment| | 26,762| | Salaries and wages expense| | 2,162|In June, the company issued no additional stock, but paid dividends of $1,750. | | | | | | *(a1) | | Your answer is correct. | Prepare an income statement for the month of June. BEARDSLEY SERVICE CO. Income Statement For the Month Ended June 30, 2012| Revenues| | | | | $ 8262 | Expenses| | | | $ 1015 | | | 285 | | | 2162 | | | 400 | | | 615 | | Total Expenses| | 4477 | Net Income / (Loss)| | $ 3785 | | | Att empts: 2 of 5 used | | | | | | *(a2) | | Your answer is correct. | Prepare a retained earnings statement for the month of June. (List items that increase retained earnings first. BEARDSLEY SERVICE CO. Retained Earnings Statement For the Month Ended June 30, 2012| Retained Earnings, June 1| $ 0 | Add: Net Income / (Loss)| 3785 | | 3785 | Less: Dividends| 1750 | Retained Earnings, June 30| $ 2035 | | | Attempts: 3 of 5 used | | | | | | *(a3) | | Your answer is correct. | Prepare a balance sheet at June 30, 2012. (List assets in order of liquidity. ) BEARDSLEY SERVICE CO. Balance Sheet June 30, 2012| Assets| | | | | | $ 5362 | | | | | | | 4257 | | | | | | | 2385 | | | | | | | 26762 | | Total Assets| | | | | $ 38766 | | Liabilities and Stockholders' Equity|Liabilities| | | | | | | | | | $ 13524 | | | | | | | 757 | | | | Total Liabilities| | | | | $ 14281 | | Stockholders' Equity| | | | | | | | | | 22450 | | | | | | | 2035 | | | | Total Stockholders' Equity| | | | | 24485 | | Total Liabi lities and Stockholders' Equity| | | | | $ 38766 | | | Problem 1-4A | Presented below is selected financial information for Yvonne Corporation for December 31, 2012. Inventory| | $ 25,600| | Cash paid to purchase equipment| | $ 11,010| Cash paid to suppliers| | 103,180| | Equipment| | 42,710| Building| | 200,000| | Revenues| | 100,360|Common stock| | 50,470| | Cash received from customers| | 132,620| Cash dividends paid| | 6,620| | Cash received from issuing common stock| | 22,080| | | | | | | *(a) | | Your answer is correct. | Prepare the statement of cash flows for Yvonne Corporation. (List negative amounts either with a negative sign preceding the number e. g. -15,000 or in parenthesis e. g. (15,000). ) YVONNE CORPORATION Statement of Cash Flows For the Year Ended December 31, 2012| Cash flows from operating activities| | | Cash received from customers| $ 132620 | |Cash paid to suppliers| (103180) | | Net cash provided by operating activities| | $ 29440 | | | | Cash flows from in vesting activities| | | Cash paid to purchase equipment| (11010) | | Net cash used by investing activities| | (11010) | | | | Cash flows from financing activities| | | Cash received from issuing common stock| 22080 | | Cash dividends paid| (6620) | | Net cash provided by financing activities| | 15460 | Net increase in cash| | $ 33890 | | *Brief Exercise 1-8 | | Your answer is correct. | Use the basic accounting equation to answer these questions. a) The liabilities of Daley Company are $94,430 and the stockholders’ equity is $266,600. What is the amount of Daley Company’s total assets? Total assets| | $ 361030 | (b) The total assets of Laven Company are $175,700 and its stockholders’ equity is $81,800. What is the amount of its total liabilities? Total liabilities| | $ 93900 | (c) The total assets of Peterman Co. are $910,700 and its liabilities are equal to one fourth of its total assets. What is the amount of Peterman Co. ’s stockholders’ equity? Stockholders’ equity| | $ 683025 | | | Question Attempts: 1 of 5 used | |