Global Human Capital Essay Example | Topics and Well Written Essays - 2000 words

Global Human Capital - Essay Example Emphasis has also been put upon identifying the importance of international human resource management policies in developing such global skills. The paper is largely based on explorative and qualitative study. Within a globalized business environment, business organizations, employees and structure of operations are required to be set in an open, flexible and synthesized manner. Managers must be able to adjust and adapt themselves with diverse conditions and easily interact with individuals across different cultures. The globalized business environment can be stated to be a product of increased competition and enhanced level of interaction between firms across the globe. Such a diversified business environment facilitates exploring new market opportunities and liberalization of trade and business regulations. One of the prime advantages arising out of globalized business environment is the transmission of technology, human capital and other resources so as to make markets more and more competitive. Although managing global human capital is a huge challenge, it has facilitated distribution of talent and skill effectively. Hence modern day organizations groom managers in a manner such that they can adapt themselves with employees from different nation. Effective talent management is an essential quality global talent mangers are required to possess, in the context of multinational organizations. Much research work has been carried out in the recent decade for understanding the skills and qualities to be possessed by global managers. Most scholars such as Scullion and Collings (2010, 23) have recognized that the main skills to be possessed by global talent leaders areexpansion of scale of activities through effective talent management, establishment of suitable networks for managing talent and developing business models that can effectively exploit

Poets childhood Essay Example for Free

Poets childhood Essay In Mrs. Tilschers Class by Carol Ann Duffy deals with one central theme. The theme of growing up is the main idea within the poem and is repeatedly imprinted throughout the poets childhood. This theme leads on to the more abstract idea of the child already maturing into a great poet. Her minds eye is unbounded as she transforms her classroom into a place of riches and resides in her own world of imagination. Written improbably through the 2nd person viewpoint, the poem expresses these ideas personally to the reader, hence allowing us to empathise with the poet. The poet is able to recall several aspects of her primary school days, and is consequently able to paint a picture of her memories from the viewpoint of a young child. The writer not only conveys an inviting warm atmosphere of a 1960s classroom, but also unveils a liberal outlook to her childhood. A colourful classroom with numerous displays is made known to the reader: The classroom glowed like a sweet shop. The classroom is made into a place of riches with this visual simile, used to radiate wonders of the childs mind. The word glowed in this line is a metaphor all on its own. The metaphor allows the reader to visualise the sweetshop gleaming due to the light refracting through the glass jars and translucent sweets. The poet can also bring to mind the teachers blackboard, as she informs the reader of how the chalky Pyramids rubbed into dust. In a literal sense the chalky lines on the board became chalk dust. The poet imagines this to be great pyramids and monuments being eroded inevitably by time. The bell signifying the end of playtime is remembered as: The laugh of a bell, swung by a running child. This auditory image incorporates the personification of the bell, to compare its sound to an incessant laugh of a child. The bells laugh is a transferred epithet from the child, as the children too were laughing, overwhelmed with joy as they returned to their classroom for another dose of Mrs. Tilscher. The poets joy is so intense and infectious, that it reaches out and transforms the whole scene. Such is the magnitude of the poets emotion. The laugh is also a visual image, as the reader can see a smile as the arc of the bell, and the clapper hitting the sides of it is almost comparable to a tongue. However other images such as a skittle of milk are more informative and suggest the time setting of the poem. The poet also remembers a music room next door to her classroom, though only by means of a xylophones nonsense heard. This auditory image describes the noise of the xylophone next door and this is further expanded by the use of the single metaphoric word nonsense which implies the vague unclear noise heard and the fact that the primary school children are producing uncoordinated music. The enthralling books were not to be forgotten to the poet, as they had made her a slave to them continually, due to their alluring influence. All the images used to recall aspects of the poets primary school principally focus on an emotional and sensual level. The primary school classroom may have been a place memorable to the poet through various images, but the definitive piece of the poets 1960s school life was Mrs. Tilscher. Mrs. Tilschers voice is not even forgotten, as the poet reminisces her voice as she chanted the scenery. Mrs. Tilschers chanting brings about connotations of music in her voice and melodic speech. It also brings about a sense of religion, as she is made comparable to a pastor in a church chanting a sermon, enlightening and entrancing us all. Mrs. Tilscher is portrayed as a compassionate teacher: Mrs. Tilscher loved you and shows kindness and care. The terms around the lines focused on Mrs. Tilscher also have an implication on how she is illustrated to the reader. Words with intense connotations such as glowed, sweet, sugar and coloured have associations with moods of joy, brilliance, love and bliss which all elaborate on Mrs. Tilschers image. The teacher is also illustrated to be appreciative: Some mornings you found shed left a good gold star by your name. Although it seems that the poet finds aspects of the classroom just as unforgettable as Mrs. Tilscher, the poet essentially portrays the classrooms essence to be the work of Mrs. Tilscher, through her tone of voice. Choices of words or diction such as could have connotations of possibility. When put into context and further developed on, the implications go as far as unconstrained and limitless possibility. The teacher opens up a whole world of possibility, and it is because of this the poet remembers so much about her classroom, a boundless environment. It is because of Mrs. Tilscher that the poets classroom surroundings were made to be so memorable. The poets tone of voice and language varies throughout the poem, and strong distinction is made between the first two stanzas and the last two stanzas. The language in the first two stanzas is exceptionally exuberant, more child-like in an emotional sense and the imagery is much more pleasant to envisage, filled with colour, vibrancy and liveliness: Sugar paper. Coloured shapes. Each individual phrase builds up an atmosphere full of warmth. However the last two stanzas are less joyous in their atmosphere, as the poet makes her transition to a state of being overwhelmed by hormones. The word connotations also vary greatly in these two stanzas, bringing suggestions of anger, accusation and dismay: You kicked him, but stared at your parents, appalled. The stanzas are also bleaker in description and imagery is uninviting: The air tasted of electricity. The poets feelings in stanza four are troubled, after being introduced to topic of how she was born: A tangible alarm made you always untidy, hot, fractious under the heavy, sexy sky. Such sentences furthermore use more mature and sophisticated language, which coincide with her growth as the language also develops. Therefore the poets outlook and tone of voice changes as she becomes much more interested in growing up than going to primary and learning in a high-spirited vibrant classroom. The reader of the poem is invited to personally explore the main ideas within the poem. This personal involvement of the reader seems appropriate, as the main theme conveyed, the journey of growing up, is your own personal exclusive journey. This personal involvement is due to the narration of the poem from the second-person viewpoint. This is shown through the excessive use of the second-person pronoun You. By using this narration style, the experience of the young poet is made universal and common. We can all be subjected to her experiences of growing up from the second-person narrative perspective. Although the reader finds it easy enough to face the poets experiences, Mrs. Tilscher feels that she should have no influence in the young childs journey of growing up, and that such a journey should proceed at the persons own pace. When the child asks the teacher about how she was born, Mrs. Tilscher smiled, then turned away. Mrs. Tilscher may have believed that the poet would learn in her own time, but the poet nevertheless encourages the reader to enter her journey. The poem illustrates two worlds in which the poet resided during her childhood days. The reader is able to capture not only the essence of the classroom, but also the limitless realm of the childs imagination. Both these worlds exist alongside each other agreeably as the classroom is made into a creative place itself due to the influence of Mrs.Tilscher. The foremost apparent world presented by Carol Ann Duffy is the classroom. The classroom conveys images of riches, sweets, colour and joy. However beyond this, the classroom is seen to be a sanctuary. The classroom was a safe house against the world of murder and crime outside, as suggested by the mention of Brady and Hindley of the 1960s. The real world begins to force an entry into the childs reverie as she slowly begins to become conscious of the world outside. This is the first occasion in which the poet shows signs of growing up, which enforces the main theme of the poem. The girl learns that the real world isnt to be trusted. The classroom however is portrayed as a world of its own, not troubled by the likes of such horrific murderers. The fear fades away in the classroom, and along with this so does the little hint of adulthood. She postpones her transition into adulthood for the meantime, as the poet shows us by using a child-like image after the allusion: Brady and Hindley faded, like the faint uneasy smudge of a mistake. This second component to the sentence indirectly illustrates the use of a pencil, and the occurrence of silly mistakes. It is because of this implication that the poet moves back into the state of childhood. The growth of the poet is exemplified in this classroom world, and therefore this world is very significant to the theme. Conversely, on a more abstract plane, the poem portrays another world within the childs mind. A whole world of imagination and vision. The poet expresses that she could travel up the Blue Nile with your finger tracing the route. The poet is tracing her finger down the Nile, and is in her imaginative world of Egypt. On the other hand, in reality the teacher is demonstrating sketch maps on the board. The word within the poem, which establishes both worlds within and without, is a metaphor on its own. The word travel is the single metaphor, which suggests that the poet is on a journey within her mind, when actually she is stationary within her school seat. The poet also conveys the main theme in this imaginative world, as the child not only travels with her finger and during her daydream, but she furthermore travels through her journey of growing up. The child is beginning to grow into a great poet, and this is shown through various lines within the poem. A very strong contributor to this idea of the girl growing into a great poet is an example of synaesthesia: The scent of a pencil, slowly carefully shaven. This image appeals to all of the senses at once, and incorporates kinetic, olfactory, visual and tactile aspects. This line shows how the poet carefully shaved her pencil, just in the same way she carefully crafts sentences. This is extended even further by the link made between the writing tool and the writing process. The child poet is even able to link this image full of senses to the main theme of growing up. The act of the girl carefully shaving the pencil, symbolises how she is shaving or peeling off her childhood as she makes the transition into adulthood. The poet gradually conveys to the reader that there are two states of growth within the poem, and that the girl is maturing both into adolescence and into a mind of an exceptional poet. The last stanza of the poem focuses the atmosphere and the attitude of the poet into an uninviting overcast, but also centers in on the theme. It illustrates the feverish month of July, oppressed by the summer and heat. Alongside this are the hormones of the child, felt almost within the air. These hormones amplify the effect of the afflicting heat. The air also tasted of electricity, which conveys the anticipation of summer thunderstorms due to the heavy air. However electricity also relates with the hormones to suggest that the child will spark at random times and also that the growth of the child is full of charge, energy and excitement. Further along, the use of the phrase a tangible alarm portrays an almost touchable fear within the air. This fear made the girl fractious under the sexy sky. This expresses to the reader that the girl had many sudden outbursts of anger due to her hormones. These hormones influence her thoughts and are the causes behind the poet using the term sexy to describe the sky. The last line of the poem communicates how this adolescent phase is like a thunderstorm. The thunderstorm represents her feelings of puberty, as she feels as though the whole world is coming down on her, just as in a thunderstorm. The lightning of a thunderstorm also links to the connotations of the electricity. The lightning of the thunderstorm could symbolize the mood swings awaiting the child. The lightning also illustrates the fact that there is an unsettlement within the child, as if an electric current was continually running through her. The rain of a thunderstorm conveys the downpour of gloom upon the child throughout the hard times to come. On an overall view the experience of puberty and growing up is just a phase and in time will pass. Soon the child will be entirely in adulthood. Likewise the thunderstorm is just an unpleasant phase in the sequence of weather and in time shall pass. Before long the sun will overpower such a ghastly occurrence of weather. Overall, In Mrs.Tilschers Class by Carol Ann Duffy is a poem which allows the reader to personally identify themselves with the poet. The poem is contrastive between the stanzas and thus the poet is able to isolate the main idea. Two worlds are created expressing the wonders of the classroom, but also illustrating the unconstrained world of the girls imagination. Through these two worlds we see signs of the girl growing into a great poet. However the most essential idea of the poem is the theme of growing up and maturing. It is a journey through adolescence: You ran through the gates, impatient to be grown.

Do objects exist independent of the mind?

Do objects exist independent of the mind? This essay will investigate the question of whether mind independent objects exist according to John Locke and George Berkeley. John Locke reasons that objects do exist independently of our mind but this is not without some caveat. George Berkeley on the other hand argues that no material substances exist other than ideas or perceptions in our minds. Hence there are no mind independent objects. I will argue that John Lockes reasoning is actually stronger than Berkeleys and therefore the case for mind independent objects existing is coincidentally stronger as well. Lockes argument in support is that we can be sure of the limits of our knowledge of their existence because of the ideas we obtain from our senses. I will firstly detail how Lockes reasoning supports this contention. Secondly I will explore Berkeleys claim which denies that any form of material substance and hence mind independent objects do not exist independently. I will argue that Berkeleys claim fails because of inadequacies raised during his rejection of Lockes argument. Berkeley relies on an appeal to the supernatural (e.g. God) to counter the universal proposition that he inevitably draws himself into with the existence of other minds in external human bodies and in his contention that external objects only exist as ideas in the mind. Locke adopts a pragmatic approach to this inquiry because he uses the senses in a practical everyday way to assess the degree of certainty of knowledge. Importantly, Locke accepts the limitations of human knowledge which then defines the inquiry question of what level of certainty there is for the existence of external objects (Bennett, 2007). Locke says that an idea is; whatever is the object of the understanding when a man thinks (Bennett 2007 p2). This is an important definition because it suggests an idea to be more than just a representation of an external object. What Locke alludes to here is that we have a cognitive ability to obtain knowledge of the external world through a relationship in our mind between simple (sensations from experience) and complex (abstracted from particular to universal principles) ideas and are thus able to pass judgement (subjective) about the certainty of that knowledge. Locke states that; Knowledge, then, seems to me to be nothing but the perception of the connection and agreement, or disagreement and incompatibility, of any of our ideas. That is all it is (Bennett, 2007, p196). So knowledge then becomes the outcome of complex ideas created in our mind from sensations. The mind has no innate ideas and starts out as a tabula rasa (or blank sheet) but with mental faculties which thus enable the creation of ideas from experiences of the external world (Bennett, 2007). This is not unproblematic though because it raises the question of exactly which faculties are then innate. However, the ideas created come into being from when a person first has sensations. Locke says that: Since there appear not to be any ideas in the mind before the senses have conveyed any in, I think that ideas in the understanding arise at the same time as sensation (Bennett, 2007 p22). These ideas fashioning our knowledge are thus derived from our experience. They are also built upon the immediate impression of external objects in our mind through our senses. More complex and abstract concepts result from our own introspection. Locke then talks about three types of knowledge which are important in our understanding of the certainty of the existence mind independent objects. He claims that these three types of knowledge are; 1. Intuitive Knowledge which is the immediate agreement or disagreement between ideas without an intervention of other ideas; 2. Demonstrative Knowledge which does not immediately perceive the agreement or disagreement of ideas. It therefore brings into itself more ideas and creating complex ideas thus calling it reasoning; 3. Sensitive Knowledge which is knowledge gained through the senses (Bennett, 2007 p22). Sensitive knowledge is the key element of his claim that external objects exist independent of the mind. Whilst it is readily conceded by Locke that sensitive knowledge is not as certain as intuitive knowledge or demonstrative knowledge, it nevertheless goes beyond probability (Bennett, 2007, p202). It follows then that the level of certainty in establishing a case for the existence of external objects knowledge using the senses is limited. But I contend that the degree to which it is limited does not discount its use. Locke also asserts that whilst some philosophers question whether external objects exist even though they may have an idea in their mind, there is a degree of evidentness which puts the question beyond doubt (Bennett, 2007, p202). So he postulates that we can feel the sun, notice the difference at night without the sun and appreciate the contrast between a dream and an idea coming into our mind through the senses (Bennett, 2007, p202). So for all practical purposes, I contend along with Locke that this is all we need to establish a high level of certainty about the existence of mind-independent objects. This is not to say, that his logic is not without some openings for criticism such as the probabilistic certainty of sensitive knowledge. However I argue that the strength of Lockes reasoning for the existence of mind independent objects lies in its pragmatic simplicity. If we have the idea that something exists independently of our mind and we confirm this with our senses, then it is highly probable that it does exist independently of our mind. If we have the idea that the ground we walk upon is solid, then the idea comes from our experience of solid ground through our walking upon it. Using Lockes reasoning then, the idea of solid ground (as a mind independent object) can be held to be certain; to the limit that sensitive knowledge allows. In contrast to Locke, one can postulate as does George Berkeley, that material substances (and hence mind independent objects) do not exist. In his inquiry, scepticism surfaces amidst the proposition that we think only about the idea and not the actual external object. This scepticism charges the materialism of Locke for example, with implying that it leads to disavowing God (Downing, 2011). This aspect of Berkeleys rejection of Lockes materialist conceptions of the existence of external objects is also a key element of my rejection of Berkeleys Idealism. Berkeleys main argument for the mind independent objects not existing is structured thus; That we perceive ordinary objects and I wouldnt have known them if I hadnt perceived them by my senses; Things perceived by the senses are immediately perceived; and Things that are immediately perceived are ideas; and Ideas cant exist outside the mind. So it follows that; The existence of things I perceive by my senses consists in being perceived. When they are actually perceived [the existence of things], therefore, there can be no doubt about their existence (Berkeley P41). Unfolding what Berkeley means by this hinges upon his use of the word perceive. If the definition of perceiving is to become aware of something through the senses, then it seems that what Berkeley is saying is that we can have knowledge of the existence of external objects. But in fact that is not what he is saying. In #1, #2, #3 #4 he is arguing that our perception or awareness of ordinary objects (external) is based upon the use of our senses creating ideas which can then only exist in our minds. Premise #5 makes his argument look remarkably circular but I will grant that it isnt for this purpose. What he is saying is that external objects only exist because we are able to be aware of them. His conclusion at #6 reiterates the thrust of his claim that when we are made aware of external objects by our senses, then we cannot doubt their existence. He does not mean the external object. He means the idea of the external object. So, if the external object is not a representation and it is not anything other than an idea brought about by a perception or awareness through the senses, how is it that we come by the idea of knowledge of the external world? And more so, how is it that when we are not present or are denied our senses for any reason, that other people continue to experience the external world. Berkeley answers this by saying that When I say that sensible things [external objects] cant exist out of the mind, I dont mean my mind in particular, but all minds. Now, they clearly have an existence exterior to my mind, since I find by experience that they are independent of it (Berkeley p42). I argue here that this sentence inherently disrupts Berkeleys claim that there are no mind independent objects. How is it that there can be other independent minds (assuming them to be within external human bodies) which have an existence exterior to his and which perceive external objects whilst Berkeley is say, asleep? How is it that they are not considered to be external mind independent objects? There must be some other explanation. So Berkeley finds himself having to refer to the supernatural deity for relief; God. There is therefore some other mind in which they [external objects] exist during the intervals between the times when I perceive them; à ¢Ã¢â€š ¬Ã‚ ¦.. it necessarily follows that there is an omnipresent, eternal Mind which knows and comprehends all things and lets us experience them in a certain manner (Berkeley p42). In my assessment this appeal to the omnipotence of God diminishes Berkeleys argument dramatically. It is not a question of having or not having a belief in God. It is about establishing a level of certainty that the external world exists independently of our mind. In contrast to Lockes argument which allows for a probabilistic consideration about the certainty of knowledge; Berkeley simply refutes the external mind independent world and fills the void he creates with that of a supernatural deity. It is contextually understandable but I argue that it severely reduces the plausibility and explanatory power of his claim that mind independent objects do not exist. This essay has argued that Lockes assertions about the existence of mind independent objects are stronger than Berkeleys claim that no mind independent objects exist and to this I offer my support. Lockes probabilistic approach to sensitive knowledge assists him to overcome the vicarious connections between the mind and the external world. This is not without its problems though as I have discussed in the paper. Locke struggles with innateness of ideas and faculties along with proving the level of certainty against a measure of probability. In contrast, Berkeley simply rejects mind independent objects outright, which leaves him with the problem of how to then deal with the issue of other minds and human bodies. To this he simply defers to a supernatural deity in God. This I contend creates a most significant weakness in his argument and causes me to reject it. ConAgra Foods, Inc: Economic Analysis ConAgra Foods, Inc: Economic Analysis Author: Artem Zaiets(36981) Summary This paper’s purpose is to look through and analyze the activities of ConAgra Foods within food processing industry. It will touch the areas of the financing of the company as well as those of the business strategies and compare the company’s major competitors’ operations over the past 5 years. The statistics will also project the expected future growth under the rate of 5% over a 3 year period and look at the sensitivity analysis. Using the projected data, this paper will also show the internal growth rate of the company as well as the external funds required for the future. Introduction ConAgra Foods, Inc. is an American packaged foods company that is located in Omaha, Nebraska that was founded a whole century ago in 1919. The company produces and sells products under 27 different brand names, most of which are popular and known only within the North America. Some of ConAgras major brands include Hunts, Healthy Choice, Marie Callenders, Orville Redenbacher, Slim Jim (snack food), Reddi-wip, Egg Beaters, Hebrew National, P. F. Changs, and Bertolli ready meals. The products of the company diverse from cooking oil to hot dogs, frozen dinners, peanut butter, hot cocoa and many more. As was mentioned earlier, the company’s brands are known mostly in North American, including Canada, the U.S. and Mexico, nevertheless, the company still competes with European and Asian packaging food companies in the market and holds a quite strong position in the list. Financial Strategy There are many tools and ratios that can be useful in order to find out a firm’s financing strategy over a course of period. In this passage, I will be discussing 3 of them: debt to equity ratio, payout ratio and retained earnings during the period from 2010 to 2014, and will compare them with other major competitors that the company has in the food processing industry. The first tool that will be used is debt to equity ratio. This ratio indicates the proportion of equity and debt that a company uses to finance its assets to know whether it is conducting a riskier but more profitable business or vice versa. From the chart we can observe the comparison of this ratio with 2 other industry-related companies (Appendix Table 1). As can be seen from the chart, over the course of these 5 years, the ratio for ConAgra Foods, Inc. jumped drastically from 0.7862 to 1.752 in December 31st of year 2013. This can be explained by the fact that the company decided that it did not have sufficient revenue in order to operate further, and as was mentioned earlier the higher the ratio is, the more risk the company takes but the more money it receives as a turn-over at the same time. We can observe the same situation with Kraft Foods, an American company which was founded in year 2012 as a grocery manufacturing and processing conglomerate. A new company has relatively à ¢â‚¬Ëœless’ to lose than an older one, especially when a company such as ConAgra Foods is nearly 100 years old. Indeed, in the short run, according to microeconomic rules of companies, the latter need to have as much revenue as possible in order to operate in the long run. That is why the ratio for the second company is relatively high. As for Nestle which was founded in year 1905 and that is headquartered in Switzerland, we can observer that the situation is rather more stable compared to the 2 other companies. In year 2012, it reached a maximum of 0.4494 ratio in debt to equity which is quite low considering this industry is capital-intensive. The payout ratio, on the other hand, shows the amount of dividends per share to earnings per share that a company makes. For investors, the ratio can show whether the company’s dividend payments seem to be appropriate and sustainable or whether the company’s paying out more than it can sustain. New and-or fast growing companies usually focus on re-investing their earnings so the business can grow, and as a result, tend to have lower dividend payout ratios. Conversely, larger companies usually have a higher payout ratio. Let us analyze the data from Table 2 (Appendix Table 2). ConAgra Foods company’s payout ratio during the period of 2010 to 2011 has been always higher than 40%, and in 2012 even reached 84.8%. This shows that the company decided to increase the relations with their shareholders, or increase the amount of people contributing to the company by having a more attractive dividend payment. As for the new company Kraft Foods, in 2012 the ratio was at 18.2% which is not surprising. However, the company in the next year decided to increase the dividend payments to 48.2%. The reasons may be the same as ConAgra Foods company’s and also that the company does not have much operating cost at this stage. Nestle in years 2010 to 2011 was quite low, but increased to a reasonable amount in the next years. Yet another tool can be used in defining a company’s financial strategy and it is the retained earnings. Retained earnings are usually used to pay off debts and/or gain additional assets (Appendix Table 3). Table shows the relationship between the retained earnings with long-term, short-term debts, as well as non-current assets and stockholders’ equity for ConAgra Foods company. The short-term debt in the company is kept relatively low at all times in the company, which shows that it spends its earnings to keep them down. Non-current assets, however, get increased by twice as much in year 2013. The explanation for this may be that the company decided to increase investments for its many brands recognition, as well as some new equipment. 1.2. The relationship between the financing strategy and the business strategy Since ConAgra Foods, Inc. has so many brands under its name, a wise strategy for the company would be to increase their investments on those brands that have the highest potential, make them more recognizable around the U.S. The company has, therefore, undertaken a few financial actions that would reflect on their business operations. An example of that is the dividend action. The dividend continues to represent one of the highest payout levels among consumer food companies today. As was shown earlier in the chart with the payout ratios of the company and its competitors, we could indeed see that the ratio was the highest for ConAgra Foods, Inc. Restructuring charges is the next strategy that the company recently implemented. The balance of this charge will reflect upon the volatile and non-volatile costs relating to the implementation of restructuring activities, including programs designed to reduce the company’s ongoing operating costs. In other words, the company also focu ses on reducing operating costs. This does make sense, knowing that this industry is quite capital-intensive. The company also announced plans to divest its seafood and domestic imported cheese businesses. 1.3. Internal Growth Rate The internal growth rate of a company illustrates the highest level of growth which is achievable by the company without obtaining external financing. The formula for calculating the growth rate is as following: IGR = Plowback ratio Ãâ€" return on equity Ãâ€" . The plowback ratio is simply 1 subtracted by the payout ratio (1 – payout ratio), and the return on equity is the net income divided by the shareholders’ equity (ROE = ). Using the latest financial data of the company for year 2014, we get that IGR = (1 – 0.527) Ãâ€" Ãâ€" =0.473Ãâ€"0.058Ãâ€"0.272=0.00746 or roughly 0.75%. A conclusion of this is that without external financing, the growth rate of the company is mediocre. In case of any questions considering number (Appendix B Balance sheet of the company). 2.1. ConAgra Foods spreadsheet Assumed growth rate 0,05 Comments Comments Income statement 2014 2015 2016 2017 Revenue 17 702 600 18 587 730 19 517 117 20 492 972 5% increase Cost of goods sold 13 980 000 60,4% of sales 14 679 000 15 412 950 16 183 598 5% increase EBIT 955 400 1 003 170 1 053 329 1 105 995 5% increase Interest expense 379 000 379 000 379 000 379 000 Earnings before taxes 576 400 EBIT-I.expense 624 170 674 329 726 995 Taxes 298 000 51,7% of EBT 322 696 348 628 375 856 Net income 315 100 EBIT I.expense taxes 301 474 325 701 351 139 Dividents 166 057 Payout ratio = 0,527 158 877 171 644 185 050 Reatined earnings 149 043 Net income-dividents 142 597 154 056 166 089 Balance sheet Assets Net working capital 1 588 400 1 667 820 1 751 211 1 838 772 5% increase Fixed assets 15 123 600 15 879 780 16 673 769 17 507 457 5% increase Total assets 16 724 000 17 547 600 18 424 980 19 346 229 Equity and liabilities Long-term debt 8 767 600 8 767 600 8 767 600 8 767 600 Shareholders equity 5 258 500 5 401 097 5 555 154 5 721 242 Increase due to Retained earnings Other liabilities 2 601 200 2 601 200 2 601 200 2 601 200 Minority interest 96 700 96 700 96 700 96 700 Total liability and s.equity 16 724 300 Equal to total assets 16 866 597 17 020 654 17 186 742 Required external finance 0 681 003 1 404 326 2 159 487 Total assets Total liab. and s.equity From this table we can observe how much external finance company needed to maintain future growth. It means that company will either sell equity or borrow debt to obtain extra cash for future growth. Required external finance was calculated, simply, by subtracting future total assets from future total liabilities and shareholders’ equity. In case of any questions considering number (Appendix B Balance sheet of the company). Appendix A 2.1. Financing strategy Table 1 DEBT TO EQUITY 2010 2011 2012 2013 2014 ConAgra Foods (CAG) 0.6543 0.6183 0.7862 1.752 1.522 Kraft Foods (KRFT) N/A 0.0021 2.79 1.924 2.298 Nestle (NSRGY) 0.3249 0.3928 0.4494 0.3475 0.3024 The numbers were taken from December 31st of each consecutive year. Table 2 PAYOUT, % 2010 2011 2012 2013 2014 ConAgra Foods (CAG) 43 46.8 84.8 82.1 52.7 Kraft Foods (KRFT) N/A N/A 18.2 48.2 53.1 Nestle (NSRGY) 17 18.5 60.6 72.2 47.5 Table 3 Year 2010 2011 2012 2013 2014 Retained Earnings 4417 4854 4765 5130 5011 Short-term Debt 261 364 78 703 226 Long-term Debt 3226 2870 2859 8887 8768 Non-current Assets 7778 7509 8223 16026 15136 Stockholders Equity 4924 4702 4440 5264 5259 Appendix B 1.3. Internal growth rate; 2.1. ConAgra Foods spreadsheet Balance sheet of the company 2014 Assets Current Assets Cash And Cash Equivalents 183,100 Net Receivables 1,393,200 Inventory 2,292,600 Other Current Assets 361,900 Total Current Assets 4,230,800 Property Plant and Equipment 3,822,800 Goodwill 7,836,500 Intangible Assets 3,205,800 Other Assets 270,500 Total Assets 19,366,400 Liabilities Current Liabilities Accounts Payable 2,416,400 Short/Current Long Term Debt 226,000 Total Current Liabilities 2,642,400 Long Term Debt 8,767,600 Other Liabilities 2,601,200 Minority Interest 96,700 Total Liabilities 14,107,900 Stockholders Equity Common Stock 2,839,700 Retained Earnings 5,010,600 Treasury Stock (3,494,400) Capital Surplus 1,036,900 Other Stockholder Equity -134,3 Total Stockholder Equity 5,258,500 References conagrafoods, (2015).Investor Relations and Investor Information | ConAgra Foods. [online] Available at: http://www.conagrafoods.com/news-room/news-ConAgra-Foods-Announces-Strategy-for-Strengthening-Long-Term-Operating-PerformanceStreamlined-PortfolioIncreased-Marketing-on-Key-BrandsAggressive-Cost-Programs-and-Lower-Dividend-Shape-New-Financial-Profile-1008563 [Accessed 29 Jun. 2015]. Financials.morningstar.com, (2015).Balance Sheet for ConAgra Foods Inc (CAG) from Morningstar.com. [online] Available at: http://financials.morningstar.com/balance-sheet/bs.html?t=CAGregion=usaculture=en-US [Accessed 29 Jun. 2015]. Gurufocus.com, (2015).ConAgra Foods Inc (CAG) Debt to Equity (%). [online] Available at: http://www.gurufocus.com/term/deb2equity/CAG/Debt+to+Equity+%28%25%29/ConAgra+Foods+Inc [Accessed 29 Jun. 2015]. Markets.ft.com, (2015).Nestle SA, NESN:VTX financials FT.com. [online] Available at: http://markets.ft.com/research/Markets/Tearsheets/Financials?s=NESN:VTX [Accessed 29 Jun. 2015]. Finance.yahoo.com, (2015).CAG Balance Sheet | ConAgra Foods, Inc. Common Stoc Stock Yahoo! Finance. [online] Available at: https://finance.yahoo.com/q/bs?s=CAG+Balance+Sheetannual [Accessed 30 Jun. 2015]. Finance.yahoo.com, (2015).CAG Income Statement | ConAgra Foods, Inc. Common Stoc Stock Yahoo! Finance. [online] Available at: https://finance.yahoo.com/q/is?s=CAG+Income+Statementannual [Accessed 30 Jun. 2015].

Free College Admissions Essays: I Screwed Up! :: College Admissions Essays

I Screwed Up! Â   High school is a strange time. After three years of trying to develop identity and friends in middle school, students are expected to mature immediately on the first day of ninth grade, but I never did this. I never fully realized in the earlier grades how important high school success, as measured by GPA, would be to my future life, and as a result I am applying to college with seemingly contradictory measures of my ability to perform college-level work. If I had worked and studied hard rather than hanging out with friends and viewing high school as an opportunity to socialize, I would not have to apply to school with a 1300 SAT and a 2.7 GPA. Had I taken my grades in my earlier years seriously, I could have been a college's dream candidate. Â   This year I have made an earnest effort to improve my work ethic. My grade point average is rising and my study habits are improving. However, after performing poorly for three years, my GPA cannot reflect the transformation I underwent at the start of this year. Dedicated to making something of myself, I finally matured and am now trying to lessen the consequences of my past actions. Armed with my new attitude and my understanding of the extreme importance of earning good grades to signal my capacity to work responsibly, I assure you that I will never revert to the student I once was. Â   In retrospect, I believe that it was my inability to choose my classes that resulted in my lack of enthusiasm on the ride to school each morning. I enjoy the freedom to pursue my own interests and anxiously anticipate the ability to choose my own class schedule in college. While I understand that college will be significantly more challenging than high school, I have always found it easier to study for a class that interests me. I am also willing to accept the fact that as long as I am in school, I will be forced to take required courses that I might be less than enthusiastic about. However, with my new goal-oriented nature, I realize that I am working towards my college degree and my future success, and I have regained the drive to excel. Moreover, I now realize the emptiness in the lives of people who can only do one thing well.

China and Western Religious Beliefs Essay

In the early human social, Religious includes world explanation, judicial, moral cultivation and mental comfort, and other functions. In modern society, science and judicial have separated from some religious, but the moral training and mental comfort function will continue to exist. Religion’s belief systems and social groups are an important part of human thought culture and social form. 1.1 The History of Christianity The History of Christianity is the study of the religion started by a Jewish prophet from Nazareth named Jesus. Christianity would grow into one of the world’s major religions, impacting all other religions and changing the course of human history. Christian history mainly concerns the Christian religion and Church, up to contemporary times and denominations. Christianity differs most significantly from the other Abrahamic religions in its claim that Jesus Christ is God the Son. The vast majority of Christians believe in a triune God consisting of three unified and distinct persons: Father, Son and the Holy Spirit. Throughout its history, the religion has weathered schisms and theological disputes that have resulted in many distinct churches. The largest branches of Christianity are the Roman Catholic Church, the Eastern Orthodox Church and the Protestant Churches. Christianity began spreading initially from Jerusalem, and then throughout the Near East, ultimately becoming the state religion of Armenia in 301 , of Ethiopia in 325,of Georgia in 337, and then the State church of the Roman Empire in 380. Becoming common to all of Europe in the Middle Ages, it expanded throughout the world during Europe’s Age of Exploration. Christianity has thus become the world’s largest religion. 1.2 The History of china religious Confucianism, also known as Confucianism, the Confucian doctrine, otherwise known as Confucianism, but does not refer to religion. Confucius as the master of Confucianism, so there is called Confucianis. Confucian classics formed in times of Confucius, but in different age the interpretation of Confucian classics are very different, so it is difficult get a comprehensive define to the Confucian. Essence of Confucianism can be said of social ethics and social management, ethics, or religious interpretation, but not the religion. Ming and Qing dynasties look the Neo-Confucianism that formed in Song Dynasty as official theory so the Neo-Confucianism has spread as mainstream of Confucianism. Comparison between Chinese and English religious beliefs 2.1 The Similarities They have the same background, the Christian was created When the Jews were ruled by The Roman Empire, Jews look forward to a person just like the farseer said who can take them moving towards freedom. While China, Confucianism and Taoism are created when the people were suffering in pain during the Warring States period, 2.2 The Differences 1. Separation of Man and God in Western religions and unity of that in China original sin is the foundation of Christian theory and practice . Because human ancestors, Adam and eva had sinned, corrupt moral invaded their body, and Transmitted to their descendants, the result is men are guilty, all mankind have sin. because of this people are bound to die, and will were punished in all their life. We can see from the original sin all things of Christianity are classified into two worlds: the human world and God’s world. Person’s world is a world separated from God, and human’s world depends on God’s world, so everything is the communication between the two worlds and its results. Obviously, Christianity preached that man and God, the separation of man and nature. While Chinese religion would emphasize that the harmony between man and nature, issues of life within a confined themselves, to solve problems with people- oriented. 2. Monotheism of western religions and pluralism of China religions Christianity is a strictly monotheistic, think that there only have one master of the universe that is God. According to predetermined level of order and purpose God arrange things of the universe. God as God, but also the Father, Son and Holy Spirit. Starting this belief, the Christian establish a complete doctrine including Doctrine of God, creationism, human nature, original sin of Christ on, Salvation. Understanding the knowledge and stories of â€Å"Bible† is a very important part of the western cultural training. Therefore after the formation of Christianity it gradually established a fixed, unified values ​​and outlook on life. Those are met with the religious teaching, whether the regulation or the modern thoughts can not be divorced from the relationship with this religious. In practice, Christianity also starting from system to establish unified church organization such as church in urban and rural areas for christians to pray. China’s religious has given people great freedom, so that people can hold religious sentiment in their hearts. Therefore, the God most Chinese people worship is not uniform. Most Chinese people do not belong to a religious organization, however, are more or less exist a unified spirit from Confucianism Buddhism and Taoism. The religious traditions in China, Confucianism has constituted the soul of Chinese culture in the long course of historical development. Many thinkers and politicians in China are based on the Confucian sense of responsibility to pursue truth, to maintain the orthodox and the implementation of reforms. On the other hand, in addition to Confucianism, Buddhism and Taoism, the Chinese folk religion and worship of God is also very much prosperity and universal, various gods are the object that believers worship incense. the strong contrast between the conceptual life and practical life resulted in the loss of religious values ​​and alienation in China, and also led to the emergence and spread of a variety of primitive superstitious beliefs and event. It caused abnormal development of the spiritual life, so that a heavy burden put on the reality of Chinese culture, many people have a spiritual emptiness

Are Viruses Alive Essays - Virology, Virus, Non-cellular Life

Are Viruses Alive Essays - Virology, Virus, Non-cellular Life Are Viruses Alive Are Viruses Alive? By Bo Howes The word virus means poi-son in Latin. Viruses are submicro-scopic intracellular parasites that consist of either RNA or DNA, and a protective coat of protein. It has caused countless diseases in vari-ous organisms. The term virus was first used in the 1890s to describe agents that caused diseases that were smaller than bacteria. The ex-istence of viruses was established in 1892, when Russian scientist Dimity I. Ivanovsky discovered microscopic particles later known as the tobacco mosaic virus. Over the years, scientists have debated whether viruses are alive. Some scientists argue that the virus is lifeless. On the other hand, other scientists argue that viruses are lifeforms and should be classified into a kingdom. However, many sci-entists have agreed that things must have seven characteristics of life to be considered alive. The character-istics of life are all living things are composed of cells, all organisms are organized at cellular and molecular levels, energy use, and response to the environment, growth, reproduc-tion, and adaptation. From research and observa-tion, scientists have found that vi-ruses can perform some of the life processes. They found that viruses have organization, the ability to re-produce, and adaptations. First, they found that viruses are generally organized and composed of a nu-cleic acid core, either RNA or DNA, surrounded by protein. Next, they found that viruses could reproduce. It does not reproduce by sexual or asexual production, but by injecting its genetic material into the nucleus of a living cell. Finally, they found out that viruses have adaptations. They have the ability to mutate into different strains to resist man-made drugs. In short, these are some views and facts about the virus. To this day, scientists are still fiercely debating whether viruses are alive. Should we consider them alive since they perform some life processes or simply consider them lifeless?