Discuss the idea of innocence and experience in Mansfield’s work. Essay

Discuss the idea of innocence and vex in Mansfields work.The ideas of innocence and experience are frequent themes that come upin Mansfields stories. These ideas often come across in themes suchas loss of sexual innocence The Little Governess loss ofinnocence through awareness of mortality and death The GardenParty, Her First Ball. Themes of aging and gaining of experienceas time passes are also suggested. The woman in The Woman at theStore, we can that she has already lost her innocence, whereas in theother stories we see the point where characters have lost theirinnocence. The Little Governess is about a young, inexperienced and openwoman who gets sexually exploited in a world full of old men withtwitching knees. Connotations of the title already suggest that sheis a nave girl with no experience. She is described as the littlegoverness suggesting she is a nave, innocent, vulnerable girl whois diminutive with no experience. Also, people that becamegovernesses in those times we re unremarkably bright but inexperiencedmiddle class women. The typical language she uses sets up herinnocence and naivety. Use of German and French dialect expressionshighlights the novelty of European travel for the governess and herinnocence and naivety .She is described as quite white, with biground eyes, long lashes, soft beauty, these descriptions againemphasize how young and innocent she is. Use of foreshadowing is used to develop themes and is quite obviousregarding loss of sexual innocence. There is foreshadowing at thestart I unendingly tell my girls that its better to mistrust people atfirst rather than trust them, this sets up the atmosphere and giv... ...body suggests she may be envious of him, as heno longer has to worry about anything What did garden partiesmatterto him? He was far from all those things. It may also suggest herchildish softness to accept the finality of death and wants to viewit as sleep sleeping so soundly. At this point, Laura has a partialreal isation of deaths seriousness. She sees the reality of death,but is unsure of what to do with her new knowledge.The ideas of innocence and experience are reoccurring themesthroughout Mansfields stories. We come to realize that human emotion and experience is universal,regardless of class distinction. We cannot escape death due to ourmortality, thus we must all accept it. Everyone grows to become moreexperienced over time plane though Mansfield sees the loss of innocenceand the gain of new experience as a negative process.

Julius Caesar Comparsion :: essays research papers

Many of the problems that Julius Caesar faced during his rule are still problems that the world still faces today. In William Shakespeares Julius Caesar the problems are clearly evident. The main problem is the inherit distrust in people of government that is caused by unstable governments. One relationship between the PRI in Mexico and the Government of J.C. is that the people might think that they are running the government but they actually are not. For example in Mexico the PRI appoints every political offices and nominations. The identical event happened in J.C. Brutus did not like the way J.C. was ruling things and was afraid that he was going to take the crown. Brutus and some other friends planed a conspiracy and assassinate J.C. That ties in to Mexicos dilemma because the people like having J.C. ruling but Brutus did not care ab proscribed the people. That is happing in Mexico too the PRI is just looking out to help out them selfs they dont care about the well fare of the people.One other relationship is that Brutus portrays the PRI in a way that the PRI does not care about the way the government is functioning now. Brutus bequeath turn it upside down I a second to prove and make it they way he wants. When Brutus killed Caesar it disorganized the government until the war over and Mark Anthony took over. When a country has a civil war it creates a real vonerable time for the country, when Mark Anthony and Brutus split up the Roman Empire for a civil war it left Rome extremely defenseless. Any hulky county could reek havoc over Rome which just had there favorite leader assassinated by a trusted general with a slew of honor. The same event is happing right now in Mexico the peso is dropping every day and for the past twenty years the president has promising that they will stop existence a third world country. As you can see having trust in a leader is vital to the well being of a county, do you think if the citizens knew that there president would not get them out of being a third world county they would have chosen them. Of cover not, but Mexico also has some other problems like corruption a lot of the political stuff that happens in Mexico is under the table.

Induced Molting of Layer Birds Essay -- Animals Papers

Induced Molting of Layer BirdsInduced molting of layer birds is a practice through for economical benefits. These birds atomic number 18 put under great stress, which should not be allowed. Further studies of humane induced molting techniques should be done to replace those that are currently used and inhumane. In nature birds undergo natural molting. During a year birds will replace all of their feather to verify a good plumage, this usually occurs at the beginning of winter when birds do not have chicks. They can concentrate their energies to stay warm and to grow tonic feathers. (Animal Protection Institute, 1998) However, there also is induced molting, which is done by human influence. The later is practiced by 60% - 70% of the layer industry, so that a second cycle of put flocks is achieved. (Macri et al., 1998)Induced molting occurs when the birds organism is stressed by some source that alters their environment. The most common are lack of food and water, decrease of light, and change in diet. Food withdrawal can be up to 10 days and of water up to 2 days. The change in diet usually is a low calcium, or low sodium and also feeding a diet high in dietary zinc. All of these methods can be done separately or in any combination with each other. (Alodan and Mashaly, 1998).At the end of every laying cycle, egg tonus and production are decreased. This is when induced molting is imposed to give a rest to the birds. After the rest period egg quality and production are increased when compared to the pre-molting period. There are several improvements to the egg at the post-molt period there is a better egg size, shell quality, upcountry egg quality and rate of egg production. (Alodan and Mashaly, 1998)... ...on Caused by Salmonella Enteritidis. Tektran, United States segment of Agriculture, Agrucultural Research Service (12/18/1998). Last visited on 09/09/2001 at http//www.nal.usda.gov/ttic/tektran/data/000007/07/0000070701.htmlPoultry.org, a Farm Sanctuary Campaign. Forced Molting of Laying Birds Last visited on 09/09/2001 at http//www.poultry.org/molting.htmRuszler, Paul L. The Keys to Successful Induced Molting of Leghorn-type Hens Extension Poultry Scientist, Department of Animal and Poultry Sciences, Virginia Tech, Virginia State Univerty. Publication Number 408-026, January 1997. Last visited on 09/09/2001 at http//www.ext.vt.edu/pubs/poultry/408-026/408-026.htmlTOCSummer/Fall 1998 Poultry Press Balancing economic science and Evil Induced Molting. Last visited on 09/22/2001 at http//www.upc-online.org/summer98/molting_econ_and_evil.htmltop

All the Pretty Horses Essay -- essays papers

All the Pretty Horses John Grady Cole, the last in a long line of west Texas ranchers, is, at sixteen, poised on the sorrowful, painful edge of manhood. When he realizes the only life he has ever known is fade into the past and that cowboys are as doomed as the Comanche who came before them, he leaves on a dangerous and harrowing journey into the beautiful and utterly external world that is Mexico. In the guise of a classic Western, All the Pretty Horses is at its heart a lyrical and elegiac coming-of-age story ab appear love, friendship, and subjection that will leave John Grady, and the reader, changed forever. When his mother decides to sell the cattle ranch he has grown up working, John Grady Cole and his friend Lacey Rawlins set out on horseback for Mexico, a land free of the fences and highways that have begun to invade west Texas, a land where the boys are not able to read the flavor in a mans eye. As they approach the Rio Grande, they are joined by the youthful and my sterious Jimmy Blevins, whose fine horse, hot-blooded temper, and talent with a side arm are as certain...

College And Sleeping :: essays research papers

Are you curious if those all in all night cram study hours ar working? I bet your wondering if they argon actually helping or hurting your midterm grade? Im sure all of us have spent an all nighter studying for that Chemistry or Economics exam that you alone have to do well on because its 50 percent of your grade. Not only are you studying so hard for that A+, but your mental well-being. We all feel pressured to do well in college for many reasons. For that high paying job were promised if we graduate from a top- nonch school or what about the assumption that you will have a better future. And for those of you whose parents are paying thousands of dollars for tuition, wouldnt want to let mom or dad down. The answer is here. June J. Pilcher conducted a study of whether snooze deprivation affects your ability of acing that test if you just would have went to bed earlier.June J. Pilcher published an article How pause Deprivation Affects Psychological Variables Related to College S tudents Cognitive Performance, in the Journal of American College Health on November of 1997. instinctive sleep deprivation is a common occurrence for many collge students, who often partially deprive themselves of sleep during the week and compensate by increasing their sleep time over the weekend. This pattern of sleep deprivation and rebound becomes more pronounced around examination periods, sometimes resulting in 24 to 48 hours of sleep deprivation. By depriving themselves of sleep, college students are not only increasing their feelings of sleepiness during the day, thus decreasing their ability to pay attention in class, but are similarly negatively affecting their ability to perform on exams.The effect of sleep deprivation on psychological variable associated with performance, such as self-reported estimates of attention, endeavour, and performance, have not been thoroughly investigated. Few studies have examined perceived effort and performance, and the results from those studies have often been contradictory. For example, some researchers have suggested that sleep deprivation may affect the willingness of the individual to dress forth the effort to perform well on a task more than the actual ability of the individual to perform.By contrast, other researchers have think that people may realize a decrease in performance levels following sleep deprivation and attempt to overcome this by increasing their effort . However other studies have shown that a perceived increase in effort does not appear to overcome the harmful effects of sleep deprivation.

College And Sleeping :: essays research papers

Are you curious if those all night cram study hours ar working? I bet your wondering if they are actually helping or hurting your midterm grade? Im sure all of us take a shit spent an all nighter studying for that Chemistry or Economics exam that you just have to do well on because its 50 percent of your grade. not only are you studying so hard for that A+, but your mental well-being. We all feel pressured to do well in college for many reasons. For that broad(prenominal) paying job were promised if we graduate from a top-notch school or what about the assumption that you will have a better future. And for those of you whose parents are paying thousands of dollars for tuition, wouldnt want to let mom or dad down. The answer is here. June J. Pilcher conducted a study of whether sleep passing affects your ability of acing that test if you just would have went to manage earlier.June J. Pilcher published an article How sleep Deprivation Affects Psychological Variables Related to Co llege Students Cognitive Performance, in the Journal of American College Health on November of 1997.Voluntary sleep deprivation is a common occurrence for many collge students, who often partially deprive themselves of sleep during the week and compensate by increasing their sleep time everyplace the weekend. This pattern of sleep deprivation and rebound becomes more pronounced around examination periods, sometimes resulting in 24 to 48 hours of sleep deprivation. By depriving themselves of sleep, college students are not only increasing their feelings of sleepiness during the day, thus decreasing their ability to pay attention in class, but are also negatively impact their ability to perform on exams.The effect of sleep deprivation on psychological variable associated with performance, such as self-reported estimates of attention, parturiency, and performance, have not been thoroughly investigated. few studies have examined perceived effort and performance, and the results from those studies have often been contradictory. For example, some researchers have suggested that sleep deprivation may affect the willingness of the individual to put forth the effort to perform well on a task more than the actual ability of the individual to perform.By contrast, opposite researchers have concluded that people may realize a decrease in performance levels following sleep deprivation and attempt to overcome this by increasing their effort . However other studies have shown that a perceived increase in effort does not appear to overcome the harmful effects of sleep deprivation.

Health Care Delivery Systems Essay

wellness get by delivery musical arrangements refer to the organization of resources, institutions, and people mean to provide health tutelage go to particular populations. Health brasss vary substantially across the world. In fact, the organizational structures and history is unique in each country. Some states have distributed health system planning amongst market stakeholders. On the contrary, other countries have concentrated energy among religious organizations, governments, trade unions and other united institutions to provide organized health finagle services customized to target populations. The objective of this essay is comparing similarities and differences between various international health care systems across the globe. One of the major health care delivery programs in the United States includes group health policy plans. The health system emerged during World War II. The employers began offering employee benefits in the form of affordable health care services to attract the limited labor supply. Since then, many health care reforms implemented in the United States from the 1970s has enhanced this philosophy (Yih, 2010).Currently, US has over 1200 insurance companies that give group health insurance programs. The objective of group insurance plans is providing employees with affordable, high caliber and efficient health care services (Cooper & Taylor, 1994). The Medicare program is another health care delivery system intended for retirees above sixty-five years. The service differs from group health insurance plan in that the beneficiaries are unemployed, and the government pays for the individuals treatment follow. For younger and shorter American citizens below sixty-five years, the government has found Medicaid healthcare delivery system to offer free health check services. Eligible candidates for the Medicaid program include poor individuals that cannot afford the service andnon-beneficiaries of subsidized healthcare systems such a s the group insurance (Cooper & Taylor, 1994). In addition to these methods, the US has a variety of other healthcare systems intended for the uninsured. The programs include the Veterans Administration, military and Native Americans among others.These programs are highly complex since they have varied the reimbursement, underwriting, benefit and eligibility (McCarthy & Schafermeyer, 2007). Canada uses a healthcare delivery program called virtuoso payer system. The intention of establishing the system is ensuring healthcare equality among all the citizens. The coverage of the plan is universal and comprehensive. The provincial governments provide funds for the compulsory medical care use tax money (McCarthy & Schafermeyer, 2007). However, the federal government contributes and controls some(a) of the money the provincial administrations contribute to the citizens healthcare plans. Patients are independent to choose their preferred healthcare provider. Majority of the physicians in Canada have private practices that they charge a fee based on services they provide. Many hospitals are not-for-profit institutions that are managed by legal guardian boards. The modern healthcare delivery system in Canada began in Saskatchewan in the 1950s and then spread to the entire nation by 1966 (Baribault & Cloyd, 1999). Japan provides medical services to every citizen using employer-financed insurance plan. The aim of using employer-based program is controlling the cost of healthcare expenses.The result of the plan is a substantially hygienic nation at one of the most affordable healthcare cost in the world (Yih, 2010). The country has a variety of insurance programs that are funded using various obligatory deductions, patient co-payments, and taxes. Patients have the liberty of choosing their preferred healthcare providers (McCarthy & Schafermeyer, 2007). On the other hand, healthcare delivery providers are compensated using a national rate and formula negotiated by a pa nel composed of citizens, insurers, and providers. The government has set a price limit to control price emergence of policies at a given time. The main benefit of the restricted policy price is equitable memory bother and affordable healthcare program (Baribault & Cloyd, 1999). Japan established its present healthcare program in 1922 as the government believed that a healthy nation was necessary to maintain the nation productive and affluent. Initially, Japan intended the program to serve manual laborers, but the country amended itsconstitution after World War II to make the program compulsory to everyone (Cooper & Taylor, 1994).American healthcare delivery system differs from that in Canada and Japan in that the government has not set healthcare systems price limit. As a result, the healthcare cost varies from one provider to the other. The economic law of demand and supply also determines the cost of healthcare services, which makes American medical care programs among the mos t expensive in the world. In the United States, several doctors are directly employed in public hospitals while many healthcare professionals in Canada have private practices (Baribault & Cloyd, 1999). On the contrary, health care delivery systems in Japan, Canada, and the USA have similarities such as liberty to choose from several healthcare providers. In addition, insurance programs dawdle an essential role in providing affordable healthcare plans to every citizen. Each country also offers fully sponsored or subsidized healthcare services to the extremely poor, army veterans and other specialized group that may not afford to make regular contributions towards the healthcare services (Baribault & Cloyd, 1999).Employers are supposed to deduct some cash from their employees salary, and provide either a hundred or two hundred percent match to the deduction, to pay for healthcare insurance (Cooper & Taylor, 1994). In my view, I would recommend distemper fund healthcare system as it has proven functional in countries such as Germany. Germanys trade guilds established the initial health system in 1883 that the government applied as a model to create the countrys sickness funds. The objective of the system is financing, paying and providing healthcare services. It integrates decision-making and decentralized power with efficient bargaining power that occurs at local, federal and state levels. Germans have solidarity and believe that everyone is entitled to access quality medical services irrespective of their capability to pay, income or employment. Similarly, if other countries in the world can adopt such a healthcare system, everybody would have access to quality healthcare services.Patients covered by the program can access affordable health care services universally (Cooper & Taylor, 1994). Some of the services that sickness fund covers include drugs and dental care services. It also provides young mothers grants, money for purchasing eyeglasses and compensat ion wages when individuals are sick. Since sickness funds do not offer healthcare coverage for some issues,individuals can purchase health insurance plans for the uncovered services. Everybody in Germany is supposed to be a phallus of a sickness fund, except the wealthy persons that can afford private health insurance. I believe the worlds population would have access to quality health care services required for maintaining healthy nations (Baribault & Cloyd, 1999).ReferencesCooper E. & Taylor L. (1994). Comparing Health Care Systems What makes sense for the US? Context Institute. Web, retrieved on January 18, 2015 from http//www.context.org/iclib/ic39/cooptalr/ Baribault, M. & Cloyd, C. (1999). Health Care Systems Three International Comparisons. Ethics of Development in Global Environment. McCarthy, R. L., & Schafermeyer, K. W. (2007). Introduction to health care delivery A primer for pharmacists. Sudbury, Mass Jones and Bartlett. Yih, Y. (2010). handbook of Healthcare Delivery Systems. CRC Press.

Maze Learning

inner ear instruction 1 MAZE LEARNING Ana Iqbal Mirajkar Bahria University BS-04 MAZE LEARNING 2 Abstract This experiment was conducted to reveal the underlying principles of transfer of formulation in internal ear discipline. The aim was to see if transfer of train facilitated snarl instruction. It was assumed that physical exercise of one maze would attend to the chances of transfer in another and that instrumentalists who had prior experience of mazes would perform better. A sample of 56 students was chosen conveniently from Bahria University.All participants performed the self alike(p)(prenominal) experiment on maze A and B, which is they traced a maze twice with the experimenters help, had a break of ten seconds and then had v minutes to find the goal. The results were analyzed using percentages. The findings of the results indicated that practice of one maze assists transfer of training on the other and that participants with prior familiarity had more(prenomin al) successful trials than the ones who did not. Thus, both hypotheses were proved. Key words maze, learning, remembering, cognitive procedure MAZE LEARNING Learning is a relatively permanent change in behavior brought about by experience (Feldman, 2009).Peter Gray, a psychologist, defines learning as any process by dint of which experience at 3 one time thunder mug alter an individuals behavior at a future time. therefrom learning can be anything that brings about a change in ones behaviour, or another definition common to all theories of psychological science would describe simply a stimulus that generates a response(S-? R) (Herbert Terrace). Learning has been an important ara of enquiry in psychology psychologists concur done extensive research on how human beings acquire learning and what factors facilitate learning.One such experiment is done by Ivan Pavlov where he introduced the c erstwhilept of classical conditioning and concluded that learning occurs gradually thro ugh and through pairing and association (Pavlov). Whereas a gestalt psychologist by the name of Wolfgang Kohler concluded that new behaviour is learned due to insight. According to Frederic Vestor there argon four types of learning. The first being auditive learning which is learning by using the auditory channels that is using the ear to listen and mouth to speak. support is visual learning that is learning using the eyes.Haptic learning is the third type of learning which occurs by touching and feeling and the fourth type is learning through the intellect. Training is the acquisition of knowledge, skills, and competencies as a result of the teaching of vocational or practical skills and knowledge that relate to specific useful competencies. Areas that use training extensively argon job training such as worker endowment and physical training for sports. Transfer of training was originally defined as the extent to which learning of a response in one labor or state of affairs infl uences the response in another task or situation (Adams, 1987).While Thorndike and Woodworth (1901) predicted that transfer would occur as long as the aims, method, and approaches used for the learning task were similar to the transfer task. They found support for the generalization of responses when there was relation in the stimuli and responses in the learning and transfer environment. Types of transfer of training are positive which means previous training facilitates new training such as learning to add numbers in math courses helps when one learns multiplication.Negative transfer occurs when previous training hinders new training, whereas zero transfer is when previous trainings strike no effect on new ones. Wolfgang Kohler would say that learning occurs through sudden insight while Thorndike would contradict by saying that it happens gradually everywhere a long period of time. Generally it is noted that learning is both intentional and unintentional and has no specific tim e requirements. That is MAZE LEARNING one can learn in a day or can take months. Whereas training is usually intentional and there are certain time boundaries for training.Furthermore, learning focuses on achieving permanent 4 changes in behaviour while training focuses on the acquisition of new skills and knowledge with training interventions being event driven. keeping refers to the processes that are used to acquire, store, retain and later retrieve entropy (Kendra Cherry). The process of forming a memory is composed of three components encoding, storage and retrieval. In order for pieces of information to make sense the brain encodes all the information to form memories and stores it.A memory, when brought into consciousness is known as retrieved memory. Memories can be of three types sensory memory that is hoard from the first hand experiences and is very brief. Short line memory is what is in the conscious sentience, whereas long term memory is what is not in the consciou s awareness and might flummox to be retrieved, according to Freud short term memory would be the conscious and long term memory the unconscious. Ebbinghaus, who was a pioneer of the data-based instruct of memory, did extensive research on memory, memory formation and memory decay.Through his experiments he devised the forgetting curve of memory which revealed a relationship between forgetting and time. He suggested that information, initially, is lots lost very quickly after it is learned but after a certain point the amount of forgetting levels off. This indicates that information stored in long-term memory is surprisingly stable. (Hermann Ebbinghaus) Labyrinth is a term in Greek Mythology, which basically denotes a maze in which the Minotaur was confined (The Free Dictionary).The most ancient of labyrinths are Cretan labyrinths that are surrounded by an aura of mysticism and skepticism, this was the elaborate structure designed to hold Minotaur. Next are the Egyptian Labyrinth and the Leminian Labyrinth which are more densely routed and interlocking than the Cretan Labyrinth. Although the true origins of the mazes and labyrinths probably go back to Neolithic times, the earliest mazes were actually parts of architectural monuments built in Egypt and on Crete about 4000 years ago (Christopher Berg).Edward Chase Tolman, a pioneer in the areas of learning and motivation, claimed that everything important in psychology can be investigated in amount through the continued experimental and theoretical analysis of the determinants of rat behavior at a choice-point in a maze. A maze is defined by Webster as a confusing, intricate network of MAZE LEARNING 5 winding thoroughfareways specifically with one or more blind alleys. Furthermore, one could discern a maze as a complex structure with a series of interconnecting pathways that eventually has to be solved by pursuing a goal.The term is also used to refer to a graphical puzzle that replicates the maze on a two dimensional medium (S. E. Smith). snarls, in psychology, have contributed greatly to understanding complex human behavior. Moreover, maze studies have helped uncover astounding principles about learning that can be applied to many species, including humans. The fact that tecs have even used mazes to figure out if men and women are different in the way they perceive suggests the important role mazes have played throughout. In this context a study was carried out by B.Jones that looked at trial and error learning in humans using a virtual maze and at looked at the gender differences where the participants were tested using the Online Psychology Laboratory labyrinth. Another study which attempted to uncover if eightfold trials allow a researcher to determine how ability can develop and change over trials and that the importance of task components fluctuates during the stages of learning (ONeill, 1978). The findings gave the impression that repeated trail can help the participant dev elop the knowledge of the maze and make fewer errors.Yet one more research finding on mazes indicated that no matter how well the maze is learned, the subject field will never able to dispense with sensory guidance and that there is throughout this type of functioning a close cooperation between sensory and push adjustments (Ailene Morris). There are two main categories of mazes which are then further subdivided into various types. A Unicursal maze is without branches, it has no dead ends and there is one path that leads to the end whereas, a multicursal maze is one with branches and dead ends. Among the various types of mazes are Blind Alleys are mazes that have a branch that is a dead end.Simply-connected mazes have pathways that never re-connect with one another, so every path leads to additional paths, a fork, or to a dead end and there is only one stem to a simply-connected maze. A multiplyconnected maze contains one or more passages that loop back into other passages, rathe r than leading to dead ends. A more complex form of the multiply-connected maze is the braid maze. A weave maze has pathways that go under and over each other and can be in multiple dimensions, while a logic maze must be navigated by adhering to logical rules in addition to hobby its passages such as symbols or following colour schemes.A Plainair maze, however, is a maze on something other than a flat surface. For example, a maze painted on the outside of a cube or sphere. MAZE LEARNING A principle that is derived from the extensive study of mazes is known as cognitive map outping 6 making a mental notion of ones physical or spatial environment (APA). A cognitive map allows one to construct and accumulate spatially defined images whose function is to enhance repeat and learning of information. This type of spatial thinking can also be used in non-spatial tasks. Chaining is a behaviour technique that involves breaking a task down into smaller components.The simplest or first task in the process is taught first, and then after this has been learned, the next task can be taught. This continues until the entire instalment is successfully chained together (Kendra Cherry). Maze learning is an example of a successive chaining, when animal runs down a maze it chains the route through the subsequent goals and dead ends all in all the entire stimuli present in the environment gives the animal clues and make his cognitive map (Terrace). The aim of this study is to see if transfer of training facilitates performance.It is assumed that the practice of one maze will facilitate the chances of transfer of training on the second maze and that participants having knowledge of practical will have more successful trials than participants who do not have any prior knowledge. Method Participants There were two groups of participants that participated in the study. convention 1 composed of 28 people who had no prior knowledge of maze leaning. While Group 2 composed of 29 parti cipants who had prior knowledge of maze learning. The total sample was that of 56 students who were chosen conveniently from Bahria University.The design of the experiment was independent mea receiveds design. Materials Match box, scissor, glue, mazes A, stop watch and a blindfold. Two mazes were extracted from the lucre and the participants of group 2 constructed the entire maze using match sticks to cover all the branches and boundaries of the maze. It was later discovered that both mazes were multicursal and simply connected. Procedure The experiment was conducted in the experimental lab, with turn backled conditions. In the first phase of the experiment participants from group 1, who had no prior knowledge of maze learning, were tested.The experimenter blindfolded the participant and traced their finger, twice, along maze A (in some cases a thin object such as a pen or pencil was used). During the whole procedure it was tediously made sure that the participant did not see the mazes. Following MAZE LEARNING 7 this the participant was given a ten second break and then told to contend the maze again with no help from the experimenter this time. After given five minutes to complete this maze, the participant was told to stop and the blindfold was undone for two minutes.The same procedure was then followed for maze B that is tracing twice with the experimenters help, a break and then five minutes for the trial for maze B. throughout the experimenter observed the errors made and the progress of the participant. In the second phase of the experiment the participants from group 2, who had prior knowledge of maze learning, were tested following the exact same procedure that is tracing twice maze A and then later maze B with an experimenters help, a break of ten seconds, then five minutes for the trial for maze A and later maze B.Results circuit card I Showing results of Maze A of Group 1 Participants 1 2 3 4 5 6 7 8 9 10 11 12 13 14 Successive Trials 1 3 3 2 4 0 1 1 4 2 5 0 1 4 Errors 0 4 7 3 0 0 3 0 0 1 0 5 14 0 MAZE LEARNING 15 16 17 18 19 20 21 22 23 24 25 26 27 28 1 4 5 2 1 1 0 0 2 0 1 0 4 0 3 10 4 2 4 0 3 10 8 20 20 7 10 8 8 Total 52 146 Table II Showing results of Maze B of Group 1 Participants 1 2 3 4 5 6 7 8 9 prospering Traits 5 2 3 1 0 0 0 0 3 Errors 10 0 4 4 0 3 5 2 0 MAZE LEARNING 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 2 5 0 8 4 3 2 2 5 2 0 0 0 2 2 2 0 3 2 1 4 13 0 15 0 9 0 20 0 11 3 2 2 25 1 3 2 9 Total 58 148 Table III Showing results of Maze A of Group 2 Participants 1 2 3 4 Successful Trials 5 0 3 3 Errors 1 2 3 3 MAZE LEARNING 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 2 3 1 1 7 7 3 4 3 5 4 3 4 3 1 1 4 1 2 2 2 3 2 0 0 8 4 2 3 1 12 4 1 0 2 2 7 4 5 4 1 1 14 0 1 1 5 0 10 Total 79 91 MAZE LEARNING Table IV Showing results of Maze B of Group 2 Participants 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 Successful Traits 5 0 0 6 4 8 10 1 10 11 7 5 3 7 7 2 8 5 1 4 4 2 1 3 2 4 Errors 0 4 0 4 0 0 0 3 0 1 5 7 0 3 0 0 3 3 0 2 0 2 1 0 5 0 1 MAZE LEARNING 27 28 0 5 3 0 12 Total 125 46 Calculations- = 41. 7% = 58. 2% = 35. 03% = 64. 96% MAZE LEARNING Graph I Showing results of comparison between Maze A and Maze B 13 Comparison between both the mazes 42% Maze A Maze B 58% Graph II Showing results of comparison between Group 1 and Group 2 (c and d) Comparison between both the groups 35% Group 1 65% Group 2 MAZE LEARNING Discussion It was proved that practice of one maze facilitates the transfer of training on the second maze 14 hich meant that most of the participants performed well on maze B as compared to maze A. An interesting research by Edward Tolman on rats and mazes showed that once the rats knew where there goal in the maze was, they could find their way through the maze. Thus, Tolmans and this research show that people form a cognitive map of the spatial layout of the situation rather than just leaning to make a series of responses. However, one single most undermining factor that could cause this is the carry over effects the participants might have carried over from maze A.Furthermore, there might been quite a many extraneous variables present in the environment that the experimenter failed to control hence, they became confounding variables. These include noise distractions, the close seating arrangement of the participants and experimenter bias. It was further noted that even though both mazes were multicursal participants found maze B relatively easier and more straight forward than maze A, pointing more towards the fact that practicing on one maze improved their performance.Likewise, the participants who had prior knowledge of mazes performed better than the participants who did not. This meant that hypothesis 2 was also proved. David Ausubel a pioneer in educational psychology who emphasized on prior learning said If I had to reduce all of educational psychology to just one principle, I would say this The most im portant single factor influencing learning is what the learner already knows. Ascertain this and teach him accordingly. The results of this research highlight the importance of prior learning. Nevertheless, the participants of group 2 were also the ones who constructed the maze, which meant that they possibly brought forward transfer effects. Moreover, the participants in group two were in a more comfortable setting than the participants in group one who were not in their comfort zone. Besides, there were four students who were not from the psychology department and might have been anxious because of the new and unfamiliar place and setting.In addition to this some participants used a pencil, pen or a sharp object to complete the maze instead of their fingers, which meant less tactile experience and learning and might be a contributing factor as to why group 1 performed poorly. MAZE LEARNING References American Psychological Association. (2013). Dictionary. com Unabridged. Retrieved from http//dictionary. reference. com/browse/cognitive map Ausubel, D. (1968). Educational implications of concept mapping. Joseph D. Novak & D. Bob Gowin (2002). Learning how to learn (pp. 40). UK, Cambridge University Press. Berg, C. 2011). The History of Mazes and Labyrinths. Amazing Art. N/A. Retrieved from http//amazeingart. com/maze-faqs/ancient-mazes. hypertext mark-up language Cherry, K. (N/A). An Overview of Memory. Memory. N/A. Retrieved from http//psychology. about. com/od/cognitivepsychology/a/memory. htm Ebbinghaus, H. (1885). Memory A Contribution to Experimental Psychology. Classics in the History of Psychology. N/A. Retrieved from http//psy. ed. asu. edu/classics/Ebbinghaus/index. htm 15 Eddie, W. L. & Danny, C. K. (2001). A review of transfer of training studies in the past decade. Personnel Review, Vol. 0 No. 1, 102-118. Retrieved from http//www. owlnet. rice. edu/ajv2/courses/12a_psyc630001/Cheng%20&%20Ho%20(2001)%20 PR. pdf Feldman, R. S. (2009). Psychological Approaches to Learning, 177. Retrieved from http//www. studymode. com/essays/Psychological-Approaches-To-Learning-730466. html Jones, B. (2011). Gender Difference-Mazes, 09. Retrieved from http//www. studymode. com/essays/Gender-Difference-Mazes-774551. html Morris, A. (1994). A Descriptive Study of Maze Learning, 67-69. Retrieved from http//digital. library. okstate. edu/oas/oas_pdf/v25/p67_69. df Terrace, H. (2010). The Comparative Psychology of Serially Organized Behavior. Comparitive Cognition and Behaviour Reviews, Vol. 5, 23-58. Retrieved from http//psyc. queensu. ca/ccbr/Vol5/Terrace. pdf MAZE LEARNING Tolman, E. C. (1953). Edward Tolman and cognitive maps. Douglas Mook (2004), Classic experiments in psychology (pp. 139-142). Westport, Greenwood Press. Vestor, F. (1998). Die Deutsche Schule, 93(2), 186-198. Retrieved from http//www. oecd. org/edu/ceri/34926352. pdf 16 MAZE LEARNING 17 Appendix A Maze A & B MAZE LEARNING Appendix A 18 MAZE LEARNING 19

Nutritious Food Essay

For good health, we need a balanced diet that gives us different nutrients in the amount our carcass needs. We must eat a variety of nutrient beca aim different foods have different combinations of nutrients. Therefore, nutritious food is needed in our food pyramid. Nutritious food is defined as food ingestion with the purpose of obtaining of them the nutrients that the body needs to preserve the health. Examples of nutritious foods are vegetables and fruits. They are rich in vitamins.Eating nutritious food is important from the twenty-four hours we are born. Foods all contain nutrients that provide us non only with energy, but also with the substances that build our b angiotensin converting enzymes and muscles. Not getting enough of one nutrient may cause a variety of problems, including stunning our growth. Next, maintaining function is also not important without eating nutritious food. In our daily lives, we use energy to think, walk, breathe and perform any other action. The energy comes from two places fat reserves in the body or our daily food intake. If we get intot eat nutritious food, we will find that we are storing more unnecessary fat and we will fell sluggish or weak.We will not stay healthy if we do not eat nutritious food. Diets that dont include enough vitamins and minerals tail cause people to have voiceless mood swings. People may become energetic and easily excitable when they have too much caffeine and sugar, and crash later after their body quickly metabolises the simple carbohydrates. Furthermore, diets that are too dependent on preservative-laden food, sweets or fast food usually dont include enough fiber. This can lead to constipation and pay pain. Unbalanced diets that include too much acidic food can result in ulcers, which cause severe stomach pain. In conclusion, nutritious food is important to us. We must practise healthy eating habits, for instance, eating nutritious food in the right amount to project a healthy body.

Major Literary Genres During the English Commonwealth

Major Literary Genres Poetry During this time poets contrasted the personal and the public life. (Penguin, 57) Satire became an heavy kind of poetry it looks wittily at the dexterity and behaviour of society, and very often uses real people and situations to make its humorous point. (Penguin, 63) romp Restoration Drama The theatre of the Restoration was quite different from Shakespe bes theatre, with the audience now largely upper class. There were only two licensed, or patent, theatres the dramatics Royal, Drury Lane, and Dukes House at Lincolns Inn, which moved to the Covent Garden Theatre in 1732.Actresses could now perform on stage, the first being a Mrs Coleman, in a closed-door performance of Sir William DAvenants The Siege of Rhodes in 1656, when theatre performances were still officially suppressed. (Routledge, 139) Tragedy and Serious Drama twain Dryden and his rival Shadwell wrote new-fashioned versions of the plays of Shakespeare. The new middle-class audiences cou ld not accept much of Shakespeares violence and the tragic endings to some of his plays. So King Lear, for example, was severely rewritten to glide by it a happy ending, and Marlowes Doctor Faustus was rewritten in the 1690s as a farce.The of import tragic form of the Restoration was heroic tragedy. (Penguin, 73) The more worrying of Shakespeares excesses had to be trimmed to find acceptance in Restoration society. With harmony restored, and family virtues upheld, Shakespeares most probing and tragic examination of mans inhumanity to man becomes a moral and reassuring tract. (Routledge, 140) At this time there were many theories about realism, how to show reality on stage, and the role of theatre. But nip was growing to limit what theatre could say it was not only a danger to public morals, but it also became too controversial politically. Penguin, 74) Comedy It is, however, for funniness that Restoration drama is better known. It was called the comedy of manners because it mir rored directly the manners, modes, and morals of the upper-class society which was its main attraction, sexual intrigue, and sexual conquest. Sex, and the search for sex, becomes entertainment. (Routledge, 142) The new comedy of values and appetites lacks any of the philosophical concerns found, for example, in Shakespeares earlier comedies, such as Loves Labours Lost, or in Ben Jonsons humours. Routledge, 142) The subjects are obsessed with fashion, gossip and their own circle in society. Strong contrasts are made between innocence and knowingness often these are represented as contrasts between rustic country manners and the refinements of the city. In Restoration comedy, women are such types as predatory young widows, or senior(a) ladies still trying to be attractive to young men. The best comedies reflect an amoral and frivolous society.They could be comedies of action, such as Aphra Behns The Rover (1677-81), or comedies of character and chatter, such as George Ethereges Th e Man of Mode. (Routledge, 142) The age reflects a wide variety of opinions and critical discussions on the nature of comedy, of tragedy, of character and plot, of representation and verisimilitude, with the result that the all-encompassing and very rich theatrical repertoire of the time cannot be easily classified it is second only to the Elizabethan and Jacobean period in its smorgasbord and range. Routledge, 142) After the Restoration, drama and the theatre were quite different from what they had been during the Renaissance. The audience was at first upper class or upper-middle class. The plays of the time reflect the manners and morals of the men and women who had returned with the King from France so Restoration comedy is often called the Comedy of Manners. (Penguin, 67) Dryden wrote several such comedies, but the most famous comedies were written by George Etherege, William Wycherley and William Congreve. Penguin, 67) The main subject of these plays was love, but there were new concerns, developed from the earlier city comedy older man or women looking for younger lovers, upper-class manners contrasting with middle-class values, and country life contrasting with city life. Sex was a major subject, and the plays became more and more obvious in their comic discussion of sexual themes. (Penguin, 67) As the century came to an end there were more and more objections to the kind of morals seen in Restoration comedy. (Penguin, 69) Between 1707 and 1737, drama went into critical turn although the theatre was still very active and popular.The decline was partly due to opposition from Jeremy Collier and others, and partly because the middle classes were turning to journals, newspapers and the developing new writing style of fictional prose to find discussion, entertainment and reinforcement of their values and beliefs. (Routledge, 149) Comic point -of-view in drama and satiric intent in verse are nigh related in their observation of the new society of the l ate seventeenth century. (Routledge, 151) Instead of expanding, as it did so rapidly in the previous two centuries, the humanness was becoming more closed, contained and inward-looking.So the comedy and irony become self- referential, with the subject matter often being highly topical and the characters particular rather than universal. (Routledge, 152) Restoration satire could be of two types the kind of very general, sweeping criticism of mankind found in poetry in A Satire against Reason and universe by Rochester, and in prose in Jonathan Swifts Gullivers Travels or A Modest Proposal or it could be highly specific, with allusions to real figures in politics and society. (Routledge, 152) DiariesWriters in the late seventeenth century were more ready to assume that personal experience may be of general interest. Like biographies, diaries became a form of literature. Some were consciously written as a record of the times. (Past into Present, 83) The growth of the writing professio n coincided with a rise in writing which was private and not intended for publication. Diaries and letters were, for the new literate middle class, forms of expression which enjoyed increasingly wider currency. (Routledge, 163) BiographiesAlthough biographies had been written in Latin in the Middle Ages to glorify the lives of the saints and to disembarrass secular rulers, it was not until the Renaissance, with its emphasis on the human, that biography in England became more detailed, more anecdotal and more prepared to be critical. In 1579, Sir Thomas sexual unions translation of Plutarchs Parallel Lives (first century AD) was published. It contained the biographies of the great men of Greece and Rome, illustrating their moral character through a series of anecdotes.Not only did it serve as a source book for Shakespeares Roman plays, it later encouraged, in the seventeenth century the biographer to see himself as an artist. In the eighteenth century, with the growth of a scientif ic and historical interest in many kinds of people, biographies were to become common and influence the development of the novel. In 1662, two years after the end of the well-mannered War and the Restoration of the monarchy, the Royal Society of London was founded to explore the whole field of natural knowledge.From a philosophical base (notably expressed by Francis Bacon in 1605) the scientific spirit developed rapidly. One consequence of this was that the virtue of intellectual lucidity in the writing of prose was encouraged, and the passionate, complex prose of the beginning of the century began to disappear. Styles became plainer and more urbane, and attitudes were tolerant. (Past into Present, 64) 2 . He published a pamphlet called A Short View of the Profaneness and Immorality of the English Stage in 1698.

Advantages of Democracy Essay

Democracy pot provide for changes in regimen without violence. In a democracy, power can be transferred from one party to a nonher by means of elections. The jurisdiction of the citizens of a nation determines its ruling authority. Moreover, any government is bound by an election term after which it has to compete against other parties to regain authority. This system prevents monopoly of the ruling authority. The ruling party has to make sure it works for its people for it cannot remain being the authority after completing its term unless re-elected by the people. This brings in a feeling of obligation towards the citizens. The ruling authorities owe their success in the elections to the citizens of the nation. This results in a feeling of gratefulness towards the people. It can serve as their motivation to work for the people for it is the common citizenry that draw complete power over choosing their government. Another important advantage of democracy is that the people gain a sense of participation in the process of choosing their government.They ram the opportunity to voice their opinions by means of electoral votes. This gives rise to a feeling of belongingness in the minds of the people towards their society. Disadvantages of Democracy In a democratic nation, it is the citizens who do the right to elect their representatives and their governing authorities. According to a common observation, not all the citizens are fully aware of the governmental scenario in their country. The common masses may not be aware of the political issues in society. This may result in people making the wrong choices during election. As the government is example to change after every election term, the authorities may work with a short-term focus.As they have to face an election after the cessation of each term, they may lose focus on working for the people and rather focus on winning elections. Another disadvantage of democracy is that mobs can influence people. Citi zens may vote in favor of a party under the influence of the majority. Compelled or influenced by the philosophies of those around, a person may not voice his/her true opinion. Every form of government is bound to have some shortfalls. Different people have different views about the various political systems.EgyptThe politics of Egypt is based on republicanism, with a semi-presidential system of government. Following the Egyptian Revolution of 2011, and theresignation ofPresident Hosni Mubarak, executive power was assumed by the Supreme Council of the fortify Forces, which dissolved the parliament and suspended the constitution. In 2014, Abdel Fattah el-Sisi was elected as Egypts seventh President Egyptian parties like the Muslim Brotherhood may earn short-term benefits from the fall of regional dictatorships, much of the blame for their support can be ascribed to the authoritarianism of the last sixty years. Nasser and Sadat comes across as too sympathetic, plot of land his assu mption that the authoritarian political structure from 1952 onwards enabled Egypts leader to avoid a more hard-line foreign policy stance is dubious.

Reviving the Hemingway in Me

Writing is regarded as one of the fundamental learning skills that every student should learn. When we were in our early years, we be taught of how to write the alphabet. I could still remember the tedious experience of filling the pages of my notebook with the letters. Everyday, different letter is documented in the pages of my notebook. This employment aims to attain the perfection of paper characters adhering on the blue and red lines of my create verb ally notebook. I could also remember when I started practicing the cursive form of piece, involving loops and sloppy curves.At first, my handwriting was illegible, that even I had a hard clock time reading the papers I wrote. After attaining perfection in recognizing and writing the timeless characters of the alphabet, the time of constructing sentences and simple paragraphs was the next in the line of my learning in my English path. The construction of my sentences embroils grammar and syntax. My childhood experience in thi s aspect includes wrong choice of row and wrong subject-verb agreement, but these things were forgivable as I was a beginner back then.The words I used widen my ever-growing vocabulary and add up to the increasing body of knowledge I hold. As the sadistic education process progresses, the integrated removements in the curriculum took a notch to the higher level. Subjects became harder and professors require loads of work. Essays have become a common and everyday work in English classes and other subjects. Almost every aspect of school dead required writing. My calloused fingers never stops working as I tediously finished all the necessary requirements for my classes.Through this activities that were often unnoticed by the students honed our essential craft in writing. The assignments that our mentors give out serve as practice in developing further what we already know. Determining ones level of writing has become difficult. Because there are no agreed determinants for the qualit y of writing. Moreover, writing have different aspects and criteria could never be generalized. Literary writers are very proficient in utilizing adjectives and idiomatic expressions, and have very good writing skills.But they could not be as competent in skillful writing or writing research papers and business related texts. In my personal view, my writing skill is average, for there are certain aspects of writing that I ought to learn. I am able to accomplish assigned writing tasks though I am not confident that it would satisfy every persons taste. For writing is subjective or relative, it may be good for one but not to all. I am able to write compositions of different kinds, like literary, semiformal and technical writing based on the requirements for the text. I can easily adjust my writing style on the needed criteria for the writing assignment.My strong points include the fact that I am well-versed and able to utilize the English language appropriately. I am able to play wi th words, especially in literary writing which requires the use of adjectives and style. Modesty aside, I could regard myself well in developing a certain topic and including relevant information needed in create verbally work. I am also a wide reader that I think is very essential in writing for reading enables you to include all kinds of relevant information you obtain through research. I am also knowledgeable in the different citation style, like MLA and APA.Though I am not very familiar with the other citation styles, I am very willing to learn this for it will be useful in my study. I am also open to constructive criticisms for the make betterment of my writing style. My weaknesses would be on grammar, though this is only minimal errors. But sometimes, I tend to excuse some of my sentences and if I already committed errors in the written work. There are times that my mood affects my writing. Sometimes I tend to manifest my emotion through writing. The way I feel sometimes h ad an effect on my writing and my desired outcome on my manuscript.Instances like when I suffer melancholy situations, I tend to write about lonely stuffs or even not to write at all. But the positive side of me is I am eager to learn of the things I know nothing or little about. I am very open to criticisms especially when it comes to improving my writing capabilities. I am excited to take on challenges and this includes writing about topics I am not familiar with, for this is regarded as a new-made experience for me. winning on subjects on unknown field gives me a fantastic feeling of discovering and learning new things.I am expecting that I will further improve and grow as a writer and I will be able to utilize my talents and skills for great outcomes. I am also expecting to learn new things like techniques that I am able to use in creating wonderful works on my craft. After taking this course, I expected to have that wonderful feeling that I am capable to write like my favori te novelist and develop stories that I could eventually share not only in the class but to others. This is the time that I could proudly say that I finally found the Hemingway in me.

Anthem by Ayn Rand An Overview Essay

hymn Essay Anthem by Ayn Rand is a closely interesting novel filled with objet darty disparate emotions, only if one emotion Prometheus failed to encounter until later(prenominal) on in life was free pull up stakes. He eventually learns the true meaning of freedom and how to manage with his stern intolerable fiat. Even though he is reprimanded unfairly for what is the best in him, Prometheus still has faith for what he is doing is right. Also alter and progression might be an unnerving thing to the world council, but that wont stop Prometheus from saving whats left of his worlds foregone.Living and growing up in such a collectivist decree, Prometheus never k unfermented what it meant to truly happen free. Never knowing that his whole society had been deceived and doomed to corruption was a major disadvantage for Prometheus, but done it all he celebrateed his meaning and pulled through. He came to realize that he is free in al more or less all ways possible. Free to th ink, say, and feel what ever and whenever he wants. Ayn Rand writes And we heard suddenly that we were laughing, laughing aloud, laughing as if there were no berth left in us save laughter. The theme in this quote is free will.Prometheus experiences free will after escaping to the uncharted forest, away from his unforgiving, unprogressive collectivist society. In this amazingly unique story Anthem a young man named par 7-2521, later kn suffer as Prometheus, has been neglected of the knowledge of his past and now lives in a never changing collectivist society in which he feels he does not belong. Being born too tall and too smart was no accident of fate, Equality I believe was born for a much bigger purpose. That purpose being to bring change to not just his small city but to the world, to bring something new into the spectrum of life.Equality believed he was damn with having a mind much quicker than all his brothers and was reprimanded by his teachers for his actions. Rand says It is not corking to be different from out brothers, but it is evil to be superior to them. Equality comes to learn that his transgression was really no transgression at all, but rather human temperament, his way of freedom, and hos character. The one thing the world council fears the most is change and progression and this is exactly what Prometheus puts into play.All he wasnt is to bring light to the world with his new invention, but the council fears what might happen if they let this change occur. The council can only take hold of the bad in what he has done even though there is a profuse more amount of good in it. Fearing the suggestions of being lashed and burned until nothing was left Prometheus runs to the uncharted forest for the council misread his good intentions as greed. Rand writes How dare you think that your mind held greater wisdom than the minds of your brothers? Prometheus only wants to better mankind and save it from its future tense corruption.Objectivism is the inimitable philosophic meaning of Ayn Rand in this novel. Metaphysics, epistemology, ethics, politics, and aesthetics are the five predominant aspects to objectivism. Each and every(prenominal) one of these aspects was acknowledged in almost every chapter of this book. Rand writes Man is a rational being. Reason, as mans only means of knowledge, is his basic means of survival. This quote is coming from the aspect of human nature and is explicating that what a man truly knows is his life and what he will come to be.As you can see Anthem is a very compelling story with ethics, reason, romance, and so much more. Prometheus now recognizes how wrong his society had been in depriving himself and his brothers of the knowledge of their past. Also Prometheus comes to conceive why the best in him had been deemed as his sins and his transgression. Though through the hard times in his society Prometheus was different he could never just simply follow the crowd, in the end his dissimila rity could be the one thing his society needs to redeem their own transgressions.

Culture and Special Education Essay

In this radical we concern ourselves with the routes in which schools in normal and fussy schooling procedures in particular extend to non be successful for those of our students who atomic number 18 from a different cultivation. (While we focus on Canadian primitives, we withal extend our thinking to those children who come from different races, ethnicities, socio-economic settings, etc. ) We outline the stories that wealthy person brought us to this key. We because go on to suggest that the adoption of different understandings and start outes could authorise to the academic success of children from a variety of different socialisations and backgrounds.We conclude with any(prenominal) direction for change. In this paper we, two white educators, concern ourselves with the education of those students of Aboriginal descent who atomic number 18 confabn by the school dodge as additional. Our concerns be based on the stories we use to understand ourselves and our actions stories of mistold hi business relationship, socio-political issues, racial discrimination, the misuse of science and the ways those stories blemish those who be different. Our hope is that we passel begin to explore different more hopeful and empowering stories.Thither ar near another(prenominal) reasons to be concerned close the existing state of special education, particularly with our Aboriginal students. currently the following be common 1. Our special education classes atomic number 18 glide by-heavy with Aboriginal and disadvantaged students. 2. We tend to focus on the famines in other children rather than on the possibilities. We could embrace the position of William Glasser (1986) we choose to be whom and what we, and others, believe we argon. 1 3. We do not concern ourselves with the differences brought to school by children from other than the prevailing culture.2 4. We atomic number 18 inquire either small school children to do the sensibly some(prenominal) the same thing at bonny much the same time and to meet some arbitrary standard of what they should or should not be able to do. We act despite current search concerning physiology and early childhood experience, which suggests that children are not shit for the same line at the same time. 5. The tests that we give children to determine the reasons for failure at school tasks are fallible and culturally insensitive and subjective. 6.A chase tends to freeze a child in the comment attached to the label. 7. We take aim a tendency to blame the victim or to blame the social background rather than look at ways we plunder change. Clearly we use up to find another way of viewing children and their tuition. We are hoping to uncover stories that currently mediate, impair and colonize our special education practices, thitherby root a dialogue concerning alternative stories of strength, knowing and power. Stories that Get in the Way History StoriesMalia Kaniaupuni (2 005) tells us how archeologists and historians hire accepted a theory of accidental migration from Polynesia to the Hawaiian Islands to explain a 2200-mile voyage on the have seas. This in spite of evidence to the contrary, which makes it clean that the early Polynesian explorers did indeed have the sophisticated governance of navigation needed for a planned and successful voyage. Malia Kaniaupunis point is that the assumption of a mountain with no discipline, no culture, no anything but maybe good luck, made it possible for colonisers to take on in their own minds the mantle of rescuer.Iseke-Barnes (2005) is also concerned about the misrepresentation of Indigenous storey and science. She indispensabilitys us to challenge those assumptions that the colonizers found a people in need of saving from their own ignorance. Paulo Freire (1971, 1997) has spent many years studying the continue of oppression on the colonized. In the name of saving a un entrusting people from them selves the colonizers were able to perpetuate acts of cultural genocide and worse. The use of this story offers to impact on how the dominant cultures act out their oppression.History is written by the winner, therefore we need to be highly deprecative of the account we postulate. While more blatant misrepresentations of the account statement of Canada are beginning to disappear, the whole story of small town is not being told or written or disseminated. Instead, we are still difficult to save broken Aboriginal souls. History stories mediate, impair and colonize special education practice, which we will illustrate by describing a socio-political and a scientific rigor story. A Socio-Political Story This is a story of the purpose of education.We suppose schools are places where children are educated. But what are children educated to do or be? Gitlin (2005) gives a disturbing wait on to this question Public education is not intended to fill the young of the species with knowl edge and awaken their intelligence null could be further from the truth. The aim is simply to reduce as many individuals as possible to the adept level, to breed and train a standardized citizenry, to put down dissent and originality. That is its aim in the joined States and that is its aim everywhere else.(p. 22) Many may disagree with this disturbing answer, suggesting that school graduates, for the most part, go on to become productive citizens. But citizenry becomes problematic when referring to Aboriginal peoples it seems pinch that, for the most part, people of Aboriginal heritage do not go on to become productive citizens within the dominant culture. A lack of successful citizenry by Aboriginal peoples seems to justify special education programs that are top heavy with Aboriginal students. But success is politicized.Skovsmose (2005) outlines how schools practice both classic3 and progressive4 racism. Such practice allows us as educators not to have to take any responsibil ity for the failure of the child, as clearly the child cultivates the parkway for his or her weak performance into school. Therefore Many deficiency theories (theories of the deprived child) follow the climb of racism in explaining away the socio-political dimension of school performances, by privatizing and personalizing the causes of such performance. (p. 5) So The epistemic interpretation of development obstacle is not the only unrivaled possible.However, transites of excommunication in education throne be urbane up in such a way that their political dimension becomes hidden and ignored. It could appear that exclusion is not imposed on students. Instead, exclusion may appear as a consequence of some students so-called low achievement. (p. 4) He goes on to vocalize that this leads to a particular way of organizing educational activity/ eruditeness processes in ways that prevent students from acting like learners. In other words our story leads to actions that documenta tion the story. A Scientific Story A scientifically rigorous story dominates special education practice.The story, in brief, is that learning check brush aside be attributed to biologic and environmental factors. Current exercises of abnormality are lots based on the premise that a person will have a biological thirst toward a disorder, but that the presence of a disorder will also depend on environmental factors (Wortman, Loftus, & Weaver, 1999). Brain function consists of biological processes involving genetic tendencies, chemical levels and electrical activity. Normal star function can be delineated according to normal biological processes.In other words, we assume that learning disability is at least partially caused by excessive deviation from a normal range of biological processes. These biological processes can be mea positive(predicate)d in hurt of genetic profiles, chemical levels (e. g. , hormones found in blood) and electrical levels in the brain. Hence, it is ass umed that learning disability can be measured using physiological properties of the brain. These ideas are supported by a dominant scientific culture, where scientific evidence generates facts that cannot be refuted. excess education for children of Aboriginal heritage has been colonized by this scientific rigor story. In schools, we identify learning disabilities as follows A teacher identifies a student who appears to be struggling, and refers the student to a team of specialists. The specialist tests, diagnoses, labels and sets out a remediation program. The teacher implements the program. It seems like a perfectly reasonable system of trying to help those with disabilities, based on scientifically rigorous knowledge. But the story is flawed in collar ways. commencement ceremony, the story of scientific rigor is told by a dominant culture.The colonizers write the books of knowledge, thereby attempting to establish without dubiousness what is true and what evidence is require d to make a truth claim. Culturally laden epistemology certainty invades special education. For example, based on research literature generated by the dominant scientific culture, there is currently bantam scientific evidence to support a biological cause or disposition for most disorders of the brain (Wortman, et. al. , 1999). It is assumed that biological roots exist that accurately captures a disability label. There is no scientific rigor in labels.The assumptions have pervaded special education and are taken as scientific fact. This is a writing of special education knowledge by colonizers. Second, this scientific rigor story is based on behaviour and biology, while special education practice is based solely on behavior. Teachers, resource teachers, special education consultants and school psychologists base their labels on observing behaviour. Medical technologies are not used to get wind genetic make-up, chemical levels or electrical activity in the brain, generating a diagn osis based on deviations from a normal range.We assume that our interpretation of behavior correctly identifies mental disability. But as we are caught inside stories that get in the way, we should not accept our interpretations of behaviour without question. Third, this scientific rigor story is enacted in contradictory ways. To see the contradiction, we need to set the stage by describing physiological and behavioural evidence generated by scientific research. Studies of the physiology of the forebrain and hindbrain have shown that the slow processing of learning cannot occur during a flake of fear (Kalat, 1988).Based on this physiological evidence, educators might wonder about school and classroom environment. If a child is afraid, or afraid to learn, then they will not learn. Researchers have found connections among stirred states and learning (Zimbardo & Gerrig, 1996). Evidence of a connection between learning and emotion is accumulating to such an extent that there is a bra nch of psychological and educational research concerning emotional intelligence (EQ). For example, researchers have found correlations between EQ and ability to learn (Goleman, 1998). It is concluded that emotions should be nurtured as part of intellectual growth.Moving from physiology to behaviour, psychologists have found evidence to support a strong connection between emotion and behaviour. Notable among this research is Glassers (1986) claim that as learners we need to have the mental image of ourselves doing that task, we need to know we can do it. For children if we firmly believe that a child could do something and bring them to the same belief, then learning previously thought impossible takes place. We suspect other teachers, based on their personal experiences, have interchangeable beliefs concerning the potential of children to learn.Coupling the physiological and behavioural evidence above suggests that a label is as much responsible for a childs learning success as any other biological or environmental factor. The stage has been sent for noticing a contradiction in the scientific rigor story within special education. We are colonized to believe the scientific truth that disability is biological and behavioural. Hence, we label disability in hopes of solving the problem. But the same scientific culture generates the truth that labeling at least partially causes the behaviors associated with a disability.We label behaviour, not noticing that our stories mediate, impair and colonize our interpretations of behaviour. Conceptualizing Change There is no motion in our minds that we are earning with the scoop out of intentions. We are not setting out to further disadvantage those who come to us from already established positions of disadvantage impoverished backgrounds, different cultures, stressed families. We are doing the best we can with the knowledge and resources we have. What gets in our way is lack of imagination. We assume that the way we do things is the way to do things.We may be comfortable with some tinkering. But we see ourselves as educated people who are neither racist nor biased, and who are working in a good system, but with damaged and/or deficient people this story concludes that systemic changes are not required. We have a rigid educational system that states that success is measured in yearly doses and in each of those years students are pass judgment to master a particular body of knowledge. It is an expected linear progression to success. Certain cultural imperatives are in place so that children from the dominant culture will more likely be successful.If you are not successful you are treated. The process of treatment takes away from your sense of competence as a learner, particularly in the school setting. Here we want to become specific. The focus of this paper is on the teaching of Aboriginal learners, and what stops us from being successful. The linear model used in our factory model schools gets in our way. The assumption that we have the one right way gets in our way. History gets in our way. racism gets in our way. Scientism gets in our way. We are not noticing alternative stories.Previously we wrote (Betts& Bailey, in press) about using a different metaphor for education, one that was not linear. We suggested that we use the metaphor of fractal geometry (and all that means in monetary value of quantum mechanics and chaos theory). In fractal geometry the smallest part is a reflection of the whole. For example a twig is real a little tree. In Aboriginal cosmology the basic unit is the Medicine Wheel, by rendering a circular model so nothing is more important than anything else, all is of equal value. each(prenominal) piece of the community is an essential part of the whole.Earth, flora, fauna, human are all part of the rotary converter of disembodied spirit required for existence. Education was a part of the whole, an on-going component of life (Courtney, 1986, Gra veline, 1998, Regnier, 1995). We illustrated that a non-linear and holistic story of education was tell-able within ultra-modern Western thinking and within the ancient wisdom of Aboriginal cosmologies. We saw with alternative stories. To see education for children, all of whom are special, rather than special education, as non-linear and holistic seems a place to begin. We also see that a starting part is not enough to catalyze change.It is clear to us that the highlight essential be that Aboriginal peoples have been and are oppressed and colonized. We do not need to go into the history of the subjugation of an entire race practiced over the years by the European colonizers. We all know the steps that were taken to destroy any vestige of the civilization that was in place at the time of contact. We get confused as to what to do about it now. After all, it was our ancestors, not us. 5 We see what we are doing now in schools as an extension of that destructive process. Our governme nts are slowly beginning to allow for the practiced participation of Aboriginals in our world.But in many small and highly destructive ways we continue to contribute to the marginalization of that population. The world of special education is one place where we continue to do so. knowledgeable that a high proportion of the identified special population is Aboriginal, we continue to act as we perpetually have, even in the face of evidence that the actions we take are not effective. Paulo Freire (1971) suggests that it takes several generations for a culture to overcome the impact of oppression. Certainly we can see the truth of that statement as we watch many colonized peoples re-learn how to care for and govern themselves.In Canada, Aboriginal peoples are slowly, and over generations, learning how to be who they are, and to be successful in both cultures. This will not happen quickly, but it will happen surely. In the meantime there is no question that our Aboriginal population is dealing with serious problems and some of those impact on the ability of their children to learn, especially using the mores of another culture. Our typical reaction as white educators is to want the Aboriginals to change. All would be right if only kids would come to school and on time. All would be substantially if their parents would stop drinking.All would be well if so much money wasnt being atrophied on band council trips to Las Vegas. All of which may be factual, but does not excuse us from doing what we can to better the situation for the special children. The current reality of an oppressed population does not give us the right to blame the victim. Rather, as Skovsmose points out meanings of learning, meanings for students, and each students meaning production must be investigated and interpreted with reference to the dispositions of the student (including their background and foreground).Meaning production takes place in terms of what the students see as their opportu nities, including motives, perspectives, hope and aspirations (p. 8). Therefore in conceptualizing change we of the dominant culture need to place that conceptualization in hands other than ours, in the hands of those who know and honour their unique history and ways of being, who can best find the organic ways of empowering themselves and their children. Having said that we do have some notions of what white educators can do. 1. Overcome our own racism. Get facts and information. Use our intelligence and face ourselves. 2.Accept the conditions. Things are as they are. Oppression has happened. It will take, according to the Bible and past experience, seven generations for the sins of the fathers to be expiated. In the meantime we have been given the task of teaching the children of oppression. What changes can we make to be more successful at that task? 3. Resist labels. Resist the push to find something wrong with the victim, rather change how we do things, how we approach the task . 4. Give our special kids the confidence to learn. Teachers are in positions of authority. Children really do think we know what we are talking about.If we consistently make it clear to children that they are sufficient of succeeding at the tasks we give them, before or later they will believe us. But first we have to genuinely believe that what we say is true. We cannot be faking it. From there we need to practice power-with rather than power-over. 6 5. Thus we give our special kids the power to learn. We work with them so that they are taking charge of their own learning we give them agency. This is a difficult task for us to undertake. It means boastful up some control, it means not taking the linear approach that gives us comfort and assurance through its familiarity.But difficult is not impossible. 6. Above all be patient. We are not going to get it perfect ever, but we will get better at working with rather than doing to, and the students will get better at taking responsi bility and determining what they need to be successful. 7 7. Then celebrate when a child tells you that they can finally do it because no one ever told them they could before. Maybe the best suggestion we found came from a Native Hawaiian educator, a member of a population that is also dealing with the fall-out of oppression. Malia Kaniaupuni (2005) strongly advocates for using the heritage and knowledge of the childrens cultureAs others before me have done, I end by calling for a new fabric that brings to the fore Native Hawaiian strengths that have been too long misinterpreted, misrecognised, and undervalued. (p. 32). In his work he makes a convincing argument for strengths-based education, for using a structure that by definition builds on the knowledge and strengths the children bring into the classroom and at the same time begins to change the socio-political conditions. First lets be clear that by strengths based, I do not mean glossing over problems in favour of a rosy pict ure.Strengths-based research, in my view, begins with the premise of creating social change. In contrast to the expert-driven, top-down approach assumed by deficit models, it means treating the subjects of study as actors within multi-layered contexts and employing the multiple strengths of individuals, families and communities to overcome or prevent difficulties. It is also about empowerment, where the purpose of strengths-based research and evaluation is to benefit the people involved in the study by giving them voice, insight, and political power. As such it means empowering communities.(p. 35) It would seem obvious that such could be done here for those children who are the fruits of colonial oppression. The work of understanding, telling different stories and taking action continues. Conclusion We are not naive. We know that the process of labeling is the result of the need for funding. We know that with classrooms of more than 20 that kind of individual attending is very dif ficult. We know that you will be surrounded by administrators, other teachers, parents, even the special children who will tell you to get the testing done and treatment program in place.We know that in the process of de-colonization the oppressed can take on the qualities of the oppressor. But we can become resistors, working with a sure knowledge that we know what doesnt work and that it is way past time to try something radically different. It is clear that the past hundred years or so of schooling directed at Aboriginals has not been a big success. Indeed rather than educating Aboriginals to be successful in the dominant culture, we have an abysmal history of abuse and cultural genocide through education. Many of the abuses of the past are in the past.However, with kindness and recently concern we are using the special education system to continue to marginalize and discredit a large number of Aboriginal children8. We are suggesting that maybe things could be better. References Bishop, A. (2002). sightly an ally Breaking the motorcycle of oppression. Fernwood Publishing Halifax Bloom, B. (1981). All our children learning A primer for parents, teachers and other educators. McGraw-Hill New York. Courtney, R. (1986). Island of remorse Amerindian education in the contemporary world. Curriculum Inquiry, 16(1), pp. 43-65. Freire, P. (1971). Pedagogy of the Oppressed.Herder and Herder New York Freire, P. (1998). Pedagogy of Freedom. Rowman & Littlefield New York. Gitlin, A. (2005). Inquiry, imagination, and the search for a deep politic. Educational Researcher 34 (3), pp. 15-24. Glasser, W. (1986). Control theory in the classroom. harpist and Rowe New York. Goleman, D. (1998). works with emotional intelligence. New York. Bantam Books. Graveline, F. J. (1998). Circle works Transforming Eurocentric consciousnessHalifax Fernwood. Iseke-Barnes. J. (2005). Misrepresentation of Indigenous history and science Public broadcasting, the internet, and education.Discours es studies on the cultural politics of education 26 (2), pp. 149-165. Kalat, J. (1988). Biological psychology (3rd. ed). Belmont, CA Wadsworth. Malia Kanaiaupuni, S. (2005). Kakalai Ku Kanaka A call for strengths-based approaches from a Native Hawaiian perspective. Educational Researcher 34(5), pp. 32-37 Regnier, R. (1995). The sacred circle An Aboriginal approach to healing education at an Urban high school. In M. Battiste & J. Barman (Eds. ), First nations Education The Circle Unfolds (pp. 313-330. (Vancouver UBC Press) Skovsmose, O. (2005), Foregrounds and politics of learning obstacles.For the learning of mathematics 25 (1), pp. 4-10. Wortman,C. , Loftus, E. , & Weaver, C. (1999). Psychology (5th ed. ). New York Harper Collins College. Zimbardo, P. & Gerrig, R. (1996). Psychology and life. New York Harper Collins College. 1 Bloom (1981) believes that the intellectual potential of all students is pretty much the same. The difference is in history. Malia Kaniaupuni (2005) is conc erned that if you focus on a deficit-based approach to education then you often miss the expertise that exists in communities and families, viewing instead outside experts as the only ones capable of fixing our problems.2 Including Aboriginal, Black, Hispanic, recent immigrants and the poor. 3 Classic racism assumes that the obstacles to learning are to be found in the child. 4 modernised racism assumes that any weakness in the child is the result of social background. 5 In July 2005, the descendants of the colonizer who razed an Indian village at Clyaquot Sound returned to the village to apologize for the deeds of their forefathers.6 Anne Bishop in Becoming an Ally Breaking the Cycle of Oppression (2002), explicates the difference between power-over and power-with, although we tend to think the concept is passably self-explanatory 7 Children also fall into the patterns of self-excuse I have already been told that I cant read so why would I work at it. Dont you know I cant do tha t. 8 We do believe that this is the case with all children designated special needs. We may not have the answers but we are pretty clear that we do have a considerable problem that we are not prepared to look at squarely.

Strategic Financial Ratio Analysis

strategical Financial dimension Analysis Meghna cementum Mills Bangladesh picky & Heidelberg cement Bangladesh Limited For the year of 2009,2010 & 2011 stemma Title Fin 254 Section 11 Submitted to SFR Submission date 09/04/2013 throng 5Mohammad Riyasad Jamil (Id XXXXXXXXXX) Saika Alam (Id XXXXXXXXXX) Rifat Kaniz (Id XXXXXXXXXX) Mohammad Shaikh Ashfaq (Id1020668030) Anika Tabassum (Id XXXXXXXXXX) Ishraq Aahmed (Id XXXXXXXXXX) Introduction proportion synopsis is the broad method by which monetary data is converted into simple mathematic proportionalitys for comparison. Since the data is widely available, conniving ratio analysis effects can be accomplished by anyone with access to public financial statements.External usage of the ratio analysis data is widespread. While these ratios dont tell the whole story, sagaciously deviations from an industry standard, can forecast growth or step-down. In this project we have selected two companies from The cement Industries of Bangladesh, one as our main club for which we intend to analyze through dimension Calculation and the some other one as the direct competitor to that club. The main association we have selected is the Heidelberg Cement and the competitor company is to be Meghna Cement Mills Bangladesh Limited. Both of these companies are enlisted in Dhaka Stock Ex neuter since 2007 money box present.The whole purpose of this project is to comparatively evaluate the main company (The Heidelberg Cement) to its direct competitor (The Meghna Cement Mils Bangladesh Limited), to determine the all over-all strategic financial health of The Heidelberg Cement. Heidelberg Cement Bangladesh Ltd, one of the group companies of Heidelberg Cement Group, founded in Germany in 1873, with its core products being cement, ready-mixed concrete, aggregates and related activities, is one of the leading producers of building materials worldwide. The group employs around 43,000 people in more than 50 countries.In 19 99, Heidelberg Cement acquired its operations in Bangladesh. The subsidiary Heidelberg Cement Bangladesh Ltd. , which is the market leader in Bangladesh, operates two cement grinding plants in Dhaka, the speeding-case letter city, and in Chittagong. At present it has 9. 31 % market shares among chalk up market share of 78. 29 % of 13 major cement manufacturers in Bangladesh. The companys last estimated production from 2011 was 1,320,129 MT and observed sales were 1,318,110 MT. The last observed market value from 2001 of this company was 248. 8 Taka/share and the book value was 142 Taka/share.So the company was overvalued by the Market. These worked as the reasons for us to choose this company as a test company for The Strategic proportionn Analysis. We have selected Meghna Cement Mills Bangladesh Limited to be the direct competitor of our test company for this project. Meghna Cement Mills Ltd is the first manufacturing unit of Bashundhara Group and it is one of the largest cemen t industries in the country producing nearly 1 million metric tons a year. The company is listed with both Dhaka and Chittagong Stock Exchanges. The last observed Share price of the company from 2011 was 136. 0 Taka/share. Although its a domestic company compared to The Heidelberg Cement, it gives quite a completion to the Heidelberg Group in Bangladesh as we are going to observe in the hobby part of this project. Ratio Analysis When we calculate the ratios of a squiffy we have to go through five major categories of ratios as follows * Liquidity Ratio Which determines if the firm can make required payments for its maturing financial responsibilities through Liquid Cash drawn from its assets * productiveness Ratio Which measures the ability of a firm to generate Sales from its employed summations Leverage Ratio These ratios put a light on the Financial Leverages of a firm and the ability of that firm to meet those Financial Leverages effectively. * favourableness Ratio These rat ios measure how efficiently a unit of sales is turned into profit for the company * evaluation Ratio These ratios are used to assess how the market is valuing the firm (share price) in relationship to additions and flowing earnings, moolah and dividends. Liquidity Ratio There are three different ratios under liquidity ratios as follows * new Ratio * works jacket crown of the United States Ratio Quick Ratio 1) reliable Ratio Measures the number of units of genuine assets to pay out for each unit of current liabilities. The facial expression for Current Ratio Current Ratio = Current AssetsCurrent Liabilities Current Ratio = Current AssetsCurrent Liabilities Company digit 2011 2010 2009 Heidelberg cement 0. 56 (x) 0. 17 (x) 0. 56 (x) Meghna cement 0. 70 (x) 0. 64 (x) 0. 66 (x) Interpretation In 2009 Heidelbergs working(a) capital ratio was 0. 56 (x) and in 2010 and in 2011 its working capital was 0. 17 (x) and 0. 56 (x) which implies its current asset went round off and tot al asset went up in 2010.In 2009 Meghnas working capital ratio was 0. 66 and in 2010 and in 2011 its working capital was 0. 64 and 0. 70 which I plies its current assent went down and total assent went up in 2010. Heidelberg holds a constant working capital ratio which diminutiond in 2010 and they managed to pull it up in 2011 where as Meghnas working capital increased gradually from 2009 to 2011. 2) Working Capital Ratio This Ratio measures the percentage of total assets that is invested in current assets. The formula of Working Capital Ratio Working Capital Ratio = Current AssetsTotal AssetsWorking Capital Ratio = Current AssetsTotal Assets Company name 2011 2010 2009 Heidelberg cement 0. 56 (x) 0. 17 (x) 0. 56 (x) Meghna cement 0. 70 (x) 0. 64 (x) 0. 66 (x) Interpretation In 2009 Heidelbergs working capital ratio was 0. 56(x) and in 2010 and in 2011 its working capital was 0. 17 (x) and 0. 56 (x) which implies its current asset went down and total asset went up in 2010. In 2009 Meghnas working capital ratio was 0. 66 (x) and in 2010 and in 2011 its working capital was 0. 64 (x) and 0. 70 (x) which implies its current asset went down and total asset went up in 2010.Heidelberg holds a constant working capital ratio which decreased in 2010 and they managed to pull it up in 2011 where as Meghnas working capital increased gradually from 2009 to 2011. 3) Quick Ratio The quick ratio gives a clearer indication of the firms ability to meet its maturing financial obligations out of current, liquid assets. The formula for the Quick Ratio Quick Ratio = Current Assets-InventoriesCurrent Liabilities Quick Ratio = Current Assets-InventoriesCurrent Liabilities Company name 2011 2010 2009 Heidelberg Cement 1. 61(x) 1. 74 (x) 1. 51 (x) Meghna Cement 0. 86 (x) 0. 80 (x) 0. 79 (x)Interpretation In 2011 Heidelbergs current asset without its inventory was 1. 61 (x) and in 2010 and 2009 it was 1. 74 (x) and 1. 51 (x) its current liabilities. In 2011 Meghnas current asset without its inventory was 0. 86 (x) and in 2010 and in 2009 it was 0. 80 (x) and 0. 79 (x) its current liabilities. Heidelbergs performance declined over the year of 2009 to 2011. This decrease can be attributed to the fact that the relevant change in its current liabilities was more than the relevant change in its current asset and inventory. Whereas its competitor Meghna cements performance increased over the year. Productivity RatiosThere are five different ratios under the measurement of Productivity Ratio * Receivable turnover Ratio * Days Sales Outstanding (DSO) * Inventory Turnover * Total asset turnover ratio * restore Asset turnover Ratio 4) Total Asset Turnover Ratio (TA TO) This ratio estimates the number of units in Sales, produced by each units investiture in the companys Assets TA TO = Net SalesTotal Assets TA TO = Net SalesTotal Assets The formula for TA TO Company name 2011 2010 2009 Heidelberg Cement 1. 0631 (x) 1. 1586 (x) 1. 1951 (x) Meghna Cement 1. 844 (x) 1. 5855 (x) 1. 4189 (x) Interpretation In 2009 Heidelbergs TA TO was 1. 1951 (x), in 2010 and 2011 its TA TO was 1. 1586 (x) and 1. 0631 (x) of its Total Assets In 2009 Meghnas TA TO was 1. 4189 (x), in 2010 and 2011 its TA TO was 1. 5855 (x) and 1. 4844 (x) of its Total Assets Both the two companys TA TO s are comparatively close to each other. However Meghnas Ratios are a little bit higher than Heidelbergs. So we could say that over the past three years Meghna has shown a little bit more dexterity than Heidelberg in utilizing its total assets for generating sales.In this scenario Meghanas performance as a competitor is better than Heidelberg Cement 5) indomitable Asset Turnover Ratio (FA TO) This ratio estimates the number of units in Sales, produced by each unit investment in the companys Net furbish up Assets FA TO = Net SalesNet Fixed Assets FA TO = Net SalesNet Fixed Assets The formula for FA TO Company name 2011 2010 2009 Heidelberg Cement 2. 4539 (x) 3. 0817(x) 2. 7202 (x) Meghn a Cement 4. 9925 (x) 4. 3774 (x) 4. 1159 (x) Interpretation In 2009 Heidelbergs FA To was 2. 7202 (x) and in 2010 it went up to 3. 817 (x) of its Fixed Assets. But in 2011 the FA TO went down to 2. 4539 (x), the companys Fixed Assets. This indicates that in 2011 Heidelberg invested more in its Current Assets in comparison to the previous years. As a result the company was generating fewer sales from its Fixed Assets compared to 2009 & 2010. In 2009 Meghnas FA TO was 4. 1159 (x) its Fixed Assets. In 2010 and 2011 the FA TO was 4. 3774 (x) and 4. 9925 (x) of its Fixed Assets. Meghna had a significant rise in its FA TO over the years. This means they are utilizing their Fixed Assets more efficiently for generating sales.Over the years Meghna has shown efficiency in utilizing its Fixed Assets and has generated importantly higher sales, on the other mint Heidelbergs Sales generating capacity from its Fixed Assets has declined. So Meghna holds an upper hand when it comes to utilize its F ixed Assets effectively. Leverage Ratios There are four different ratios under the criterion of Productivity Ratio * Debt to Asset ratio * Debt to candour * Times Interest Earned * Cash eat to Debt ratio 1) Debt to Asset Ratio This ratio indicates the proportion of total assets financed by debt at a particular take aim in time The formula for Debt to Asset RatioDebt to Asset = Total LiabilitiesTotal Assets X degree Celsius Debt to Asset = Total LiabilitiesTotal Assets X 100 Company name 2011 2010 2009 Heidelberg Cement 34. 2989 (%) 33. 7784 (%) 34. 1261 (%) Meghna Cement 83. 5524 (%) 81. 5425 (%) 79. 7020 (%) Interpretation Heidelberg did non have any significant change in its Debt to Asset Ratio over the year though it went down by a little in 2010. We can see that in 2009, 34 % of its Assets were financed by Debt and in 2010 and 2011 33% and 34% of its Assets were financed by its Liabilities.Heidelberg holds a large proportion of Assets to its Equity and a less(prenominal) pr oportion to debt. Meghna has a large Debt to Asset Ratio which has a significant rise over the years, from 2009 to 2011 its debt to asset went up from 79% to 83%. Meghna holds a large proportion of Assets financed by its Liabilities. In comparison, Heidelberg has the upper hand In this segment, because it has a lot less Assets exposed to Debt rather than Meghna, which has a large Debt against its Assets. Dupont Analysis At the end of the project wed like to draw a concluding summary by victimization the concept of Dupont Analysis in comparative traits for both of the firms.The Dupont system provides a good starting point for any financial analysis. It shows that financial strength in a company comes from three major sources, rather it focuses on three major segments * lettuceability Profit generated from a companys Sales * Asset Utilization Sales generated from investment in Assets * Debt Utilization Portion of Assets that is held against Owners Equity. Return on Equity (hard ro e) = Net IncomeSales X SalesTotal Asset X Total AssetTotal Equity Or, ROE = Profit border (PM) X TA TO X Equity Multiplier (EM)Return on Equity (ROE) = Net IncomeSales X SalesTotal Asset X Total AssetTotal Equity Or, ROE = Profit Margin (PM) X TA TO X Equity Multiplier (EM) So, the formula for Dupont looks like this Dupont analysis for Heidelberg Cement From the Ratios we calculated earlier (PM, TA TO & EM) we get the following values for ROE by using the Dupont formula Year PM TA TO EM ROE 2011 8. 8028% 1. 0631 (x) 1. 5220 (x) 14. 3243% 2010 12. 0014% 1. 1586 (x) 1. 5101 (x) 20. 977% 2009 11. 5059% 1. 1951 (x) 1. 5181 (x) 20. 8749% Interpretation From 2009 to 2010 we can see a slight rise up from 20. 8749% to 20. 9977% in the ROE Ratio for Heidelberg Cement. However from 2010 to 2011 there was major decline in ROE of 20. 9977% to 14. 3243%. Where TA TO and EM remains rough similar, the ROE falls due to a declining Profit Margin in the year of 2011. So undermining the decline in the Profit Margin, it is safe to say that Heidelberg showed a considerable poor performance in generating Profit from its Sales, in the last observed year of 2011.