George Bush Essay

Initiative is a quality that Americans consistently search for in a president. US Presidents have an extraordinary measure of obligation. Americans search for somebody that can enable our nation to develop. We search for somebody who has charm, quality and knowledge. George W. Shrubbery had an extremely intriguing administration. It was loaded up with happiness, unrest and catastrophe, all which were times where a pioneer could either succeed or fizzle. George W. Shrubbery was the 43rd President of the United States. He had the entirety of the capability of an extraordinary president. He originated from a political family. He was the child of previous President George H.W. Shrub. He had an extraordinary instructive and military foundation. He moved on from Yale University and afterward Harvard Business School. He was a pilot for the Air National Guard for a long time. He worked in the oil business after school where he was known for his brilliant business choices. He served in Texas’ House of Representatives and afterward Governor of Texas. Most American’s would presumably accept that these capabilities would make him an extraordinary contender for President and in 2000 he was chosen President, vanquishing Al Gore by just little edge. (Hedge 3) Picking George W. Shrubbery I decided to investigate and break down President Bush since he was president during the greatest assault on American’s during my lifetime. He needed to step up and turn into the incredible pioneer that our country required during and after the psychological oppressor assault on September eleventh, 2001. President Bush is as yet being accused for a portion of the issues that America is having now. President Obama censures him for the economy and numerous American’s have reprimanded him for our proceeded with nearness in the Middle East. I needed to investigate his initiative capacities and comprehend why he went from being a not terrible, but not great either President to an incredible president to a president that is being accused for everything. I additionally observe President Bush as an ordinary individual with qualities and shortcomings. I consider him to be somebody like myself. I need to all the more likely get him and gain from his accomplishments and his mix-ups. President Bush was not a conceived pioneer. Despite the fact that President Bush had the resume that American’s thought would make him an incredible pioneer, toward the start of his administration, he was deficient with regards to a portion of the key characteristics of aâ good pioneer. He didn't show trust in his choices and he came up short on the comprehension of worldwide issues. (Domin 3) After the awfulness of September eleventh, he truly ventured up and took on his influential position. He had the option to show America that he was the pioneer that they felt that they would get in an American President. President Bush had the option to unite his devotees in a period of catastrophe, joining them for a shared objective. He had the option to leave the entirety of the analysis that he had gotten behind him and become another pioneer that everybody regarded. Moreover, I needed to explore President Bush on the grounds that a considerable lot of the universal issues that America looked during President Bush’s terms are as yet waiting today. American lives are still in danger on account of psychological oppressor gatherings. It was just two or three months back that the U.S. Office in Benghazi was assaulted by fear based oppressor slaughtering the US Ambassador and three others. I question the adequacy of our present organization and their capacity to guard America. (Kirkpatrick, and Myers) Capacities and Skills Despite the fact that President Bush was not an extraordinary pioneer from the earliest starting point, I accept that he had the option to step up and turn into the incredible pioneer that we required him to be. He grasped the fundamental capacities and aptitudes that America required in a pioneer after an emergency. The first and most significant trademark that he had after September eleventh was passionate knowledge. He comprehended the seriousness of the circumstance and had the option to address the general population in a manner that helped us meet up as a nation. Woodward offered this remark about how President Bush tended to the general population before Ground Zero. â€Å"Bush’s suddenness permitted him to associate at an instinctive level with his crowd: acting all the while as their pioneer and communicating their emotions in the profoundly charged environment of the time.† (Roper 5) I accept that President Bush additionally incorporates the four attributes that depict an inventive pioneer. President Bush confronted probably the greatest deterrent of any President and he had the self-assurance to lead. (Nahavandi 115) Thousands of blameless Americans had been murdered through a psychological oppressor assault. He realized that America was entering a period of war. Despite the fact that a large number of his consultants were uncertain of the choices to assault Afghanistan, he was solid about his convictions and he offered consolation to his counselors. A correspondent who was available during the National Security Council meeting before the underlying assaults in Afghanistan saw the strain in the room before President Bush was available however said that, â€Å"the pressure unexpectedly depleted from the room.† (Roper 5)

Why You Shouldnt Mix Bleach and Vinegar

Why You Shouldnt Mix Bleach and Vinegar Blending blanch and vinegar is an impractical notion. Poisonous chlorine gas is discharged, which basically fills in as an approach to wage substance fighting on ones self. Numerous individuals blend blanch and vinegar, knowing its hazardous, however either think little of the hazard or, in all likelihood trust in expanded cleaning power. Heres what you should think about blending dye and vinegar, before attempting it. Why People Mix Bleach and Vinegar On the off chance that blending blanch and vinegar discharges harmful chlorine gas, at that point for what reason do individuals do it? There are two responses to this inquiry. The principal answer is that vinegar brings down the pH of fade, making it a superior disinfectant. The second response to why individuals blend blanch and vinegar is that individuals dont perceive how hazardous it is or how rapidly it responds. They hear blending the synthetic substances improves them cleaners and disinfectants, yet dont understand the cleaning support isnt going to have a sufficient effect to legitimize the extensive wellbeing peril. What Happens When Bleach and Vinegar Are Mixed Chlorine fade contains sodium hypochlorite or NaOCl. Since dye is sodium hypochlorite in water, the sodium hypochlorite in dye really exists as hypochlorous corrosive: NaOCl H2O ↠HOCl Na OH- Hypochlorous corrosive is a solid oxidizer. This is the thing that makes it so great at dying and purification. In the event that you blend blanch in with a corrosive, chlorine gas will be delivered. For instance, mixingâ bleach with can bowl cleaner, which contains hydrochloric corrosive, yields chlorine gas: HOCl HCl ↠H2O Cl2 Albeit unadulterated chlorine gas is greenish-yellow, gas created by blending synthetic substances is weakened in air. Its undetectable, so the best way to think about it is by the smell and negative effects. Chlorine gas assaults mucous films, for example, eyes, throat, and lungs and can be dangerous. Blending fade in with another corrosive, for example, the acidic corrosive found in vinegar, yields basically a similar outcome: 2HOCl 2HAc ↠Cl2 2H2O 2Ac-(Ac : CH3COO) There is a balance between the chlorine species that is impacted by pH. At the point when the pH is brought down, as by including can bowl cleaner or vinegar, the proportion of chlorine gas in expanded. At the point when the pH is raised, the proportion of hypochlorite particle is expanded. Hypochlorite particle is a less effective oxidizer than hypochlorous corrosive, so a few people will deliberately bring down the pH of dye to expand the oxidizing intensity of the concoction, despite the fact that chlorine gas is created accordingly. What You Should Do Instead Dont harm yourself! As opposed to expanding the movement of the sanitizer by adding vinegar to it, its more secure and increasingly compelling to just buy new bleach. Chlorine blanch has a timeframe of realistic usability, so it loses control after some time. This is especially evident if the compartment of dye has been put away for a while. Its far more secure to utilize new fade than to hazard poisoningâ by blending blanch in with another compound. It is fine to utilize dye and vinegar independently for cleaning as long as the surface is washed between items.

Macbeth Deception Free Essays

Macbeth Essay King Duncan is a credulous and delicate ruler. In spite of the fact that he is delicate and kind he likewise requests to be obeyedâ and rebuffs the individuals who ignore him. For instance we can perceive how Duncan loses all his trust in the now dead Thane of Cawdor. We will compose a custom article test on Macbeth Deception or on the other hand any comparable point just for you Request Now When King Duncan understands that he was sold out by the past Thane of Cawdor, he says, â€Å"There’s no workmanship to discover the mind’s development in the face: He was a refined man on whom I assembled an outright trust. † This implies Duncan used to confide in the Thane of Cawdor with his eyes shut however then Ross uncovers to Duncan that the Thane of Cawdor sold out him by holding hands with Duncan’s adversary, the ruler of Norway. Ross depicts this deed as, â€Å"Norway himself, with horrendous numbers, helped by that most traitorous deceiver, The Thane of Cawdor, started a troubling clash. † Due to this double-crossing, the Thane of Cawdor is executed, so Duncan picks Macbeth to get this title. Duncan picks Macbeth since he is valiant in fight, particularly against the Norwegians when he pushed through the positions of troopers to slaughter Macdonwald. Lord Duncan freely praises Macbeth when saying, â€Å"O worthiest cousin! The transgression of my lack of appreciation even now was overwhelming on me: thou workmanship so far before that swiftest wing of reward is delayed to surpass thee. Would thou hadst less merited, that the extent both of thanks and installment Might have been mine! Just I have left to state, more is thy due than beyond what all can pay. † He implies that he is appreciative to Macbeth for having a significant influence in the triumph that they had before and that he can consider nothing to reimburse him enough. This shows the regard that Duncan had for Macbeth. Duncan feels that he can confide in Macbeth. Duncan likewise makes Malcolm the Prince of Cumberland. In Act 1 Scene 3, Macbeth and Banquo meet the witches and they anticipate that Macbeth will become lord, â€Å"All hail Macbeth that will be above all else from this point forward. † Macbeth is glad to hear this forecast and is anticipating become King of Scotland yet he realizes that he needs to defeat obstructions which are in his manner so he chooses to kill the King. Macbeth examines with Lady Macbeth and she convinces him to execute Duncan and says that she would assist him with carrying out this savage thing. They sneak in Duncan’s room while he is snoozing and Macbeth fiercely cuts him with a knife. Woman Macbeth additionally figures out how to get the gatekeepers alcoholic and afterward cautiously puts the grisly knifes close to them with the goal that it might want they had killed King Duncan. The topic of trickery is plainly appeared in this play when Macbeth double-crosses King Duncan. Ruler Duncan consistently commended him and regarded him yet at the same time Macbeth kills him. Macbeth should be a devoted warrior who might give his life for the lord however he is presently considered as a swindler when choosing to kill him with the goal that he can be the leader of the realm. Step by step instructions to refer to Macbeth Deception, Essay models

Caveats and misgivings (not all vocabulary can be learned in context)

As I was categorizing the reading questions from the new tests in the 2020 edition of the Official SAT Guide, I noticed something a little odd about question #47 from the October 2017 exam. The question, which accompanies a passage about the search for new types of antibiotics, reads as follows: In line 79, â€Å"caveats† most nearly means A) exceptions B) restrictions C) misgivings D) explanations Now, the answer, C), was correct in the most technical sense. Among the answer choices, â€Å"misgivings† obviously made the most logical sense when it was plugged into the passage, and it was perfectly consistent with the list of drawbacks the author provided in regard to a particular drug. But when I thought about it, something about the question kept nagging at me. â€Å"Caveats† are warnings, full stop; the word only has one definition. â€Å"Misgivings,† in contrast, are feelings of doubt, or reservations. The two are related in the sense that an author would logically only offer caveats if he had misgivings about something; however, to say that the two are the same, or that one can be used in place of the other without significantly changing the connotation, is simply not true. In fact, it’s exactly the sort of questionable justification for a wrong answer my students used to offer for vocabulary questions on the old SAT: â€Å"Well, x can sort of mean y, because y happens because of x†¦Ã¢â‚¬  Or, â€Å"They’re sort of similar, so they’re kind of like saying the same thing. (And to push the point even further, the ability to distinguish between x causes y and x is y is precisely what SAT analogies used to test. The ability to make strong arguments is in part dependent on the ability to make these kinds of distinction.) Furthermore, there is nothing in the passage to firmly indicate that â€Å"caveats† is being used to mean anything other than what it normally means. In fact, there is no information in the passage that makes clear the precise  meaning of â€Å"caveats† at all. True, warnings—and, to be honest, caveats—does not sound  nearly as good as misgivings in context; the original usage is somewhat awkward. However, sounds good should not be confused with has the same connotation. Likewise, the fact that a word happens to make sense in context does not imply that it is what the author actually means.  (Apparently, that was too subtle a point for the test-writers; based on the College Boards explanation, this is where they seem to have gotten tripped up.) To understand what the writer is suggesting—namely, that others should beware of viewing teixobactin as a cure-all, not just that he personally has reservations about its use—the reader simply has to know the literal definition of caveats. The use of the first-person (my) in the sentence in which the word appears, as well as in the following sentence (â€Å"Well, I  see three [caveats]), does not affect that connotation; it is in no way inconsistent with the words usual meaning to emphasize that one is personally offering a warning. This straightforward interpretation of the word is also supported by the description of substantial logistical hurdles that follows: the whole point is that other researchers would be mistaken to place too much faith in teixobactin. Besides, writers dont use fancy words like caveats by accident. If the author of the passage had wanted to indicate that he was merely expressing a personal opinion, he wouldnt have gone out of his way to use a term with an explicit connotation to the contrary. I’ve encountered problematic questions before, and beyond some fleeting irritation, I don’t normally waste much time thinking about them. For some reason, though, the wrongness of this question kept gnawing at me, and I couldnt seem to stop thinking about it. The question was sloppy, sure, but the problem seemed to go beyond just a lack of precision. It took me a while to put my finger on what was bothering me so much, but the more I turned things over in my mind, the more problems I noticed, and the deeper they went. What I finally realized was that in addition to encouraging a misreading of the text, the question seemed to fundamentally miss the point of what vocabulary-in-context questions are intended to test, in a way I’d never really seen on the old SAT, the ACT, the TOEFL, or any graduate-level exam. Worse, it was based on a refusal to recognize that definitions cannot always be determined from context, and that because English is a hybrid language, different types of words often require different types of approaches. In short, the question was messed up in practice because it was messed up in theory. Let me start here: Normally (that is, on pretty much every competently written standardized test), vocabulary-in-context questions exclusively concern alternate meanings of common words, and are intended to test whether students have grasped the actual meaning of a text. Although they ask what a term â€Å"most nearly means,† that phrasing is not  intended to imply that the correct answer is an approximation of the definition, nor is it an invitation for the test-taker to change the meaning of the text. Rather, it is a signal that the word being tested is not being used in its most common definition. The correct answer is the option that corresponds most precisely  to the author’s intended meaning or connotation. Because words with multiple meanings by definition have, well, more than one meaning, it is unnecessary for the test-writers to grope around for a synonym that sort of kind of fits as the answer choice; the alternate definition, which is often quite common and conveys the actual meaning, can simply be plugged in. For example, consider the following question: Over the last several years, farmers in Florida have attempted to check  the spread of the crop disease known as citrus greening, responsible for destroying millions of tons of fruit, by spraying orange, grapefruit, and lemon trees with a variety of pesticides. In line 1, â€Å"check† most nearly means† A) reveal B) limit C) defend D) comprehend The answer here is B) because â€Å"limit† is not a vague approximation of the meaning—it is exactly what â€Å"check† means here. That usage just happens to be less common than the usual definition, i.e., â€Å"make sure.† A question like this will automatically be challenging for some students because they will be either unfamiliar with that alternate meaning and/or unable to use context clues to figure it out. It is unnecessary to complicate things further. When a term only has one literal definition, however, this game is impossible to play: first because the whole point of these questions is to test words with multiple meanings, and second because there may be no second option to use as the correct answer. â€Å"Caveat† is a perfect illustration of a term in this category: it has exactly one meaning— â€Å"warning†Ã¢â‚¬â€that has no exact synonyms. But because the literal definition cannot appear as the correct answer, lest the College Board give the impression that the SAT is a test of simple memorization, a less precise alternative must be used. Hence â€Å"misgivings.† But rather than serve to reveal whether a student has understood the text’s literal meaning, as these questions are intended to do, the answer changes  the text’s meaning. So while the question is acceptable in the absolute, literal sense it also violates the spirit of what vocabulary-in-context questions are all about. Basically, the test-writers exploited a loophole to produce a misleading question that still technically passed muster. It is entirely possible to imagine a student who knows the literal definition of â€Å"caveats†Ã¢â‚¬â€and who thus understands the text perfectly—getting stuck here because there is no synonym for â€Å"warnings† among the choices. And again, that is a problem because aside from the slightly awkward phrasing, nothing in the text directly signals that â€Å"caveats† is being used to mean anything other than what it usually means. As a result, it is necessary to focus not on the word itself, but rather on the answer choices. The test-taker must read between the lines and intuit what the test-writers were attempting to get at, as opposed to what they literally asked. Plenty of smart kids don’t get how to play that game. Alternately, a savvy student could ignore â€Å"caveats† altogether and focus on the answer that produces the most logical meaning in context—that’s pretty much the simplest way to answer the question. (One can easily imagine a well-coached student screwing up his/her nose at the appearance of a â€Å"weird† word, then remembering a tutor’s advice to forget about the original term and just focus on the answer choices.) But even if that method leads to a correct answer, the student will have misconstrued the author’s actual intent. This is basically the high school equivalent of telling children who are learning to read that it’s okay to see the word â€Å"horse† and instead read â€Å"pony† because â€Å"pony and horse mean the same thing. The message is: it doesn’t really matter whether you know what words actually mean, as long as you’re sort of somewhere in the ballpark. The consequences for a single question like this are admittedly trivial, but as a general approach to vocabulary acquisition, it’s well, kind of a problem. At any rate, the fact that the question did appear on an administered test essentially leaves two possibilities: 1) The test-writers, as well the people higher up responsible for reviewing their work, did not really grasp what these questions were intended to test, and/or mistook the awkward phrasing in the passage for an indication that caveats was not being used literally. This is pretty probable, given the College Board’s decision to push out ETS and take over the test-writing process itself, along with its replacement of long-time employees with weaker, less experienced new hires, largely from the ACT (a test that does not target advanced vocabulary). In fact,  by the end of 2015, three quarters of the top leadership had worked at College Board for less than two years.  It is not unreasonable to assume that the percentage is even higher now. Undoubtedly, there are many words just as challenging as â€Å"caveats† that have not one but two  close synonyms, and with a bit more effort, the test-writers could have found a better candidate for a question. (To choose a random example, â€Å"perforated,† in line 29 of the same passage for example, can be used to mean either â€Å"punctured† or â€Å"pierced.†) The fact that they did not do so is very telling. 2) No one really cared. (Because, hey, as long as we throw in some stuff that looks kinda hard, it’s all good.) Note that these two options are not mutually exclusive. I think, however, that the real problem is the framework underlying the creation of the question. Recall that a significant part of the marketing campaign surrounding the redesigned SAT revolved around the fact that words would only be tested in context—that is, â€Å"authentically†. No more would students be made to lug around stacks of flashcards bearing lists of polysyllabic monstrosities never to be encountered in real life (like, for example, â€Å"caveats†). No, the redesigned SAT would only test â€Å"relevant† words—an Orwellian formulation if ever there was one. As the ACT has discovered recently, however, if you don’t include enough difficult questions, or fail to manipulate the curve properly, too many people get perfect scores. In contrast, the redesigned SAT was designed so that scores in the middle range would increase; the number of perfect scores needed to be capped in order to avoid the perception that the test had been made too easy, and the test still needed to give the impression of rigor. This, then, is the College Board trying to have it both ways: the test needs to include some advanced vocabulary so that it maintains its status among its traditional clientele of high-achieving students and their parents/college counselors, but the organization has also backed itself into a corner with the â€Å"words in context† paradigm. Thanks to the College Boards own marketing campaign, the test must now adhere to the idea that even â€Å"hard† words can be figured out if the reader has mastered the correct strategy, i.e., using context clues. Unfortunately,  that is not how reality works.  And on a question like the one I’ve been discussing, the limitations of this approach become apparent. In fact, unless you are repeatedly exposed to a relatively uncommon word like â€Å"caveat† in situations that make its meaning clear (highly unlikely for the average high schooler), there are exactly two ways to learn it: 1) You can memorize it purely by rote. 2) You can use the Latin root â€Å"cave† (â€Å"beware,† pronounced CAH-way), which makes it considerably easier to remember, especially if you happen to be studying Latin. Obviously, the student who learns it via option #2 stands an infinitely better chance of retaining it, new SAT or old SAT, vocabulary flashcards or not. But the College Board’s entire spiel is based on a denial of the fact that this is a legitimate way to learn vocabulary—or, at the very least, a way that should actively be encouraged. Presumably, this has something to do with the fact that the opportunity to study Latin—or, heaven forbid, Greek—is largely only available to more privileged students, which puts it at odds with the College Board’s mission of â€Å"expanding opportunity.† But if the goal is to test some higher-level vocabulary effectively (admittedly a shaky premise), then this is a serious problem. Because of the way the English language evolved, many—if not most—single-meaning challenging/technical terms, are indeed derived from Latin or Greek, in contrast to everyday words, which tend to have Anglo-Saxon origins. In addition, higher-level Greco-Latin terms often appear in circumstances in which their exact meanings cannot be determined from context. As a result, students who do not know anything about roots or etymologies lack an important set of tools for learning and retaining new words, particularly the kinds of words they are likely to encounter in college. (Yes, this is even true for many students in STEM fields, who are likely to encounter countless scientific terms derived from Latin!) That is why the old SAT tested vocabulary from both angles, and in two different types of exercises: sentence completions were designed so that many answers could be determined via roots, whereas passage-based questions depended on context clues. To some extent, that division reflected the fact that English is a hybrid language, and that words can (and, in some cases, must) be learned in a variety of ways. But if the College Board was going to regain market share from the ACT, that reality needed to be rejected wholeheartedly. To return to my original point, though, the last piece of why the â€Å"caveats† question bothers me so much has to do with the way in which â€Å"misgivings† shifts the connotation of the text from the social to the personal. I do not want to imply that this was anything other than a random coincidence on the College Board’s part, but I also find it oddly telling that the answer involved this particular type of alteration. Let me explain. Increasingly, I am encountering people—not just teenagers, but also some adults—who seem not just unwilling but actually unable to conceive of ideas in general terms, instead reducing everything to personal opinion and/or experience and refusing to acknowledge any external view. I think it’s reasonable to assert that this tendency is reinforced, perhaps even developed, by a school system in which students are constantly encouraged to relate what they are studying to their own lives. This is obviously not a bad idea in moderation, but like anything, it becomes a real problem when applied simplistically and to extremes. The result is that everything  is reduced to a matter of individual opinion and experience, and any criticism of a person’s ideas is perceived as a personal attack on their unique identity (reductio ad hominem?). In that context, the replacement of â€Å"caveats† with â€Å"misgivings† slips the author’s discussion onto the plane of personal opinion—â€Å"Oh, well, he personally thinks that this stuff, tex-, tex-whatever, won’t work, but that’s just, like, his individual perspective,† one can imagine a particular type of student stating smugly—and away from an act directed toward others. I understand if this reading of the question seems like too much of a stretch to some people, but given some of the incidents I’ve witnessed recently—not least, a middle-schooler haranguing a seasoned researcher of reading disabilities in front of a room full of adults, obstinately insisting that he could not possibly understand what it meant to be dyslexic since he himself was not personally gifted (!) with dyslexia—I can’t help but think about it in these terms. In that context, it seems to epitomize an enormous issue at a very minute scale. For me, the bottom line is this: some words do have generally agreed-upon definitions, and to pretend otherwise is to invite a world in which coherent discussion is impossible because what should be common ground can always shift—one of the parties can always insist that terms mean other than what they mean; that because they really believe it, their interpretation must be taken seriously; and that to insist otherwise is a threat to their very selves. Indeed, if everyone is an entirely unique individual entitled to interpret everything in their own way, there can be no such thing as a â€Å"commonsense† understanding because there can be no such thing as â€Å"common.† Thus, sense becomes nonsense, and nonsense sense. I think its fair to say thats a real problem. But then again, maybe those are just my personal misgivings.

The Quests Of Araby And A Worn Path - 984 Words

The Quests in â€Å"Araby† and â€Å"A Worn Path† Both â€Å"Araby† (1914) by James Joyce, and â€Å"A Worn Path† by Eudora Welty (1941) pursue life through a journey. The protagonists, Phoenix Jackson in â€Å"A Worn Path† and Joyce’s narrator in â€Å"Araby,† embark on an errand out of love. In â€Å"Araby,† Joyce’s narrator develops an infatuation for Mangan’s sister. He laments, â€Å"I had never spoken to her, except for a few casual words, and yet her name was like a summons to all my foolish blood† (Joyce 200). He volunteers to pick up something for her at the Araby bazaar, but arrives as it is closing. The empty bazaar is Joyce’s narrator’s epiphany to realize how his errand is futile and leads him to scrutinize his infatuation with Mangan’s sister. Conversely, an elderly grandmother, Phoenix Jackson, strikes out on her errand in â€Å"A Worn Path† by making her way through the woods toward Natchez. She must fetch medicine on her gran dson’s behalf which relieves his raw throat from an accident where he drank lye earlier. Phoenix overcomes numerous obstacles, even forgetting why she made the long trip, but does procure the medicine. Both Jackson and Joyce’s narrator have a mission to fulfill, but Jackson is successful, and the Narrator is not due to different maturity levels. Love is the common reason that both protagonists undertake their respective journeys that begin with hope and optimism. In â€Å"Araby,† the Narrator confesses his adoration of Mangan’s sister: â€Å"My body was like a harp and her words and

A Business Model For A Big Corporation - 837 Words

Indeed, the sharing economy known as collaborative consumption. It is a trending concept that highlights the skills for individuals to rent or borrow the goods as compared to purchase them. Without a doubt we can say that 2013 is a sharing economy year. (Forbes, 2013) The concept of the sharing economy is following below: Accommodation sharing: Airbnb has not only opened the doors for the alternative way in the perspective of travel, but it has forced cities to follow-up their housing codes and questions about housing requirement and desires. (Lee, 2013) Bike sharing: This concept defines that passing the bike to another person has maybe done more to transform the city. Car sharing: This industry begins with small business and no time became an attractive business model for a big corporation. Chart 1 shown that the car sharing economy of scale. It indicates the car share vehicles provided and parking spaces needed through chart 1 which meets the 20 care share vehicles and 800 parking spaces that level showed as car share economy of scale. (Chart 1) Meal sharing: This is very important concept of the sharing economy. Munchery and the favorite of San Francisco share by supporting, working and customer to connect with the city’s chefs. They tried to provide quality meals at home. (Campbell, 2003) Educational resource sharing: This concept of sharing cut the headaches and made it easy for teachers to promote their classes, especially those are teaching as freelancers. TheShow MoreRelatedThe Cross Boundary Disruptive Business Strategy1466 Words   |  6 PagesAs you’ll see in the next section, the above two models can be difficult to achieve if the business is already established. But there could be a third strategy, which might offer more opportunities for larger corporations. 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Applying information to financial statement - Myassignmenthelp.Com

Question: Discuss about theApplying information to the financial statement. Answer: Profitability Ratios Gross profit percentage of sales Gross profit sales percentage of Sharma and Ryan Company is observed to be 58%. This ratio indicates the relationship among total net sales revenue and gross profit. This serves as a vital ratio in analyzing the operational performance of the company (Batta, Ganguly and Rosett 2014). It is gathered that this ratio is high for the company in comparison to its competitor which is deemed to be favorable. Such high ratio indicates that the company has been capable enough in increasing its profitability through creating competitive product or services. This ratio serves as an important profitability measure through which the investors and analysts of Sharma and Ryan Company compare the identical companies within the overall industry. It is considered that the higher this ratio, the more the company is deemed to retain on every dollar of sales to service along with its other obligations and costs. Net profit percentage of sales Net profit percentage of sales of Sharma and Ryan Company is observed to be 10.35%. This ratio indicates the remaining profit of the company after every expense associated with administration, production and financing after deducting from income taxes, sales those are recognized (Brigham and Ehrhardt 2013). Net profit of Sharma and Ryan Company is observed to be lesser than its competitor who indicates the current sales practices of the company are not efficient enough in generating profits through revenue. This indicates the companys decreased share price growth and increased profitability. Less net profit ratio signifies that the company is not that efficient enough in concerting its sales into profits as this is both a measure of overall business health and efficiency. The company is not that capable to generate increased profit per dollar of sales that is highly efficient. As the company has less net profit margin ratio, hence it is not that capable to survive a product line whic h does not address expectations or economic contraction period. Return on capital employed Return on capital employed of Sharma and Ryan Company is observed to be 30.81%. This ratio indicates the ways in which the company is efficient in gathering profits from the capital employed through comparing net portraying profit with capital employed. This ratio of the company is observed to be high in comparison to its competitor who indicates that the assets of Sharma and Ryan Company are performing better in consideration to long term financing (Bruce-Twum and Mensah 2015). A higher ratio of the company signifies that increased profit dollars are generated by every dollar of capital employed. Sharma and Ryan Company attained such high ratio through having smaller dollar amount of assets and increased profits that gave high return to the company. The result of the company indicates that the organization generates high earnings per dollar capital used. A higher return on capital employed value signifies high profitability and as the organization less assets along with similar prof its as its competitors, it is deemed to have increased return value regarding return on capital employed with high profits. Efficiency Ratios Debtors payment period Debtors payment period of Sharma and Ryan Company is observed to be 34 days. This ratio indicates maximum time taken by a business to attain payments gathered in terms of accounts receivables. This ratio for the company is observed to be high in comparison to its competitor for the reason that its average number of days is high between the credit sales date along with date payment that is attained from credit sales (Gritta and Adrangi 2014). Such high ratio is not deemed to be favorable for the reason that a short collection period indicates better receivables management and fast collection. A longer collection day of Sharma and Ryan Company indicates negative impact on short term debt paying capability. Creditors payment period Creditors payment period of Sharma and Ryan Company is observed to be 29 days. This ratio indicates the average time taken by a company for addressing all its debts with trade suppliers or accounts payables (James, Stephen and Mark 2014). This payment period of the company is observed to be shorter in comparison to its competitor. This indicates Sharma and Ryan Companys rapid payments to its creditors that ensure the creditworthiness of the company. The company is efficient enough to anticipate the average time it takes in addressing its debts with all its trade suppliers. If the turnover ratio is falling from a period to another is an indication that an organization is taking more time in paying off its suppliers in comparison to its previous time frames. In case if any day the turnover ratio increases, then the company is observed to pay off its suppliers at a rapid pace. Rates of stock turnover Stock turnover rates of Sharma and Ryan Company is observed to be 12 days. This ratio serves as an indicator regarding the number of times inventory is sold or employed within a specified time (Weil, Schipper and Francis 2013). Stock turnover ratio of this company is less in comparison to its competitor that signifies poor sales along with increased inventory. Such results indicate that Sharma and Ryan Company could not efficiently sell its inventory in maintaining superior business performance (Pirie et al. 2015). The company requires enhancing stock turnover ratio as a high turnover will signify that it makes profit on every sale and how fast it sells inventory through maintaining increased profit. As this ratio is less for the company it can be stated that such low ratio indicates slow moving or obsolete inventories within the stock and is a huge indicator of maintaining unnecessarily large amount of inventories signifying poor inventory management. This is for the reason that it necessitates maintaining funds that might be employed within certain business operations. A factor that is deemed to impact such ratio is the application of just-in-time inventory technique. Liquidity Ratios Current Ratio Current ratio of Sharma and Ryan Company is observed to be 4.5:1. This ratio indicates the companys ability to pay short along with long term obligations. This ratio for the company is observed to be high in comparison to its competitor who indicates that it is capable enough to pay off its liabilities through employing its assets. A high ratio is observed which signifies sound financial health of Sharma and Ryan Company (Richard 2014). This revealed that the companys operating cycle is highly efficient that is capable to convert its products into cash. As Sharma and Ryan Company has low inventory turnover it has less chances of facing liquidity problems once it is unable to decrease such obligations. However, this ratio also indicates that based on the ways in which the companys assets are allocated, an increased ratio signifies it is not employing assets properly and not managing its working capital better (Thein 2015). As the current ratio of the company is observed to be more tha n 1, in such scenario Sharma and Ryan Company is deemed to pay all its bills on time. In addition, decreased values always do not indicate a major issue but can be of great concern for the management. This ratio provided an idea regarding the companys operating effectiveness and in case of Sharma and Ryan Company that indicates about the companys high liquidity and is a signal that it is not facing problem with getting paid on its receivable or have effective inventory turnover. This serves as a symptom that the organization is not effectively using its current assets. Acid Test Ratio Acid test ratio of Sharma and Ryan Company is observed to be 3.7:1. This ratio indicates the capability of the organization to address its current liabilities at the time they come due with just quick assets. The company is observed to have less acid test ratio in comparison to its competitor that offers a realistic view of its liquid assets (Weil, Schipper and Francis 2013). However, Sharma and Ryan Company have this ratio more than 1 that is the desired range. This indicates the company has sufficient liquid assets to address its current liabilities. The companys desirable ratio indicates that it offers a rigorous evaluation of its capability to address its current liabilities and it does the same through decreasing the liquid current assets from consideration. A low ratio of the company indicates that companys efficiency has decreased in turning its inventory within sales (Wang 2014). Financial Position or Performance Using Ratio Analysis Financial ratio analysis indicates the financial position of Sharma and Ryans Company in the initial year of its trading. Analysis of the companys business and financial performance will facilitate it in making certain decisions associated with future expansion of the business (Webb 2013). It was gathered from the analysis that gross profit ratio is high for the company in comparison to its competitor which is deemed to be favorable. Such high ratio indicates that the company has been capable enough in increasing its profitability through creating competitive product or services. Moreover, ratio analysis also revealed that creditors payment period of the company is observed to be shorter in comparison to its competitor. This indicates Sharma and Ryan Companys rapid payments to its creditors that ensure the creditworthiness of the company (Weil, Schipper and Francis 2013). In addition, companys desirable acid test ratio indicates that it offers a rigorous evaluation of its capability to address its current liabilities and it does the same through decreasing the liquid current assets from consideration. The company is observed to have high profitability ratio that makes sure of its superior business performance. This indicates the companys capability to attain profit that remains from the earned income after eliminating expenses and costs associated with income earned. Profitability ratio of Sharma and Ryans Company indicates increased capability of the company in transforming its sales dollars within profits at all the measurement stages and generates high return for its shareholders (Wimmer and Rada 2013). Efficiency ratio analysis measured how well the company employs its assets and liabilities within the organization. Results from these ratios can facilitate the company in enhancing the companys business performance along with outer creditors looking at the companys profitability operations. However, results of stock turnover indicate that Sharma and Ryan Company could not efficiently sell its inventory in maintaining superior business performance (Pirie et al. 2015). The compan y requires enhancing stock turnover ratio as a high turnover will signify that it makes profit on every sale and how fast it sells inventory through maintaining increased profit. Improved receivables turnover ratio serves as major turnover ratios employed for evaluating the business performance. Moreover, this ratio also signified that the business is highly effective in using its working capital that is blocked in by debtors. This also signifies the frequency of conversion of receivables within cash for a specific financial year that makes sure of liquidity of the receivables of Sharma and Ryan Company. Liquidity ratios analysis of Sharma and Ryan Company explained that the companys operating cycle is highly efficient that is capable to convert its products into cash. As Sharma and Ryan Company has low inventory turnover it has less chances of facing liquidity problems once it is unable to decrease such obligations (Weil, Schipper and Francis 2013). This ratio signifies that the company must be careful regarding its risk of bankruptcy and how many times it can address its debt obligations relied on assets. Considering such results, the company is recommended to sell its inventory in order to pay its short term debt without selling its inventory. References Batta, G., Ganguly, A. and Rosett, J., 2014. Financial statement recasting and credit risk assessment.Accounting Finance,54(1), pp.47-82. Brigham, E.F. and Ehrhardt, M.C., 2013.Financial management: Theory practice. Cengage Learning. Bruce-Twum, E. and Mensah, C.C., 2015. Financial Statement Analysis. Gritta, R.D. and Adrangi, B., 2014. The Use of Bankruptcy Forecasting Models in Teaching Applied Ratio Analysis in Investment and Financial Statement Analysis Courses. James, W.M., Stephen, B.P. and Mark, B.T., 2014. Financial Reporting, Financial Statement analysis, and Valuation-A Strategic Perspective, 8.Edition, Cengage Learning. Pirie, W.L., Broihahn, M.A., Robinson, T.R. and Henry, E., 2015. International Financial Statement Analysis Workbook. Richard, P., 2014. The Role of the Accounting Rate of Return in Financial Statement Analysis.The Continuing Debate Over Depreciation, Capital and Income (RLE Accounting),67(2), p.235. Thein, M., 2015. Teaching financial statement analysis: a discussion on pedagogy. Wang, C., 2014. Accounting standards harmonization and financial statement comparability: Evidence from transnational information transfer.Journal of Accounting Research,52(4), pp.955-992. Webb, S., 2013. 350-01 Financial Statement Analysis. Weil, R.L., Schipper, K. and Francis, J., 2013.Financial accounting: an introduction to concepts, methods and uses. Cengage Learning. Wimmer, H. and Rada, R., 2013. Applying information technology to financial statement analysis for market capitalization prediction.