Calculating cash flow and net present value (see paper for details) Assignment

Calculating cash flow and net present value (see paper for details) - Assignment Example From the presented case of the manufacturing organization, revenue outflows are the additional support costs of  £4K every year. Capital inflows refer to those incomes that are generated from other activities other than the normal trading of an entity. In the case of the manufacturing organization such capital inflows is the sale of machinery. On the other hand, revenue inflows are those incomes that are generated by an entity from its normal operations by selling goods or services. To establish the payback period, the cumulative cash flows was established, but from the above calculations, the manufacturing organization could not cover its initial investment costs of  £410K from the net cash flows it generates within a period of five years. It is also a discounted cash flow technique that uses the principle of NPV. It is individual investment’s rate of return when it is considered in isolation or independently of all other investments that the firm undertakes. It is that rate of return which is inherent or internal to the cash flow of a given project. It is the discounting or required rate of return that gives a zero NPV i.e. ∑PVs – I0 = 0 NPV. Internal rate of return is established through trial and error, interpolation, or extrapolation method. Through the trial and error, a rate of interest is selected at random and is used in the establishment of NPV of the cash flows. If the rate chosen gives a lower NPV than the cost, a lower rate is chosen and if the rate gives a greater NPV, a higher rate is chosen. The process continues until the final rate chosen gives a zero

Analysis of the financial statements of three leading supermarkets in Research Paper

Analysis of the financial statements of three leading supermarkets in UK - Research Paper Example Reporting financial results in a transparent and straightforward fashion is a means to an end (Fridson & Alvarez, 2002). The financial performance of a company can be discerned by the different financial ratios in accounting that tries to evaluate the overall financial condition of a company. The different financial ratios can be categorised into liquidity ratios, activity ratios, debt ratios and profitability ratios. Liquidity ratios measure the company's availability of cash to pay its obligations and debts. Activity ratios measure the ability of the company to convert non-cash assets into cash. Debt ratios measure the company's capability to repay long term obligations. Profitability ratios measures how the company controls its expenses and uses its assets in order to generate an acceptable rate of return. Based on the financial statements and financial ratios calculated, Tesco is more liquid than Sainsbury and Morrison. The liquidity of the company is measured by the current assets ratio as well as the acid test ratio. An asset is liquid if can be readily converted to cash, while a liability is liquid if it must be repaid in the near future. The current assets ratio compares the assets that will turn into cash within the year to the liabilities that must be paid within the year. The acid test ratio is a more conservative liquidity measure where the numerator of the current ratio is reduced by the value of its inventory. (Higgins, 1995) The trends of Tesco's liquidity ratios are increasing from 2007 to 2009. This means that the company has

The Causes and Effects of Violence - Essay Essay Example for Free

The Causes and Effects of Violence Essay Essay Did you know that almost 6 million Jews were estimated killed in the Holocaust? The Holocaust was when men, children, and women alike were massacred just because of their religion, which was Judaism. This is not the first human tragedy that the world has endured this century. Another violent tragedy was when African American’s were being mistreated and persecuted in the United States. This was during the Jim Crow South when black people could not eat at the same restaurant as whites. Protesting led to extreme violence and many people were killed. Another tragedy was gang violence in America. This violence was caused by race and ethnic differences. In The Diary of Anne Frank by Frances Goodrich and Albert Hackett and I Promised I Would Tell by Sonia Weitz, the reader sees how hatred and ignorance can lead to violence can and substantial deaths among people. The reason the Holocaust happened was because of anti-Semitism, which is the hatred of the Jewish people. Anti-Semitism is an example of a way that caused violence between two different groups of people. A quote from I Promised I Would Tell explains how Jewish people felt during World War II and explains the violence occurring. â€Å"The world was anything but safe for a Jew† (Weitz 1). This is when Sonia is describing how the world was to be a Jew when she was eleven years old. Sonia is being very grown up for her age and being realistic when she explains how she felt during this period of Jones, 2 the war. This was when the Germans were beginning to invade Poland. The hatred of someone’s religion is only one way that violence can massacre many people. Another way to start violence is to judge someone based on their race. In the Freedom Writers and in real life a person could be shot for waving the wrong gang banner or saying something bad about someone else’s race or gang. A good quote that describes this is from the Freedom Writers, â€Å"My brother taught me what the life is for a young black man. Pimp, deal, or do whatever. Learn what colors to wear. Gang banners. You can sell to one corner, but you cant sell another. Learn to be quiet. The wrong word can get you popped† (The violence in the Freedom Writers). This is where Andre, a character in the Freedom Writers, explains how if you join the wrong gang you could be shot, beat up, and ultimately killed. He is also explaining that if you act cocky you could get killed too. Andre is being very serious in explaining this to the teacher because every word of it is true. It is true because gangs were based on your race. So if a black person tried to join a Puerto Rican gang they could be killed. Gang rivalries and someone’s type of race are types of examples that can cause violence. Another example of a way that violence can occur is to judge someone by their particular stereotypes. A stereotype is defined as a conventional, formulaic, and oversimplified conception, opinion, or image about specific social groups, or types of individuals. A quote that can show a stereotype is shown here, Women should be respected as well! Generally speaking, men are held in great esteem in all parts of the world, so why shouldnt women have their share? † (Goodrich and Hackett 463). This is Jones, 3 when Anne Frank is saying that men get all the respect and women get close to none. The stereotype in this quote is that men are the stronger gender, which is not always true. Another stereotype is that blonde haired people are dumb. Both of these stereotypes can lead to anger which results in violence. Anne is being both truthful and honest in this quote because this is how the world was and still is, to some degree, today. This is another example of how something misinterpreted can cause violence which kills many people. The holocaust, gang rivalries, and stereotyping all have an end result of violence. Stereotypes occur because of the false statements of someone’s race, religion or gender. For example, blonde haired people have a stereotype of being dumb. The Holocaust and other human tragedies occurred because of hatred and intolerance of people. Gang violence and racism have occurred due to the judgment of a person’s race. All in all, these examples cause hatred which leads to violence and tragedy. Next time you think of judging someone based on their religious status, their personal stereotypes, or their race think about all the people who have been killed due to the violence started because of these false judgments. Works Cited Freedom Writers. Screenplay by Richard LaGravanese. Dir. Richard LaGravanese. Perf. Hilary Swank, Imelda Staunton, Patrick Dempsey, April L. Hernandez, and Mario. Paramount Pictures, 2007. Goodrich, Frances, and Albert Hackett. The Diary of Anne Frank. The Language Of Literature. Eds. Arthur N. Applebee and Andrea B. Bermudez, et. al. Illinois: McDougal Littell, 2006. 448-512. Weitz, Sonia. I Promised I Would Tell. Brookline: Facing History and Ourselves, 2004.

School to Work after the School to Work Opportunities Act :: School Work Opportunities Act Essays

School to Work after the School to Work Opportunities Act In July 1994, Congress passed the School to Work Opportunities Act (STWOA), allocating funds to establish statewide partnerships designed to prepare students with knowledge and skills required for employment in the workplace. Recent reports show that STW has varied considerably across these partnerships, resulting in differing views on the viability of its programs. Now that federal funding from STWOA has ended, what is the aftermath? What are the chances for sustaining STW now that funding has ceased? To what extent have STW efforts been institutionalized and supported by local business? How do the perceptions and commitment of teachers, educators, students and parents influence the self-sustaining future of school to work (STW)? This Myths and Realities looks at the issues as they apply to life after STWOA. State Policies and Funding Strategies Ensure that STW Programs Are Sustained There is no doubt that state policy to advance activities started under the federal grant will be a major factor in the sustainability of STW (Miller and Fleegler 2000). Already, some states have taken the initiative for bringing higher standards to education by offering incentives for business to participate in STW programs. In Colorado, for example, the General Assembly passed a law in 1997 giving businesses a 10 percent tax credit for participating in its School-to-Career program (Eslinger 1998). In Connecticut, efforts to sustain STW have involved the hiring of an STW coordinator whose main responsibility is to focus on community outreach (Cutshall 2001c). Commitment is the key where state policy is involved. Alan Hershey, a senior fellow with Mathematica Policy Research Inc. in Princeton, New Jersey, has evaluated the progress of STW for the U.S. Department of Education. He predicted that unless states are actively committed to STW, the partnerships established through the STWOA would dissolve once federal funding ceases. States such as Michigan and Wisconsin will likely fund or find ways to use employment and training and technical education dollars to fund STW activities because they are committed to STW, as evidenced by their record (Kiser 1999). In Wisconsin, "85% of the school districts receive STW funds and 93% of high schools are involved in STW" (Hettinger 1998, p. 23). When states are as heavily committed to the tenets of STW as these two states, they are likely to find other funding sources to continue their STW programs (Hettinger 1998). Not all states, however, have been able to muster enthusiasm for STW.

Death of a Salesman Analysis Essay

To Linda’s considerable chagrin and bewilderment, Willy’s family, Charley, and Bernard are the only mourners who attend Willy’s funeral. She wonders where all his supposed business friends are and how he could have killed himself when they were so close to paying off all of their bills. Biff recalls that Willy seemed happier working on the house than he did as a salesman. He states that Willy had all the wrong dreams and that he didn’t know who he was in the way that Biff now knows who he is. Charley replies that a salesman has to dream or he is lost, and he explains the salesman’s undaunted optimism in the face of certain defeat as a function of his irrepressible dreams of selling himself. Happy becomes increasingly angry at Biff’s observations. He resolves to stay in the city and carry out his father’s dream by becoming a top businessman, convinced he can still â€Å"beat this racket.† Linda requests some privacy. She reports to Willy that she made the last payment on the house. She apologizes for her inability to cry, since it seems as if Willy is just â€Å"on another trip.† She begins to sob, repeating, â€Å"We’re free. . . .† Biff helps her up and all exit. The flute music is heard and the high-rise apartments surrounding the Loman house come into focus. Analysis Charley’s speech about the nature of the salesman’s dreams is one of the most memorable passages in the play. His words serve as a kind of respectful eulogy that removes blame from Willy as an individual by explaining the grueling expectations and absurd demands of his profession. The odd, anachronistic, spiritual formality of his remarks (â€Å"Nobody dast blame this man†) echo the religious quality of Willy’s quest to sell himself. One can argue that, to a certain extent, Willy Loman is the postwar American equivalent of the medieval crusader, battling desperately for the survival of his own besieged faith. Charley solemnly observes that a salesman’s life is a constant upward struggle to sell himself—he supports his dreams on the ephemeral power of his own image, on â€Å"a smile and a shoeshine.† He suggests that the salesman’s condition is an aggravated enlargement of a discreet facet of the general human condition. Just as Willy is blind to the totality of the American Dream, concentrating on the aspects related to material success, so is the salesman, in general, lacking, blinded to the total human experience by his conflation of the professional and the personal. Like Charley says, â€Å"No man only needs a little salary†Ã¢â‚¬â€no man can sustain himself on money and materiality without an emotional or spiritual life to provide meaning. When the salesman’s advertising self-image fails to inspire smiles from customers, he is â€Å"finished† psychologically, emotionally, and spiritually. According to Charley, â€Å"a salesman is got to dream.† The curious and lyrical slang substitution of â€Å"is† for â€Å"has† indicates a destined necessity for the salesman—not only must the salesman follow the imperative of his dreams during his life, but Miller suggests that he is literally begotten with the sole purpose of dreaming. In many ways, Willy has done everything that the myth of the American Dream outlines as the key path to success. He acquired a home and the range of modern appliances. He raised a family and journeyed forth into the business world full of hope and ambition. Nevertheless, Willy has failed to receive the fruits that the American Dream promises. His primary problem is that he continues to believe in the myth rather than restructuring his conception of his life and his identity to meet more realistic standards. The values that the myth espouses are not designed to assuage human insecurities and doubts; rather, the myth unrealistically ignores the existence of such weaknesses. Willy bought the sales pitch that America uses to advertise itself, and the price of his faith is death. Linda’s initial feeling that Willy is just â€Å"on another trip† suggests that Willy’s hope for Biff to succeed with the insurance money will not be fulfilled. To an extent, Linda’s comparison debases Willy’s death, stripping it of any possibility of the dignity that Willy imagined. It seems inevitable that the trip toward meaningful death that Willy now takes will end just as fruitlessly as the trip from which he has just returned as the play opens. Indeed, the recurrence of the haunting flute music, symbolic of Willy’s futile pursuit of the American Dream, and the final visual imprint of the overwhelming apartment buildings reinforce the fact that Willy dies as deluded as he lived.

Changing Organizational Beliefs Of State Funded Research...

Introduction In 1998, University of Berkeley sought research funding through a deal with the company Novartis. The institution faced considerable controversy and backlash as many felt that such a deal violated what they deemed to be a university’s role and obligation to its community. Their belief that a partnership with such a large industry player would take away from the research that has benefited the citizens surrounding Berkeley and the state of California, overall. Faculty organizers of the deal argued that the deal would be advantageous due to the steep competition for state funding of research efforts. In addition, the deal would open up access to biological information held by Novartis, providing students and faculty with†¦show more content†¦By the 1980s, government funding for academic research waned, but still remained as the primary source of capital for research endeavors. As bio-technology needs began to dominate the needs of the science community, th e expensive sector of research became a major slice of the scientific initiatives. Luckily, universities struggling to find ways to obtain funding of new explorations were met with potentially beneficial policy changes encouraging industry partnership with university research. In the 90s, Berkeley was among the universities seeking to increase funding for research initiatives. To keep its research cutting-edge, an advisory board was created to attract financing. Wilhelm Gruissmen, a professor of plant biology, and Gordon Rausser, the Dean of the College of Natural Resources, spearheaded the tasks. The board originally proposed for companies to contribute cash to support the work of the PMB students, but this funding was not enough. Another working group was formed to seek other solutions. This group solicited to large bio-technical and genetics firms. In the end, a relatively new company, Novartis was chosen as it most aligned with Berkeley s goals. Discussion and Recommendations American universities have unique organizational compositions. Vastly hierarchical, many departments and units come together to makeup individual colleges competing for a share of the sacred resources. Despite these divisions,

Motives for English Imperialism - 1916 Words

C132 Survey of United States History Griselda Brower Task 1 A. Motives for English Imperialism Empires seek various prompts to help them expand their rule to other countries and territories. Amongst these motives include, economic gain, exploratory, political, religious and ethnocentric motives. Due to the large importation of American crops, England’s population doubled in size. With all the new people migrating to England, people started to compete for food, clothing and housing. This led to inflation of England. The increase number of people looking for works caused a decreased in wages. When landowners raised rents and seizing land, people were forced to leave their homes. Residents were forced to share smallholdings with†¦show more content†¦In 1533, Henry VIII became obsessed with Anne Boleyn. Henry VIII asked the pope to annul his almost 20 year marriage to Catherine de Aragon. When the pope refused, Henry VIII founded his own church. He named is Church of England and he proclaim himself to be the head of the new founded church. People started to move to America where they wanted freedom of religion (Khle, 2009). In the mid-sixteen century, John Hawkins and Sir Francis Drake raided a fleet of Spanish treasure that was sailing from the Caribbean. Their actions helped influence a war in 1558, where it assisted I n the defeat of a huge Spanish force. After the defeat of the Spanish force, English leader start to consider planting colonies in the Western Hemisphere. They argued that this would be a better way to gain better access to trade good and helped prevent their enemies from dominating in America. Eventually, the Western Hemisphere was controlled by the European Countries. European government took no time in controlling plants, food, landscaping and clothing. After the European government obtained almost all of the political power over 50,000 people fled to America, in hopes of better opportunities (Khle, 2009). C. Major Ideas and Events that Led to the American Revolution The American Revolutionary war The American Revolutionary War started in 1977. It began because of an open conflict between the thirteen colonies and Great Britain. TheShow MoreRelatedImperialism of India by Britain Essay571 Words   |  3 PagesImperialism is the domination of one country of the political, economic, or cultural life of another country. Imperialism is more often than not fueled by two major schools of thought known as nationalism and Social Darwinism. Nationalism is a feeling of pride and devotion to one’s country. This can drive a person to think that their country is the most powerful, and in essence drives that person mad with power and a hunger to conquer, which not ironically is exactly what many countries did. 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