Why Organizational Behavior Is Important to Complement...

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Phone: 02-9003222, E-mail: ruhulworld@yahoo.com, Website: ruhulworld.blogspot.com Microsoft Office Excel 2007 What Is Excel (G†¡Ã‚ ·j wK) t EXCEL k†¡Ãƒ £i AvwfavwbK evsjv A_ © n†¡Ã¢â‚¬ Q † k ªÃƒ ´Z ¡ jvf Kiv ev  ¸Ã¢â‚¬ ¡b AwZ µg Kiv| EXCEL n†¡jv GKwU Windows wfwËK Application Program hv Microsoft Corporation KZ ©Ã¢â‚¬Å¾K evRviRvZK†¦Z| GwU GK c ªKvi Spread Sheet Analysis Program († Ã‚ ¯cÃâ€"WkxU G ¨vbvjvBwmm † cÃâ€"vMÃâ€"vg)| g~jZ EXCEL Gi mvnv†¡h ¨ hveZxq wnmve wbKvk mn Data Entry Ges Data Analysis Dfq ai†¡bi KvR Kiv hvq| What Is Spreadsheet (†¡Ã‚ ¯cÃâ€"WkxU wK) t Spread Sheet k†¡Ãƒ £i AvwfavwbK evsjv A_ © n†¡jv Qov†¡bv cvZv (Spread A_ © Qov†¡bv Ges Sheet A_ © cvZv)| MÃâ€"vd KvM†¡Ri b ¨vq X A ¶ Ges Y A ¶ eivei † Lvc † Lvc†¦show more content†¦Phone: 02-9003222, E-mail: ruhulworld@yahoo.com, Website: ruhulworld.blogspot.com Row Height evov†¡bvt 1. cÃâ€"†¡qvRbxq † iv wm†¡j ± Ki†¡Z n†¡e 2. 3. 4. 5. Home Click Format Click Row Height Click cÃâ€"†¡qvRbxq msL ¨v UvBc K†¡i Ok wK ¬K Column Unhide Kiv t 1. cÃâ€"†¡qvRbxq Kjvg wm†¡j ± Ki†¡Z n†¡e 2. Home Click 3. Format Click 4. Hide Unhide Click 5. Unhide Columns Click Row Hide Kiv t 1. cÃâ€"†¡qvRbxq †¡iv wm†¡j ± Ki†¡Z n†¡e 2. 3. 4. 5. Home Click Format Click Hide Unhide Click Hide Rows Click A†¡UvwdU Row Height t 1. cÃâ€"†¡qvRbxq † iv wm†¡j ± Ki†¡Z n†¡e 2. Home Click 3. Format Click 4. Autofit Row Height Click Column Width evov†¡bvt 1. cÃâ€"†¡qvRbxq Kjvg wm†¡j ± Ki†¡Z n†¡e 2. 3. 4. 5. Home Click Format Click Column Width Click cÃâ€"†¡qvRbxq msL ¨v UvBc K†¡i Ok wK ¬K Row Unhide Kiv t 1. cÃâ€"†¡qvRbxq †¡iv wm†¡j ± Ki†¡Z n†¡e 2. 3. 4. 5. Home Click Format Click Hide Unhide Click Unhide Rows Click A†¡UvwdU Column Width t 1. cÃâ€"†¡qvRbxq Kjvg wm†¡j ± Ki†¡Z n†¡e 2. Home Click 3. Format Click 4. AutoFit Column Width Click Column Hide Kiv t 1. cÃâ€"†¡qvRbxq Kjvg wm†¡j ± Ki†¡Z n†¡e 2. 3. 4. 5. Home Click Format Click Hide Unhide Click Hide Columns Click Sheet Hide Kiv t 1. cÃâ€"†¡qvRbxq kx†¡U wK ¬K Ki†¡Z n†¡e 2. 3. 4. 5. Home Click Format Click Hide Unhide Click Hide Sheets Click Sheet Unhide Kiv t 1. 2. 3. 4. 5. Home Click Format Click Hide Unhide Click Unhide Sheets ClickShow MoreRelatedOrganisational Theory230255 Words   |  922 PagesJoanne Duberley and Phil Johnson . This book is, to my knowledge, the most comprehensive and reliable guide to organisational theory currently available. What is needed is a text that will give a good idea of the breadth and complexity of this important subject, and this is precisely what McAuley, Duberley and Johnson have provided. They have done some sterling service in bringing together the very diverse strands of work that today qualify as constituting the subject of organisational theory. WhilstRead MoreContemporary Issues in Management Accounting211377 Words   |  846 Pagesprofession itself. 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Adaptation Is The Practice Of Art - 1434 Words

From the very outset, it is worth noting that the article’s central theme is the practice of adaptation. Adaption is used in the article to describe the practice of transforming an already existing work of art to come up with a new form of art. In essence, adaptation involves developing a new work of art (such as a film) from an existing one (such as a novel or play). The new work of art is said to have transformed or adapted the original. As such, it is inevitably referred to a reproduction or adaptation of the original. In this sense, the focus of the article is on how different artistic and literary works have been transformed into films through adaptation. It is very evident that the author of the article was very passionate about the subject of adaptation. This can be deduced from the manner in which he approaches the subject. Subsequently, it is only logical to conclude that the issue of adaptation was a very interesting one at the time the article was written. If for nothing else, then there is a high possibility that adaptation was an issue of great concern (and even a source of controversy) among people in the film industry. Otherwise there may have been come competing interests at stake. These competing interests may have pitted those opposed to adaptation and those in support. Although the article does not say for real, it is highly probable that those in the film industry supported adaptation while those in other industries were opposed to adaptation. This isShow MoreRelatedAdaptation Of The Film Industry1441 Words   |  6 Pages Article Critique: Adaptation in the Film Industry From the very outset, it is worth noting that the article’s central theme is the practice of adaptation. Adaption is used in the article to describe the practice of transforming an already existing work of art to come up with a new form of art. 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Investment Management Exam Paper Free Essays

Sample (Easy/Medium level of difficulty) Midterm Exam, FINE441- Fall 2012 – Answer KEYs are attached in the end! THIS IS THE EXAMPLE OF MULTIPLE CHOICE QUESTIONS. THE NUMERICAL PROBLEMS WILL BE SIMILAR (NOT IDENTICAL) TO THE END OF CHAPTER PROBLEMS POSTED ON My Courses and Assignments 1. You purchased a share of stock for $20. We will write a custom essay sample on Investment Management Exam Paper or any similar topic only for you Order Now One year later you received $1 as dividend and sold the share for $29. What was your holding period return? A) 45% B) 50% C) 5% D) 40% E) none of the above Use the following to answer questions 2-3: You have been given this probability distribution for the holding period return for XYZ stock: State of the Economy Boom Normal growth Recession 2. Probability . 30 . 50 . 20 HPR 18% 12% – 5% What is the expected holding period return for XYZ stock? 3. What is the expected standard deviation for XYZ stock? 4. A T-bill pays 6 percent rate of return. Would risk-averse investors invest in a risky portfolio that pays 12 percent with a probability of 40 percent or 2 percent with a probability of 60 percent? A) Yes, because they are rewarded with a risk premium. B) No, because they are not rewarded with a risk premium. C) No, because the risk premium is small. D) Cannot be determined. E) None of the above 5. In the mean-standard deviation graph, which one of the following statements is true regarding the indifference curve of a risk-averse investor? A) It is the locus of portfolios that have the same expected rates of return and different standard deviations. B) It is the locus of portfolios that have the same standard deviations and different rates of return. C) It is the locus of portfolios that offer the same utility according to returns and standard deviations. D) It connects portfolios that offer increasing utilities according to returns and standard deviations. E) none of the above. 6. Assume an investor with the following utility function: U = E(r) – 3/2(s2). To maximize her expected utility, she would choose the asset with an expected rate of return of _______ and a standard deviation of ________, respectively. A) 12%; 20% B) 10%; 15% C) 10%; 10% D) 8%; 10% E) none of the above Consider a risky portfolio, A, with an expected rate of return of 0. 15 and a standard deviation of 0. 15, that lies on a given indifference curve. Which one of the following portfolios might lie on the same indifference curve? A) E(r) = 0. 15; Standard deviation = 0. 20 B) E(r) = 0. 5; Standard deviation = 0. 10 C) E(r) = 0. 10; Standard deviation = 0. 10 D) E(r) = 0. 20; Standard deviation = 0. 15 E) E(r) = 0. 10; Standard deviation = 0. 20 An investor can choose to invest in T-bills paying 5% or a risky portfolio with end-of-year cash flow of $132,000. If the investor requires a risk premium of 5%, what would she be willing to pay for the risky portfolio? A) $100,000 B) $108,000 C) $120,000 D) $145,000 E) $147,000 7. 8. 9. You invest $100 in a risky asset with an expected rate of return of 0. 12 and a standard deviation of 0. 15 and a T-bill with a rate of return of 0. 05. What percentages of your money must be invested in the risky asset and the risk-free asset, respectively, to form a portfolio with an expected return of 0. 09? A) 85% and 15% B) 75% and 25% C) 67% and 33% D) 57% and 43% E) cannot be determined 10. Beta is the measure of A) firm specific risk. B) diversifiable risk. C) market risk. D) unique risk. E) none of the above. 11. The efficient frontier of risky assets is A) the portion of the investment opportunity set that lies above the global minimum variance portfolio. B) the portion of the investment opportunity set that represents the highest standard deviations. C) the portion of the investment opportunity set which includes the portfolios with the lowest standard deviation. D) the set of portfolios that have zero standard deviation. E) both A and B are true. 12. Consider two perfectly negatively correlated risky securities A and B. A has an expected rate of return of 10% and a standard deviation of 16%. B has an expected rate of return of 8% and a standard deviation of 12%. 12. 1. The weights of A and B in the global minimum variance portfolio are _____ and _____, respectively. A) 0. 24; 0. 76 B) 0. 50; 0. 50 C) 0. 57; 0. 43 D) 0. 43; 0. 57 E) 0. 76; 0. 24 12. 2. The risk-free portfolio that can be formed with the two securities will earn _____ rate of return. A) 8. 5% B) 9. 0% C) 8. 9% D) 9. 9% E) none of the above 13. Portfolio theory as described by Markowitz is most concerned with: A) the elimination of systematic risk. B) the effect of diversification on portfolio risk. C) the identification of unsystematic risk. D) active portfolio management to enhance returns. E) none of the above. 14. According to the Capital Asset Pricing Model (CAPM) a well diversified portfolio’s rate of return is a function of A) market risk B) unsystematic risk C) unique risk. D) reinvestment risk. E) none of the above. 15. The risk-free rate and the expected market rate of return are 0. 06 and 0. 12, respectively. According to the capital asset pricing model (CAPM), the expected rate of return on security X with a beta of 1. 2 is equal to A) 0. 06. B) 0. 144. C) 0. 12. D) 0. 132 E) 0. 18 16. Which statement is not true regarding the market portfolio? A) It includes all publicly traded financial assets. B) It lies on the efficient frontier. C) All securities in the market portfolio are held in proportion to their market values. D) It is the tangency point between the capital market line and the indifference curve. E) All of the above are true. 17. Your personal opinion is that security X has an expected rate of return of 0. 11. It has a beta of 1. 5. The risk-free rate is 0. 05 and the market expected rate of return is 0. 09. According to the Capital Asset Pricing Model, this security is A) underpriced. B) overpriced. C) fairly priced. D) cannot be determined from data provided. E) none of the above. 18. According to the index model, covariances among security pairs are A) due to the influence of a single common factor represented by the market index return. B) extremely difficult to calculate. C) related to industry-specific events. D) usually positive. E) A and D 19. In the single-index model represented by the equation ri = E(ri) + ? iF + ei, the term ei represents A) the impact of unanticipated macroeconomic events on security i’s return. B) the impact of unanticipated firm-specific events on security i’s return. C) the impact of anticipated macroeconomic events on security i’s return. D) the impact of anticipated firm-specific events on security i’s return. E) the impact of changes in the market on security i’s return. 20. Suppose two portfolios have the same average return, the same standard deviation of returns, but portfolio A has a higher beta than portfolio B. According to the Sharpe measure, the performance of portfolio A __________. A) is better than the performance of portfolio B B) is the same as the performance of portfolio B C) is poorer than the performance of portfolio B D) cannot be measured as there is no data on the alpha of the portfolio E) none of the above is true. 21. An arbitrage opportunity exists if an investor can construct a __________ investment portfolio that will yield a sure profit. A) positive B) negative C) zero D) all of the above E) none of the above 22. Consider the one-factor APT. The variance of returns on the factor portfolio is 6%. The beta of a well-diversified portfolio on the factor is 1. 1. The variance of returns on the well-diversified portfolio is approximately __________. A) 3. 6% B) 6. 0% C) 7. 3% D) 10. 1% E) none of the above 23. Consider the single factor APT. Portfolio A has a beta of 0. 2 and an expected return of 13%. Portfolio B has a beta of 0. 4 and an expected return of 15%. The riskfree rate of return is 10%. If you wanted to take advantage of an arbitrage opportunity, you should take a short position in portfolio _________ and a long position in portfolio _________. A) A, A B) A, B C) B, A D) B, B E) none of the above 4. You sold short 300 shares of common stock at $55 per share. The initial margin is 60%. At what stock price would you receive a margin call if the maintenance margin is 35%? A. $51. 00 B. $65. 18 C. $35. 22 D. $40. 36 E. none of the above 25. You purchased 1000 shares of CSCO common stock on margin at $19 per share. Assume the initial margin is 50% and the maintenance margin is 30%. Below what stock price level would you get a margin call? Assume the stock pays no dividend; ignore interest on margin A. $12. 86 B. $15. 75 C. $19. 67 D. $13. 57 U = E(r) – (A/2)s2, where A = 4. . 26. Based on the utility function above, which investment would you select? A. 1 B. 2 C. 3 D. 4 E. cannot tell from the information given 27. Analysts may use regression analysis to estimate the index model for a stock. When doing so, the slope of the regression line is an estimate of ______________. A. the ? of the asset B. the ? of the asset C. the ? of the asset D. the ? of the asset E. the ? of the asset 28. Analysts may use regression analysis to estimate the index model for a stock. When doing so, the intercept of the regression line is an estimate of ______________. A. the ? of the asset B. the ? of the asset C. the ? of the asset D. the ? of the asset E. the ? of the asset 29. The index model for stock A has been estimated with the following result: RA= 0. 01 + 0. 9RM+ eA If ? M= 0. 25 and R2A= 0. 25, the standard deviation of return of stock A is _________. A. 0. 2025 B. 0. 2500 C. 0. 4500 D. 0. 8100 E. 0. 5460 Answer keys for the Sample Midterm, Fall 2012, FINE441. 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 1 12. 2 13. B 14. A 15. D 16. D 17. C 18. E 19. B 20. B 21. C 22. C 23. C 24. B 25. D 26. C 27. B 28. A 29. C B C E B C C C C D C A D C How to cite Investment Management Exam Paper, Papers

Impact of Financial Ratios on Credit Decision

Question: Discuss about the Impact of Financial Ratios on Credit Decision. Answer: Introduction The project report is about the impact of different kinds of financial ratios on the credit decision-making process of an organization. At the time of credit decision, it is important to evaluate the financial position both the lender and the applicant in order to avoid credit default. It is very important to take correct and effective credit decision for the smooth running of the business organization. On the other hand, decision-making process is an important as well as essential element of the management of any business organization (Moro et al., 2017). Hence, the project report is about the analysis and evaluation of all the necessary aspects of the impact of financial ratios on the credit decision-making process of a business organization. For the purpose of the report, secondary information has been collected from various sources and they have been evaluated in order to evaluate the effect of financial ratios on credit decision. The researcher of the report is a student of acco unting. Hence, the topic of the report is in the subject of the researcher. At the end of the report, a conclusion along with some recommendations is provided. Background and Definition of the Problem Taking the right credit decision is one of the most crucial aspects of any business organization. Credit decision helps the organizations to raises necessary funds for the smooth running of the businesses (Spronk, Steuer Zopounidis, 2016). For this reason, much necessary relevant information is needed. The financial statements of the organizations are the source of this information. For taking the credit decision for the organization, this information needs to be analysed and evaluated. This process discloses the true financial position of the organizations. The financial managers of the organizations need to check the various aspects of the financial health of the organization in order to evaluate the condition and performance of the business firms. In this regard, financial ratios are the important tools. Financial ratios help to evaluate the financial condition of the organization. This process helps the organizations in decision-making process. With the help of financial ratios, the financial managers of the organizations can reach to the effective conclusion about the financial health of the firms. Hence, the main purpose of the financial ratios is to help the financial managers of the organizations to communicate information from the various financial statements. Communication of financial statements helps in the process of credit decision making. It is evident that the business environment in twenty-first centuries has become more competitive as there are many companies in the world market. For this reason, it is important for the organizations to make effective business strategies in order to stay in the competition. Taking the appropriate financial decision is the backbone of financial strategies (Shepherd Rudd, 2014). The contribution of financial ratios is significant in this aspect. Hence, the study is determined to evaluate the various aspects of financial ratios on the decision-making process of the business organization. Aim of the Report The aim of the report is to evaluate and analyse the various aspects of financial ratios on the decision-making process of an organization. In this report, the major aim is to evaluate the impact of financial ratios on the credit decision-making process of an organization. The credit decision-making process is equally important for both the lender and the applicant. There are various purposes of taking credit from various banks and various financial institutions. Hence, it is the utmost responsibility of the credit organizations to evaluate the financial health of the credit applicants before providing them credit. This process can be done with the help of financial ratios. Financial ratios help to evaluate and analyse the financial information of the organization. Hence, it can be said that the main aim of the report is to analyse and evaluate the various aspects of financial ratios on the decision-making process. Objective of the Report There are many objectives of the report. The main objective of the study is to evaluate and analyse the impact of different kinds of financial ratios on the credit decision-making process of the business organizations. Another important objective of the report is to equip the researcher with the necessary knowledge to analyse and evaluate the financial statements of the organizations. This report assists the financial managers to understand the impact of various financial ratios on the decision making process. Another objective of the report is to make effective strategies for the organizations so that they can retain their place in the market. One of the most important objectives of this report is that it will help the researcher to obtain knowledge about accountancy as the project is all about finance and accountancy. These are the main objectives of the project that is based on the impact of financial ratios on the credit decision-making process. Literature review As discussed earlier, the major aim and objective of the report is to analyse and evaluate the importance of financial ratios on the credit decision of the business organizations. Hence, the report has taken an attempt to establish a relationship between financial ratios and credit decision-making process as financial ratios help to communicate the financial information among the financial managers of the organization (Graham, Harvey Puri, 2015). Hence, in this process, one just cannot ignore the significance of financial ratios in the credit decision-making process. At the time of providing credit to a business, the credit institutions need to know about the current financial health of the applicant organization. This process gives the credit giving organization an idea about the liquidity, profitability, debt position and more of the organization. Various important ratios help the organization in this process. Based on the result about the financial position of the organizations, the credit giving institutions provide credit to them. Thus, it is utmost important to discuss all the necessary ratios for the purpose of the report. After that, it is necessary to evaluate the impacts of those ratios on the credit decision of the organizations. Many ratios evaluate the financial position of an organization. The first ratio is the liquidity ratio. Liquidity refers to the financial power of an organization to meet its financial obligations. There are two types of liquidity ratios. They are short-term liquidity ration and long-term liquidity ration. The ability of the companies to pay the debts can be identified by evaluating these ratios (Baos-Caballero, Garca-Teruel Martnez-Solano, 2014). The next ratio is the Current Ratio. Current ratio can be written as current assets/current liabilities of an organization. Current ratio indicates the ability of the firm to pay the short-term obligations. It is better to have a higher current ration as low current ratio indicates the firms inability to pay the short-term debts (Kuzey, Uyar Delen, 2014). The next ratio is Quick Ratio. Quick assets can be written as quick assets-current liabilities. This ratio indicates the ability of the firm to pay all of its current liabilities if they come due immediately. This ratio is also called acid test ratio. In the acid test ratio or quick ratio, quick assets can be obtained by subtracting inventories from the current assets. It is better for the companies to calculate both current ratio and quick ratio as the calculation of only quick ratio would omit the inventories (Ogiela Ogiela, 2014). Another important financial ratio is Profitability Ratio. Profitability of a business refers to the ability of a firm to earn enough profit so that the liabilities and debts of that organization can be paid. The other name of profitability ratio is activity ratio as it indicates the ability of the firm to earn profit (Grant, 2016). The next ratio is Return on Sales. This is the percentage of net income to the net sales of an organization. This ration indicates the overall profitability of the organization. There are some divisions of return on sales ratio. They are Gross Profit Margin, Operating Income margin and Net Profit Margin (Tayeh, Al-Jarrah Tarhini, 2015). Gross Profit Margin refers to the profitability of the organizations based on the cost of goods sold. Gross profit margin can be written as Gross Profit/Sales*100. Gross profit margin shows the direct profit of the organization without indirect expenses (Delen, Kuzey Uyar, 2013). Another important financial ratio is Net P rofit Margin. Net profit margin can be calculated as Net Profit/sales*100. This ratio shows the ability of a firm to control the direct and indirect expenses of the organization. This process increases the ability of the organization to pay its liabilities and debts and helps to increase its credit rating (Heikal, Khaddafi Ummah, 2014). Another crucial financial ratio for credit decision is the Return on Assets ratio. This ratio is helpful to recognize the ability of the organizations to utilize its assets in order to make profits and paid dues. Higher percentage of return on assets ratio is desirable for the organizations as it indicates the higher portion of profit (Mathuva, 2015). The next financial ratio is Return on Operating Assets. This ratio indicates the ability of a firm to generate operating profit by using the assets of the organization. This ratio can be calculated as Net operating income/average operating assets (Dutt Humphery-Jenner, 2013). Another most important financial ratio is Return on Equity. Bu calculating this ration, financial managers can judge the ability of the organization to earn a return on the investment capital of the owners. Return on investment can be calculated as Net Income/Average Stockholders equity*100 (Friewald, Wagner Zechner, 2014). This is an important ration in order to take effective credit decision. The next financial ratio is Assets Management Ratio. This ratio indicates the ability of a firm to use all of its profits in order to get higher amount of profit. It is expected that the percentage of return on assets is higher so that the companies can earn more profits (Ang, 2014). Another important financial ratio is Inventory Turnover Ratio. This ratio helps to measure that how many times an organization sale its stocks or inventories in a given period. The formula for this ratio is cost of goods sold/average inventory (Agha, 2014). A higher percentage of inventory turnover ratios indicate that the inventory of the organization is sold on a good pace and there is a chance for high profitability. Another very important ratio is Debt Ratio. The main function of debt ratio is to establish a relation between total debt and equity of an organization. This ratio can be calculated by Total Liabilities/Total Assets*100 (Pescatori, Sandri, Simon, 2014). The next important ratio is the Equity Ratio or Proprietary Ratio. This ratio indicates that that how much of the firms capital is financed by the equity shareholders. The formula to calculate this ratio is Stockholders Equity/Total Assets*100. The higher percentage of this ration indicates that there is less chance o f solvency for the organization (Babalola Abiola, 2013). The next ratio is Debt-to-Equity Ratio. This is one of the most important ratios for credit decision. This ratio indicates the portion of debt and equity in the capital of the organization. This ratio is also known as Debt-Equity Ratio. The formula to calculate the debt to equity ratio is Total Debt/Total Equity. The companies having a higher debt to equity ratio is attractive to the creditors, investors, lenders and shareholders (Lewis Tan, 2016). The last financial ratio is Leverage Ratio or Gearing Ratio. This ratio measures the size of long-term liabilities. The optimal standard for this ration is 1:1. The companies having high portion of gearing ratio have to paid high amount of interest and this process may affect the profitability of the organization. This ratio can be calculated with the formula of Long-term Liabilities/stockholders Equity (Dessalegn et al., 2015). These are the main financial ratios that need to be taken into consideration at the time of credit decision. All these ratios are helpful tools to analyse and evaluate the financial health of an organization. In the process of credit decision, the financial situation of the organizations needs to be determined as the ability to repay all the debts depends on the financial ability of the organizations. Financial managers use these financial ratios to extract valuable information from the financial statements of the organizations so that this information can be communicated in the organization. Hence, it can be said that there is a lot of significance of financial ratios on the credit decision of the organizations. Methodology The main purpose of the research report is to analyse and evaluate the impact of key financial ratios in the process of credit decision. For the continuation of this study, a research process has been carried on. The process of carrying on the research process is called the methodology of the report. For the purpose of the report, one of the Australias largest retain conglomerate company Wesfarmers Limited has been taken into consideration (Wesfarmers.com.au, 2017). Secondary research process has been taken into consideration. The researcher has chosen a descriptive model of methodology for this research process. In this regard, the secondary data has been collected. The main source of secondary data was the latest annual report of Wesfarmers. Based on the financial information from the annual report of the company, four major ratios have been calculated that have a great effect on the credit decision. These ratios are Debt-to-equity ratio, Inventory turnover ratio, Net margin of the company and Quick ratio. These ratios have been chosen because credit-giving companies consider these ratios to judge the financial health of the applicant organizations. Hence, these ratios are the most important ratios that can affect the financial decision of any organization. Finding from Secondary Information Analysis As per the methodology of this research process, the researcher has adopted the secondary research method. All the secondary data has been collected from the latest financial report of Wesfarmers Limited. On the other hand, four major ratios have been taken into consideration; they are Debt-to-equity ratio, Inventory turnover ratio, Net margin of the company and Quick ratio. These major ratios have been given in the financial report of the company. These financial ratios assist the credit giving agencies in determining the financial position of the organization. Two years have been taken into consideration; that are 2015 and 2016. As per the financial report of the company, the debt to equity ratio for the year 2016 is 30.9% and for the year, 2015 was 25.1%. Inventory turnover ratios are 7.59 and 7.21 for the year 201166 and 2015 respectively. On the other hand, the latest financial report of Wesfarmers states that the net margin for the year 2016 and 2015 are 0.62 and 3.93 respectiv ely. Lastly, according to the latest financial report of the Wesfarmers Limited, the quick ratio of the company for the year 2016 and 2015 is -0.27 and -0.20. These are the findings from the secondary information analysis of the research (Wesfarmers.com.au, 2017). Discussion of Findings in Light of Literature Review It has been seen in the above discussion that the secondary data has been collected based on the latest financial report of Wesfarmers Limited. On the other hand, four major ratios have been taken into consideration. The result of these ratios is helpful to evaluate the financial position of the company that can affect the credit decision. As per the debt to equity ratio of the company, the debt to equity ratio in 2016 is 30.9 percent that is more than that of 25.1 percent in the year 2015. This ratio suggests that the total capital of the company is comprised of more debts than equity in the year 2016. This is not a desired situation as it is expected that debt to equity ratio is less for any company. A higher percentage of this ratios states that the company has to incur a lot of money for interest expenses and the company has already taken huge debts (Campbell, Galpin Johnson, 2016). The inventory turnover ratio for the year 2016 is 7.59 that are more than 7.21 in the year 2015. A higher inventory ratio suggests that the company has a good liquidity position. The stocks of the company have been sold on a fast pace that helps to generate cash for the organization (Lee, Zhou Hsu, 2015). The next ratio is the Net Margin ratio. The net margin ratio of Wesfarmers Limited for the year 2016 is 0.62 that is less than 3.93 for 2015. Higher proportion of net margin is expected for any organization as it explains the ability of the company to control its direct indirect expenses and helps the organization to register more profit. It has been seen that the net profit margin in 2016 has dropped drastically. The result of the ratio can negatively affect the credit decision of the company. The last ratio is quick ratio. It can be seen that the quick ratio of the company is in negative for the year 2016 and 2015 that is -0.27 and -0.20 respectively. This ratio states that the liquidity position of the company is very poor as the company has taken many debts and they do not have the capability to repay them. Hence, based on the above analysis, it can be said that the liquidity position of the company is not good, as the company has already taken many debts and bank overdrafts from the bank. Conclusion The study has taken an attempt to evaluate and analyse the effects of financial ratios on a companys credit decision. Based on key financial ratio analysis of Wesfarmers Limited, it can be said that the company has a poor liquidity position. The debt to equity ratio and quick ratio of the company is the proof of this fact. The debt to equity ratio states that the company has taken many debts for raising capital. On the other hand, the quick ratio suggests that the company currently do not have the liquidity position to meet its current obligation. Looking at this liquidity position of the company, the credit giving agencies and banks will not give any loan or debt to the company. Hence, for this reason, it is highly recommended that the Wesfarmers should take effective strategies to increase its liquidity position. It is also recommended that the company needs to emphasize on equity shares for raising capital. The decrease in taking debts will decrease the increase expenses of the or ganization. Thus, from the whole study it can be concluded that the financial ratios have great impact on the credit decision of an organization. References Agha, H. (2014). Impact of working capital management on profitability.European Scientific Journal, ESJ,10(1). Ang, A. (2014).Asset management: A systematic approach to factor investing. Oxford University Press. Babalola, Y. A., Abiola, F. R. (2013). Financial ratio analysis of firms: A tool for decision making.International journal of management sciences,1(4), 132-137. Baos-Caballero, S., Garca-Teruel, P. J., Martnez-Solano, P. (2014). Working capital management, corporate performance, and financial constraints.Journal of Business Research,67(3), 332-338. Campbell, T. C., Galpin, N., Johnson, S. A. (2016). Optimal inside debt compensation and the value of equity and debt.Journal of Financial Economics,119(2), 336-352. Delen, D., Kuzey, C., Uyar, A. (2013). Measuring firm performance using financial ratios: A decision tree approach.Expert Systems with Applications,40(10), 3970-3983. Dessalegn, A., Yihun, Y., Fernandes, J. P. F., Lankarani, H. M. (2015, August). Effect of variation of link lengths and stiffness on the gearing ratio of a four bar mechanism with application to aircraft trim tabs. InASME 2015 International Design Engineering Technical Conferences and Computers and Information in Engineering Conference(pp. V05BT08A061-V05BT08A061). American Society of Mechanical Engineers. Dutt, T., Humphery-Jenner, M. (2013). Stock return volatility, operating performance and stock returns: International evidence on drivers of the low volatilityanomaly.Journal of Banking Finance,37(3), 999-1017. Friewald, N., Wagner, C., Zechner, J. (2014). The Cross?Section of Credit Risk Premia and Equity Returns.The Journal of Finance,69(6), 2419-2469. Graham, J. R., Harvey, C. R., Puri, M. (2015). Capital allocation and delegation of decision-making authority within firms.Journal of Financial Economics,115(3), 449-470. Grant, R. M. (2016).Contemporary strategy analysis: Text and cases edition. John Wiley Sons. Heikal, M., Khaddafi, M., Ummah, A. (2014). Influence analysis of return on assets (ROA), return on equity (ROE), net profit margin (NPM), debt To equity ratio (DER), and current ratio (CR), against corporate profit growth in automotive In Indonesia stock exchange.International Journal of Academic Research in Business and Social Sciences,4(12), 101. Kuzey, C., Uyar, A., Delen, D. (2014). The impact of multinationality on firm value: A comparative analysis of machine learning techniques.Decision Support Systems,59, 127-142. Lee, H. H., Zhou, J., Hsu, P. H. (2015). The role of innovation in inventory turnover performance.Decision Support Systems,76, 35-44. Lewis, C. M., Tan, Y. (2016). Debt-equity choices, RD investment and market timing.Journal of Financial Economics,119(3), 599-610. Mathuva, D. (2015). The Influence of working capital management components on corporate profitability. Moro, A., Maresch, D., Ferrando, A., Barbar, J. (2017). Neither a Borrower Nor a Lender Be! Loan Application and Credit Decision for Young European Firms. InAccess to Bank Credit and SME Financing(pp. 29-58). Springer International Publishing. Ogiela, L., Ogiela, M. R. (2014, July). Cognitive management systems. InInnovative Mobile and Internet Services in Ubiquitous Computing (IMIS), 2014 Eighth International Conference on(pp. 192-195). IEEE. Pescatori, A., Sandri, D., Simon, J. (2014).Debt and growth: is there a magic threshold?(No. 14-34). International Monetary Fund. Shepherd, N. G., Rudd, J. M. (2014). The influence of context on the strategic decision?making process: A review of the literature.International Journal of Management Reviews,16(3), 340-364. Spronk, J., Steuer, R. E., Zopounidis, C. (2016). Multicriteria decision aid/analysis in finance. InMultiple Criteria Decision Analysis(pp. 1011-1065). Springer New York. Tayeh, M., Al-Jarrah, I. M., Tarhini, A. (2015). Accounting vs. market-based measures of firm performance related to information technology investments. Wesfarmers.com.au. (2017) Retrieved 29 January 2017, from https://www.wesfarmers.com.au/ Wesfarmers.com.au. (2017) Retrieved 29 January 2017, from https://www.wesfarmers.com.au/docs/default-source/reports/2016-annual-report.pdf?sfvrsn=4

Building a Networked Organization free essay sample

MWH is a global engineering services firm considered to be a leader in water, hydropower and environmental remediation. It was trying to turn the geographically organized department into one organized by function and the reorganization will depend on effective collaboration. The existing relationships are providing through ONA analysis, a method for mapping relationships among people in a group. This case looks into the old structure under which departments are fragmented by geography and constrained by hierarchy and other gaps in connectivity. Challenges are listed for discussion and recommendations are provided for steps to be taken to align the department’s network with MWH’s business objectives. An IT department organized by geography instead of functionality had been acceptable when MWH was smaller, which is now impossible for the IT department to deliver sophisticated, standardized solutions. The information-seeking relationships that existed at the birth of iNet were based on shared geography, not on shared functional areas. We will write a custom essay sample on Building a Networked Organization or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page . There was only limited collaboration across the IT business centers and this fragmentation results in internal customers experiencing varying levels of service, functionality and costs for technical solutions and applications. Even more crucial was service to external customers. 3. The lack of standardization. Employees had no strong process base to guide them and they got work done by turning to other people for help.The leaders of the various IT groups met two or three times a year in an effort to drive standard approaches for the company, but the groups continued to operate independently, each serving its own master and employing its own measures and processes. 4. There was limited collaboration between some locations for MWH, this imposed a big challenge for the iNet project because some are planned to be built into important serve locations globally. Some groups were not providing optimal solutions to customers because they did not leverage each other’s expertise, therefore higher than industry average IT cost lead to lower competiveness of service quality and cost. 6. There was hierarchy exist. Overall, there was a relatively high level of collaboration among the most senior iNet employees, but less connectivity was evident among those at lower levels. 7. The network size varied a lot from 1~2 to more than 25 overloaded by some people which reveals a serious asymmetry of the relationship distribution. 8.A lot of relationships existed within immediate team only; few had any ties outside of MWH. 9. The serendipitous interactions could preclude effective information-seeking. RECOMMENDATION All the issues addressed above occurred from inefficient organization structure and lack of collaboration, which can be solved by carefully designing and building a networked organization. Following are the reconditions for successfully carrying out iNet project to: 1) Increase responsiveness and adaptiveness through real time operation. 2) Maximize the knowledge potential of the enterprise by leveraging expertise companywide and share information. ) Minimize disruption and duplication, which promises delivering optimal solution and with lower cost. Recommendations are from two aspects: restructure company departments and better managing networked relationships throughout the whole organization. Organization Restructure 1. Fluid boundaries MWH need to breakdown the geography base departments and carry out a function integration to increase its capacity to respond quickly and effectively to market forces, therefore improve the quality of conformance to customer requirements and reduce costs.Centralization of like tasks or functions and management of geographically separated units will enhance a more network-oriented improvement. From exhibit we can see that the new organization structure has fewer departments and levels, all the new departments are no longer designed according to geography but functions. However, having a revised organization structure graph is far from enough. To make it work, the manager needs to make sure there is no longer geography boundaries exit. New operational structure need to push functions out or pull them back in different departments as they suit company’s strategy.Large-scale integration of functions and systems required to fully manage the operation and service p rocess. 2. Information infrastructure Executives must use powerful technology to allow information to flow seamlessly across, out of, and into the company. Well-planned technical architecture need to be set up to allow information to move freely. MWH need to build up an integrated and overarching architecture for the entire company, not just a patchwork of current system linking to individual’s solutions. A through analyze of existing technology support will be needed to balance with the infrastructure requirements of the iNet project. . New management structure Advance IT systems will help to remove some mid-level management positions and creates a flatter structure, therefore, old control and planning style will be revised. Senior managers should be able to see into a larger group of employees with technology, while push down information simultaneously. Senior management should be linked with each other, therefore be able to draw on the entire management team for input when it comes to important decision process. The entire control and planning process will then become an on-line, real-time, team-based, coordinated process.This change will create deeper understanding of issue facing each senior manager and activities need to be adopted, thus more proper coordination at the senior management level. It also provides opportunities to move decisions either up or down in the organization. Team decisions making will be easier and faster, as geographically separated departments can concurrently access and assess data and communicate at the very first time. 4. Expertise group To better utilize the knowledge of experts in the organization, expertise group need to be carefully designed and make sure they can provide help and share information easily.Every knowledge worker should belong to at least two separate teams, which helps the organization achieve cross functional co-operation as well as helping individuals gain a broader perspective. Social relationship Management 1. Management of interdependence Under iNet, there is going to be considerable interdependence among all management actives. Instead of taking full control over the immediate lower level employees in the department, managers need to cope with unclear lines of authority and decision makings which rely more on interactions from other teams and departments. The managers need to share resources more freely and perate in a more diffuse responsibility and accountability environment. 2. Management of role complexity In old MWH organization structure, ONA analysis revealed the existence of highly hierarchy: senior and highly relied people had full control over the resources while lower level and highly peripheral employees with limited access to resources and authority. Within the networked organization, as the complexity of shared work, decision making, expertise and accountability increase, employees need to be involved in more complex network recourses to gain stronger skill to adapt the new responsibilities.The manager’s challenge here is to give employees confidence and resources to gain these skills including tools/techniques necessary, conceptualization, experience and interpersonal skills necessary to work efficiently with other. This can be achieved from assigning expertise groups to help and trainings. 3. Management of information seeking In the old structure, many employees seek information from their immediate teams and many others tend obtain inf ormation mainly from serendipitous interactions.The social capital was tight, informal relationships was unseen among employees, while the new networked form company functions efficiently with its flexible relationships. On one hand, managers need to improve the information seeking process for more efficient result. Formal relationships are best cemented by having agreed written process and common members in all teams. Higher trust and openness rather than higher formality environment need to be created for critical linkages. Frequent communication throughout the network must be encouraged; small groups developing its own communication dose not foster the net work spirit.On the other hand, besides of formal relationships, employees should be encouraged to maintain their personal and professional networks, even beyond the identifiable needs of the current team. 4. Management of culture Another big challenge the manger need to work on to foster iNet is creating trust culture in the organization. Transforming from the traditional structure, trust is one of the most important forces. Employees must have a clear understanding of task intent, information, and trust in the people, resources and technologies available.As a global company, establishing a trust-based culture is more difficult for MWH because of the diversified locations and mixed nationalities, there is no control over individual’s location, training, and experience. The relationship between people is fluid. Moving information in the networked organization and more complex roles demands a higher level of trust and dependence between managers and employees. This trust-based culture can be grown from joint training, team work and other continued integrations and reinforcements.

Teaching Essay Example

Teaching Essay Example Teaching Essay Teaching Essay Teaching Name: Institution: Teaching What Does It Mean to Teach (or Practice) Responsibly? Personally, the ideal of responsible practice in my context implies a collaborative approach towards facilitating learning. In my practice context, I have come to understand that working closely with students plays a crucial part in facilitating learning. Traditionally, teachers hardly developed personal associations with students. This factor is also similar to the structure of bureaucratic organizations. Such organizations de-emphasized relations between managers and their employees. As such, students never got the opportunity to interact and suggest propositions that may actually assist in mitigating their problems. Nonetheless, in my years of teaching, I understood that students form the core part of education. Without students, teachers would be an abstract part of society. The same applies for organizations; the main asset for firms comprises employees. A firm would be irrefutably useless if it discarded the input its employees contributed to its performance. My ideal of responsible practice involves developing a relationship with the students. Teachers and students both have certain purposes and goals. Students usually pursue education in order to secure stability in their future lives. On the other hand, teachers engage in teaching for a variety of purposes that range from fulfilling materialistic objectives to gratifying their passion for engaging in the field. Nonetheless, within my practice context, the ideal responsible practice focuses primarily on the achievement of success on the part of students. Engaging in a collaborative approach allows students to formulate relationships with teachers thus allowing them to voice out their opinions and even engage in critical thinking. As such, I believe that the purpose of responsible practice in my context should entail learner autonomy. I believe that learner autonomy and collaborative approach integrate perfectly to create the ideal responsible practice. Even though there is no single definition for the aspect, Balcikanli (2010) defines learner autonomy as self-instruction and independent direction among students. Regardless of its application in language teaching, I consider this aspect as rational towards ideal responsible teaching. In addition, instituting a collaborative approach will actually allow students to instruct themselves especially in solving problems. For instance, integrating the Socratic Method would be highly beneficial in facilitating this approach. Socratic Method allows students to exercise critical thinking concerning a certain subject matter. Usually, the teacher presents the students with informal and critical questions that give students the freedom to brainstorm. Such a concept is definitely impossible to apply without the integration of a collaborative approach between students and teachers. Furthermore, collaboration between the teacher and student may lead to a healthy interactive association between both parties (Ahlstrom, 2003). As such, an ideal responsible practice ascertains a bond between the student and the teacher in my retrospect. Another purpose that constitutes an ideal responsible practice involves cultural responsiveness. Since my ideal practice implies a collaborative approach, the rationale that would stem from this comprises cultural openness. In my years of teaching, I have encountered students originating from numerous cultures. At first, it was difficult to teach such students based on the different cultural symbols their cultures dictated. For instance, pointing a Japanese student, to my realization, implied accusation. Additionally, staring directly in the faces of Italian students was wrong since it denoted disrespect. From such experiences, I believe that an ideal responsible practice should imply a purpose involving cultural responsiveness. Cultural responsiveness involves exuding awareness and sensitivity to other cultures (Mansour, 2009). A collaborative approach will ensure that students from different cultures interact in problem resolution via brainstorming and other learning techniques. On my part, this will allow me to include culturally responsive teaching as a personal goal. Culturally responsive teaching involves the use of cultural knowledge, earlier experiences and performance approaches of different students in order to ensure appropriate and effective learning. This type of teaching exploits the strengths of students from various cultures. As such, my ideal practice, in facilitating collaborative approach, will allow students from a miscellany of cultures to interact. That way, students will also learn considerably from each other’s experiences. Furthermore, the students will also be able to create identity groups and thus attain a single and uniform identity in learning. According to Appiah (2005a), social factors such as race, culture and ethnicity are responsible for identity. As such, applying this concept positively for the mentioned purpose, the cultures of students will enable them to determine their identities individually and collectively as a group. In addition, being aware of one’s culture enables one to appreciate the diffe rences each possesses. This will also apply for my ideal responsible practice. Personal values should also constitute a significant part of my ideal responsible practice. In my delineation, personal values describe an individual’s sense of what is good and what is evil (Appiah, 2005b). They comprise the common expression of that which is important to me as a person. Consequently, such values are essential to my practice. In my respective practice context, values are significant based on the purposes that my practice embraces. For instance, a personal value such as effectiveness is crucial in my ideal responsible practice. Effectiveness, in this case, implies possessing the aptitudes to gauge student learning naturally and work together with students to devise instruction. My responsible practice should express effectiveness in facilitating learning. My ideal practice should allow me to facilitate learning by developing and evaluating proficiency among my students. This evaluation will be possible through experiences that comprise both formal and informal learning. Effectiveness will assist in measuring and valuing learning in official and unofficial contexts. The progress among students will base on the demonstration of mastery instead of the hours students put in class. Additionally, by expressing effectiveness, my ideal practice will engage every student with significant and meticulous content; inculcate their interests, advantages and experiences. Furthermore, the practice will express effectiveness by allowing students and teachers to engage in learning throughout the year. For instance, during holiday breaks, my practice context will enable me to meet the needs of students facing particular problems in their respective field of learning. That way, students will tend to acquire assistance and simultaneously, increase their capacity of understanding and performance within their learning contexts. In addition, by expressing effectiveness, my practice will comprise an ideal environment that will aid students in augmenting various learning asp ects. For instance, it will assist them in increasing their academic knowledge and originality skills. Leadership is also another value suitable for my ideal responsible practice. In this context, leadership implies the management of learning naturally especially among students and peers alike. Since my practice context assumes a collaborative culture, leadership in this case involves sharing responsibility (Martin, 2000). Sharing responsibility among teachers especially for student welfare and learning will provide a platform for involving collective decision-making. Leadership via collective decision-making will use classroom proficiency in order to advance the effectiveness among students. Therefore, there is evident correlation between the values of leadership and effectiveness in my ideal responsible practice. Furthermore, my ideal teaching environment should express leadership through collaborative associations. Teachers and administrators should assume a shared relationship illustrated by collective decision-making and responsibility. Teachers should also presume responsibiliti es that incorporate leading and teaching. This involves working closely with students as well as respective teachers and teacher leaders. My ideal responsible practice should also reflect a strong relationship between my students and me. This relationship should arise from the incorporation of a collaborative association between both of us. Regardless of students viewing me as an authority figure, it is imperative that students also view me as their friend. Usually, students face various issues that do not involve their lives in their classroom. Most of these students face issues that emanate from their social lives. Such issues comprise significant problems such as marital cases, financial problems, racism and bigotry as well as insignificant problems such as stereotyping. These issues pose considerable implications on students. Such implications affect their performance in class as well as their social performance. Therefore, an ideal responsible practice should empower teachers and students to develop relationships. These relationships will cater to the academic and social aspect of students. For instance, a mentori ng relationship will be tremendously beneficial in directing students facing social issues. Certain behaviors will also express my ideal responsible practice. One of the main behaviors that my practice should express is empathy. I believe that empathetic behavior is important in my definition of an ideal responsible practice. An empathetic behavior allows the teacher to envision himself in the eyes of the student. This particular behavior allows the teacher to formulate a formidable relationship between the student and teacher. By expressing empathy, the teacher will understand certain aspects of his different students. For instance, empathetic behavior will enable me to understand the problems some of my students. This factor will be crucial in furthering a mentoring relationship between my students and me. Additionally, sympathetic and understanding behaviors also express my ideal responsible environment. Normally, students associate with teachers that are sympathetic and warm towards them. As such, a teacher in my ideal environment should be sympathetic especially in cas es where students possess different levels of comprehending subjects. My actual practice does not quite equate with my ideal practice. Most of the factors that contribute to this disparity are actually uncontrollable and comprise institutional, organizational and personal aspects. Factors such as organizational culture make it difficult to create the ideal responsible practice. Organizational culture simply implies the behaviors expressed by persons within an organization. Additionally, it also involves the connotations that individuals append to their acts. Organizational culture is a formidable factor in creating this disparity especially in terms of the status quo (Mansour, 2009). For instance, organizations that embrace a bureaucratic culture hardly entertain sympathetic and empathetic behaviors. As a result, attempting to change such a culture by advocating for such behaviors only exudes resistance from members of the organization. In addition, other factors also illustrate the disparity between my ideal responsible environment and the actual prac tice context. For instance, aspects such as competition for intangible resources such as respect. More factors comprise student attitudes towards teachers as well as a weak student-teacher relationship. Reasons for the Gap between the Ideal and the Reality One of the main factors affecting my ability to practice responsibly involves the institutional aspect. In delineation, Scott (2001, 49) defines institutions as â€Å"multifaceted, durable social structures, made up of symbolic elements, social activities, and material resources†. Based on their composition, institutions affect social life and thus embody the fabric of the social life of an individual. They offer rigidity regardless of the dynamic changes in the environment. Conclusively, institutions comprise structures that govern individual behavior in a respective community. For instance, rules gain regard as institutions since they govern the behavior of persons in any given society. Additionally, other abstract concepts such as culture also receive definition as institutions because of the control they possess over individuals in certain settings. One common feature of institutions and their effect in this particular case involves their ability to express autonomy over i ndividuals in a setting. Even though institutions such as organizations originate from people, institutions actually end up assuming self-organization even above humans. This is evident in this situation. An institution such as culture controls the employees’ conscious intentions. Since the organization assumes a bureaucratic culture, it is exceedingly difficult to initiate an ideal teaching environment. This is because this culture governs the norms and behaviors of students alike. As such, teachers do not even attempt to change the way they associate with other students. Accordingly, administrators and teacher leaders also exercise an authoritative relationship with teachers. Furthermore, this culture only remunerates teachers on piecework basis. Consequently, once teachers are through with their classes, they do not spend supplementary time finding out the welfare of the students since it is not within their pay schedule. As a result, such adaptations exemplified by the culture restrict me from act ing responsibly within my respective practice context. Another factor affecting the ability to act responsibly involves the organizational aspect. The grounds for the disparity between the ideal and actual environment involves the relations between members of the organization. As mentioned, institutions govern an individual’s social life. An organization is also an institution that governs employees based on their activities. In my case, the bureaucratic culture plays a vital role in creating the disparity. Additionally, the culture also plays an important role in distinguishing the organization in the form of a system. According to Scott (2003), the organization stands out as a rational, natural or open system. However, in this case, the organization is actually a closed system because of its stance on formality. In this environment, there is lack of interdependence between teachers and administrators. Additionally, it also differentiates between formal and informal structures. As such, students face difficulty in attempting to i nduce informal relationships with their teachers, as well as other members of the teaching staff within the school. The last factor that affects acting responsibly comprises the personal aspect. This aspect mainly focuses on me as an individual in my practice context. Because of the influence of the institution on the environment, it is difficult for me to adopt certain behaviors especially with my students. At times, my easygoing nature allows me to interact with them informally and at least induce comfort among them. However, it becomes hard for me to mentor them based on the different roles both of us possess. My position as a teacher, emphasized by the organization, hinders me from reaching down to the students. As a result, I hardly employ empathy since I lack a mentoring relationship with my students. Additionally, the students seclude themselves in terms of their background. Such backgrounds are mostly racial. According to Appiah (2005), social factors reflect a person’s identity. This elucidates the reason why these students seclude themselves in such groups. The interaction between these aspects influences the ability to practice responsibly. Mainly, the interactive forces affecting this capability comprise organizational and personal forces. Organizational forces mainly imply the structures put in place that limit collaboration between teachers and students. As implied, the organization distinguishes between formal and informal structures. As a result, it is difficult to induce shared responsibility especially between administrators and teachers based on these structures. Furthermore, these organizational forces also influence my personal doctrines. It is evident that external forces generate influence on the internal part of any system. Organizational forces such as hierarchical rigidity influence my relations with my students. Since students do not interact on an informal level with their teachers and leaders, it becomes impossible to interact with me informally on a significant basis. Furthermore, lack of shared responsibility among teachers and administrators discards students and teachers from assuming a collaborative relationship. Closing the Gap between the Ideal and the Reality of Responsible Practice The difference between the actual context and my ideal responsible environment requires a contribution of efforts to close the gap. These efforts represent opportunities that will assist in conjoining my ideal practice and the current practice. Additionally, these opportunities will focus on changing a certain part of my respective area of teaching which involves English Language Teaching (ELT). Nonetheless, exploiting these opportunities will undoubtedly lead to the occurrence of certain implications that will certainly have a positive or negative impact. The opportunities comprise: Implementing a Peer Review Program The implementation of a Peer Review Program will require the collaboration of both teachers and administrators. This will be the first step towards advocating for change in English Language Teaching. The program will focus on allowing teachers to evaluate and analyze practice, as well as increasing qualified learning plans in the practice area. Furthermore, the program will substitute the need for tenure. Within any organization, tenure comprises one of the crucial organizational factors. It comprises the quantity of time put in by an employee in a day. It comprises the piecework basis in the actual practice context. Nonetheless, implementation of the Peer Review Program will have an impact on the piecework basis system. To an extent, the program will actually eliminate the system because of its preferences and disparate framework from the actual system. The piecework basis places emphasis on the quantity of time a teacher dedicates in class. As such, it does not provide any room for improvement. Accordingly, it does not enable a teacher to visualize and assess her performance. This poses a significant effect on students since most of them are unable to voice their opinion concerning their teacher. This applies similarly in ELT. Therefore, applying the Peer Review Program will surely affect the organization. Accordingly, it will also influence institutional factors. This is because adopting this system will necessarily imply a change in the organizational culture. Such a change will definitely lead to resistance since it disrupts the status quo within the organization. Additionally, this implication will imply positively to me personally since it will enable me to gauge my performance within this related area. In replacing tenure, the Peer Review Program will offer opportunities based on improvement. Consequently, the program will also in providing prospects where there is insufficient improvement. Therefore, applying this program in my practice context will affect the entire organization as well other areas of teaching and learning in the organization. The program will lead to a steady dissolution of formal and informal structures especially among teachers and students. Additionally, the program will also assure a due process during dismissal processes. Therefore, by assuring due process rights among teachers in the organization via a just and transparent system, employment will continue based on performance. This will clearly bring a considerable change in the organization. Teachers will at least have a right in safeguarding their stances. Furthermore, the bureaucratic institution will also dissolve into a more democratic culture that will see teachers sharing responsibility in decision making with administrators and other leaders. Instituting a Teacher-Student Led Curriculum A Teacher-Student Led Curriculum program involves a learning schedule designed by both teachers and students. This opportunity will aid in closing the gap in my practice context. This curriculum will take advantage of the collaborative approach. This approach will involve both the student and me in determining the curriculum for the students. Usually, my class consists of adult learners who also have other priorities apart from school. Therefore, instead of using a rigid structure from the organization, it will advantageous for us to create a curriculum that suits our needs. Additionally, the Teacher-Student Led Curriculum will focus on areas that students feel present the biggest challenge. Thus, it will encourage the facilitation and contribution of ideas and suggestions that will ease English Language Teaching and Learning (Keiser, Kincaid Servais, 2011). One of the main implications arising from this will focus on my personal side. Developing a Teacher-Student Led Curriculum will enable me to interact on a personal level with my students. This is a factor that was difficult for me to exercise based on the organizational and institutional influence on teacher-student associations. Furthermore, working together within the students will allow me to develop an empathetic behavior. The curriculum will mainly focus on scheduling the timelines as well as determining the areas that require maximum attention. Thus, working on these factors will enable me to understand the issues that bother some of my students in relation to their class work and social life. For instance, when working on scheduling the time for the lessons, various students might have reasons that may force me to adjust the timeline in order to suit them and the majority. Implementing such a curriculum will undoubtedly receive resistance from organizational and institutional factors. This is because such a curriculum will mark the beginning of a liberal manner of teaching. This form of teaching will comprise contributions from students. Organizational factors such as hierarchical rigidity will impede this process. This is because applying a strategy will eliminate the power relationship between teachers and students. Additionally, institutional factors will also impede this effort. The bureaucratic culture, which is responsible for guiding norms in the organizations, will be under threat. This is because of the application of a curriculum that values student input, and in a way, allows students to exercise a democratic effort in determining their education. Furthermore, implementing the Teacher-Student Led Classroom will attract maintenance of the program over the long term. Irrefutably, the maintenance of the program will focus on assisting new adult learners in the ELT course. Learning English is difficult especially for adult immigrants who had little exposure to the language. Thus, the curriculum will also cater for these students in various ways. For instance, the curriculum will allow me to divide my classes between old and new students. This is because teaching them together will only confuse the new students further. While working collaboratively with the students, I will be able to assign a peer-reviewed teacher, possibly from my class, to teach the new students. However, this will also require me to apply Staffing. Staffing will involve the employment of more liberal teachers within my practice context. Therefore, an increase in the number of teachers will actually allow new students to receive the attention they need. References Ahlstrom, C. (2003). Collaborating with students to build curriculum that incorporates real-life materials. Focus on Basics: Connecting Research and Practice, 6(C), 1-7. Appiah, A. (2005). The demands of identity. In A. Appiah (Ed.), The ethics of identity (62-71). Princeton, NJ: Princeton University Press. Appiah, A. (2005). The ethics in individuality. In A. Appiah (Ed.), The ethics of identity (1-35). Princeton, NJ: Princeton University Press. Martin, M. W. (2000). Shared responsibility and authority. In M.W. Martin (Ed.), Meaningful work: Rethinking professional ethics (119-137). New York, NY: Oxford University Press. Scott, W. R. (2001). Constructing an analytic framework I: Three pillars of institution. In W.R. Scott (Ed.), Institutions and organizations (48-70). Thousand Oaks, CA: Sage. Scott, W. R. (2003). The subject is organizations. In W.R. Scott (Ed.), Organizations: Rational, natural, and open systems (18-30). Upper Saddle River, NJ: Prentice Hall. Annotated Bibliography Balcikanli, C. (2010). Learner autonomy in language learning: Student teachers’ beliefs. Australian Journal of Teacher Education, 35(1), 90-103. There is a significant amount of research concerning the issue of learner autonomy. Generally, the notion of learner autonomy arose in 1981 and focused on concentrating on language learning. Therefore, Balcikanli illustrates the conceptions, misconceptions, review and research encompassing this broad aspect. Gay, G. (2002). Preparing for culturally responsive teaching. Journal of Teacher Education, 53(2), 106-116. Gay focuses on the impact of culturally responsive teaching in contemporary schools. The author delineates this type of teaching and even focuses intently on broad concepts such as race and ethnicity that encompass the society and possess a profound effect on teaching and learning. Keiser, N., Kincaid, M., Servais, K. (2011). Using a collaborative leadership model in a teacher education program. American Journal of Educational Studies, 4(1), 5-20. Keiser, Kincaid and Servais discuss the use of the collaboration approach. They discuss the contrast between the Conventional Method of teaching and the Collaborative Approach and advocate for the leadership model especially in teacher education programs. Mansour, N. (2009). Science Teachers’ Beliefs and Practices: Issues, Implications and Research Agenda. International Journal of Environmental Science Education, 4(1), 25-48. Mansour integrates the notion of beliefs in the field of teaching. Even though the author illustrates research on the impact of beliefs in science, he also discusses the topic in general and applies other concepts such as culture and status quo that affect teaching.

''THE 'DIVORCE' OF OWNERSHIP FROM CONTROL FROM 1900 RECALIBRATING Essay

''THE 'DIVORCE' OF OWNERSHIP FROM CONTROL FROM 1900 RECALIBRATING IMAGINED GLOBAL TRENDS'' - Essay Example In this paper we first summarize the Leslie Hannah's article titled "the 'divorce' of ownership from control from 1900: re-calibrating imagined global trends" and then discuss 'why this topic considered to be significant' comprehensively. In this paper entitled "The 'divorce' of ownership from control from 1900: re-calibrating imagined global trends", Leslie Hannah describes the US businesses - and, in some respects, Europeans as well - were subjugated by plutocratic family ownerships, and these States had very small metropolitan stock exchanges, compared to the size of their economic systems. Britain and France illustrated the highest levels of 'divorce of ownership' from power, and (with Belgium and the Netherlands) had the well-built equality culture. However South Africa, Egypt, India and Austria had partially more access to metropolitan equity assets as similar to Italy and Japan. It seems that Australia and Canada were not underprivileged, when it comes to their market growth, with respect to the United States of America. None of this packed, simply in any case, for their upcoming economic expansion: divorcing the ownership from power caused as many troubles as it determined to; ownerships had several other cha nnels out of which to flow; and the assets that practice stock exchanges were not essentially the most fruitful one. He further suggests that this observation is relied on too narrow a conception of the forms which ownership takes and on too straightforward a hypothesis of the connection between ownership and business performance. And further investigates why the point of views instinctive to generations hold so much opposing visions from those of recent ones, by investigating why and where the family ownership was divorced from 'influence' on the verge of the twentieth century. It will be definitely confirmed that France and Britain escorted in the 'disintegration' of ownership from power, most particularly in the sectors of railway and financial systems. Yet in the industrialized zone, American and German industries in nineteenth century or onwards were not evidently less family-owned by board members (in most cases, then, founding industrialists or inheriting family units) than in France; family ownership was in all probability rather common in Britain. The Importance of this topic During the early stages of industrialization in nineteenth century, personal or family ownership have usually been seen as a resourceful and flourishing capitalist response to marketplace breakdowns (Colli 2001, pg. 160). Yet in the twentieth century, small-sized personal businesses remained statistically large in some of the European countries. Moreover, the continued influence of sweeping family and personal ownerships, in spite of an understood crossroads of current economies towards 'commercially free enterprises', implies that personal free enterprises continue to be a significant issue at the dawn of the twenty first century. Economists were generally more troubled with marketplace structures and the significance of 'struggling' in competent supplying share than with worrying about who owned what (Colli 2001, pg. 166). However, with increasing interest in open marketplace economics, particularly in the last few years, 'family ownership' has grown to be a subject in its own right. The present government systems clearly consider that varying ownerships from public