The History of Saudi Women In Sports Essay Example | Topics and Well Written Essays - 1250 words

The History of Saudi Women In Sports - Essay Example You would never find any women spectator in any sports event in Saudi Arabia. History of women participation in Saudi Arabian sports would only furnish a blank page. The celebrated participation of Saudi Arabian women in the London Olympics is just the result of the brilliant strategy of International Olympic Committee. They need men and women participation from each and every country. Thanks to International Olympic Committee, for they made the impossible possible. Participation of women in sports is considered as a negligence of Islamic laws concerning women. Hard rules for women in Saudi Arabia pushed them to the backyard. Sports became something that is exclusively for men in Saudi Arabia. After 2012 Olympic in London, women of Saudi Arabia made a determined move to persuade lawmakers to allow a better participation of women in sports. They fought for women participation in sports, promising a compliance with Islamic rules. The changing perspectives about the participation of women in sports have enabled the participation of women in different international sports competitions. Saudi Arabia agreed to the women participation in sports because of the international pressure to enable female participation in sports. Even though the conservatives did not remain silent to the new move, the nation had to allow its female athletes to participate in the London Olympics. Saudi Clerics made a big protest against female participation, stating that improper clothing and immodest movement in sports activities would destroy the purity and morality of Saudi women who are supposed to follow the Islamic rules concerning women. According to them vigorous movements would hamper the health and purity of Islamic women. The cruel and insane gender apartheid followed in Saudi Arabia gave no room for women to involve in sports activities. A certain move that planned women’s sports activities as a part of Ramadan celebrations was highly rebuked by clerics and

Effective communication skills are essential for working in health and Essay

Effective communication skills are essential for working in health and social care - Essay Example Therefore, it has been suggested that people working in health and social care environments should be able to organize a conversation for effective communication. When a speaker is organized, there would be a smooth flow of communication and the result would be an understanding between the people communicating. The health care provider must understand the conversation cycle and look for other means the patient may be communicating such as the use of non-verbal communication. Therefore, the worker should also be able to interpret and understand non-verbal communication. In addition, the caregiver should also understand cultural differences in order to understand what is being communicated by the patient and s/he would also know how to tell things to the patient. Asking questions is another skill that health and social care providers must be proficient in because they are able to bring out more necessary information about their clients through questioning. Lastly, they should also have listening skills, understanding what is said between the lines and not just grasping meanings from spoken words. There are indeed many facets of communication and these should be mastered for effective communication. ... Although it is not specifically the intent of this brief research to discuss the level to which communications within healthcare and social care can affect each and every shareholder, it is worth mentioning, and will be briefly discussed, the level to which communications ultimately leads to a clearer and more nuanced approach to healthcare and social care even within the healthcare community and the many shareholders this ultimately represents. Although the term communications encompasses a great many mechanisms, theories, and constructs, the term itself, with relation to healthcare and social care can be simply defined as â€Å"the process of enabling people to increase control over, and to improve the quality of healthcare and social care provision† (BTEC 2010, p. 3). As such, communication within healthcare takes on a variety of forms in order to achieve a desired result. Perhaps the most useful mechanism of the way that health promotion takes place is by engaging the indi vidual with the holistic nature of health. In this way, the overly used cliche – an ounce of cure is worth a pound of prevention comes into clear focus. It is this author’s belief that the holistic view of health is the most key and integral concept due to the fact that such an approach necessarily encompasses the other approaches – to include: the participatory nature of health, key/individual factors in promoting health, implementation of strategy to build health, and tallying key strengths/weaknesses to bolster overall health. In this way, promotion of the key concept of the holistic nature of health is a type of umbrella term that necessarily works to

Employee development (ED) Essay Example for Free

Employee development (ED) Essay The purpose of ED can be defined as developing human potential to assist organizations and individuals to achieve their objectives. (Redman Wilkinson, 2001 p.129). Since the impact of the globalization, the new positioning and competitive competences of the company will bring the HR department new challenges of finding effective career paths for their global employees. A study conducted by the Global Leadership Institute shows a positive relationship between the level of employee internationalization and the organizations Return on Assets. (Black et al, 1999, p1). Thats why according to Black an international assignment is the single most powerful experience in shaping the perspective and capabilities of effective global leadersA global assignment play important roles in succession planning and leadership development; in coordination and control; and in technology, innovation, and information exchange and dissemination. According to a survey by the National Foreign Trade Council, the number of Americans working overseas, jumped 30% in 1995. Of the 74 companies the NFTC polled, 71% said they expect this growth to continue. (Hayes et al, 1996) However, somewhere between 25and 40 per cent of foreign assignments fail in US transnationals. (Stonehouse et al, 2000,p.210). In fact, 20% to 48% of expatriates leave their companies within the first year of returning from an international assignment In a Business Horizons survey of 135 repatriated employees, only 39% felt their firm used their newly acquired skills; a meager 29% claimed that the assignments helped their careers. (Hayes et al, 1996). Such a failure is partly due to the mismatch between the organizational goals and personal goals, which is the main purpose of ED. Other reasons are: * Lack of training, this includes language and cross culture training. A recent survey conducted by Runzheimer International, found that only 42% of the 54 multinational companies polled had any formal training program for acculturating expatriates with their host country. (Hayes et al, 1996). * Family-related problems are perhaps the most important cause of failure amongst expatriates (Harvey, 1985). Such family problems include relating to the adaptation of both spouse and children to a new cultural and social environment. (Stonehouse et al, 2000,p.210) * Inadequate compensation (Stonehouse et al, 2000,p.210) * Feeling of loss of status resulting from working at the periphery. (Stonehouse et al, 2000,p.210) * Expatriates are often staying within the circle of the emigrant community, (Hayes et al, 1996) which reduces the chances to communicate with local culture and create a barrier between local people and them. * With international assignments becoming more commonplace, few companies are implying that there is any career advancement on the horizon for taking oneMany of the who have been on overseas assignments come back and move right back where they were (Hayes et al, 1996) Thus, make the employees think that their career path is stopped or blurred. In order to provide the employees a smooth international career development path, as well as to create an internationalized employees pool, organizations thus have to design a more systematic ED plan. This plan will include a clear definition of the international assignment, full training of the language and culture, effective expatriate policies, etc. For those MNCs with various employees come from different backgrounds, because of the culture impact, employees will have different views of career path. For example, in achievement-oriented corporation in western countries, young, promising managers are often sent on challenging assignment to faraway countries, whereas in ascribing cultures, older people, males, highly qualified persons are sent for those independent tasks or specific functions. (Trompenaars et al, 1998) Thus, organizations have to fully understand the career meaning to all of its employees and develop different career themes. References Stonehouse, G., Hamill, J., Campell, D., and Purdie,T., (2000) Global and transnational business: strategy and management, John WileySons, Ltd., UK Black, J.S., Gregersen, H., Mendenhall, M and Stroh,.L. (1999) The Strategic Role of Global Assignment, in Globalizing People Through International Assignments. London: Addison-Wesley. Pp. 1-31 Redman, T. and Wilkinson, A., (2001) Contemporary Human Resource Management, Prentice Hall Cassandra, H. (1996) The intrigue of international assignments in Black Enterprise, 26(10), pg. 98, NY Harvey, M.C. (1985) the executive family: an overlooked variable in international assignments, Columbia journal of world business, Spring. Tromenaars, F. and Turner, C.H (1998) Riding the waves of culture: understanding cultural diversity in business, Nicholas Brealey Publishing Ltd.,London

A Study On Dialogue And Learning Education Essay

A Study On Dialogue And Learning Education Essay Dialogue has been recognized as the most notable example of Western literature by Plato since 428/427 BC 348/347 BC;. In Greek and Indian literature, particularly the ancient art of rhetoric, it is historically origins as narrative, philosophical or educational device. The dialogue has been used to teach a range of subjects, including philosophy, logic, rhetoric, and mathematics. Dialogue (the Greek DIA for through and logos for word) can be defined to include numerous communicative acts includes conversation, talk, communication, interchange, discourse, argument, chat, gossip, colloquy, as well as discussion, debate, exchange of views, head-to-head, consultation, conference, meeting, interview, question and answer session, and negotiations (New Oxford Thesaurus of English 2000). Dialogic learning can occur in any educational situation and contains an important potential for social transformation.  [2]  Various contributions to Dialogic learning has been developed on many perspectives and disciplines such as, P. Freire, 1970 on the theory of Dialogic action, G. Wells, 1999 looking for the Dialogic inquiry approach, J. Habermas, 1984 with the theory of communicative action, M. Bakhtin, 1981, the notion of Dialogic imagination, and Soler, 2004, the dialogical self. Among those, there are many more contemporary authors on Dialogic conceptions, J. Mezirow, 1990, 1991, 2000 transformative learning theory, M. Fielding 2001, students as radical agents of change, T. Koschmann, 1999 emphasizes the potential advantages of adopting dialogicality as the basis of education, Anne C. Hargrave, 2000 shows that children in Dialogic-learning in vocabulary. Specifically, the concept of Dialogic learning (Flecha, 2000)  [3]  evolved from the investigation and observation of how people learn both outside and inside of schools, when acting and learning freely is allowed. The theory The concept of Dialogic learning is not new. In the book Mind and Society, 1962, Vygotsky argued that children learn how to use planning function of their language effectively and their psychological field changes fundamentally. He argued that a child begins to master his surroundings with the help of speech prior to mastering his own behavior. He claimed that the creation of these unique human forms of behavior which eventually produced the intellectual productive work with the use of tools. This was described in his observations of children in an experimental situation showed that children not only act in attempting to achieve a goal but also speak. This speech arose spontaneously and continued almost without interruption throughout the experiment. He claimed that it seems that both natural and necessary for children to speak while they act. Respectively, Vygotsky drew the same kind of distinction between the spontaneous concept of everyday learning and the scientific concept of th e classroom.  [4]  Vygotsky, 1962 argues that the inception of a spontaneous concept can usually be traced to a face-to-face meeting with a concrete situation, while a scientific concept involves from the first a mediated attitude towards it object. Paulo Reglus Neves Freire (1921-1997), 1970 theory of Dialogic action 1921 -1997 was a Brazilian educator and influential theorist of critical pedagogy.  [5]  He was an educationist known for developing popular education; he puts dialogue as a type of pedagogy.  [6]  Freire argued that dialogue as a means of democratizing education (Freire 1972, 1999). Dialogue communication allowed students and teachers to learn from one another in an environment characterized by respect and equality. He advocates himself to support suppressed people with their performance or application of skills that is informed and linked to their values, by performing and applying their skills in order to make pedagogy for a more deepening understanding and making positive changes to them. He states that human nature is Dialogic, and he believes that communication has a leading role in peoples life. Dialogue is a claim in favor of the democratic choice of educators and learners. The goal of the Dialogic action is always to reveal the truth interacting with others and the world. He claimed that we are continually in dialogue with others and it is in that process that we create and recreate ourselves. Besides, in order to promote free and critical learning, he insists that we should create the conditions for dialogue that encourages the epistemological curiosity of the learner. The Russian philosopher, literary critic, semiotician and scholar who worked on literary theory, ethics, and the philosophy of language, Mikhail M. Bakhtin, 1981, distinguishes the notion of Dialogic imagination. He has theorized dialogue in emphasizing the power of discourse to increase understanding of multiple perspectives and create myriad possibilities.  [7]  Bakhtin argued that dialogue creates a new understanding of a situation that demands change as relationships and connections exist among all living beings.  [8]  His concept of dialogism states a relation between language, interaction, and social transformation. Holquist, 1990 described Bakhtins writings on dialogicality are profound and represent a substantive shift from prevailing views on the nature of language and knowledge  [9]  . Bakhtin established that there is a need of creating meanings in a Dialogic way with other people.  [10]  He believed that individual does not exist outside dialogue. The conc ept of dialogue itself establishes the existence of the other person. It is through dialogue that the other cannot be silenced or excluded. Bakhtin claimed that meanings are created in the processes of reflection between people. He describes, we use the same meanings later in conversations with others, where those meanings get better and even change as we obtain new meanings. Therefore, when we talk, we learn something. In this sense, every time that we talk about something that we have read about, seen or felt; we are actually reflecting the dialogues we have had with others, showing the meanings that we have created in the previous dialogues with others. That said, dialogue cannot be separated from the perspectives of others: learning derives from here with the individual speech and the collective one is deeply related to ones life. Bakhtin asserts that talks is a chain of dialogues, he points that every dialogue results from a previous one and, at the same time, every new dialogu e are going to be presented in future ones. Fitz Simons, G. (1994)  [11]  the learning communities, an educational project which seeks social and cultural transformation of educational centers and their surroundings through Dialogic learning, emphasizing egalitarian dialogue among all community members, including teaching staff, students, families, entities, and volunteers. Fitz Simons points out: The need to establish an atmosphere of mutual respect and a feeling of community in which adult learners are encouraged to be independent learners and to share their expertise (p. 24-25, 1994) Dialogic Learning Fletcher, 2000 looks at the concept of Dialogic learning evolved from the investigation and observation of how people learn both outside and inside of schools, when learning and acting freely is allowed. She describes open dialogue which derived from the perspective of Freire, 1997 involvement of all members of the community the learning communities as research shows that learning process take place in different spaces of the learners life regardless of the learners age, and including the teaching staff, depend more on the coordination among all the interactions and activities. The recognition and respect of different types of knowledge raise the awareness that each person has something to share, something different and equally important. Therefore, the wider the diversity of voices engaged in open dialogue, the better the knowledge that can be dialogically constructed. Fletcha puts as [Dialogic learning] lead to the transformation of education centers into learning communities where all the people and groups involved enter into relationships with each other. In this way, the environment is transformed, creating new cognitive development and greater social and educational equality. (p. 24) Edward and Mercer, 1987 emphasize that the dialogue concept is ground rules of conversation because it operates as implicit sets of rules for behaving in particular kinds of situation which participants usually take for granted  [12]  . (Edward and Mercer, 1987) In 2007, Mercer and Littletons argues that talk is not just the mediating means for supporting individual development, but rather that ways of thinking are embedded in ways of using language. This talk is more emphasized on as a valuable, social mode of thinking, not just learning. They argue that learners engage and interact with others may have a profound and enduring impact on their skill and intellectual development.  [13]  They further argue that learning and development are two terms that related and have both been used in a great deal. Learning is often in the company of teaching. These two words are required to call upon the kinds of cognitive and intellectual changes in childrens learning. He asserts that lea rning is normally associated with the gaining of knowledge and the acquisition of some fact or skill. It invokes ideas of some sort of growth, the emergence of a new entity and the arrival of a new state of affairs. A contributor to Mercer and Littleton, Chris Watkins, 2003 (A scholar in education and learning) has distinguished three influential conceptions of learning: Learning is being taught, learning is the individual sense making, learning is building knowledge with others.  [14]   Harry Daniel 2001 claims that classroom talk or dialogue mediates not just teaching and learning but also the wider culture.  [15]  He claims that humans are seen as creatures who have a unique capacity for communication and whose lives are normally led within groups, communities and societies based on shared ways of using language, ways of thinking, social practices and tools for getting things done. Daniels emphasizes that such talk, must not be regarded as simple interaction, but narrowly regarded and bounded by the immediacy of the learning task in hand. Similarly, the Dialogic inquiry approach by Gordon Wells, 1999  [16]  , Wells argues that classroom dialogue has been proposed as a method of introducing critical education (Wells 1999, Alrà ¸ Skovsmose 2002) Dialogic inquiry is an educational approach that acknowledges the dialectic relationship between the individual and the society, and an attitude for acquiring knowledge through communicative interactions. Wells points out that the predisposition for Dialogic inquiry depends on the characteristics of the learning environments, and that is why it is important to reorganize them into contexts for collaborative action and interaction. Wells defines inquiry not as a method but as a predisposition for questioning, trying to understand situations collaborating with others with the objective of finding answers. Wells further argues that Dialogic inquiry not only enriches individuals knowledge but also transforms it, ensuring the survival of different cultures and their capacity to transform themselves according to the requirements of every social moment. Wells claims that Dialogic inquiry not only enriches individuals knowledge but also transforms it, ensuring the survival of different cultures and their capacity to transform themselves according to the requirements of every social moment. Education is seen as a Dialogic process, with students and teachers working together within settings that reflect the values and social practices of schools as cultural institutions. Alrà ¸ Skovsmose, 2002 relate dialogue to the learning process by attribute three essential properties to the notion of dialogue; making an inquiry, running a risk and maintaining equality.  [17]  These essential properties must be characteristic of the scene of interaction in order for a learning dialogue to occur. Making an inquiry means learner exploring what he does not yet know and sharing the desire to gain new experiences. For an inquiry to be Dialogic it must be open to participants bringing their own perspectives rooted in their backgrounds into the inquiry. Learners must also be willing to suspend their own perspectives in order to consider the perspectives of others and in articulating these perspectives new and more insightful perspectives might come into view. For that reason, Dialogic is running a risk in the ambiguity and uncertainty of the dialogue process. Learners to a dialogue propose other peoples perspectives, however navigating in a landscape of investigation means that there are no pre-established answers to up-and-coming questions. Therefore dialogue includes risk-taking both in an epistemological and an emotional sense. In other words learners to a dialogue will be challenged on their knowledge as well as their emotions. In order for participants to remain in the Dialogic process it must be ensured that the uncertainty never appears too uncomfortable. They claim that dialogue could then maintain equality by suggesting that learners are engaged at a level of parity. Parity in this sense does not equal sameness but rather fairness. Learners may enter the dialogue in different capacities and being equal thus comes to depend on the ability of learners to embrace and accept diversity (Alrà ¸ Skovsmose, 2002). After years of research conducted in several countries; India, USA, France, Italy and England with a team of researchers, Robin Alexander 2004  [18]  has put talk as the prominent element for effective thinking and learning requirement for children. He has distinguished talk for a distinctive pedagogical approach called Dialogic teaching. He argues that language and thought are intimately related, and the extent and manner of childrens cognitive development depend to a considerable degree on the forms and contexts of language which they have encountered and used. This new approach demands both pupil engagement and teacher intervention by which pupils actively engage and teachers constructively intervene is through talk. Dialogue and Higher level of Education For higher educational level, Diana Laurillard, 2002 puts a Dialogic learning framework as Conversational Framework. This framework supports various media forms such as narrative, interactive, adaptive, communicative and productive. The idea of a conversational framework, is used to define the learning process for higher education and then to interpret the extent to which new technology can support and enhance high level conceptual learning. She describes that learning must be discursive and the teacher should be associating teaching and learning process with the world. Laurillard asserts that learning technologies must achieve their full potential for transforming learning experience. Laurillard argues that the academics; Universities, Institutions, colleges, schools etc. Should begin with an understanding of how students learn, and they should design and use the Conversational Framework and the learning technologies from this standpoint to familiarize a better learning strategy for university teaching. Laurillards idea is hardly new as she quoted Paul Ramsdens statement that teaching is a sort of conversation. Respectively, Kolbs learning cycle (Kolb, 1984) states that learning occurs through an iterative cycle of experience followed by feedback, then reflected on to be used as revised action  [19]  . Gordon Pask, 1976 formalized the idea of learning as a conversation in conversation theory. This theory lays out the separation of description and model-building behaviors, and the definition of understanding as determined by two levels of agreement (Ibid. 22)  [20]  . This describes the characteristic of the teaching learning process is iterative conversation. Besides classroom education, dialogue education is described as an approach to adult education by educator, Jane Vella in the 1980s. This approach to education draws on various adult learning theories, including those of Paulo Freire, Kurt Lewin, Malcolm Knowles and Benjamin Bloom (Global Learning Partners, 2006b; Vella, 2004). It is a synthesis of these abstract theories into principles and practices that can be applied in a concrete way to learning design and facilitation. Dialogue education is a form of Constructivism and can be a means for Transformative learning, (Vella, 2004). Dialogue education shifts the focus of education from what the teacher says to what the learner does, from learner passivity to learners as active participants in the dialogue that leads to learning (Global Learning Partners, 2006c). A dialogue approach to education views learners as subjects in their own learning and honors central principles such as mutual respect and open communication (Vella, 2002). L earners are invited to actively engage with the content being learned rather than being dependent on the educator for learning. Ideas are presented to learners as open questions to be reflected on and integrated into the learners own context (Vella, 2004). The intent is that this will result in more meaningful learning. Conclusion Significantly dialogue and learning are two terms that cant stand by its own without the others presence. It is now that the responsibility of this study to examine dialogue and learning to a further course of current new media mobile technology. How does children making use of mobile devices in the world of mobile technology in this transformation age of environment? How does learning then develop from these technologies? Why does a child today communicate so much with technology? That said my hypothesis that the new media mobile technology has potential in facilitating the process of childrens learning development. Do these technologies provide learning tools which are able to provide significant knowledge development? Besides, Vygotsky and Vygotskian theory claimed that the learning tools are some kind of childrens higher psychological functions of making his or her interactions to their social and moral development. As we all knew, these dialogues are being created, learned and u sed by our children tremendously without our awareness day to day in their world of communications in interactive mobile technologies. These dialogues and learning are integrated with their handheld gadgets, computers and software, learning materials, playing the games in the virtual world. With the existence of other features; design, audio and video, photography, colors, fonts, information, and programming language navigating them throughout the lessons and programs. Our children or learners and members jointly produce Dialogic knowledge and participate in the definition of actions that lead to social and educational change. Therefore, this research sees dialogue and learning associates to the notion of Bakhtin dialogicality as dialogue represents this senses where it mediates the new media that our children to listen and watch. These dialogues can take numerous other forms such as: less structured, more informal and more participatory than interviews or discussion groups, e.g. By encouraging participants to set the agenda for discussion and for the researcher to take an active role in the discussion rather than only the role as a listener. This approach will grant participants to the dialogue a sense of equality and the freedom to bring into the dialogue whichever topic they deem relevant. Inviting research participants in the interpretation process simultaneously embrace a Dialogic epistemology recognizing the value of negotiating, reflecting and interpreting with the goal of mutual understanding and relationship building. Therefore, in this study we need to narrow our understanding of dialogue and address the question of the contribution of dialogue in the interactive mobile technologies in the childrens psychological learning development. In the learning communities, it is fundamentally the involvement o f all members of the community because, as research shows, learning processes, regardless of the learners age, and including the teaching staff, depend more on the coordination among all the interactions and activities that take place in different spaces of the learners life, like school, home, and workplace, then only on interactions and activities developed in spaces of formal learning, such as classrooms. Along these lines, the learning communities project aims at multiplying learning contexts and interactions with the objective of all participants reaching higher levels of development (Vygotsky, 1978)  [21]  .

Decision-Making: Taking Action with Reason Essay -- essays research pa

Decision-Making: Taking Action with Reason The end result of any decision is action. Action based on reason, intuition, planning, or circumstance it is still action. The best course of action often is determined by the implementation of a decision making process. This process or model can be rational based or intuitive base. It is possible to combine the intuitive and rational decision models. The OODA (Observation, Orientation, Decision, Action) Loop acknowledges the existence of intuition within the context of reason. Col. John Boyd, USAF (Ret) is credited with the formalization of this thought process. The concept breaks the decision making process into four elements: Observation, Orientation, Decision, and Action. Observation is the information gathering stage. This includes situation assessment, outcome determination, research, and determining the variables impacting the situation. Orientation encompasses experiences, cultural influences, genetics, and forthcoming information. Decision is the application of the Observation and Orientation stages to form a viable plan of execution. Action is the execution of the decided plan. A key element to this model is that all stages are part of an ongoing process that can be utilized to make quick, effective decisions. (MindSim Corporation [MindSim Corp.], 2000) The OODA Loop is currently in use for my company’s conversion project. We are consolidating divisions, systems, and resources in addition to converting one division’s ...

Addiction :: essays research papers

Addiction   Ã‚  Ã‚  Ã‚  Ã‚  We have all seen the ads on television that show a lady talking and breathing through a hole in her throat. There are also ads that show kids in situations where their peers are trying to get them to smoke. Twenty years ago these types of commercials were not available, instead you had Joe Cool, Marlboro Man, and many beautiful people who are shown as popular and attractive people because of the cigarettes that they were smoking. The truth is it was all a falsity. Those people who smoke will experience more pain and heartache in their shortened lifetime than that of non-smokers.   Ã‚  Ã‚  Ã‚  Ã‚  While I have never smoked, I have seen what it can do to not only those who do smoke, but the people they know as well. Both of my mom’s parents have smoked ever since she had been born. Smoking was not an unusual sight to her. She was also not aware of the adverse affects that smoking has physically, mentally, and emotionally. Nicotine, which is the drug in cigarettes, has been said to be one of the most addictive drugs. Both of my grandparents were addicted, my mom followed.   Ã‚  Ã‚  Ã‚  Ã‚  It has been seven years since my grandma has died from smoking. She didn’t get a chance to have a surgery, or any other form of assistance to help her live longer. She died in her sleep of emphysema. This hit my mom very hard as she was close to my grandma. Her death led my mom to attempt to quit smoking several times, all failures. I couldn’t understand why it was so difficult. I had watched my dad kick the habit 4 years prior to my grandma’s death. In my eyes it should be easy to quit something that is so harmful, to not only yourself, but to those around you as well.   Ã‚  Ã‚  Ã‚  Ã‚  My grandma’s death also led to a few changes in my grandpa’s life. He began to think he didn’t have anything else to live for and constantly would smoke and drink. Both of which has caused him many medical problems in the past year. It appears that among other things, he too has emphysema. With this, he has come close to dying two times in the past year. What is worse is that he knows what is wrong and could do something to change his situation. Where he wouldn’t be able to live forever if he was to quit smoking, he would at least make it a few years longer.

Jones Electrical Essay

As we can see from the figures and the information given in the present case, the company is very profitable due to the ambition and well management done by its owner Mr. Jones. In this regard, we can see in â€Å"Table 2 in the spreadsheet†, that the company is taking advantage of the 2% discount offered by suppliers saving around $75,000. 00 per year. We have to pay especial attention to the agreement reached with the former Co-owner of the company, Mr. Verden. This agreement is affecting the cash flow of the company since the interest expenses raises by around $12,000. 0 more per year, this together the financial interest of the Metropolitan’s Bank loan makes that the company needs a larger amount to finance its debts, that by the way regarding the agreement with Verden should not being paid by the company but by Jones personal income since this agreement was not reached between the company and Verden but between Verden and Jones. Furthermore, we are assuming that the company is paying this agreement since the Metropolitan’s interest rate if not will be of 12,45% per year which it seems to be very high for a bank of this kind. See Table 3 On the other hand, we have see that other and perhaps the most important factor making the company running out of cash is the fact that Jones uses to pay the invoices within 10 days so he can take advantage of the 2% discount instead of waiting the net payment due in 30 days while his accounts receivables are paid in average every 42 days. It is not necessary to explain what paying around hundred suppliers every 10 days represent to cash flows if the company is receiving payments every 42 days, this means that the company pays 4 times at 1 time receiving. This is, for sure, the main reason why the company is losing liquidity and need to borrow money to banks. See Table 5. Furthermore, we can see that the average rotation on accounts payables is 22 days as we can see from Table 10, this breaks the balance between the account receivables and accounts payables, this means that the company need to finance the difference (in this case 20 days approx. ) of working capital and the only way to finance it is through the company’s operations, by shareholders or with external resources which in the present case is through a bank loan. It would be also interesting to see what it the company’s financing policy on accounts receivables, this means what discount the company gives to its buyers and compare it with the discounts it receives from suppliers. Finally in order to overcome this situation the company need to review its financing policy and reduce the finance it gives to its clients so the rotation in accounts receivables period approaches to the rotation on accounts payables and thus correct the difference of approximately 20 days that is making the company look for further financing in external sources. . – Is Jones’s estimated that a $350,000. 00 line of credit is sufficient for 2007 accurate? From my point of view it seems to be accurate for the year of 2007. This answer is based of the calculation on working capital (see Table 8) and even stressing the methods used to calculate it, such as through the net operating working capital, which takes only into account the ways that the company has to generate cash and it most liquid debts, it means inventory, account receivables and account payables, we found that the figures were much better. See Table 11) On the other hand, if we take a look to the liquidity ratio (see Table 9) we found that the company’s ratio is above minimum relation required which is 1:1, this means that the company is producing enough cash to pay its debts. Nevertheless, as we said before, there a disparity in the financing policy of the company regarding the recovery period (account receivables) and the rotation on payables accounts that makes that the company requires external financing despite of having excellent numbers on the paper. Finally, I consider that the new credit line will be enough to pay the former credit with Metropolitan bank and there will still be $100 thousands dollars available that can be used by the company along the year since the restriction imposed by the bank are meet as we can see in Table 4 besides the company will be receiving payments during the year that will allow it to cover its debts and take advantage of the supplier discounts. Nevertheless, I insist in the fact that the company should revise its financing policy and the rotation of account receivables. . – What will happen to Jones’s financing needs beyond 2007? The financial needs of Jones Electrical will increase unless they change their policy on financing buyers while paying faster to their suppliers. This in deed is what is making that the company requires additional founds. On the other hand, the company has been growing constantly. In deed, according to the net income estimation for 2007 (see Table 7) the com pany increases its profits $25 thousand dollars more than the previous year. This is an evidence of how the company is been management and of its willing to grow year after year. Nevertheless, the first quarter of 2007 the working capital only has increased by $7 thousand dollars, which is the difference between the current assets and current liabilities but the importance of this is that according to the rotation on receivables and payable accounts, shown in Table 5 and 10, leads us to the conclusion that the company will have to pay its suppliers twice before it enters a single dime from its buyers. This clearly is the only reason and explanation to the question arose at the beginning of this analysis: â€Å"Why this profitable company needs a bank loan? † and the answer is found in tables 5 and 10, which is traduced into â€Å"an inadequate financing policy regarding receivables and payables accounts†. Finally, as a conclusion we can say that the company will still be needing more and more external resources to finance its buyers purchases due a inadequate financing policy that provoke unbalance in the requirements of working capital.