Comm

|[pic] |Course Syllabus | | |College of Humanities | | |COM/100 | | |Introduction to Communication |Copyright  © 2012, 2010, 2008 by University of Phoenix. All rights reserved. Course Description This course is an introduction to the field of communication with emphasis on the history of communication study, concepts important to all areas of communication, the contexts in which communication occurs, and the issues that must be faced by students of communication. The course serves as an introduction to the strands of communication: interpersonal, small groups and teams, mass communication, organizational, intercultural, and rhetoric.Policies Faculty and students/learners will be held responsible for understanding and adhering to all policies contained within the following two documents: †¢ University policies: You must be logged into the student website to view this document. †¢ Instructor policies: This document is posted in the Course Materials forum. University poli cies are subject to change. Be sure to read the policies at the beginning of each class.Policies may be slightly different depending on the modality in which you attend class. If you have recently changed modalities, read the policies governing your current class modality. Course Materials Beebe, S. A. , Beebe, S. J. , & Ivy, D. K. (2013). Communication: Principles for a lifetime (5th ed. ). Boston, MA: Pearson/Allyn & Bacon. West, R. , & Turner, L. H. (2004). Introducing communication theory: Analysis and application (2nd ed. ). Boston, MA: McGraw-Hill. West, R. , & Turner, L. H. 2010). Introducing communication theory: Analysis and application (4th ed. ). Boston, MA: McGraw-Hill. All electronic materials are available on the student website. |Week One: Overview of Communication | | |Details |Due |Points | |Objectives |Identify historical developments in communications. | | | |Identify communication models. | | | | |Explain how communication affects self-concept. | | | |Reading |Re ad Ch. 1 of Introducing Communication Theory (2010). | | | |Reading |Read Ch. 2 of Communication: Principles of a Lifetime. | | |Reading |Read University of Phoenix Material: The Contexts and Theories of Communication document | | | | |located on the student website. | | | |Reading |Read this week’s Electronic Reserve Readings. | | | |Participation |Participate in class discussion. |Two posts on each |20 | | |of four different | | | | |days | | |Discussion Questions |Respond to weekly discussion questions. |DQ #1 on Day 3, DQ|15 | | | |#2 and #3 on Day 5| | |Learning Team |Complete the Learning Team Charter. Day 7 |10 | |Learning Team Charter |Resource: Learning Team Toolkit | | | |Individual |Complete the University of Phoenix Material: Introduction to Communication Worksheet located |Day 7 |25 | |Introduction to Communication |on the student website. | | | |Worksheet | | | | Week Two: Verbal, Nonverbal, and Interpersonal Communication | | |Details |Due |Points | |Objective s | | | | | |Distinguish between verbal and nonverbal messages. | | | |Recognize types of interpersonal communication. | | | | |Identify conflict management stages. | | | | |Identify interview techniques. | | | |Reading |Read Ch. 3 of Communication: Principles for a Lifetime. | | | |Reading |Read Ch. of Communication: Principles for a Lifetime. | | | |Reading |Read Ch. 5 of Communication: Principles for a Lifetime. | | | |Reading |Read Ch. 7 of Communication: Principles for a Lifetime. | | | |Reading |Read Ch. 8 of Communication: Principles for a Lifetime. | | | |Reading |Read Appendix A in Communication: Principles for a Lifetime. | | |Reading |Read this week’s Electronic Reserve Readings. | | | |Participation |Participate in class discussion. |Two posts on |20 | | | |each of four | | | | |different days | | |Discussion Questions |Respond to weekly discussion questions. DQ #1 on Day 3,|15 | | | |DQ #2 and #3 on| | | | |Day 5 | | |Learning Team |Complete response of 250-300 w ords to the following: Describe the positive and negative |Day 4 |10 | |Learning Team Exercises |effects that a modern form of communications has had on business and personal communications. | | | | | | | | |Post in the Main forum. | | | |Individual |Complete the University of Phoenix Material: Nonverbal, Interpersonal, and Textual |Day 7 |25 | |Nonverbal, Interpersonal, and |Communication Worksheet located on the student website. | | |Textual Communication | | | | |Worksheet | | | | |Learning Team |Write a 500- to 750-word summary about the stages of conflict management. What steps will a |Day 7 |30 | |Conflict Resolution Paper |team take to resolve conflict? What are the consequences of exhibiting behavior that could | | | | |have a negative effect on the team? | | | | | | | | |Explain how you would handle the following situations: | | | | | | | | | |A team member who does not submit his or her portion of an assignment | | | | |A team member who does not meet deadlines | | | | |A team member who wants to control the completion of all assignments | | | | |A team member who submits work that is below team standards | | | | |A team member who does not cite sources | | | | |A team member who is not open to others’ ways of doing things | | | | |A personality conflict between two team members | | | | |Team members who post derogatory messages directed at others | | | | | | | | | |Describe the different interview skills and techniques you used to collect information on | | | | |conflict resolution methods from Learning Team members. | | | | | | | | |Format your paper consistent with APA guidelines. | | | |Week Three: Small Group and Team Communications | | |Details |Due |Points | |Objectives | | | | | |Identify elements of group dynamics. | | | | |Identify group development phases. | | | |Recognize characteristics of effective teams. | | | | |Identify problem-solving steps. | | | |Reading |Read Ch. 9 of Communication: Principles for a Lifetime. | | | |Readi ng |Read Ch. 10 of Communication: Principles for a Lifetime. | | | |Reading |Read this week’s Electronic Reserve Readings. | | | |Participation |Participate in class discussion. Two posts on |20 | | | |each of four | | | | |different days | | |Discussion Questions |Respond to weekly discussion questions. |DQ #1 on Day 3,|15 | | | |DQ #2 and #3 on| | | | |Day 5 | | |Learning Team |Complete response of 250-300 words to the following: Review Ch. 0 of Communication: |Day 4 |10 | |Learning Team Exercises |Principles for a Lifetime. Discuss any concept that a team member is having a difficult time | | | | |understanding and examine the importance and applicability of this week’s concepts to each | | | | |team member and to society in general. | | | | | | | | | |Post in the Main forum. | | |Learning Team Instructions |Take the Leadership and Group Dynamics Self-Assessment by clicking the link on the student | | | |Group Dynamics |website. | | | | | | | | | |Discuss your indiv idual results in the Learning Team forum. | | | |Individual |Recall a small team or group you have been a part of. |Day 7 |55 | |Small Team and Group Paper | | | | | |Write a 700- to 1,050-word paper about your experience. | | | | | | | | |Provide a brief description of the team or group. How many members did it include? What was | | | | |its purpose? | | | | | | | | | |Describe the behaviors the team or group exhibited as it went through each stage of | | | | |development. | | | | | | | | |Describe a problem the team or group encountered. What steps were taken to address and solve | | | | |the problem? Was the team or group able to generate a successful solution? Why or why not? | | | | | | | | | |Discuss the influence that leadership—or the lack of leadership—had on the team’s or group’s | | | | |ability to solve the problem. What style of leadership did the leader exhibit?What | | | | |problem-solving steps were taken to resolve the situation? What ste ps would have produced | | | | |better results? | | | | | | | | | |Explain whether the team or group was effective. Support your position by discussing goals, | | | | |roles, ground rules, norms, and characteristics your team or group displayed.How did these | | | | |characteristics affect the team’s or group’s ability to accomplish its purpose and solve the | | | | |problem it encountered? | | | | | | | | | |Analyze how communication contributed to cohesiveness. Identify and address how diversity or | | | | |technology affected the team or group members’ ability to communicate with one another to | | | | |reach a resolution. | | | | | | | | |Explain your thoughts on how goals, roles, ground rules, and norms help determine | | | | |effectiveness. How did these characteristics affect the team’s or group’s ability to | | | | |accomplish its purpose and solve the problem? | | | | | | | | | |Format your paper consistent with APA guidelines. | | | Week Four: Mass Communication and Presentations | | |Details |Due |Points | |Objectives | | | | | |Explain how mass communication influences society. | | | | |Identify presentation techniques. | | | | |Distinguish between informative and persuasive presentations. | | |Reading |Read Ch. 11 of Communication: Principles for a Lifetime. | | | |Reading |Read Ch. 12 of Communication: Principles for a Lifetime. | | | |Reading |Read Ch. 13 of Communication: Principles for a Lifetime. | | | |Reading |Read Ch. 14 of Communication: Principles for a Lifetime. | | | |Reading |Read this week’s Electronic Reserve Readings. | | | |Participation |Participate in class discussion. Two posts on |20 | | | |each of four | | | | |different days | | |Discussion Questions |Respond to weekly discussion questions. |DQ #1 on Day 3,|15 | | | |DQ #2 and #3 on| | | | |Day 5 | | |Learning Team |Complete the following in 250-300 words: Consider the speeches you have heard and the |Day 4 |10 | |Learning Team Exerc ises |conferences you have attended in the past.Think about the speaker’s presentation style and | | | | |discuss among team members the following: | | | | | | | | | |Name of the speaker and the event at which he or she was speaking | | | | |Nonverbal communication and body language used | | | | |Voice reflections used | | | |Eye contact used | | | | |Verbal communication used | | | | | | | | | |For the formal/written part of the assignment, Identify five or more presentation best | | | | |practices. | | | | | | | | |Post in the Main forum. | | | |Nongraded Activities and |The best way to learn public speaking—other than actually doing it—is to observe other | | | |Preparation |speakers in action and analyze what factors contributed to the strengths or weaknesses of | | | |Speech Analysis |their presentations. | | | | | | | | |Watch Randy Pausch’s speech located on the student website. | | | | | | | | | |Complete the University of Phoenix Material: Indi vidual Speech Evaluation Form. | | | |Learning Team |Create a 10- to 15-slide Microsoft ® PowerPoint ® presentation that traces the rise and fall of|Day 7 |40 | |America’s Smoke Screen |the tobacco industry’s advertising campaigns from the 1920s to the present. | | | |Presentation | | | | |Develop a presentation that outlines strategies the tobacco industry used to improve its | | | | |image and convince the public of its sincerity. | | | | | | | | | |Use an informative or persuasive approach to illustrate how the tobacco industry demonstrated| | | | |it is serious about its efforts to improve its image. | | | | | | | | |Cite at least two references from University Library for every team member. | | | | | | | | | |Format your references consistent with APA guidelines. | | | | | | | | | |Deliver your presentation and submit your presentation file or link. | | | | | | | | |For Local Campus students, these are oral presentations accompanied by Microsoft ® PowerPoint  ®| | | | |presentations. | | | | |For Online and Directed Study students, these are Microsoft ® PowerPoint ® presentations with | | | | |notes. | | | Week Five: Special Issues and Research Methods in Communication | | |Details |Due |Points | |Objectives | | | | | |Explain how diversity affects communication. | | | | |Identify communication technologies. | | | | |Recognize the role of ethics in communication. | | | |Identify research methods used in communication. | | | |Reading |Read Ch. 6 of Communication: Principles for a Lifetime. | | | |Reading |Read Ch. 3 of Introducing Communication Theory (2010). | | | |Reading |Read â€Å"Methods of Inquiry† in Ch. 4 of Introducing Communication Theory (2004). | | | |Reading |Read this week’s Electronic Reserve Readings. | | | |Participation |Participate in class discussion. Two posts on |20 | | | |each of four | | | | |different days | | |Discussion Questions |Respond to weekly discussion questions. |DQ #1 on Day 3,|15 | | | |DQ #2 and #3 on| | | | |Day 5 | | |Learning Team |Complete the following: Select two cultures other than your own and compare those cultures to|Day 4 |10 | |Learning Team Exercises |your cultural background. | | | | | | | | |Consider the following: | | | | | | | | | |What are the differences in how men and women are viewed in each culture? | | | | |List two social customs of each culture. How do they differ from your culture? | | | | |Compare cultural values and how they differ from your culture. Refer to Ch. of | | | | |Communication: Principles for a Lifetime. | | | | | | | | | |Also complete the following as a team: | | | | | | | | | |Discuss any concept that a team member is having a difficult time understanding. | | | |Examine the importance and applicability of this week’s concepts to each team member and to | | | | |society in general. | | | | | | | | | |Post in the Main forum. | | | |Individual |Read the instructions in the University of Phoenix Material: New Business Product, and select|Day 7 |60 | |New Business Analysis |one option to complete the assignment.You can choose from the following options: | | | | | | | | | |Option 1: Product Market Analysis Paper | | | | |Option 2: New Advertising Campaign | | | |Learning Team |Resource: Communication Research Methods Activity located on the student website |Day 7 |40 | |Special Issues Presentation | | | | | |Prepare an 8- to 10-slide Microsoft ® PowerPoint ® presentation on special issues in | | | | |communication.Discuss the following in your presentation as they relate to communication: | | | | | | | | | |Diversity | | | | |Ethics | | | | |Technology | | | | |Mass communication | | | | | | | | | |Include how these issues relate to each other. For instance, How do gender differences affect| | | | |communication?How does technology affect communication between different cultures? Does | | | | |diversity affect ethical decisions? How does technology affect ethical decision making? | | | | | | | | | |Identify the research approach typically used for each issue by filling out the University of| | | | |Phoenix Material: Communication Research Methods Matrix. | | | | | | | | |Include a summary of the matrix in your presentation. | | | | | | | | | |Deliver your presentation and submit your presentation file or link. | | | | | | | | | |For Local Campus students, these are oral presentations accompanied by Microsoft ® PowerPoint ®| | | | |presentations. | | | |For Online and Directed Study students, these are Microsoft ® PowerPoint ® presentations with | | | | |notes. | | | Copyright University of Phoenix ® is a registered trademark of Apollo Group, Inc. in the United States and/or other countries. Microsoft ®, Windows ®, and Windows NT ® are registered trademarks of Microsoft Corporation in the United States and/or other countries. All other company and product names are trademarks or registered trademarks of their respective companies. Use of these ma rks is not intended to imply endorsement, sponsorship, or affiliation. Edited in accordance with University of Phoenix ® editorial standards and practices.

Ways to Enhance Writing Skills and Become a Better Writer

Ways to Enhance Writing Skills and Become a Better Writer The Most Effective Ways to Become a Better Writer I believe that writing is something more complicated than putting words together. It is about creating stories and sharing personal points of view with readers. Some people write to make money, others to express their creative personality. However, all writers want to impress their readers, thus, they need to write better and better. Developing writing skills is a hard work. It requires creating a new habit that can be acquired with continuous practice. Many things can be done to attract readers attention to your writing, but the most important one is to express your thoughts in a clear, comprehensive and grammatically correct way. A Few Tips to Enhance Your Writing Skills: Always proofread your writing. After finishing your piece of writing, take a pause, thus you will be able to look at your writing from a different perspective. Re-read your paper two or three times. At first, you will remove typos, illogical parts, and stupid mistakes. During the second look, you will notice serious grammar and stylistic errors. Always read the article aloud to perceive it from a readers perspective and this will help you with the structure of your paper. Draft your paper today, edit - tomorrow. Do not send your paper right after writing and proofreading it. If you have enough time, keep you mind off your article. The best decision is to edit your paper on the next day when you will have a fresh mind. You will not be exhausted and will notice general mistakes (if you missed them during proofreading). Ask your friend/colleague/classmate to proofread your paper. Do not be afraid to ask another writer for his/her opinion. This will make your article error free. Also, you can pay someone for proofreading or editing services. Do not repeat the same word/phrase. Use different words. Make your paper interesting, lexically rich and more attractive to readers. Do not repeat the same words, but find synonyms. For this purpose, you can use thesaurus.com. Use spell checkers. Spell checkers are very handy in finding typos in spelling. They are just time and nerves savers, so do not be lazy and use spell checking (even MS Word has such an option). Improve your grammar. Languages are constantly developing so writers need to follow new tendencies, styles, etc. Grammar shows the quality of your paper. Who wants to read an article full of grammar mistakes? Poor grammar shows disrespect to your readers. So get your high school grammar book and improve your knowledge. Read high-quality articles. If you want to be the best writer, you need to learn from the best writers. Find blogs that you really love and keep reading them. You will find inspiration as well as some writing tips and original ideas. In this article, we have presented our ideas on how to make your writing skills better. Follow our pieces of advice and you will find yourself a better writer soon. We will be happy to hear your writing tips, so please leave your thoughts in comments section. Stay tuned!

Kohls Dillards Essays

Kohls Dillards Essays Kohls Dillards Paper Kohls Dillards Paper FINANCIAL ACCOUNTING Kohl’s Corporation and Dillard’s Inc. – Financial Statement Analysis A. Kohl’s Corporation and Dillard’s Inc. are in the retail industry which is a highly competitive industry. There are a high number of retail stores, department stores which compete between each other on local, regional and national level. That competitiveness is highly influencing operating results of the company. The importance of the retail industry emphasizes the sentence below: â€Å"An estimated two-thirds of the U. S. gross domestic product (GDP) comes from retail consumption. Therefore, store closings and openings are an indicator of how well the U. S. economy is recovering after the Great Recession in the late 2000s. †[1] Regarding the size, Kohl’s Corporation has 929 stores in 47 states and Dillard’s Inc. has 326 stores in 29 states. They offer apparel, footwear and accessories for women, men and children, soft home products and other consumer goods. As we can see they differ in numbers of the stores and also in the approach. Kohl’s Corporation is more like discount store where Dillard’s Inc. offers more sophisticated and upscale approach, although both of the companies offer also on-line shopping on their websites. For Kohl’s Corporation we can see their expansion below: | | | | | | |Region |  Ã‚   |States |  Ã‚   | |Net Sales |100. 0% |100. 0% |100. 0% | |Cost of merchandise sold |63. 5% |63. 6% |64. 4% | |Gross margin |36. 5% |36. 4% |35. % | |Operating expense: |25. 6% |24. 7% |25. 0% | | Selling, general, administrative |22. 4% |21. 9% |22. 2% | | Depreciation and amortization |2. 7% |2. 5% |2. 5% | | Preopening expenses |0. 4% |0. 3% |0. 3% | |Operating Income |11. 0% |11. 6% |10. 5% | |Other expenses |0. 4% |0. % |0. 5% | | Interest expense |0. 5% |0. 4% |0. 5% | | Interest income |0. 1% |0. 2% |0. 0% | |Income before income taxes |10. 6% |11. 4% |10. 0% | |Provision for income taxes |4. 0% |4. 3% |3. 7% | |Net income |6. 6% |7. 1% |6. 3% | DILLARD’S INC. COMMON – SIZED STATEMENTS OF OPERATIONS |Dillard? Inc | Feb 2, 2008 | Feb 3, 2007 | Jan 28, 2006 | |Net Sales |100. 0% |100. 0% |100. 0% | |Cost of merchandise sold |64. 9% |64. 4% |65. 2% | |Gross margin |35. 1% |35. 6% |34. 8% | |Operating expense: |33. 0% |31. 2% |31. % | | Selling, general, administrative |28. 0% |26. 8% |26. 5% | | Depreciation and amortization |4. 1% |3. 9% |3. 9% | | Rentals |0. 8% |0. 7% |0. 6% | | Loss on disposal on assets |-0. 2% |-0. 2% |0. 0% | | Asset impairment and store closing charges |0. 3% |0. % |0. 8% | |Operating Income |2. 1% |4. 4% |3. 0% | |Other expenses interest |1. 2% |1. 1% |1. 4% | |Income before income taxes |0. 8% |3. 3% |1. 6% | |Provision for income taxes |0. 2% |0. 3% |0. 2% | |Equity of earning in joint ventures |0. % |0. 2% |0. 1% | |Net income |0. 7% |3. 1% |1. 6% | KOHL’S CORPORATION COMMON – SIZED BALANCE SHEET |Current Assets | Feb 2, 2008 | Feb 3, 2007 | Jan 28, 2006 | |   | | | |   | |   |Cash |1. % |2. 1% |1. 4% | |   |Short-term investments |4. 6% |4. 8% |1. 7% | |   |Merchandise inventories |27. 0% |28. 5% |24. 4% | |   |Accounts Receivable |0. 0% |0. 0% |18. 0% | |   |Deferred Income Taxes |0. 7 % |0. % |0. 3% | |   |Other |1. 3% |1. 7% |0. 7% | |   |Total Current Assets |35. 3% |37. 6% |46. 6% | |   | | | |   | |   |Property and equipment, net |61. 6% |59. 3% |50. % | |   |Favorable lease rights, net |2. 0% |2. 4% |2. 3% | |   |Goodwill |0. 1% |0. 1% |0. 1% | |   |Other assets |1. 0% |0. 6% |0. 5% | |   |Total Assets |100. 0% |100. 0% |100. % | |   | | | |   | |Total Liabilities Shareholders’ Equity | | |   | | | | | |   | |Current Liabilities | | |   | |   |Accounts payable |7. 9% |10. 3% |9. 1% | |   |Accrued liabilities |7. 6% |8. 0% |7. % | |   |Income taxes payable |1. 2% |2. 6% |1. 8% | |   |Current portion of long-term debt and capital leases |0. 1% |0. 2% |1. 2% | |   |Total Current Liabilities |16. 8% |21. 2% |19. 1% | |   | | | |   | |   |Long-term debt and capital leases |19. 4% |11. 5% |11. % | |   |Deferred income taxes |2. 5% |2. 7% |2. 4% | |   |Other long-term liabilities |3. 5% |2. 6% |2. 0% | |   | | | |   | |   |Total Liabilities |42. 2% |38. 0% |34. 9% | |   | | | |   | |   |Common stock $. 1 par value,800,000 shares authorized, 350,753 ; 348,502; and|0. 0% |0. 0% |0. 0% | | |345,088 shares issue | | | | |   |Paid in Capital |18. 1% |19. 4% |17. 3% | |   |Treasury stock at cost, 40,285; 27,516; and 0 shares |-22. 5% |-18. 0% |0. 0% | |   |Retained Earnings |62. 2% |60. % |47. 8% | |   | | | |   | |   |Total Shareholders’ Equity |57. 8% |62. 0% |65. 1% | |   | | | |   | |   |Total Liabilities and Shareholders’ equities |100. 0% |100. 0% |100. 0% | DILLARD’S INC. COMMON – SIZED BALANCE SHEET Current Assets | Feb 2, 2008 | Feb 3, 2007 | Jan 28, 2006 | |   |Cash and cash equivalent |1. 7% |3. 6% |5. 4% | |   |Accounts Receivable |0. 2% |0. 2% |0. 2% | |   |Merchandise inventories |33. 3% |32. 8% |32. 7% | |   |Other Current Assets |1. 2% |1. 3% |0. % | |   |Total Current Assets |36. 4% |37. 9% |39. 0% | |à ‚   |Property and Equipment: | | |   | |   |Land and land improvements |1. 6% |1. 7% |1. 6% | |   |Buildings and leasehold improvements |58. 4% |54. 3% |50. 7% | |   |Furniture, fixtures and equipment |36. 9% |40. 0% |38. % | |   |Buildings under construction |1. 8% |1. 1% |1. 7% | |   |Buildings and equipment under capital lease |0. 9% |0. 9% |1. 5% | |   |Less accumulated depreciation and amortization |-39. 8% |-39. 7% |-37. 3% | |   |Total property and equipment |59. 8% |58. 3% |57. 1% | |   |Goodwill |0. 6% |0. 6% |0. % | |   |Other Assets |3. 2% |3. 1% |3. 2% | |   |Total Assets |100. 0% |100. 0% |100. 0% | |Total Liabilities Shareholders’ Equity | | |   | |Current Liabilities | | |   | |   |Trade accounts payable and accrued expenses |14. 1% |14. 8% |15. % | |   |Current portion of long-term debt |3. 7% |1. 9% |3. 6% | |   |Current portion of capital lease obligations |0. 0% |0. 1% |0. 1% | |   |Other short-term borrowings |3. 7% |0. 0% |0. 0% | |   |Federal and state income taxes including deferred taxes |0. 7% |1. 4% |1. 5% | |   |Total Current Liabilities |22. 2% |18. 1% |20. % | |   |Long-term debt |14. 2% |17. 7% |19. 2% | |   |Capital lease obligations |0. 5% |0. 5% |0. 6% | |   |Other liabilities |4. 1% |3. 8% |4. 7% | |   |deferred income taxes |8. 2% |8. 3% |8. 7% | |   |Guaranteed preferred beneficial interests in the companys subordinated |3. 7% |3. 7% |3. % | | |debentures | | | | |   |Total Liabilities |52. 9% |52. 2% |57. 7% | |   |Common stock Class A |0. 0% |0. 0% |0. 0% | |   |Common Stock Class B (convertible) |0. 0% |0. 0% |0. 0% | |   |Additional paid in capital |14. 6% |14. 3% |13. 6% | |   |Accumulated other comprehensive loss |-0. 4% |-0. 4% |-0. % | |   |Retained Earnings |50. 2% |48. 9% |43. 7% | |   |Less Treasury stock at cost Class A |-17. 3% |-15. 1% |-14. 7% | |   |Total Shareholders’ Equity |47. 1% |47. 8% |42. 3% | |   |Total Liabilities and Shareholders’ equities |100. 0% |100. 0% |100. 0% | D. ROE = NI / Average stockholders equity KOHL’S CORPORATION ROE2007= 18. 5 % ROE2006=19. 18% DuPont Model |2007 |2006 | |Cost of Taxes |37. 78% |37. 52% | |Cost of Debt |3. 46% |2. 22% | |Operating Profit |10. 95% |11. 64% | |Asset Turnover |1. 68 |1. 72 | |Capital Structure Leverage |1. 67 |1. 57 | |Return on Equity (ROE) |18. 52% |19. 18% | ROE = NI / Average stockholders equity DILLARD’S INC. ROE2007 = 2. 11% ROE2006 = 10. 00 % |DuPont Model |2007 |2006 | |Cost of Taxes |11. 17% |3. 3% | |Cost of Debt |60. 20% |25. 67% | |Operating Profit |2. 06% |4. 37% | |Asset Turnover |1. 37 |1. 43 | |Capital Structure Leverage |2. 11 |2. 22 | |Return on Equity (ROE) |2. 11% |10. 00% | E. Trends in Subcomponents of ROE Trends for Cost of Taxes Kohl has a pretty stable tax rate around 37. 5% while Dillard has a highly unstable one, growing from 3. 42% and 3. 23% in 2005 and 2006 to 11. 17% in 2007. Trends for Costs of Debt While Kohl has fair costs of debt of 3. 6% in 2006 (which is below the industry average of 4%), Willards cost of debt worsened to 60. 2% in 2006 (from 25. 7% in 2005). Trends for Operating Profit Kohls profit slightly dropped by 5. 9% to 10. 95% from 2006 to 2007, Dillard worsened by 58. 2% to an EBIT of 2. 06% from 2006 to 2007. Trends for Asset Turnover Kohls asset turnover rate stayed relatively stable, slightly declining from 1. 72 to 1. 68. Dillard declined from 1. 43 in 2006 to 1. 37 in 2007. Trends on Capital Structure Leverage Kohl nearly doubled their long-term debt and increased their capital structure leverage from 1. 57 in 2006 to 1. 67 in 2007. Dillard reduced their leverage from 2. 22 in 2006 to 2. 1 in 2007. Profitability With 18. 5% ROE in 2007 (19. 2% in 2006), Kohl is by far more profitable than Dillard, whose ROE dropped to 2. 1% in 2007 (from 10% in 2006). While both firms have a similar gross profit (Kohl 36. 5%/2007; Dillard 35. 1%/2007), Kohl achieves an EBIT of 10% against 2. 1% for Dillard. Looking at both companies RNOA, it confirms that Dillard is struggling with a very low NOPM of only 1. 75% in 2007 against 6. 8% in the same year for Kohl, while Dillard is making better use of their net operating assets. F. Kohl’s Corporation asset efficency Dillard’s Inc. asset efficency G. Liquidity and solvency for Kohl’s Corporation Liquidity Solvency |2007 |2006 |2005 | |Current ratio |2. 10 |1. 78 |2. 44 | |Quick ratio |0. 49 |0. 43 |1. 16 | |Debt-equity ratio |0. 73 |0. 61 |0. 54 | |Interest cost |5. 76% |3. 64% |8. 36% | Liquidity and solvency for Dillard’s Inc. |Liquidity Solvency |2007 |2006 |2005 | |Current ratio |1. 64 |2. 10 |1. 7 | |Quick ratio |0. 14 |0. 28 |0. 30 | |Debt-equity ratio |1. 12 |1. 09 |1. 36 | |Interest cost |170. 30% |35. 68% |86. 90% | COMPARISON OF CURRENT RATIO‘S FOR KOHL’S CORPORATION AND DILLARD’S INC. [pic] COMPARISON OF QUICK RATIO [pic] COMPARISON OF DEB T TO EQUITY RATIO [pic] COMPARISON OF INTEREST COST [pic] [1] Farfan, Barbara â€Å"Retail Industry Information: Overview of Facts, Research, Data Trivia  2011†. About. com June 2011 http://retailindustry. about. com/od/statisticsresearch/p/retailindustry. htm

Use Bond Energies to Find Enthalpy Change

Use Bond Energies to Find Enthalpy Change You can use bond energies to find the enthalpy change of a chemical reaction. This example problem shows what to do: Review You may wish to review the Laws of Thermochemistry and Endothermic and Exothermic Reactions before you begin. A table of single bond energies is available to help you. Enthalpy Change Problem Estimate the change in enthalpy, ΔH, for the following reaction: H2 (g) Cl2 (g) → 2 HCl (g) Solution To work this problem, think of the reaction in terms of simple steps: Step 1 The reactant molecules, H2 and Cl2, break down into their atoms H2(g) → 2 H(g)Cl2(g) → 2 Cl(g) Step 2 These atoms combine to form HCl molecules 2 H (g) 2 Cl (g) → 2 HCl (g) In the first step, the H-H and Cl-Cl bonds are broken. In both cases, one mole of bonds is broken. When we look up the single bond energies for the H-H and Cl-Cl bonds, we find them to be 436 kJ/mol and 243 kJ/mol, therefore for the first step of the reaction:​ ΔH1 (436 kJ 243 kJ) 679 kJ Bond breaking requires energy, so we expect the value for ΔH to be positive for this step.In the second step of the reaction, two moles of H-Cl bonds are formed. Bond breaking liberates energy, so we expect the ΔH for this portion of the reaction to have a negative value. Using the table, the single bond energy for one mole of H-Cl bonds is found to be 431 kJ: ΔH2 -2(431 kJ) -862 kJ By applying Hesss Law, ΔH ΔH1 ΔH2 ΔH 679 kJ - 862 kJΔH -183 kJ Answer The enthalpy change for the reaction will be ΔH -183 kJ.

Persuasive speech Essay Example | Topics and Well Written Essays - 250 words - 5

Persuasive speech - Essay Example People going to public places such as hotels or even some schools face the wrath of isolation. They are regarded as strangers or even terrorists and are stared at surprisingly. 2- Fear of physical harm. People opposed to wearing of hijabs have always assaulted girls wearing the hijabs in different countries such as France and other public places such as schools. They are always suspected to be hiding something behind their hijabs (Elawawadh Web). As a result of assault and discrimination, many girls have opted out of Islam and joined other religions or secular world. They fear the level of discrimination driven towards people wearing hijabs (â€Å"BBC News† Web). - Media has played a huge role in escalating challenges affecting people wearing hijabs. Through the media, such as social media and the television or newspaper, people around the world have been made to understand that terrorists are Muslims. The fear of interacting or rather mixing with Muslims has led to the isolation and physical abuse of people wearing hijabs (Elawawadh Web). Girls wearing hijabs do not have the knowledge on why they should wear the hijabs. They do not understand the benefits or even the meaning of wearing the hijabs (Asser Web). The knowledge should also be spread among people who discriminate against people wearing hijabs. They should understand that it is won for a good cause (Vyver Web). 2- Proper institutions and legal framework should be put in place to protect girls wearing hijab (Syed Web). Schools and other public places need to protect people wearing hijabs by introducing stern measures to punish any form of discrimination or physical assault. 3- Media should act as the number one messenger that promotes hijab wearing among Muslim girls (â€Å"BBC News† Web). They should bring in Muslim sheiks and clerics as well as leaders who support girls wearing hijabs. Wearing hijab is a command from Allah and it plays a major role in maintaining integrity and

Shipping Law case abt DEVIATION AND LIBERTY CLAUSES Essay

Shipping Law case abt DEVIATION AND LIBERTY CLAUSES - Essay Example Instantly Mr. Francis (owner of the ship) received a message to consign 10 containers of engineering equipments to Southampton, before reaching New York. The ship docked in New York on 7th November 2008. When the ship was being anchored, it happened to hit against a dock wall, due to apparent negligence of the ship’s master. Consequently 40 crates of medical equipments, valued at around  £40,000 were totally ruined. The subsequent inquiries revealed that navigating officer and master of the vessel, who were mainly responsible for the safety of ship and cargo, were in an inebriated state during the time of occurrence of accident. The shipping law is a combination of customs, precedents, legislations, and ratio decedent. The subject matter of the same is ownership and operation of ships travelling through the high seas which confers rights and imposes duties on the respective parties. The transportation of goods along the high seas is primarily based on contracts or agreements between the ship owner on the one hand, and the party consigning goods, on the other. Anyway, these agreements are grounded on archaic customs and antiquated precedents prevailing in the industry. As already mentioned the transportation of goods through high seas is mainly based on contracts or agreements between the ship owner and the consigner. These types of contracts are otherwise termed as â€Å"Charter Parties†. The term Charter Party is derived from the Latin word â€Å"Carta Partitta† which means â€Å"divided charter†. As per the classification the charter party is divided into three types which are â€Å"Demise charter†, secondly, â€Å"Time charter† and finally â€Å"Voyage charter.† 1 It is the charterer who appoints the master and the crew of the ship. The charterer himself affects the repairs etc. In summary the charterer acts as if he is the owner of the vessel during the period of the contract. In time charter the

Writing a critique for an article Essay Example | Topics and Well Written Essays - 750 words

Writing a critique for an article - Essay Example The author being bilingual had less expertise in English language and had to face difficulty in the public where English was the only communicative medium. The author conveys that being bilingual is definitely not an easy experience when one is less expert in one of the bilingual languages (Thesis). The author in his article is letting the readers know that his siblings spoke Spanish at home and learned English at school. The author here takes initiative to explain the dilemma of Mexican migrants in an America where all spoke English. Author also explains about the new â€Å"bilingual program† which was launched by Government that allowed children to use their family language in school. But he is critical about this provision as he believes it impossible for a child to use any language apart from English in American school environment. In his article (Rodriguez 26) writes that â€Å"It is not possible for a child, any child ever to use, ever to use his family language in school†. Author is explaining about the uneasiness his family felt in American land, but can he not treat it as one of the sacrifice he need to undergo in order to get a quality life in America. Even though being bilingual is a complex phenomenon, after a considerable time, he would have become expert in English which would helped his future tremendously .It is a known fact that there is no gain without pain and this bilingual problem could have taken more lightly by the author. The author explains that in school he was only allowed to Speak English. As author’s family had acquaintance with their relatives he enjoyed the Spanish language only at the comfort of home. He referred to Americans as â€Å"los gringos† which depicts the alienation he felt within the American society. Author narrates to the readers that he was dull in English language and had no confidence of speaking this foreign language. According to (Rodriguez 27) â€Å"My own sound I was unable to hear, but I knew that I spoke English