Effects of School Feeding Programme on Education

Effects of School Feeding Programme on Education The government of Ghana has recognized basic education as a fundamental building block of the economy. This step is in line with goal two of the Millennium Development Goals (MDGs) which seeks to achieving a universal primary education by the year 2015 (Ghana MDG Report, 2009). Also, in congruence with GPRS II (GPRS, 2006), Article 38 of the 1992 constitution enjoins government to provide access to Free Compulsory Universal Basic Education (fCUBE) to all children of school going age (Constitution of Ghana, 1992). In pursuance of this requirement, a number of plans and programmes have been launched with the government embarking upon several educational reforms and instituting new policy measures toward making education more accessible to all. These include the fCUBE programme, education strategic plan, the capitation grant; which makes basic school free from any form of school fees and the NEPAD School Feeding Programme (SFP) (ESP, 2003). It is important to note that access to education is not an end in itself, but a means to an end. The end results of the education process is that it should translate into quality human capital/resource for the state as the GPRSII envisions, hence, the zeal of governments to invest in the education of their people. The capitation grant generally should result in higher enrolment and retention in schools. The school feeding program complements this by providing for the pupils nutritional needs and enhancing their learning capabilities. All these should translate into higher performance by pupils and for that matter, the production of quality human resource required for state development. It should be noted that, before the introduction of the governments school feeding programme, the Catholic Relief Service (CRS,) had already instituted the policy of feeding school children in the district. This aside, the institution of the Northern Scholarship Scheme had also been in place in the district since the late 1950s, taking care of the feeding cost of students in Senior High Schools in the district. These had made significant impact on education of the area. In fact, many professors and educated elites in the district owe their current status to these schemes (Nadowli District, 2008) THE PROBLEM STATEMENT The introduction of the government school feeding programme was to supplement other interventions such as free school uniform and capitation grants. It has since played a crucial role alongside the other interventions in improving both Gross Enrolment Ratio (GER) and Net Enrolment Ratio (NER) in schools in Ghana. The Upper West Region in general, recorded GER increase of 74.1% from 1991/199 2002/2003, 77.3% from 2002/2003 2004/2005 and 81.1% 2004/2005 2005/2006 (RSER-UWR, 2006). Despite the increases in the enrolment figures, deprived areas in Ghana continue to encounter serious difficulties in attracting trained teachers; classroom accommodation continues to be a problem with access to teaching and learning materials remaining a headache to stakeholders. These negatively affect the quality of education in these areas including the Nadowli District. The rise in enrolment figures with no corresponding increase in the number of teachers usually lead to disproportionate Pupils-Teacher Ratio (PTR). Overcrowding in classrooms also becomes phenomenal of such situations with increased enrolment with little attention to the construction classrooms in response to the increasing numbers which does not only sometimes lead to the outbreak of diseases but also affects quality of teaching adversely. The study therefore seeks to investigate how the increasing enrolment figures affect the quality of primary education in the Nadowli District. RESEARCH QUESTIONS Main Question How has the school feeding programme affected primary school education in the Nadowli District? Sub-questions How has the SFP influenced primary school enrolment in the district? How has the SFP influenced pupil retention in schools in the district? What are the implications of the SFP on PTR? How has SFP affected classrooms activity and TLM? Are there lessons for policy formulations? Main objective To examine the effects of the school feeding programme on primary school education in Nadowli District Sub-objectives To determine how the SFP has influenced primary school enrolment in the district To assess the influence of SFP on pupils retention in school To examine the implications of the SFP on PTR To examine the effects of SFP on classrooms activity and TLMs To draw lessons from the study for policy formulation RESEARCH METHODOLOGY Data collection tools Both probability and non probability data collection tools will be employed in the collection of primary data in the study. Specifically, I will use surveys, semi-structured interviews and observations. The surveys will be used to solicit general information from the respondents on their views on the topic such as on the effects of the SFP on the rate of enrolment. The surveys will also yield quantitative data. The interviews will be used to generate qualitative, specific and in-depth facts about the study. The observation will be used gain first hand information on the study. Sources of data The study will collect data from teachers, parents, pupils, caterers of the programme, and staff from the district directorate of education and suppliers of food these schools. Secondary sources of data such as newspapers, article and internet sources will be made use of. Records of enrolment before and during the SFP will also be used for comparisons. Sampling techniques and sampling units I will use purposive sampling to collect data from officials of the district education directorate (the district director, the officer in charge of statistics, the planning officer, director of human resource and a circuit supervisor), caterers, head teachers, school prefects, PTA chairpersons, and suppliers of food to the schools. Sampling size A sample size of 38 will be surveyed. This will be made of: 8 head teachers, 8 school prefects, 8 PTA chairpersons, 8 caterers, 5 officials of the district education directorate and 1 supplier of food to the schools in the district. Data analysis and presentation Qualitative data collected will be summarized into themes, analyzed and interpreted by the use of descriptive techniques. Quantitative data analysis will be done using computer programmes like the SPSS. Tables, charts and graphs would be used to illustrate and present findings for easier understanding and interpretation. RELEVANCE OF THE STUDY Through findings of the study, stakeholders will be well informed of the relevance or otherwise of the SFP on primary education in the district. Positive outcome will get them committed to success and sustainace of the programme. Also, negative effects of the programme if found will also be addressed. Aside serving as base data for further research work on the topic, findings of the study will help in policy formulation on the programme. ORGANIZATION OF THE RESEARCH REPORT The study report will be organized into six chapters as follows for clear presentation. The general introduction of the study as well as the problem statement and the research questions will go into chapter one. This chapter will also contain the research objectives, justification of the study and a brief profile of the study area. Chapter two is the review of literature on the topic. It will try conceptualizing and defining issues that relate to the study and put them in perspective. It will try to explore and fill gaps in existing literature available on the study. Chapter three will examine the methodology employed in the study for the collection of data. How data collected is analyzed and presented will also be made clear in this chapter. Findings of the study and the discussions on it will be presented in chapter four of the report. This will also take care of secondary data analysis on the study. Illustrations with tables, figures charts and diagrams will be made for easier understanding and interpretation of findings. Summaries of findings, conclusion and recommendations will be presented in the fifth and last chapter of the report. LITERATURE REVIEW The literature review aims at exploring for areas of agreements and disagreements on the topic. From this, exiting gaps will be identified and efforts made to fill them. The review will cover areas like: impact of education related interventions in Ghana, the history of school feeding in Ghana, Ghana education policy framework, recent education related interventions in Ghana and the SFP (arguments and against). See a sample review below. Impact of education related interventions in Ghana Countries in Sub-Saharan Africa have been exploring ways of improving their education systems in order to achieve their commitment to education for all. Ensuring that children have access to free, compulsory and good quality primary education is receiving considerable attention from governments and aid agencies alike as is given a consideration in the (GPRS II, 2006). Two main systems through which certain governments are using to achieve this aim are the abolition of school fees and the School Feeding Programme. Studies have proven that these interventions are making significant impact in the area of education in the country (ISSER, 2009). The history of school feeding in Ghana The issue of school feeding dates back to the 1950s when the CPP government instituted the Northern Scholarship Scheme to cater for the feeding cost of students in the northern part of the country. The Catholic Relief Services also introduced a feeding scheme in basic schools in the north. Both schemes were meant to motivate students to get educated. The most recent of these schemes is the SFP which is being piloted in all districts in the country. Education Policy Framework in Ghana The 1992 Constitution of the Republic of Ghana under Article 25 (1) guarantees the right of all persons to equal educational opportunities and facilities by ensuring free, compulsory and universal basic education. Functional literacy is also ensured under the constitution and provision is made for resourcing schools at all levels with adequate facilities. Aside the constitutional provisions, the Ghana Poverty Reduction Strategy (GPRS) II recognizes education as the key to moving the country towards a middle income status by 2015 and as a result identifies the development of human capital as one the three thematic areas of the plan. Aside aiming to meet goal 2 of the MDGs, the GPRS II also aims to strengthen the quality of education especially at the basic level, improve the quality and efficiency in the delivery of education services and bridge the gender gap in terms of education access in the country. In 2003, the Education Strategic plan (ESP) based on the Poverty Reduction Strategy came into force and it covered the period 2003-2005. The Strategic Plan operated within the f ramework of a sector wide approach (SWAp) for education and this was situated partly within the multi-donor budgetary support (MDBS) framework (ISSER, 2009). The ESP which provided the framework or roadmap for achieving the education related MDGs was based on four key areas: equitable access, education management and Science and technology and Vocational education. There were ten policy goals to the ESP and this covered increasing access to and participation in education and training, improving the quality of teaching and learning for enhanced pupil/student (ISSER, 2009). The SFP is one of the interventions that is considered under the policy framework. Recent Education Related Interventions in Ghana Ghana has been able to make some strides in its education system through certain policy initiatives. These initiatives have goals that have been expressed in policy frameworks and reports like the GPRS I II and the Education Strategic Plan (ESP). The governments commitment towards achieving the educational goal is reflected in these policy frameworks. In accordance with these frameworks, certain policy strategies like the capitation grant and the school feeding program, early childhood development and gender parity have been adopted (ISSER, 2009). RESEARCH METHODOLOGY This chapter examines the methodology that will be employed in the study for the collection of data. Data analysis techniques and the mode of presentation of findings are both treated here. Data collection tools Both probability and non probability data collection tools will be employed in the collection of primary data in the study. Specifically, I will use surveys, semi-structured interviews and observations. The surveys will be used to solicit general information from the respondents on their views on the topic such as on the effects of the SFP on the rate of enrolment. The surveys will also yield quantitative data. The interviews will be used to generate qualitative, specific and in-depth facts about the study. The observation will be used gain first hand information on the study. Sources of data The study will collect data from teachers, parents, pupils, caterers of the programme, and staff from the district directorate of education. Secondary sources of data such as newspapers, article and internet sources will be made use of. Records of enrolment before and during the SFP will also be used for comparisons. Sampling techniques The simple random sampling technique will be applied to the list of the primary schools in the district to select seven of them for the study. This technique will ensure that biases are minimized as much as possible in the selection of the schools. The same technique will be used for the selection of teachers and pupils for the study. Questionnaires of the surveys will be administered to 100 teachers, 20 pupils and 30 parents in the district. I will also use purposive sampling to collect data from five officials of the district education directorate (the district director, the officer in charge of statistics, the planning officer, director of human resource and a circuit supervisor). Seven caterers will also be surveyed. In all, 162 questionnaires will be administered. The education officials, caterers and some of the teacher will also be interviewed after the surveys. Data analysis and presentation Qualitative data collected will be summarized into themes, analyzed and interpreted by the use of descriptive techniques. Quantitative data analysis will be done using computer programmes like the SPSS. Tables, charts and graphs would be used to illustrate and present findings for easier understanding and interpretation. TIME FRAME A maximum of 11 months will be used for the entire research work as indicated in the table below. ACTIVITY TIME PERIOD Literature review July and August, 2010 Designing questionnaires September,2010 Data collection October to December, 2010 Data analysis January and February, 2011 Report writing March and April, 2011 Binding and submission May, 2011 BUDGET An estimated amount of One Thousand, One Hundred Ghana Cedis will be required for the research activity. See breakdown in the table below. ACTIVITY COST (GHà ¢Ã¢â‚¬Å¡Ã‚ µ) Using the internet and buying of relevant materials for literature review 60.00 Typing and printing questionnaire 20.00 Data collection 50.00 Transportation 100.00 Communication 50.00 Printing and binding of report 820.00 TOTAL 1,100.00

Education in the Classroom, or in the Real World

Oscar Wilde and Lord Brougham have different ideas about the education system. Wilde states â€Å"Education is an admirable thing, but it is well to remember from time to time that nothing that is worth knowing can be taught. † This means that education does not teach a person every thing they need to know, a person learns from doing things outside of school. Lord Brougham says â€Å"Education makes a people easy to lead, but difficult to drive; easy to govern but impossible to enslave. † This means Brougham sees education as the tool, which creates free thinkers. Wilde has a better idea about education because he seems to believe that there are many ways to learn things. People are not taught in school how to deal with accidents, how to be trusted, and how to be a good friend to someone. Accidents are unexpected happenings that can be caused by chance. Accidents happen in many different ways and different places. Dealing with an accident isn't something that teachers explain it is something that a person learns first hand. When a person is in an accident there is a lot to deal with. Depending on the type of accident. For example I was in an accident, my truck rolled. The first thing I had to deal with is talking to the police officer. Dealing with the police is scary no matter what the situation is, not to mention a near death situation. The cop went over what happened, who was driving and of course who was drinking. After that was established the next thing to deal with was dad. A parental unit is hard to explain something like this to. There isn†t a teacher who can teach a student how to explain to their father that they just rolled their pick up. Some parents are very strict and not very understanding, and some parents are easy going and don't care. It would be hard for teachers to know what kind of an accident the student was in, and what the student is feeling after the accident therefore it would be hard to teach the student how to deal with an accident they just have to learn it for themselves. There is no teacher that can tech a person thing that are learn by being taught. People have to earn some ones trust they just don†t automatically trust some one. Teachers can't say their looks like a good person, they have on nice clothes, and they can be trusted. It don't work that way, trust has to be built. It can be built by returning something someone dropped or by listening when a friend is having a bad day, and not turning around blabbing what she just said. Sharing secrets helps build trust. A person has to learn who they can and can't trust, sometimes they may get burned and hurt, when they tell a secret and go to school the next day to find out the whole school body knows what the little secret was. They learned that they couldn†t trust that person, even if that person was dressed in nice clothes, and looked like a good person. Sharing secrets and knowing who that person is build trust. No teacher can tech a person to trust anyone they don't know. To be a good friend a person has to be there to listen to problems. Not only listening but willing to give advice. The old saying â€Å"If all your friends jumped off a cliff would you? † A true friend would say no, because they would be at the bottom, to catch their friends. A true friend would get up in the middle of the night to listen a dream that just couldn't wait until tomorrow. Teachers can't teach a person how to be a good friend or for that matter, teachers can't teach you how to be a good friend. If a person cares about another person they can be friends because they will be will to go out of their way to help the other person. If people didn't care about people they wouldn't help each other out, and they wouldn't be friends. People can be nice to people but that don't make them friends. Teachers can teach people how to be nice to people, also called manners. Friends are something that just comes natural. To know and to learn are two different things. Know how to wreak a truck or to wreak a friendship can only be taught by them. No teacher can tech a person how to roll a truck or how to gain the trust of a good friend. Only a person can tech them selves and still learn by the mistakes that where given, during the time that a person was taught.

The Origins Of The First World War - 1792 Words

The Origins of the First World War The Road To War Is Paved With Good Alliances Did a failure in alliance cause World War 1? Who’s who? Great Britain had a very large empire mostly in Africa and Asia. Britain was choosing to keep out of all matters in Europe that didn t concern them, this policy was called Splendid Isolation and for some time, it was very splendid for Britain, they were once the top for industrial and maritime industrial. Because of Splendid Isolation, it was very hard for anybody to know where Britain stood on matters (Splendid Isolation. History BlogSpot). They needed to protect their overseas empire, so the British had a very large navy. The French had a well-trained army, however France was behind Britain and German in economic wealth, it made less steel and coal than the other two countries. France and Germany had already had conflicts in the past when France lost Alsace and Lorraine to Germany back in the Franco-Prussian War of 1871 and they wanted it back, however they were just no match for Germany. For now, France had to wait Russia was the biggest, but poorest country in Europe that Tsar Nicholas ruled, however he had a very odd way of leading his country, violently stopping unpopular opinions and allowing people he liked to have a say in Russia’s policy making. Russia had a big army but they were behind on new technology. The rest of Russia’s people were simple farmers, with over 80% of the population doing some kind of land related job.Show MoreRelatedOrigins of the First World War1435 Words   |  6 PagesThe First World War was an international conflict which erupted in July 1914 involving various nations across the world. Many historians and those who have studied the Great War tend to give varied opinions as to what initially sparked the outbreak. However, although these opinions between researchers differ, they do all tend to revolve around the hostility between the great powers of Europe, the violent assassination of the Austro-Hungarian Archduke Franz Ferdinand, and the controvers ial piecesRead MoreBritain And The Origins Of The First World War708 Words   |  3 Pagesthe Origins of the First World War. Second Edition. First published 2003 by PALGRAVE MACMILLAN Houndmills, Basingstoke, Hampshire RG21 6XS and 175 Fifth Avenue, New York. 341 pages. Hardcover, $65.33, ISBN 0-333-73466-I. Includes bibliographical references and indexes. Britain, What Will You Do? After reading thoroughly, readers may find it is a well-made and thoroughly thought out book. This text clarifies Britain’s feelings about going into what would be known as today, as â€Å"The Great War† or â€Å"WorldRead MoreWhat Were the Underlying Causes of Wwi Dbq Essay899 Words   |  4 PagesWorld War I was a major event of deaths, disasters, causes and effects on the European countries. World War I was a war against three European countries England, France, and Russian versus Germany, Italy and Austria-Hungary. Friedrich Engels explains in The Origins of the First World War (Doc A) the aftermath of the Thirty Years War caused many devastating effects like famine, sickness, want and brutalizing the population and this is being compared to World War I saying that the same outcome happenedRead MoreDecisions For War By Richard Hamilton And Holger Herwig1190 Words   |  5 PagesDecisions for War, 1914-1917 by Richard Hamilton and Holger Herwig investigates the origins of the First World War detailing individual country’s reasons for entering the war. Historians at War by Anthony Adamthwaite explores how scholars have understood the origins of the Second World War throughout varying times and differing national view points. Both works share a common theme of determinism; a retrospective notion placed on historical events by historians that Europe was inescapably predestinedRead MoreWhy Did A.J.P Taylor’s Analysis of the Origins of the Second World War Cause Such Controversy Among Historians?759 Words   |  4 PagesA.J.P Taylor’s analysis of the origins of the Second World War cause such controversy among historians? It was broadly considered that the Second World War began in 1939 because of Hitler’s plan for world domination; many historians validated this view at the time until A.J.P. Taylor published his book ‘Origins of the Second World War’ in 1961. A. J. P Taylor was the first historian to examine the war with a completely open mind, forcing people to view the origins not as a moral issue but as a politicalRead MoreExploring the Causes of World War One Essay896 Words   |  4 PagesCauses of World War One The long-term origins to World War One start back in 1870 with the Franco-Prussian War. In the Franco-Prussian war France lost to Germany which lead to the two countries never being in an alliance with one another. Once the war was over it lead to the forming of the triple Alliance which was one of the main alliances during the first world war. The Triple alliance was made up of the countries - Germany, Austo-Hungery and Italy, and it was first formedRead MoreThe Causes of World War I674 Words   |  3 PagesThe Causes of World War I World War I has several causes, including four decades of conflict which led up to its actual beginning (McMeekin, 2011). Alliances between countries, nationalism, military structures and imperialism all played significant roles in the conflict, but there were more immediate origins that were also important when it came down to the decision to go to war (Barnes, 1929). During the crisis of 1914 there were decisions made and actions taken by generals and statesmen, includingRead MoreThe Battle Of The World War II1414 Words   |  6 Pagesthe global conflict known as World War 2 had been brutally raging on for over two years. American forces had managed to stay out of the war. However, when the Japanese bombed the naval base in Hawaii, Pearl Harbor, the Americans could no longer hold out. On December 7, 1941, the United States of America entered WWII (â€Å"Origins of the Normandy Landing†). Before the Americans entered the war, Winston Churchill and the Allies (Britain, Canada, France) were losing the war. Everything was against themRead MoreThe Cold War as the Result of Fear of Soviet Expansion Essay example1472 Words   |  6 PagesThe Cold War as the Result of Fear of Soviet Expansion At the end of the Second World War only two out of the all the great powers were left standing. Germany and Japan had been crushed in the war and Britain and France were weakened economically and politically. The United States, who had not seen much fighting on her shores, emerged from the war economically and politically intact as a great nuclear power and Russia, although weakened economically, had the largestRead MoreThe Battle Of The War1533 Words   |  7 PagesWorld War One has always been known as the most deadliest warfare in human history. The biggest cause of the war is still debated by historians. The aggression of Germany and the alliance system are always blamed for the origin and the expansion of the war. In my opinion, I do not agree with the statement that the â€Å"the role of alliances in the origin and expansion of the war in 1914 was greatly exaggerated†. The alliances played an extremely important role in the war, especially in expanding the

The History and Geography of Iceland

Iceland, officially called the Republic of Iceland, is an island nation located in the North Atlantic Ocean just south of the Arctic Circle. A large part of Iceland is covered with glaciers and snowfields and most of the countrys inhabitants live in the coastal areas because those are the most fertile regions on the island. They also have a milder climate than other areas. Iceland is highly active volcanically and had a volcanic eruption under a glacier in April 2010. The ash from the eruption caused disruptions all over the world. Fast Facts Official Name: Republic of IcelandCapital: Reykjavik  Population: 343,518 (2018)Official Languages: Icelandic, English, Nordic languages, GermanCurrency: Icelandic kronur (ISK)Form of Government: Unitary parliamentary republic  Climate: Temperate; moderated by North Atlantic Current; mild, windy winters; damp, cool summers  Total Area: 39,768 square miles (103,000 square kilometers)Highest Point: Hvannadalshnukur (at Vatnajokull Glacier) at 6,923 feet (2,110 meters)Lowest Point: Atlantic Ocean at 0 feet (0 meters) History of Iceland Iceland was first inhabited in the late 9th and 10th centuries. The Norse were the main migrants to move to the island, and in 930 CE, Icelands governing body created a constitution and an assembly. The assembly was called the Althingi. Following the creation of its constitution, Iceland was independent until 1262. In that year it signed a treaty that created a union between itself and Norway. When Norway and Denmark created a union in the 14th century, Iceland became a part of Denmark. In 1874, Denmark gave Iceland some limited independent ruling powers, and in 1904 after a constitutional revision in 1903, this independence was expanded. In 1918, the Act of Union was signed with Denmark, which officially made Iceland an autonomous nation that was united with Denmark under the same king. Germany then occupied Denmark during World War II and in 1940, communications between Iceland and Denmark ended and Iceland attempted to independently control all of its lands. In May 1940 though, British forces entered Iceland and in 1941, the United States entered the island and took over defensive powers. Shortly thereafter, a vote took place and Iceland became an independent republic on June 17, 1944. In 1946, Iceland and the U.S. decided to end U.S. responsibility for maintaining Icelands defense but the U.S. kept some military bases on the island. In 1949, Iceland joined the North Atlantic Treaty Organization (NATO) and with the start of the Korean War in 1950, the U.S. again became responsible for defending Iceland militarily. Today, the U.S. is still Icelands main defensive partner but there are no military personnel stationed on the island. According to the U.S. Department of State, Iceland is the only member of NATO with no standing military. Government of Iceland Today, Iceland is a constitutional republic with a unicameral parliament called the Althingi. Iceland also has an executive branch with a chief of state and head of government. The judicial branch consists of the Supreme Court called Haestirettur, which has justices who are appointed for life, and eight district courts for each of the countrys eight administrative divisions. Economics and Land Use in Iceland Iceland features a strong social-market economy typical of Scandinavian countries. This means its economy is capitalistic with free-market principles, but it also has a large welfare system for its citizens. Icelands main industries are fish processing, aluminum smelting, ferrosilicon production, geothermal power, and hydropower. Tourism is also a growing industry in the country and the associated service-sector jobs are growing. In addition, despite its high latitude, Iceland has a relatively mild climate due to the Gulf Stream, which allows its people to practice agriculture in the fertile coastal regions. The largest agricultural industries in Iceland are potatoes and green vegetables. Mutton, chicken, pork, beef, dairy products, and fishing also contribute considerably to the economy. Geography and Climate of Iceland Iceland has a varied topography but it is one of the most volcanic regions in the world. Because of this, Iceland has a rugged landscape dotted with hot springs, sulfur beds, geysers, lava fields, canyons, and waterfalls. There are approximately 200 volcanoes in Iceland, most of which are active. Iceland is a volcanic island primarily because of its location on the Mid-Atlantic Ridge, which separates the North American and Eurasian Earth plates. This causes the island to be active geologically, as the plates are constantly moving away from each other. In addition, Iceland lies on a hotspot (like Hawaii) called the Iceland Plume, which formed the island millions of years ago. As a result, Iceland is prone to volcanic eruptions and features the aforementioned geologic features such as hot springs and geysers. The interior portion of Iceland is mostly an elevated plateau with small areas of forest, but it has little land thats suitable for agriculture. In the north, however, there are extensive grasslands that are used by grazing animals such as sheep and cattle. Most of Icelands agriculture is practiced along the coast. Icelands climate is temperate because of the Gulf Stream. Winters are usually mild and windy and summers are wet and cool. References Central Intelligence Agency. CIA - The World Factbook - Iceland.Helgason, Gudjonand Jill Lawless. Iceland Evacuates Hundreds as Volcano Erupts Again. Associated Press,14 April 2010.Infoplease. Iceland: History, Geography Government, and Culture - Infoplease.com.ï » ¿United States Department of State. Iceland.

Once Were Warriors - 1075 Words

1. Using the movie â€Å"Once Were Warriors† as 3 different clients, how would you write a full diagnosis based on their medical conditions? Beth Heke left her small island town when she was a very young lady despite her parents disapproval, she married Jake the Muss Heke. After a total of eighteen years they have five children and live in a slum in New Zealand. Beth is from a more traditional background she related to the old ways, while Jake is an interpretation of what some MÄ ori have become. Beth on occasion tries to reform herself by trying to do good for her family, for example by giving up drinking and saving the money which she would have spent on alcohol, however, she always relapses back into alcoholism and irresponsibility. Beth†¦show more content†¦Jake suffers from substance-induced psychotic disorder; this is clear when he is hosting a wild party at his home and his wife Beth dares to â€Å"get lippy†. He savagely assaults Beth in front of all his friends punching her and beating her and then after rapes her and no one helped her. Jake Heke also suffers from a mood disorder; Jake can go fr om being loving and happy one minute to savagely abusive and mean in the snap of a finger. This is clear when Beth refuses to make eggs for one of his guests at a party. Jakes beats her savagely while he was drunk in front of a crowd. Jake also suffers from brief-psychotic disorder which is witnessed by many people in a bar after being told that Bully raped his daughter Grace. He savagely beats Bully almost to death and stabs him with a broken beer bottle, he went psychotic. 2. What is cannabis intoxication, alcohol related disorder, PTSD, physical and sexual abuse? Cannabis Intoxication is both psychological and physiological effects on the human body. The effects of cannabis are caused by cannabinoids, most notably tetrahydrocannabinol (THC). Cannabis is referred to as marijuana. Alcohol related disorder is defined as alcohol seeking and consumption behavior that is harmful. Long-term and uncontrollable harmful consumption can cause alcohol-related disorders that include: antisocial personality disorder, mood disorders (bipolarShow MoreRelated Lee Tamahoris Once Were Warriors Essay4456 Words   |  18 PagesLee Tamahori’s Once Were Warriors Filmic technique plays a vital role in the way an audience looks at a character or society in a whole. Lee Tamahori’s film â€Å"Once were warriors† uses filmic technique in the crafting of the characters, the roles they adopt and the society they live in. Filmic Technique helps to exhibit the Heke family as trapped in society, with a vicious cycle of alcohol, violence, male domination, unemployment and pointless parties. In order to try and free themselves fromRead MoreThe Movie The Dark Horse 1806 Words   |  8 PagesThe Dark Horse. The movie’s focus is based on the life of Genesis Potini, a Maori speed chess player. Unlike Once Were Warriors it is a movie that rises above the negative stereotypes of poverty, gang culture and violence. There were a number of great reviews of the movie from both local and overseas papers and websites found by researching online. It was harder to find criticisms; some were aimed at the negative stereotyping. One was found in a media study paper and another on a personal blog. MyRead MoreFilm Analysis : Once Were Warriors1363 Words   |  6 PagesDescription of Film The movie Once Were Warriors was released in New Zealand in 1994. The film focuses on an urban family of Maori descent, the Hekes. Within the family there is a lot of poverty and domestic violence, primarily from the father, Jake. The family also includes the mom (Beth), oldest son (Nig), teenage son (Mark aka Boogie), 13 year old daughter (Gracie), and a very young son and daughter. 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Coleco Case Free Essays

STRATEGIC FINANCE COLECO CASE TOY STORY Coleco INC. Profile †¢ †¢ †¢ †¢ †¢ †¢ †¢ Name – Coleco Industries Time – the end of 1980s Industry – toys Market – USA Market share – the fifth-largest manufacturer in the USA Head quarter – West HartFord, Connecticut Production line – Cabbage Patch Kids Plush Alf dolls and puppets Couch Potato Pals Play sets (The Flintstones,Sesame Street, Sylvanian Families) †¢ †¢ Company`s issue – annual sales were behind expectations egative equity position of $84 million The challenge – to determine whether the company’s capital could be restructured in a way that would satisfy its creditors without diluting the stock any further than was necessary Product line Economy and Industry Analysis 1988 †¢ the economy – raising †¢ unemployment and interest rates – low †¢ demographic factors favorable †¢ interest rate is decreasing †¢ debt is becoming cheaper Economy Industry †¢ favorable conditions toy industry †¢ approximately 800 toy companies in the United States †¢ diversification for reducing sales and profit volatility – only for the biggest companies Sales of Coleco and its Major Competitors †¢ In millions USD 1400 1200 1000 800 600 400 Coleco Hasbro Kenner Parker Mattel Tonka 200 0 Company Analysis Sales growth 40,00% 30,00% 20,00% 10,00% 0,00% -10,00% -20,00% -30,00% -40,00% 1983 1984 1985 1986 1987 Company Analysis Current ratio 3,00 2,50 2,00 1,50 Very fluctuating 1,00 0,50 0,00 1981 1982 1983 1984 1985 1986 1987 Company Analysis Debt ratio 1,4 1,2 High dependence on debt 1 0,8 0,6 0,4 0,2 0 1981 1982 1983 1984 1985 1986 1987 Company Analysis Net profit margin 0,15 0,1 0,05 0 -0,05 -0,1 -0,15 -0,2 -0,25 1981 1982 1983 1984 1985 1986 1987 Negative profits in last years Company Analysis Return on equity 20 15 10 5 Non meaningful figures (Equity is negative) 0 1981 -5 -10 1982 1983 1984 1985 1986 1987 Company Analysis Return on assets 0,25 0,2 0,15 0,1 0,05 0 -0,05 -0,1 -0,15 -0,2 -0,25 High Volatility of ROA 1981 1982 1983 1984 1985 1986 1987 SWOT Analysis strengths 1)Experience in past of recovery from company`s crisis 2) Current ratio is satisfactory weaknesses 1) Sales reduction has resulted in losses that contributed to its negative equity position. 2)Negative or near zero sales growth in recent years. We will write a custom essay sample on Coleco Case or any similar topic only for you Order Now 3)Escalating dependency on debt. 4)Coleco’s capital position was uncertain. )Huge reduction in stock price. 1)The economy was entering its sixth year of overall strength. 2)Unemployment and interest rates at their lowest in years. 3)Demographic factors also were favorable; birth rates were increasing. 4)The toy industry had begun to consolidate. 5) Basic and technology-enhanced toys did well. 1)Of the approximately 800 toy companies in the United States, only the largest were able to minimize sales and profit volatility through diversification. 2)Each companies fortune rose and fell with the strength of its new products 3)Lack of exciting new toy introductions opportunities threats ALTERNATIVES . â€Å"drifting† approach – hoping that products will do well 2. â€Å"merge† approach – hoping that there might be some value in the company’s assets 3. â€Å"equity† approach – to issue more shares at market price 4. â€Å"debts† approach – to restructure debts 5. â€Å"disengagement† approach – to go for liquidation â€Å"Drifting† Approach †¢ †¢ †¢ Net income for Coleco is negative ($105. 4mln in 1987) Net worth is also negative ($84. 9mln in 1987). Huge amount of debt ($620mln in 1987) †¢ †¢ †¢ Equity deficit ($84,3mln in 1987) No any new â€Å"blockbuster† products Low prospects for increasing the company’s sales based on its current product line Low possibility to recover inappropriate decision â€Å"Merge† Approach Coleco is not attractive in the sense of MA deals: – big debts (total assets total liabilities) inappropriate decision â€Å"Equity† Approach †¢ The company could issue more shares but the stock price is apparently small (Ex. 1) †¢ Coleco’s equity is negative through last two years 1986 – ($7. 6) mln 1987 – ($ 84. 3) mln inappropriate decision â€Å"Equity† A pproach Ex. 1 Stock price High 1984 1985 1986 1987 Apr May June July Aug Sept Oct Nov Dec 1988 Jan Feb 14-Mar $22. 250 21. 500 20. 500 11. 625 10. 750 11. 25 11. 000 10. 375 10. 250 9. 125 6. 000 4. 625 4. 250 3. 500 Low $9. 625 10. 125 8. 125 10. 000 9. 875 10. 250 9. 750 9. 125 8. 500 4. 250 4. 375 3. 625 3. 125 2. 625 Close 12. 125 16. 000 8. 375 10. 375 10. 500 10. 625 9. 750 9. 375 9. 125 5. 500 4. 625 3. 875 3. 500 3. 000 2. 500 167. 24 211. 28 242. 17 288. 36 290. 10 304. 00 318. 66 329. 80 321. 83 251. 79 230. 3 247. 08 257. 07 267. 82 266. 37 SP 500 Closing Bond Prices 11. 13% $81. 875 82. 000 77. 750 76. 000 94. 000 75. 625 76. 125 72. 000 55. 250 50. 000 41. 500 41. 750 27. 000 14. 38% $90. 125 101. 875 100. 75 99. 500 96. 500 95. 000 95. 000 98. 625 96. 000 94. 375 68. 875 63. 500 50. 000 54. 125 34. 250 SP longterm gov bond 40. 29 48. 93 58. 04 60. 69 51. 55 52. 42 51. 89 50. 40 47. 39 47. 17 50. 31 49. 89 51. 28 53. 67 52. 50 â€Å"Debts† Approach †¢ Coleco is dependent on debt through years (also successful ones) †¢ The company has a huge amount of total liabilities (in 1987 about $ 620 mln) †¢ No resources to pay debts (Negative equity, Assets are generally composed of Accounts receivables) †¢ Company by the moment already does not comply with the creditors requirements nappropriate decision â€Å"Disengagement† Approach The first reason for liquidation 700 600 500 400 300 Stock based insolvency 200 100 0 -100 -200 Debt Assets Equity â€Å"Disengagement† Approach The second reason for liquidation Zone of insolvency cash flow contractual obligations 1980 1981 1982 1983 1984 1985 1986 1987 Conclusion We consider â€Å"disengagement† approach the best solution for Coleco INC, as the firm is a prime candidate for bankruptcy. 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Fundamentals of Management Accounting Financial Modelling

Question: Describe about the Fundamentals Of Management Accounting for Financial Modelling? Answer: Introduction The financial statement represents the actual financial position of the company. The main objective of the financial statement is to provide the required information to the decision makers. The users of the information can be divided into two categories as per their status in the company like internal users and external users. The internal users are the managers, employees, and the shareholders. On the other hand, the external users are the lenders, suppliers customers and the most important is the government. Here more emphasis is given to the six main users but there are certainly some other users who are using this information. Here two companies are selected the Tesco Plc and the Sainsbury Plc. Both are belonging to the retail sectors and listed on the London Stock Exchange. The main objective of conducting this study is to make a detailed analysis of the financial statement of both the companies and to understand how the financial statement is helping the users to take their in vestment decisions (Lunt, 2008). Company Overview Sainsbury Plc was introduced in the year 1869. It is one of the renowned companies belonging to the retail industry. This company is now operating almost 12000 supermarket and convenience store. They have employed almost 161000 people who are doing their job on behalf of the company. They provide the best possible service to all the retailers in the same category. Some of their competitors are Carrefour and Wal-Mart, etc. They provide an exclusive collection of their brands and ensure a better customer satisfaction (McLeod, MacDonell Doolin, 2007) (Tesco plc, 2013). Tesco is one of the largest retailers in the world. The company was incorporated in the year 1919 and founded by Jack Cohen in a small market in London. The company is having a large collection of women wear and accessories. As the time goes, the company is growing and at present they are operating almost 12 countries in the world. They recruit almost 530000 people and serve more than millions of customers in a week. (Lynch Gregor, 2004) : (Annualreports.com, 2014) Usefulness of financial information The financial analysis of a company cannot be conducted only by watching the financial statements. So before going to the detail discussion some relevant information is extracted from the annual reports and calculations of ratios is made for both the companies ( Robinson, T. 2012). The useful ratios are presented below: Ratio analysis Sainsbury plc Tesco plc 2014 2013 2012 2014 2013 2012 Liquidity Ratios Current assets 1612 1677 1572 13085 12465 12353 Current liabilities 4847 4667 4651 20206 18703 19180 Current Ratio 0.332576852 0.35933148 0.337992 0.64758 0.666471 0.644056 Quick assets 1612 1677 1572 9509 8721 8755 Quick Liabilities 4847 4667 4651 20206 18703 19180 Quick Ratio 0.332576852 0.35933148 0.337992 0.470603 0.466289 0.456465 Efficiency ratio Receivables 1428 1254 1099 2190 2525 2657 Revenue 23949 23303 22294 63557 63406 64539 Receivable turnover 16.7710084 18.5829346 20.28571 29.02146 25.11129 24.29018 Receivable collection period 21.76374796 19.641677 17.99296 12.5769 14.5353 15.02665 payables 4457 4571 4494 10595 11094 11234 Cost of goods sold 22562 22026 21083 59547 59252 59278 Payable payment turnover 5.062149428 4.81863925 4.691366 5.620293 5.340905 5.27666 Payable payment period 72.10375853 75.7475257 77.80249 64.94324 68.34048 69.17254 EBIT 924 804 823 2337 2134 3949 Interest 26 32 35 78 82 114 Interest Coverage Ratio 35.53846154 25.125 23.51429 29.96154 26.02439 34.64035 Equity 4369 4259 4233 14722 16661 16623 Total asset 10485 10441 10342 50164 50129 50781 Equity Gearing ratio 0.41669051 0.40791112 0.409302 0.293477 0.332363 0.327347 Total asset 10485 10441 10342 50164 50129 50781 Revenue 23949 23303 22294 63557 63406 64539 Asset Turnover Ratio 2.284120172 2.23187434 2.155676 1.266984 1.264857 1.270928 Debt 388 89 338 2009 887 1966 Equity 4369 4259 4233 14722 16661 16623 Debt Equity ratio 0.088807507 0.02089692 0.079849 0.136462 0.053238 0.11827 Profitability Ratios Gross Profit 1387 1277 1211 4010 4154 5261 Revenue 23494 23303 22294 63557 63406 64539 Gross profit ratio 5.9% 5.5% 5.4% 6.3% 6.6% 8.2% Operating profit 1009 882 874 2631 2382 3985 Revenue 23949 23303 22294 63557 63406 64539 Operating Profit Ratio 4.2% 3.8% 3.9% 4.1% 3.8% 6.2% Net Profit 716 602 598 970 24 2814 Revenue 23949 23303 22294 63557 63406 64539 Net Profit Ratio 3.0% 2.6% 2.7% 1.53% 0.04% 4.36% (Tesco plc, 2014) Dividend payment (extracted from the cash flow statement) Sainsbury plc Tesco plc 2014 2013 2012 2014 2013 2012 Dividend payment 320 308 285 1189 1184 1180 (Tescoplc.com, 2012) Internal users: 1. Managers The main internal user of the information is the Managers. They use all the financial information to formulate policies and to take decisions. For example, the net profit ratio of Tesco is in decreasing trend that is not a good sign of profitability. Managers can use this information to find out the reason behind it and as it is observed that one of the main reasons is the enhancement of the non-operating costs. So the management has to give focus to eliminate some part of the cost in order to improve its net profit stability. The responsibility of the managers is to maximize the profit, and without the financial information it is not possible for the management to achieve this goal (Allan, 2008). 2. Employees Employees are the main human assets of any organization. They need the financial information to depict the present as well as the future prospective of the company. The information will help them in taking a decision regarding their continuation with the organization. Apart from their salaries they sometimes get different benefits options and can participate in the decision making process. ESOP is one of the schemes that allow the employees to purchase shares of the company at a lower cost. All this benefit can only be given if the company is in a stage of higher profitability. So the employees are also getting the concern about the profitability and the solvency position of the company to ensure their benefit. 3. Shareholders Shareholders are the person who makes an investment in the equity share of the company. They have an ownership status within the organization. They are always very interesting to know that how the managers are utilizing their money into the operation of the business. They give more emphasis on the profitability and liquidity portion rather than solvency and other management policies. The share price of a company can be deeply affected by the dividend policy of the organization (Annualreports.com, 2013). If the amount of dividend is acceptable by the shareholders, it will increase their confidence in the company. As a result, the share price goes up. For both the companies the amount of dividend payment is increasing, but here one thing must be noted that in case of Tesco the Net profit ratio was too low in 2013, and it increased a bit in 2014 but the level is not satisfactory. Maybe the company is paying more dividend from their retain earnings and so there is an increase in the net dividend in spite of having a low net profit ratio. If this is the case, then it will not be a preferable condition for the shareholders. Ultimately the shareholders want to maximize their wealth by getting a required amount of dividend and the capital appreciation. So they can select the option of retaining or selling the ownership on the basis of the financial information provided (Peterson Drake, P. and Fabozzi, F. 2012). External users: 4. Lenders Lenders can also be called as the potential investors who are willing to invest in the organization. They are the future investors. Some of the lenders are banks, financial institutions, etc. The main information that is needed by these users is the financial stability of the company and their growth structure. The financial stability can be ascertained through the profitability ratios and the efficiency ratios. They also keep track on the liquidity balances. Now if the above two companies are taken into consideration, then it can be found that the interest coverage ratio in Sainsbury is more than the Tesco, and it is increasing, whereas Tesco has a good coverage, but it has been now in a declining trend. More of this ratio means more ability to pay the interest obligation. Now if the investors are willing to invest in the fixed capital of the company, then the Sainsbury will be safer than the Tesco. On the other hand, the debt-equity ratio is worse for both companies it implies that they have more dependency on Equity capital than the debt capital. From the view point of the liquidity, the condition for both the companies is not at all good as the current ratio, and the quick ratio is less than 1(Duque, 2009).The investor may also have to follow the trend of both the business whether it is increasing and static. All this information may useful for him at the time of selecting his investment option (Annualreports.com, 2012). 5. Suppliers and customers Suppliers and the customers are those parties who engage in purchasing or selling off their products and services to and from the company. They are not much interested to know the profitability of the company; they give more focus on the receivable, payable and inventory management policy. As in the case of above two companies, the receivable management policy is better in case of Tesco. They collected the dues from their debtors at a frequency of 12-15 days where as the Sainsbury plc collected their dues at an interval of 21days. The payable and inventory management policy is almost in a static position for the company, and the frequency of payment is very high. So if a customer wants to get more credit facility, then they should have invested in Sainsbury (Mook, L. 2013). 6. Government Any economy of the country is regulated by the government of the respective country. They need the financial information in order to know the contraction or expansion of the business, their taxation policy, labor laws, etc. Moreover with the introduction of the corporate governance policies it is the responsibility of the government to make supervision regarding the fulfillment of compliances. Here both the companies are paying their tax obligations in time and effectively follow the rules and regulations of corporate governance. Conclusion From the viewpoint of the above discussion, it can be said that the financial information is very useful in each and every single segment of an organization. It is very difficult to say that which part of the information is useful for which users. In the real market scenario when a person is willing to engage in business then all the information is equally important for him. Say for a creditor it is not enough for him to know that the company has a good payable policy. It is one of the factors that he can focus, but it will not be wise to be totally dependent on the factor. So it can be concluded that the financial information are very much useful for all the users to create a healthy relationship with the organization (Coskun Grabowski, 2005). References Allan, W. (2008). Fundamentals Of Management Accounting. Amsterdam: CIMA/Elsevier. Coskun, E., Grabowski, M. (2005). Impacts of User Interface Complexity on User Acceptance and Performance in Safety-Critical Systems. Journal Of Homeland Security And Emergency Management, 2(1). doi:10.2202/1547-7355.1109 Duque, J. (2009). Financial Modelling. Bradford: Emerald Group Pub. Hernes, M., Sobieska-Karpińska, J. (2015). Application of the consensus method in a multiagent financial decision support system. Information Systems And E-Business Management. doi:10.1007/s10257-015-0280-9 Lunt, H. (2008). Fundamentals of financial accounting. Amsterdam: CIMA/Elsevier. Lynch, T., Gregor, S. (2004). User participation in decision support systems development: Influencing system outcomes. European Journal Of Information Systems, 13(4), 286-301. doi:10.1057/palgrave.ejis.3000512 McLeod, L., MacDonell, S., Doolin, B. (2007). User Participation in Contemporary IS Development: an IS management perspective. AJIS, 15(1). doi:10.3127/ajis.v15i1.29 Mook, L. (2013).Accounting for social value. Toronto, ON: University of Toronto Press. Peterson Drake, P. and Fabozzi, F. (2012).Analysis of financial statements. Hoboken, N.J.: Wiley. Robinson, T. (2012).International financial statement analysis workbook. Hoboken, NJ: Wiley. Annualreports.com, (2012). J Sainsbury PLC - AnnualReports.com. [online] Available at: https://www.annualreports.com/Company/j-sainsbury-plc [Accessed 8 Aug. 2015]. Annualreports.com, (2013). J Sainsbury PLC - AnnualReports.com. [online] Available at: https://www.annualreports.com/Company/j-sainsbury-plc [Accessed 8 Aug. 2015]. Annualreports.com, (2014). J Sainsbury PLC - AnnualReports.com. [online] Available at: https://www.annualreports.com/Company/j-sainsbury-plc [Accessed 8 Aug. 2015]. Tesco plc, (2013). Tesco plc. [online] Available at: https://www.tescoplc.com/ar2013 [Accessed 8 Aug. 2015]. Tesco plc, (2014). Tesco plc. [online] Available at: https://www.tescoplc.com/ar2014 [Accessed 8 Aug. 2015]. Tescoplc.com, (2012). Tesco PLC - Annual Report 2012. [online] Available at: https://www.tescoplc.com/ar2012 [Accessed 8 Aug. 2015].