Barnard College Acceptance Rate, SAT/ACT Scores

Barnard College is a private womens college with an acceptance rate of 14%. Founded in 1889, and located on a four-acre urban campus in Manhattan, New York, Barnard College is one of the original  Seven Sisters  colleges. Barnard is affiliated with the adjacent  Columbia University, but maintains its own faculty, endowment, governance, and curriculum. However, Barnard and Columbia students can easily take classes at either school. Considering applying to this highly selective school? Here are the Barnard admissions statistics you should know. Acceptance Rate During the 2017-18 admissions cycle, Barnard College had an acceptance rate of 14%. This means that for every 100 students who applied, 14 students were admitted, making Barnards admissions process highly competitive. Admissions Statistics (2017-18) Number of Applicants 7,897 Percent Admitted 14% Percent Admitted Who Enrolled (Yield) 55% SAT Scores and Requirements Barnard College requires that all applicants submit either SAT or ACT scores. During the 2017-18 admissions cycle, 58% of admitted students submitted SAT scores. SAT Range (Admitted Students) Section 25th Percentile 75th Percentile ERW 670 740 Math 660 760 ERW=Evidence-Based Reading and Writing This admissions data tells us that most of Barnards admitted students fall within the top 20% nationally on the SAT. For the evidence-based reading and writing section, 50% of students admitted to Barnard scored between 670 and 740, while 25% scored below 670 and 25% scored above 740. On the math section, 50% of admitted students scored between 660 and 760, while 25% scored below 660 and 25% scored above 760. Applicants with a composite SAT score of 1500 or higher will have particularly competitive chances at Barnard. Requirements Barnard does not require the SAT writing section or SAT Subject tests. Note that while Barnard requires applicants to submit all scores and does not participate in the scorechoice program, the admissions office will consider your highest score from each individual section across all SAT test dates. ACT Scores and Requirements Barnard requires that all applicants submit either SAT or ACT scores. During the 2017-18 admissions cycle, 51% of admitted students submitted ACT scores. ACT Range (Admitted Students) Section 25th Percentile 75th Percentile English 32 35 Math 27 32 Composite 30 33 This admissions data tells us that most of Barnards admitted students fall within the top 7% nationally on the ACT. The middle 50% of students admitted to Barnard received a composite ACT score between 30 and 33, while 25% scored above 33 and 25% scored below 30. Requirements Note that Barnard does not superscore ACT results; your highest ACT score will be considered. Barnard College does not require the ACT writing section. GPA Barnard College does not provide data about admitted students high schoolGPAs. Self-Reported GPA/SAT/ACT Graph Barnard College Applicants Self-Reported GPA/SAT/ACT Graph. Data courtesy of Cappex. The admissions data in the graph is self-reported by applicants to Barnard College. GPAs are unweighted. Find out how you compare to accepted students, see the real-time graph, and calculate your chances of getting in  with a free Cappex account. Admissions Chances Barnard College has a highly competitive admissions pool with a low acceptance rate and high average SAT/ACT scores. However, Barnard has a  holistic admissions process involving other factors beyond your grades and test scores. A  strong application essay, short answer essay, and  glowing letters of recommendation  can strengthen your application, as can participation in meaningful  extracurricular activities  and a  rigorous course schedule. Students with particularly compelling stories or achievements can still receive serious consideration even if their test scores are outside of Barnards range. While not required, applicants can participate in an optional interview either on or off-campus. In the graph above, the blue and green dots represent accepted students. Youll notice that most admitted students had A averages, combined SAT scores over 1300 (ERWM), and ACT composite scores of 28 or better. Many applicants had 4.0 GPAs. If You Like Barnard College, You May Also Like These Schools Tufts UniversityVassar CollegeBoston CollegeSwarthmore CollegeNorthwestern UniversitySmith CollegeBryn Mawr CollegeMount Holyoke College All admissions data has been source from the National Center for Education Statistics and Barnard College Undergraduate Admissions Office.

The Treaty Of Versailles and Establishment of Peace Essay...

The Treaty Of Versailles and Establishment of Peace The Treaty Of Versailles established an uneasy peace. I will prove this by looking at such factors as The Big Threes lust for revenge on the Germans, the four major problems encountered when composing the treaty, the final terms of the treaty and the Germans anger at it. The Big Three were three powerful leaders from three powerful nations. They would be Woodrow Wilson, Georges Clemenceau and David Lloyd George, of the USA, France and the UK respectively. These great men would decide the fate of Germany. Woodrow Wilson wanted to create a League of Nations which was a new organisation which could end disputes between countries without wars.†¦show more content†¦The war ran through France and therefore peoples homes, land and other property were destroyed. All the countries who were lost went into debt, therefore the Germans had to pay war reparations, despite the damage not being entirely the fault of Germany. Self-determination also caused problems and nationalist groups were keener than ever to rule themselves and be free of their empires. Woodrow Wilson encouraged self-determination, as he saw smaller countries less of a threat. This was included in the Treaty of Versailles. Russia was taken over by communists in 1917. It was spreading all around the world. Capitalist countries were scared that the communists would take over. Communists wanted everyone to be equal. (Communist countries were denied membership to the League of Nations.) Twenty million people died in WWI. There had never been a war like it. It was meant to be the war to end all wars, but failed to succeed, Consequently causing more problems. The following points were decided and written on the final Treaty of Versailles. Alsace-Lorraine must be returned to France after being stolen in 1871. The French PM, Georges Clemenceau wanted it back. The Rhineland, in between Germany and France will remain part of Germany, but no German military forces are permitted to enter, because it would be the optimum point to attack France. TheShow MoreRelatedThe Treaty of Versailles1684 Words   |  7 PagesInvestigation The Treaty of Versailles was created to bring peace between nations after WWI. This investigation will answer the following question: To what extent did the Treaty of Versailles bring peace? In this investigation, the extent of the Versailles Treaty’s success will be evaluated by examining the period of its development, 1918, to the rise of Hitler, 1933. Several sources were used in this investigation including a number of books that look at the terms of the Treaty of Versailles and the reactionsRead MoreThe War Was Ended As An Armistice Of The Great War1252 Words   |  6 Pagesthe Great War was ended as an Armistice was signed with Germany. Two months later in January 1919, delegates from all over the world came to Paris to conclude the peace settlement that would end the war. Six months of intense discussions and debates ended up on the signing of Treaty of Versailles. Three major figures dominated the peace making, with the less noticeable presence of a forth one, that a re namely: the American president Wilson, the French Prime Minister Clemenceau, and the British PrimeRead MoreThe Paris Peace Conference and Versailles Treaty Essay1565 Words   |  7 Pageswars, it was necessary to hold a peace conference and due to the number of countries involved in the war, this task was extremely imposing. The desired conclusion of this conference was world peace, but with approximately 75% of the world nations represented and each country having it’s own agenda, the search for peace was elusive because of a desire for vengeance. This vengeance may have set the stage for World War II. On January 12th, 1919, the Paris Peace Conference (PPC) opened at severalRead MoreA Short Note On The Treaty Of Versailles Essay1532 Words   |  7 PagesTHE TREATY OF VERSAILLES Name Course Date of Submission As World War I approached its close, the Treaty of Versailles was among the peace treaties signed. It marked the end of warfare between the Allied Powers and Germany. The signing of the agreement occurred in 1919. The main reason behind the signing of the accord was to reprimand Germany for its part in the damage that happened in WWI. The main world leaders involved in the process represented France, England, the United StatesRead MoreWorld War I: The Big Three at the Center of the Peace Settlement of Versailles 886 Words   |  3 PagesFollowing the First World War, commonly referred to as the ‘War to end all wars’ due to its severity and the damage it had caused, a peace needed to be drawn between the nations involved to settle the punishments for the nations who lost and also a plan to ensure that something like this would never occur again. This peace conference is the center of much debate amongst historians with two dominant views, one being that the victory nat ions acted out of revenge towards the losing nations and laidRead MoreWorld War 1 Peace Conference1094 Words   |  5 PagesModern History Account for the different goals of the Big Three Allied leaders at the Paris Peace Conference The Paris Peace Conference took place in 1919 to set the peace terms for the defeated Central powers. Three men took charge called ‘The Big Three’ and they were President Woodrow Wilson of the United States, Prime Minister David Lloyd George of Great Britain and George Clemenceau of France. The Conference was initially planned as a pre-meeting to set the terms of what they were goingRead MoreBiography Of Margaret Macmillan s Paris 19191437 Words   |  6 PagesLloyd George . In the book Macmillan provides unprecedented insight into this Peace Conference and examines its impact and influences in a new and insightful manner. The Paris Peace Conference of 1919 was one of the few international conferences that had lasting effects that are still being observed in the present day. Many historians attribute the biggest legacy of the Paris Peace Conferences to be the Treaty of Versailles. As a consequence, they consistently attribute the events of 1919 as the causeRead More Woodrow Wilson and World War I Essay983 Words   |  4 Pagesany part of. Wilson wanted to remain neutral and have peace as in his first term of office. During World War I Wilson’s roles in the war became well known in all countries. Wilson wanted peace more than anything else. In seeking for peace Wilson asked Congress for the U.S. to enter World War I. which may not sound like a peace strategy but Wilson felt it was the only way to stop Germany and gain peace. Wilson wrote his speech for world peace, Fourteen Points, that he was probably most famous forRead MoreWhy Was the Weimar Republic in Germany Able to Survive the Crisis Year s Between 1919 and 1923 but Not Those Between 1929 and 1933?896 Words   |  4 PagesAfter the First World War ended in 1918, Germany was in a chaos. Although the Allies offered peace, they demanded a democratic government in Germany. The Kaiser abdicated the throne while Ebert formed the Weimar Republic and established the constitution in 1919. However the establishment of this government was unstable with opposition from both left and right wings. Even more, the German Parliament (Reichstag) relied on the cooperation of the coalitions of governments which resulted in politicalRead MoreThe Treaty Of Versailles On The World After The War Peace Conference1417 Words   |  6 PagesIntroduction: The Treaty of Versailles was a treaty created and signed to bring peace to the world after the war. The Treaty started being written in January 1919 at the Paris Peace Conference, and was authored by ‘The Big Three’. ‘The Big Three’ was an allied group who consisted of France, Britain and the USA. The French President was George Clemenceau, the British Prime Minister David Lloyd George and the American President was Woodrow Wilson. All three leaders were influential men who wanted to

Ethics in Education - 1245 Words

â€Å"Ethics in Education† Learning Team B Gen300 Dr. Athalene Mc Nay 4-20-2008 I. What is ethics? A. A definition of ethics. B. How are ethics used in education? II. Integrity is part of ethics in education. A. A definition of integrity. B. Trust relationship is essential in ethics in education. C. Academic integrity is a mutual responsibility. D. There is cheating and academic responsibility within the education system. E. Phony schools, diploma mills and false credentials are a breach of integrity. F. Integrity is important with citizenship, gratitude, fairness and courage. III. Self-confidence is a huge factor in ethics in education. A. A definition of self-confidence. B. There are three pillars of self-confidence.†¦show more content†¦Personalized learning and differentiated instruction can make or break the class with their attitude. A student needs to have self-respect for the educational achievement. Self-discipline is a very important part of education. Self-discipline is â€Å"correction or regulation of oneself for the sake of improvement†. Self-discipline is the hardest thing to achieve in education. Instead of going out with your friends, you must decide if you need to study.Show MoreRelatedThe Ethics Of Special Education1062 Words   |  5 PagesIn The Ethics of Special Education, Howe and Miramontes (2014) outline pressing issues facing special education and provide a framework for discussing ethical challenges. The authors present case studies around personal, institutional, and policy issues. Each case includes analyses and explanation by Howe and Miramontes that provide the reader with a more comprehensive under standing of the ethical issues. The intent of Howe and Miramontes (2014) is to raise the level of thinking about ethicalRead More Ethics and Education Essay925 Words   |  4 PagesEthics and Education Ethics and Morals are two important words everyone knows, but which very few truly understand. Ethics is defined, in Websters Ninth New Collegiate Dictionary, as the discipline dealing with what is good and what is bad. Morals are defined, in the same dictionary, as those principles of right and wrong in behavior. For Kozol in The Night Is Dark and I Am Far From Home, ethics and morals have similar definitions but extend to include a sense of compassion for others. I agreeRead MoreThe Code Of Ethics For Education917 Words   |  4 PagesMy area of study is in education. The code of ethics for education falls into three different categories, ethical conduct towards the students, ethical conduct practices, and ethical conduct towards colleagues. Educators have a moral responsibility to have a learning environment that fulfills and helps their students reach their full potential. According to the Code of Educators, â€Å"The professional educator accepts personal responsibility for te aching students character qualities that will help themRead MoreThe Code Of Ethics And Education1366 Words   |  6 PagesEthics and education are both complementary to the other. Education lacking ethics is nothing but nothing learning without purpose and when ethics are when one develops the right ethics then education is essential. What we should know is that the main purpose of education lies in the enlightenment of mind that gives us and our children the ability to choose between what is moral and what is immoral. A code of ethics within any workplace is a set of written principles regarding conduct and behaviorRead MoreEthics In Adult Education650 Words   |  3 PagesEthics in Adult Education Susan Imels article Ethical practice in adult education provides an overview of a number of salient areas of concern regarding ethics in adult education (1992). Because it is focused predominantly on administration, the article can be considered a companion piece to Chapter 8 of Adminstering Successful Programs for Adults: Promoting Excellence in Adult, Community, and Continuing Education (Gailbraith et al 1997). The author considers the inherent challenges facingRead MoreThe Code Of Ethics For The Education Profession Essay1304 Words   |  6 PagesIntroduction Under this code of Ethics, we believe that as an educator you have a duty to provide an environment that nurtures and supports the learning of each and every student. The belief that all humans deserve a safe atmosphere which involves the educators to take all reasonable precautions to defend the safety, dignity, and well-being of students and staff. The educator identifies the importance of the responsibility essential in the teaching process. The desire for the respect and confidenceRead MoreWhat Drives Ethics Education For Business Schools? Influences On Ethics709 Words   |  3 Pages What Drives Ethics Education in Business Schools? Influences on Ethics in the MBA Curriculum Rasche, A., Gilbert, D. U. (2013, January). What Drives Ethics Education in Business Schools? Influences on Ethics in the MBA Curriculum. In Academy of Management Proceedings (Vol. 1, 2013, pages 1-31). Academy of Management. Introducing week’s one entry I chose the title article above, â€Å"What Drives Ethics Education in Business Schools? Influences on Ethics in the MBA Curriculum.† This articleRead MoreCode Of Ethics And The National Education Association1031 Words   |  5 PagesSome things change, some things stay the same. The National Education Association (NEA) adopted a code of ethics in 1975 (Strike Soltis 2009, p. viii). While this code still upholds many concerns that educators face today, it is important to make sure that a code of ethics is a breathing document. It must adapt and change with the changing of time. Strike and Soltis (2009) reference the code of ethics quite regularly throughout the entire book. It is first introduced in full at the beginningRead MoreEssay on Patient Education and Medical Ethics1455 Words   |  6 Pagesprofession is being an advocate for the patient and explaining to the family that certain procedures are important for the benefit of their health. There are ethics that must be adhered to during patient and family teaching that will give the patient and their family the information they need in a respectful and professional manner. These ethics include justice meaning fair treatment between all patients, autonomy or the patients’ independence, beneficence meaning keeping the patient safe from harmRead MoreEthics Of On Line Classes / Learning / Education2049 Words   |  9 PagesEthics of on-line classes/learning/education Technology and innovation have impacted our world, especially the education systems, in a number of ways. With the introduction of several pieces of technology, the education system is slowly evolving from the traditional in-class lectures to a more virtual or online setup. While most universities and colleges nationwide are leaning towards administering more online classes. The aspect of ethics has become an element of concern to most institutions and

How Do Bacteria Divide - 1600 Words

How do bacteria divide? Introduction Cytokinesis is the process of producing to progeny cells (Scitable by nature education, 2014); the main process by which bacteria reproduce is asexual producing genetically identical offspring. The most common process of cell division in bacteria is binary fission. In this essay I intend to explain some aspects of DNA replication and septation – including the synthesis of peptidoglycan in the new cell wall – using the model organism Escherichia coli. Also, I will discuss the role and function of Fts proteins in cell division. Finally, I will discuss some less common forms of bacterial cell division, cell division where FtsZ is absent and some key facts from reliable sources on all the topics covered in†¦show more content†¦Replication is completed at the terminus, this is directly opposite the origin. While the two nucleoids occupy the centre of the cell they prevent the binding of FtsZ which I will discuss later. The two origins formed during replication move away from each other to opposite ends of the cell; the rest of the strand following. Currently, microbiologists/scientists do not fully understand how the chromosomes are split between progeny cells as this has not been fully investigated – presently, the evidence suggests there are various mechanism to do this and it varies depending on the bacterial species (Wiley, J.M, Sherwood, L.M. and Woolverton, C.J. 2014). In optimal conditions E.coli has a generation time of 20 minutes, however it takes 40 minutes to replicate its genome alone. E.coli is capable of this generation time because the replication of its circular genome is bidirectional – one replicating on the lagging strand one on the leading strand. In addition to this it has multiple DNA replication forks and a new round of DNA replication is possible to begin before last one has ended Wiley, J.M, Sherwood, L.M. and Woolverton, C.J. 2014). This means that E.coli can make more than two copies of its chromosome a t a time which enables a shorter generation time than the time taken to replicate its genome as there are more chromosomes present to be inherited by progeny cells. With replication and chromosome portioning complete, septation –

Jai Ho Free Essays

Assignment: Inverted Index October 19, 2012 1 Introduction Today, top search engines like Google and Yahoo use a data structure called Inverted Index for their matching of queries to the documents and give users the relevant documents according to their rank. Inverted Index is basically a mapping from a word to its position of occurence in the document. Since a word may appear more than once in the document, storing all the positions and the frequency of a word in the document gives an idea of relevance of this document for a particular word. We will write a custom essay sample on Jai Ho or any similar topic only for you Order Now If such an inverted index is build up for each document in the collection, then when a query is ? red, a search can be done for the query in these indexes and ranking is obtained according to the frequency. Mathematically, an inverted index for a document D and strings s1 , s2 , †¦ , sn is of the form s1 ? a1 , a1 , †¦ 1 2 s2 ? a2 , a2 , †¦ 1 2 . . . sn ? an , an , †¦ 2 1 where ak denotes the lth position of k th word in the document D. l To build up this kind of data structure e? iently, Tries are used. Tries are a good data structure for strings as searching becomes very simple here with every leaf node describing one word. To build up an inverted index given a set of documents using trie, following steps are followed †¢ Traverse one document and insert words into a trie. As a leaf node is reached, assign it a number (in increasing order) representing its location in the index (staring from 0). Add the position of this word into the index. Now for a word which occur more than once in the document, when attempt for second insertion into the trie is made, a leaf node already containing that word would be found and its value would tell the location in the index. So simply go to this index and add another position for this word. †¢ Do this till end of document is reached. Now, you have a trie and an inverted index for the ? rst document. †¢ Repeat this procedure for the rest of the documents. 1 Now follow the below steps to search for a word from the inverted indexes and tries of all the documents †¢ For every document, ? st search for the word in the corresponding trie and get its location in the inverted index of that document. †¢ Then traverse through all the positions and see which document has most frequency and arrange the documents accordingly (in decreasing order). Also, in every document there are special words called â€Å"anchor texts† which have more importance than a normal text word. For example – a download link. So for the same word, its occurence as an anchor text increases the relevance of that document over its normal occurence. 2 Problem Statement For this assignment, you need to create an inverted index for a collection C of documents from 1 to n. Every document will be a plain text ? le with ? rst line storing its id from 1 to n and next few lines containing space or new line separated words. The index should be an array of lists with size of array equal to total number of distinct words in the array and the list for each word contains the locations of the word in the document. The trie used for this construction can be represented in any form (array/linked list/trees etc. ). So you would have n such tries and inverted indexes. Then you should ask user for the queries (single-word) and give the order of documents in decreasing order of relevance. For our case, the anchor texts are represented by following the word with a ?. So if you have something like – â€Å"Rats fear cats and cats* fear dogs. † then here 1st cat is a normal word whereas 2nd cat is an anchor text. So now your array size will be 2 ? totalnumberof distinctwords in the document as you would store positions of normal text and anchor text separately for a given word. And now relevance should ? rst be decided by the frequency of anchor texts and within them collision should be resolved by frequency of normal text. D1 D2 D3 1 it is what it is 2 what is it 3 it is a banana Below are the corresponding tries and inverted indexes for the 3 documents (? gure 1). 2 Figure 1: Trie and Inverted Index for Documents 1, 2 and 3 Now if query is â€Å"it† – then search in 1st index gives – 0, 3(f req = 2), 2nd index gives 2(f req = 1) and 3rd one gives 0(f req = 1). So, our output is – 1, 2, 3or1, 3, 2 (as document 2 and 3 have equal relevance). NOTE †¢ The names of the data ? les should be taken from command line. After 3 building the inverted index, you should ask for query again from command prompt and also give an option of quitting any time the user want. †¢ The inverted indexes should be written to ? les named as â€Å"1†¦ n. txt† with each line corresponding to one word in the document. †¢ You can ignore case-sensitive words i. e. , Cat and cat are same. †¢ Also ignore symbols in the text (if any) like . ,-? 4 How to cite Jai Ho, Essay examples

Culture of Poverty free essay sample

The belief that poverty stems from individual deficiencies is old. Religious doctrine that equated wealth with the favor of God was central to the Protestant reformation (Weber 2001) and blind, crippled, or deformed people were believed to be punished by God for either their or their parents’ sins. With the emergence of the concept of inherited intelligence in the 19th century, the eugenics movement went so far as to rationalize poverty and even sterilization for those who appeared to have limited abilities. Books like Hurrnstein and Murray’s The Bell Curve (1994) are modern uses of this explanation. Rainwater (1970:16) critically discusses individualistic theories of poverty as a â€Å"moralizing perspective† and notes that the poor are â€Å"afflicted with the mark of Cain. They are meant to suffer, indeed must suffer, because of their moral failings. They live in a deserved hell on earth. † Rainwater goes on to say that it is difficult to overestimate the extent to which this perspective (incorrectly) under-girds our visions of poverty, including the perspective of the disinherited themselves. Ironically, neo-classical economics reinforces individualistic sources of poverty. The core premise of this dominant paradigm for the study of the conditions leading to poverty is that individuals seek to maximize their own well being by making choices and investments, and that (assuming that they have perfect information) they seek to maximize their well being. When some people choose short term and low-payoff returns, economic theory holds the individual largely responsible for their individual choicesfor example to forego college education or other training that will lead to better paying jobs in the future. The economic theory that the poor lack incentives for improving their own conditions is a recurrent theme in articles that blame the welfare system’s generosity on the perpetuation of poverty. In a Cato Journal article, economists Gwartney and McCaleb argue that the years of the war on poverty actually increased poverty (adjusted for noncash transfers) among working age adults in spite of unprecedented increases in welfare expenditures. They conclude that â€Å"the application of simple economic theory† suggests that the problem lies in the war on poverty programs: They [welfare programs] have introduced a perverse incentive structure, one that penalizes self-improvement and protects individuals against the consequences of their own bad choices. (1985: 7) This and similar arguments that cast the poor as a â€Å"moral hazard† also hold that â€Å"the problem of poverty continues to fester not because we are failing to do enough, but because we are doing too much that is counterproductive† (Gwartney and McCaleb 1985:15). Their economic model would solve poverty by assuring that the penalty of poverty was great enough that none would choose it (and welfare would be restricted to the truly disabled or otherwise unable to work). A less widely critiqued version of the individualistic theory of poverty comes from American values of individualism—the Horatio Alger myth that any individual can succeed by skills and hard work, and that motivation and persistence are all that are required to achieve success (see Asen, 2002:29-34). Self-help literature reinforces the belief that individuals fail because they do not try hard enough. Frank Bettger (1977:187-8), in the Dale Carnegie tradition, tells how he got a list of self-improvement goals on which to focus and became one of the most successful and highly paid salesmen in America. He goes on to say that anyone can succeed by an easy formulafocused goals and hard work. This is the message of hundreds of self-help books, articles, and sermons. By extension, this literature implies that those who do not succeed must face the fact that they themselves are responsible for their failure. While scientifically it is routine to dismiss the individual deficiency theory as an apology for social inequality (Fischer, et al, 1996) , it is easy to see how it is embraced in anti-poverty policy which suggests that penalties and incentives can change behavior. 2. Poverty Caused by Cultural Belief Systems that Support Sub-Cultures of Poverty The second theory of poverty roots its cause in the â€Å"Culture of Poverty†. This theory is sometimes linked with the individual theory of poverty or other theories to be introduced below, but it recently has become so widely discussed that its special features should not be minimized. This theory suggests that poverty is created by the transmission over generations of a set of beliefs, values, and skills that are socially generated but individually held. Individuals are not necessarily to blame because they are victims of their dysfunctional subculture or culture. American Sociology has long been fascinated by subcultures of immigrants and ghetto residents as well as the wealthy and powerful. Culture is socially generated and perpetuated, reflecting the interaction of individual and community. This makes the â€Å"culture of poverty† theory different from the â€Å"individual† theories that link poverty explicitly to individual abilities and motivation. Technically, the culture of poverty is a subculture of poor people in ghettos, poor regions, or social contexts where they develop a shared set of beliefs, values and norms for behavior that are separate from but embedded in the culture of the main society. Oscar Lewis was one of the main writers to define the culture of poverty as a set of beliefs and values passed from generation to generation. He writes, Once the culture of poverty has come into existence it tends to perpetuate itself. By the time slum children are six or seven they have usually absorbed the basic attitudes and values of their subculture. Thereafter they are psychologically unready to take full advantage of changing conditions or improving opportunities that may develop in their lifetime. ( Scientific American, October 1966 quoted in Ryan, 1976: 120) 8 Cultures are socialized and learned, and one of the tenants of learning theory is that rewards follow to those who learn what is intended. The culture of poverty theory explains how government antipoverty programs reward people who manipulate the policy and stay on welfare. The underlying argument of conservatives such as Charles Murray in Loosing Ground (1984) is that government welfare perpetuated poverty by permitting a cycle of â€Å"welfare dependency† where poor families develop and pass on to others the skills needed to work the system rather than to gain paying employment. The net result of this theory of poverty is summed by Asen’s (2002: 48) perceptive phrase, â€Å"From the war on poverty to the war on welfare. This theory of poverty based on perpetuation of cultural values has been fraught with controversy. No one disputes that poor people have subcultures or that the subcultures of the poor are distinctive and perhaps detrimental. The concern is over what causes and constitutes the subculture of poverty. Daniel Patrick Moynihan found the concept particularly applicable to his study of Black p overty in the early 1960s and linked Black poverty to the largely â€Å"dysfunctional† Black family found in central cities. Valentine (1968:20) criticizes E. Franklin Frazier, who with Daniel Patrick Moynihan (1965), portrayed the culture of the negro poor as an â€Å"immoral chaos brought about by the disintegration of the black folk culture under the impact of urbanization†. In other sub-cultural situations the cultural portrayal of the poor is more sympathetic. For example, many liberal scholars understand the cultural problems that Native Americans face trying to assimilate middle class value systems.

Analysing the Financial Performance of Garner Ltd †Free Samples

Question: Discuss about the Financial Performance of Garner Ltd. Answer: The main objective of this report is to focus on the calculation of various ratios of Garner Ltd for the year ended 2007 as well as 2008 for analysing the financial performance of the company. The report will mainly focus on profitability and liquidity position of the company through various ratios like profitability ratio and liquidity ratio. The ratios can be calculated as follows Ratio Formula 2007 2008 Current ratio Current assets/current liabilities 2.21 1.27 Quick ratio Current assets less inventories / current liabilities 1.68 0.97 Debt ratio Total liabilities / total assets 0.38 0.40 Inventory turnover ratio Cost of sales / average inventory 3.68 Accounts receivable turnover ratio Credit sales / Average accounts receivable 6.00 Gross profit percentage Gross profit/sales * 100 40.00 41.67 Profit margin Profit/Sales *100 9.00 10.00 Return on total asset EBIT/Net assets 0.49 0.52 Return on owner's equity Profit after tax / Total equity 0.18 0.21 Looking at the liquidity ratio of the company that is the current ratio and quick ratio of the company, it can be identified that both current ratio and the liquid ratio of the company is in decreasing trend (Bodie, 2013). The current ratio of the company decreased to 1.27 in 2008 as compared to 2.21 in 2007 whereas, the quick ratio of the company decreased to 0.97 in 2008 as compared to 1.68 in 2007. As the liquidity ratios indicate the capability of a company to pay off its short-term obligation, the decreasing trend is indicating that the companys ability to pay-off its short term obligations is decreasing (Waemustafa Sukri, 2016). Looking at the profitability ratios like percentage of gross profit as well as profit margin and return on total assets ratio, it can be identified that all the profitability ratios are in increasing trend that indicated that the company is strong, stable and have a good growth prospect for the future year. The growth prospect and upward moving profitability ratios will definitely attract the investors for investing their fund (Babalola Abiola, 2013). If the stability ratio of the company that is the debt ratio and liquidity ratios are considered, it can be identified that the debt ratio of the company has been slightly increased to 0.40 in 2008 from 0.38 in 2015 (Nyabwanga et al., 2013). A debt ratio of generally 0.5 or lower is considered to be reasonable as it indicates that the company is less risky or to be more specific, the liabilities of the company is just 50% of its assets. Further, though the liquidity ratios are in decreasing trend, the company is still in better position to pay-off their current obligations. Therefore, it can be said that the company is stable and will be considered as solvent over the coming years (Haslem Longbrake, 2015). From the above analysis, it is concluded that from all the aspects like profitability, stability and liquidity, the company is performing well and will be considered as stable from the investing prospect. The company will therefore, be able to borrow money, avail good credit terms and attract the investors to invest their fund. However, as the liquidity ratios are in decreasing trend, Garner Ltd shall look into the matter as further fall will threaten its repaying capability of short-term obligations. References Babalola, Y. A., Abiola, F. R. (2013). Financial ratio analysis of firms: A tool for decision making.International journal of management sciences,1(4), 132-137. Bodie, Z. (2013).Investments. McGraw-Hill. Haslem, J. A., Longbrake, W. (2015). A discriminant analysis of commercial bank profitability. Nyabwanga, R. N., Ojera, P., Simeyo, O., Nyanyuki, N. F. (2013). An empirical analysis of the liquidity, solvency and financial health of small and medium sized enterprises in kisii municipality, Kenya. Waemustafa, W., Sukri, S. (2016). Systematic and unsystematic risk determinants of liquidity risk between Islamic and conventional banks.