Thursday, October 31, 2019

Would legalize Medical Marjuana help the ecomony in New York Research Paper

Would legalize Medical Marjuana help the ecomony in New York - Research Paper Example Much of the current debate on whether to legalize marijuana is based on its medicinal properties. Once this is accepted (that it is indeed medicinal), the debate shifts to the possible abuses for which it is used by some people, particularly the fear of getting addicted to it just like nicotine. However, much of the controversy stems from the wrong notions of what marijuana is and is not. For one, people mistakenly think it can cause accidental deaths due to smoking or ingesting the seeds. But no one had died of an overdose from marijuana use. Advocates claim smoking it does not cause any serious side effects, unlike alcohol or tobacco. Marijuana does not cause liver damage, cancer, heart disease, birth defects or emphysema. All it can do is to induce lethargy, short-term memory loss, mild hypotension (low blood pressure), ataxia (walk or gait that is staggering), light headedness and a temporary loss of concentration. Marijuana is the third most-consumed drug in the world (after alc ohol and tobacco). It is therefore very timely to review the possible legalization of marijuana as a major source of new revenues, similar to the so-called sin taxes imposed on alcohol and cigarettes. This short paper examines the possible ramifications of legalizing marijuana for medical use since it has been proven to cure a number of ailments but without any serious side effects. Discussion Several states have already legalized the medical use of marijuana, among them New Jersey, Arizona and Washington, DC (passed their laws only last year). There are now a total of 16 states which had legalized marijuana but they had imposed restrictions on its use such as requiring registry ID cards before allowing a purchase. Moreover, these states already derive a substantial amount in taxes which they collect based on the number of usable ounces or on the number of mature and immature plants a person is allowed to plant and raise in his place. The growing consensus is now to allow marijuana use because most of the claims against its use are often grossly exaggerated, sensationalized and found to have no basis by research. With this in mind, the focus of this proposed research paper will be on the economic benefits that the state of New York can potentially derive from the legalization of marijuana. It will not discuss the pros and cons of whether people will abuse it once it is legalized but more on what the potential economic benefits will be to the state coffers of New York. New revenue streams, like the sin taxes imposed on alcohol and tobacco consumption, will prevent raising new taxes or increasing existing taxes. As an aside, it is quite surprising that tobacco is legal although it is confirmed to be very addictive due to the nicotine content in it while marijuana is illegal but has no addictive qualities. New York state is contemplating new budget cuts. Research Variables This section discusses some of the variables that will be tackled during the research. It w ill delve more into the economic variables to quantify the research problem and also give a good feedback on the success of the proposed solution (legalization of marijuana). Moreover, the focus will also deal with the operational concerns once legalization is achieved (assumed). The later portions of this paper will likewise explore the possible research questions, a brief time-line for completion of this project and the major topics of the main data sources. Potential Market Demographics –

Tuesday, October 29, 2019

What Is The Most Important Virtue For Human Fulfillment Essay

What Is The Most Important Virtue For Human Fulfillment - Essay Example In the same regard, it is interesting to note the work of four prominent thinkers of their respective times, namely: Descartes, Spinoza, Emerson and Tolstoy, a brief discourse of which is presented hereunder. The stance of Rene Descartes on the said issue can be summarized as, "I think, therefore I am" (Descartes, 1641). Now a very popular statement, this means much more than the literal meaning. This can be taken as the essence of the entire philosophy of Descartes, wherein he began to understand himself by virtue of his thought processes. On the same lines, his thoughts can be extrapolated upon mankind as a whole. The fact of the matter lies in the fact, that man cannot achieve fulfillment if he does not think; this, even as a proposition is considered to be impossible according to the stance of Descartes. By virtue of undertaking things, dealing with them, and ultimately being deceived by them, it becomes all the more evident to man that there is a reality that exists. This reality can be identified with, and the highest virtue can subsequently be attained by means of thinking. Contemplation gives insight, and ultimately self-actualization. There can be no better strength than realizing one's true potential of existence. Ethics by Spinoza Spinoza's views advocate, "All our endeavors or desires so follow from the necessity of our nature" (Spinoza, 1677). This concept given by him refers to the identification of the power that the human being yields and associates from within himself. Whatever one might seek or ask, it is basically a product of how one identifies with the concept of self. The most significant virtue here becomes knowing about oneself. A person, who realizes himself, is truly the most potent of all. Desires, passions and restraints of the material world, can only be understood with reference to the person. Therefore, if and when a person appreciates his own personal standing and inception, it subsequently becomes the greatest source of endowment and fulfillment for the person. Self-Reliance by Ralph Waldo Emerson Ralph Emerson here postulates, "Insist on yourself; never imitate" (Emerson, 1841). This again is a propagation of the belief that an individual should at all times try to be what he/she is, and not impose a figure, picture of personality which is not a true depiction of the same. If one has the tendency to falsify one's self-image, then true actualization of self can never be there. To be able to appreciate and attain the highest order of fulfillment, the greatest virtue here would be to not pay heed to social and extraneous challenges, and keep representing one's own personality as it is. If in the face of conflict, one tends to shy away from the true sense of being, then it can never really come out. Under normal circumstances, it is always simple to portray oneself; however, the true test of character is when there is antagonism, and yet still a person can attain virtue by means of beings what he truly is. The Death of Ivan Ilych by Leo Tolstoy Leo Tolstoy deliberates upon the topic in the following way, "In place of death there was light" (1886). Though this may seem ironically contrary to the actual concept of life itself, yet this line answers probably the greatest mystery of life - death. So is the virtue of human fulfillment embedded in death Not exactly; it is in understanding the concept of death. It refers to establishing a belief that this entire struggle in life is death itself, and the absolute moment of death, is just the termination of this struggle. The ultimate attainment in life

Sunday, October 27, 2019

Benefits and Strategies of Learning Through Play

Benefits and Strategies of Learning Through Play Play is essential in child’s early years. In my model of play, every area is interrelated in regards to play. Play can happen at any point of time and at any place. From a child’s perspective, play is enjoyable and imaginative. Educators play an important role in planning play activities in the curriculum and to sustain their thinking. Background of the family reflects how children play at home and with their peers. In my model of play, a cultural-historical theory drives my play practices. According to Vygotsky, â€Å"Children will give new meaning to objects in their play in order to progress imaginary play† and to understand reality by learning how people work through role-playing (Fleer, 2013). He also continued that professionals in early childhood will contribute in children’s play through interactions in sustained shared thinking and through play connections with children (Fleer, 2013). Thus; my model of play revolves around these important aspects for a child – culture, play, educator, curriculum, family and educator. Each aspect will be further explaining in the following: Play Cultural –historical view of play can be reflected in my model of play. In this model, children engaged in both structured and unstructured play. In unstructured play, children will develop a state of mind, helping them to deal with feelings or challenges in their life and at the same time, providing opportunities for them to explore different ways in doing things (Bruce, 2011). From a child’s perspective, they use very minimal effort to move between play and real world (Edmiston, 2008). When they play, they create imaginary situations. These imaginary situations are based on their real-world experiences and children give new senses to their movements and objects (Fleer, 2013). I observed how these two girls, Ann (three years old) and May (six years old) playing at the kitchen corner. They are creating imaginary situations. In their play, they take on roles. They pretend to be mother and baby. As they are in their imaginary situations, children began to move away from r eality. They became more detailed in taking their roles. In my observations, Ann began to sound like a baby and will seek attention from her â€Å"mother†. Both children learn about everyday concepts as they observe how their mother takes care of baby. From there, they also picked up scientific concepts about movement like walking, carrying baby dolls and cuddling. Culture The family background of the child sets conditions for play. Usually, children imitate the role of the people they have most contact with. For example, if children will imitate the role of the teacher when they are at home; or in school, they will take on the role of their mother as they had been observing how she manages the kitchen daily. As children develop their play, they adopt the role and create their make-believe stories. In my observations on my play model, Ann and May adopt the roles of mother and baby and they moved on to puppetry play and bake cookies. When children are in play, children move in and out of imaginary situations (Fleer, 2013). They use special languages to communicate to draw a line between real worlds and play experiences. Children also use their language based on their family background. As May and Ann are Malays, they have included their mother tongue in their play conversations. They used, â€Å"ka kak† which means sister in their conversation. T his also explains that culture reflects on how children interact in their play experiences. It frames on how children play occurs based on their everyday experiences. In Vygotsky’s theory, he noted that a child’s daily life experiences sets and frames on how play may occur and children will not play freely (Fleer, 2010). Curriculum In my school, we believe that children learn through play. In our planning, we engage children in purposeful play and as well as free play. Thus, we do not provide worksheets for children to work on. For example, children (aged 3 years old) will be hunting for items associated with letter ‘f’, explore what they can do their feet and traced the letter by walking on the letter. As children are still developing their fine motor skills, teachers should not be stressing if the child is able to write. Instead, teachers can work on their gross motor skills and they learn through kinetic movements. From children’s perspective, they view it as play as they get to walk, jump and most importantly, it is enjoyable and fun. In my school, children also participated in projects. We lead provocation through their play activities. During the interactions, teachers and children are involved sustained shared thinking. Sustained shared thinking is an effective interaction where two or more parties and â€Å"working together† to understand concepts, cracking a problem and extending conversations and activities (Siraj-Blatchford, 2007). In our play incidents during our project, we sustain children’s thinking by asking open-ended questions. Our curriculum is also tied closely to Ministry of Education (MOE) kindergarten framework. In a Kindergarten Learning Forum opening speech by Ms Indranee Rajah, she mentioned that MOE strongly believes that the critical principle of learning in the early years is engaging in learning through purposeful play (MOE, 2012). They believe that children will learn through purposeful play as they are feeling competent about their ability to learn and develop their physical, cognitive, emotional and social skills. In my centre, we believe that children are competent and engage children in both purposeful play and as well as free play. Therefore, my model of play ties in closely with my school’s curriculum which we encourage children to learn through play and as well as referring to MOE’s kindergarten framework to support children in purposeful play activities. Educators As educators, we play critical role in sustaining children in play. We need look into our pedagogical role in engaging children in play. As children change the meaning of objects we have to look into the depth of play experiences to ensure that these play experiences benefit the children. When a purposeful play activity happens, Educators have to thoughtfully plan the activities with appropriate resources and materials for children to explore. Teachers have to constantly reflect on their teaching practices to see whether their planned activities are inviting children’s interest to be engaged and learning (Lim, 2010). Thus, teachers should provide a variety of play activities in child’s learning and a balance of play and work activities. These balance of play and work activities should include unstructured play to structured play such as from child-initiated play to teacher directed play. Educators should also take note of the sensitivity interaction between child and adult in play and playful experiences activities. Some play does not have to be guide by adults but educators should note that they have to be around even though it is free play for children. Even though the school has a strong curriculum, teachers have to be culturally sensitive to understand each and every child who enters to the classroom. Thus, as educators, we should not be stereotyping the children through similar characteristics of the children. Instead, we should take time to listen to the children when they are at play and interactions before we really make any conclusions on the child’s need and making it into his or her individual goals. This also explains that educators are also assessing for play. In Fleer’s (2010) explanation, assessment for play is how educators assess formative assessment and summaries the assessment at the end of a project or event. While observing the children, we also assess the children through play. This helps educators to do their observations and analyse when children are engaged entirely in play activities (Fleer, 2013). Teachers play a critical how in documenting down these play moments. Documentations can be recorded down in photographs, children’s voices or drawing which children is comfortable with and they can be displayed in the classroom. From all these play moments, children can find out what do they want to find out, and apply their knowledge gained from their inquiry. Fahey (as cited in Fleer, 2013) reasons in inquiry learning, that it is important to provide children the chance to ask questions, clarifying points and to be engaged in the topics which they are interested. This is also useful and going in depth of the child’s play so that learning can be furthered in play (Fleer, 2013). Teachers and children can also review their play activities in a form of KWL chart. This helps children to revisit the play activities and find out what they have learnt and how they can apply their knowledge gain in other situations. Environment Another aspect to discuss is the environment conditions and affordances in play. I believe that environment has an impact in play practices. Whether it is at school, community or at home, it provides different opportunities for the child to learn in daily life. At school, based on child’s interest, educators can then work on setting up the relevant resources in the classroom. Hedges (as cited in Lim, 2010) even inspire teachers to work together with children and sharing responsibility in order to have a child-initiated curriculum where teachers and children can co-construct appropriate and meaningful knowledge. In my school setting we believe that the environment is the third teacher. From a child’s perspective, the visual influences interaction and developing thinking and learning (Strong-Wilson Ellis, 2007). As our school is inspired by Reggio Emilia, it advocates that teachers to take note to the numerous ways to use the space to invite interactions (Strong-Wilson Ellis, 2007). To encourage children to participate in their culture community and to engage in meaningful play activities, teachers who are influenced by Reggio Emilia have capitalize on the environment’s potential as a developmental niche where children acquire knowledge skills and understandings (New, 2007). Thus, at my school setting, the classroom has wide windows to allow natural light to shine through the class. The resources used in the classroom are closest to the natural materials such as twigs, leaves, branches. This can form part of children’s play as they use these materials to create new meanings and interact with their peers and teachers. The environment also reflects school’s basis in John Dewey’s educational philosophy and Vygotsky’s social constructivist learning theory (Tar r, 2001). Both theorists â€Å"believe that children can best create meaning and make sense of their world through living in complex, rich environments which support complex, varied, sustained, and changing relationships between people, the world of experience, ideas and the many ways of expressing ideas† (Tarr, 2001, p.7). The outdoor environment also supports in children’s play. In my school, children are encouraged to engage in outdoor play activities. As my school setting are able to afford big spaces for children, we have the space for water play and sand play. This provides children to be exposed to a variety of play activities be it in classroom or outdoors. Family With reference to cultural-historical theory, play is learned in families (Fleer, 2013). Families can engage children in play and they can learn to pick up valued skills. For an example, parents will do house chores and from a child’s perspective, it is a play and fun activity in helping their parents. In this case, play has developed into an activity which children have contributed to the family. I feel that families should not neglect children’s play at home or when they are with them. Involving families in children’s play can motivate the child in learning and exploring new things, and fostering relationship between them. In conclusion, play is leading activity (Fleer, 2013) in a child’s life. By viewing at how each and every aspect contributes to play, as an educator, I have to constantly reflect on my teaching practices on how I can engage children in play. As technology has been moving rapidly, children are more engaged in technology such as iPad, children may forgo about playing physically with peer interactions. Thus, families and educators should be reminded that there should also be a balance between play activities for the child to be engaged and learn. Reference List Bruce, T. (2011). Learning through play: for babies, toddlers and young children (2nd ed.). London: Hodder Education. Edmiston, B. (2008). Chapter 1. Ethics in play. In B. Edmiston. Forming ethical identities in early childhood play, pp. 1 – 24. New York: Routledge. Fleer, M. (2010). Chapter 2. Parallel conceptual worlds. In Early learning and development: cultural-historical concepts in play, pp.20 -32. New York: Cambridge University Press. Fleer, M. (2013). Play in the Early Years. Port Melbourne: Cambridge University Press. Lim, S. M-Y. (2010). Reconsidering the play-work dichotomy in pedagogy. In M. Ebbeck M. Waniganayake (eds.). : Learning in diverse contexts, pp.141 -156. South Melbourne: Oxford University Press. Ministry of Education. (2012). Kindergarten learning forum. Retrieved June 19, 2014, from http://www.moe.gov.sg/media/speeches/2012/11/20/opening-address-by-ms-indranee-rajah-at-kindergarten-learning-forum-2012.php New, R. S. (2007). Reggio Emilia as cultural activity theory in practice. Theory into Practice, 46(1), 5-13. Siraj-Blatchford, I. (2007). Creativity, communication and collaboration: The identification of pedagogic progression in sustained shared thinking. Asia-Pacific Journal of Research in Early Childhood Education, 1(2), 3-23. Strong-Wilson, T., Ellis, J. (2007). Children and place: Reggio Emilias environment as third teacher. Theory into practice, 46(1), 40-47. Tarr, P. (2001). Aesthetic Codes in Early Childhood Classrooms: What Art Educators Can Learn from Reggio Emilia. Name: Loo Si Hui Student ID: 25687514 Page 1

Friday, October 25, 2019

Christmas Is A Good Holiday For Many Reasons :: essays research papers

Christmas Is A Good Holiday For Many Reasons   Ã‚  Ã‚  Ã‚  Ã‚  Christmas is a good holiday for many reasons. There are reasons that exist that make Christmas a bad holiday, but for the most part it is a wonderful time of year. Millions of people around the world will agree that Christmas is one of the most fun and exciting holidays. Christmas is a good holiday because students get a vacation from school, people get to exchange gifts with friends and family, and people get to spend time with their families. Those three reasons, among others, help to make Christmas one of the best holidays.   Ã‚  Ã‚  Ã‚  Ã‚  First of all, Christmas is a good holiday because students get a vacation from school. While not in school, students have no homework. That really helps to make the holidays more enjoyable. With no school, students have no reason to get up early so they can stay out late and sleep late in the morning. When Christmas comes around, it means that the school year is half over. If a student has done well the first semester, he or she is sure to survive the second semester.   Ã‚  Ã‚  Ã‚  Ã‚  Next, people get to exchange gifts with friends and family. Exchanging gifts is always fun because people receive new things. Who couldn't enjoy something that was given to them free. Also, people get to give gifts to their friends and family. Giving gifts always gives people that warm happy feeling inside. The most enjoyable part is seeing the gifts that people gave being opened by the people receiving them. That always puts a smile on peoples faces.   Ã‚  Ã‚  Ã‚  Ã‚  Last but not least, people get to spend time with family. Some of the family may not have been seen in a long time so it puts everyone in a good mood to finally see them. Being with family is fun and helps make the holidays more enjoyable. One thing that many families may find interesting is sharing stories.

Thursday, October 24, 2019

Healthsouth Fraud

An obstacle to Aaron Beam’s moral behavior is when he moved some of the businesses start up costs as expenses and list them as capital investments, which inflates the company profit margins. Beam initially did this because of the pressure from Scrushy to make the company appear more profitable. Then the cycle continues. The way I understand the meaning of the â€Å"loyal agent’s argument† is that you do what you are instructed to do by your employer regardless. However, I do not believe Aaron Bean could or should have used the loyal agent’s argument to defend his actions.The only way possible would have been because his boss, Scrushy pressured him into â€Å"cooking the books† so to speak. Based on our text, Beam knew he was stretching the truth because he continued to believe that the investors had to have some kind of knowledge of what he was doing. According to my understanding of the 3 levels of Kohlberg’s moral development, I would place Beam in Level Two; Stage Three: Interpersonal Concordance Orientation, based on how he conforms to how Scrushy expects him to act.It is important for a person in this stage to feel well liked and I believe Beam needed that validation I found identifying a stage for Scrushy to be more difficult. Based on the information I would pick Level One: Stage Two: Instrumental and Relative Orientation primarily because Scrushy ultimately gets what he wants. He will use the system or manipulate people to fulfill his own needs. Healthsouth Fraud An obstacle to Aaron Beam’s moral behavior is when he moved some of the businesses start up costs as expenses and list them as capital investments, which inflates the company profit margins. Beam initially did this because of the pressure from Scrushy to make the company appear more profitable. Then the cycle continues. The way I understand the meaning of the â€Å"loyal agent’s argument† is that you do what you are instructed to do by your employer regardless. However, I do not believe Aaron Bean could or should have used the loyal agent’s argument to defend his actions.The only way possible would have been because his boss, Scrushy pressured him into â€Å"cooking the books† so to speak. Based on our text, Beam knew he was stretching the truth because he continued to believe that the investors had to have some kind of knowledge of what he was doing. According to my understanding of the 3 levels of Kohlberg’s moral development, I would place Beam in Level Two; Stage Three: Interpersonal Concordance Orientation, based on how he conforms to how Scrushy expects him to act.It is important for a person in this stage to feel well liked and I believe Beam needed that validation I found identifying a stage for Scrushy to be more difficult. Based on the information I would pick Level One: Stage Two: Instrumental and Relative Orientation primarily because Scrushy ultimately gets what he wants. He will use the system or manipulate people to fulfill his own needs.

Wednesday, October 23, 2019

Balance Sheet and Income Statement Commentary Essay

On JB Hunt’s balance sheet for 2011 lists current assets of $513,542,000 and current liabilities of $438,515,000, yielding a current ratio of 1.17, which indicates the company, has $1.17 of current assets for every $1 of current liabilities. The previous year 2010, the current ratio was 0.91. This shows a 29% increase in the current ratio over the previous year. An organization with a current ratio of 2 or higher is usually viewed by lenders to be a safe risk for short-term credit. Based on the 29% increase in current ratio, JB Hunt is in a better position to obtain short-term financial than it was in 2010. However, it is still below the benchmark of 2 that lenders feel to be a safe risk. Under the economic circumstances of the past five years, lenders may take into consideration other factors such as comparing JB Hunt’s current ratio to that of other competing trucking companies. JB Hunt’s quick ratio for 2011 is 0.95 and for 2010 was 0.70. A quick ratio or â₠¬Å"acid-test† measures cash, securities, and accounts receivables of a company in comparison to its current liabilities. The quick ratio is especially important to companies that have a history of challenges with converting inventory into cash quickly. This difficulty could interfere with the company’s ability to pay its short-term debt. A quick ratio between 0.50 and 1.0 is typically perceived as satisfactory, but with a shadow of potential cash-flow problems. JB Hunt’s quick ratio improved by 36% over the previous year, which indicates the company, has improved its ability to meet its short-term obligations. JB Hunt’s debt to stockholders equity ratio for 2011 is 299% and 242% for 2010. This ratio evaluates the extent to which the company relies on borrowed money for its operations. A ratio over 100% indicates a business has too much debt and not enough equity to pay off the debt if they suddenly needed to do that. With a debt to equity ratio of 299%, JB Hunt has a significantly high level of debt when compared to its equity. Investors and lenders would most likely view the company to be too risky to either invest in or to lend money to. JB Hunt’s basic earnings per share ratio for 2011 is 1.07 and 0.79 for 2010. This ratio indicates the amount of profit the business earned for each share of outstanding common stock. The earnings per share ratio reveal earnings that potentially stimulate the growth of a company and provide funds, which can be distributed as a dividend to stockholders. JB Hunt’s basic earnings per share increased by 35% over the previous year, which indicates the company has money to reinvest to ignite further growth. JB Hunt’s return on sales ratio for 2011 is 94% and 92% for 2010. This ratio indicates if the company is keeping pace with or exceeding its competitors in producing income from sales and services. JB Hunt increased its sales ratio by 2% over last year. A 94% sales ratio is an extremely high number compared with the other three companies analyzed for this assignment. To determine how competitive this ratio is with the ratios of other trucking companies would require additional research and analysis of more companies, which is outside the scope of this assignment. JB Hunt’s return on equity ratio for 2011 is 45% and 35% for 2010. This ratio assesses risk by indicating how much a company earned for each dollar invested by shareholders. JB Hunt’s equity ratio of 45% is a profitable ratio especially since investors consider a ratio over 15% to be a reasonable return. In addition this ratio is an increase of 29% over the previous year. UFP Technologies (Plastics manufacturing) The 2011 balance sheet for UFP Technologies lists current assets of $58,040,394,000 and current liabilities of $9,465,304,000, yielding a current ratio of 6.13, which indicates the company, has $6.13 of current assets for every $1 of current liabilities. The previous year 2010, the current ratio was 47.62. This shows a significant increase in the current ratio over the previous year, which is due to assets acquired in 2010 due to an acquisition. An organization with a current ratio of 2 or higher is usually viewed by lenders to be a safe risk for short-term credit. Based on a current ratio that is more than 3 times what is considered to be a safe risk, UFP Technologies seems like it will have no trouble obtaining short-term credit should the need arise. UFP Technologies’ quick ratio for 2011 is 4.80 and for 2010 was 36.12. This company has an outstanding quick ratio that is 4 times what is typically perceived as satisfactory. Based on this ration UFP Technologies should have no problem with cash flow or with paying its short-term debt. UFP Technologies’ debt to stockholders equity ratio for 2011 is 29% and 38% for 2010. This ratio indicates that the company has a low percentage of debt compared to its equity and does not rely on borrowed money to run its operations. Investors and lenders would most likely view the company to be a safe investment or a safe company to lend money to on a short-term basis. UFP Technologies’ basic earnings per share ratio for 2011 is 0.77 and 0.72 for 2010. The company’s basic earnings per share increased by 7% over the previous year, which indicates the company has some money to reinvest for further growth. UFP Technologies’ return on sales ratio for 2011 and 2010 is 12%. There was no change in this ratio from the previous year. This ratio indicates the company may not be keeping pace with its competitors in producing income from sales and services. UFP Technologies’ return on equity ratio for 2011 is 17% and 18% for 2010. This ratio assesses risk by indicating how much a company earned for each dollar invested by shareholders. UFP Technologies’ equity ratio of 17% is a profitable ratio especially since investors consider a ratio over 15% to be a reasonable return. However, the ratio decreased by 5.5% over last which may be upsetting to shareholders who are looking for an increase in this ratio year after year and not a decrease. United Natural Foods, Inc. (Specialty food stores) United Natural Foods’ balance sheet for 2011 lists current assets of $8,444,492,000 and current liabilities of $463,421,000, yielding a current ratio of 18.22, which indicates the company, has $18.22 of current assets for every $1 of current liabilities. The previous year 2010, the current ratio was 1.37. This shows a 1,229% increase in the current ratio over the previous year. An organization with a current ratio of 2 or higher is usually viewed by lenders to be a safe risk for short-term credit. With a current ratio of 18.22 United Natural Foods would definitely be view favorably by lenders if the need arose to seek short-term credit. United Natural Foods’ quick ratio for 2011 is 0.59 and for 2010 was 0.44. The quick ratio is especially important to companies that have a history of challenges with converting inventory into cash quickly. A quick ratio between 0.50 and 1.0 is typically perceived as satisfactory, but with a shadow of potential cash-flow problems. Althoug h a quick ration of 0.59 is an improvement over last year, this number is still low and indicates United Natural Foods may experience financial difficulty, which could interfere with the company’s ability to pay its short-term debt. United Natural Foods’ debt to stockholders equity ratio for 2011 is 61% and 98% for 2010. This ratio evaluates the extent to which the company relies on borrowed money for its operations. A ratio over 100% indicates a business has too much debt and not enough equity to pay off the debt if they suddenly needed to do that. With a debt to equity ratio of 61%, which is a decrease of 37% over the previous year, United Natural Foods has significantly decreased its dependency on borrowed money to fund its operations. This makes the company more appealing to either investors or lenders since the reduction in this ratio indicates the company is less of a risk than it was a year ago. United Natural Foods’ basic earnings per share ratio for 2011 is 0.80 and 0.79 for 2010. This ratio indicates the amount of profit the business earned for each share of outstanding common stock. The company’s basic earnings per share increased by 1.2% over the previous year, which indicates th e company is moving in the right direction toward increasing the earnings per share so that it can reinvest in the company and grow the company in the future. This percentage is actually a good indicator of grow considering the state of the economy over the past 5 years. United Natural Foods’ return on sales ratio for 2011 and 2010 is 3%. This ratio indicates the company is maintaining the status quo and produced the same amount of income from sales and services this year that it did last year. This could be due to the volatile economic conditions preventing new customers from shopping at United Natural Foods because they need to find way to cut costs. United Natural Foods’ return on equity ratio for 2011 is 9% and 11% for 2010. This ratio assesses risk by indicating how much a company earned for each dollar invested by shareholders. United Natural Food’s equity ratio for 2011 decreased by of 2%, which is a disappointing number for shareholders. Investors consider a ratio over 15% to be a reasonable return. Wells Fargo (Mortgage Company) Wells Fargo’s balance sheet for 2011 lists current assets of $1,313,867 million dollars and current liabilities of $920,070 million dollars, yielding a current ratio of 1.43, which indicates the company, has $1.43 of current assets for every $1 of current liabilities. The previous year 2010, the current ratio was 1.48. This shows a 3.4% decrease in the current ratio over the previous year. An organization with a current ratio of 2 or higher is usually viewed by lenders to be a safe risk for short-term credit. Based on the current ratio, Wells Fargo is a risky company for any lender. Under the economic circumstances of the past five years, lenders may take into consideration other factors such as comparing Wells Fargo’s current ratio to that of other competing companies. Wells Fargo’s quick ratio for 2011 is 0.07 was 0.11. A quick ratio or â€Å"acid-test† measures cash, securities, and accounts receivables of a company in comparison to its current liabilit ies. A quick ratio between 0.50 and 1.0 is typically perceived as satisfactory, but with a shadow of potential cash-flow problems. Wells Fargo’s quick ratio is 0.43 points below the minimum level of satisfactory. This company is severely at risk of not being able to convert inventory into cash quickly and may end up defaulting on its short-term debt. This is a risky company for investors and lenders. Wells Fargo’s debt to stockholders equity ratio for 2011 is 827% and 884% for 2010. This ratio evaluates the extent to which the company relies on borrowed money for its operations. A ratio over 100% indicates a business has too much debt and not enough equity to pay off the debt if they suddenly needed to do that. With a debt to equity ratio of 827%, Wells Fargo has an astronomical level of debt when compared to its equity. Investors and lenders obviously view this company as a business to avoid. Wells Fargo’s basic earnings per share ratio for 2011 is 1.50 and 1.18 for 2010. This ratio indicates the amount of profit the business earned for each share of outstanding common stock. The earnings per share ratio reveal earnings that could potentially stimulate the growth of a company and provide funds, which can be distributed as a dividend to stockholders. Wells Fargo’s basic earnings per share increased by 27% over the previous year, which indicates the company may have some money to reinvest back into the company for growth. Wells Fargo’s return on sales ratio for 2011 is 48% and 36% for 2010. This ratio indicates if the company is keeping pace with or exceeding its competitors in producing income from sales and services. Wells Fargo increased its sales ratio by 12% over last year. A 48% return on sales ratio is a high number. This ration indicates that the company is making strides to be competitive again. Wells Fargo’s return on equity ratio for 2011 is 11% and 10% for 2010. This ratio assesses risk by indicating how much a company earned for each dollar invested by shareholders. Investors consider a ratio over 15% to be a reasonable return. A ratio of 11% is disappointing to investors. However, it is a slight improvement over the previous year. So the company may be working on pulling itself back up and learning how to become profitable and attractive to lenders and investors once again. References Raibom, C.A. (2010). Core Concepts of Accounting (2nd ed.). : John Wiley & Sons Inc.. Annual Reports, http://www.sec.gov, date retrieved 06/28/2012