Warren Wilson College GPA, SAT Scores and ACT Scores

How Social Inequalities Affect A Person S Experience Of...

The aim of this essay is to look at how social inequalities affect a person`s experience of drug and alcohol dependency and their potential for recovery or successful treatment. Due to social inequality people are ostracised from society, these individuals who are stigmatised and suffer discrimination are often the poor as opposed to the hierarchy who have better opportunities in life. Social Inequality refers to the way individuals in society are labelled regarding their status. This could be their citizenship, location or other factors such as age, gender or class. This essay will look at social inequalities and who experiences them, however the main focus will be on those with drug and alcohol dependencies and how stigma and marginalisation are attached to them. Additionally the essay will look at some of the reasons why the stigma attached to someone dependent on drugs or alcohol can create barriers to accessing treatment and impact on their recovery. There are two main areas for social inequality, one being the equality of conditions, the other being income and material possessions. (Lewis 2011) The poor are being blamed for their own poverty and have been labelled as scroungers who prefer to receive benefits than earn a living. In actual fact a large number of people living in poverty are working, these are usually long hours for minimum wages. Housing is also typical of social inequality, in particular the homeless or those who are in hostels. The poorer communitiesShow MoreRelatedHsc Level 5 Unit 534 Essay14626 Words   |  59 PagesCandidate Performance Evidence Record | | NVQ Title and Level: Health and Social Care level 5 Unit 534 †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦..†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦...... Candidate Name: Rafal Gac †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦..................... Use this form to record details of activities (tick as appropriate) Observed by your assessor | | Professional discussion | | Evidence ref:Unit numbers: | Seen by an expert witness | | Product evidence observed | | | Seen by a witness | | Assignment/ ProjectOther__________________Read MoreDiscuss the Importance of Non Verbal Communication to Education24125 Words   |  97 PagesInternational Fund for Agricultural Development Enabling poor rural people to overcome poverty * Rural Poverty Portal * Contact us * Employment scam * Site map * Copyright * Subscribe * What s new * Accessibility ------------------------------------------------- Top of Form Search Bottom of Form * Home * About * Operations * Development effectiveness * Evaluation * From the field * Partners * Topics * Newsroom * Events Read MoreProject Mgmt296381 Words   |  1186 PagesTopics Chapter 1 Modern Project Management Chapter 8 Scheduling resources and cost 1.2 Project defined 1.3 Project management defined 1.4 Projects and programs (.2) 2.1 The project life cycle (.2.3) App. G.1 The project manager App. G.7 Political and social environments F.1 Integration of project management processes [3.1] 6.5.2 Setting a schedule baseline [8.1.4] 6.5.3.1 Setting a resource schedule 6.5.2.4 Resource leveling 7.2 Setting a cost and time baseline schedule (1.3.5) [8.1.3] 6.5.2.3 CriticalRead MoreDeveloping Management Skills404131 Words   |  1617 Pagesbuilt-in pretests and posttests, focus on what you need to learn and to review in order to succeed. Visit www.mymanagementlab.com to learn more. DEVELOPING MANAGEMENT SKILLS EIGHTH EDITION David A. Whetten BRIGHAM YOUNG UNIVERSITY Kim S. Cameron UNIVERSITY OF MICHIGAN Prentice Hall Boston Columbus Indianapolis New York San Francisco Upper Saddle River Amsterdam Cape Town Dubai London Madrid Milan Munich Paris Montreal Toronto Delhi Mexico City Sao Paulo Sydney Hong Kong Seoul SingaporeRead MoreOne Significant Change That Has Occurred in the World Between 1900 and 2005. Explain the Impact This Change Has Made on Our Lives and Why It Is an Important Change.163893 Words   |  656 Pagesperspectives on the past) Includes bibliographical references. ISBN 978-1-4399-0269-1 (cloth : alk. paper)—ISBN 978-1-4399-0270-7 (paper : alk. paper)—ISBN 978-1-4399-0271-4 (electronic) 1. History, Modern—20th century. 2. Twentieth century. 3. Social history—20th century. 4. World politics—20th century. I. Adas, Michael, 1943– II. American Historical Association. D421.E77 2010 909.82—dc22 2009052961 The paper used in this publication meets the requirements of the American National Standard

English for Specific Purposes Free Essays

Business English is English language especially related to international trade. It is a part of English for Specific Purposes and can be considered a specialism within English language learning and teaching; for example, the teachers’ organization IATEFL has a special interest group called BESIG. Many non-native English speakers study the subject with the goal of doing business with English-speaking countries, or with companies located outside the Anglo sphere but which nonetheless use English as a shared language or lingua franca. We will write a custom essay sample on English for Specific Purposes or any similar topic only for you Order Now Much of the English communication that takes place within business circles all over the world occurs between non-native speakers. In cases such as these, the object of the exercise is efficient and effective communication. The strict rules of grammar are in such cases sometimes ignored, when, for example, a stressed negotiator’s only goal is to reach an agreement as quickly as possible. (See linguist Braj Kashru’s theory of the â€Å"expanding circle†. ) Business English means different things to different people, For some, it focuses on vocabulary and topics used in the worlds of business, trade, finance, and international relations. Also read  Modules 9 ; 10 For others it refers to the communication skills used in the workplace, and focuses on the language and skills needed for typical business communication such as presentations, negotiations, meetings, small talk, socializing, correspondence, report writing, and so on. In both of these cases it can be taught to native speakers of English, for example, high school students preparing to enter the job market. It can also be a form of international English. It is possible to study Business English at college and university; institutes around the world have on offer courses (modules) in BE which can even lead to a degree in the subject. How to cite English for Specific Purposes, Papers English for Specific Purposes Free Essays 2 The development of ESP The best laid schemes o’ mice and men Gang aft a-gley. (Robert Burns) From its early beginnings in the 1960s ESP has undergone three main phases of development. It is now in a fourth phase with a fifth phase starting to emerge. We will write a custom essay sample on English for Specific Purposes or any similar topic only for you Order Now We shall describe each of the five phases in greater detail in later chapters, but it will provide a useful perspective to give a brief summary here. It should be pointed out first of all that ESP is not a monolithic universal phenomenon. ESP has developed at different speeds in different countries, and examples of all the approaches we shall describe can be found operating somewhere in the world at the present time. Our summary must, therefore, be very general in its focus. It will be noticeable in the following overview that one area of activity has been particularly important in the development of ESP. This is the area usually known as EST (English for Science and Technology). Swales (1985) in fact uses the development of EST to illustrate the development of ESP in general: ‘With one or two exceptions†¦ English for Science and Technology has always set and continues to set the trend in theoretical discussion, in ways of analysing language, and in the variety of actual teaching materials. ‘ We have not restricted our own illustrations to EST in this book, but we still need to acknowledge, as Swales does, the pre-eminent position of EST in the ESP story. 1. The concept of special language: register analysis This stage took place mainly in the 1960s and early 1970s and was associated in particular with the work of Peter Strevens (Haliiday, Mcintosh and Strevens, 1964), Jack Ewer (Ewer and Latorre, 1969) and John Swales (1971). Operating on the basic principle that the English of, say, Electrical Engineering constituted a specific register different from that of, say, Biology or of General English, the aim of the analysis was to identify the grammatical and lexical features of these registers Teaching materials then took these linguistic features as their syllabus A good example of such a syllabus is that of A Course in Basic Scientific-English by Ewer and Latorre (1969) (see below p. 26). In fact, as Ewer and Latorre’s syllabus shows, egister analysis revealed that there was very little that was distinctive in the sentence grammar of Scientific English beyond a tendency to favour particular forms such as the present simple tense, the passive voice and nominal compounds. It did not, for example, reveal any forms that were not found in General English. But we must be wary of making unfair criticism. Although there was an academic interest in the nature of registers of English per se, the main motive b ehind register analyses such as Ewer and Latorre’s was the pedagogic one of making the ESP course more relevant to learners’ needs. The aim was to produce a syllabus which gave high priority to the language forms students would meet in their Science studies and in turn would give low priority to forms they would not meet, Ewer and Hughes-Davies (1971), for example, compared the language of the texts their Science students had to read with the language of some widely used school textbooks. They found that the school textbooks neglected some of the language forms commonly found in Science texts, for example, compound nouns, passives, conditionals, anomalous finites (i. e. mod-.! verbs). Their conclusion was that the ESP course should, therefore, give precedence to these forms. 2. Beyond the sentence: rhetorical or discourse or analysis There were, as we shall see, serious flaws in the register analysis-based syllabus, but, as it happened, register analysis as a research procedure was rapidly overtaken by developments in the world of linguistics. Whereas in the first stage of its development, ESP had focussed on language at the sentence level, the second phase of development shifted attention to the level above the sentence, as ESP became closely involved with the emerging field of discourse or rhetorical analysis. The leading lights in this movement were Henry Widdowson in Pritain and the so-called Washington School of Larry Seiinker, Louis Trimble, John Lackstrom and iMary Todd-Trimble in the United States. The basic hypothesis of this stage is succinctly expressed by Allen and Widdowson (1974): ‘We take the view that the difficulties which the students encounter arise not so much from a defective knowledge of the system of English, but from an unfamiliarity with English use, and that consequently their needs cannot be met by a course which simply provides further practice in the composition of sentences, but only by one which evelops a knowledge of how sentences are used in the performance of different communicative acts. ‘ Register analysis had focussed on sentence grammar, but now attention shifted to understanding how sentences were combined in discourse to produce meaning. The concern of research, therefore, was to identity†-â€Å"the organisational~patterns in texts a nd to specify the linguistic means by which these patterns are signaled. These patterns would then form the syllabus of the ESP course. The Rhetotical Process Chart below (from EST: A Discourse Approach by L. uis Trimble (1985)) is representative of this approach: LevelDescription ol level A The objectives fl the total discourse EXAMPLES 1. Detailing an experiment 2. Making a recommendation 3. Presenting new hypotheses or Theory 4. Presenting other types of EST information B The genera! rhetorical functions that develop the objectives of Level A EXAMPLES 1. Staling purpose 2. Reporting past research 3. Staling the problem 4. Presenting information on apparatus used in an experiment – a) Description b) Operation 5. Presenting information on experimental proceaures C. The specilic rhetorical functions that develop the general rhetorical functions of Level B EXAMPLES’ 1. Description: physical, function, and process 2. Definition 3. Classification 4. instructions 5Visuat-verbal relationships D. The rhetorical techniques thai provide relationships within and between the rhetorical units of Level C EXAMPLES: I Orders 1. Time order 2. Space order 3. Causality and result II Patterns 1. Causality and result 2. Order of importance 3. Comparison and contrast . Analogy 5. Exemplification 6. Illustration rhetorical patterns of text organisation differed significantly between specialist areas of use: the thetorical structure of science texts was tegarded as different from that of commercial texts, for example. However, this point was never very clearly examined (see Swales, 1985, pp. 70-1) and indeed paradoxically, the results of the tesearch into the discourse of subject-specific academic texts were also used to make obsetvations about discourse in general (Widdowson, 1978). The typical teaching matetials based on the discourse approach taught students to recognise textual patterns and discourse markers mainly by means of text-diagramming exercises (see below p. 36). The English in Focus series (OUP) is a good example of this approach. 3 Target situation analysis The stage that we come to consider now did not really add anything new to the range of knowledge about ESP. What it aimed to do was to take the existing knowledge and set it on a more scientific basis, bv establishing procedures for relating language analysis more closely to learners’ reasons for learning. Given that the purpose of an ESP course is to enable learners to function adequately in a target situation, that is, the situation in which the learners will use the language they are learning, then the ESP course design process should proceed by first identifying the target situation and then carrying out a rigorous analysis of the linguistic features of that situation. The identified features will form the syllabus of the ESP course. This process is usually known as needs analysis. However, we prefer to take Chambers’ (1980) term of ‘target situation analysis’, since it is a more accurate description of the process concerned. The most thorough explanation of target situation analysis is the system set out by John Munby in Communicative Syllabus Design (1978). The Munby model produces a detailed profile of the learners’ needs in terms of communication purposes, communicative setting, the means of communication, language skills, functions, structures etc. (see below p. 55). The target situation analysis stage marked a certain ‘coming of age† for ESP. What had previously been done very much in a piecemeal way was now systematised and learner need was apparently placed at the centre of the course design process. It proved in the event to be a false dawn. As we shall see in the following chapters, the concept of needs that it was based on was far too simple 4. Skills and strategies We noted that in the first two stages of the development of ESP all the analysis had been of the surface forms of the language (whether at sentence level, as in register analysis, of above, as in discourse analysis). The target situation analysis approach did not really change this, because in its analysis of learner need it still looked mainly at the surface linguistic features of the target situation. The fourth stage of ESP has seen an attempt to look below the surface and to consider not the language itself but the thinking processes that underlie language use. There is no dominant figure in this movement, although we might mention the work of Francoise Grellet (1981), Christine Nuttall (1981) and Charles Alderson and Sandy Urquhart 19S4 as having made significant contributions to work on reading skills. Most of the work in the area of skills and strategies, however, has been done close to the ground in schemes such as the National ESP Project in Brazil (see below p. 171) and the University of Malaya ESP Project I see ELT Documents 107 and Skills for Learning published by Nelson and the University of Malaya Press). Both these projects were set up to cope with study situations where the medium of instruction is the mother tongue but students need to read a number of specialist texts which are available only in English. The projects have, therefore, concentrated their efforts on reading strategies. The principal idea belli rid the skills-centred approach is that underlying all language use there are common reasoning and interpreting processes, which, regardless of the surface forms, enable us to extract meaning from discourse. There is, therefore, no need to focus closely on the surface forms of the language. The focus should rather be on the underlying interpretive strategies, which e nable the learner to cope with the surface forms, for example guessing the meaning of words from context, using visual layout to determine the type of text, exploiting cognates (i. e. ords which are similar in the mother tongue and the target language) etc. A focus on specific subject registers is unnecessary in this approach, because the underlying processes are not specific to any subject register. ‘ It was argued that reading skills are not language-specific but universal and that there is a core of language (for example, certain structures of argument and forms of presentation) which can be identified as † academic † and which is not subject-specific’ (Chitravelu, 1980) * It is interesting to note, however, that not all such projects have such a locus. The ESP proiect at King Mongkut’s Institute of Technology in Bangkok, Thailand, for example, has to cope with a very similar study situation, but the focus here is on the full range of skills (reading, writing, listening, speaking). As kas bee »-noted, in terms of materials this approach generally puts the enpkaszs on reading or listening strategies. The characteristic exercises get the learners to reflect on and analyse how meaning is i »iOfJTTr1 in and retrieved from written or spoken discourse. Taking char cue bom cognitive learning theories (see below p. 43), the language kaifJS are treated as thinking beings who can be asked to observe and ve*fcalrse the mtetpretive processes they employ in language use. 5 A learning-centred approach in outlining the origins of ESP (pp. 6-8), we identified three forces, which we might characterise as need, new ideas about language and new ideas about learning. It should have become clear that in its subsequent development, however, scant attention has been paid to the last of these forces – learning. All of the stages outlined so far have been fundamentally flawed, in that they are all based on descriptions of language use. Whether this description is of surface forms, as in the case of register analysis, or of underlying processes, as in the skills and strategies approach, the concern in each case is with describing what people do with language. But our concern in ESP is not with language use – although this will help to define the course objectives. Our concern is with language learning. We cannot simply assume that describing and exemplifying whar people do with language will enable someone to learn it. If that were so. we would need to do no more than read a grammar book and a dictionary in order to learn a language. A truly valid approach to ESP must be based on an undetstandmg of the processes of language learning. This brings us to the fifth stage of ESP development – the learning-centred approach, which will form the^nbii^t^oftJTis _bopk. The importance and the implications oTtfie distinction that we have made between language use and language learning will hopefully become clear as we proceed through the following chaptets. How to cite English for Specific Purposes, Papers

Corporate Finance

Question: Explain analysis of financial performance. Answer: Introduction: The given assignment is about an Australian company, ABC Learning Limited, a childcare service provider that achieved a dramatic growth the mid 2000s but it was liquidated voluntarily in the year 2008 and taken over by GoodStart Childcare in 2009 . The company is operating in New Zealand, U.S. and U.K. apart from Australia where ABC limited had occupied 25% of the total domestic market. The following study representing the analysis of financial performance of ABC Limited in the period 2000 as well as the non-financial strategic issues the company was facing. The financial analysis on the performance of the company is to be done by evaluating important financial and profitability significant ratios, capital structure and debt structure in connection to the failure of the company. Discussion: 1. Analysis of financial performance Financial performance of any company is a subjective measure through which it can be determined about the maximum utility of its assets in order to generate revenue and maintain growth and stability (Dittmar and Duchin 2016). This section of the study is comprised of evaluation of financial data of ABC limited for the years ended June 2005, June 2006 and June 2007 by considering key ratios- Profitability and financial that includes cash flow ratios, earnings ratios, asset management ratios, debt-borrowing ratios. From the given data it can be observed that the net profit margin of the company in the year 2005 was 14.61%, 13.22% in the year 2006 and 8.73% in the year 2007. This percentage shows decline in revenue generation of ABC approximately by 1.5 % from the year 2005 to 2006 but in the year 2007 the net profit declined with a high percentage of around 5.5%. Secondly, Earning before Interest and Taxes (EBIT) margin also showing huge decline in the year 2007 compared to the financial year 2006 and 2005. The EBIT margin in the year 2007 dropped to 16.74% from 22.98% in the year 2006 and 24.98% in the year 2005. Thirdly, another important factor for the analysis of financial performance is return on equity, return on assets and return on invested capital. According to the data of ABC limited provided for the three years 2005, 2006 and 2007 in appendix, the following results have been observed: Ratios 2005 2006 2007 Return on Equity 3.99% 4.30% 7.53% Return on Assets 3.28% 4.08% 5.11% Return on Invested Capital 5.55% 5.92% 6.32% The above table shows the increase in the return on equity, assets and invested capital over the three years, which was a positive sign even though the company was experiencing decline in the net profit margin and earnings margin. Return on equity indicates how much a company is providing profit to its investors and equity share holders whereas return on asset indicates the utilization capacity of the company from its underlying and owned assets. Further, return on invested capital indicates the income generating capacity from the capital invested by the company (Charlo, Moya and Muoz 2015). From the above table it can be observed that ABC Learning Limited had incurred increased rate of return over the years unlike gross and net profit margin. This implies that the efficiency of ABC in generating return for its operations as well as for satisfying the investors were quite good. On the other hand, the financial ratios used to analyze the performance of ABC Limited are current ratios, quick ratios, cash ratios, return on sales ratios apart from the profitability ratios mentioned above. These ratios can be determined as per the data provided in the appendix. Current ratio is determined by considering the current assets and current liabilities of ABC Learning Limited that is working capital ratio. In the given data working capital and revenue ratios given for the year 2005, 2006 and 2007 are -1.59%, 0.07% and -8.54% respectively. These results imply that ABC limited was not utilizing its working capital efficiently for generating its revenue. In the year 2007, the ratio declined with a huge difference and resulted to -8.5% while it was 0.07% in the year 2006. It can be said that ABC Learning Limited was declining in its performance and efficiency in respect to utilization of its assets and cash funds for generating revenues and profit that eventually affected its growth and sustainability in the later years. From the above analysis from the part (a) it is observed that ABC Learning Limited incurred negative profit margin in the later years of the its business i.e. in the years 2005, 2006 and 2007 that indicates that the company was incurring losses or less profits on its operation of business. The decline in the revenue generation was more in the year 2007 in compared to the years 2005 and 2006. Further, it has also been observed that ABC Limited incurred negative working capital to revenues in the years 2005, 2006 and 2007 that interprets the less efficiency in the performance and utilization of its current assets and current liabilities. Working capital indicates the availability of short-term funds so that a company can meet its short-term obligations and contingencies in order to run the business smoothly (Ortas, Gallegoà ¢Ã¢â€š ¬Ã‚ Alvarez and lvarez Etxeberria 2015). Apart from the above-mentioned negative ratios, it is observed that ABC Learning Limited had earned positive return on equity, return on assets and return on the capital invested by the company that indicates the earnings of company as a percentage of the total worth of interest of investors and owners. Whereas return on assets indicates, the total earning of the company as a percentage of total assets employed and return on invested capital is the percentage measurement of the profit or income earned by the company out of the value of capital invested (Lins, Servaes and Tamayo 2015). From the data of the financial years 2005, 2006 and 2007 it was noticed that ABC limited was earning returns in a positive and increasing trend that represents the utilization of the assets and capital employment to the fullest. Moreover, the current ratio of the company in the year 2005, 2006 and 2007 is 1.57, 1.81 and 0.27 respectively while quick ratio is 1.5, 1.77 and 0.27 respectively. This result indicates that the companys ability to meet its current obligations in the year 2005 and 2006 is according to the industrial standards that are more than one but it is not best, as the ratios are less than two. Whereas in the year 2007 the both current ratio and quick ratio are less than one that indicates the danger state of the ABC limiteds ability to pay off its current liabilities. In context to the above stated indications on the financial performance of ABC limited it can be commented that the company should utile its assets and short- term and current funds so that the current obligations could be met. Apart from this, it is also suggested that ABC could lower its cost of providing service without compromising on the quality so that the net profit margin could be increased. According to the information available, ABC Learning Centres Limited was found to liquidate voluntarily in the year 2008 and sold to GoodStart Childcare in the year 2009, the capital structure as per the latest financial year ended on 30th June 2007 is available. The capital employment of the company at the time of its liquidation comprised of Issued capital, reserves and retained earnings. The issued capital of ABC limited was around $1,744.5 million, reserves stood at $2.8 million and retained earnings amounted to $ (17.2) million. On the other hand, the capital structure of the company in the previous financial year 30th June 2006 was $1,635.0 million, reserves stood at $0.5 million and retained earnings amounted to $4.1 million. It was observed that the company-incurred huge loss in earnings in the year 2007 compared to that in the year 2006. Whereas, the reserves in the financial year 2006 was $0.5 million and that in 2007 it was $2.8 million. This data indicates that in the financial 2006, ABC had not transferred its earnings to reserves while in the year 2007 retained earnings showed negative balance but quite high balance in the reserves. Hence, it can be said that the company either transferred its earnings to its reserved fund and accordingly, represented negative balance on the other hand, the company if actually earned loss and carried forward its reserve fund balance from the previous financial year that seems impossible because the reserve balance in previous year 2006 was only $0.5 million. It has also been noticed that the there has been changes in the issued equity capital of the company in 2007. During the financial year 2006- 2007, the company had issued share based payment options due to that the equity capital of ABC limited had increased in the financial year 2007 before its liquidation. The strategies of the shareholders in this context were that the investors were positive about the return from the company and therefore, they invested further in the year 2006- 2007. The company also declared and paid dividend to the shareholders out of its retained earnings that are another reason shareholders were keen to invest in the shares of ABC Limited that were more in the financial year 2007 than in the years 2006 and 2005. Debt structure of ABC Learning Centre limited consisted of long-term debts and short-term debts that increased in each of the financial years of the company. In the financial year 2004-2005 the companys, long term debt $195.66 million that increased to $234.88 million in the year 2005-2006 and $ 610.40 million in the year 2006-2007. On the hand, short-term debt amounted to $4.45 million in the year 2005 that increased to $8.06 million in the year 2006 and $ 1,149.70 million in the year 2007. The above debt structure shows the huge increment in the debt funding of the company in the year 2007 compared to the previous years. It can be said that the company adopted this increased strategy in debt funding so that ABC Learning centre limited can leverage its capital structure. Further, it is also noticed that in order to operate its business and service and due to low amount of reserve fund balance the company adopted to borrow short term and long term funds that also helps to lower the cost of capital of the company. However, this strategy by a company is not advisable as the obligation to meet the short-term liability is not sufficient as the companys current ratio in the financial year 2007 is below 1 that means the efficiency of ABC to meet its obligation is not sufficient and eventually company had to decide to liquidate its business. In the above section of the solution, it was noted down that ABC Learning Centre Limited had borrowed funds in the financial years 2006, 2007 but in the year 2007 the company had borrowed huge amount of funds whereas earnings of the company resulted into negative balance. Moreover, the current ratio and quick ratio of the company was 0.27 that is quite less than the standard requirement in the industry while financial leverage in the year 2007 was 213.88%. On analyzing these data, it can be said that there was no consistency in the financial position, capital structure and working capital in the performance of the company. Additionally, profitability ratios that is net profit margin, earnings before interest and taxes margin, earnings before interest taxes and depreciation margin also discloses results in declining percentage in the year 2007 compared to that in the years 2005 and 2006. Further, percentage of working capital to revenue and working capital turnover also discloses nega tive balance. On evaluation of the above stated data, it is clear that ABC Learning Centre Limited faced financial and revenue generation in the years of 2000s. The financial performance of the company in the year 2007 seemed to be very poor that indicates one of the reasons of liquidate the business. Apart from that, the company also increased its financial leverage with a high increase in percentage. According to the management systems of an enterprise, it is a good financial strategy to leverage its capital funds but to certain limit whereas the selected company ABC Learning centre in this case adopted in high financial leverage strategy that is a negative management and business operating strategy. In order to manage the capital structure better, the finance team and management of ABC Learning Centre Limited are required to take certain steps to change the policy of funding their capital structure (Allen, Carletti and Marquez 2015). In the first place, the management is required to lower its debt funding values in the year 2007 so that the obligation to pay back the debts is reduced. Secondly, if the company wants to increase the capital component the management can do so by issue of ordinary securities that will lower its cost of capital employed. Additionally, ABC limited can also issue debentures at a standard interest rate instead of borrowed funds at high rate of interest. Thirdly, the company should maintain its retained earnings with positive balance that can be done by transferring lower balance to the reserve funds. 2. Analysis of strategic issues Apart from the financial strategies that faced by the ABC limited, there were non- financial strategic issues faced by the company in terms of social and political terms. In this context, it was observed that the ABC Learning Centre Limited failed to comply with internal control norms and internal risks that were associated with the valuations in connection with the operation of its business and services (Elsas and Florysiak 2015). Further, in relation to compliance of corporate laws and regulations as well as certain political norms can hamper the continuity of the operation of its business. It is very important for any company to follow the non-financial strategic issues apart from the financial issues so that the company can maintain its growth and sustainability in the market industry (Bernaoui, Issolah and Hassoun 2015). These issues can be quality of the service providing by the company, marketing strategy, compliance of the rules and principles for its employees etc (Sundaresan, Wang and Yang 2015). In case of ABC limited, child learning and care service provider the most important factor is the employee or man power therefore, the focus of the company should be on the fulfillment of basic requirements in regard to the compensation packages, proper work infrastructure, etc so that employees get motivation to work with the organization. Another issue that can be addressed is the focus on satisfying the needs of the clients and society that is providing them with better quality of service and benefits (Schepens 2016). As ABC limited was engaged in learning and care service provider hence it should focused on providing developmental issues, education awareness among the society, compliance of rules and regulations and duties as part of citizen of the society. According to the corporate laws and regulations, statutory reporting is the submission of financial statements that is mandatory for the use of shareholders and investors and government officials that has to be prepared in accordance with the International Financial Reporting Standards or Generally Accepted Accounting Principles. In case of failure of submission of the statutory report, there are certain penalties and compensations levied on the management of the company that varies from countries to countries (Paroutis, Franco and Papadopoulos 2015). In case of selected company, ABC Learning Centre Limited one of the reasons for its liquidation could be failure in submission of its statutory reports. In the financial year 2007- 2008 the company did not prepare its annual reports and hence could not file its statutory reports due to which there was no information and results of performance of company available to the shareholders, creditors, governments and other personnel of the company (Watts and Ormsby 2015). In order to get the proper information about the companys performance for the purpose of investments or recovering of borrowed funds and taxes financial statement plays an important role. Moreover, the finance providers to the company in terms of long- term and short- term debts, it is important to evaluate the companys revenue generation, utilization of the assets. In addition, availability of working capital to meet the short-term obligations and payment of interests on loan etc should be evaluated so that the finance provider can analyze the recoverable value and chances (Hinterhuber and Krauthammer 2015). In case of ABC limited as the company failed to provide the statutory reports, the finance providers were not able to relate the companys efficiency in repaying back the borrowed fund. ABC faced these important issues in the financial years 2000s that resulted the management to take a step to liquidate the company on voluntary decision in 2008 and sold to another learning company of Australia in December 2009. There are generally, four types of business model are manufacturing, Distributing, Retailing and Franchising. However, in case of service sector, manufacturing business model cannot be preferred but other three types can be considered. In order to get more success in business, the management of the company ABC limited could have opted franchising busing model. In this business model, the owner can sell the franchisee to other company or individual and the right to use and operate the business on behalf of the main company (Graham, Leary and Roberts 2015). Further, the franchisee should be transferred to the company or individual who is efficient in operating business and marketing strategy so that it can earn more profits and fulfill the compliance of reporting and other governmental requirements. On the other hand, the capital structure of the company is also required to be changed by issuing ordinary shares or debentures either on face value or at premium as well as the debt funding should be reduced so that the obligation to repay off the debt burden could be reduced. Apart from that, working capital of the company should also be maintained so that the current ratio can be increased. Moreover, in relation to political and governmental issues, ABC limited can apply for the governmental assistance as its core business is learning and care to children but for this assistance, the company should comply with the requirements of filing returns, payment of tax liabilities and other requirements on time. In order to enter into the childcare industry an entrepreneur might require facing certain barriers that can be structural barrier, strategic barrier or financial barrier (Hipp, Bernhardt and Allmendinger 2015). Structural barrier refers to the format of conducting the foster business in terms of different departments like care takers department, financing department, materials suppliers, place of business management etc (Patrick, Stephens and Weinstein 2016). It is very important for a business to plan and structure its operations well so that the business can sustain in the long run. Secondly, strategic barrier is another barrier that is faced in child care market. Strategic barrier is related to the types of childcare service to be provided, infrastructure facility, fulfillment of basic needs in context to prove education and other skills (White 2016). Thirdly, financial management could also be the important barrier to be taken care of by the service providers so that their cost of service could be lower without affecting the quality and revenue generation could be higher so that a decent amount of profit can be plough back to the business (Pilarz, Claessens and Gelatt 2016). As per the discussion it can be concluded that the above mentioned barriers are primary barriers that every marketer should analyze before entering into the child care market, therefore considered to be high. This is because this industry is related to the care, protection and education of children that is quite sensitive and hence the business owners should pay heed to these important factors. 3. Executive Summary and Conclusions: The conclusion of ABC Learning Centers Limited in relation to the financial performance can be made that the company in the years of 2000, were declining. The company was generating losses and negative returns as well as low maintenance of funds that affected its sustainability. Apart from that, the company faced strategic issues in relation to the compliance of statutory regulations, corporation laws and principles that resulted in negative impact to its stakeholders. On considering these issues, it was recommended that the company could restructure its capital employment by issuing ordinary shares or debentures instead of borrowing long term debts at high interest rates. The company could also restructure its financial position by asking its creditors to waive of certain amount of amounts outstanding. Moreover, it is true that every business enterprise have to face certain basic barriers in the industry before and after entering the market that needs to evaluated and addressed properly in order to grow and sustain in the market. 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