Etrade Baby Essay Example for Free

Etrade Baby Essay A Talking Infant, Financial Systems, Golf What do a talking baby, stock markets, and golf all have in common? Nothing, right? Wrong. E*Trade – a popular public online financial services group – uses all three of these entities to create a commercial that has had people talking for years. When the commercial is over, you are left in shock at what you just saw, a baby in a high-chair talking about the stock market. But will the ad’s weirdness produce sales of the company’s program for years to come as well? Or just make it a highly talked about YouTube video? To the contrary, E*Trade does a professional job in conveying its message of simplicity to â€Å"average Joes† who are looking to either become day traders, start a retirement fund, or even banking. E*Trade’s main audience is not a person with a net worth or five million dollars. E*Trade is looking to sell their product to â€Å"average joe† type clients. It can be assumed this because E*Trade uses the financial term â€Å"401k† in their commercial; this is the most popular tax investment form everyone has. The main character of the commercial is â€Å"The E*Trade Baby,† but there’s a catch, the baby speaks with a mature older man’s voice. This adds a sense of weirdness to the commercial right off the bat. One may question the validity of a company whose commercials star a talking baby, but this is a clever marketing approach because if people see a talking baby, something they don’t see every day, they will immediately become engaged in the commercial. E*Trade uses a baby as a symbol for inexperience, simplicity and an older man’s voice for knowledge. E*Trade wants to show the audience that if a baby can you use the program, so can the audience. They also want to show knowledge, that E*Trade is a reliable and trusted company, so they use the voice of an older man to portray legitimacy. E*Trade wants to declare that â€Å"Yes, this is a legit company and yes, we’re simple to use,† so a talking baby fits in perfectly to both categories. Just like the Old Spice commercials talked about in class, the E*Trade Baby ads have many spinoffs with numerous situations the baby is in. The commercial I am focusing on is set in a golf country club locker room. The ad starts off with the baby talking to a man named Frank. The baby says â€Å"Ah, this is weak, man. Frank’s trying to not pay me my winnings for the skins beat down I just issued him. † The baby has now caught the attention of the audience with this opening line because people are drawn into the weirdness of a talking baby in the commercial. Now when he starts to talk about finance and what the company actually does, viewers will be already engaged. Not only does the talking baby raise questions that attract us to this ad, but there are many other. For instance, why is a baby playing golf with old man? And why is there a computer in the locker room of a country golf club? All All these questions have no answers but it draws us into the commercial and makes us connected to it, hopefully throughout the commercial we will find answers to these questions, but in this case we do not. E*Trade’s goal is to get a lot of publicity and attention with their commercials while providing us with the smallest amount of information. This is because E*Trade wants people to inquire about the company and have them visit E*Trade’s website us. etrade. com. Once on the website, people will be impressed by the fancy website that proves it is a legitimate company, and lured into signing up for an account The baby says â€Å"His (Frank) 401k’s tankin. Ya gotta grab the reins man. Get E*Trade, do some analytics, do some research (into the stock market), and take charge so I don’t have to subsidize your lack of skills. † There’s actually a lot of information about the company and its message all in that little saying. The E*Trade baby uses a clever balance a financial terms and jokes to put the viewer in an informal setting while talking about a big decision a person must make. E*Trade is not an elite company for only the â€Å"one-percenters† to use. E*Trade’s goal is to get skilled and novice users with just a little amount of money to open an accountant. Using the term 401k is strategically brilliant because everyone who works for a company most likely has one. E*Trade could have used any tax form number, but chose the most popular one to relate to the most people and with the current economy, it’s probably on the minds of most people right now. When the baby says, â€Å"Do some analytics, do some research, and take charge,† he is describing the job of the novice investor. The baby is now describing that when using the E*Trade software, you are able to look at analytical charts and graphs, read news articles and research about potential stock purchases and basically to take charge of your life. E*Trade does not buy and sell stock for you; you have to do it yourself. You are in control of the future and E*Trade presents the question â€Å"What are you going to do to prepare yourself for it? † It’s hard to tell whom is the exact audience E*Trade is trying to promote itself to, but assumptions can be made. Since it is a golf setting in a country club, they are focusing on males anywhere from 20s to 60s (the general range of persons with a 401k). E*Trade did a good job picking a wide range of ages with this advertisement, which is what makes it such a good ad! Since the ad is set in a country club locker room, E*Trade is also advertising to a certain class of people I believe: well educated men who know a think about finance and who play golf. Golf is an expensive sport. I think if you have money to play golf you would be interested and would know the benefits of investing. But are they also advertising to a whole inclusive audience with a cute baby to grab the attentions of mothers and grandmothers? Only the directions and producers know that answer. You can have a good commercial, the best commercial ever known to man. But if you don’t have the right exposure no one will see it. E*Trade played this commercial before and after Superbowl XLII on February 1, 2009. Back to what was said before on the age of the audience, 20s to 60s. That basically sums up the audience of the Superbowl as well; perfect. E*Trade picked the most opportune time to run this commercial and not only reaches its projected audience, but all 90 some odd million people that tune in each year to watch the game, and the commercials. Another part of the commercial that is important to take into consideration is the point of view in which we view the commercial. Since the program E*Trade is used on a computer, the great minds behind this commercial put the camera where a usually webcam should be. This is to provide a visual of where the user of E*Trade’s product will be using the product. This is brilliant because now we see the baby sitting in a chair in front of the computer using a keyboard and a mouse, in the same spot where we would use the program was well. The E*Trade Baby Commercial is trying to sell to their audience a financial services program available to download on the computer. E*Trade does a good job in getting the attention of its viewer and making a hard subject of finance fun and entertaining. E*Trade describes everything that their company’s mission statement says that they are, â€Å"A financial services ompany that is simple to use. Designed with the user in mind. † There is no doubt in my mind that this commercial will go down as a classic and will have people talking about the â€Å"E*Trade baby† for years to come. To respond to the question previously stated in the beginning of this paper. Even though this commercial will be popular for years to come, will the ad produce sales of the company’s program for years to c ome as well? It turns out, no. When a person is looking to invest in money, they normally look for a company that is well-reputable and well-respected. Humor is no doubt, un-debatable, a marketing tool to grab the attention of a viewer, but humor in advertising is very hard to pull off because you simply never know what people will laugh out. Some think it funny, others think it’s not. In order for a commercial to use humor, the company should be trying to sell humor. Clearly E*Trade does not sell humor.. Instead of a talking baby to grab the audience’s attention and provide a laugh, E*Trade should create a well-informative commercial that captures the audience’s attention and show how one can benefit from using E*Trade.

The Hardy Weinberg Theorem In Genetics Biology Essay

The Hardy Weinberg Theorem In Genetics Biology Essay Introduction The Hardy Weinberg Theorem is a mathematical formula that allows allele and genotype frequencies in a population of diploid or polypoid individuals to be interrelated, where the frequency of one allele is represented as p, and the frequency of the other is represented as q (the sum of which = 1.0). The sum of the different genotype frequencies (homozygotes and heterozygotes) also equates to 1.0. Where p and q are the frequencies of the alleles for a particular gene in a population, the genotype frequency can be expressed as: p ² + 2pq + q ² = 1 Where p ² = frequency of organisms that are homozygous for the first allele q ² = frequency of organisms that are homozygous for the second allele 2pq = frequency of heterozygous organisms The Hardy Weinberg equilibrium stays constant as long as there is random mating, no migration, no natural selection, no mutation and no genetic drift (N=infinite), (Fig. 1). N = infinite Figure 1. A graph to show the Hardy Weinberg Equilibrium. Put together using data from: Lori Lawsons lecture 15, Neutral Evolution and Genetic Drift, 2010 Therefore the population does not evolve. If an allele or genotype frequency is seen to change from one generation to the next then it is clear that one or more of the micro-evolutionary forces (mutation, migration etc) are acting on those traits in the population. Without mutation there are no new alleles or genes and so no evolution. Mutation must occur in the germ line to be significant in evolutionary terms. J. B. S. Haldane (1892-1964) stated that the number of germ cell divisions per generation is higher in males; therefore the mutation rate will be higher in males. Gene flow (also called migration) brings new genotypes into populations and is critical for the long term survival of a population, especially if it is a small population. For migration to be Catherine Carrick 200884273 effective in respect to evolution there must be successful reproduction among migrating populations. It is the movement of alleles between populations, not individuals. Wrights Island model of migration (Fig. 2) shows that migration homogenizes populations (where they consist of similar elements uniform throughout). Genetic drift is another form of micro-evolution and leads to random changes in allele frequencies. It is fundamentally a result of finite population size and has the most rapid and dramatic effect on small populations who show reduced variability. Drift increases divergence between populations so genetic variation must be replenished. Mutation replenishes variation and at equilibrium there is a balance between the rate of mutation and the rate of drift. Figure 2.Wrights island model. Put together using data from: Lori Lawsons lecture 15, Neutral Evolution and Genetic Drift, 2010 Charles Darwin (1859) defined natural selection (another micro-evolutionary force) with his four postulates; 1) individuals within populations are variable, 2) there is heritability (variation among individuals partly passed on from parents), 3) that in every generation there are some individuals that are fitter (survival/reproductive success) than others and 4) fitness is not random. Natural selection is the equivalent of differential reproduction as a result of an organisms interaction with the environment and the populations inherent variation. It acts on heritable (not acquired) characteristics at an individual level and not for the good of the species. However, the consequences occur in populations. This is demonstrated by melanism in the peppered moth (Biston betularia). The causes of melanism in the peppered moth have been well studied since the 1950s and show natural selection at work. Camouflage is key to predator avoidance in the peppered moth and there are two distinct mor phs. One being white with black or brown specks (typica) and the other predominantly black (carbonaria). The former is well camouflaged on trees with lichen on their bark and the later; better suited to dark or blackened bark. During the industrial revolution in the 19th century, an increase of soot and industrial pollution coincided with the appearance of the carbonaria form. Original studies on the relation between B. betularias crypsis and lichens failed to consider two important details; firstly, that the natural resting place of the moths is high in the canopy during the day and not on the trunk as previously thought, and secondly, human vision was used to simulate a birds view of the moths originally, but avian species are sensitive to different wavelengths of light and so will have a different view of the moths and their respective camouflage to that of humans. Taking this into consideration, Majerus, Brunton and Stalker (2000) devised a more systematic experiment to examine the UV characteristics of Catherine Carrick 200884273 both moth morphs and some of the lichens they rested on as demonstrated by the images in Fig. 3. Figure 3. The typica and carbonaria forms of the peppered moth as they appear in normal visible light (a), and as they appear under UV light (b). Image taken from MAJERUS, BRUNTON STALKER, 2000 It was their conclusion that moth colour provides sufficient camouflage both in human-visible and UV- spectra to crutose lichens (as appose to different lichen flora originally hypothesised to be rested upon by black and peppered morphs). Ultimately, strong selection pressures gave way to relatively rapid the evolution of the carbonaria form in industrialised areas due to the advantages of its dark colour (predator avoidance etc). Methods and Results Assignment 1: Testing the Hardy-Weinberg Principle: Method Using PopGenLab, we are able to set up hypothetical experiments to observe the factors that influence the Hardy Weinberg equilibrium in a population. We can do this by manipulating different input parameters (genotype frequency, tree type, number of stands (groups of trees), stand size (number of trees within a group), migration rate, mating pattern and disaster frequency). For this assignment the input parameters are as follows: Number of stands = 1 All other input parameters are left at default values (equal allele frequencies; genotype frequencies of 50% brown, 25% white, 25% black; equal proportions of each tree type; stand size of 4000; no migration; random mating; disaster frequency set at Never. Results Q 1.1) When looking at the allele and genotype frequencies, there is a change in both over time. All populations behave differently to one another. This is because the only active evolutionary force is genetic drift. Fig. 4 shows that allele frequencies change Catherine Carrick 200884273 over time due to genetic drift, but as all the conditions of the Hardy Weinberg equilibrium are fixed the allele frequencies must equal 1 and so the variation in allele frequency of A becomes the negative of the frequency of a. (Fig. 4). Figure 4. Showing allele frequencies changing over time due to genetic drift. Blue line = Allele A, Red line = Allele a, Green line = average over all stands for allele A Q 1.2) When the initial allele frequencies are changed to A=80% (p), a = 20% (q) (p ² = 0.8 x 0.8 = 0.64); AA = 64% (equilibrium reached after one generation) (Fig 6). If all the Hardy Weinberg conditions are all fixed, the equilibrium will always be reduced in the next generation (Fig.5 and 6). Fig. 5. shows the initial genotype frequency compared with Fig. 6. which shows the genotype frequency after one generation. The actual genotype frequencies (worked out with average stand number) match the Hardy Weinberg predictions as they stay within 1% of the previous generations genotype frequency, across every generation thereafter. However, the percentage may change by 1% due to genetic drift. Figure 5. Display of the initial genotype frequency. Catherine Carrick 200884273 Figure 6. Shows the Hardy Weinberg equilibrium is reached after one generation where 0.64=64% homozygous AA individuals. Assignment 2: Genetic Drift Method Q 2.1) Firstly we ran an experiment with default values for all the Hardy Weinberg conditions and 100 populations. We then ran a series of experiments with 100 populations and default parameters for all conditions except tree stand size which was systematically reduced for each experiment. We recorded the effects on allele and genotype frequency (below). Fig. 7 shows that stand size 10 produced the largest fluctuations of allele frequencies, and displayed the most cases of allele fixing. Results Stand size = 4000 (carrying capacity) Allele frequency- the average remains constant for A and a Genotype frequency stays relatively constant throughout. Stand size = 2000 Allele frequency the average show slight variation Genotype frequency stays relatively constant. Stand size = 1000 Allele frequency the average starts to diverge more with each generation from F45 (generation 45) onwards showing a lot more variation than in larger stand sizes Genotype frequency the average frequency stays constant although there is some variation compared with larger stand sizes Catherine Carrick 200884273 Stand size = 500 Allele frequency The average shows variation in the later generations Genotype frequency the average stays relatively constant but still with more variation than in any other larger stand thus far Stand size = 250 Allele frequency the average shows some variation in the mid-generations, but this returns to a 50:50 frequency in the later generations Genotype frequency on average, the frequency of both white and black variations of moth increases and shows a large variation between stands. Heterozygosity the brown variation decreases by 9% over 100 generations Stand size = 100 Allele frequency the average shows more variation, but to the point where in some stands alleles within individual populations become fixed Genotype frequency the frequency of homozygotes increases. In some stands the homozygosity (black) becomes fixed, phasing out the other tow variations (white and brown) Heterozygosity drops by 22% Stand size = 50 Allele frequency frequencies become fixed for a single allele quickly (by F23) Genotype frequency Many stands become fixed for one variation within a few generations Heterozygosity drops by 33% after 100 generations Stand size = 10 Allele frequency becomes fixed within a population after two generations, and continues to become fixed in other populations. By F77, all are fixed Genotype frequency every single genotype becomes homozygous or extinct Heterozygosity by F77 all heterozygosity is lost and by F100 there are only homozygous populations, with the other (70%) becoming extinct There are many variations in allele and genotype frequency between different stands because as the stand number decreases, the chance of genetic drift increases. Figure 7 shows that at stand size 10, heterozygosity was lost completely by F77. Catherine Carrick 200884273 Figure 7. (stand size 10): this produced the largest fluctuations of allele frequencies, and displayed the most cases of allele fixing. (Blue = A, Red = a, Green = average) Q 2.2) As the stand size decreased, so did the heterozygosity. Populations began fixation in stand size 100 to stand size 50. As the stand size decreased, the number of fixed alleles increased. When the carrying capacity became too small, there was not enough variation to prevent fixation. Random mating account for the variation between fixed and non-fixed alleles in stand size 100 and stand size 50. Fig. 8. shows that with a stand size of 10, heterozygosity diminished completely by F77. Therefore, the smaller the population, the quicker heterozygosity is lost. Figure 8. Question 2:2 (stand size 10): This shows the heterozygosity diminished completely by F77. The green line (average) tends to diminishing heterozygosity. Catherine Carrick 200884273 Figure 9. Question 2:3 (stand size 10): Shows population of stand number 15 and how it fluctuates around the average value, it also shows that when the population dwindled to a certain point, it wasnt able to re-establish the numbers enough to prevent extinction. Q 2.3) Yes populations from stand size 10 became extinct (70% of them) therefore, as the carrying capacity decreases, the risk of extinction increases. There is variation within generations due to factors like predation or whether the offspring are male biased for example. There may be a lower population size in the next generation depending on mating strategies (random mating) and occasionally, the parameters reach a point of no return and the population can not recover and so becomes extinct. Others avoid extinction because the experiment is random. Fig. 9. (where stand size = 10) shows population of stand number 15 and how it fluctuates around the average value, it also shows that when the population dwindled to a certain point, it wasnt able to re-establish the numbers enough to prevent extinction. Assignment 3: The Influence of Mating Patterns on Population Genetics Method In this experiment we set all default parameters except for the number of tree stands which was set to 100. The first experiment was carried out with random mating, and the subsequent experiments with non-random mating. We then varied the population size as before, this time to compare the effects of assertive mating with genetic drift. Results Q 3.1) The effects of 25% assortative mating: Genotype frequency 25% assortative mating causes an increase in homozygotes, and heterozygosity is lost by F80 Allele frequency (produces a sigmoidal shaped graph). All become fixed for a single allele. Heterozygosity the average heterozygosity is lost at F80 Catherine Carrick 200884273 50% assortative mating: Genotype frequency all homozygotes with an almost 1:1 ratio aa being slightly more dominant Allele frequency (sigmoidal graph) all fixed by F50 Heterozygosity lost by F33 (average heterozygosity) 100% assortative mating Genotype frequency quickly becomes homozygote dominated Allele frequency All fixed fro a single allele by F15 Heterozygosity Average lost by F4 Heterozygosity is lost under assortative mating. This is because heterozygotes are at a reproductive disadvantage as homozygotes will mate with like genotypes. Heterozygotes will not be produced by these matings either. Q 3.2) Results Population size 2000 (stand size), 100% assortative mating: Genotype frequency all homozygous by F4 Allele f fixed by F14 Heterozygosity average lost by F4 Population size 2000, 50% assortative mating Genotype f all homozygous by F25 Allele f all fixed by F29 Heterozygosity average lost by F25 Population size 250, 100% assortative mating Genotype f all homozygous by F4 Allele f all fixed by F12 Heterozygosity lost at F4 Population size 250, 50% assortative mating Genotype f all homozygous by F25 Allele f all fixed by F28 Heterozygosity lost at F25 Assortative mating dominates control of allele frequencies and the speed that alleles become fixed within a population compared with the effects of genetic drift (because the homozygotes are all mating with the same genotype and not with heterozygotes). Assortative mating is not dependant on carrying capacity. The size of the population is irrelevant when assortative mating is occurring. The results are similar for a high or a low population size. Catherine Carrick 200884273 Q 3.3) Method We conducted a series of experiments using disassortative mating and selected different levels of mating between 0% (random mating) and 100% (only unlike phenotypes mate). We then changed the population size from 2000 to 250 to see the effects of disassortative mating on genetic drift. Results Dissasortative mating shows that AA and aa will mate which increases heterozygosity and stabilises the population as shown in the results below: Population size 2000, 100% disassortative mating Geno (genotype frequency) heterozygote is predominant Allele (allele frequency) none become fixed. There is variation but it stays within 31% 68% variation Hetero (heterozygosity) increases in the first generation then remains constant Pop size 2000, 50% disassortative mating Geno predominantly heterozygote Allele none become fixed. There is less variation than with 100% disassortative mating. Variation is between 43% and 57% Hetero Increases in 1st generation and remains constant Pop size 250, 100% disassortative mating Geno -slight heterozygote increase Allele No fixed alleles. There is much greater variation than seen previously with a larger population size, between 21% and 79% Hetero increases in 1st generation then remains steady and begins to decrease. Remains above the initial percentage Pop size 250, 50% disassortative mating Geno heterozygosity increases steadily Allele No fixed alleles. Variation is less than with 100% disassortative mating and population size of 250. Variation levels out between 33% and 67% Hetero increases in the 1st generation and remains constant with a few small fluctuations which level back out Q 3.4) There would be more heterozygosity in the next generation when disassortative mating occurs and if this kind of mating is maintained, the effects of genetic drift occur much slower because the populations are prevented from diverging. Fig. 10 shows the comparison between disassortative mating and random mating where random mating allows genetic drift. Drift can still occur during dissasortative mating when the carrying capacity is very low. Catherine Carrick 200884273 Figure 10. (picture on left): Random mating, pop size 250 showing genetic drift acting to diverge allele frequencies. (picture on right): 50% dissassortative mating, population size 250 shows that dissasortative mating acts to counter genetic drift. Q 3.5) Method For this experiment we varied the initial genotype frequency for assortative and disassortative mating. We tried experiments where the initial allele frequency favoured one or the other allele. Fig. 11 show starting frequencies of 50/50% assortative mating. A small deviation in starting frequencies affects the final fixation percentages (Fig. 11). We did not include the brown allele in this experiment as the extra variable is not needed. Figure 11) Shows starting frequencies of 50/50% (50%-white allele, 50% black allele) with assortative mating = 100%. Small deviation in starting freq effects final fixation percentages. Catherine Carrick 200884273 Results Under dissassortative mating the time taken for equilibrium to establish is negatively correlated with the degree of deviation from a 1:1 starting allele ratio. Under assortative mating, fixation or loss of alleles is negatively correlated with the degree of deviation from a 1:1 starting allele ratio. Assignment 4: Modes of Natural Selection Q 4.1) Method In this experiment we investigated how fitness affects changes in allele frequency in the population. We began with default parameters except tree stand number (set at 100) and genotype frequencies. We changed the tree frequency to set up several experiments under conditions of directional selection for dark moths, directional selection for light moths, balancing selection favouring the brown moth, and diversifying selection favouring the dark and light moths. We tried experiments with the different conditions of selection and initial allele frequencies near zero and one. Results Directional selection for black moths where they tree frequencies are 50% black, 25% white and 25% brown trees gave the following results: Allele frequency becomes fixed rapidly by F10 (on average by F9) Genotype frequencies at F10 genotype becomes fixed for black allele In a small population, alleles become fixed more quickly but in larger populations allele frequencies are not affected as much. We kept the population size high so we would not see genetic drift in the experiment (4000 carrying capacity) with tree frequencies of 35%, 32% and 33%. Even the small amount of selection (35% black trees) shows fixation of alleles for the black morph of moth (Fig. 12). Selection for light moths gives the same results as selection for black moths. Figure 12. shows allele becoming fixed rapidly, due to a tiny increase in black trees on left, white trees on right (35 %) Catherine Carrick 200884273 Q 4.2) Starting figures are as follows: Black tree 25% Allele black 25% Brown tree 50% Allele brown 50% White tree 25% Allele white 25% After one generation, allele frequency remains stable (between 48% and 52%) and the genotype frequency becomes predominantly brown. This is because there is always the presence of black and white genotypes which cause slight variation. If you change the selection of trees to black 10%, white 10%, brown 80%, almost identical results occur (between 49% and 51% variation in allele frequency = stabilized). Q 4.3) To show diversifying selection we set the tree types to 45% black, 45% white and 10% brown. Genotype frequency by the 1st generation, there was a large decrease in brown morphs of moth and the equivalent increase in black and white morphs. This continues till F5 when the black morph became slightly more dominant (on average) due to random mating. The brown morph was phased out by F18 (on average) on most of the 100 tree stands. All alleles become fixed for either black or white by F23 (49% white, 51% black) (Fig 13). Figure 13. Shows 50% black and 50% white showing a 1:1 ratio Q 4.4) Small differences in fitness are effective in changing allele frequencies. Small differences in fitness have proportionally slower rates of allele frequency change compared with large differences in fitness. We conducted additional experiments with varying proportions of tree types. The results are as follows: (Where stand size = 4000, number of stands = 100, allele frequencies = white 20%, brown 60%, black 20%, tree frequencies = white 32%, brown 32%, black 36%). Even though there are a lower proportion of black alleles (A) to begin with, those alleles will have a higher fitness than white or brown as there is a higher percentage of black tree types. Over time this will equate to an increase in black morphs. There is, however, a Catherine Carrick 200884273 point where even if the black allele is fittest but there isnt a high enough population in the first place, it will crash and not recover. Q 4.5) Genetic variation is maintained under balancing selection because the allele frequencies remain stable. There is no fixation (presuming the all mating is random). The heterozygote allele is favoured and thus balances the homozygous allele. Assignment 5: Migration Q 5.1) Migration counteracts the effects of genetic drift. (Fig 14 and 15) Figure 14. Stand size of 500 and no migration shows heterozygosity varying over all populations. Green line = average heterozygosity over all populations. Figure 15. Shows stand size 500, and 8% migration. Shows migration maintains heterozygosity and there is less deviation from the average (green line) Catherine Carrick 200884273 Assignment 6: Population Bottlenecks Q 6.1) Disaster led to the loss of alleles and reduced heterozygosity. The more disasters there where, the more decreased the diversity became. (Fig 16, 17, 18) Figure 16. Control condition Shows low drift conferred by high population sizes (4000), all other variables adjusted to give Hardy-Weinberg equilibrium. Figure 17. Disaster parameters set to sometimes as opposed to never. Individual populations prone to fixation and loss of alleles. Catherine Carrick 200884273 Figure 18. Disaster frequency set to often rather than sometimes. Loss of diversity occurs faster than in figure 13 with most populations losing one or the other allele by generation 80. Q 6.2) Disaster increased the rate of extinction. The more regular the disaster, the more extinctions. Q 6.3) Migration moderated the effect that disasters had on the population. Discussion The results of our experiments clearly show that genetic drift effects smaller populations where heterozygoisity is lost rapidly and as the carrying capacity decreases, the risk of extinction increases. The is because the proportion of individuals with a certain phenotype within a small population are largely influenced by random variation in survival, and over time, the change in proportion of genotypes in subsequent generations leads to genetic drift. If one was to aim to conserve a hypothetical species, one would expect that because it is endangered, it would be a small population. To maintain genetic diversity among this species, one would need a large enough breeding population to begin with. Unfortunately, as is the case with most endangered species, populations become geographically isolated, mainly due to human disruption of habitat. Migration between breeding populations decreases and they become fragmented. Conservation efforts may be due to natural disasters such as tsunam is, fires etc, but are mainly to prevent the constant onslaught of human activities such as illegal logging in conservation areas. Figure 17 illustrates the effects of a bottleneck following a disaster, showing reduced variability (and a small population) leading to loss and/or fixation of alleles. As with genetic drift, the way to prevent population crashes, or rather soften the effects of bottlenecks, is to encourage migration among populations. This can be achieved by implementing the protection of corridors between known endangered populations. In theory, the populations can migrate between areas, maintaining a high enough level of breeding and genetic variation, to counter the effects of inbreeding depression or genetic drift (Fig 14 and 15). An example of how corridors may re-connect fragmented populations can be seen in Bhutans Jigme Singye Wangchuck National Park (www.panthera.org). Catherine Carrick 200884273 Figure 19. Map of known tiger populations (red) and proposed tiger corridors (orange). Data taken from www.panthera.org The proposed Eastern Himalayan corridor may help towards connecting isolated populations of tigers, and thus increasing genetic diversity (if these populations successfully reproduce with one another) (Fig 19). Random mating, as apposed to assortative mating, will increase heterozygosity and stabilise a population (Fig 10). This acts against genetic drift and stops the population form diverging as quickly. In a hypothetical situation then, you would preferably allow mating to occur naturally and at random. However, some conservation efforts include that of translocation of individuals or cross breeding certain individuals from separate populations. For this to be advantageous to the species, one must consider maintaining genetic diversity by genotyping the individuals before translocation. It would be senseless to swap or breed an AA individual with another AA individual from a separate population as this would lead to loss or fixation and not increase diversity. Our studies with B. betularia in question 4 to 4.5 show that intermediates are favoured over extreme phenotypes and that genetic variation is maintained under balancing (stabilizing) selection because the allele frequencies remain stable. There is no fixation (presuming the all mating is random). The heterozygote allele is favoured and thus balances the homozygous allele. As well as considering the genetic diversity of a species and its genealogy, one must understand the species by means of observations in the field including its behaviour. Later studies of B. betularia reinforced the need for such observations as it was found to rest high in the branches rather than on the trunks of trees as previously calculated. Also, modern science allowed for the study of its UV qualities which had otherwise been unaccounted for when considering levels of predation by birds. A close study of mating patterns should ideally be assessed to ensure the outcome of migration; corridors, translocation etc will be advantageous in terms of fitness. Catherine Carrick 200884273

James Stewart :: Entertainment Film Papers

James Stewart "In a career of extraordinary range and depth, Jimmy Stewart has come to embody on screen the very image of the typical American.... His idealism, his determination, his vulnerability, and above all, his basic decency shine through every role he plays..."-- The American Film Institute. The Nature of Film and Acting When film was young, acting was overdone. Low quality cameras could only record large movements; posing and enunciation were overstated as a result of theater acting; the development of the character was limited to a script. Starting in the 1930's film acting became more natural. Actors could interpret scripts to find emotion and motivation in their characters. Good acting relies on a kinesthetic, an intrapersonal, and an interpersonal intelligence, all of which work together to form a creative expression. There exist limitless styles of acting; there is always something to learn. The physicality of the actor is the most important part of the creation of the character. Since all experiences are interpreted through a physical means (i.e. our senses), the kinesthetic actor can evoke a response from his audience by connecting his actions to their lives, memories, or emotions. By having distinct facial features or a certain body build, the actor's mere physical presence can convey some detail of his character. However, the most important part of the kinesthetic intelligence in acting is the knowledge of one's body, where it is, what it's doing, and what message it's conveying. This is more than just muscle movement. It includes physique, timing, rhythm, voice and mannerisms. When we watch movies, we notice emotion and characterization mainly in the eyes and mouth. However, a man can not just act from the neck up. What his body tells us is just as important as what his face tells. Try It! Make your body tense. Tighten every muscle you can. Now, smile. How do you feel? How would you appear to feel? For the actor, the hands are a good place to release energy, but conveying meaningful messages through the hands is hard to do. Also, overuse of gestures can be dizzying to a viewer. Voice is another excellent means of communicating the unstated. From sincerity to sarcasm, we can tell as much from the way something is said as from the words themselves. Underneath the physical lies the actor's presence. The intrapersonal unconsciously comes through in the form of a persona that the audience can further relate to.

The African Athena Controversy Essay example -- Ancient Civilizations

The â€Å"African Athena Controversy† is a topic that has been under attack by numerous authorities as to who is the best authority and has the best interpretation on the origin of ancient Greece. The author’s in this reading set have some form of experience or expertise and offer their different perspectives on Greece’s origins. All three authors admit that the Greek language is an Indo-European language and words that do not directly correlate were probably loaned, borrowed, but not stolen (Bernal, p. 6), (Berlinerblau, p. 16), and (Lefkowitz, p. 4). After analyzing the three reading sets, this writer agrees with Bernal’s argument that the Egyptians and Phoenicians did have a strong influence on Greece as his Revised Ancient Model asserts and that his syllogism is plausible. He infers that his Revised Ancient Model had been in competition with the Aryan Model regarding its plausibility and not over certainty† (Bernal, p. 9). He elaborates, the issue of â€Å"competitive plausibility† was in regards to the model being â€Å"plausible† despite the facts of â€Å"contemporary documents of the Late Bronze Age, archaeology, language, toponyms, divine and mythological names, religious ritual, and historical analogy or typology† (Bernal, p. 9). Bernal’s Revised Ancient Model has both strong support and the movement towards favoring the model, by documents, archaeology, language, and cult. He goes on to say that plausibility is better than predictability. That plausibility hypothesis can and should be tested, as new evidence is unearthed and that the parallels of Eastern Mediterranean civilization should and need to be crossed check as well. His opinion on â€Å"prediction is not favorable, because in light of competition, evidence can fit into eith... ...of the Greece, as Bernal’s Revised Ancient Model asserts. Works Cited Berlinerblau, J. (1999). The Aryan Models. Heresy in the University: The Black Athena controversy and the reponsibilities of American intellectuals [Portfolio reading set]. Retrieved from University of Massachusetts at Boston: http://www.UMB.edu Bernal, M. (2001). Introduction Black Athena writes back [Portfolio reading set]. Retrieved from University of Massachusetts at Boston: http://www.UMB.edu Lefkowitz, M. R. (1996). Ancient history, Modern Myths. Black Athena Revisited [Portfolio reading set]. Retrieved from University of Massachusetts at Boston: http://www.UMB.edu The African Athena Controversy [Portfolio reading set]. (2012, June). Retrieved from University of Massachusetts at Boston, CEHD, CLA, CPCS, CSM, and CNHS Writing proficiency evaluation (WPE): http://www.UMB.edu The African Athena Controversy Essay example -- Ancient Civilizations The â€Å"African Athena Controversy† is a topic that has been under attack by numerous authorities as to who is the best authority and has the best interpretation on the origin of ancient Greece. The author’s in this reading set have some form of experience or expertise and offer their different perspectives on Greece’s origins. All three authors admit that the Greek language is an Indo-European language and words that do not directly correlate were probably loaned, borrowed, but not stolen (Bernal, p. 6), (Berlinerblau, p. 16), and (Lefkowitz, p. 4). After analyzing the three reading sets, this writer agrees with Bernal’s argument that the Egyptians and Phoenicians did have a strong influence on Greece as his Revised Ancient Model asserts and that his syllogism is plausible. He infers that his Revised Ancient Model had been in competition with the Aryan Model regarding its plausibility and not over certainty† (Bernal, p. 9). He elaborates, the issue of â€Å"competitive plausibility† was in regards to the model being â€Å"plausible† despite the facts of â€Å"contemporary documents of the Late Bronze Age, archaeology, language, toponyms, divine and mythological names, religious ritual, and historical analogy or typology† (Bernal, p. 9). Bernal’s Revised Ancient Model has both strong support and the movement towards favoring the model, by documents, archaeology, language, and cult. He goes on to say that plausibility is better than predictability. That plausibility hypothesis can and should be tested, as new evidence is unearthed and that the parallels of Eastern Mediterranean civilization should and need to be crossed check as well. His opinion on â€Å"prediction is not favorable, because in light of competition, evidence can fit into eith... ...of the Greece, as Bernal’s Revised Ancient Model asserts. Works Cited Berlinerblau, J. (1999). The Aryan Models. Heresy in the University: The Black Athena controversy and the reponsibilities of American intellectuals [Portfolio reading set]. Retrieved from University of Massachusetts at Boston: http://www.UMB.edu Bernal, M. (2001). Introduction Black Athena writes back [Portfolio reading set]. Retrieved from University of Massachusetts at Boston: http://www.UMB.edu Lefkowitz, M. R. (1996). Ancient history, Modern Myths. Black Athena Revisited [Portfolio reading set]. Retrieved from University of Massachusetts at Boston: http://www.UMB.edu The African Athena Controversy [Portfolio reading set]. (2012, June). Retrieved from University of Massachusetts at Boston, CEHD, CLA, CPCS, CSM, and CNHS Writing proficiency evaluation (WPE): http://www.UMB.edu

Americans Must Give Up TV Violence For The Kids, Or Else :: essays research papers fc

Americans Must Give Up TV Violence For the Kids, Or Else   Ã‚  Ã‚  Ã‚  Ã‚  To the unsuspecting eye, this nation’s response and reaction to the rise in number of violent acts committed by teenagers could be described as appropriately overwhelming, but when examined more closely, does America really care? When examined in a general sense, violence has declined overall in the US but has risen among teens (Hunt 651). Who is to blame and how are we trying to prevent youth crime and teen promiscuity? A New York Times poll in 1995 reported only 21 percent of those who were surveyed actually put the blame on television (Hirschorn 643). Both those who cite TV and popular music as the source of teen aggression and those who disagree have reasons to do so. There is valid proof behind both points of view but I firmly believe there is a direct cause/effect relationship between what children view on TV and how they act in the real world. Research, which I will discuss, conducted in both England and the US proves to me beyond reasonable doubt that violent television programs either directly or indirectly effect children and I think the government should take a more active role in youth crime prevention.   Ã‚  Ã‚  Ã‚  Ã‚  Though some of the evidence that supports my beliefs has been viewed as circumstantial, it is too valuable to be ignored. Brandon Centerwall, a professor at the University of Washington, summarized some of the evidence in an article in the Spring 1993 issue of The Public Interest. His research findings focused on instances circa 1975 when television was introduced to rural Canadian and South African communities. In both countries, there was a significantly noticeable increase in violent crime committed by the young (Kristol 641). â€Å"Professor Centerwall also notes that when TV was introduced in the United States after World War II, the homicide rated among whites, who were the first to buy sets, began to rise, while the black homicide rate didn’t show any such increase until four years later† (Kristol 641). Such facts highlight the probability that what children watch, they copy. It is unadmirable to count such evidence as circumstantial, but those who examine the facts in a broad sense, look over the specific fields in where the increases or decreases occur. According to Centerwall, if television was never invented, the United States would have 10,000 fewer homicides (Kristol 642).   Ã‚  Ã‚  Ã‚  Ã‚  A study conducted in England also supports that violent television has an effect on children. English Parliament introduced legislation to limit the availability of violence-rich videos in 1994 after the study, conducted by a professor from Nottingham University, was released.

Gender Bias in Education Essay

â€Å"Sitting in the same classroom, reading the same textbook, listening to the same teacher, boys and girls receive very different educations.† (Sadker, 1994) In fact, upon entering school, girls perform equal to or better than boys on nearly every measure of achievement, but by the time they graduate high school or college, they have fallen behind. (Sadker, 1994) However, discrepancies between the performance of girls and the performance of boys in elementary education leads some critics to argue that boys are being neglected within the education system: Across the country, boys have never been in more trouble: They earn 70 percent of the D’s and F’s that teachers dole out. They make up two thirds of students labeled â€Å"learning disabled.† They are the culprits in a whopping 9 of 10 alcohol and drug violations and the suspected perpetrators in 4 out of 5 crimes that end up in juvenile court. They account for 80 percent of high school dropouts and attention deficit disorder diagnoses. (Mulrine, 2001) This performance discrepancy is notable throughout Canada. In Ontario, Education Minister Janet Ecker said that the results of the standardized grade 3 and grade 6 testing in math and reading showed, â€Å"†¦persistent and glaring discrepancies in achievements and attitudes between boys and girls.† (O’Neill, 2000) In British Columbia, standardized testing indicates that girls outperform boys at all levels of reading and writing and in Alberta testing shows that girls, â€Å"†¦significantly outperform boys on reading and writing tests, while almost matching them in math and science.† (O’Neill, 2000) However, the American Association of University Women published a report in 1992 indicating that females receive less attention from teachers and the attention that female students do receive is often more negative than attention received by boys. (Bailey, 1992) In fact, examination of the socialization of gender within schools and evidence of a gender biased hidden curriculum demonstrates that girls are shortchanged in the classroom. Furthermore, there is significant research indicating steps that can be taken to minimize or eliminate the gender bias currently present in our education system. The socialization of gender within our schools assures that girls are made aware that they are unequal to boys. Every time students are seated or lined up by gender, teachers are affirming that girls and boys should be treated differently. When an administrator ignores an act of sexual harassment, he or she is allowing the degradation of girls. When different behaviors are tolerated for boys than for girls because ‘boys will be boys’, schools are perpetuating the oppression of females. There is some evidence that girls are becoming more academically successful than boys, however examination of the classroom shows that girls and boys continue to be socialized in ways that work against gender equity. Teachers socialize girls towards a feminine ideal. Girls are praised for being neat, quiet, and calm, whereas boys are encouraged to think independently, be active and speak up. Girls are socialized in schools to recognize popularity as being important, and learn that educational performance and ability are not as important. â€Å"Girls in grades six and seven rate being popular and well-liked as more important than being perceived as competent or independent. Boys, on the other hand, are more likely to rank independence and competence as more important.† (Bailey, 1992) This socialization of femininity begins much earlier than the middle grades. At very early ages, girls begin defining their femininities in relation to boys. One study of a third grade classroom examined four self-sorted groups of girls within the classroom: the nice girls, the girlies, the spice girls and the tomboys. Through interviews researcher Diane Reay found that ‘nice girls’ was considered a derogatory term indicating, â€Å"†¦an absence of toughness and attitude.† (Reay, 2001) Furthermore, the girlies were a group of girls who focused their time on flirting with and writing love letters to boys, the tomboys were girls who played sports with the boys, and the spice girls espoused girl-power and played ‘rate-the-boy’ on the playground. Reay’s research shows that each of the groups of girls defined their own femininities in relation to boys. (2001) The Reay study further demonstrates how socialization of girls occurs at the school level by tolerating different behaviors from boys than from girls. Assertive behavior from girls is often seen as disruptive and may be viewed more negatively by adults. In Reay’s study, the fact that the spice girls asserted themselves in ways contrary to traditional femininity caused them to be labeled by teachers as â€Å"real bitches†. (2001) This reinforces the notion that â€Å"†¦girls’ misbehavior to be looked upon as a character defect, whilst boys’ misbehavior is viewed as a desire to assert themselves.† (Reay, 2001) A permissive attitude towards sexual harassment is another way in  which schools reinforce the socialization of girls as inferior. â€Å"When schools ignore sexist, racist, homophobic, and violent interactions between students, they are giving tacit approval to such behaviors.† (Bailey, 1992) Yet boys are taunted for throwing like a girl, or crying like a girl, which implies that being a girl is worse than being a boy. According to the American Association of University Women Report, â€Å"The clear message to both boys and girls is that girls are not worthy of respect and that appropriate behavior for boys includes exerting power over girls — or over other, weaker boys.† (Bailey, 1992) Clearly the socialization of gender is reinforced at school, â€Å"Because classrooms are microcosms of society, mirroring its strengths and ills alike, it follows that the normal socialization patterns of young children that often lead to distorted perceptions of gender roles are reflected in the classrooms.† (Marshall, 1997) Yet gender bias in education reaches beyond socialization patterns, bias is embedded in textbooks, lessons, and teacher interactions with students. This type of gender bias is part of the hidden curriculum of lessons taught implicitly to students through the every day functioning of their classroom. In Myra and David Sadker’s research, they noted four types of teacher responses to students: teacher praises, providing positive feedback for a response; teacher remediates, encouraging a student to correct or expand their answer; teacher criticizes, explicitly stating that the answer is incorrect; teacher accepts, acknowledging that a student has responded. The Sadkers found that boys were far more likely to receive praise or remediation from a teacher than were girls. The girls were most likely to receive an acknowledgement response from their teacher. (Sadker, 1994) These findings are confirmed by a 1990 study by Good and Brophy that â€Å"†¦noted that teachers give boys greater opportunity to expand ideas and be animated than they do girls and that they reinforce boys more for general responses than they do for girls.† (Marshall, 1997) Beyond teacher responses, special services in education appear to be applied more liberally to boys than to girls. Research shows that boys are referred for testing for gifted programs twice as often as girls, which may be because, â€Å"†¦giftedness is seen as aberrant, and girls strive to conform.† (Orenstein, 1994) Boys represent more than two-thirds of all students in special education programs and there is a higher the proportion of male  students receiving diagnoses that are considered to be subjective. While medical reports indicate that learning disabilities occur in nearly equal numbers of in boys and girls, it may be the case that, â€Å"Rather than identifying learning problems, school personnel may be mislabeling behavioral problems. Girls who sit quietly are ignored; boys who act out are placed in special programs that may not meet their needs.† (Bailey, 1992) Gender bias is also taught implicitly through the resources chosen for classroom use. Using texts that omit contributions of women, that tokenize the experiences of women, or that stereotype gender roles, further compounds gender bias in schools’ curriculum. While research shows that the use of gender-equitable materials allows students to have more gender-balanced knowledge, to develop more flexible attitudes towards gender roles, and to imitate role behaviors contained in the materials (Klein, 1985) schools continue to use gender-biased texts: Researchers at a 1990 conference reported that even texts designed to fit within the current California guidelines on gender and race equity for textbook adoption showed subtle language bias, neglect of scholarship on women, omission of women as developers of history and initiators of events, and absence of women from accounts of technological developments. (Bailey, 1992) Clearly the socialization of gender roles and the use of a gender-biased hidden curriculum lead to an inequitable education for boys and girls. What changes can be made to create a more equitable learning environment for all children? First, teachers need to be made aware of their gender-biased tendencies. Next, they need to be provided with strategies for altering the behavior. Finally, efforts need to be made to combat gender bias in educational materials. A study by Kelly Jones, Cay Evans, Ronald Byrd, and Kathleen Campbell (2000) used analysis of videotaped lessons in order to introduce teachers to their own gender-biased behavior. Requiring in-service programs to address gender bias in the classroom will make teachers more aware of their own behaviors: â€Å"As a teacher, I was struck by the Sadkers’ research on classroom exchanges and was forced to acknowledge the disproportionate amount of time and energy, as well as the different sorts of attention, I give to male students.† (McCormick, 1995) Once teachers have recognized their gender-biased behaviors, they need to be provided with resources to help them change. In their study focusing on how the effects of  a gender resource model would affect gender-biased teaching behaviors, Jones, Evans, Burns, and Campbell (2000) provided teachers with a self-directed module aimed at reducing gender bias in the classroom. The module contained research on gender equity in the classroom, specific activities to reduce stereotypical thinking in students, and self-evaluation worksheets for teachers. The findings from this study support the hypothesis that â€Å"†¦female students would move from a position of relative deficiency toward more equity in total interactions†¦.† (Jones, 2000) This demonstrates that teachers who are made aware of their gender-biased teaching behaviors and then provided with strategies and resources to combat bias are better able to promote gender equity in their classrooms. However, beyond changing their own teaching behaviors, teachers need to be aware of the gender bias imbedded in many educational materials and texts and need to take steps to combat this bias. Curriculum researchers have established six attributes that need to be considered when trying to establish a gender-equitable curriculum. Gender-fair materials need to acknowledge and affirm variation. They need to be inclusive, accurate, affirmative, representative, and integrated, weaving together the experiences, needs, and interests of both males and females. (Bailey, 1992) â€Å"We need to look at the stories we are telling our students and children. Far too many of our classroom examples, storybooks, and texts describe a world in which boys and men are bright, curious, brave, inventive, and powerful, but girls and women are silent, passive, and invisible.† (McCormick, 1995) Furthermore, teachers can help students identify gender-bias in texts and facilitate critical discussions as to why that bias exists. Gender bias in education is an insidious problem that causes very few people to stand up and take notice. The victims of this bias have been trained through years of schooling to be silent and passive, and are therefore unwilling to stand up and make noise about the unfair treatment they are receiving. â€Å"Over the course of years the uneven distribution of teacher time, energy, attention, and talent, with boys getting the lion’s share, takes its toll on girls.† (Sadker, 1994) Teachers are generally unaware of their own biased teaching behaviors because they are simply teaching how they were taught and the subtle gender inequities found in teaching materials are often overlooked. Girls and boys today are receiving separate and unequal educations due to the gender  socialization that takes place in our schools and due to the sexist hidden curriculum students are faced with every day. Unless teachers are made aware of the gender-role socialization and the biased messages they are unintentionally imparting to students everyday, and until teachers are provided with the methods and resources necessary to eliminate gender-bias in their classrooms, girls will continue to receive an inequitable education. Departments of education should be providing mandatory gender-equity resource modules to in-service teachers, and gender bias needs to be addressed with all pre-service teachers. Educators need to be made aware of the bias they are reinforcing in their students through socialization messages, inequitable division of special education services, sexist texts and materials, and unbalanced time and types of attention spent on boys and girls in the classroom. â€Å"Until educational sexism is eradicated, more than half our children will be shortchanged and their gifts lost to society.† (Sadker, 1994) References  Bailey, S. (1992) How Schools Shortchange Girls: The AAUW Report. New York, NY: Marlowe & Company. Jones, K., Evans, C., Byrd, R., Campbell, K. (2000) Gender equity training and teaching behavior. Journal of Instructional Psychology, 27 (3), 173-178. Klein, S. (1985) Handbook for Achieving Sex Equity Through Education. Baltimore, MD: The Johns Hopkins University Press. Marshall, C.S. & Reihartz, J. (1997) Gender issues in the classroom. Clearinghouse, 70 (6), 333-338. McCormick, P. (1995) Are girls taught to fail? U.S. Catholic, 60, (2), 38-42. Mulrine, A. (2001) Are Boys the Weaker Sex? U.S. News & World Report, 131 (4), 40-48. O’Neill, T. (2000) Boys’ problems don’t matter. Report/ Newsmagazine (National Edition), 27 (15), 54-56. Orenstein, P. (1994) Schoolgirls: Young Women, Self-Esteem and the Confidence Gap. New York, NY: Doubleday. Reay, D. (2001) ‘Spice girls’, ‘Nice Girls’, ‘Girlies’, and ‘Tomboys†; gender discourses. Girls’ cultures and femininities in the primary classroom. Gender and Education, 13 (2), 153-167. Sadker, D., Sadker, M. (1994) Failing at Fairness: How Our Schools Cheat Girls. Toronto, ON: Simon & Schuster Inc.

TCS FInancial Statement analysis

Major Sources of valuate tax a) Revenue from operations accounts for 98% of the full(a) receipts of the firm and consists of the tax tax incomes from the at a lower place categories Information technology and consultancy services contributes 97% of the organic taxation from operations Sale of equipment and software lilicenses contributes 3% of the number revenue from operations b) different Income accounts for approximately 2% of the total revenue of the firm and consists of the revenues from the beneath study categories engagement Income Contributes to 81. 0% of the total revenue from new(prenominal) income 73% of the have-to doe with income comes from Interest on Bank & Interest on eagle-eyed term Bonds & Debentures. 25% of the Interest income comes from Inter-Corporate deposits. gather from Sale of mutual currency and new(prenominal) current Investments Contributes to 0. 57% of the total revenue from different income Major Expenses a) Employee benefit expen ses consumes 35. 78% of the total operations revenue and consists of the below categories Salaries and incentives accounts for 87. 57% of the total employee benefits expense Contributions to long fund & pension Superannuation/Gratuity etc.Staff public assistance expenses. b)B trading operations and other(a) Expenses consumes 32. 11% of the total operations revenue and consists of the below major categories foreign c equal to(p) expenses accounts for 43. 4 % of the total Operations and other Expenses Services rendered y business associates and others accounts for 18. 42% of the total Operations and other Expenses hardware and material costs Software, accounts for 1 1 the total Operations and other Expenses (c) taxation expenses consume 7. 27% of the total operations revenue (d) Dividend on honor shares and tax thereon for pecuniary 2014 accounts improver by 40% course of study on division (7058. 2 crscoresiscal 2014) Major Uses of funds a) hard currency And Bank sense of equilibriums accounts for 21. 51% of the total Non-Current Investments and Current assets. partnership has increased the gold and Bank balances significantly in pecuniary 2014. Horizontal compend on the poise carpenters plane for dandy and Bank Balances shows a course of study on division exploitation of 113. 34% for financial 2014. b)BPurchase of resolute Assets The connection has been fit outing in infrastructure nurture across various locations in India to spiel its growing business needs. Additions to the gross shove in financial 2014 amounted to 2,284. 7 crscoresHorizontal analysis on the Balance Sheet for quick-frozen assets shows a Year on Year produce of 28. 27% for financial 2014. c)CNon-Current Investments Comp any(prenominal) has increased the Non-Current Investments significantly in mo mesh topologyary 2014. Horizontal analysis on the Balance Sheet for Non-Current Investments shows Year on Year maturement of 134. 97% for fiscal 2014. d)D r ecollective terminal figure Loans & Advances accounts for 10. 85% of the total Non-Current Investments and Current assets. e)E short-run loans and advances accounts for 6. 2% of the total Non-Current read/write head 2 execute a horizontal and vertical analysis on the Balance Sheet and pull in and Loss Account and comment on any significant changes that you observe wholly over the last 2 old age. AnNASPlease refer the connected excel sheet for arriving at the below conclusions a) profit & Loss statement substantial observations on Horizontal analysis. crystalize Profit by and by tax for fiscal 2014 shows a Year on Year crop of 37. 70%. Net Profit After tax nearly doubled when compared with monetary 2012. EPPEPSEarnings per fortune) also show consistent ontogeny in the last few fiscal geezerhood.EPPEPShows a Year on Year increase by 37. 58% in financial 2014 Finance Cost for pecuniary 2014 has change magnitude significantly by 20%. Tax for Fiscal 2014 has increased s ignificantly by 51% Year on Year. Profit & Loss statement of import observations on Vertical analysis. Despite a significant increase in the Employee radical we find that Employee Expenses s a % of revenue remained constant around 35% in the last few Fiscal forms Total Expenses as a % of revenue remained constant around 70% in the last few Fiscal grades Total Tax as dower of revenue, increased from 6. 37% in fiscal 2013 to 7. 2% b) Balance Sheet meaningful observations on Horizontal analysis. Non- Current liabilities shows a Year on Year increment of ofof4. 64% in Fiscal 2014. Fixed assets shows a Year on Year ontogenesis of 28. 27% in Fiscal 2014 Current liabilities shows a Year on Year growth of 34. 33% in Fiscal 2014. Reserves and Surplus shows a Year on Year growth of 27. 76% in Fiscal 2014. Share Capital shows a Year on Year negative growth of 33. 76% in Fiscal 2014. Current assets shows a Year on Year growth of 36. 62% in Fiscal 2014. Long Term borrowings shows a Year on Year negative growth of 2. 4% in Fiscal 2014. Balance Sheet Significant observations on Vertical analysis. Cash and believe balances as a % of the total Assets excluding flash-frozen assets increased from 12. 97% Fiscal 2013 to 21. 51% Fiscal 2014. Non-Current Investments as a % of the total Assets excluding fixed assets has been increasing steady in the last few Fiscals. Short-term loans and advances as a % of the total Assets excluding fixed assets eccreasedrom 10. 81% in Fiscal 2013 to 6. 42% in Fiscal 2014. Goodwill as a % of the total Assets excluding fixed assets decreased from 6. 86% in Fiscal 2013 to 3. 7% Fiscal 2014. Question 3 inspect the Notes to Accounts and Statement on Significant account Policies and check for any deviations in method of accounting policy over the last division with heed to major items. AnNASThere were no deviations with respect to significant accounting policies. However TCTTSdopted a new hedge accounting precept under the below category. a)AForeign currency forward, alternative and futures contracts TCTTSnters into foreign currency forward, option and futures contracts to deal out its exposure to exchange rate fluctuations, in accordance with its insecurity management policies.With pitch from January 1, 2014, the Company has adopted hedge accounting principles in line with International monetary Reporting Standard 9 (referred to as IFFIRS), which align more closely with the Companys risk management policy. The change has resulted in a reduction of 4. 76 crscoresn profit in the lead tax in fiscal 2014. Question 4 Examine the Statement of Cash Flows for the last 2 years and stratum out the following ) Major sources and Uses of hard currency Sources -Operations Cash generated from operations, post adjustments to profit onwards tax, has gone up from 16,436. 77 crscoresn fiscal 2013 to 21,795. 4 crscoresn fiscal 2014, registering a growth of 32. 60% over the previous fiscal. -Income from Interest InInterestn f unds invested went up by 71. 22%, from 798. 80 crscoresn fiscal 2013 to 1367. 72 Uses crscoresn fiscal 2014. During fiscal 2014, the significant uses of bills were scholarship of French Company AlAlit. A. foFor52. 41 crscores stick outment of Dividend & dividend tax for 5,489. 54 CrScoresurchase of fixed assets Increase in inter-corporate deposits Investment in fixed deposit. Pay Taxes amounting to 7,043. 63 CrScoresover work Capital expenditures (b) Were the coin menstruums from operations greater than or less(prenominal) than net income?Explain in expand the major reason for the differences in these 2 figures. For Fiscal 2014, by referring to the unify financial statements we get the below fgfiguresNet Cash provided by from run activities = 14751. 41 CrScoreset Profit for the year = 19163. 87 crscoresnNASNet Cash provided by from operational activities is less the net income. Explanation Working Capital fgfiguresnder the categories below are the major reasons for reducing the Net Cash take account provided by from operating activities below the net income. ) Unbilled Revenue (811. 60) CrScores) Trade Receivables (4015. 80) CrScoresc) Was the firm able to generate enough hard currency from its operations to be able to pay for all its capital expenditures? For Fiscal 2014, by referring to the Consolidated financial statements we can arrive at the below table. Net Cash provided by/Used in Fiscal 2014 Fiscal 2013 Operating activities 14,751. 41 11,614. 96 drop activities (9,667. 08) (6,085. 66) Financing activities 5,673. 24) (5,729. 48) Exchange difference on translation of foreign currency 21 5. 41 48. 5 Net (decrease)/increase in cash and cash equivalents after translation (373. 50) (152. 13) Purchase of fixed assets accounted for (3126. 15) CrScoresf the Net Cash of (9,667. 08) crscoressed in place activities. From the supra table we can distinctly gain that the club generated enough cash from Operating activities to fund the capital expend itures on its own. (d) Did the cash flow from operations cover twain the capital expenditures and payment of dividend, if any? AnNASDividend paying(a) accounted for (5480. 7) CrScoresf the Net Cash of (5673. 24) crscoressed in backing activities.From the above table we can clearly infer that the company generated enough cash from Operating activities to fund both capital expenditures & payment of dividends on its own. (e) How did your firm invest its surfeit cash (if any)? Cash flow statement from Investing Activities indicate that the excess cash that remains after investing and financing is mamajoraintained in Short-term bank deposits. From the Cash Flow Statements we can look on that Short Term deposits increased from 4911. 46 crscoresn Fiscal 2013 to 12948. 9 CrScoresn Fiscal 2014. This accounts for a significant growth of 163%. g)GAre there any other unusual / extraordinary items of cash inflow / outflow? AnNASCash outflow ascribable to Taxes Cash Flow Statements indicate a significant increase in Taxes for Tax for Fiscal 2014. Taxes have increased significantly by 46% Year on Year. By referring to Management Discussion & psychoanalysis & Notes forming consolidated statements we can infer that company has paid (1) Additional tax of 2,129. 82 crscoresaid by TCTTStd on its higher income for the year and (2) 92. 00 crscoresf higher tax on dividend standard y TCTTStd from its overseas subsidiaries.