Poverty in South Africa Essay - 475 Words

Poverty is one of the greatest problems facing South Africa. South African families live in very unsatisfactory conditions. The South African government works hard to bring down the rate of poverty but it also seems to increase as they try. The majority of the South African people are unemployed or else the breadwinner of the family looses the job or dies. In that situation the family has nobody to provide them with the basic needs of life. The children have no money to go to school and that alone increases the rate of poverty as it is known to everybody that if u is uneducated, you have no good chances of getting a well paying job that will sustain you for the rest of your life. In those situations people turn to crime. They believe†¦show more content†¦Their clients refuse to use condoms and they feel that they have no option but to proceed with everything because they are in desperate need of money. They also fear that they will be attacked if they do not agree with their clients. Some women tend to get multiple sexual partners because they are in desperate need of money. Those partners refuse to use condoms and the woman feels that she has no choice in the matter because she is dependent on her partners for a living. Even if the woman has only one sexual partner, if she is dependent on him for a living and if he refuses to use a condom she will not have anything to do or say as he has power over her. If most people have sex without using a condom there will be a multiple number of unplanned pregnancies. Those children will have to suffer the consequences of being born in a society that is stricken by poverty. This also increases the rate of people who are living with HIV and AIDS. The statistics shows that the higher percentage of people living with aids is women, I fell that this is because of poverty. If a woman dies of AIDS and she had had children those children will have no one to take care of them and they will also be affected by poverty. They can not go to school and obviously they will be uneducated. The lack of education can also be a strong influence of poverty. People have noShow MoreRelatedThe Poverty Of South Africa1509 Words   |  7 Pagessuffer without a chance to truly achieve their potential. In South Africa it became extreme to the point where certain races could only live in certain areas; clearly it lasted much too long.The main reasons why it lasted so long was because of the segregational laws, failed rallies; and lack of a leader. First we need a basic understanding of the apartheid system in South Africa. Apartheid was the structure of government in South Africa from 1948 to 1994. It was Established by the National PartyRead MoreRacism And Poverty : South Africa1640 Words   |  7 PagesSince it’s foundation, South Africa has faced significant issues with racism and poverty. 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Nike Cost of Captial - 777 Words

Nike Cost of Capital I. Single of Multiple Costs of Capital Since Nike has multiple business segments it is appropriate to question whether to use single or multiple costs of capital for the analysis. Kimi’s assistant Joanna went ahead and chose to use one cost of capital for Nike. We agree with her decision because Nike’s different segments are all generally sports related and are susceptible to the same market risks. For example, Nike’s footwear and apparel lines, which make up a combined 92% of their revenue, are segments that complement each other and are sold through the same marketing and distribution channels. Non-Nike products made up only 4.5% of Nike’s revenue including the Cole Haan brand, a company that sells casual dress and†¦show more content†¦Instead of deriving the amount of equity from book values, we calculated Nike’s current market capitalization by multiplying the stock price by the number of shares outstanding and arrived at $11,427,435,000. According to our new calculations, d ebt is now 10.1% and equity is now 89.9% of Nike’s total capital. III. Cost of Debt By using the yield to maturity approach, we were able to calculate the cost of debt of Nike. Examining the information provided through exhibit 4, a 20 year bond was issued with an interest payment of 6.75% semi-annually. With this semi-annual status, I=3.375% and N would be equal to 40. Lastly, the current price of the bond (P1) is $95.60 and the par value (P0) is $100. Taking in to consideration the corporate tax rate of 38% and using the redeemable bond formula, we found the cost of debt to be equal to 4.5%. IV. Cost of Equity We estimated the cost of equity using both the capital-asset-pricing model (CAPM) and the dividend growth model (DGM). Two separate WACCs were calculated on separate sheets simply for comparison reasons. We choose to take the WACC using the cost of equity derived from the CAPM method however, since it is known to be the superior method. Our estimate of Nike’s cost of equity using the DGM method is 6.64%. This was achieved by taking the .48 dividend payment, dividing it by the current share price of $42.09 and adding it to the dividend growth rate of 5.0%. Our estimate of Nike’sShow MoreRelatedNike vs. Under Armour Essay2943 Words   |  12 Pagesindustry are the companies in? Nike; one of the most well known companies across the globe today is most known for being the world’s #1 shoemaker. They design and sell shoes for a variety of sports including baseball, golf, tennis and football. Nike also sells dress and casual shoes as well as athletic apparel and equipment for almost every sport imaginable. In addition Nike also operates NIKETOWN shoe and sportswear stores, factory outlets along with Nike women shops. One of Nike’s biggest competitorsRead MoreContemporary Issues in Management Accounting211377 Words   |  846 Pagesanalysis, contingency frameworks, performance measurement systems, and strategic cost management, which are considered from the perspective of changing concerns facing modern organizations and present-day management thought as well as in the light of some of their historical dimensions. Other chapters deal with newly emerging concerns in management accounting, including network relations, digitization, integrated cost m anagement systems, knowledge management pursuits, and environmental managementRead MoreFundamentals of Hrm263904 Words   |  1056 Pages134 Factors That Affect Recruiting Efforts 134 DID YOU KNOW?: Something for Everyone 135 Constraints on Recruiting Efforts 135 Organizational Image 135 Job Attractiveness 136 Internal Organizational Policies 136 Government Influence 136 Recruiting Costs 136 Chapter 7 Foundations of Selection 154 Learning Outcomes 154 Introduction 156 The Selection Process 156 Initial Screening 156 Completing the Application Form 157 DIVERSITY ISSUES IN HRM: Interview Questions 158 Key Issues 159 Weighted Application

Manipulatives Material and Students Free Essays

7 Musts for Using Manipulatives By Marilyn Burns 1. I talk with students about why manipulatives help them learn math. These discussions are essential for first-time users and useful refreshers to refocus from time to time. We will write a custom essay sample on Manipulatives: Material and Students or any similar topic only for you Order Now I precede discussions by giving children time to explore a manipulative. Then we talk about what students noticed and I introduce the concepts they’ll learn with the material. 2 . From day one, I set ground rules for using materials. We talk about the similarities and differences between using manipulatives in class and playing with toys or games. With toys or games, children can make up their own rules. With manipulatives, they are given specific problems and activities. I do make clear, however, that they’re free to make discoveries and explore new ideas. It’s also important for students not to interfere with one another. I step in when I hear a howl of protest as a student who needs one more yellow tile takes it from another group’s table. Sometimes I open up the discussion to the entire class. These impromptu reminders help keep students on track. 3. I set up a system for storing materials and familiarize students with it. It’s important for students to know where and how to store materials. A clear system makes the materials more accessible. Some teachers designate and label space on bookshelves. Others use zip-top plastic bags and portion materials into quantities useful for pairs or groups. Still others place a supply of each material at students’ tables so they’re always within reach. 4. Time for free exploration is worth the investment. Whenever I introduce a new material, I allot at least one math period for this. Teacher demonstrations alone are like eating a papaya in front of the class and expecting children to know how it tastes. Free exploration time also allows students to satisfy their curiosity so they don’t become distracted from the assigned tasks. Expect children to see if tiles can fall like dominoes; build tall towers with rods; or construct rockets out of cubes. After children have explored a material, I ask what they’ve discovered and record their observations on a chart so their classmates can get insights from their ideas. Then I assign a specific task. 5. For easy reference, I post class charts about manipulative materials. Charts not only send students the message that I value manipulatives, but also help students learn materials’ names and how to spell them. In September I post a chart that lists all the materials we’ll use during the year. For some materials, I post separate charts to list their shapes and colors. And I leave posted charts of students’ discoveries about materials. 6. Manipulatives are a natural for writing assignments; having students write in math class has many benefits. Manipulatives provide concrete objects for children to describe. 7. I let parents get their hands on manipulatives, too. It’s important for parents to understand why their children are using materials. Follow up by having children take home materials and activities to do with their families. (Hint: I wait until students have had some experience. )3 Marilyn Burns Answers Your Questions Marilyn Burns Answers Your Questions About Manipulatives Q. Manipulatives help my learners who struggle, but do my better Math students need them? A. Absolutely. The challenge of teaching any subject is to find activities that are accessible to all learners and have the richness to challenge more interested or capable students. Manipulatives are a wonderful resource for this. For example, I introduced fourth graders to Build the Yellow Hexagon. All students found different ways to build the hexagon and recorded their constructions with correct fractional notation. I asked the students who finished quickly: â€Å"How much larger is the red trapezoid than the blue parallelogram? † This challenged them to figure out how much more 1/2 is than 1/3. Q. How often should I use manipulatives in my teaching? A. Ideally, the materials are available for students to use at any time to help them think, reason, and solve problems. When a manipulative material is key to a lesson, I initiate its use. Q. What about students who work well with manipulatives but have trouble with textbooks? A. Showing the bridge from concrete experiences to symbolism is essential. While it may be obvious to adults, it can be a stretch for students to see how a 3-by-4 rectangle built with tiles relates to the textbook explanation that 3 x 4 means three groups of four. I help children make connections by demonstrating how a rectangle can be separated into three rows with four tiles. Q. How many kinds of manipulatives do I need? A. It makes sense to introduce one material and provide time for in-depth exploration. But one advantage of using a variety is that children can think about ideas in different ways. For example, we wouldn’t want children to think of fractions as related only to round pies. Q. Can’t I make cheaper manipulatives? A. For years I’ve had children cut paper cookies to explore fractions, fold shapes for geometry, and use strips for measurement. Students also cut paper squares into the seven tangram puzzle pieces to see that the pieces make a square. However, to create other shapes, compare areas and perimeters, or make observations over time, paper pieces aren’t durable or exact. Manipulatives stand the test of time and are precise. They also allow students to discover the mathematical relationships inherent in them. 4 Q. Where do I fit manipulatives in when there’s so much to do? A. I use manipulatives as a support for teaching the math topics that are in the curriculum. I don’t reserve materials for special days or assignments, but make them a regular and integral part of my general teaching. Q. I worry that children will see the same materials year after year and lose interest. Do they? A. School-wide planning to discuss which manipulatives you’ll use and how to use them can be valuable. However, be careful not to designate certain materials or activities for only one grade. Most are appropriate for different levels, and repeat experiences help students stretch their thinking. For example, asking primary children to find different ways to make trains of six interlocking cubes using just two colors helps them explore different addends of 6. Older students can be challenged to figure out how many arrangements there are, not only for trains of 6, but also for trains of other lengths. Q. I don’t have enough of any one kind of manipulative to use with my whole class. What can I do? A. Some teachers I know organize learning centers and have small groups work at them. Others introduce a few activities to be done over several days, and students make choices based on which materials are available. Still others pool materials for a week with other teachers to create class sets. In all cases, having students work cooperatively not only cuts down on the amount of material you need, but also encourages communication — which in turn promotes learning. Q. How do I know when it’s time for students to put away the materials? A. I let students be my guide. Observing them gives me valuable information. Sometimes I’ve assigned students the problem of finding all of the rectangular arrays using 6, 12, and 24 tiles. While some need to build all of the rectangles with tiles and then record them, other students stop using the tiles and are comfortable drawing the rectangles. Q. I worry older students will complain that manipulatives are babyish. Any advice? A. I rarely get this reaction. Most are delighted to get their hands on concrete materials. If you anticipate naysayers, talk about how, for example, architects often build models of buildings and engineers construct prototypes. Tell students that they’ll use materials to model a problem or situation. Then be sure they first experience something that offers a challenge and that you provide free exploration time. How to cite Manipulatives: Material and Students, Essay examples