Sugar :: essays research papers

Most sugar somes from sugar cane, about 55%. Sugar cane is a kind of grass that grows to the height of about 16 feet. It can onlt grow in tropical regians near the equator. It is usually cut by hand witha machete. It is then taken to prossecing plants to be refined. They statrt by pressing the cane to extract the juice, and then boiling the juice until it begins to thicken and sugar begins to crystalliz, then spinning the crystals in a centrifuge to remove the syrup, producing raw sugar. They then ship the raw sugar to a refinery where it is washed and filtered to remove remaining non-sugar ingredients and color. Beet sugar processing is similar, but it is done in one continuous process without the raw sugar stage. The sugar beets are washed, sliced and soaked in hot water to separate the sugar-containing juice from the beet fiber. The sugar juice is then purified, filtered, concentrated and dried. Sugar types are defined by their crystal size. "Regular" is the sugar found in everyday homes and kitchens. It is the white sugar called for in most cookbook recipes. The food processing industry describes "regular" sugar as extra fine or fine sugar. It is the sugar most used by food processors because of its fine crystals that are ideal for bulk handling. Fruit sugar is slightly finer than "regular" sugar and is used in dry mixes such as gelatin desserts, pudding mixes and drink mixes. Fruit sugar has a more uniform crystal size than "regular" sugar. The uniformity of crystal size prevents separation or settling of smaller crystals to the bottom of the box, an important quality in dry mixes and drink mixes. Bakers Specials' crystal size is even finer than that of fruit sugar. As its name suggests, it was developed specially for the baking industry and is used for sugaring doughnuts and cookies. Superfine, Ultrafine, or Bar Sugar, has the smallest crystal size is the finest of all the types of granulated sugar, and it great fo r drinks, like coffee, tea, and lemonade because it disolves so easily.

Learning Skill Essay

?The attributes of the learners and how they can help the learners to be successful in an online learning environment Education of children is compulsory, formal and standardized. Adult learning is voluntary and intentional. The purpose of adult education is the independent self-directed learner. Adults tend to resist a learning process which is incongruent with their self-concept as autonomous individuals and does not correspond to their needs and interests. Adults focus on direct application. Given their daily duty in job, profession, family and community, they learn to cope with the pressures and problems of life they are facing. For that reason, the adult educator’s concern is primarily focused on the needs and interests of the learners. â€Å"Andragogy (adult education) calls for program builders and teachers who are person-centered, who don’t teach subject matter but rather help persons learn† (Knowles). Hence, the interests of adults are their real needs. Or the solutions learners have in mind do not solve their problems. The adult educator often has to register into a â€Å"needs negotiation† (Bhola) with learners when teaching new needs about boiled water or a balanced diet, about clean surroundings, preventive health practices or small families. In the dialectical process of needs negotiation the needs as felt by the learners and the needs as seen by the adult educators must be showed together to reach a consensus on the â€Å"real† needs. These real needs must agree to the experience of adult learners. If an adult gets the impression that his experience is not being valued he feels turned down as a person. New learnings take on meaning as adults are able to relate them to their life experience. Experienced adult educators, so, build into the design of their learning experiences provision for the learners to plan and rehearse how they are going to apply their learnings in their day-to-day lives or duties and combine training with transfer and application. A workshop then really can become a workplace where educational materials are produced or evaluation studies are designed. According to Knox’s proficiency theory the learning needs for an adult move upward from life situations and interpersonal communication. Social expectation motivates and empowers an adult to search for more knowledge, better expertness and more suitable performance. Adult learning is based on experience, on the learners’ own experience and on the experience of others. Learning settings of adults usually have a participatory and collaborative basic part. Adults prefer to meet as equals in small groups to explore outcome and concerns and then to take common action as a result of dialogue and inter-learning by discourse. The group becomes the â€Å"learning co-operative†. The group provides the opportunity for inter-learning. Within the group the teacher as well as the other group members plays the task of facilitators. All group members become â€Å"co-agents† (Bhola) in learning. The absence of formal accreditation or certification facilitates collaboration not only on a specific product or outcome but even in structuring and restructuring the learning process according to the needs and interests of the group. The learning process becomes as important as the learning outcome, and a balance between both is often not easy to maintain. How much freedom can actually be given to the adult learner in choice of content and way? Adult learning is life-centered. It is learning by doing, by application and experience, and if need be by trial and error. Adults do not simply to get knowledge created by outsiders, but should examine their own reality themselves and make a positive declaration about it. â€Å"Praxis† is the focus of effective adult learning and praxis means analysis and examination of reality in order to transform it. Adult learning is without interval process of investigation and exploration followed by proccess of doing something grounded in this exploration, followed by reflection on this action, leading to further investigation and so on. The principle is testing not â€Å"banking† (P. Freire) of knowledge. Exploration of new opinion, skills and knowledge take place in the context of the learners’ experience. In settings where skills are being learned, learners become acquainted with skills, apply these in real life settings, redefine hoe these skills may be altered by context, re-apply these in other settings and so on. Adults explained the meaning of ideas, skills and knowledge through the medium of their life-experience and test them in real life settings. To make the learner self-directed is the intention of adult education. But the self-directed learner is neither the one who can retrieve information or locate resources nor the one who appears in group dynamics. The â€Å"inner-directed, self-operating learner† (R. Kidd) is the one who reflects critically on his own assumptions and is keen to find alternative and better solutions. The learning process contributes largely to the success of learning. But learning is more than just the learning process. A participative learning process which fails to assist the learners in  acquiring knowledge and competence is a failure. A participative learning process may take more time because it means active involvement of everybody, discussing all the pro’s and con’s, despite that it must lead to concrete results combining commitment with competence. Education is, as Brookfield points out a â€Å"transactional encounters†. That means that the sole responsibility for determining curricula or for selecting appropriate methods does not rest either with the educator or with the learner. If the first acquires, then we have an authoritarian style and a one-way transmission of knowledge and skills. If curricula, methods and evaluative criteria become predetermined solely by what learners say they want, then the â€Å"cafeteria approach† governs the educational process. Accepting the felt needs logical basis without any further inquiry and needs negotiation means that the facilitator has to give up responsibility for the learning process and the accomplishment of learning aims and objectives. Successful learning especially in workshop settings means to keep the balance between the learning process and the learning outcome so that the results justify the efforts and if they are not excellent they should be at least and always â€Å"good enough†. Successful distance learners are self-motivated, self-reliant and self – disciplined. Distance learning students are the architects of their own learning surrounding, have the ability to manage their study time and schedule. Students can often customize their learning projects to fit their personal interests and there is great chance for personal growth and individual academic success. This requires both internal personal motivation and discipline, and also requires the establishment of a supportive personal learning environment and may require elimination of certain activities to make room for online learning in daily life. Distance learners should be self – sufficient, self-directed individuals. The online environment enables students to learn at their own pace, relieving some of the pressure of traditional seated learning and making learning more enjoyable but requires that the student is able to identify learning goals and objectives and focus their attention accordingly. Distance learners become independent problem solvers, doing their own research and expanding their lifelong learning skills. This process helps them to grow critical thinking skills and the ability to interpret and synthesize reading materials, articles and research papers with differing points of view and in the process develop their own positions and beliefs about the subject matter. Some computer and Information literacy is necessary for a distance learner. Distance learners should possess a working knowledge of email, the Internet, and basic keyboard skills. Instructional material within the learning management system will provide all the other skills needed to access and begin the online or distance lesson. Distance learners may be required to develop skills for researching and locating information from several sources and differentiate and assess them for inclusion in distance learning assignments and research projects. Distance learners should be energetic and disciplined managers of their own time. Students must be able to organize and plan their own best study schedule. While individual learners may prefer a different time of day or times in the week to give up to their distance learning study and projects, it is important to devote time each week to course work and it is vital that the distance learner understand that the same amount of time is involved in distance education courses, and traditional seated courses. The distance learner should assess his or her best time of day for study, either it is early morning or evening, every person has a best time of day for learning and thinking. A intentional effort must be made to carve out time in the student’s daily schedule for an optimal study time. Study time should not be the time that is left at the end of the day, unless that is the time when the student is most lively and attentive. All learners and especially distance learners need effective communication skills. The particular nature of distance education requires that communication be done in a written format, whether it is email, written assignments or discussion forums, the written word is vital in distance education. The ability to write clearly and communicate ideas becomes more important since it is the primary means of communication in distance learning. The successful distance learner has a strong sense of responsibility and personal commitment to academic success. Online learning, like many things in life, reaps rewards equal to the energy put into the changes. The independent nature of distance education to insist upon the presence of motivation, and discipline but commitment and follow-through are also vital.

Non-Member Countries of the United Nations

Although most of the worlds 196 countries have joined forces to tackle global issues like global warming, trade policy, and human rights and humanitarian issues through joined the United Nations as U.N. member states, two countries are not members of the U.N.: Palestine and the Holy See (Vatican City). Both, however, are considered Non-member States of the United Nations, which means they have permanent invitations to participate as observers of the General Assembly and are provided free access to documents of the United Nations. Although not specifically dictated in provisions of the United Nations, the non-member permanent observer status has been recognized as a matter of practice in the U.N. since 1946 when the Swiss Government was given the status by the Secretary-General. More often than not, permanent observers later join the United Nations as full members when their independence has been recognized by more members and their governments and economy have stabilized enough to be able to provide financial, military or humanitarian support for international initiatives of the United Nations. Palestine Palestine currently operates on a Permanent Observer Mission of the State of Palestine to the United Nations because of the Israeli-Palestinian Conflict and its subsequent fight for independence. Until such a time as the conflict is resolved, though, the United Nations cannot allow Palestine to become a full member because of a conflict of interest with Israel, which is a member state. Unlike other conflicts in the past, namely Taiwan-China, the United Nations favors a two-state resolution to the Israeli-Palestinian Conflict wherein both states emerge from the battle as independent nations under a peaceful pact. If this does happen, Palestine would almost certainly be accepted as a full member of the United Nations, though that depends on member states votes during the next General Assembly. The Holy See (Vatican City) The independent papal state of 771 people (including the Pope) was created in 1929, but they have not chosen to become part of the international organization. Still, Vatican City currently operates in the United Nations as a Permanent Observer Mission of the Holy See to the U.N. Essentially, this just means that the Holy See—which is separate from Vatican City State — has access to all parts of the United Nations but does not get to cast a vote in the General Assembly, largely because of the Popes preference to not immediately affect international policy. The Holy See is the only fully independent nation to choose not to be a member of the United Nations. States Without Non-member Observer Status Unlike the U.N.s official permanent observers, these states are not recognized by the U.N. However, they are recognized as independent states by some of the U.N.s members. Name Recognized By Kosovo 102 U.N. member states Western Sahara 44 U.N. member states Taiwan 16 U.N. member states South Ossetia 5 U.N. member states Abkhazia 5 U.N. member states Northern Cyprus 1 U.N. member state Kosovo Kosovo declared independence from Serbia  on February 17, 2008, but has not gained complete international recognition to allow it to become a member of the United Nations. Still, at least one member country of the U.N. recognizes Kosovo as capable of independence, though it technically still remains part of Serbia, acting as an independent province. However, Kosovo is not listed as an official non-member state of the United Nations, though it has joined the International Monetary Fund and the World Bank, which are two other international communities focused more on international economy and global trade rather than geopolitical issues. Kosovo does hope to one day join the United Nations as a full member, but political unrest in the region, as well as the ongoing United Nations Interim Administration Mission in Kosovo (UNMIK), have kept the country from political stability to the degree required to join as a functioning member state. Today, Kosovo is recognized by 102 U.N. members. Taiwan In 1971 the Peoples Republic of China (mainland China) replaced Taiwan (also known as the Republic of China) in the United Nations, and to this day the status of Taiwan remains in limbo because of political unrest between those claiming Taiwanese independence and PRCs insistence on control over the entire region. The General Assembly has not fully extended the non-member state status of Taiwan since 2012 because of this unrest. Unlike Palestine, however, the United Nations does not favor a two-state resolution and has subsequently not offered non-member status to Taiwan as to not offend the Peoples Republic of China, which is a member state. Today, Taiwan is recognized by 16 U.N. members.

Comparison of Windows 2000 and Knoppix Linux Boot Disk Essay

Comparison of Windows 2000 and Knoppix Linux Boot Disk Introduction What is X Windows? The X Window System, often known as X, is a windowing system for graphics workstations developed at MIT with support from DEC, Indiana University (1997-2005). What is the Microsoft counterpart? Microsofts Windows Graphic Device Interface or (GDI) performs the same functionality for Windows as X Windows does for UNIX or Linux operating systems. We begin the journey by separating out the Windows manager (KDM) from the X Windows (XFree86) on the Knoppix Linux disk. This is the first step in identifying the similarities of X Windows and Windows and is required prior to comparing the major advantages, disadvantages, and components in Windows and on†¦show more content†¦As stated above, X Windows does not define how a window is drawn, so what is it that gives the desktop environment its â€Å"look and Feel† as a user interface? Window managers in Linux handle the drawing of windows, recognizing and responding to mouse clicks, and creating all the little t ouches that make up a DE’s look and feel Lockergnome (1996-2005). Window managers also operate independently of the Linux kernel, communicating instead with the underlying X Window system. Several window managers exist today, including the ones mentioned by Information Technology Research Institute (2004). Knoppix has six alternative desktops. Alternatives to using KDM enable you run the X Window System on a computer that doesnt have enough RAM for KDM. It also saves loading time, because the alternatives load much more quickly than KDM. This is a distinct advantage when compared to Microsoft Windows. Information Technology Research Institute (2004) lists these six alternatives available for use with the Knoppix Live CD †¢ Ice Window Manager †¢ Window Maker †¢ Fluxbox †¢ Xfce †¢ Lars Window Manager †¢ Tab Window Manager Microsoft Windows GDI GDI is similar to Linux Window managers, responsible for tasks such as drawing lines and curves, rendering fonts, and handling palettes. It is not directly responsible for drawing windows or menus. That task is reservedShow MoreRelatedComparison of Windows and X Windows on Knoppix Linux Boot Disk and Window 2000 Citing Advantages and Disadvantages to Both944 Words   |  4 PagesComparison of Windows and X Windows on Knoppix Linux Boot disk and Window 2000 Citing Advantages and Disadvantages to Both Patrick Hanrahan POS/420 Amadou Wane 27, August 2005 Abstract This paper provides an overview of similarities between Windows 2000 and Knoppix Linux Boot disk, as well as including the advantages and disadvantages of both. Table of Contents Abstract 2 Table of Contents 3 Introduction 4 X Windows 4 Windows Managers 5 Microsoft Windows GDI 5 AdvantagesRead MoreLinux vs Windows4798 Words   |  20 PagesLINUX vs. WINDOWS The debate on Windows vs. Linux is truly an on going one with no end in site. Regardless how you come at this juncture you are usually a UNIX supporter or a customer of Microsoft OS and products who are grateful for products of Microsoft. We will in the following paragraphs try to compare the advantages and disadvantages of these different systems. We will give a brief description on the cost of these products, what kind of market-share these two systems hold, the availability

Research and Analysis of Americas Caffeine Consumption

Caffeine has become a staple in many developed nations. As a stimulant, caffeine provides a viable solution to many individuals maintaining a busy lifestyle. Particularly in the developed world, individuals tend to work long hours, which creates vast amounts of stress. To help alleviate much of the fatigue that accompanies a busy lifestyle, many individuals elect to drink caffeinated beverages. These beverages range from typical colas to coffee, to energy drinks. Each has its own concentration of caffeine, or energy inducing ingredients. Through the consumption of these beverages, many individuals develop a habit of dependency. Those who consume, often do so in large quantities. Large amounts of caffeine can potentially be harmful to an individuals health when consumed vigorously. Below is a chart from the Specialty Coffee Association of America indicating consumption within America. According to the data compiled in the chart, 172 million Americans consumed coffee on a daily basis. As such the focus of my exercise is to reduce my personal consumption of caffeinated drinks to better improve my overall health and fitness levels. I want to reduce my dependency on caffeine as it is linked to many health complications later in life. To avoid these complications I want to reduce my urge to consume caffeine while supplementing this behavior with fitness. Baseline Data Week Caffeine Consumption per week (in 8 ounce. Servings) Exercise Per week (1 hour sessions) Notes 1 14Show MoreRelatedDr. Pepper/Seven Up Case Analysis1651 Words   |  7 Pagesâ€Å"Squirt is a caffeine-free, low sodium carbonated soft drink brand with a distinctive blend of grapefruit juices that gives it a tangy, fresh citrus taste. 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Impact Of Experiential Learning On Developing People †Free Samples

Question: Discuss about the Impact Of Experiential Learning On Developing People. Answer: The aim of this essay is to analyze the relation of the experiential learning with human resource and adult learning. It is a method of learning introduced and discussed in various dimension. It is a significant area of concurrent research. The style is progressive, radical and humanist. The concept has presence of an educator to guide the proper utilization of the informal knowledge in simplistic understanding of complex situation. It has a serious impact on human resource development and adult education. For better and deep understanding of business dynamics as well as interpersonal relationships, it has helped greatly. This method give scope for safe environment for learning, engages the employees to their works, produces verifiable changes in mindsets by bridging the gap between theory and practice. This model supports self-learning process, which has given birth of some arguments among the educationists (Knowles, Holton and Swanson 2014). The essay critically analyses the theory of experiential learning, its cyclical nature, the contrasting views of the scholars regarding this theory, its impact on adult learning and human resource development and it is effects in future learning process. Experiential learning is a comprehensive learning process in which a learner makes practical and effective use of his experiences to construct knowledge. It is referred more commonly as learning by doing. The learning here takes place as the learners learn through direct reflection and involvement by comparing their own experiences with the learning. This method increases their motivation and material detainment. The four- stage model of David Kolb regarding experiential learning is a basic presentation of this approach. The essay discusses Kolb's extensive method of the building the model of the concerned learning. Thetheory of experiential learning states that the essence of adult learning is to make sense of life experiences. The adults can learn best when they learn from action and involvement. Involvement together with experiences offers the best education instead of blindly memorizing numbers as well as definitions. David A. Kolbdescribes the cyclical essence of experiential learning. It takes place in four stages such as: Concrete Experience: Adults can learn best if the learning process exceeds the chalk-and-talk routine. By encouraging simulations or physical actions, the experiential learning evokes emotional responses that are stronger and realistic therefore reveals cause-effect relationships, creates powerful experiences, which they do not forget easily. Reflection and Observation:In experiential learning, the adults gain knowledge and obtain insight by engaging themselves and reflecting their own practical. Therefore, it not only creates scope for experience based coaching but also provides opportunity to motivate reflection (Baker Robinson and Kolb 2012). The learning creates scope for visualizing the actions then analyzing the procedures. Abstract concept formation:The actual goal of experiential learning is to assure that the learner is capable of decoding abstract concepts of their reflections, generalizing the ideas, and perceiving the pertinence to reality. This type of learning designs estimations to motivate the learners to practice analytical thinking abilities so that they can contrive concepts as well as procedures. Active Experimentation:The hands-on tasks as role-playing, internships, and others let the learners register the learning therefore they truly learn by actions. Active experimentations in new situations guide to form concrete experiences. Impact: In recent times, business grows faster therefore needs to incorporate the innovation and experiential learning in its workplace. experiential learning is an action based education system and the business world advocates this learning model suggesting that the employees learn 70% work through informal experience, 20% through connectivity and the rest from the organizations training methods. Therefore, most of the organizations employ this purposefully designed learning style to increase skill and proficiency development. This accelerates human resource growth and keeps pace with the business (Chan 2012). This process helps to identify the most required aspects in real world. It creates valuable opportunities to acquire knowledge for the future. The adult learners get the knowledge of real life professionalism by transforming their ideas in to action. This learning can be beneficial for both the groups of visual learners as well as the people learn easily from actions. Experiential lea rning can replace external learning in terms of associated expenses. From the organizational point of view, the employees get motivated easily when they can find the relevance of the learning model with their real life experiences and get the opportunity to give feedback (Houge Mackenzie, Son and Hollenhorst 2014). The experiential learning model has been proved more efficient than other learning methods. As in this style, the employees work actively and at the same time learn from the action, reduce the time of learning. For example in many institutions, trainee engineers are given opportunity to master through on job experience and mentorship. In this learning process, the learners face challenges of queer situations and practice to navigate. On order to maximize learning, the style has created scope and acknowledged differences to build experiences (Kolb 2014). They work in a designed development, which accelerate the ability in decision-making and understand the business require ment (Bevan and Kipka 2012). Experiential theory has a great impact on business games as it welcomes new ideas and concepts, gives opportunity to apply and ask feedback of the actions. As the business has been visualizing drastic changes over time, the traditional theories need to be revised and Kolbs experiential learning theory helps the mentors or executives to adopt new techno-centric methods in accelerating performance and reflection (Kolb and Kolb 2012). Experiential learning has gained popularity in adult learning as it celebrates interconnection between peoples real-life experience and learning process. With the outcome of increased new skills and ideas, this model helps the educators to keep on motivating and rewarding for implementation of real life experience into work. Educationist John Dewey has justified that the individuals transform themselves by creating new knowledge and performing different roles. Experiential learning has a social and democratic nature that emphasizes in internal development and process. Instead of dysfunctional experiences that prevent growth, the individuals must select those experiences helping in building continuity and interaction (Passarelli and Kolb 2012). Through continuity, Dewey tries to identify the ability to connect the new experiences with the already known one. Interaction refers to the ability to be interactive with the work environment and examining the impact of knowledge in that situa tion. Usually mentors in adult education help them to link dissimilarities with the known. The principles of this style of learning help the adults to improve socio-economic life by teaching the requirements to resolve an issue when the problems arise from uncertainty and shifting situational dimensions (Sandlin, Wright and Clark 2013). This theory maintains the concept of constant learning process where the learners continue to pursue knowledge actively and get opportunity to learn from complex situations. The Experiential learning style often assists the adults to understand perplexing new situations. For example, an employee when joins a new organization acquires important socio-political as well as cultural norms of that organization (Warren 2014). Argument: The scholars, who work in the educational ground and various effective learning processes, have disagreed with the experiential learning theory of David Kolb. Roger argues that experiential learning style excludes targets, purposes, decision-making and intentions. This procedure is solely based on the learners rating themselves instead of rating the preferred learning style. It only strengthens the individual learner instead of relating others. John Heron thinks the style is narrow and needs more development. The critique finds that the part concerning concrete experience is not explained properly therefore, leaves a vast scope for more experiment. It needs to be more elaborated and defined (Merriam and MacKeracher 2013). The model is more concerned about reflective scrutiny, experimentation and conceptualization. Other critics find the concept of Kolb is very much ill defined and needs interpretations. The idea that the theorist has explains seem to be a blend of various theories th at has not been amalgamated logically. .From philosophical point of view, the style is invalid and too restricted. There is no place for imagination and intuition therefore the persons from different gender, socio-economy, age finds it difficult to relate (Schenck and Cruickshank 2015). According to Loyness, the application of this theory has never been convincing and it does not demonstrate the transfer of process of learning from one setting to the other. The simple linear structure of the model is not always acceptable by the adult learners who work random. The cyclical model gives the impression that the levels are equal with time and emphasis. Wilson and Beard support the theory of experiential learning terming it as extremely influential from the management perspective. In management education, the theory is free from any problem and has a far-reaching impact on human resource development and adult learning. From management perspective, social interactions of an individual are very much important for self-development and action. Kolbs style locates itself in the tradition of cognitive psychology related to language use, perception and problem solving but merely explains anything therefore alienates people from cultural, social and historical aspects of reasoning and action. Therefore, from the above analysis it may be concluded that experiential style of learning facilitates the employees application of informal knowledge into meaningful activity. It is all about empowering a learner by valuing his personal, practical and informal experiences. It is a radical tradition that focuses on personal development, increases the ability to accept challenging situations and solve them by connecting them with personal experiences. References: Baker, M.A., Robinson, J.S. and Kolb, D.A., 2012. Aligning Kolb's Experiential Learning Theory with a Comprehensive Agricultural Education Model.Journal of Agricultural Education,53(4). Bevan, D. and Kipka, C., 2012. Experiential learning and management education.Journal of Management Development,31(3), pp.193-197. Chan, C.K.Y., 2012. Exploring an experiential learning project through Kolb's Learning Theory using a qualitative research method.European Journal of Engineering Education,37(4), pp.405-415. Houge Mackenzie, S., Son, J.S. and Hollenhorst, S., 2014. Unifying psychology and experiential education: Toward an integrated understanding of why it works.Journal of Experiential Education,37(1), pp.75-88. Knowles, M.S., Holton III, E.F. and Swanson, R.A., 2014.The adult learner: The definitive classic in adult education and human resource development. Routledge. Kolb, A.Y. and Kolb, D.A., 2012. Experiential learning theory. InEncyclopedia of the Sciences of Learning(pp. 1215-1219). Springer US. Kolb, D.A., 2014.Experiential learning: Experience as the source of learning and development. FT press. Merriam, S. and MacKeracher, D., 2013. The new update on adult learning theory. New Directions for Adult and Continuing Education.Instructor. Passarelli, A.M. and Kolb, D.A., 2012. Using experiential learning theory to promote student learning and development in programs of education abroad.Student learning abroad: What our students are learning, what theyre not, and what we can do about it, pp.137-161. Sandlin, J.A., Wright, R.R. and Clark, C., 2013. Reexamining theories of adult learning and adult development through the lenses of public pedagogy.Adult Education Quarterly,63(1), pp.3-23. Schenck, J. and Cruickshank, J., 2015. Evolving Kolb: Experiential education in the age of neuroscience.Journal of Experiential Education,38(1), pp.73-95. Warren, K., Roberts, N.S., Breunig, M. and Alvarez, M.A.T.G., 2014. Social justice in outdoor experiential education: A state of knowledge review.Journal of Experiential Education,37(1), pp.89-103.

Lemonade stand business performance

Various financial statements are used in the analysis of business performance. These include the balance sheet, income statement and the cash flow statements (Woolridge Gray, 2006). These statements are used to reflect various aspects of business performance, including calculation of key ratios that are used to evaluate performance of a business entity.Advertising We will write a custom research paper sample on Lemonade stand business performance specifically for you for only $16.05 $11/page Learn More An income statement makes available an entities revenues and expenses for a given duration and hence its serves as a basic measure of profitability (Carl, 2008). On the other hand, a balance sheet shows an entities assets portfolio and hence reflects the business liquidity position. The cash flow statement shows the businesses’ cash spending and hence reflects the cash available for use by the business at any given time. The Lemonade case falls und er fast-food restaurant and as such to evaluate its actual financial performance, it is wise to insider its performance to that of other players within the industry. This report compares the Lemonade stand business against Green tree Mall fast food restaurant, a fast growing fast food restaurant that has been able to record god financial results over the last three years. The choice of Green tree Mall restaurant is largely motivated by its astounding financial performance over the last five years, making it a leading player in the industry. In its last quarter, the fast-food restaurant recorded 42% profit, with a return on equity and return on assets of 56% and 52% respectively. Its outstanding performance is reflected by its large profitability ratio (62%). The current ratio of 5.12 while debt to equity ratio of 1.14. The results were far beyond the industry’s debt to equity ratio of 0.85 and a current ratio of 4.80. This positions the fast-food restaurant as the industryâ⠂¬â„¢s benchmark of performance excellence. However, this is not the focus of this paper. Green tree Mall fast food restaurant will only be used as a benchmark measure of the performance of Lemonade stand business. The performance of the Lemonade stand presented in this report, is a continuation of its first season’s performance. An additional comparison is made between its first season’s performance and second season’s performance. The performance is shown by the income statement, the balance sheet, and the financaila ratios indicating the businesses’ performance. See below: Table 1: Income statement year 1 and year 2Advertising Looking for research paper on business economics? Let's see if we can help you! Get your first paper with 15% OFF Learn More Year 1 Year 2 Revenues 184.10 314.56 Less: Expenses 62.22 86.58 Net-Income 121.88 227.98 Year 1 and year 2 results reveal a rise in spending as well as revenue from year 1 to yea r 2. This shows that the businesses generated more income and expenses during the second season. Balance Sheet Assets: Year 1 Year 2 Cash 184.10 314.56 Inventories 3.03 5.6 Equipment 9.00 12.12 Total Assets 196.13 332.28 Liabilities       Accounts Payable 34.25 44.25 Total Liabilities 34.25 44.25 Equity       Owner’s Capital 40.00 161.88 Retained Earnings 121.88 126.15 Total Equity 161.88 288.03 Total Liabilities Owner’s Equity 196.13 332.28 The balance also reveals that the businesses’ assets and liability portfolios grew from year one to two. Assets grew from $196.13 to $ 332.28, while liabilities similarly grew from $34.25 and $44.25. The business also grew its owner’s capital from $40 to $161.88. This is mainly attributed to the fact that no dividends were issued and instated all the earnings for the previous year were retained into the business. To better evaluate the business performance a comparison is mad e between its first season and the second season. This is best accomplished with the help of financial ratios shown in the table below:      Season1 Season 2 Return on equity 75% 79% Return on Assets 62% 69% Profitability ratio 66% 72% Current Ratio 5.46 7.24 Debt to equity ratios 1.21 1.15 The return on equity grew from 75% to 79%. This indicates that the owners earning from their capital investment also grew. While in the previous season, the owners accumulated 75 cents for every dollar they invested, in the current season, each owner accumulated 79 cents for their equity owning. Similarly, the return yielded by assets grew marginally. For each dollar worth of an asset, 72 cents were yielded as compared to the provision year where a dollar worth of an asset’s yielded 66 cents. The businesses’ profitability ratio also grew from 66% to 72% indicating that for each invested dollar, a 72 cents profit was accumulated. The current ratio also grew from 5 .46, during the previous season to 7.24 during the current season indicating that the businesses was more able to generate cash to pay for its operations. However, the businesses’ ability to pay for its long-term liabilities dropped from 1.21 to 1.15. The decline is however, a positive results considering that lenders often prefer a low debt to equity ratio (Erich, 2001). The debt to equity ratio acts a measurement of the relationship between capital contributed by the business owners and that contributed by the creditors. Additionally, the ratio shows the extent to which the capital input by shareholders can business can meet its responsibilities to the creditors when a business is liquidated.Advertising We will write a custom research paper sample on Lemonade stand business performance specifically for you for only $16.05 $11/page Learn More In relation to the industries performance, the lemonade business performed astonishingly better exceedin g even the performance of the selected benchmark industry player. While the benchmark industry player retuned a profitability of 42%, earnings its shareholders 56 cents and 52 cents for every dollar worth of owners equity and assets, the lemonade stand business earned its owners’ equity and asset portfolio 79 cents and 72 cents for every dollar respectively. The performance of the business can therefore be summarized as growing over time and has been able to ward off competition from similar products offered by its competitors. In conclusion, it’s important to mention that the performance of the businesses not only grew within its own operations but also recorded very positive results compared to the industries performance. This indicates that the strategic approach adopted by the entrepreneurs has been successfully in ensuring that spending is controlled in a manner that works positively towards the businesses success. Additionally, the performance could be attributed to the businesses pricing strategy and response to the varying weather conditions as key determinants to the clients purchasing trends. Positively identifying the factors that clients consider in order to purchase the products is crucial to the success of the business, and seemingly, this is an aspect that the business managers have been able to successfully manage. In general, the strategic objective adopted by the business managers has yielded positive results and has seen the business performance astonishingly well compared to other players in the industry. References Carl, W. (2008). Survey of Accounting. Cincinnati: South-Western College Publication. pp. 128–132. Erich, H. (2001). The Nature of Financial Statements: The Income Statement. Financial Analysis – Tools and Techniques – A Guide for Managers. London: McGraw-Hill. p. 40.Advertising Looking for research paper on business economics? Let's see if we can help you! Get your first paper with 15% OFF Learn More Woolridge, J. R. Gray, G. (2006). Applied Principles of Finance. London: McGraw Hill. This research paper on Lemonade stand business performance was written and submitted by user Santiago Stein to help you with your own studies. You are free to use it for research and reference purposes in order to write your own paper; however, you must cite it accordingly. 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