What Is Functional Grammar?

What Is Functional Grammar? Functional grammar, as explained by Halliday (1994) is concerned with meanings. Functional grammar looks at language as consisting of units of meanings rather than chunks of forms. These units of meanings are represented in various oral and written texts. In keeping with the idea, functional grammar is interested to analyze language at the text level rather than sentences. Further, Halliday (1994) writes that there are 3 lines of meaning in the clause. (1) the theme functions in the structure of the clause as message (2) the subject functions in the structure of the clause as an exchange (3) the actor functions in the structure of the clause as representation. Giving more explanation about functional grammar, he adds that functional grammar makes extensive use of function labels like actor, process, goal, theme rheme etc. Functional grammar is a new subject in the English Department of State University of Jakarta. It has become a subject in the English Department of State University of Jakarta since 2002. This subject is to be taken by all students to complete their study. Functional grammar consists of functional grammar I and functional grammar 2 with 3 semester credits each. Both functional grammar 1 and functional grammar 2 have similar purpose that is to support the development of ability to speak and write English correctly. (Buku Pedornan Akademik FBS, 2004/2005) 2 As experienced by English Department students in functional grammar classes, the process of learning functional grammar includes the discussion of concepts which is then followed by analyzing text. Texts to be analyzed can be taken from different resources such as newspaper, magazine, advertisement, film or novel. Based on the observation and informal talks with other students done by the researcher,E students often had difficulties when analyzing text. The students felt confused to put the words from text into functional grammar concepts. So far, there was no practice how to apply functional grammar concepts in speaking. Considering the condition, the researcher is interested to conduct a study to identify English Department students perception towards their knowledge, comprehension, and ability to apply functional grammar concepts in analyzing text and speaking. B. Focus of Study The focus of study is identifying English Department students perception towards their knowledge, comprehension, and ability to apply functional grammar concepts in analyzing text and speaking. C. Problem Statement Based on background of the study above, questions addressed are: 1. What is English Department students perception towards their knowledge of functional grammar concepts. 2 What is English Department students perception towards their comprehension of functional grammar concepts 3 What is English Department students perception towards their ability to apply functional grammar concepts in analyzing text. 4 What is English Department students perception towards tieir ability to apply functional grammar concepts in speaking. D. Purpose of Study Based on problem statement, the purpose of this study is to identify English Department students perception towards their knowledge, comprehension, and ability to apply functional grammar concepts in analyzing text and speaking. E. Benefit of Study This study is to give input related to English Department students knowledge, comprehension of functional grammar concepts and their ability to apply the concepts in analyzing text and speaking. 4 CHAPTER II LITERATURE REVIEW This chapter discusses seven topics relevant to the needs of providing theoretical bases for a study of identifying English Department students perception towards their knowledge, comprehension, and ability to apply functional grammar concepts in analyzing text and speaking. The first topic is traditional grammar, the second topic is functional grammar, the third topic is the differences between traditional grammar and functional grammar, the fourth topic is functional grammar as a subject in the English Department, the fifth topic is Perception, the sixth topic is Ability to Apply, and the seventh topic is Speaking. Traditional Grammar In the discussion about Traditional Grammar, Halliday (1994) explains that traditional grammar has always been the grammar of written language; and traditional grammar has always been a product grammar. While, Linda Gerot Peter Wignell (1994) state that grammar is the structure of language. They further explain that traditional grammar aims at describing the grammar of standards English by comparing the grammar of English with the one of Latin. They state that students learn the name of parts of speech (noons, verbs, prepositions adverbs, adjectives) They also explain that traditional grammar focuses on the rules for producing coect sentences. Still related to traditional grammar, based on Wikipedia, the free encyclopedia 2O36) ri 1Lng Isrics trad tona1 grammar is a cover name for the collection of 5 concepts and ideas about the structure of language that Western societies have received from ancient Greek and Roman sources. The source also states that the focus of attention of traditional grammar is on the surface structure, not on meaning. So far, traditional grammar has been associated with the use of class labels like noun. verb, adjective, adverb, etc. Traditional grammar is mainly concerned with syntax and some morphology. Traditional grammar focuses on surface structure. Traditional grammar limits the discussion on the sentence level. Functional Grammar In the discussion about Functional Grammar, Halliday (1994) explains that functional grammar is essentially a natural grammar, in the sense that everything in functional grammar can, be explained, ujtimately, by reference to how language is used. He further states that the aim of functional grammar has been to construct a grammar for purposes of text analysis: one that would make it possible to say sensible and useful things about any text spoken and written in modern English. Going into deeper discussion, Halliday (1994) pronoses three lines of meaning in the clause. There are theme, subject and actor. As a working approximation, he defines different strands of meaning as follows: 1. The Theme functions in the structure of the clause as message. 2. The Subject functions in the structure of the clause as an exchange. 3. The Actor functions in the structure of the clause as representation. 6 t While, Linda Gerot Peter Wignell (1994) note that functional grammar attempts to describe language in actual use and focus on text and contexts. They view that functional grammar was developed based on an assumption that language as a resource for making meaning. They also state that functional grammar is concerned tiot only with the structures but also with how those structures construct meaning. Functional grammar starts with the question, how the meanings of this text are realized. On the same view of Linda Gerot Peter Wignell (1994), and Halliday (1994), Martin, Matthiessen, Painter (1997) describe that functional grammar is a way of looking at grammar as it is used. Functional grammar focuses on the development of grammatical systems as a means for people to interact with each other. 1. Clause as Message Halliday (1994) states that clause as message is a clause which has meaning as a message, a quantum of information. He also claims in all languages the clause has the character of a message: it has some form of organization giving it the status of a communicative event, but there are different ways in which this may be achieved. In the clause as a message, there are theme and rheme. a. THEME Halliday (1994) explains that theme is the element which serves as the point of departure of the message, the part in which the clause is concerned. Furthermore, he states that the theme is put first. 7 Gerot Peter Wignell (1994), talking about theme, note that theme is what the clause is going to be about. They further describe that the theme can be identified as that or those element(s) which come(s) first in the clause. Theme represents the point of departure of this message from the previous one. Linda Gerot Peter Wignell (1994) shortly state that this is what Im talking about. They also said that in terms of looking at a clause as a message, the theme looks backwards, relating to the current message to what has gone before. On the same view about Theme, Martin, Matthiessen, Painter (1997) note that theme is one of two systems that organize the information presented in the clause, the other being that information. Further they also state that theme can be divided into 3 categories. There are ideational / topical theme, interpersonal theme, textual theme. 1. Ideational! Topical theme is language construes human experience. Ideational consists of what there is to argue about. 2. Interpersonal theme is language enacts human relationships. Interpersonal consists of something people can interact with. 3. Textual theme is language creates discourse. Textual consists of word order. Related the clause to its context. b. RHEME Halliday (1994) states that rheme is the remainder of the message, the part in which the theme is developed. He further explains that rheme as a message structure. A clause consists of a Theme accompanied by a Rheme. 8 Still in the discussion about Rheme, Linda Gerot Peter Wigneil (1994) note that rheme is the rest of the clause New information is contained in the rheme They further represent that rheme is This is what Im saying about it. Linda Gerot Peter Wignell (1994) also said that the rheme points both backwards and forwards by picking up on information which is already aailable and adding ti it and by presenting information which was not there before. 2 Clause as Exchange Based on Flalliday (1994), clause as exchange is a clause which has meaning as an exchange, a transaction between speaker and listener. In clause as exchange, there are mood and residu. a. MOOD Mood according to Halliday (1994) refers to the element that realizes the selection of mood in the clause. While, Martin, Matthiessen, Painter (1997) describe that the mood element makes clause negotiable and consists of Finite and Subject. (1). Finite This term, according to Linda Gerot Peter Wignell (1994) state that finite element is one of the small numbers of verbal operators expressing tense, modality and polarity. They further explain that finite element has the function of locating an exchange with reference to the speaker and making a proposition something that can be argued about. 9 Still in the same discussion about finite, Martin, Matthiessen, Painter (1997) refers to the one that makes a clause a negotiable by coding it as positive or negative and by grounding it, either in terms of time (it is! it isnt: it was/it wasnt: it will/it wont) or in terms of modality (it may! it wiIIJ it must, etc). (2). Subject In the discussion about subject, Halliclay (1994) states that subject is the responsible element, but in proposition this means the one on which the validity of the information is made to rest. Not to be different from Halliday (1994), Linda Gerot Peter Wignell (1994) state that subject is that upon which the speaker rests his case in exchanges of information, and the one responsible for insuring that the prescribed action is or is II not carned out in exchanges of goods and services Still n the discussion about subject, Martin, Matthiessen, Painter (1997) stated that subject is the element in terms of which the clause can be negotiated. b. RESIDU Halliday (1994), Linda Gerot Peter Wignell (1994) said that residue consists of functional elements of three kinds: Predicator, Complement and Adjunct. (1). Predicator Halliday (1994) says that predicator occurs in all major clauses, except those that are displayed through ellipsis. Predicator is realized by a verbal group. 10 Still in the same discussion about Predicator, Linda Gerot Peter Wignell (1994) claim that predicator is the verb part of the clause, the bit which tells whats doing, happening or being. (2). complement Halliday (1994) says that a complement is an element within the residue that has the potential of being subject but is not. Complement is realized by a nominal group. Giving more explanation about complement, Linda Gerot Peter Wigneli (1994) state that complement answers the question is/had what, to whom, did to what. (3). Adjunct Adjunct, according to Halliday (1994), and Linda Gerot Peter Wignell (1994) is an element that has not got the potential of being subject. Adjunct is typically realized by an adverbial group or a prepositional phrase. 3. Clause as Representation Halliday (1994) describes that clause as a representation is a clause which has meaning as a representation, the actor is the active participant in that process. He also states that participants related to each process type are as in the table below: a. Processes and Participants Process Participant Material: Actor (doer of the process) processes of Goai (thing affected by the process) 11 doing F Range (thing unaffected by the process) Beneficiary (the one to whom the process is said to take place) Behavioral: Expresses the physiological and psychological behaviors Behave (a conscious being if it is not, the clause is considered to be personification) Behaviour (extends the process) I Mental: processes of sensing Senser (doer of the process that is realised by a human or at least conscious participant) Phenbmenon (what is thought, wanted, perceived or liked / disliked that is realised by a nominal group or embedded clause) Verbal: processes of saying and asking Sayer (doer of the process) Receiver (addressee of the speech) Target (the participant which is the subject of the talk) Verbiage (sums up what is said in one nominal group or embedded clause) Existential: realizes the meaning that something exists Existent .I Carrier (thing described) Attribute (description, it is typically an indefinite nominal group I j Relational: processes of I 12 b. Circumstances The other element that also plays an important part in the experiential meaning is the circumstance. A circumstance is defined as any piece of circumstantial information about the process within its own clause (Halliday 1994). The function is to illuminate the process in some way. Circumstances are realized by adverbial groups, prepositional phrases, and even by nominal groups. Still in the same discussion about Circumstance, Halliday (1994) divides circumstances into 9 categories. There are: (1) Extent (2) Location (3) Manner (4) Cause (5) Contingency (6) Accompaniment (7) Role (8) Matter (9) Angla (1) Extent Extent is expressed in terms of some unit measurements like yards, laps, rounds, and years. The interrogative forms for Extent are: (a) how far? (b) how long? (c) how many? The typical structure is a nominal group with quantifier or indefinite. attributive with an adjective as Head) Relational: processes of being Identifying Identified (that which is to be identified) Identifier (the new identity) 13 (2) Location Location clarifies the location of the expression. The general interrogatives are where? and when?. The typical structure is an adverbial group or prepositional phrase. 3) Manner Manner, another set of categories, is divided into three subcategories. There are: (a) Means (b) Quality (c) Comparison. a. Means Means refers to the means whereby a process takes place, it is typically expressed by a prepositional phrase with the preposition by or with. The interrogative forms are how? and what with? b. Quality Quality is typically expressed by an adverbial group with-ly adverb as Head. It answers the question of how. c. Comparison Comparison is typically expressed by a prepositional phrase started with like or unlike, or an adverbial group of similarity or difference. The interrogative form is what.. .like? (4) Cause The Cause was divided into 3 categories. There are: (a) Reason (b) Purpose (c) Behalf 14 a. Reason Reason represents the reason for which a process takes place what causes it, the interrogative form are why? or how? b. Purpose Purpose represents the purpose for which an action takes place the intention behind it. The interrogative form is what for? c. Behalf Behalf represents ihe entity, typically a person, on whose behalf or for whose sake the action is undertaken who is for. They are expressed by a prepositional phrase with for or with a complex preposition such as for the sake of, in favour on behalf of. The interrogative form is who for? (5) Contingency Contingency comprises 3 subcategories. There are: (a) Condition (b) Concession (c) Expression. a. Condition Condition is expressed by in case of, in the event of. b. Concession Concession is expressed by in spite of or despite. c. Expression Express ion of default has in the absence of, in default of. (6) Accompaniment Accompaniment, another set of circumstantial elements, represents the meanings and, or, not as circumstantial. interrogative forms are and 15 who / what else? It is expressed by prepositional phrase with preposition such as with, without, besides, and instead of. (7) Role Role includes the subcategories of Guise construes the meaning of be the iitterrogative form is what as? and Product with meaning of become, interrogative form is what into?. (8) Matter Matter is expressed by preposition such as about, concerning, with reference to and sometimes simply of. Interrogative form is what about?. (9) Angle Angle is used preposition to, but, like. It is often expressed by a more complex form such as according to, in the view I opinion of, from the standpoint of. From the definitions, it can be concluded that functional grammar makes extensive use of function labels like Actor, Process, Goal, Theme, Rheme and so on. In functional grammar there is no distinction between lexis and gran1mar. Both lexis and grammar are meaning-creating, because functional grammar is concerned with meaning than structure. The Differences between Traditional and Functional Grammar Linda Gerot Peter Wignell (1994) stated that the main difference between traditional grammar and functional grammar is in the unit of analysis. Traditional I 17 in fourth semester. While, functional grammar 2 is to be taken by students in fifth semester. Both functional grammar I and 2 consist of 3 semester credits unit. Both functional grammar 1 and functional grammar 2 are to be taken by students to complete their study. As stated in Buku Pedoman Akademik PBS (2004/2005), Functional grammar I and 2 have purpose that is to support the development of ability to speak and write English correctly. Based on experience and observing in functional grammar classes, analyzing texts is one kind of the process of functional grammar learning. Texts to be analyzed can be taken from authentic material. There are different resources to analyze written texts such as newspaper, magazine, advertisement, etc. While, to analyze spoken texts, the material can be taken from dialogues in the film or novel. Perception Perception has various defmitions from various angles. Bloom (1956) cited by Elliot et all. (2000), says that perception is the process or act of perceiving information and making sense of it. As stated in New Lexicon Webster International Dictionary of English Language Volume 2 (1997) perception is (1) the act of perceiving, apprehension with the mind or the senses; (2) an immediate of intuitive recorition, as of a moral or esthetic quality; (3) the faculty of perceiving, as distinguished from the act of perceiving. Meanwhile, in Oxford Advanced Learners Dictionary (2000), 18 perception is defined as an idea, a belief or an image you have as a result of how we see and understand something. Still in the discussion about perception, in Winkipedia Encyclopedia, an internet based encyclopedia, perception is a process that involves selecting, organizing, and interpreting stimuli in our environment. Further. HeiTher (2003) explains that perception refers to interpretation of what we take in through our sense. He notes that the way we perceive our environment is what makes us different from other animals and different from each other. From the definitions stated above, the researcher concludes that perception can be thought as each individuals personal theory of reality, through the process of interpreting and attributing meaning to what he/she observed or experienced. Briefly, perception refers to view and feeling. Therefore, two kinds of instruments were used for the data collection. They were questionnaire and interview. Based on the statement of functional grammar purpose, that is to support the development of ability to speak and write English correctly. It means that functional grammar can be applied by English Department students in language skill, speaking in particular. Related to the statement, to measure students perception about their ability to apply functional grammar in analyzing text and speaking can be seen from educational objectives goal of cognitive domain (Bloom Taxonomy) in the third level. The third levels are knowledge. comprehension and application. 19 Ability to Apply In Websters New World Dictionary of American English (1998), ability is a skill, expertness, or talent. Meanwhile in Cambridge International Dictionary (1995) ability is the physical or mental power or skill needed to do something. As stated in Longman Dictionary of English Language and culture (1998) ability is the fact of having the skill, power or other qualities that are needed in order to do something. While, Bloom (1956) cited in Elliot et all. (2000) proposes classification of educational objectives, related to 1: Cognitive Domain. There are 6 major classes: (1) knowledge recalling specific facts, (2) comprehension understanding what is communicated, (3) application generalizing and using abstract information in !concrete situations, (4) analysis breaking problem into subparts and detecting relationships among the parts, (5) synthesis putting together part to form a whole, (6) evaluation using criteria to make judgments. Later these categories were revised, as stated by Arend RI (2004), the last two categories of Blooms Taxonomy that are synthesis and evaluation were revised to become evaluate and create. To be more details, Arend proposes cognitive process categories into the following. (1) remember retrieve relevant knowledge from long-term memory, (2) understand construct from instructional -messages, including oral, written, and graphic communication, (3) apply carry out or use a procedure in a given situation, (4) analyze break material into constituent parts and determine how, parts relate to one another and to an overall structure or purpose, (5,) evaluate make judgment based on criteria and standards, (6) create V 20 put elements together to form a coherent or functional whole; reorganize elements into a new pattern or structure. Based on Blooms Taxonomy, ability to apply occurs after ability to know and to comprehend. Related to the study of identifying English Department students ability to apply functional grammar to improve their speaking ability, the inclusion of ability to know or knowledge and ability to comprehend (comprehension) is therefore considered necessary. Speaking In the discussion about speaking, Broomly (1988) explains that Speaking is an expressive language kill which the speaker symbols to communicate. While, Jones (1989) says speaking is a form of communication that has four elements i.e. speaker, receiver (listener), message and channel (communication tools such as, telephone, Internet, letter, face to face interaction, etc). Still in the discussion about speaking, in communicating, people also produce, sounds, choosing the right form, putting words in the correct order and so forth. This is also supported by W.F. Mackey (in Bygate 1995) who says that in oral expression people not only involve the right sounds, the right pattern of rhythm and intonation but also the choice of words and inflection in the right order to convey the right meaning. When we speak to other people, it means that we express our ideas or our feelings orally. This statement is supported in Webster Dictionary(1998) to speak is to express thoughts opinions or feelings orally.

Macbeths Implacable Guilt Essay -- Macbeth essays

Macbeth's Implacable Guilt      Ã‚  Ã‚  Ã‚   The Shakespearean tragedy Macbeth underscores the important and usually unforeseen effect of sin, that of guilt. The guilt is so deep that Lady Macbeth is pushed to suicide, and Macbeth fares only slightly better.    Blanche Coles states in Shakespeare's Four Giants that, regarding guilt in the play:    Briefly stated, and with elaborations to follow, Macbeth is the story of a kindly, upright man who was incited and goaded, by the woman he deeply loved, into committing a murder and then, because of his sensitive nature, was unable to bear the heavy burden of guilt that descended upon him as a result of that murder. (37)    A.C. Bradley in Shakespearean Tragedy demonstrates the guilt of Macbeth from the very beginning:    Precisely how far his mind was guilty may be a question; but no innocent man would have started, as he did, with a start of fear at the mere prophecy of a crown, or have conceived thereupon immediately the thought of murder. Either this thought was not new to him, or he had cherished at least some vaguer dishonourable dream, the instantaneous recurrence of which, at the moment of his hearing of prophecy, revealed to him an inward and terrifying guilt. (316)    In his book, On the Design of Shakespearean Tragedy, H. S. Wilson comments regarding the guilt of the protagonist:    It is a subtler thing which constitutes the chief fascination that the play exercises upon us - this fear Macbeth feels, a fear not fully defined, for him or for us, a terrible anxiety that is a sense of guilt without becoming (recognizably, at least) a sense of sin. It is not a sense of sin because he refuses to recognize such a category; and, in his stubbornne... ...    Frye, Northrop. Fools of Time: Studies in Shakespearean Tragedy. Toronto, Canada: University of Toronto Press, 1967.    Kemble, Fanny. "Lady Macbeth." Macmillan's Magazine, 17 (February 1868), p. 354-61. Rpt. in Women Reading Shakespeare 1660-1900. Ann Thompson and Sasha Roberts, eds. Manchester, UK: Manchester University Press, 1997.    Shakespeare, William. The Tragedy of Macbeth. http://chemicool.com/Shakespeare/macbeth/full.html, no lin.    Siddons, Sarah. "Memoranda: Remarks on the Character of Lady Macbeth." The Life of Mrs. Siddons. Thomas Campbell. London: Effingham Wilson, 1834. Rpt. in Women Reading Shakespeare 1660-1900. Ann Thompson and Sasha Roberts, eds. Manchester, UK: Manchester University Press, 1997.    Wilson, H. S. On the Design of Shakespearean Tragedy. Toronto, Canada: University of Toronto Press, 1957.   

Dell Computer Company

DELL’s Working Capital 1. How was Dell’s working capital policy a competitive advantage? Dell has achieved low working capital by keeping its work-in-process and finished goods inventory very low. The competitive advantage Dell achieves from this is that its inventory is significantly lower than its competitors, it does not require large warehouses for stocking the inventories and Dell is also able to adapt the fastest to technology changes in the components. The competitors would find it difficult to adapt to technology changes in a short time because they have larger inventories than Dell does. In short, Dell builds computers only when ordered and thus does not spend much capital as a result. The declining DSI means that Dell takes increasingly shorter days to sell its inventory. 2. How did Dell fund its 52% growth in 1996? Dell needed the following amount to fund its 52% growth in 1996 (using exhibit 4&5): Operating assets (OA) = total assets – short term investment OA in 1995 = 1594 – 484 = 1110 Mil USD Operating Asset to Sales ratio = 1110/3457 = 32% Sales increased from 3457 to 5296 Mil USD in 1996. Multiplying the operating asset to sales ratio by the increase in sales 0. 2 x (5296 – 3457) = 582 mil USD, which is the operating assets that Dell needed to fund its 52% growth. This increase in assets meant an increase in liabilities too, proportional to the sales. The increase in liabilities would be: Liabilities in 1995 = 942 Mil USD Liabilities to Sales ratio = 942/3475 = 27. 1% Increase in liabilities = 0. 271 x (5296 – 3475) = 494 mil USD S o, Dell would have an increase in operating assets of 582 mil USD and an increase in liabilities of 494 mil USD. The short investments would remain the same as it is not related to operations. Operational profit would increase with the Operating Profit to Sales ratio: (net profit/sales) x (5296 – 3457) = (149/3457) x (5296 – 3457) = 227 mil USD In all, we see that a sales increase of 52% has to be funded by 582 mil USD operating assets. The sales increase would also bring additional 494 mil USD in liabilities, while generating 227 mil USD of operating profit, with short term investments remaining the same at 484 mil USD. As a result, any two combinations of liabilities, operational profit or short term investments would be sufficient to offset the 582 mil USD operating assets needed to sustain the 52% sales growth. In 1995, as shown earlier, the operating asset to sales ratio was 32%. Similarly, the ratio in 1996 was (2148 – 591)/5296 = 29. 4%. The difference in the percentages is 2. 54%. This decrease in operating assets in year 1996 suggests that operating efficiency was improved by the same amount. Multiplying this difference in ratio by total sales in 1996: 5296 x 0. 0254 = 134. 5 mil USD, this amount can be reduced from the originally forecasted 582 mil USD to give the actual additional operating asset required to fund the 52% growth: 582 – 134. 5 = 447. 5 mil USD. The net margin in 1995, as shown earlier was 4. % (149/3457). In 1996 it increased to 272/5296 = 5. 14%. This net profit is an increase from the forecasted 227 mil USD (calculation shown earlier), and can be attributed to improved net margins. Also, we see an increase in current liabilities of 187 mil USD between 1995 and 1996. We also see that the sum of the increase in current liability and the net profit, of 199 6, is higher than the actual additional operating asset requirement: 272 + 187 = 459 mil USD > 447. 5 mil USD. Therefore, Dell funded its 1996 sales growth through internal resources, i. e. reducing its current assets and increasing its net margin. . Assuming Dell sales will grow 50% in 1997, how might the company fund this growth internally? How much would working capital need to be reduced and/or profit margin increased? What steps do you recommend the company take? For the year 1996, Operating Assets = Total Assets – Short term Investments = 2148 – 591 = 1557 Mil USD When the sales increases by 50% in 1997, operating assets are also expected to increase by 50%. So for 1997, Dell requires an operating asset of 1557 x 1. 5 = 2336 Mil USD. We should also assume that the net profit as a percentage of sales will increase proportionally by 50% for 1997. For 1996, Net profit as a percentage of sales = 272/5296 = 5. 14% For 1997, Net profit = 5296 x 0. 0514 * 1. 5 = 408 Mil USD For 1997, additional operating asset required = 2336 – 1557 = 779 Mil USD How could this be funded by Dell? Let us assume two scenarios Scenario 1: Let us assume the liabilities remain the same for the year 1997 even when sales increases by 50%, i. e. DELL would not go for any additional liability to fund the increase in operating asset and it would try to do it internally. As per the calculation shown in the attached exhibit, Dell would need 371 Mil USD to fund the increase in sales. The following are the ways DELL could fund this increase in operating asset 1. They could liquidate the short term investments of 591 Mil USD which would cover all of the additional funds required. 2. Dell could sell some of its fixed assets 3. They could reduce inventories, account receivables, and increase the account payables. They could bring down the working capital substantially by having a very low cash cycle. They could negotiate with their suppliers for a higher DPO. With the Just In Time (JIT) concept, they could receive payments immediately from their customers. Let us assume in 1997 Â   |Q4 1996 |Q4 1997 |Difference | |DSI |31 |20 |-11 | |DSO |42 |25 |-17 | |DPO |33 |50 |17 | |CCC |40 |-5 |-35 | So, there is a high possibility to attain a negative cash cycle which in turn saves on the working capital. Average daily sales in 1997 = 7944/365 = 21. 8 Mil USD Cost of sales in 1997 = (4229/5296) x 7944 = 6343. 5 Mil USD Average daily cost of sales in 1997 = 6343. 5/365 = 17. 4 Mil USD For the year 1997, savings due to improved cash cycle is Savings due to reduced inventory days = 11 x 17. 4 = 191. 4 Mil USD Savings due to reduced receivable days = 17 x 21. 8 = 370. 6 Mil USD Savings due to increased payable days = 17 x 17. 4 = 295. 8 Mil USD Total saving from cash cycle improvements = 857. 8 Mil USD Scenario 2: Let us assume liabilities for 1997 increase proportionally (50%) with the increase in sales, i. e. Dell would look for external funding for the increase in operating asset. As per the calculation shown in the attached exhibit, Dell would have enough money to fund the increase in sales with the corresponding increase in liabilities. In fact they will have an excess of 161 Mil USD assuming the long term debt remains unchanged. Dell could use this excess money to repay the long term debt or it could buy back some common stocks. 4. How would your answers to Question 3 change if Dell also repurchased $500 mil USD of common stock in 1997 and repaid its long-term debt? Let us assume Dell repurchased 500 Mil USD of common stock in 1997 and it also repaid its long term debt. In such a scenario, as per the calculation shown in the attached exhibit, Dell would need 452 Mil USD to fund the increase in sales. The points discussed in scenario 1 of Q3 holds good here as well.

Dr. Randy Computer Science At Carnegie Mellon University

Dr. Randy Pausch, a professor of computer science at Carnegie-Mellon University who was diagnosed with pancreatic cancer, educated me with his powerful inspirational message. Dr. Randy Pausch, 47 years old man who has terminal cancer with a life expectancy of a few months gave me a life lesson. He thought me how to achieve dreams also how to face death. Being diagnosed with any kinds of cancer is devastating and despairing, but for him it was opposite; he was happy and cognitively healthy during his final lecture at Carnegie-Mellon University. He even said, â€Å"If I don t seem as depressed or morosed as I should be, sorry to disappoint you† (Video) and continued lecturing. He hadn’t show any sadness or depression during his lecture†¦show more content†¦For instance, rather than turning inwards, grieving and sad, I have to take this chance and make the most out of it. I’ll use my time properly and focus more on my family and friends as much as I can help them out with their needs. For instance, I ’m also a mother of two children who are 7 and 6. Having young children and approaching death is so difficult, but the necessary preparations must be made for the children I’m going to leave behind. For instance, I would discuss my predicament with them because I don’t want them to wonder where I go and why they are relocating. I’ll arrange their leaving arrangement with family or friends. Besides, I’ll be an inspiration to people diagnosed with terminal cancer. I’ll instill hope and encourage them that it is still possible to feel positive, to enjoy life, to laugh, have fun, and not give up hope. Additionally, it was stipulated in the text book that â€Å"[middle aged] adult attitude about death are often irrational. Logically, adults should work hard to change the society† (Berger, 2014, p. 766). According to psychosocial developmental theorist Erikson, Randy achieved his adulthood st age of generativity by working hard. â€Å"Adults need to care for the next generation, ether by raising their own children or by mentoring, teaching and helping others† (Berger, 2014, p. 632). Randy accomplished many of his dreams