The Lonely Soul of Dasein :: essays research papers

This analysis makes no pretences of keeping with the psychological and moral convictions that Heidegger ignored. His structural analysis is simply not complete enough to represent Dasein's phenomenological orientation in the world without considering some aspects which are inherent to each Dasein such as a psychological history and a moral destination. Although speculation as to the reasons behind his choice to ignore such overwhelming attributes is forever possible, leaving out psychology and morality leaves Dasein with no soul. Dasein then is nothing more than a component of the world through other Dasein. One can only Be when one's Being is disclosed by Others until the they is escaped in Death. Heidegger doesn't enjoy the negative connotation of the word escape in the context of relationships with Others, but this seems to be more important as a question of true existence, true realization of the authentic Self. I argue that the soul, the spirit, the essence of Dasein must be explained as well as the phenomena of existence in order to clarify the question 'What does it mean to be (Dasein)?'; Through the soul, Dasein may bridge the gaps of loneliness that occur in the solitude of single existence amongst Others. Psychology and morality provide excellent headquarters from which to launch this campaign in search of the soul of Dasein…How can one's soul exhibit both concernful solicitude and care while experiencing existential loneliness in the face of Death? When looking at the temporality of Dasein's existence, psychology corresponds to Heidegger's concept of already-being as does morality to being-ahead-of-itself, in relation to the prospect of having a soul. Psychology and morality play such large roles in the creation of both the they-self and the authentic self that some definitions are in order. Psychology explains the relationships between phenomena and both voluntary and involuntary behavior patterns. Behavior is the reaction of the subconscious with the conscious before decisions are made and actions taken. The sum of the behavioral limitations of these reactions, symbolically speaking, equals the finite potential of possibilities after already-being-in-the-world. Thus behavior displays an abundant importance when considering Dasein's interpretation of events on an authentic as well as an inauthentic level. It seems that Heidegger shies away from psychology because behavior can vary so much from one person to another and creates problems for his strictly structural analysis of being. Morality is also of great concern in a personal view of Heidegger's Being and Time due to the touchy nature of his use of such terms as conscience and guilt to describe qualities that are present in all Dasein.

Universal Education

11 important Problems of Universalization of Education and their Remedies SWASTIK Universalization of Elementary Education is Constitutional directive. Education is every body's birth-right and it is binding on any government to provide facilities for education for children who are born and reach the school-going age. It was stipulated to achieve Universalization within 10 years from the introduction of Constitution and that is by 1960. But it is now more than three decades after the scheduled time.Now the problems with certain possible remedies to solve them have been discussed as follows: (1) Faulty Policy of Government: The constitutional directive is that states shall endeavour to provide free and compulsory education to all children until they complete the age of 14 years. But it is a matter of regret that the prescribed goal has not been reached as yet. The main cause for this is that the policy of Government was based on idealism. Basic education was accepted as the form of na tional education.Being inspired with this aim, work started to convert the existing primary schools into basic schools. India is a vast country with a very large population. Money was too much in shortage for implementation of so expensive a scheme of conversion of a large number of Elementary Schools. Government has also admitted this. In such a situation, the best policy would have been to make separate treatment for the basic schools along with the general primary and middle schools. (2) Political Difficulties: Education is the basis of democracy.It is necessary to educate the citizens in order to make democracy a success. But so far the Government of India has not been able to devote their full attention towards education. Main reason is that since the attainment of Independence, Government had to face the problems of food, of inimical neighbours, the problem of Kashmir, the problem of linguistic states etc. Those problems still exist and these problems have all along forced to allocate so much money that Government has not been able to devote their due attention for elementary education.The Government is responsible to solve the political problems; the Government is also duty-bound for smooth progress of public education. On no account, this indifference of Government towards universal primary education could be justified. (3) Faulty Administration of Education: In most of the states the responsibility of universal primary education is on the authorities of Blocks, Municipalities and Educational Districts. The progress of expansion of primary education gets slow because of the indifference and incapability of these institutions.In fact, it is the responsibility of the nation to educate its citizens. It is necessary that the Government of India should take upon itself the sacred work of universal enrolment and universal retention at the Elementary stage. In fact it is the responsibility of the action to educate its citizens. (4) Dearth of Money: Inadequacy of money is a serious problem that confronts primary schools. Income of the local institutions responsible for primary education is so much limited that they are totally incapable of meeting the expenditure of compulsory education.To meet the requirements of compulsory basis education it was estimated that an annual expenditure of Rs. 269. 5 crores will be required. But in the First Five Year Plan the allocation was Rs. 93 crores and this allocation was reduced to Rs. 89 crores in the Second Plan. So sincere and honest efforts should be made to educate as many children as possible so as to banish illiteracy to the maximum extent possible. Only after abolition of illiteracy, quality of education as a matter of importance should come. (5) Dearth of Trained Teachers: There is shortage of trained teachers to make Elementary Education Universal and compulsory.Nowadays, the young teachers do not wish to work in rural areas. But the fact remains that majority of Primary Schools are in rur al areas. The chief reason of non-availability of suitable teachers is that teaching work is not attractive for many persons, since the salary of primary teachers is hopelessly low. The condition of Scheduled areas is still more miserable. The hilly and impassable jungle areas with very poor communication and transport facilities fail to attract the present day luxury-loving young men.Teachers should be provided with proper residence in the villages of their work. The question of Women teachers is very much special. So the question of teacher's quarters, residential schools, especially residential Ashram Schools in the Scheduled areas should be provided. The quality of teachers can be improved by executing a training progrmme for the untrained teachers in service on basis of study-leave basis. (6) Establishment and School Buildings: Even the Third and Fourth All India Educational Surveys indicate that even now there are lakhs of villages and habitations without schools.There are nea rly 4 lakhs schoolless villages in India which are to be given schools. It is not that easy to provide necessary funds for setting up such a large number of schools with buildings and other equipments. In order to meet this problem of new buildings along with the existing schools in private houses, temples, verandah of rich persons, residence of teachers etc. should be met by construction of low cost houses of thatch or tile with local materials; looking to the weather conditions of certain places open air stands may be taken up in the ShantiNiketan pattern.All the same, the Primary schools should have accommodations of their own as far as practicable. Problem of school houses along with the problem of lack of teachers in all the primary schools can be solved through shift system in the existing schools. In order to enrol the additional age-group 6-14 children additional section rooms should be constructed. (7) Unsuitable Curriculum: The curriculum for primary schools is narrow and unsuitable to the local needs. The curriculum should be interesting for the children for its continuance.Learning by work should replace the emphasis on monotonous bookish knowledge. Education of craft should be given in the primary schools in accordance with the local needs and requirements. But the schemes of craft education in the primary schools should not of highly expensive ones. (8) Wastage and Stagnation: It is another major problem and great obstacle for universalization of Elementary Education. Out of every 100 students enrolled in class – I more than half leave schools by Class IV, only 32 pupils reach class V and only 26 reach class VIII.This is due to the lack of educational atmosphere, undesirable environment, lack of devoted teachers, poor economic condition of parents, absence of proper equipment etc. In order to check such massive wastage and stagnation at the primary stage, existing educational system and curriculum should be reformed, teaching method should be interesting, school buildings should be adequate and neat and clean, and the parents should be educated. These may help the problem of wastage and stagnation to be solved. (9) Natural Obstacles: Natural barriers are the great obstacles in the way of expansion of compulsory education.The village and small habitations in areas of Himalayan regions, Kashmir, Garhwal, Almora with less population are situated in distances apart. So also the desert areas in Rajasthan, the dense forest areas in Madhya Pradesh, Orissa, Assam and many Southern States create problems for expected enrolment. These are very very difficult areas with lack of communication and of Education and School Organization absence of transport. It is desirable to make provision, for schooling facilities even in small habitations without leaving much for mobility of small children in the severe cold, heat or heavy rains 10) Social Evils: Social evils like superstition, illiteracy faith in ancient conventions and customs , child marriages, untouchability, pardah system etc. create innumerable obstacle in the expansion of compulsory primary education. Still man; persons get their sons and daughters married at a very minor age against the Child Marriage Prohibition Act and deprive these school-going children of the fruits of education. Because of illiteracy and ignorance these social evils grow. The educated young men and women should volunteer themselves to remove these evils of society in their neighbourhood.Against these social evils, the work of expansion of universal enrolment should not be slackened, since social evils flourish because of illiteracy and ignorance. (11) Language Problem: 1961 Census reports about 826 languages and 1652 dialects in the country. The Constitution of India, 1950 mentions 14 languages, which can be made medium of education. Compulsory education has not been fully introduced among the Scheduled Castes and Scheduled Tribes and denotified tribes in the country. This is d ue to the hindrances of languages as medium of education.In the Five Year Plans the incentive programmes of free text-books, free uniform, stipends in hostels, and conversion of Residential Ashram Schools etc. do not improve matters much. The responsibility of education of these castes and tribes, who are staggering under the weight of misery and poverty for centuries, should not be left alone on Govt. Voluntary and philanthropic organization and people should come forward to assist the Government in this sacred and significant work of the nation.

Residential Schools Essay

The Decolonization of Aboriginal Civilizations through Education For centuries the Canadian government’s emphasis has always been on public affairs, where the wealthy and powerful dominated and the primary inhabitants who established our lands were almost completely disregarded. In this essay, I will argue that the educational system of the Indian Residential School (IRS) failed to meet the needs of entire generations of Aboriginal peoples. Even after the system’s discontinuation, the government continued to withhold any type of resolution for an entire decade and to this day the legacy of the IRS hangs heavy in aboriginal communities across Canada. I will prove that the Canadian federal system has failed in all accounts of Aboriginal students’ educational needs by looking at the provincial education system in comparison to the residential school system. The IRS institutions were launched in the 1840s with aboriginal children as their principal target; through them the Canadian government hoped to â€Å"civilize† and conform the following generations of Aboriginals into mainstream Canadian society and Christianity. The IRS’s objective resulted in the imprudent violation of the Aboriginal peoples’ traditions and the denial of their fundamental human rights. Up until 1996, Aboriginal children suffered from substandard living conditions and were taught at an inadequate level of education by men and women who were not qualified to teach. Although much has since been changed within the aboriginal education system, the legacy of the IRS system endures. It can be argued that the federal government sought to threaten the very existence of aboriginal peoples, and to annihilate the foundations on which the aboriginal ways of life were formed by replacing them with unfamiliar contemporary practice. As a nation that prides itself of multiculturalism and the legal protection of all cultures, Canada was unable to acknowledge and conserve the diverse aboriginal cultures. It was assumed that aboriginal children were the same across Canada. Differences among tribes, bands, and individuals played no role in a federal policy that viewed aboriginal peoples as a singular object or problem that was in need of resolution. The IRS system was a dismal failure with far-reaching consequences for entire generations of aboriginal peoples. Aboriginal families were already sending their children to provincial public schools when federal policy intervened to declare IRS to be their sole educational option. The Department of Indian Affairs (DIA) guaranteed the failure of aboriginal children to compete socially or intellectually with their non-aboriginal neighbors. I will illustrate how such a system lead to a significant gap in illiteracy rates between mainstream Canadian and Aboriginal children. The IRS system operated on a half-day curriculum during which children were removed from the classroom each day to do â€Å"occupational training† involving rudimentary tasks such as farming, harvesting, sewing, and constructing. At the root of the training was the lack of financial support available to the IRS. In a detailed comparison I will discuss the federal grants received by the IRS, which were less than 25% of the grants received by provincial public schools. My comparison will further emphasize how the financial limitations on their federal budgets affected the Aboriginal children’s quality of education and overall life. Federal officials hoped to see the IRS system become self-supporting through the use of pupils raising crops, sewing clothes, and generally doing â€Å"occupational training†. Since the termination of the IRS system, the acknowledgment and progress of government compensation has helped to restore a sense of hope in the aboriginal community. Although the government’s promises of a changed and better future support their efforts in alleviating the remnants of the IRS system, aboriginal peoples now face the hardships that were endured by their preceding generations with the justified belief that education is a tainted object of fear. Throughout the majority of Canadian history, the federal government utilized the IRS system to deprive Aboriginal peoples of their rights to proper living and education and have done little to reverse their damages. Annotated Bibliography Belanger, P. (2012). Dialogic Potential in the Shadow of Canada’s Indian Residential School System. Argumentation and Advocacy, 49(1), 16. In his article, Patrick Belanger argues that although efforts are being made by the Canadian government to express their remorse to the aboriginal community, the apology they offered, presented by Stephen Harper attracted public attention that was greater in scope than the apology’s sincerity. Belanger supports his argument by exploring incidents and statements in the past made by Harper and his inaccurate historical record. Belanger highlights how earlier on Harper had denied any â€Å"history of colonialism† in Canada, albeit admitting to five centuries of institutionalized racism and aggressive assimilation. Belanger also states how Harper narrowed his apology to the IRS system and disregarded other issues such as the violation and appropriation of Native treaties and lands. This article is helpful to my research because it supports the argument that although the Canadian government is making efforts to resolve the past, most of the progress that they propose is heavily focused on the future without particular attention and mediation to actual past events. Elias, B. , Mignone, J. , Hall, M. , Hong, S. P. , Hart, L. , & Sareen, J. (2012). Trauma and Suicide Behaviour Histories Among a Canadian Indigenous Population: An Empirical Exploration of the Potential Role of Canada’s Residential School System. Social Science & Medicine, 74, 1560-1569. In this article, the authors theorize that the IRS system left a pattern of suicidal behaviors that has passed on inter-generationally. The authors support their argument by conducting an empirical study to investigate the association of the IRS system with trauma and abusive behaviors. They collected data from residential and non-residential school attendees and their analyses found that for residential school attendees, negative experiences in the school were associated with a history of abuse and for those of younger age, they were also associated with suicidal attempts. For non-residential attendees who had a parent or grandparent who was an attendee, there was also an association with a history of abuse. This history, along with age and having had parents or grandparents who were attendees, was associated with a history of suicidal thoughts and attempts. This article is helpful to my research because it helps to show how the hindrances of the IRS system still linger in today’s generation and how the damages are still not being properly reconciled today. MacDonald, D. B. , & Hudson, G. (2011). The Genocide Question and Indian Residential Schools in Canada. Canadian Journal of Political Science, 45(2), 427-449. In their article, MacDonald and Hudson explore the crimes committed against Aboriginal peoples throughout the existence of the IRS and how it compares to genocide. They support their argument by considering existing international and domestic laws on genocide and applying these laws and theories meaningfully in the IRS system. This article is useful to my research because it discusses the interpretations of the crimes within the IRS system. It also uses a pool of evidence from survivors and documents to help me form concrete judgments on the crimes committed by the government. Miller, J. R. (2002). Troubled Legacy: A History of Native Residential Schools. Saskatchewan Law Review, 66, 357. In his article, J. R. Miller discusses the history of the IRS system and argues that there is not enough exposure of the scope of the system’s evolution over the centuries. Miller supports his article by tracking the historical record of the IRS system and pointing out specific faults made by the Catholic Church and the federal government. He shows how inadequate government financing dating back to the late 1800s contributed to inadequate pedagogy, insufficient child care, and other forms of abuse. This article is helpful to my research because it focuses on the consequences of the system’s financial and social deficiencies and how they caused aboriginal communities to turn against the institution of education.

The main purpose of the Panathenaia was to show of the greatness of Athens Essays

The main purpose of the Panathenaia was to show of the greatness of Athens Essays The main purpose of the Panathenaia was to show of the greatness of Athens Paper The main purpose of the Panathenaia was to show of the greatness of Athens Paper I disagree with the statement above. Primarily, the main purpose of the Great Panathenaia was to in the same as in the Lesser Panathenaia. The Lesser Panathenaia sought to honour the deity Athena by the means of a procession which started at the Diplyon Gate and headed through the city to the Acropolis. To honour Athena, the Athenians sacrificed many cows and sheep. The peplos was made by the women of Athens Polias in her temple. The Lesser Panathenaia also had many sporting events like traditional dancing, boat racing and a torch lit race, etc. The Lesser Panathenaia was a local event, in which only Athenians could take part, so they could not have been possibly be showing off their greatness. Later in 566 BCE, the Athenian tyrant Pisistratos expanded the Lesser Panathenaia into the Great Panathenaia, which was modelled on the Olympic and Pythian Games. The new sporting events introduced from the Olympic Games included running, equestrian events such as chariot racing and the pentathlon. The musical events included rhapsodes (reciters of poetry) retelling passages from Homer’s Odyssey and Iliad. There were also competitions for who could best play and accompany the lyre and aulos. As a result of these new events being introduced, new introduced and spectators began to come from all over the Greek world. Some also argue that in the Great Panathenaia, a very large peplos (robe) was made foe Athena Parthenos. The aim was the same, however if an additional peplos was made for Athena Parthenos in the Great Panathenaia, then in that year the Athenians had expanded their festival to honour both Athena Polias and Athena Parthenos. Athenians themselves were not trying to show off their greatness, instead the effects of the expansion of the festival made it seem that way. The introduction of new events, attracted more participants and spectators, who saw the wealth of the Athens, which by reflected in the new grand festival. They also saw the great architecture of Athens, and in particular by looking at the new temples which were recently built in the 5th century BCE, such as Parthenon on the Acropolis. The prizes of the events also increased Athenian prestige, such as amphorae of olive oil. They gave olive oil because Athena’s present to Athens was an olive tree and by giving the victors olive oil, they kept the tradition. However, as a result, it showed their wealth in oil, so that60 amphorae of oil could be given to a winner of chariot racing and one amphora contained 40L of oil. The amphorae of oil also contained paintings of the sporting events on one side and a picture of Athena Polias on the other side. This indirectly showed of the skills of Athens in arts, painting and pottery. The prizes of the musical events involved olive crowns in gold and shoed Athens’ wealth. The fact they also gave prizes to the second place winners also showed their wealth. Taken together, the expanded games and expensive prizes given to both first and second place contestants served to showed the greatness of Athens, and increase its prestige. However, welcome to the Athenians, the primarily purpose to honour the city’s goddess was served.

Idioms About Units of Measure

Idioms About Units of Measure Idioms About Units of Measure Idioms About Units of Measure By Mark Nichol A number of idiomatic expressions refer (often hyperbolically, or with lighthearted exaggeration) to units of English measure to describe something figuratively or make an observation. This post lists and explains many such phrases. To be â€Å"every inch a (something)† or â€Å"every inch the (something)† is to so closely match a stereotypical look or embody a trait that the comparison holds thoroughly, figuratively, from beginning to end. â€Å"Within an inch of (one’s) life† means â€Å"to an extreme degree†; to beat someone to within an inch of that person’s life is to physically attack that person so severely that he or she is very close to (figuratively, an inch away from) death. To move by inches, or inch by inch, or to inch along (or inch one’s way along) is to progress very slowly, in very short increments, whether literally or figuratively. (Other prepositions may, depending on the context, replace along.) â€Å"Come within an inch of† refers figuratively to very nearly accomplishing a goal or experiencing something. The phrase â€Å"every inch† (sometimes â€Å"every square inch†) hyperbolically refers to complete coverage, as in â€Å"Every inch of the room was strewn with toys.† To say â€Å"Give (someone) an inch and (that person) will take a mile† is to express that someone given a modest concession will take advantage to extract more from the giver. â€Å"Give an inch,† on its own (or â€Å"Budge an inch† or â€Å"Move an inch†), is usually part of a statement alluding to someone’s unwillingness to compromise, as in â€Å"You never give an inch.† To say that someone does not trust someone else an inch is to express an utter lack of faith in that person. Something that is inch-perfect is extremely accurate or well judged. Idioms that include the word foot almost invariably pertain to the anatomic feature rather than the unit of measurement, but to say that one would not touch a person or a thing with a ten-foot pole suggests in no uncertain terms that one does not want to be associated with that person or thing. The phrase â€Å"all wool and a yard wide† alludes to the high quality of a person or an object, while to say that someone goes or went â€Å"the whole nine yards† expresses that the person is or was very thorough in accomplishing something. A country mile is a longer-than-expected distance, perhaps from the notion that traveling a mile in a rural area seems longer than passing over that distance in a more congested area. The expression â€Å"A journey of a thousand miles begins with a single step† expresses that a formidable task is easily begun by focusing on a small initial effort. â€Å"A mile a minute† suggests doing something, such as talking, at extreme speed in a state of excitement. To say that someone can detect or observe something from a mile away hyperbolically suggests that the thing is easily noticed; however, to say that someone is miles away (or a million miles away) is to note that the person is preococcupied and not attending to a nearby activity, while to be miles from anywhere or nowhere is to literally be physically isolated. Saying that someone is a mile off or missed by a mile means that the person is mistaken or wrong to a great degree; the latter can also literally refer to someone missing a target by far or being very inaccurate in aim. â€Å"A miss is as good as a mile† means that a small failure is as just as significant as a large one. To be miles apart from agreement suggests that the parties are very much opposed. The phrase â€Å"by a mile† refers hyperbolically to accomplishing or failing to accomplish something by a significant amount. â€Å"For miles† (and â€Å"for miles and miles†), however, neutrally refers to at least several miles in such statements as â€Å"The property extends for miles in each direction.† To go the extra mile is to make greater effort than is required, while something that stands out or sticks out a mile is extremely obvious. â€Å"More bounce for the ounce† is slang referring to getting more value for one’s money with one product or investment than another. â€Å"An ounce of prevention is worth a pound of cure† means that a minimal amount of forethought has the same value as a significant expenditure of effort to resolve an issue that developed because of lack of foresight. Other comparisons are made between commonsense and theory and between discretion and wit (in the latter case, encouraging people to withhold clever comments that may embarrass another person). To pack or pile on the pounds is to quickly gain weight. The phrase â€Å"pound for pound† means â€Å"considering the weight involved.† (In combat sports such as boxing, participants who compete in different weight classes are sometimes ranked in skills according to various criteria; this type of ranking is called â€Å"pound for pound.†) â€Å"Pound of flesh,† from Shakespeare’s play The Merchant of Venice, alludes to an unreasonable debt, based on the character Shylock’s insistence on receiving a pound of flesh that a borrower agreed, with overconfidence, to surrender as collateral. The phrase â€Å"800-pound gorilla† refers metaphorically to an entity so powerful that it can ignore limitations others are bound to. (It alludes to the riddle â€Å"Where does an 800-pound gorilla sit?† the answer to which is â€Å"Wherever it wants.) The phrase â€Å"come down on (one) like a ton of bricks† figuratively expresses that punishment will be or has been dealt out severely, as if the person being punished was or will be buried beneath a crushing weight. When someone refers to â€Å"tons of† something, he or she is hyperbolically expressing abundance. To say that something â€Å"weighs a ton† is to exaggerate the weight of an object that must be carried or lifted that is unexpectedly or excessively heavy. Want to improve your English in five minutes a day? Get a subscription and start receiving our writing tips and exercises daily! Keep learning! Browse the Vocabulary category, check our popular posts, or choose a related post below:How to Format a UK Business LetterAbstract Nouns from Adjectives5 Examples of Insufficient Hyphenation

Account for the economic development of the Tokugawa period Essay

Account for the economic development of the Tokugawa period - Essay Example Japan had a very unsteady history with periods of civil wars and not much progress. The country was divided with poor developmental progress. But the scenario was greatly altered after Tokugawa Ieyasu took over the country. He provided for a new beginning in the history of Japan. The period during which he ruled was known as the Tokugawa period. It was also referred to as the Edo period because the capital of the country was moved to Edo after Ieyasu took over. The Tokugawa period was a period of modernization, expansion and progress for the country and thus was also given the name of the Modern Period. This period lasted for approximately two and a half centuries. It started from 1603and ended in 1868. During this entire episode the country was ruled by Tokugawa and then his family and hence the entire phase was given the name of the Tokugawa period. In the Tokugawa period, there was not much technological advance in the country but the economy of the country flourished. In this period Japan isolated itself from the rest of the world which can be a reason for its lesser technological advances. This period laid the foundations for today’s economically stable Japan. This period was a golden era. The population of the country remained constant for these two and a half centuries. According to a first population consensus which was conducted in 1720 the population of the country was thirty million which stayed almost the same during the entire period. It has been seen that now Japan depends greatly upon imports from other countries particularly for food and energy. But in the Tokugawa period Japan was very self sufficient in all its resources. Though Japan is not very rich in natural resources but it was seen in the late Modern Period that salt was produced from coal and still there was no shortage of the fossil fuels. Reasons that have been provided for this are that because of the isolation from the rest of the world, there was a realization

Finance Management Essay Example | Topics and Well Written Essays - 1500 words

Finance Management - Essay Example The net profit ratio shows that CLP Ltd was able to retain about 27% of the total revenue after accounting for various costs and expenses in the year 2005. It also suggest that the company loses about 73% of its sales revenue on account of various production, distribution, selling, administrative, operating, and other expenses. This ratio has decreased as compared to the previous year by about 5% even though the revenue increased in the current years. This suggests that the company is confronting with increasing expenses to carry out its activities. Riahi-Belkaoui says that the return on capital employed ratio "indicates how efficiently the capital supplied by the common stockholders was employed within the firm" (11). CLP Ltd utilized the funds provided by shareholders to generate a profit of about only 3% in 2005, which has tumbled from 18.24% in 2004. The analysis of return on assets ratio shows that in 2005, the company utilized its assets towards the generation of profit in a slightly better manner than the year 2004. Hence, profitability analysis suggests that the company is a fairly profitable company. The liquidity analysis shows t... The current ratio for CLP Ltd reveals that the company owns HK$0.65 of current assets to pay off HK$1 of its liabilities in 2005. This indicates a severe shortage of liquid assets in the company to the extent that it cannot discharge its short-term debts out of even all of its current assets. In the current year, this has declined by about 10%, which is not a good sign for its liquidity position. The quick ratio also suggests a falling trend in the company's ability to pay off its short-term liabilities and day-to-day expenses. Efficiency 2005 2004 Receivable Turnover 52 days 42 days Cash Dividend Coverage Ratio 1.75 1.89 The receivable turnover ratio exhibits that in the year 2005, the company's management converted its receivable into cash in 52 days, which has dramatically risen as compared to the previous year. This shows that the company is becoming inefficient in collecting money from its debtors on time. The cash dividend coverage ratio shows how well the company is able to pay off dividends to its shareholders out of available cash funds. An analysis of this ratio for the company suggests that although the company's cash balance is sufficient enough in 2005 to pay the dividends, yet the ratio has declined from that of the year 2004 due to the firm's attempt to pay a higher dividend in the current year out of almost the same operating cash balance. Leverage 2005 2004 Debt Ratio 28.84% 23.23% Gearing Ratio 58.59% 42.47% Riahi-Belkaoui illuminates that the leverage ratios are "used to assess the long-term solvency risk of the firm" (10). The debt ratio reveals that in 2004, about 23% of the company's assets were financed with the