Personal Statement (Martin Luther King) Essay Example | Topics and Well Written Essays - 1000 words

Individual Statement (Martin Luther King) - Essay Example Martin Luther underscores the way that a decent thinking capacity isn't sufficient for a person to make an accomplishment of himself, yet rather it is significant for one to have legitimate character and good turn of events. In Luther’s sentiment, fabricating an individual’s character causes them to have basic acumen, which would thusly encourages them tackle accommodating purposes. Investigating the double motivation behind instruction, Luther feels that training ought to be given most extreme significance since it serves to ‘discipline the mind’ and channelize human existence with a lot of ethics. As indicated by Martin Luther, the essential objective of decent training involves two boss qualities, which are 1) Intelligence and 2) Character. On the off chance that both of these two is missing, at that point instruction can't be supposed to be finished or healthy. Talking on the capacity of training Martin Luther expresses that, â€Å"The capacity of inst ruction, along these lines, is to instruct one to think seriously and to think fundamentally. Be that as it may, instruction which stops with effectiveness may demonstrate the best danger to society. (Martin Luther, ‘The Maroon Tiger, 1947) Luther emphatically felt that numerous individuals among his own circle had a misguided judgment on the genuine reason or capacity of training. ... This double capacity of instruction incorporates utility just as culture. He emphatically felt that training is a vehicle that empowers man to accomplish the objectives he set for himself in life through proficiency and assurance. So as to accomplish these objectives and make an achievement of oneself, instruction must be a kind of preparing ground to assist man with deduction and act rapidly and viably. Revealing insight into the alleged instructed individuals, Luther expresses that however they are taught, they permit themselves to be diverted intellectually by having confidence in publicity, misleading statements and different partialities and, in this manner, ponders about the genuine reason for training and the degree it satisfies it. As he would like to think, most instructed individuals don't think and act either sensibly or deductively. The main point of instruction as indicated by Martin Luther is that it should serve to assist individuals with filtering through the swamp of misleading statements and show up at just reality and that's it. They ought to have the option to isolate the realities from fiction and show up at what is genuine, leaving aside things that are unbelievable throughout everyday life. To accomplish such a state throughout everyday life, insight alone isn't sufficient on the grounds that the genuine objective of training is to have instruction that incorporates both knowledge and character. QUESTION 2: Critical reasoning is one of the essential objectives of decent Jesuit training and there is no uncertainty about the qualities it depends on. Dr. Martin Luther King empowered and underscored basic reasoning since he unmistakably comprehended its significance in our regular day to day existences. There are numerous meanings of what great basic reasoning is. As per the NSCC (Nashville State Community College) Critical reasoning is characterized as ‘the cautious and conscious assurance of whether

Tda 2.9 Support Children and Young Peoples Positive Behaviour

TDA 2. 9 Support kids and youthful people groups constructive conduct 1. 1. In our nursery we have a conduct arrangement on advancing positive conduct; it has the rules/set of principles we use to advance positive conduct. The points of the conduct approach is to make a reliable domain that expects, energizes and perceives great conduct and one in which everybody feels upbeat and safe. The conduct approach is the primary strategy on advancing positive conduct in the nursery and we should all know about the arrangements as a component of our progressing proficient turn of events with the goal that we can oversee children’s conduct in a predictable way.The strategy defines the limits of conduct anticipated from the youngsters and furthermore the conduct anticipated from staff. It sets out how we should compensate the kids and approval them e. g. my nursery rewards potty preparing with stickers and other great conduct with verbal acclaim, in the event that a youngster is carrying on improperly, at that point we disclose to them immovably that the conduct isn't worthy and we recommend the right conduct that they ought to show and on the off chance that the conduct continues, at that point we put them in intuition time or remove them from an activity.We urge the kids to determine clashes by sharing or haggling with one another. It additionally has the counter tormenting approach in it and how we should deal with circumstances and clarifies what improper conduct is. I believe that the advantage of empowering and remunerating positive conduct through applauding is that the youngsters take in great conduct from awful conduct and I will in general observe business as usual positive conduct reoccurring when I reward it. At the point when youngsters realize that there are limits set it causes them to feel secure and furnishes kids with a sheltered and secure condition, along these lines advancing great mental health.The nursery has brilliant standards * Show regard for other people, thinking about their privileges to utilize gear, to have space to play without the danger of being harmed or vexed * Sit discreetly for story and supper times * Move around the nursery concerning the wellbeing of themselves as well as other people * Use toys securely and fittingly * Listen to directions and agree to demands made by the nursery laborers These principles are instructed by * Praising and compensating constructive conduct * Encouraging sharing and exchanges * Adults displaying constructive conduct Helping the kids to comprehend the impacts of their conduct on others * Teaching schedules for specific exercises, for example, feast times, circle times, cleaning up, going out, sharing toys and so on * Promoting kids to observe rules and step by step decreasing prompts * Helping to prepare kids to challenge tormenting, provocation and ridiculing * Using stories and tunes to show the kids the estimation of constructive conduct * Evaluating the nurseryâ€⠄¢s arrangements to check whether it might have any impact on children’s conduct * Teaching kids and talking with them about the guidelines * Ensuring that kids know and comprehend that they are constantly esteemed as people regardless of whether their conduct may at times be unsatisfactory 1. It is significant that all staff reliably and decently apply limits and rules for managing conduct as per the approaches and techniques in the setting to guarantee that the youngsters have a conviction that all is good and gain directly from wrong and that unseemly conduct will be managed similarly constantly by the entirety of the staff. Kids test limits have not changed with other staff and will get confounded and not comprehend what is anticipated from them in the event that we are not reliable in our methodology with all kids. in the event that I overlook a circumstance like a youngster hitting another kid in my group then he will believe that its alright and do it to another kid an d other kids may duplicate the conduct and imagine that its alright to act mischievously while they are in my consideration and it will subvert my position if I’m not predictable in my way to deal with social issues.When we leave the nursery for a walk we need to hold the children’s hands while in the road and there are sure kids that do whatever it takes not to, I’m not certain in the event that it is to check whether I respond distinctively or on the off chance that they simply need to test me however I generally stop and clarify that they cannot take a walk in the event that they don’t hold my hand consistently and I act similarly as I have seen other staff act in a similar circumstance, on the off chance that I didn’t act steady like the other staff, at that point I would place the kid in peril in this circumstance since they may continue giving up and afterward run into the street. Kids get familiar with the right conduct using limits. We shou ld all model positive conduct so as to be acceptable good examples and set measures for the kids and guarantee they know and follow the conduct strategies.

Managing People Moudle Title Case Study In Fastening Technologies

Managing People Moudle Title Case Study In Fastening Technologies Managing People Moudle Title Case Study In Fastening Technologies Limited â€" Coursework Example > IntroductionThe Human Resource Management approach of FTL depicted in the case study is not at all a credit to the company. Throughout FTL’s recent history, HRM has been handled in an ad hoc, reactive way, with predictably unsatisfactory outcomes. Every successful initiative seems to be countered by circumstances that lessen its value, and others have been outright failures. The results of FTL’s HRM practises are reflected in the company’s poor performance, putting its very survival within the Global Engineering organisation at risk. This paper is organised in two parts. Part One presents an overview and evaluation of FTL’s Human Resource Management efforts during the time period covered by the case study. A number of general recommendations to improve FTL’s HRM processes are offered as a conclusion to this part of the paper. Part Two will focus on one aspect of FTL’s HRM program that has been particularly difficult for the company to manage, performance management and employee evaluation. An alternative, more effective approach is described as a recommendation to conclude Part Two of the report. Part One: Overall Evaluation of FTL’s Human Resource Management ApproachBased on the case study, it is difficult to identify a coherent, system-oriented HRM philosophy at FTL, and it may be more accurate to say that the company does not actually have one. HRM policies and initiatives throughout FTL’s history have been made in piecemeal fashion, with the idea that any change will be directly reflected in the company’s bottom line. This apparently is not an unusual approach, as Wood (1999: 398-399) points out: “US and British managements are in fact frequently portrayed in commentaries on organizational change as adopting new management practices in an ad hoc or pick-and-mix way. ... More generally, this partial and disjointed orientation to innovatory practices is often presented as reflecting a pragmatic and short-term approach to management th at is assumed to pervade much of British and US industry, perhaps being fostered by an over-emphasis on short-term financial results. ”Even though the case study states that the company invested heavily in training, even sending senior and middle managers to a well-known management development programme, the results lead one to question whether the company was investing in the right kind of training. People were advanced into positions for which they were not adequately prepared. Examples are given throughout the case study, and one of the most significant ones is the surrogate HR supervisor, Mary Williamson. Catherine Forrester’s skills were needed by Global, but her frequent absences from FTL had a negative impact on the company because her stand-in was not up to the task. On the one hand, this could be blamed on Global but the fault really lies with Catherine Forrester. Her priority should be her primary position as FTL’s HR manager, and the performance of that department is her responsibility. Taking on a role for Global without making sure that her responsibility to FTL was being met â€" specifically, by training her stand-in to perform effectively when needed â€" was a poor decision on Forrester’s part.

Bethune-Cookman University GPA, SAT and ACT Scores

Transformational Learning Within The Student Athlete

Recent studies have demonstrated the powerful impact of transformational learning on feelings of cynicism among college students (Duarte, 2010). Transformational learning within the student-athlete population has not been empirically studied, although the potential benefits are enormous as student-athletes have been found to experience feelings of cynicism throughout their collegiate careers, despite initial feelings of optimism (Adler Adler, 1985). The commercialized nature of intercollegiate athletics today presents a unique environment in which to implement effective student-athlete focused career development interventions. Student-athletes face developmental difficulties unique to the student-athlete experience within a socially, athletically, and academically micromanaged context (Duarte, 2010). Transformational learning can exist as a byproduct of emancipatory learning, which can help student-athletes navigate the demands of conflicting roles, reflect critically, and negotiate profound transitions. Transformational learning has the potential to enhance student-athlete specific career development initiatives. The barriers of transformational learning among the student-athlete population will be examined within a social, developmental, and psychological context. The Five-Step Career Planning Strategy considers all aspects of an athlete’s life, which may help student-athletes balance their conflicting roles, while encouraging perspective transformation (Stambulova,Show MoreRelatedThe Theories, Social Transmission Versus Social Transformational Theories1548 Words   |  7 Pagescurriculum all had a role in a students’ development. â€Å"In a progressive setting, the teacher is no longer the authoritarian figure from which all knowledge flows; rather, the teacher assumes the peripheral position of facilitator. The teacher encourages, offers suggestions, questions, and helps plan and implement courses of study† (Sadovnik, 2006). There is an on-going debate in education about what are the most affective theories, social transmission versus social transformational theories. DeMarrais (1994)Read MoreSports : A Major Influence On Youth Development Essay1755 Words   |  8 Pageslife† (2016). 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Summary of website About The Company Free Essays

Netscape Communications Corporation is a â€Å"leading provider of open software for linking people and information over private TCP/IP-based enterprise networks (â€Å"intranets†) and the Internet.† They develop market and support a wide area of enterprise client and server software, tools for development and commercial applications which creates a single communication platform shared for other network applications. All its software is on industrial standard protocols; therefore it can be deployed on any operating system, hardware platform and databases. We will write a custom essay sample on Summary of website About The Company or any similar topic only for you Order Now It can also be connected with various other client/server applications. The software can be used across different geographic locations, third party partners and customers. The product can be used by individuals or by organizations for any internet related transactions such as buying and selling of information, software, merchandise or publications. The company also offers services for the user and the network. These features include graphics and e-mail. The Company also offers software products and tools for intranet users. Their marketing strategy incorporates multiple channel distribution, direct sales, internet, telesales, resellers, value-added resellers and retailers. Some of the companies with which Netscape does business are ATT, Apple, British Telecom, Compaq,   Deutsche   Telekom,   Digital,   France   Telecom,   Hewlett-Packard, IBM, Informix, Novell, Olivetti,   Siemens, Silicon  Ã‚   Graphics, Sybase and Sun. Netscape was incorporated in April 1994 in Delaware. The homepage is available at http://home.netscape.com. The Executive office is situates at 501 East Middlefield Road, Mountain View, California 94043. Stocks are traded on NASDAQ under the symbol â€Å"NSCP†. The U.S. offering was a total of 4,250,000 shares. The International offering was 750,000 shares, carrying the total to 5,000,000 shares. This includes 2,000,000 shares sold by The Company and 3,000,000 shares which were sold by Selling Stockholders. 86,535,395 shares were outstanding from the Common Stock after offering. The summary of the supplemental and consolidated financial information is as follows. In the months of March 1995, June 1995, September 1995, December 1995, March 1996, June 1996 and September 1996. The total revenue was $100,016 the highest in September 1996 and the lowest in $5,814 in March 1995. The gross profit was $85,322 the highest in September 1996 and the lowest in $5,814 in March 1995. The merger related charges were lowest in $2,033 in December 1995 and highest $6,100 in June 1996. Total operating expenses was highest $76,362 in September 1996 and lowest in $10,412 in March 1995. The Net income (loss) per share was 0 in September 1995. How to cite Summary of website About The Company, Papers

Kohls Dillards Essay Example

Kohls Dillards Paper FINANCIAL ACCOUNTING Kohl’s Corporation and Dillard’s Inc. – Financial Statement Analysis A. Kohl’s Corporation and Dillard’s Inc. are in the retail industry which is a highly competitive industry. There are a high number of retail stores, department stores which compete between each other on local, regional and national level. That competitiveness is highly influencing operating results of the company. The importance of the retail industry emphasizes the sentence below: â€Å"An estimated two-thirds of the U. S. gross domestic product (GDP) comes from retail consumption. Therefore, store closings and openings are an indicator of how well the U. S. economy is recovering after the Great Recession in the late 2000s. †[1] Regarding the size, Kohl’s Corporation has 929 stores in 47 states and Dillard’s Inc. has 326 stores in 29 states. They offer apparel, footwear and accessories for women, men and children, soft home products and other consumer goods. As we can see they differ in numbers of the stores and also in the approach. Kohl’s Corporation is more like discount store where Dillard’s Inc. offers more sophisticated and upscale approach, although both of the companies offer also on-line shopping on their websites. For Kohl’s Corporation we can see their expansion below: | | | | | | |Region |  Ã‚   |States |  Ã‚   | |Net Sales |100. 0% |100. 0% |100. 0% | |Cost of merchandise sold |63. 5% |63. 6% |64. 4% | |Gross margin |36. 5% |36. 4% |35. % | |Operating expense: |25. 6% |24. 7% |25. 0% | | Selling, general, administrative |22. 4% |21. 9% |22. 2% | | Depreciation and amortization |2. 7% |2. 5% |2. 5% | | Preopening expenses |0. 4% |0. 3% |0. 3% | |Operating Income |11. 0% |11. 6% |10. 5% | |Other expenses |0. 4% |0. % |0. 5% | | Interest expense |0. 5% |0. 4% |0. 5% | | Interest income |0. 1% |0. 2% |0. 0% | |Income before income taxes |10. 6% |11. 4% |10. 0% | |Provision for income taxes |4. 0% |4. 3% |3. 7% | |Net income |6. 6% |7. 1% |6. 3% | DILLARD’S INC. COMMON – SIZED STATEMENTS OF OPERATIONS |Dillard? Inc | Feb 2, 2008 | Feb 3, 2007 | Jan 28, 2006 | |Net Sales |100. 0% |100. 0% |100. 0% | |Cost of merchandise sold |64. 9% |64. 4% |65. 2% | |Gross margin |35. 1% |35. 6% |34. 8% | |Operating expense: |33. 0% |31. 2% |31. % | | Selling, general, administrative |28. 0% |26. 8% |26. 5% | | Depreciation and amortization |4. 1% |3. 9% |3. 9% | | Rentals |0. 8% |0. 7% |0. 6% | | Loss on disposal on assets |-0. 2% |-0. 2% |0. 0% | | Asset impairment and store closing charges |0. 3% |0. % |0. 8% | |Operating Income |2. 1% |4. 4% |3. 0% | |Other expenses interest |1. 2% |1. 1% |1. 4% | |Income before income taxes |0. 8% |3. 3% |1. 6% | |Provision for income taxes |0. 2% |0. 3% |0. 2% | |Equity of earning in joint ventures |0. % |0. 2% |0. 1% | |Net income |0. 7% |3. 1% |1. 6% | KOHL’S CORPORATION COMMON – SIZED BALANCE SHEET |Current Assets | Feb 2, 2008 | Feb 3, 2007 | Jan 28, 2006 | |   | | | |   | |   |Cash |1. % |2. 1% |1. 4% | |   |Short-term investments |4. 6% |4. 8% |1. 7% | |   |Merchandise inventories |27. 0% |28. 5% |24. 4% | |   |Accounts Receivable |0. 0% |0. 0% |18. 0% | |   |Deferred Income Taxes |0. 7 % |0. % |0. 3% | |   |Other |1. 3% |1. 7% |0. 7% | |   |Total Current Assets |35. 3% |37. 6% |46. 6% | |   | | | |   | |   |Property and equipment, net |61. 6% |59. 3% |50. % | |   |Favorable lease rights, net |2. 0% |2. 4% |2. 3% | |   |Goodwill |0. 1% |0. 1% |0. 1% | |   |Other assets |1. 0% |0. 6% |0. 5% | |   |Total Assets |100. 0% |100. 0% |100. % | |   | | | |   | |Total Liabilities Shareholders’ Equity | | |   | | | | | |   | |Current Liabilities | | |   | |   |Accounts payable |7. 9% |10. 3% |9. 1% | |   |Accrued liabilities |7. 6% |8. 0% |7. % | |   |Income taxes payable |1. 2% |2. 6% |1. 8% | |   |Current portion of long-term debt and capital leases |0. 1% |0. 2% |1. 2% | |   |Total Current Liabilities |16. 8% |21. 2% |19. 1% | |   | | | |   | |   |Long-term debt and capital leases |19. 4% |11. 5% |11. % | |   |Deferred income taxes |2. 5% |2. 7% |2. 4% | |   |Other long-term liabilities |3. 5% |2. 6% |2. 0% | |   | | | |   | |   |Total Liabilities |42. 2% |38. 0% |34. 9% | |   | | | |   | |   |Common stock $. 1 par value,800,000 shares authorized, 350,753 ; 348,502; and|0. 0% |0. 0% |0. 0% | | |345,088 shares issue | | | | |   |Paid in Capital |18. 1% |19. 4% |17. 3% | |   |Treasury stock at cost, 40,285; 27,516; and 0 shares |-22. 5% |-18. 0% |0. 0% | |   |Retained Earnings |62. 2% |60. % |47. 8% | |   | | | |   | |   |Total Shareholders’ Equity |57. 8% |62. 0% |65. 1% | |   | | | |   | |   |Total Liabilities and Shareholders’ equities |100. 0% |100. 0% |100. 0% | DILLARD’S INC. COMMON – SIZED BALANCE SHEET Current Assets | Feb 2, 2008 | Feb 3, 2007 | Jan 28, 2006 | |   |Cash and cash equivalent |1. 7% |3. 6% |5. 4% | |   |Accounts Receivable |0. 2% |0. 2% |0. 2% | |   |Merchandise inventories |33. 3% |32. 8% |32. 7% | |   |Other Current Assets |1. 2% |1. 3% |0. % | |   |Total Current Assets |36. 4% |37. 9% |39. 0% | |à ‚   |Property and Equipment: | | |   | |   |Land and land improvements |1. 6% |1. 7% |1. 6% | |   |Buildings and leasehold improvements |58. 4% |54. 3% |50. 7% | |   |Furniture, fixtures and equipment |36. 9% |40. 0% |38. % | |   |Buildings under construction |1. 8% |1. 1% |1. 7% | |   |Buildings and equipment under capital lease |0. 9% |0. 9% |1. 5% | |   |Less accumulated depreciation and amortization |-39. 8% |-39. 7% |-37. 3% | |   |Total property and equipment |59. 8% |58. 3% |57. 1% | |   |Goodwill |0. 6% |0. 6% |0. % | |   |Other Assets |3. 2% |3. 1% |3. 2% | |   |Total Assets |100. 0% |100. 0% |100. 0% | |Total Liabilities Shareholders’ Equity | | |   | |Current Liabilities | | |   | |   |Trade accounts payable and accrued expenses |14. 1% |14. 8% |15. % | |   |Current portion of long-term debt |3. 7% |1. 9% |3. 6% | |   |Current portion of capital lease obligations |0. 0% |0. 1% |0. 1% | |   |Other short-term borrowings |3. 7% |0. 0% |0. 0% | |   |Federal and state income taxes including deferred taxes |0. 7% |1. 4% |1. 5% | |   |Total Current Liabilities |22. 2% |18. 1% |20. % | |   |Long-term debt |14. 2% |17. 7% |19. 2% | |   |Capital lease obligations |0. 5% |0. 5% |0. 6% | |   |Other liabilities |4. 1% |3. 8% |4. 7% | |   |deferred income taxes |8. 2% |8. 3% |8. 7% | |   |Guaranteed preferred beneficial interests in the companys subordinated |3. 7% |3. 7% |3. % | | |debentures | | | | |   |Total Liabilities |52. 9% |52. 2% |57. 7% | |   |Common stock Class A |0. 0% |0. 0% |0. 0% | |   |Common Stock Class B (convertible) |0. 0% |0. 0% |0. 0% | |   |Additional paid in capital |14. 6% |14. 3% |13. 6% | |   |Accumulated other comprehensive loss |-0. 4% |-0. 4% |-0. % | |   |Retained Earnings |50. 2% |48. 9% |43. 7% | |   |Less Treasury stock at cost Class A |-17. 3% |-15. 1% |-14. 7% | |   |Total Shareholders’ Equity |47. 1% |47. 8% |42. 3% | |   |Total Liabilities and Shareholders’ equities |100. 0% |100. 0% |100. 0% | D. ROE = NI / Average stockholders equity KOHL’S CORPORATION ROE2007= 18. 5 % ROE2006=19. 18% DuPont Model |2007 |2006 | |Cost of Taxes |37. 78% |37. 52% | |Cost of Debt |3. 46% |2. 22% | |Operating Profit |10. 95% |11. 64% | |Asset Turnover |1. 68 |1. 72 | |Capital Structure Leverage |1. 67 |1. 57 | |Return on Equity (ROE) |18. 52% |19. 18% | ROE = NI / Average stockholders equity DILLARD’S INC. ROE2007 = 2. 11% ROE2006 = 10. 00 % |DuPont Model |2007 |2006 | |Cost of Taxes |11. 17% |3. 3% | |Cost of Debt |60. 20% |25. 67% | |Operating Profit |2. 06% |4. 37% | |Asset Turnover |1. 37 |1. 43 | |Capital Structure Leverage |2. 11 |2. 22 | |Return on Equity (ROE) |2. 11% |10. 00% | E. Trends in Subcomponents of ROE Trends for Cost of Taxes Kohl has a pretty stable tax rate around 37. 5% while Dillard has a highly unstable one, growing from 3. 42% and 3. 23% in 2005 and 2006 to 11. 17% in 2007. Trends for Costs of Debt While Kohl has fair costs of debt of 3. 6% in 2006 (which is below the industry average of 4%), Willards cost of debt worsened to 60. 2% in 2006 (from 25. 7% in 2005). Trends for Operating Profit Kohls profit slightly dropped by 5. 9% to 10. 95% from 2006 to 2007, Dillard worsened by 58. 2% to an EBIT of 2. 06% from 2006 to 2007. Trends for Asset Turnover Kohls asset turnover rate stayed relatively stable, slightly declining from 1. 72 to 1. 68. Dillard declined from 1. 43 in 2006 to 1. 37 in 2007. Trends on Capital Structure Leverage Kohl nearly doubled their long-term debt and increased their capital structure leverage from 1. 57 in 2006 to 1. 67 in 2007. Dillard reduced their leverage from 2. 22 in 2006 to 2. 1 in 2007. Profitability With 18. 5% ROE in 2007 (19. 2% in 2006), Kohl is by far more profitable than Dillard, whose ROE dropped to 2. 1% in 2007 (from 10% in 2006). While both firms have a similar gross profit (Kohl 36. 5%/2007; Dillard 35. 1%/2007), Kohl achieves an EBIT of 10% against 2. 1% for Dillard. Looking at both companies RNOA, it confirms that Dillard is struggling with a very low NOPM of only 1. 75% in 2007 against 6. 8% in the same year for Kohl, while Dillard is making better use of their net operating assets. F. Kohl’s Corporation asset efficency Dillard’s Inc. asset efficency G. Liquidity and solvency for Kohl’s Corporation Liquidity Solvency |2007 |2006 |2005 | |Current ratio |2. 10 |1. 78 |2. 44 | |Quick ratio |0. 49 |0. 43 |1. 16 | |Debt-equity ratio |0. 73 |0. 61 |0. 54 | |Interest cost |5. 76% |3. 64% |8. 36% | Liquidity and solvency for Dillard’s Inc. |Liquidity Solvency |2007 |2006 |2005 | |Current ratio |1. 64 |2. 10 |1. 7 | |Quick ratio |0. 14 |0. 28 |0. 30 | |Debt-equity ratio |1. 12 |1. 09 |1. 36 | |Interest cost |170. 30% |35. 68% |86. 90% | COMPARISON OF CURRENT RATIO‘S FOR KOHL’S CORPORATION AND DILLARD’S INC. [pic] COMPARISON OF QUICK RATIO [pic] COMPARISON OF DEB T TO EQUITY RATIO [pic] COMPARISON OF INTEREST COST [pic] [1] Farfan, Barbara â€Å"Retail Industry Information: Overview of Facts, Research, Data Trivia  2011†. About. com June 2011 http://retailindustry. about. com/od/statisticsresearch/p/retailindustry. htm We will write a custom essay sample on Kohls Dillards specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on Kohls Dillards specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on Kohls Dillards specifically for you FOR ONLY $16.38 $13.9/page Hire Writer