KTSP: Teaching English As A Foreign Language

KTSP: Teaching English As A Foreign Language In the course of history since 1945 (Independence Year), the national curriculum of Indonesia had undergone changed into several times, namely in 1947, 1952, 1964, 1968, 1975, 1984, 1994, 2004 and the latest curriculum of KTSP 2006 (best understood as School Based Currriculum), those amendments are logically consequences of political issue, government system, social cultural, economic, science and technology changes in the living of state community (Soekisno, 2007, para. 1). Therefore, the curriculum as a set of educational plans should be developed dynamically in accordance with the demands and changes that occur in society. All Indonesias national curriculums were designed based on the same foundation, namely Pancasila (Philosophical foundation of the Indonesian Republic) and the 1945 constitution, the principal differences among those curriculums were only on emphasizing of educational goals and approaches to realize it. Continuing to improve the quality of education in order commensurate with others development countries, Indonesian government has made various changes, and continues to review the implementation of education in Indonesia. As known, the National Education Standards of Indonesia (BSNP) had regulated through Government Regulation (PP) No. 19 Year 2005 set eight contents of the Standards of Education, specifically Content Standard, Standard Process, Graduates Competency Standards, Educators Standards and Education Workforce, Infrastructure Standards , Management Standards, Financial Standards and Evaluation Standards. Simultaneously through that Government Regulation No.19 year 2005 affected to the direction of Indonesian curriculum development policies to implement its Content Standard (SK) and Graduate Competency Standard (SKL) where then being established through the Regulation of The Minister of National Education: Number 22, 23, 24 year 2006. These three regulations then further elaborated to be KTSP (School Based Curriculum) which is built and developed by each educational unit or school in Indonesia. According to Azumardi Azra (2006) explained that the changes in education in Indonesia means that there are two new paradigms emerged in education, shifting the orientation of the policy where previously being centralized to decentralized, then national education is more oriented to the learning process rather than results. Decentralized system means to implement the new breakthrough of School-Based Curriculum where much known as KTSP in Indonesia. KTSP which is then translated to be School-Based Curriculum (SBC), this kind of curriculum replaced its predecessor of Competence Based Curriculum (KBK) 2004. Mulyasa (2008) viewed nearly in every turn of the Ministry of Education will probably changes the curriculum. Its change of curriculum had implicated and affected the national education system of Indonesia; it had not only affected the learning climate in the classroom, as well as the readiness of the principal and subject teachers in effort to understand and apply the practice. In addition, Sutrisno Nuryanto (2008) viewed that the implementation has not optimally practice as a sequence of educational perpetrators who think KTSP differ with KBK. Meanwhile Suhadi (2006) argued in such of that assumption due to a priory attitudes and psychological resistance against the changes. Whereas the changes enhancing the operational practice of curriculum which are developed and implemented by each schools consisting of their own respective goals, local content perspectives, educational calendar and syllabus. KTSP which was being mandated by Ministry of National Education Indonesia (MoNE) through The National Education Standard Institution (BSNP) means to reinforce the implementation of its predecessor (read: KBK), it implies that KTSP still put pressure on developing students competencies, according to Fasli Bachruddin (2007) said that KTSP implementation will not be undergoing through a public test, because this curriculum has been tested through KBK which was being applied by several schools in a pilot project before the born of KTSP. This is then a following-up toward curriculum change in the context of regional autonomy and decentralization of education programmed by the government of Indonesia. The implementation of this curriculum is focused on three dimensions of students enrichment of knowledge (cognitive), attitude formation (affective) and behavior (psychomotor). On KTSP the school and teacher have an authority to decide the educational goals based on their own schools perspective, in other words, teacher have duties on: (1) construct and formulate the proper goal, (2) choose and construct the right lesson material according to the needs, interest and children development phase, (3) using various methods and teaching media, (4) and construct the program and the right evaluation. A curriculum should be made systematically and detail, which will ease the teacher on its implementation. However, KTSP faces major challenges related to integrate of local information, national, and international. Combining these integrations may only be solved by having resources which are prepared ahead of time, not by the teachers who prepared instantly through a variety of curriculum development assistance programs. More dangerous if the schools eventually just offered cheat or trace the guidelines were offered by National Education Standard (BSNP). If so, SBC will create the instant schools, stunted creativity while its very contrary to the mandate of the KTSP. Some of the reasons behind the needs for this research include (1) KTSP implementation needs to be evaluated simultaneously through qualitatively and quantitatively, and (2) the results of that evaluation can be made as the basic information for all policy decisions relate to educational elements in Riau Province especially at Indragiri Hilir Regency. Research Problem However, having launched on 2006, there were many issues discussed by experts and parties whose responsible for education, particularly in the implementation of School Based Curriculum (KTSP) which has inadequate human resources whose capable to interpret even elaborate it into the practice of educational unit , incompleteness of the supporting facilities of its implementation, the teachers do not understand KTSP as a whole, both in terms of concept and its implementation in schools and even still busy using the previous theory in the process of teaching and learning in classroom. In accordance with the principal of KTSP, all levels and types of education in Indonesia must develop their own curriculum based on their potential areas and students. This is supported by Minister of National Education Regulation No. 22 of 2006 on the Content Standards, as well as Minister of National Education Regulation No. 23 of 2006 on Graduates Competency Standards (SKL), these regulations mandate to the schools in order being required to prepare their own curriculum. However, this policy is not accompanied by teachers readiness even understanding, these generate the confusion among them while applying the KTSP. As informed by Curriculum Center 2010, the monitoring noticed about the implementation of KTSP has been conducted mostly in large areas, although majority of them still adopting from existing model of curriculum. Hopefully, with technical assistances that undertaken by various parties affect to the success of its development and helping their understanding on the concept and philosophy, and then encourage them to develop based on their respective conditions. There are always the various obstacles occurred during realizing the empowerment of schools and its KTSP, at the first, lack of ability is the main construct, by creating the development of staffs capabilities while providing technical assistance to particular regions could lead them to learn by doing. The instability of funding for the dissemination and socialization of KTSP causes Curriculum Center also experienced substantial cost-cutting measures, it impacts the perfect planning that has been initially organized became severely hampered in its implementation and also make the distrusting between local to Curriculum Center. But the best spirit of area in welcoming this new curriculum to be highly efficacious drug for the Curriculum Center to do the best in accordance with the appropriate quality needs, potentials and regional particularities. The Implementation of a new curriculum would potentially fail if it was be imprudent to consider the strength of human resources. As stated by Francis Hunkins (2004) argued that one reason may miscarry a new curriculum is that implementation has not been considered critical in curriculum development, further asserted that frequently new and innovative programs are blunted at classroom doors (p. 298). So, a new curriculum that is scientifically well may not necessarily be implemented or will be blunt its scientific in the classroom practice. Therefore, any problems arise due to the implementation of KTSP supposed to comprise more serious concern of Indonesian Government, especially Indonesian Ministry of National Education. Things that must be considered such as the following: Improving teachers quality and understanding toward relevant concepts of KTSP implementation. Providing such of facilities and infrastructure that can support the successful of KTSP implementation. Simultaneously help every educational unit in developing KTSP. Evaluating its process at provincial level to local district and regions. Whatever the responses from the concerning person/social in regard to the implementation of KTSP, school and teacher are the central to implement this school based curriculum, they themselves are potentially to overcome any weaknesses occur, if not it will be in vain. As suggested by Nana (2001) no matter on how good the curriculum is, but the results are highly dependent on what is being done by teachers and pupils in the classroom. It means the success of education through curriculum reformation will ultimately be determined by teacher as an executor of the curriculum, and school as a learning provider. Research Objectives This study aims to see how the implementation of School-Based Curriculum (Initialized as KTSP) in Junior High Schools and Senior High Schools as well as Madrasah at Riau province Indonesia, specifically it will be conducted in one part of Riau Province namely Indragiri Hilir Regency. Particularly the objective of this study is to assess the status of KTSP implementation in dimensions of context, input, process and product. To figure out the extent to which KTSP has been being implementing in High Schools and Madrasah To investigate the complexities of its implementation during 4 years running To find out the supporting facilities served by national and local government in its implementation Overall purpose of this study is to see the implementation of the KTSP in terms of context, input, process and product. Significance of the Study The result of this study will obtain some of the practical benefits as follows: The policy recommendations to Indonesian Ministry of Education (especially for Indragiri Hilir Ministry of Education) based on the objectives data that will be resulted at the end of the study. Information to the public (stakeholder and parents) For basic development of relevant curriculum materials accordance with local potentials and teacher competency standard. As reference to the theoretical basis for the development of KTSP paradigm based on schools potential needs on respect to its planning, implementation, and evaluation. Research Questions In overall objectives, this study will formulate the research questions based on the evaluation model of curriculum developed by Stufflebeam (1972); those are Context, Input, Process and Product. Thus the research questions are formulated as the following: Dimension of Context How do the English teachers at Indragiri Hilir Regency develop their own curriculum based on schools desires, students needs and local needs? How do they implement and integrate all aspects of KTSP to their lesson plan and teaching? Dimension of Input How the entire of KTSP documentation (Lesson Plan, teachers, curriculum development material, supporting facilities, infrastructure and media) have been held completely in every Junior High School, Senior High Schools and Madrasah at Indragiri Hilir Regency Riau? How does the Indragiri Hilir Education Ministry assists the schools to develop their teachers capability in developing and implementing KTSP? Dimension of Process How is the implementation of KTSP in Junior High School, Senior High Schools and Madrasah at Indragiri Hilir Regency Riau? How do they (Schools and teachers) evaluate its implementation? Dimension of Product How are the results of KTSP implementation? How the effect of KTSP implementation to students competence in English (Impact of teachers creativities in designing their own curriculum development) CHAPTER II THEORETICAL FRAMEWORK Literature Review As the latest curriculum on 2006 which is derived from KBK (CBC-Competence-Based Curriculum 2004), KTSP becomes a new breakthrough in the history of Indonesian education curriculum, which to progress its development to down-top approach. Contextually, KTSP develop by any groups or committees of the education unit or school/madrasah those under coordination and supervision of the National Indonesian Education Ministry and Local Indonesian Education Ministry. It emphasizes on developing the ability to perform competences and tasks with specific standards, so the results affect the students on mastery of a set of specific knowledge competencies, and values used in many fields of life. Indeed, KTSP is the curriculum that reflects the knowledge, skills and attitudes and also refers to the concept of education in turning to improve students potentiality optimally. Moreover, according to historical records, following the independence of the Republic of Indonesia, the Dutch language was replaced by English as the first foreign language, and has been recognized as such in Indonesia since 1955 (Alisjabana, 1976; de Han, 2003 as cited in Mochtar Marhum, n.d.). Since the 1980s, English has been considered to be the most important foreign language in Indonesia. The governments and communitys interest in English has been growing since the early 1990s (Alwasilah, 1997). This position of English can be traced from government documents on the results of Parliaments meetings. In the GBHN (The Guidelines of the State Policy) 1983 and 1988, foreign language policy was not incorporated. However, in the GBHN 1993, the policy on foreign languages, particularly English, was clearly stipulated. The policy related to the use and mastery of English. In 1988, Government Regulation No. 55, 56 and 57/1988 changing Government Regulation No. 28, 29/990 was introduced. It confirmed the use of English in schools. Moreover, Government Regulation of No 57/1957/1988 confirmed the use of English as a foreign language and as a means of communication in the university. Subsequently, it was incorporated into Government Regulation No 60/1999 on the use of English in all higher education. Alwasilah (1997) suggested that the need for mastery of English in the globalization era was absolutely necessary. In addition, it would be ideal if the mastery of English became the mastery of second language (p. 89). Yet, the unique of this KTSP hopefully bring the new education model to the success of Indonesian education. The development of a KTSP is a new phenomenon for the school community in Indonesia, consequently, in the early stage of its implementation some obstacles were found in a number of schools. The freedom of schools to create their own curriculum which is relevant with the needs of students cannot be fully implemented (Harry Burhanudin, 2008). The general model of it which is being developed as a model and fully adopted by a number of schools has tended to cause a similar curriculum among schools as to what was being implemented in the centralistic era. The change in the role of schools from curriculum implementer to curriculum developer has made the school community confused. The capacity of school community to analyze the conditions and needs of the students and implement them in school curriculum needs to be further improved. Therefore, school assistance through professional development programs provided for the head teachers and teachers in the context of this kind of school based curriculum is still considered important for several years to come. In line with the school assistance, capacity building of the educational management in autonomous regions (regency/municipality) managing the curriculum development still remains to be completed A number of studies have been carried out to investigate its implementation, in a previous study conducted on 2008 where located in Jambi province of Indonesia revealed (Sutrisno Nuryanto, 2008) that KTSP to all levels (Elementary Schools, Junior and Senior High Schools) having less applicable in term of (a) KTSP developmental preparation, (b) syllabus development, (c) teachers self development, (d) integrated learning, (e) local content development, (f) outcomes assessment, and (g) report process (p. 27). As such the issue above, implementation in this context leads to the true readiness of Jambi province in anticipating of changes toward educational paradigm from a previously centralized to decentralized. For example, KTSP which was launched on the late 2006 more emphasis on school autonomy through developing their own curriculum according to local needs and wisdoms, means Indonesian curricula is no longer centralized nationally and it is mandated on Indonesian Regulation No. 22 legislated in 1999 by the republic of Indonesia (R.I). Regarding local government, decentralization implies that the authority to implement and manage education shall be transferred from the national government to local districts or municipal government levels. At this point Sutrisno Nuryanto (1998) also asserted that the teachers rules as facilitator in KTSP elements have not been working as the schools and committees expectations. Furthermore, on different angle reported as the following: The real condition shows that the paradigm shift is not necessarily accompanied by better result. A number of problems still advance in Jambi while on level of provinces, cities and countries. First, not all sectors which are directed to educational policy have human resources competent to formulate the technical policy and its implementation. Second, the increasingly of dominant political intervention in determining of policy and implementation, contextually in line with the trend of autonomy, bureaucratic chain is very closely possible to having dominantly power to education. (Sutrisno Nuryanto, 1998 p. 24). In a sense, it is important to consider the argument rose on where the KTSP developed, Endo viewed from this perspective that KTSP is similar to the concept of School-Based Curriculum Development (SBCD) in Australia which had begun to set on the mid-1970s, the discourse was in essence of giving more freedom in determining the curricula by the schools members (Endo, 1997). SBCD has several characteristics that are generally similar to SBC development in Indonesia, proved on through the participation of teachers, participation of the whole or part of school staffs; range of activities including selection (choice of a number of alternative curriculum), adaptation (modification of existing curriculum), and creation (designing a new curriculum); responsibilities transformation from centralist to decentralist (not terminating of responsibilities) and a continuation process among the community and stake-holders (to assist teachers and schools). Other studies have indicated, however, Indonesian KTSP is not derived from SBCD in Australia, such on this argument Wachyu (2009) argued KTSP is having the differentials factors from SBCD in Australia, KTSP is an integrated curriculum combining between the Top-Down and Bottom-Up approach that was being confirmed in USPN (Legislation of Indonesian National Education Standard) on chapter X, article 36 and 37, USPN revealed that Indonesian curriculum development is based on National Education Standard (SNP) and considerately pay attention on learners potential diversities, schools diversities and local needs. In Chapter 38 also states that the structure and framework of the curriculum of primary and secondary schools are determined by the government. Therefore, KTSP divided into core (subjects are tested nationally) and local subjects that are developed by each educational unit based on the assessment of its potential, including the content to develop learners personality and potential based on his interest in the form of extra-curricular activities. While SBCD in Australia tend to apply bottom-up approach, the entire process and the stages of curriculum based on the potential school. As confirmed by Skillbeck (1991) that School based curriculum is a process when some or all members of a school take part on planning, implementation, and evaluation on the aspects or elements of the curriculum (Sklill beck, 1991, as cited in Wachyu, 2009, p. 2). Decentralized curriculum; such of designing, implementing and controlling (evaluation and improvement) carried out through locally by each educational unit, teachers who design its curriculum working together with experts, schools committee/madrasah and others part of society. KTSP development could include all components of the curriculum or some only, instead of compilation can be done by a group or all teachers with regard to the needs of each school in accordance with the conditions in each educational unit or its surrounding communities. KTSP will be more meaningful because of the different situations in a certain local condition that lead to the fulfillment of needs, demands and local development. It will produce a variety of design but more easily to understand, mastered and implemented by teachers due to their involvement in expanding KTSP. Particularly the center of curriculum by Indonesian Education Ministry (2007) has pointed out also the advantages and its shortcomings, the advantages are taking on (1) KTSP is accordance with the needs, conditions, and on diversities which every local communities have, auto assist in developing society, (2) more easily to carry out due to the designs that have been prepared by teachers considering the local factors that really support to develop. Instead, it has also several shortcomings, (1) not all teachers have the expertise or skills in curriculum development then, not every local schools have the teachers or an expert that proficiently in developing such of it, (2) contently localized, the graduate can be lack of ability to participate the national competitiveness, (3) various designs that lead to the complexity of monitoring and evaluating in term of national learning outcomes, (4) transferring students from certain schools to another schools can cause difficulties (Center for the Development of Curriculum, 2007). Recent reports have noted, researched by Wachyu Sundayana (2009), a number of 60 English teachers from junior and senior high schools spread of 24 regencies and cities in West Java Indonesia were being selected, most teachers who participated in this study had trained and socialized about KTSP. He organized the research questions on (1) How are English teachers understanding about KTSP, (2) How are their perceptions on the development of KTSP, (3) What complexities were raising during implementing and developing its curriculum. This study showed the development of KTSP in every unit of educations especially junior high schools and MTs (Madrasah) in West Java are still not in line with the stages of development as suggested in the guidelines of BSNP (Institution of National Education Standard). Data collection showed most teachers (74%) know what KTSP was, but they were not clear to what function they have in practice, implement and develop KTSP, for the same reason Faizah and Ismono studied for investigating the readiness of chemistry teachers (Bangkalan district of Madura), according to their finding that Chemistry teachers from five schools were not ready to apply, the percentage just reached on 60% (Faizah Ismono, 2008, as cited in Yuli Eko Siswono, n.d). Simultaneously with the finding of Wachyu Sundayana study, the complexities on its implementation concluded as follows: (1) lack of supporting facilities of the schools, (2) incompleteness of KTSP guidance that received by teachers, (3) KTSP guideline was not detailed and clear, (4) teachers understanding on KTSP documents. These data are consistent with the finding of research conducted by Miftahul Jannah (2008) showing about teachers abilities are low in developing syllabus and lesson plan, most of respondents (75%) stated about their inabilities in developing syllabus but just copying and duplicating the examples from BSNP without having a preliminary investigation throughout students potentials and schools needs. Most of interviewing respondents admit to their complexities in making a good syllabus and lesson plan lines with the students and schools needs. This fact showed that teachers having a great plague to develop among the stage on SBC (Miftahul Jannah, 2008, as cited in Wa chyu Sundayana, 2009. p. 7). Regarding Riau province, whole schools on current educational year 2009/2010 are progressing to adapt KTSP, such socialization have always done, it felt as complexity because the entire process of being centralize to decentralize doesnt much understand by some teachers, referring to the function of teachers on KTSP, teachers are together with schools members to develop KTSP based on students potential and local needs (UUD No. 20 year 2003/article 37). In fact, it is of utmost importance to examine what we could learn from prior and present efforts to bring about the strategies that are currently progressed by BSNP to help every educational unit in developing its curriculum. Harianti (2008) explained although the authority of national curriculum development has changed. It is not making a sense for curriculum center to lose their jobs, the task change progressively to assist schools to prepare their own respective curricula. Furthermore, she points out the job responsibility is not seem to be easy, nowadays, there are a large number of schools in Indonesia contains 43.461 (elementary schools), 12.731 (junior high schools), 4.499 (senior high school) and 2.655 (vocational high schools), yet, not including Early Childhood education, Extraordinary Schools and Madrasah. It does not allow for curriculum center helps one by one, there should be a strategy then schools can develop their own curricula (para. 2). The expectation is that they can develop a curriculum, becoming true backbone in improving local human resources through education in national or even in international competitiveness. Empowerment the schools and community in developing KTSP done through a technical assistance, both at the provincial level as well as at the level of district/city, at the provincial level expected to present a TPK (Curriculum Development Team) whose responsibility to provide the information and give assistances on the development of KTSP to TPK at the level district. Empowerment at the provincial level such as Riau is concentrated in the area of curriculum development till the teams performing evaluation and monitoring its implementation based on their own respective regions, beside at the district level is concentrated on the ability of the team to perform in school curriculum development assistance. KTSP where commonly known as school based curriculum gone to be discussed for a long, the broad study of Marsh Collin et.al (1990) on their final finding of School based curriculum development had suggested through sub of specifics SBCD issues: The key actors involved in political decisions about schooling in their respective countries tend to use several terms to describe or promote their efforts. Such term include quality of schooling, school-improvement, school-focused improvement, self-managing school, and many others. Be that as it may, there are a number of interesting issues about SBCD and (its synonyms) which are currently of considerable interest and are likely to remain so in the immediate future. They include: The role of parents and students in decision making Financial management by schools Professional development for teachers Teacher appraisal School evaluation Pressure of tightening central control (As cited in Marsh Colin, et.al, 1990, pp. 206-207) There are always the various obstacles occurred in realizing the empowerment of schools and its KTSP, at the first, lack of ability is the main construct, by creating the development of staffs capabilities while providing technical assistance to particular regions could lead them to learn by doing. The instability of funding for the dissemination and socialization of KTSP causes Curriculum Center also experienced substantial cost-cutting measures, it impacts the perfect planning that has been initially organized became severely hampered in its implementation and also make the distrusting between local to Curriculum Center. But the best spirit of area in welcoming this new curriculum to be highly efficacious drug for the Curriculum Center to do the best in accordance with the appropriate quality needs, potentials and regional particularities. As informed by Curriculum Center (2010), the monitoring noticed about the implementation of KTSP has been conducted mostly in large areas, although majority of them still adopting from existing model of curriculum. Hopefully, with technical assistances that undertaken by various parties affect to the success of its development and helping their understanding on the concept and philosophy, and then encourage them to develop based on their respective conditions. Furthermore, the Curriculum center toward its official website released about the uniqueness of KTSP implementation in term of schools needs diversities, Although the two junior high schools are located in the adjacent neighborhood but it was very much different pupils conditions. The A school whose current learners come from upper and middle class of socio-economic with having high academic achievement, all of them want to continue on to university. On the other hand, the B school whose majorities of learners come from disadvantaged of socio-economic, plan to graduate soon and earning money is a primary goal of schooling. Both of these two schools will develop a very different curriculum. School A will focus on studies with higher order thinking that enables learners to have high academic thinking in leading them to continue university. While school B will enrich the subjects with several activities that cultivate the skills to work so that learners feel a sense of great beneficial skills after graduating from school B. There a lot of researchers have investigated about KTSP. Specifically on its implementation, based on the reviewing above some researchers had focused on the effectiveness on its evaluation based on the real phenomenon which occurred in the real situation of the schools, the writer although cannot find the way of th

Walmart Company

Walmart Financial Analysis Prepared for Becca Leland BIJSN 5600, Accounting Theory and Practice Fall 1, 2013 Webster University 1 November 2013 Wal-Mart Stores, Inc. operates approximately 11,047 retail units under 69 banners in 27 countries. It has three segments: The Wal-Mart Stores, The Sam's Club, and International. The Wal-Mart Stores segment includes 4,759 Discount Stores, Supercenters, and Neighborhood Markets in the United States, as well as Walmart. om. It offers apparel for women, girls, men, boys, and infants; domestics, fabrics, and notions; stationery and books; shoes; housewares; hardware; electronics; ome furnishings; small appliances; automotive accessories; horticulture and accessories; sporting goods; toys; pet food and accessories; cameras and supplies; health and beauty aids; pharmaceuticals; Jewelry; and optical, as well as photo processing services.The Neighborhood Markets include dry grocery, meat, produce, deli, bakery, dairy, frozen foods, pharmaceuticals, ph oto processing, health and beauty aids, household chemicals, paper goods, general merchandise, and pet supplies departments. The Sam's Club segment includes 624 stores and comprises the warehouse membership clubs in the United States and samsclub. om. It offers hard-goods, soft-goods, software, electronics, Jewelry, sporting goods, toys, tires, stationery and books, institutional-size grocery items, and selected private labels.The International segment operates 6,288 various retail formats in countries to include Argentina, Brazil, Canada, Germany, Mexico, Puerto Rico, South Korea, and the United Kingdom. This segment operated 261 Canadian Wal-Mart stores and SAM's Clubs, 11 units in Argentina, 150 units in Brazil, 88 units in Germany, 16 units in South Korea, 697 units in Mexico, 54 units in Puerto Rico, and 292 units in the United Kingdom, as well as 48 units in China under Joint venture agreements. The company was incorporated in 1969 and is based in Bentonville, Arkansas. Walmar t employs 2. 2 million associates/employees around the world to include 1. million in the United States alone. Although there are many opportunities, numerous employment opportunities exist in the Accounting arena. Walmart has Finance and Accounting departments impacting business and communities in all 27 countries, under 69 different banners and in every corner of the business, from Enterprise Risk Management to Sustainability. For instance, Global Shared Services aggregates and streamlines much of the financial and payroll services for Sam's Club and Walmart in North America, while Global Internal Audit helps ensure each store operates in the most cost-efficient way.These are Just a few of the many groups within Accounting & Finance, each responsible for vital services that impact the entire company. Projects range from determining the financial impact of mergers and acquisitions to estimating the effect on business when a hurricane hits. Every decision is driven by the mission to save people money and help them live better. The responsibility xtends beyond retail and corporate officials make decisions in partnership with each other.Accounting & Finance is composed of these departments: Accounting, Corporate Corporate Tax (International & Domestic) Treasury & Investor Relations Finance and Planning Walmart U. S. , Walmart. com International Finance Sam's Finance Corporate Strategy Global Shared Services Balance Sheet Assets: Cash and Cash Equivalents – Pertain to liquid assets found on the balance sheet. In essence, cash equivalents can be converted into cash and include commercial paper, treasury bill, money market holdings and short term government bonds. Walmart reported nearly $7. billion in cash and cash equivalents for fiscal year ending January 31, 2013. Of the $7. 8 billion, surprisingly, $5. 2 billion were held outside of the United States in support of foreign operations. All non-cash transactions due from various banks amounted to $1. 3 bil lion. Additionally, Walmart had $715 million in restricted cash in addition to another $876 million of cash that remains abroad and may not be easily transferred to the United States because of local laws. Short Term Investments – Walmart did not report any Short term investments and have not or the previous three years.Receivables – Money that others owe the company. Account receivables are the amounts that a company has a right to collect because it sold goods or services on credit to a customer. Walmart had a variety of receivables for year ending January 31 , 2013 that included insurance companies resulting from pharmacy sales, bank transfers that took in excess of seven days to process, suppliers for marketing or incentive programs and real estate transactions. Its net receivables amounted to nearly $6. 8 billion that included $1. 2 billion from consumer credit roducts alone.Just to name a few, Walmart has the Walmart in-store credit card, Walmart Discover, Sam's Club in-store credit card and the Sam's Club Discover card. Internal Controls – designed to help an organization accomplish specific goals and mostly importantly, in laymen's terms, â€Å"keep everyone honest † . Walmart used t criteria set forth by â€Å"COSO† Internal Control Integrated Framework. This framework primarily evaluates the achievements of objectives in the effectiveness and efficiency of operations, reliability of financial reporting and compliance with laws and regulations.For the year ending January 31, 2013, Walmart's financial reporting was audited by Ernst and Young LLP, an independent registered public accounting firm. Sarbanes-Oxley Act – In July 2002, a corporate reform bill was passed into United States Federal law by the U. S. Senate and the U. S. House of Representatives. This legislation introduced new and amended ethical standards regarding financial practice and corporate governance for all publicly traded U. S. companies, as well as for management and accounting organizations. U. S. Senator Paul Sarbanes and U.S. Representative Michael G. Oxley spearheaded the Sarbanes-Oxley (SOX) Act. Just three years, after the bill was passed, in September 2005, a former CEO from Wal- Mart de Mexico sent an email to a high ranking Walmart lawyer that referenced how Wal-Mart de Mexico had bribed foreign officials to expedite permits in an effort to win market control in Mexico. This opened up a formal internal investigation by Walmart that found documentation implicating that the Wal-Mart de Mexico executives knew about the bribes and took measures to conceal them as well.The case was later dismissed. In August 2012, SOX violations resurfaced with Walmart. This time, two U. S. congressmen claimed that they received internal documentation that outlined possible illegal activities that involved tax evasion and money laundering in Mexico. Their concerns were expressed in a letter to Michael Duke, the chief executive at W al-Mart. Inventory Valuation – Walmart values inventories at the lower of cost or market as determined primarily by the retail method of accounting, using the last-in, first-out, â€Å"LIFO†, method for all of the Walmart U.S. segments. Walmart international is valued by the retail method of accounting as well but by using the first-in, first-out, â€Å"FIFO†, method. In contrast, Sam's Club uses the weighted- average cost using the LIFO method. Total Current Assets for year ending January 31, 2013 were $59. 9 billion. Long Term Investments – Walmart did not report any long term investments and have not for the previous three years. Property, Plant and Equipment – A large portion of Walmart's assets come from the property, plant and equipment section of the balance sheet.In fact, of the $203 billion in total assets, property, plant and equipment makes up Just over $116 billion which includes $25 billion in land, $90 billion in buildings and improve ments, $40 billion in fixtures and quipment, $2 billion in transportation equipment, $5. 9 billion in construction in process and $5. 9 billion in property under capital leases for an approximate property and equipment gross of $171 billion. Walmart uses straight-line depreciation and major improvements were capitalized as leasehold improvements were depreciated over the shorter of the estimated useful life.Accumulated depreciation and amortization was $55 billion dollars which resulted in a property and equipment net of $116. 6 billion. Intangible Assets / Accumulated Amortization – Walmart did not report any and have not for the previous three years. Goodwill – An account that can be found in the assets portion of a company's balance sheet. Goodwill can often arise when one company is purchased by another company. Walmart's goodwill is as a result of the acquisition of 147 Netto stores from Dansk Supermarket in the United Kingdom and to the acquisition ot a 5 % owner ship in Massmart, a retailer based in South Africa.Goodwill for this period was $20 billion. Balance Sheet – Liabilities and Equity: Accounts Payable – money owed by a business to its suppliers shown as a liability on a company's balance sheet. At year ending January 31, 2013, Walmart owed Just over 59 billion to its suppliers that are to be paid compared to $56 billion the previous year. Short current long term debt – this includes the long term debt that must be paid within 12 months. Walmart recorded Just over $12 billion. Total Current Liabilities – Year ending January 31, 2013 = $71. billion Long Term Debt – Financial obligations that last more than one year. Walmart recorded around $41 billion. This accounts for loans that Walmart has with several financial institutions. Deferred Long Term Liability Charges – a collection of future obligations on the balance sheet. These sometimes include employee related expenses such as retirement pl ans, 401 k plans and workman's compensation plans is which Walmart currently has Just over $7. 6 billion. Minority Interest – This represents the amount of stock that is not owned by Walmart.Currently, Just over $5 billion is not owned by Walmart. Common Stock – Walmart primarily issues common stock that represents ownership in the corporation. Currently, there is neither preferred or treasury stock, however for year ending January 31, 2013, there $332 million of stock was outstanding. Current Market Value of Stock – The current market value of Walmart's stock is currently $74. 79. Through the last 12 months, the trend has been from $67. 37 – $79. 96 which is primarily because of fluctuating sales/wages.Walmart's stock value has continued to grow over the last 12 months that can be easily contributed to its ability to remain a constant force in the market by providing lower prices, creating Jobs with competitive wages and clearly out-distancing itself fro m its closest competitor. Dividends – As noted below, Walmart last paid a dividend on September 3, 2013 with the next pay out date of January 2, 2014. Record Date Payable Date March 12, 2013 May 10, 2013 August 9, 2013 December 6, 2013 April 1, 2013 June 3, 2013 September 3, 2013 January 2, 2014 The last dividend paid for year ending January 31, 2013 was paid on December 27, 2012 at $0. 975 per share for a total of $1 1. 3 billion. Income Statement Comparison – Walmart's income improved from fiscal year 2012 to fiscal year 2013. Wal-Mart Stores Inc. was been able to grow revenues from $447. 08 USD to $469. 28 USD. Most impressively, the company has been able to reduce the percentage of sales devoted to selling, general and administrative costs from 19. 8% to 18. 94%. This was a driver that led to a bottom line growth from $1 5. 7B USD to $17. 0B USD.Extraordinary gains/losses – Perhaps the most important factor that caused Walmart to increase its profits from 20 12 to 2013 was its Non-recurring events. In 2012 alone, Walmart discontinued operations which caused them a loss in excess of $67 million. To its surprise, there was not a lost in year ending January 31, 2013. According to the Management Discussion and Analysis, the present situation it is very much essential that industries need to compare themselves witn the past ears. Analysis of performance ensures the industry get an idea as where they are lagging behind and the short falls which has to be rectified.Walmart has to make progress in improving their performances in the future in order to withstand in the market so that they can compete with the upcoming competitions in the future. Additionally, it has to mainly concentrate to increase the profit rather than increasing the volume of business, so they have to increase their sales and satisfy their customer to withstand in the market. In an attempt to analyze the financial position f the Walmart, it has been revealed that though the turnover of the company increased however the profitability of the company has not increased correspondingly.Overall financial position of the company is satisfactory but however in the long run the company has to take measures to increase its working results in order to keep stay well above its competitors. Financial Statement Analysis: Solvency: Debt to Equity Ratio The company has improved its strength by increasing the working funds. The company should explore the possibility of reducing the operating expenses to increase its profit. Walmart should also take urgent steps to reduce the debtors so as to increase its working capital position.The company should also take steps to reduce the current liabilities and the overall liabilities position. Profitability: It should take steps to increase its working capital base. The company should take steps to make use of the surplus funds in a profitable manner. Efforts must be put in increasing net profit. It is necessary to take steps in improving the growth rating. Competition – Perhaps Walmart's greatest competitor is target. However, Walmart ontinues to prove itself as the world's leading retailer. In comparison to Target, its market cap was at $243. 8 billion while target was at $40. 04 billion. Additionally, Walmart dominated Target in revenue as well. Walmart's revenue was $473billion while Target earned Just $73. 48 billion which generated a net income of $17. 09 billion for Walmart and $2. 71 billion for Target. In conclusion, Walmart continues to be the leading retailer in the industry. It clearly out-distances its closest competitor, however, in order to remain that force, it need to reduce its liabilities. It currently wes suppliers $59 billion. This needs to be reduced significantly.https://finance.yahoo.com/https://www.stock-analysis-on.net/NYSE/Company/Wal-Mart-Stores-Inchttps://www.stock-analysis-on.net/NYSE/Company/Wal-Mart-Stores-Inc/Ratios/Profitabilityhttps://www.stock-analysis-on.net/NYSE /Company/Wal-Mart-Stores-Inc/Ratios/Liquidityhttps://s2.q4cdn.com/056532643/files/doc_financials/2013/Annual/2013-annual-report-for-walmart-stores-inc_130221024708579502.pdfhttp://c46b2bcc0db5865f5a76-91c2ff8eba65983a1c33d367b8503d02.r78.cf2.rackcdn.com/93/a7/ff21a9764702bb5bc8271faacfeb/2012-annual-report-for-walmart-stores-inc_130221023846998881.pdf

Midterm Learning Reflection Essay

Introduction. You should print this out, although you may also use it as a template to type over. You will be writing two reflections this term: a midterm reflection and a final reflection. The final reflection is the one you want to have ultimately on your portfolio. Both your midterm and final learning reflections must be 700 to 1000 words, which is approximately two to three MLA-formatted pages. You can check your word count by going to Tools/Word Count on the menu bar. Style and Format. The writing style of the learning reflection is primarily expressive, but will also contain narrative elements. You do not need a Works Cited page unless you cite something. So, if, for example, you cite song lyrics, one of our texts, a poem, or even a work of art, then you need a Works Cited page. I’ve included one here to serve you for formatting purposes. File formats. We are going to be learning how to convert Word documents to pdf format so that they load more easily in a browser window. If you can, please practice with one or both of the following two methods, which are what I use (they are free). 1. Install a free pdf converter. These are not truly â€Å"free† in that they either force you to look at some advertising or they add a line on each page advertising the manufacturer of the software. I don’t have a problem with either of these and gladly suffer through the free advertising every time I convert a file to pdf, which I do all the time. The one I use to create all the pdf files for my classes is at http://www.pdf995.com/download.html. Download both the Pdf995 Printer Driver and the Free Converter (they are both free; they are required to work together, but for some reason, they are two separate downloads). After you go through the download and installation process, every time you want to create a pdf file from Word, all you need to do is select File/Print and then chose PDF995, which will show up as a â€Å"printer.† When you initiate this process of creating a pdf file, you will be prompted for a place to save the file, as well as a file name. Be careful to save the file to your H: drive or, if to your C: drive, to ftp (transfer) it over to your H: drive later. You will notice that some advertisements come up as the conversion process occurs. That’s the â€Å"price† you pay for the free conversion software. 2. The other pdf-conversion method I like is to use the free OpenOffice word processing software. This software should be in our labs. You can also download it for free on your own computer, from http://www.openoffice.org/. This is basically an open-source version of Microsoft Office. Once you’ve installed it (it’s large and takes a while to install), you can open any Word document with the OpenOffice word processing program (Open Document). Some of the original Word formatting may be lost – especially the header information with your last name and page number. You will need to add that back in; be sure you do it correctly. When you’re satisfied with the format, there is a little pdf icon on the toolbar that you can click, and that will automatically convert the document to pdf format. Learning Reflection Content. What should you discuss in your reflection? In general, you discuss what you’ve learned, what you’ve done especially well, what you’ve enjoyed – and the challenges you’ve encountered and how you might make changes in the future. Here are some suggestions for what to write about: †¢ Your experience transitioning from high school (or wherever you were previously) to a freshman in college, focusing on how you have grown as an individual and an independent student. †¢ Your experience in this particular course – your year-long freshman inquiry. In this regard, you should probably focus on the University Studies goals and the ways in which you have grown and developed with respect to those goals. I would expect that other courses have also contributed to the goal areas, so you might want to highlight any that have been particularly useful in that regard. †¢ Other experiences as a student here at Portland State. Portland State University’s mission is â€Å"Let Knowledge Serve the City,† which reflects the fact that we are an urban university. What have you learned with respect to community, diversity, and the connection between a learning community (the university) and the city in which it is located? Keep in mind that you may have acquired valuable experiences outside of the classroom, but still connected to your identity as a student. o Perhaps you have learned important lessons about discipline and time management as a student athlete, which may serve you well when you enter the workforce. o Maybe your involvement in activities with other students – such as taking dance classes or playing in the band or spending hours in an art studio or toughing out chemistry and physics labs – has improved your personal skills and brought to light new areas of interest, which you’ve pursued in your free time. o Or perhaps you’ve found out that you are a loner, that you haven’t connected very well with a lot of the people in your classes. As you reflect on this (or any other conclusions that some – maybe you – might consider, well, depressing), think of this is an opportunity to think of ways to make some changes in the future. †¢ A reflection, in other words, should include a self-assessment element as well as thinking along the lines of â€Å"What could I do better or differently in the future?† Consider the challenges you’ve faced, how you’ve overcome them, or how you’d like to overcome them in the fu ture. Conclusion. Your reflection should end in a way that gives the reader the sense that you are closing up a chapter in your life and ready to move on, with some ideas in mind of what you might do differently. My suggestion is that you do not spend a lot of time critiquing the world around you; after all, you can’t change that very much. Confine your reflection to you and what you have learned and experienced. Dwelling on what you don’t like about a given course or program is not a reflection about you, but about something else. Works Cited Eakin, Paul John. How Our Lives Become Stories: Making Selves. Ithaca and London: Cornell UP, 1999. Fiske, John. â€Å"Popular Culture.† Critical Terms for Literary Study. Ed. Frank Lentricchia and Thomas McLaughlin. Chicago: University of Chicago Press, 1995. 321 – 335. Harrison, Claire. â€Å"Hypertext Links: Whither Thou Goest, and Why.† First Monday. 7 Oct. 2002. 10 Feb. 2004 .

The Animal Welfare Act Is The United States - 1659 Words

Think of a small or large innocent animal, dying a painful death, all because we humans want to advance and need something to test on. They are only being minimally protected because they are seen as just our â€Å"property†. Testing on animals is not the problem, the extremely inhumane way that they are being treated is. Many animals of different species sit in cages of research facilities, instead of being out in the wild where they belong. They are forced to endure multiple tests every day. These tests are harmful, sometimes even deadly. The only thing slightly protecting them is the Animal Welfare Act, But it does not provide very much protection. Those who are supporters of this movement are usually criticized by people who do not†¦show more content†¦Research facilities also have very few restrictions on lab workers. The Animal Welfare Act does not give the facilities any restraints for their employees. â€Å"No legal requirements for researchers to consider a lternatives to their use, nor provide them with relief from the pain, distress, or even the most basic slanderers of care.†(Neavas1) â€Å"Though most are qualified scientists, they do not have to provide a quality of care which is inhumane to the animal.† (Neavas 2) The laboratories that these animals are stuck in may be unsafe and unclean. The animals live in small, dark cages and are forced to live that way their entire lives. Animals should be able to ram free and should not be kept locked away in cages until they are needed. â€Å"Under the Animal Welfare Act, research institutions are required to establish an Institutional Animal Care and Use Committee â€Å"to oversee and evaluate all aspects of the institution’s care and use program.†(Neavs1) â€Å"While the United States Department of Agriculture and the Animal Welfare Act and Institutional Animal Care and Use systems purport to ensure† humane â€Å"treatment of animals in labs, the sys tem is plagued with loopholes that leave animals