The major themes in Our Day Out Essay Example

The major themes in Our Day Out Essay Our Day Out is set in inner city Liverpool in the mid 1970s. The fictional school is located in a neighbour with a high crime rate, drug use, prostitution, high unemployment, poverty and domestic abuse. The kids in the schools remedial class are all portrayed as economically unstable, poor and deprived children with different stories which reinforce the key ideas of the play. In 1981 there was rioting in Toxteth, a deprived district of Liverpool of which high unemployment rates were blamed for. The setting of the play acts as a prelude to the riots. Willy Russell adds elements of subtle humour which make the play funny and sad at the same time Early on in the play we are introduced to Carol Chandler who is evidently one of the poorest children in the class when she is revealed to be wearing a school uniform which doubles as a street outfit and a Sunday best, eating half a sandwich and clutching a carrier bag Here Russell is introducing us to one of the focal characters with a description which suggests that Carols family cant afford to buy here a school bag, have to share food and cant afford many clothes. We will write a custom essay sample on The major themes in Our Day Out specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on The major themes in Our Day Out specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on The major themes in Our Day Out specifically for you FOR ONLY $16.38 $13.9/page Hire Writer This portrayal of Carol is important as it shows the signs of social deprivation and establishes her economic status. She describes Conwy as somewhere far away, I forget (in response to Les the lollipop mans question as to where the trips destination is). This also tells us she hasnt been far from home before since if shed been to Conwy before shed would know it is only about an hour away from Liverpool. We feel a little sorry for Carol and feel guilty about her having to live like that while our homes are often full of materialistic goods and appliances that we take for granted. When up on the cliff she refuses to return to the trip and wants to stay in Wales. We immediately get a sense of her naivety though it is a quality rather than a weakness and she clearly doesnt mean any harm at all. Carol has another quality of being appreciative of lifes simple things i. e. nature,since she cant posses materialistic products for a small price, this is a quality we all hope to have . She reveals to Mrs Kay-whom she looks to for mentoring, friendship and sometimes motherly love, which she cant get at home that she wants to live in one of them nice places with trees and that and underneath Mrs Kays encouraging facade, she knows Carol is stuck in the poverty cycle and wants to get out. Them nice places also shows Carols lack of education. This is tragic but Carols implicit disorganisation and forgetfulness accounts for the plays humour-I find this technique a very clever and powerful way of entertaining the audience and conveying the reality of these deprived childrens lifestyles. The play also focuses on Andrews, one of Carols peers in the progress class who has a similar lifestyle. Firstly, we learn that he smokes. He tells Reilly (an older ex-progress class student) to Gis a ciggy, in return for opening the window. Willy Russell continues with the theme of social deprivation by exposing Andrews mother as a prostitute when Digga refers to all them fellas she picks up This also tells us that Andrews mother not only has to practise promiscuity but has to risk her life on the streets of inner city Liverpool and we start to worry about Andrews mother putting her life at risk which makes us feel sorry. The aforementioned quote also shows bad education and not being able to speak properly. When Briggs tells Andrews off for smoking, he is told that Andrews mother doesnt take any notice but me dad, he belts me Ironically, Andrews is beaten because he wont give his father a cigarette. Andrews has a nasty life and we take pity and feel empathic but the aforementioned irony accounts for the plays humour, as does Briggs lack of understanding when he assumes Andrews father returns home because he is in the forces, when really, all he wants is the money. This portrayal of Andrews establishes the area of where the school is situated a deprived area and includes individual cases of families struggling to survive. Russell also uses Reilly, an ex-progress class student as a mouthpiece for his ideas and to convey aspects of social deprivation. We learn that Reillys dad works at the docks and hates it. Unrealistically, Briggs tells Reilly to tell his father to stop and take a look around. He may see things different then, an unrealistic expectation. Here we get a view of the docks through two different perspectives. To Briggs, an affluent middle class teacher the docks are historic and something to be proud of. To Reilly and his dad however, they are their means of employment which they have spent their lives trying to get away from. We also learn that Reilly has been motherless for ten years when Digga tells Briggs he cant swear on his mum sir shes been dead for ten years Reilly is in love with Susan, a young teacher in her early twenties who wouldnt go out with Reilly in a million years. Whether Reilly is being serious isnt revealed, but it is possible that Reilly is fishing for Susans money, in other words a goldigger. This possibility shows that Reilly doesnt have enough money of his own, so Russell is making us aware of social deprivation, a theme of the play. Reilly clearly has no respect for people above him in the school hierarchy, which shows lack of education, one of the plays theme. Later on in the play Susan turns the tables on Reilly and makes sudden advances and Russell manipulates the audience into believing she is being serious. She later tells him to stick to his own league and so forms a bond with 15-year-old Linda Croxley, a far more appropriate girlfriend for Reilly. We feel sorry for Reilly but being a motherless child has toughened him up and taught him to survive but his crush on Susan has a lot of comic element so contributes to the plays humour. Mr Briggs and Mrs Kay are focused upon heavily during the play who both have very different views on which teaching method is better for the remedial class. In a conversation with Colin, a young, less experienced teacher Briggs says well you have to risk being disliked if youre to do any good for these children and refers to Mrs Kays teaching method as woolly-headed liberalism. From this we can easily draw a conclusion that Mr Briggs doesnt think about the consequences of ruthlessness and all he is concerned about is positive results. Briggs obviously thinks because the kids missed out on a lot of education earlier in life they need some sort of intensive education technique if things are to be put right. He clearly sees respect from the kids as a nice extra when really it is essential. Also, when Mrs Kay changes the itinerary of the trip and takes the class to the zoo, Mr Briggs response tells us he doesnt want to deviate from the schedule and keep the kids bored, something in Briggs opinion would do the kids a bit of good. Colin later calls Mr Briggs a burke, and from this we can deduce that Mr Briggs is no more popular with his colleagues as he is with the students. On the other hand, Mrs Kay has a far more relaxed approach to educating the kids and a motherly, matriarchal attitude to the children-the two qualities awarding her street-cred with the kids. Mr Briggs sees this as a bad thing (he also thinks she has a motherly air) and he thinks if the antics in her department are anything to go by she always reminded me of a mother hen rather than a teacher. From this quote we can conclude that Mrs Kay is less popular with her colleagues, though the opinions of the other staff on her philosophical view of education are undisclosed. During a chat with Carol on the coach, Mrs Kay puts her arm around Carol and the stage directions at this point describe this as looking like a mother and daughter. Later on in the play she reveals explicitly that she is on the childrens side though this doesnt come as a surprise to the audience. This relationship is important since Carol has to look to her teacher for mentoring and motherly love which she cant get at home. This creates a possibility that Carols family maybe bad parents, socially deprived and not respectable. This reinforces the theme of social deprivation. All of these points establish Mr Briggs and Mrs Kays personalities and define the opposing forces. Willy Russell uses this opposition to manipulate the audience into wondering what will happen to the children with two completely different teachers taking control of them for the day, providing some of the plays humour. It also reveals societys opposing viewpoints about education. Throughout the play, stage directions are used to conjure up more explicit visions of what is going on. They are very important because if you are reading the play the more visual humour is hard to convey with words alone. At the start of the play, in the morning the kids are streaming in one direction. They [the kids] are shoving, rushing, ambling, leering and jeering. Here the strong use of verbs adds to the clarity of the description and leering and jeering suggests that there could be bullying going on. This shows lack of education- the kids obviously dont know what is right and wrong and have a poor sense of ethics (also evident in stealing the animals and taking them on to the coach). Stage directions can also express the humour that cant be conveyed with words alone. Just before leaving the zoo the animal keeper runs up to the coach polo-necked and wellied. Russell could have easily omitted that description but running in wellies is almost impossible. The image of someone running in something hard to run in e. g. stilettos, wellies, ski boots etc. is often used as a scene of slapstick humour- as opposed to the more dry, subtle humour used earlier on in the play. Also, animals appear from every conceivable hiding place and the coach is a menagerie. This stage direction pictures animals swarming around a small area(the coach), scuttling from side to side, jumping out of luggage lockers and generally causing chaos. This scene accounts for the plays humour but in my opinion, it is hard to fully appreciate without a graphical representation. The visual medium of TV allows Willy Russell to use the device of visual metaphor. While the class are in the zoo they are compared to a captive bear in an implicit way and are trapped in different ways. The bear is literally trapped in the pit for visitors and tourists to see and it cant do much, if anything to get out. The children, on the other hand are trapped in a more metaphorical way and stuck at their level in the social hierarchy and in the poverty cycle. From Briggs line dont forget it was born in captivity so it wont know any other life, we get the impression Briggs feels the children should stay working class rather than climb the pecking order to a middle or upper class rank and mixing with the more affluent Liverpudlians, while keeping their coarse and vulgar demeanours. From this we can tell Briggs is politically right-wing and if real, would have been one of the many Britons who decided it was time for James Callaghan to call it a day it 1979. Mrs Kay thinks the children deserve better but is unsure as to which route in life is best for the kids. Russell uses this technique again at the castle when comparing Mr Briggs old-fashioned teaching methods to the archaic, medieval castle-despite the fact he is younger than Mrs Kay, though you wouldnt think so. At the castle there is also a showdown between Mrs Kay and Mr Briggs, and the castle provides the perfect backdrop for it. Mrs Kays idea of visiting the modern zoo goes well with her modern philosophical view of education. However, Mrs Kays expectations of the kids are a bit too low and arent likely to bring out the full potentials of the kids. Conversely, Briggs are too high and are less realistic than Mrs Kays. Although neither teachers expectations are perfect (expectations of a teacher who gives the kids push and support simultaneously would be), Mrs Kays are more appropriate on the whole, and despite being too soft on the kids, Mrs Kay seems to know it is better to under-expect rather than to over-expect like Mr Briggs does because his views of education are far from appropriate and are no better for the kids than Mrs Kays. Willy Russell moves the play to a more dramatic climax which creates suspense-a literary device previously unused in the play. Carols naivety is reinforced by her explicit desire to remain in Wales. At this point Briggs doesnt change in personality but is now powerless and has no way of controlling Carols erratic and suicidal behaviour though knowing Briggs he is probably more concerned about being struck off and a legal inquiry than Carols state of mind and only told her she had hope to avoid the two aforementioned crises. When Briggs changes his ways Russell manipulates the audience into thinking Briggs is changing permanently and he will help the kids catch up and excel in life. However our expectations are dashed when the class returns to the city. When Reilly describes the city as horrible when you come back to it, Russell tells the audience that the children must be used to their neighbourhood after 13-15 years of entrapment in the inner city. Linda is unsure what Reilly is talking about which shows that she was taken in by the trip. Russells message to the audience is that living in the inner city of Liverpool can toughen one up and as a result, enables the kids to survive almost anything. The ending is disappointing yet realistic and Briggs making a fool of himself through singing a ridiculous song in a cowboy hat adds a humorous side to this sombre scene.

Amyotrophic Lateral Sclerosis essays

Amyotrophic Lateral Sclerosis essays Imagine sharp pains shooting through your legs and arms, problems in all of your muscles and knowing that you are going to die soon, at a considerably young age. These symptoms are only a few of the many signs that a person might be suffering from Amyotrophic Lateral Sclerosis. These are the same symptoms that my Uncle went through when he suffered from ALS. He died two and a half years after he was diagnosed, at the age of forty-six, which goes to show that it doesn't take long for the disease to progress, and there is obviously no cure. Also known as ALS or Lou Gehrig's disease, this fatal condition regularly kills innocent people. Some think that ALS is a rare disease and that it will never affect them, but they think wrong. More people need to be aware of ALS, especially the statistics, effects and treatment/prognosis of this morbid disease. The facts and statistics of Amyotrophic Lateral Sclerosis (ALS) show that the disease is rare, yet bitter. To begin with, the term ALS was coined for a specific reason. "Amyotrophic" means poor muscle nourishment. "Lateral" refers to the edges of the spinal cord. "Sclerosis" means hardening and scarring. Therefore, Amyotrophic Lateral Sclerosis is a disease that attacks the muscles and spinal cord, which slowly and painfully kills its victim. The cause of ALS is unknown, however, in a study done by Harvard University School of Public Health, scientists concluded that male war veterans from World War I through Vietnam are sixty percent more likely to develop ALS than non-veterans (Ruben 1). There are many theories as to what causes ALS, but this study is the only one that shows what might cause the disease. ALS affects people both sexes between 40 and 70 years old (What is ALS/MND? 1). ALS is more common in men than woman, a ratio of two to one (1). To add to that, one must consider life span and rarity statistics. In the ...

How to Study for an Open Book Test

How to Study for an Open Book Test Open book tests teach you how to find information when you need it, and under a significant amount of pressure.   Even more importantly, the questions are designed to teach you how to use your brain. And contrary to popular belief, you do not get off the hook when it comes to studying for an open book exam. You just need to study a little differently. Open Book Test Questions Most often, the questions on an open book test will ask you to explain, evaluate, or compare information from your textbook. For instance: Compare and contrast the different views of Thomas Jefferson and Alexander Hamilton as they pertained to the role and size of the government. When you see a question of this nature, dont bother scanning your book to find a statement that summarizes the topic for you. Most likely, the answer to this question will not appear in a single paragraph in your text- or even on a single page. The question requires you to have an understanding of two philosophical views that you could only comprehend by reading the entire chapter. During your exam, you will not have time to find enough information to answer this question well. Instead, you should know the basic answer to the question and, during the test, look for information from your book that will support your answer. How to Prepare for an Open Book Test If you have an upcoming open book test, take the following steps to prepare. Read the chapters ahead of time. Dont expect to find quick answers during the test.Know where to find everything. Observe headings and sub-headings and make your own outline. This reinforces the structure of the text in your mind.Mark all important terms with sticky notes and flags. If the teacher allows it, mark your texts with these removable tags wherever you notice important concepts and terms. Be sure to ask first!Review lecture notes for themes. Your teachers lectures usually provide an overview of the themes and concepts that appear on tests. You wont always get this by reviewing the book alone.Make your own notes if allowed, and write down important formulas or concepts that you’ve covered in class. What to Do During the Open Book Test First, evaluate each question. Ask yourself if each question requires facts or interpretation. The questions that require facts may be easier and faster to answer. Fact-based questions will begin with expressions like: List five reasons . . . What events led up to. . .? Some students like to answer the fact-based questions first, then move on to the interpretation questions, which require more thought and concentration. As you answer each question, you will need to quote the book when appropriate to back up your thoughts. Be sure to quote only three to five words at a time- otherwise, you may find yourself copying answers from the book, which will result in a loss of points.

Utilitarian versus Retributivist Views Essay Example | Topics and Well Written Essays - 1500 words

Utilitarian versus Retributivist Views - Essay Example The essence, focal points, main ideas and the merits of these two main theories are therefore to be discussed forthwith, in the ensuing discourse. Primarily, utilitarianism places focus on the consequences of the punishment, while retributivism is concerned with the retributive justice which is associated with the infliction of harm on the transgressor. Ideas Used In Utilitarian or Retributivist Theories Given that that utilitarianism is both a theory of punishment and ethics, it mainly takes on a consequentialist nature, because of its particular focus on the consequences of actions that have been executed by a particular group or an individual. Because of this, the moral theoretical standpoint of utilitarianism is that the balance of good and bad in a given action generates either good or bad. Under the principle of the greatest good for the greatest number, pain stems from the bad, while pleasure, from the good. Because of this, pain and pleasure are taken by utilitarians as the y ardsticks for values in a utilitarian system. The import of this is that utilitarians deem punishment as being evil in itself, or intrinsically evil. The evil that utilitarians see in the infliction of punishment is premised on the assumption that punishment heralds suffering or unhappiness. Utilitarians hold it that despite the negative connotations of punishment, yet its consequences can be positive, and hence, justifiable (Ewing, 1927). On the converse, retributionists see punishment as being intrinsically good. In fact, so convinced are retributionists about the goodness of punishment that that they assert that even if it appears that nothing beneficial will come from the meting out of punishment, yet it is expedient. This is to the extent that Emmanuel Kant waxes polemical that even if the end of the world should be imminent, yet the need to execute the last murder convict in prison is still indispensible. To retributivism, the meting out of punishment is intrinsically good sin ce: it is needful for the dispensation of justice; it allows people the chance to be treated in the manner that they deserve; and it allows people to treat one another with utmost respect, as autonomous agents, given that their choices and actions determine how they will be treated, in turn. In this case, there is justification of punishment since it is premised on a rational individual’s action. To utilitarians, the retributional approach to punishment and justification is unfavorable since it only increases the extent of suffering in the world, instead of abating it. Again, utilitarians posit that by vouching for the meting out of punishment, instead of reducing the suffering of this world, retributionists compound them, without making any reimbursements for them. Because of this, the retributionist approach does not move the world towards utmost happiness (the greatest pleasure for the greatest number), but away from it. The gravity of this is that utilitarianism takes awa y from the justification of punishment, given that punishment imposes suffering (Leo, 2006). Instead, for the utilitarians, the justification

Vicarious Liability for Police Supervisors Research Paper

Vicarious Liability for Police Supervisors - Research Paper Example The law has with considerable forethought, extended the scope of this doctrine to encompass the activities of the police. Thus, senior police officials are under a duty to supervise the activities of their subordinate officers. They are directly liable to the public for the acts of their subordinates (Del Carmen 107). This rule applies even when they authorize, participate, or ratify such acts. These senior officials are also liable, when the act had been committed in their presence and it had been possible for them to prevent it, but they had preferred to remain indifferent. Vicarious liability connotes indirect responsibility for the negligent actions of subordinates. Such conduct could be the outcome of negligence in hiring, training, assignment, supervision, entrustment, or retention (Del Carmen 107). The State laws may render police supervisors liable for the actions affecting subordinates. In general, direct liability tends to be related to the reasons for which employees could be reassigned, suspended, demoted, or dismissed from service. The provisions of Title 42 Section 1983 are generally invoked, in order to render a police supervisor directly liable to the public (Del Carmen 107). ... In addition, these police supervisors have to enhance their awareness regarding the actions and competencies of their subordinates. As such, police supervisors should recommence the fundamental tasks of continually supervising, teaching, updating, and controlling their subordinates. This will prevent to a major extent, the various civil rights actions that tend to be undertaken on a regular basis against the actions of the police. In the contemporary world, there has been a tremendous increase and development in technologies related to computers, the Internet and communications (Grossman). Consequently, the cost of providing refresher courses and documentation on a continual basis should not exceed the cost of a legal action for failure of the municipality to provide proper training and adequate supervision, with regard to its law enforcement officers (Grossman). In Suders v Easton, the plaintiff was a police communications operator, who resigned from her post without officially info rming the police department of her having been subjected to sexual harassment. Subsequently, she sued the police department for sexual harassment in violation of Title VII. Her contention was that her resignation was tantamount to a constructive discharge (Bass 195). The Third Circuit ruled that a constructive discharge on account of sexual harassment by a supervisor was a tangible employment action. This ruling effectively precluded the police department’s affirmative defense to vicarious liability. Such an affirmative defense can be resorted to when the sexual harassment does not lead to a tangible employment action (Bass 195). However, this important ruling was overturned by the Supreme Court in Pennsylvania State Police v Suders. The reason

college info Essay -- essays research papers

  Ã‚  Ã‚  Ã‚  Ã‚  Though, as of this point in my life, I do not yet know what career I would like to pursue, or even what general field I would like to study or work in. I do have certain goals that I know I shall work to attain. These goals are fairly common among most people. Such as the goal of financial security, and financial ability to support a family; the goal of continuous intellectual and physical competitiveness; as well as a goal of general well being, and happiness. In America, many people with these goals go to a college or university in order to achieve them. Their path has been proven to be effective, and so I too have chosen to go to college.   Ã‚  Ã‚  Ã‚  Ã‚  I have learned that unfortunately colleges vary to great degrees, and that some will not satisfy me in achieving my goals. Because I must choose one college above another, I have compiled a set of requirements that I would like the college that I attend to fufill. My primary requirement for a college is that it have a broad program base, so that I may best discover and choose a career path that I would enjoy following. As well as a schools course selection, their actual facilities and physical resources are also important to me (such as library, computer rooms, workout facilities and other buildings). Ideally I would like to go to a medium or large sized college, because they generally best fufill this requirement, as well as they often have many career resources and connections. However a well equipped smaller college may also appeal to me. In regards of location, I would like to stay in the Northeast. I enjoy the cooler climate, and winter sports, and I would al so like to be within six hours of home. Not to mention (actually I am mentioning, but whatever) the fact that my girlfriend is probably going to attend a SUNY school, and I would like to have the opportunity to continue our relationship.Though these requirements are rather broad, they are certainly not concrete. The college that I go to may indeed fufill all of these requirements, or may very well fufill none. As of right now these are only ideas of what I am looking for in a college, however a very different college may just find me, and I am very open to that possibility.   Ã‚  Ã‚  Ã‚  Ã‚  One school that I have been seriously considering is Alfred University of upstate New York. The re... ... band shirts and plays his guitar all the time. Despite this striking difference between him and the average rich white polo loving guy, who only dates snobbish supermodel girls who are noted for being extremely prevalent in the school, my brother has found many good friends, and is basically friendly with everyone. I know this because I went to visit him for a long weekend, and saw how he unites his three floor dorm of jocks-1st floor(his floor), hot girls-2nd floor and the more nerdy or individual guys on the 3rd floor. This situation was probably mostly because of the unique person that my brother is, but it shows that the divisions that are prevalent in the school between the â€Å"cool kids† and the â€Å"individuals† can be overcome. I do believe that if I were to attend I would in fact be able to make friends in both categories, and have an all around good time. Oh yeah, and here is a list for the outline: In conclusion, I would like to go to an academically challenging and fulfilling school, which will aid me in selecting and succeeding in a future career. At the same time I want to have a good time in college, which is what many people believe the most important aspect of college.

Coca Cola and Pepsi Profitability Analysis Essay

Gross profit margin(2013) = 100 Ãâ€" 28,433/46,854 = 60.68% Gross profit margin(2012) = 100 x 28,964/ 48,017=60.32% Gross profit margin(2011) = 100 x 28,326 = 60.86% Source: PepsiCo Inc. Annual Reports Gross profit margin (2013) = 100 x 35,172/66,415 = 52.96% Gross profit margin (2012) = 100 x 34,201/65,492 = 52.22% Gross profit margin (2011) = 100 x 34,911/66,504 = 52.49% Gross profit margin is a resource for paying extra expenses and future cutbacks. Coca-Cola Co. gross profit margin declined from 2011 to 2012 but then inclined from 2012 to 2013. However, it did not reach the level of 2011. PepsiCo Inc.’s gross profit margin, on the other hand, decreased from 2011 to 2012 however it improved from 2012 to 2013 go over 2011’s level. Comparing the two companies, Coca-Cola Co. has a higher gross profit margin which shows superior fraction of revenue existing to coat operating and other costs. Net Profit Margin (USD $ in Millions) Coca-Cola Co. 2013 2012 2011 Net Income Before Minority Share of Earnings, Equity Income, and Nonrecurring items 8,584 9,019 8,572 Net Sales 46,854 48,017 46,542 Net Profit Margin 18.32 % 18.78 % 18.42 % Source: Coca-Cola Co. Annual Reports Net Profit Margin (2013) = 100 x 8,584/ 46,854 = 18.32% Net Profit Margin (2012) = 100 x 9,019/48,017 = 18.78% Net Profit Margin (2011) = 100 x 8,572/46,542 = 18.42% PepsiCo 2013 2012 2011 Net Income Before Minority Share of Earnings, Equity Income, and Nonrecurring Items 6,740 6,178 6,443 Net Sales 66,415 65,492 66,504 Net profit margin 10.15 % 9.43 % 9.69 % Source: PepsiCo Inc. Annual Reports Net Profit Margin(2013) = 100 x 6,740/66,415 = 10.15% Net Profit Margin(2012) = 100 x 6,178/65,492 = 9.43% Net Profit Margin(2011) = 100 x 6,443/66,504 = 9.690% Net profit margin is an indicator â€Å"of profitability, computed as net income divided by revenue. It measures how much out of every dollar of sales a company actually keeps in earningsâ€Å".(Wintner & Tardif, 2006, p349)Coca-Cola Co. net profit margin improved as of 2011 to 2012 although decreased drastically starting 2012 to 2013.PepsiCo Inc. net profit margin go down beginning of year 2011 to year 2012 but after that recovered from 2012 to 2013 going beyond the level of 2011. The figures above indicate that Coca-Cola Co. has a elevated profit margin compare to PepsiCo Inc., which indicates more cost-effective corporation which better control its costs compared to Coca-Cola Inc. Total Asset Turnover (USD $ in Millions) Source: Coca-Cola Co. Annual Reports Total assets turnover(2013) = 46854/90055 = 0.52 Total assets turnover(2012) = 48017/86174 = 0.56 Total assets turnover(2011) = 46542/79974 = 0.58 PepsiCo Inc. 2013 2012 Net revenue 66415 65492 Total assets 77478 74638 Total assets turnover 0.85 0.87 Source: PepsiCo Inc. Annual Reports Total assets turnover (2013) = 66415/77478 = 0.85 Total assets turnover (2012) = 65492/74638 = 0.87 Coca-Cola Co.’s net profit margin enhanced from 2011 to 2012 nevertheless go  down considerably as of 2012 toward 2013. PepsiCo Inc.’s net profit margin, on the other hand, worsens since 2011 to year 2012 but raised the following year exceeding the level of 2011. The figures above indicate that PepsiCo Inc. has a higher Total Assets Turnover comparing to Coca-Cola Co. which shows that PepsiCo turns its assets faster into sales. Asset Turnover is connected to Return on Assets (ROA) through Du Pont formula. DuPont Return on Assets (ROA) (USD $ in Millions) Coca-Cola Co. 2013 2012 2011 Net Profit Margin 18.32% 18.78% 18.42% Asset Turnover 0.52 0.56 0.58 Return on Assets(ROA) 9.52 10.51 10.68 Source: Coca-Cola Co. Annual Reports ROA(2013) = 18.32% x 0.52 = 9.52 ROA(2012) = 18.78% x 0.55 = 10.51 ROA(2011) = 18.42% x 0.58 = 10.68 PepsiCo Inc. 2013 2012 Net Profit Margin 10.15% 9.43% Asset Turnover 0.85 0.87 Return on Assets (ROA) 8.62 8.20 Source: PepsiCo Inc. Annual Reports ROA(2013) = 10.15% x 0.85 = 8.62 ROA(2012) = 9.43% x 0.87 = 8.20 The ROA numbers provides investors with an overview of how efficiently the business is converting the investment into net income. (Gibson, 2009) Coca-Cola Co. ROA decreased starting of 2011 to 2012 as well as as of 2012 towards 2013. PepsiCo Inc. ROA, on the other hand, declined from year 2011 to 2012’s level however later inclined since 2012 towards 2013, however it did not reach the level of 201l. Nevertheless, Coca-Cola has a higher the ROA numbers compare to PepsiCo. which shows that the business earns more capital on a smaller amount of investment. DuPont Return on Equity(ROE) (USD $ in Millions) Coca-Cola Co. 2013 2012 2011 Net Income 8,584 9,019 8,584 Total Shareholder Equity 33,173 32,790 31,635 Return on Equity (ROE) 25.87% 27.50% 27.13% Source: Coca-Cola Co. Annual Reports ROE(2013) =100 x 8,584/33,173 = 25.87% ROE(2012) = 100 x 9,019/32,790 = 27.50% ROE(2011) = 100 x 8,584/31,635 = 27.13% PepsiCo Inc. 2013 2012 2011 Net Income 6,740 6,178 6,443 Total Shareholder Equity 24,279 22,294 20,588 Return on Equity(ROE) 27.76 % 27.71 % 31.29 % Source: PepsiCo Inc. Annual Reports ROE (2013) = 100 x 6,740/24,279 = 27.76% ROE(2012) = 100x 6,178/ 22,294 = 27.71% ROE(2011) = 100 x 6,443/20,588 = 31.29% Return on Equity (ROE) determines how sound a company makes use of reinvested earnings to make more earnings. ROE is utilized as a common hint of the business effectiveness. In other words, what amount of revenue the business is capable to generate with the resources provided by its stockholders. (Gibson,2009) Coca-Cola Co.’s ROE increased as of 2011 towards 2012 except that later declined considerably from 2012 to 2013.PepsiCo Inc.’s ROE, on the other hand, decreased starting year 2011 to 2012 but then slightly rise  up from 2012 to 2013. Based on the numbers above, we can conclude that PepsiCo Inc. has a competitive advantage over Coca-Cola Co. because it has a higher ROE, which means that is growing profits without pouring new capitals into business. References Wintner, S., Tardif, M. (2006)Financial Management for Design Professionals: The Path to Profitability. MA: Kaplan AEC Education. Retrived from: http://finance.yahoo.com/news/abercrombie-fitch-no-profits-just-225850116.html?&session-id=7b3af266ae1a387aaf0cfe6dca24ba10 Gibson, C. (2009)Financial Reporting & Analysis. Using Financial Accounting Information (11the Ed) MA: South-Western Cengage Learning, Mason,OH