Higher Learning Through The Use Of Digital Technologies †Free Samples

Question: Expanse To Which Digital Natives Have Exploited The Available Opportunities For Higher Learning Through The Use Of Digital Technologies. Answer: Introduction There are numerous labels that can be attributed to young men and women who are currently learning in the colleges and universities. Some of the labels that have resulted include digital natives, and the net generation. All these terms can be used to explain the importance of digital technology in the lives of the young men and women who are undertaking their studies in colleges and universities. As per Anderson, (2008), it is an open secret that the digital technology has changes the way students in higher institutions socialize, communicate and more importantly how they learn. Authorities in the field of education and also in technology have reiterated that the utilization of digital technology by students in a higher institution have positively changed the quality of education offered in higher institutions (Fry, Ketteridge and Marshall, 2003). It is evident that the extent of the use of digital technologies by digital natives is in tandem with the period in which one was born. Mohd, Watson, andEdwards, (2010) suggest that the digital generation where digital natives have thrived in, have influenced the way they think, their preferences and also their skills in some areas related to education, specifically higher education. It has been established that it is momentous for the new technologies to be utilized as part and parcel in the education because they have extensive knowledge of the use of these technologies and have already mastered their use (Helsper and Eynon, 2010). With the current knowledge of many tutors that digital natives tend to prefer to receive information quickly, have extremely low tolerance to lectures, and they have heavy reliance on information and communication technology in accessing information, the use of digital technologies in higher learning is inevitable (Kerawalla and Crook, 2002). Digital natives have however shown their dismay on the side of the educators, digital migrants lack of interest in enhancing the use of digital tec hnologies in learning (Jones and Czerniewicz, 2010). This may be because most of the educations are the millennial generation where they grew up not knowing the importance of technology in higher education. This paper identifies, and critically analyzes the expanse to which digital natives have exploited the available opportunities for higher learning through the use of digital technologies. How digital natives have exploited the available opportunities for higher learning through the use of digital technologies Digital technology has helped digital natives to positively transform the quality of education standards in higher institutions. Case in point, digital natives make use of digital technology from avoiding plagiarism. Plagiarism is defined as the act in which one passes someone elses work as own. Plagiarism is one of the major offenses that any higher education student can commit. At present, digital natives use plagiarism detection software to assist them in ensuring that their work is clean in that it does not mimic any ones work. It is imperative to note that the use of plagiarism detection was notably first used in 2001 at the University of Virginia. This was when a physics professor created a custom of code that accumulated a series of past papers in the field the professor taught. This was because, with the current era of an explosion of information, most students have a hard time in creating their content since almost everything has already been published. Digital natives use d igital technologies such plagiarism detection in ensuring that they can shun away from using other peoples ideas as own. However, digital immigrants believe that tools such as plagiarism detection software are making digital natives not to be innovative and have critical thinking. They believe that digital natives are not able to think for themselves hence not innovative. Digital natives have ensured that the productivity of higher learning is realized. This is because the use of digital technology has provided an opportunity for digital natives to have a wide search (Palfrey and Gasser, 2011). With the use of the internet, a student can be able to access any book or journals in any format at ones convenient time. This means a digital native can access information while not at school and at the right time. This means one does not have to visit the library for one to be able to gain access to ones academic rights. Researchers have pointed out that an individual is most productive when one undertakes a task at one convenient time. As pointed out by Prensky, (2001), digital natives tend to be more productive when they use digital technology to access learning material at their own convenient time and place. On the other hand, digital migrants, believe that it is impossible for one to be productive when to listening to music and surfing and still conduct learning effectively (Rennie and Morrison, 2013). However, they should note that they did not grow up with digital technologies that is why they cannot do it but digital natives can. Access to digital technology by digital natives With all the focus on the extent of the use of digital technology by digital natives vis--vis the reaction from digital migrants, the access of digital technology by digital natives play a huge role in the extent of use (Lichy, Khvatova, and Pon, 2014). Access and utilization should be a matter that is strictly scrutinized to identify whether digital natives are using digital technology wisely regarding realizing opportunities in higher learning. Digital natives have a wide range of technology hardware that they use in accessing the internet for learning purposes. According to research conducted by (Kennedy et al., 2008), the below table depicts the digital native access to technology while at a campus. Figure 1: Number of students in percentage who have unrestricted, limited, or completely no access to internet and hardware The table 1 above clearly shows that digital natives have unrestricted access to almost all of the digital technology hardware that can be used to access the internet. Almost ninety percent of the students have access to a computer while 70.5% have access to both a laptop and a desktop. The research shows that 96% of students have access to mobile phones where access to the mobile phone is currently viewed as a universal access in most academic institutions. Seventy-three percent of the students showed that they have no access to a gaming console. According to (Kougias, Seremeti, andKalogeras, 2013) most digital natives are using digital technology to improve their academics thus advancing the opportunities for higher learning brought forth by use of digital technologies. Conclusion In conclusion, digital immigrants assume that learners are always the same and are never changing. They believe that the same method that worked for students in higher learning few decades ago would still work with the present higher learning students who are dubbed as digital natives. Since a lot of digital natives have more than seventy percent access to digital technology, digital immigrants should brace themselves since learners will never be the same. Most of the digital natives used digital technology to improve the quality of their work such as the use of plagiarism software to check the authenticity of their work. Recommendation It is recommended that digital immigrants should be aware that future learning in higher institutions will be more digital and technological. Consequently, digital natives should take note of the wide range of ethical concerns that around the extensive utilization of digital technology in their learning. For educators, who are majorly digital immigrants, they should learn new ways to be us digital technology so as to be in tandem with digital natives during the exchange of knowledge. As much as such attempts have failed in the past, more ways of incorporating technology in teaching should be formulated because the era of digital natives will never end so is technology. Glossary Digital native- Someone born and grew up in the era of digital technology Digital immigrant- Someone born long before the advent and eruption of digital technology but experience technology at a later age. References Anderson, T. (2008).The Theory and Practice of Online Learning. 1st ed. Athabasca University Press, p.27. Fry, H., Ketteridge, S. and Marshall, S. (2003).A Handbook for teaching and learning in higher education. 1st ed. London: Kogan Page, p.97. Helsper, E. and Eynon, R. (2010). Digital natives: where is the evidence?.British Educational Research Journal, 36(3), pp.503-520. Jones, C. and Czerniewicz, L. (2010). Describing or debunking? The net generation and digital natives.Journal of Computer Assisted Learning, 26(5), pp.317-320. Kennedy, G., Judd, T., Churchward, A., Gray, K. and Krause, K. (2008). First year students' experiences with technology: Are they really digital natives?.Australasian Journal of Educational Technology, 24(1), p.112. Kerawalla, L. and Crook, C. (2002). Children's Computer Use at Home and at School: Context and continuity.British Educational Research Journal, 28(6), pp.751-771. Kougias, I., Seremeti, L. Kalogeras, D. 2013, "Mobility of Eastern European citizens: training and development",European Journal of Training and Development,vol. 37, no. 8, pp. 766-778. Lichy, J., Khvatova, T. Pon, K. 2014, "Engaging in digital technology: one size fits all?",The Journal of Management Development,vol. 33, no. 7, pp. 638-661. Mohd, H.Z., Watson, J. Edwards, S.L. 2010, "Investigating the use of Web 2.0 technology by Malaysian students",Multicultural Education Technology Journal,vol. 4, no. 1, pp. 17-29. Palfrey, J. and Gasser, U. (2011).Born digital. 1st ed. [Sydney]: Read How You Want. Prensky, M. (2001). Digital Natives, Digital Immigrants Part 1.On the Horizon, 9(5), pp.1-6. Rennie, F. and Morrison, T. (2013).E-learning and social networking handbook. 1st ed. London: Routledge, p.74.

Why We Crave Horror Movies Sample Essay Example For Students

Why We Crave Horror Movies Sample Essay Here is an essay I am composing for my English 101 category. Any advice or unfavorable judgment would be helpful and really much appreciated. The full text of King’s essay is available at the terminal of the article for mention. An Excuse for Horror: Stephen King’s â€Å"Why We Crave Horror Movies† The first Stephen King novel I read. Christine. was chilling. Wyrd. creepy. and unusual. But I loved it. The 2nd. Carrie. was even less normal. and I was enthralled by it. excessively. How could these horror narratives of a obsessed. murderous auto and a supernatural. misunderstood. vindictively homicidal adolescent be a narrative for anyone other than pre-pubescent male childs? That is precisely what Stephen King sets out to explicate through wit and metaphor—in a startlingly dry way—in his essay. â€Å"Why We Crave Horror Movies. †Stephen King approaches the topic of why people want to read such freaky absurdness from the angle of horror films. From this place. he jumps right into his thesis: â€Å"When we pay our four or five vaulting horses and place ourselves at tenth-row centre in a theatre demoing a horror film. we are make bolding the incubus. † In other words. Mr. King says that horror films are humankind’s method for touching on the basal side of its corporate psyche. He illustrates this point most efficaciously with the ghastly metaphor. which seems to go cardinal to his statement of the thesis: The horror movie has become the modern version of the public lynching. ( †¦ ) The possible lyncher is in all of us ( excepting saints. yesteryear and nowadays ; but so. most saints have been crazy in their ain ways ) . and every now and so. he has to be let loose to shout and turn over about in the grass. In other words. harmonizing to Mr. King. the viewing audiences of horror films are pleasing in the hurting and torment depicted in the characters—with buttered popcorn. no less—in much the same manner that the Gallic labor watched the decapitations of the nobility during the Gallic Revolution. This upseting fable is an attention-grabber ; it ironically rivets the reader’s attending in precisely the same manner Mr. King describes the pull of horror narratives. This sarcasm shows up once more when he sarcastically quotes the dead babe gag: â€Å"‘What’s the difference between a truckload of bowling balls and a truckload of dead babies’ ( You can’t unload the truckload of bowling balls with a pitchfork. ) † This macabre joke serves two intents: it provides an illustration of human nature’s desire to laugh at the hurting of others. while at the same time repeating the same point by really entertaining the reader! Of class. Mr. King is a horror author himself. so at that place does look to be some prejudice in his statement ; that is. he is supporting his ain art. Staying off from facts. Mr. King gathers his chief points from his ain sentiments and theories. This tactic is really effectual. nevertheless. for Mr. King’s acute head seems to pick out logical—and scarily accurate— observations of human nature. For illustration. he says people go to horror flicks to turn out â€Å"that we are non afraid† . â€Å"to set up our feelings of indispensable normality† . â€Å"to have fun† . and to vent our insane side. Mr. King’s bias because of experience has another side to it ; the ample endowment for being originative he has honed through decennaries of composing makes every point interesting. Each thought is able to hit place in the head and bosom in a manner that traditional commentary would non. Mr. King says that everyone has an insane side. merely in differing amounts—or as he termed. â€Å"sanity becomes a affair of grade. † He reinforces this statement with the contemporary illustrations of the highly insane Jack the Ripper and the Cleveland Torso Murderer. stating that if you are that insane. so society will â€Å"clap you off in the amusing farm. † These existent life illustrations are good known ; and even those who have non heard about these sociopaths understand Mr. King’s allusion to really insane people. Following. he provides a contrast to the utmost moonstruck with the mundane insane—and rather comical—examples of comparatively normal foibles: nose-pickers and those who talk to themselves. .u6c26328851faf6956bdd74e686f56020 , .u6c26328851faf6956bdd74e686f56020 .postImageUrl , .u6c26328851faf6956bdd74e686f56020 .centered-text-area { min-height: 80px; position: relative; } .u6c26328851faf6956bdd74e686f56020 , .u6c26328851faf6956bdd74e686f56020:hover , .u6c26328851faf6956bdd74e686f56020:visited , .u6c26328851faf6956bdd74e686f56020:active { border:0!important; } .u6c26328851faf6956bdd74e686f56020 .clearfix:after { content: ""; display: table; clear: both; } .u6c26328851faf6956bdd74e686f56020 { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .u6c26328851faf6956bdd74e686f56020:active , .u6c26328851faf6956bdd74e686f56020:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .u6c26328851faf6956bdd74e686f56020 .centered-text-area { width: 100%; position: relative ; } .u6c26328851faf6956bdd74e686f56020 .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .u6c26328851faf6956bdd74e686f56020 .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .u6c26328851faf6956bdd74e686f56020 .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .u6c26328851faf6956bdd74e686f56020:hover .ctaButton { background-color: #34495E!important; } .u6c26328851faf6956bdd74e686f56020 .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .u6c26328851faf6956bdd74e686f56020 .u6c26328851faf6956bdd74e686f56020-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .u6c26328851faf6956bdd74e686f56020:after { content: ""; display: block; clear: both; } READ: Women In Combat Analysis EssayThese existent life illustrations are good known or—in the instance of the more normal nose-picker—commonplace ; even those who have non heard about the two sociopaths understand Mr. King’s allusion to really insane people. This usage of everyday illustrations makes his audience comfortable with the text—and. in bend. the subject of the essay—by giving them something to associate to. Mr. King once more takes the chance to throw a touch of wit in when he mentions that â€Å"neither of those two amateur-night sawboness. † Jack the Ripper and the Cleveland Torso Murderer. â€Å"were of all time caught. heh-heh-heh. † Mr. King begins his decision with a few sentences that really about repeat his thesis: â€Å"The mythic horror film. like the ill gag. has a soiled occupation to make. It intentionally entreaties to all that is worst in us. It is morbidity unfettered. or most basal inherent aptitudes allow fee. our nasty phantasies realized. † This restatement adequately summarizes the chief points of the whole essay. and besides provides a good connexion to the beginning of the essay. This connexion facilitates the flow from the thesis through the essay by supplying a finish for the transitory paragraphs in the center. Metaphorically. if the chief organic structure of the essay is a span. so the thesis and its ultimate reverberation are the riversides on either side—without both Bankss. the span would non travel anyplace. Without Mr. King’s disposed decision. his statements for why people love horror would look to roll. The terminal of Mr. King’s decision contains illustrations of all the persuasive tactics he used in his essay ; so. it is a decision of rhetorical form every bit much as sentiment.To wrap up the essay. Mr. King once more uses his most-often used idiom—metaphor:â€Å"For myself. I like to see the most aggressive of ( †¦ ) as raising a trapdoor in the civilised prosencephalon and throwing a basket of natural meat to the hungry alligators swimming about in that subterraneous river beneath. † Finally. Mr. King ties the alligator metaphor to an allusion to The Beatles’ classic vocal â€Å"All You Need Is Love† . supplying a concluding mention to pop-culture.â€Å"It was Lennon and McCartney who said that all you need is love. and I would hold with that. Equally long as you keep the gators fed. † Mr. King’s essay. â€Å"Why We Crave Horror Movies. † is a alleviation to read ; for while before I read the essay I felt guilty about reading such bloodstained literature—not to advert immature. now I have an alibi.

My Learning Objective free essay sample

My Learning Objective is to improve my prioritisation and planning skills to give me more time to do my work. I have chosen this objective because sometimes I feel overwhelmed with the amount of work I have to do. My approach under these circumstances can be haphazard and I find it hard to remain focussed; I get sidetracked and therefore waste time. I think if I prioritise my work efficiently and plan more effectively it will help me remain focussed and in control. By achieving this objective I would like to learn how to take more control of my day, learn how to focus on the tasks I have to prioritise while also finding time to do other things less urgent. I don’t have a problem meeting deadlines I just want to create some more time to do a few more things I would like to do. So, as part of this objective I would like to find time to be more proactive; develop my knowledge, for example, read some of the articles and papers I don’t currently plan time in my day for; chat to colleagues regarding work issues or simply socialise something I never find time for now. We will write a custom essay sample on My Learning Objective or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page In addition to all the above, I think by achieving this objective the standard of my work will improve, my confidence will increase and my job satisfaction will be enhanced. Learning Strategy and Resources With respect to achieving the above objective, I intend to do some reading around the topic of time management. I have already worked my way through the Time Management Topic Guide and picked up some useful ideas and thoughts (for example I have experimented with setting goals and keeping a time log). I have begun to build on that by researching other resources on the internet of which there is a vast selection. In addition, a colleague has recommended the One Minute Manager by Ken Blanchard and Spencer Johnson.

Sample Synthesis Essay - Why?

Sample Synthesis Essay - Why?If you're a recent graduate, or are thinking about transferring to a master's degree program, consider writing a sample synthesis essay. By now, you're probably wondering what the point of writing such an essay is. This is a fundamental question, and it's a question that I intend to answer here.First of all, why is writing such an essay a good reason? It's good because it tests your ability to write and to express yourself in a structured way. Of course, students who want to transfer from a less selective program to a more selective one will take an essay test to gauge their strengths and weaknesses. If you've written a good synthesis essay before, however, you'll be able to apply this knowledge to a more rigorous test, so to speak.The second reason is that it's a test of your ability to express your argument. I know, it's very tempting to just read your synthesis essay and discard it. However, I have seen lots of examples where students simply throw away an essay without reading it or listening to it. Writing a synthesis essay makes you go back and think about what you wrote, and whether it's strong enough to stand on its own.Another reason why I'd recommend writing such an essay is because it has a brief lesson at the end. With all the advanced courses out there, you'll want to test your knowledge on the most basic stuff you'll ever need to know. For example, you'll need to learn the history of synthesis chemistry. By writing a brief syntheses lesson at the end of your essay, you're only challenging yourself to learn as much as you can.Finally, writing a synthesis course should make you feel proud. Writing this kind of essay is very similar to an essay from an advanced chemistry course, which you may have taken, but only in your spare time. Writing it in a structured manner makes you feel like you accomplished something - making you want to work even harder next time.So, you can see that I think writing a sample synthesis essay is a good idea for any graduate student. It also seems to make you feel good, which is a good thing in my book.In any case, if you're worried about your grade expectations in your transcript, you should be OK. All you really need to do is write well and then submit it to your program.

09721215 Essays - The Face Of Battle, John Keegan, Military, Battle

09721215 Essays - The Face Of Battle, John Keegan, Military, Battle 09721215 rdNlAr.lin 1-kr,1-.Nrnle.r.^.. r. nef riltr;Cnni-;r.r., kr. lima-n kevik "1-,./n;"#-Al ,-Amel irv1-r,11.-....411,-Al rvf .1-1...e.00 rdNlAr.lin 1-kr,1-.Nrnle.r.^.. r. nef riltr;Cnni-;r.r., kr. lima-n kevik "1-,./n;"#-Al ,-Amel irv1-r,11.-....411,-Al rvf .1-1...e.John Keegan is Senior Lecturer in War Studies at the Royal Military Academy, Sandhurst (the British equivalent of West Point). He admits in the very beginning that he has never been in battle, nor near a battle. In those two statements is an opening key to this book. 7 Face of Battle is an effort to derive from the historical sources a better understanding of w it is like to be in battlenot just to narrate the events, but to come closer to a realization c what the participants felt. The method is a description and analysis of three battles: Agincourt, Waterloo, and the Somme. Keegan surrounds the battle accounts with an introductory chapter and a conclusion, which provide much of the value of his work. The method is justified, for not only are the battle accounts fascinating and innovative in themselves, but they demonstrate the observations made in the mo re general portions, at bring the analyses to life. Keegan's introduction is in large measure a study of military history, at once a defense an critique, but also an effort to rescue the genre from its limitations. The authors of military history have been largely staff officers intent on "lessons," teachers in the military schools with much the same attitude, and amateur students of history, or of battle, or of both. The limitations derive from these facts, but lie deeper. The writers of military history have rare! gone beyond the fighting; they have taken what Keegan calls the "win/lose" approach, wh isolates the military story from the rest of history. He likens this method to the English and American trial by jury, which he calls "accusatory," an aggressive process intended to real verdict. The alternative approach is the French "investigatory" proceeding, in which the jug has wide powers of interrogation and investigation to aid in arriving at truth. Whatever the merits of the two legal proceduresa matter for serious thoughtth e analogy is a valuab stimulus to an examination of the preconceptions behind historical writing, especially but I exclusively military historical writing. The implication is that practicing historians, military a otherwise, may not be fully conscious of the theoretical underpinnings or ramifications of their procedures. Keegan's point, however, is especially applicable to the battle historian; if battle is not a crime, it is at least a definite event, and therefore possessed of parallels. In the "court of history," the question is always, Who was guilty of the result, if it was defeat, or responsib for the result, if it was victory? This commonest of approaches makes statements such as General A had not extended his flank . . . ," or, "If General B had moved up five minutes earlier. . . ." Obviously, this is too narrow an approach. Not only is it unsafe to assume tha the result of battle hinges on some single decision, but it is also true that not all battles ha clear victories or defeats for which credit and blame can be distributed. Deeper and more important, if the historian looks only for guilt or innocence, blame or responsibility, he will i reach an understanding of the total event or process in all its background and complexity. Keegan uses two examples to illustrate typical qualities of military history writing in the pa one is the English "philosopher of war," Sir Edward Creasy, the author of The Fifteen Decisive Battles of the World, first published in 1851 and often reprinted, extended, and imitated. Creasy, accepting the Victorian aversion to war but fascination by it, concentrate only on those battles which, as his title indicates, decided the course of history. The second example is Julius Caesar and his Gallic Wars, which is illustrative, perhaps originative, of much battle writing. Not only Caesar's but most succeeding battle accounts are from the view of the general, whether or not written by him. The resulting difficulties a view; and, more important to Keegan's argument, the creation of a seemingly clear and simple picture out of a very complicated and confused set of happenings. For the main body of

Health and biomedical informatics Article Example | Topics and Well Written Essays - 1000 words

Health and biomedical informatics - Article Example Administration of Antioxidants such as Vitamin E and Lipoic acid has been used to promote health in health care by eliminating reactive Oxygen and Nitrogen species but it is important to consider the binding properties of synthetic vitamin E. Some synthetic vitamin E does not bind to proteins making it difficult to transfer them across the membrane (Hunter 2008, p. 150). Doctors should therefore consider this aspect when prescribing synthetic vitamin E. The blood brain barrier is a membrane of tightly packed cells that restricts the passage of some substances from the blood to the brain cells while allowing the passage of essential substances required for metabolism. The permeation of the blood brain barrier to a particular drug is of importance during drug administration. For example, fact that antibiotics cannot penetrate the blood brain barrier makes the treatment of medical conditions such as meningitis a problem (Aschenbrenner 2009, p.44). According to Moore (2007, p.21), current approaches are geared towards the use of ADMET within genetic programming to predict the permeablity of the blood brain barrier. Amino acids are the building blocks of proteins which are the most essential and abundant molecules in the human body. In human beings there are a total of twenty amino acids and their arrangement within a protein determines the function and nature of the protein. Amino acid therapy is currently being employed to replace drug therapy according to Pfeiifer’s Law. For instance, instead of using antidepressants drugs to increase the action of serotonin the amino acids Tryptophan or Tyrosine can be used to produce the same effects (Braverman 2003, 19). As outlined by Fukamizo (2011, 88), protein analysis can be conducted by a technique such as LC-MS combined with â€Å"database search algorithms.† DNA replication is a process that occurs at the

ACG Group Essay Example | Topics and Well Written Essays - 500 words

ACG Group - Essay Example Earnings per Share Earnings Per Share (EPS) is one of the commonly used and defines the amount of money that a business pays per share of its ordinary stock. The ratio is a significant indicator of returns on investors’ money and influences interest in organizations’ stock prices. It is computed by subtracting preference share earnings from net income after tax and dividing the remaining amount by the number of ordinary shares for an organization. The EPS is a strong profitability indicator because it is a derivative of profits. Baxter offered EPS of $ 551 while Becton offered EPS of $ 5.69. The high EPS for Baxter than Becton suggest higher profitability at Baxter than Becton because it the organization’s net profits that influence the amount offered in EPS. The difference between values of EPS offered by the two organizations is also too wide to have occurred by chance and instead indicates differences in profitability. Observed differences in the two EPS ratio ns imply that investing in Baxter is more profitable than investing in Becton (Siddiqui, 2006). Profit rate Profit margin defines the ratio of gross profits to sales and shows an organization’s efficiency in managing its cost of goods sold.