Balance Sheet Analysis Applebees International 2004 Essay -- Finance F

Balance Sheet Analysis Applebee’s International 2004   Ã‚  Ã‚  Ã‚  Ã‚  In analyzing the common-size balance sheet for Applebee’s, it is noted that the total current assets has jumped from 11% to 14% of the total assets. The total assets for Applebee’s has jumped 6% from 2000 to 2001 driven by increased in the total current assets of 28%. Of those 28% increase, they consisted of 88% increase in the Cash & Equivalents (increased of $10.6 millions) caused by the decreased in the Capital Stock repurchasing in 2001 by Applebee’s. The repurchase of capital stock has decreased by 31% as noted from the year-to-year percentage changes of the Statement of Cash Flow which equivalent to about $11 million dollars. The other current assets increased was from the other Current Assets category; there was an increase of 92% from 2000 to 2001. Due to the higher earnings for Applebee’s, there was an increase in income tax due. A significant component of the increase of other Current Assets was from increased in prepaid incom e taxes with net deferred income tax asset of $6.7 millions dollars.   Ã‚  Ã‚  Ã‚  Ã‚  The intangibiles has also decreased from 18% to 16% in common-size balance sheet for Applebee’s from 2000 to 2001. This is equivalent to a decrease of 7% from year to year percentage change. This change was driven by amortization of intangible assets related to previous acquisitions of other franchisee restaurants by Applebee’s.   Ã‚  Ã‚  Ã‚  Ã‚  There was a trend in rise of the net property & equipment related assets since 2002 to 2004. This boost in net property and equipment assets was related to the acquisition strategy conducted by Applebee’s. For the $34 millions acquisitions of 21 restaurants in Washington D.C. area on November 7, 2002; $24 millions has been allocated to the fair value of property and equipment plus $10 millions in goodwill. This has caused a jump in net property & equipment assets for 2002 to jumped 16% and Intangibles assets to jumped 12% when compared to 2001. Since most of the purchased are by cash, this has caused a 31% decreased in the Cash & Equivalents for Applebee’s balance sheet. For the 11 Applebee’s restaurants acquisitions in Illinois, Indianan, Kentucky, and Missouri for $21.8 million on March 24, 2003, $7.9 millions were allocated to the fair value of property and equipment, the other $16.6 millions went to goodwill, plus a net liabilities in addi tions of $1.3... ...ense has decreased 82.8% from 2000 to 2004. All the above are contributing factors in Applebee’s achieving higher earnings, a 75% increase in net earnings from 2000 to 2004. Average shares has fall due to consistent share repurchasing programs by Applebee’s. Overall, the common-size analysis of the income statement are relatively consistent over the five years of study. Cost of goods has stayed consistent between 74%-75%, the Depreciation and amortization is between 9%-11%, income from Continue operations and Net Income are also both between 9%-10% in common-size analysis for income Statement. No unusual flutuations has been discovered. As of December 26, 2004, our liquid assets totaled $10,924,000. These assets consisted of cash and cash equivalents in the amount of $10,642,000 and short-term investments in the amount of $282,000. The working capital deficit increased slightly from $50,359,000 as of December 28, 2003 to $51,041,000 as of December 26, 2004. This increase was due primarily to increases in the loss reserve and unearned premiums related to the captive insurance subsidiary and accounts payable and was partially offset by increases in inventories and receivables.

Course note. Organizational behavior Essay

ORGANIZATIONAL BEHAVIOR To distinguish and compare the various concepts and models of organizational behavior in a manner that-will help day-to-day conceptual, human, and communication skills of the students. To develop skills in diagnosing situations by encouraging them to participate actively in cases, topics, illustrations, and incidents that serve to provide operational meaning to the abstract concepts and models of organizational behavior. To assess and evaluate why certain events and behavioral processes occur in organizations and how, as managers, they can best affect the behavior of subordinates as well as other managers. COURSE DESCRIPTION This course utilizes the contingency approach to understanding organizational behavior. This approach seeks to understand the interrelations among the various parts of the organization. Each department, work group, or manager can be analyzed separately or as a unit related to other departments, work groups, or managers. The contingency approach requires that managers diagnose each situation confronting them, and then apply, as needed, the concepts and approaches presented in the course. These concepts and approaches will help the students to develop the knowledge and skills necessary to understand what is happening in an organization and what can be done about it. 1 ORGANIZATIONAL BEHAVIOR Week TOPIC Introduction to Organizational Behavior: ï‚ · What is organizational behavior? ï‚ · Organizational behavior and management. ï‚ · Challenges for organizational behavior and management. Course Outcomes CO1 Delivery Mode Lecture Discussion Assessment Tools ï‚ · Quiz ï‚ · Test Rubrics Na Na INDIVIDUAL PROCESSES Personality and Perception ï‚ · The nature of personality. ï‚ · Model of personality. ï‚ · Personality traits. ï‚ · The nature of perception. ï‚ · Perception process ï‚ · Attribution theory. Learning and Motivation ï‚ · The nature of learning. ï‚ · Learning theories. ï‚ · The nature of work motivation. ï‚ · Motivation theories ï‚ · ï‚ · CO2 Lecture Discussion ï‚ · Quiz ï‚ · Test ï‚ · Case Study Analysis Na Na √ CO2 Lecture Discussion ï‚ · Quiz ï‚ · Test Na Na ï‚ · Case Study Analysis √ Quiz 1 Mini Case 2 ORGANIZATIONAL BEHAVIOR GROUP PROCESSES Work Groups and Teams ï‚ · The nature of work groups and teams. ï‚ · Formation and development of groups. ï‚ · Effective Work Groups and Teams. CO3 Lecture Discussion ORGANIZATIONAL PROCESSES Leadership ï‚ · Introduction to leadership. ï‚ · Leadership theories. CO3 Communication ï‚ · What is communication? ï‚ · The functions of communication. ï‚ · The communication process. Lecture Discussion ï‚ · Quiz ï‚ · Test ï‚ · Case Study Analysis ï‚ · Quiz ï‚ · Test ï‚ · Case Study Analysis ï‚ · Quiz ï‚ · Test ï‚ · Case Study Analysis Na Na √ Na Na √ Na Na √ ï‚ · Quiz II ï‚ · Mini Case Decision Making ï‚ · What is decision making? ï‚ · Types of decision making. ï‚ · The decision making process. ï‚ · Group decision making. CO3 Lecture ï‚ · Test Discussion ï‚ · Case Study Presentation Analysis ï‚ · Group Presentation Na √ √ 3 ORGANIZATIONAL BEHAVIOR ï‚ · Test 1 (2hours) INTERGROUP RELATIONS IN THE ORGANIZATIONAL CONTEXT Organizational Culture ï‚ · The concept of organizational culture. ï‚ · Determinants of organizational culture. ï‚ · Managing organizational culture. ï‚ · ï‚ · CO3 ï‚ · Test ï‚ · Case Study Analysis ï‚ · Project Paper Na Lecture ï‚ · Quiz Discussion ï‚ · Test Presentation ï‚ · Case Study Analysis ï‚ · Group Presentation Na Na √ ï‚ · Quiz ï‚ · Test ï‚ · Case Study Analysis ï‚ · Group Presentation Na Na √ Lecture Discussion √ √ Quiz III Mini Case Power, Politics, and conflict ï‚ · The nature of power and politics. ï‚ · Sources of power. ï‚ · What is organizational conflict. ï‚ · Model of organizational conflict. ï‚ · Conflict management techniques. Organizational Change ï‚ · What is organizational change? ï‚ · Organizational change theory. ï‚ · Forces for and resistance to organizational change. ï‚ · Managing change CO3 √ √ 4 ORGANIZATIONAL BEHAVIOR Social Responsibility and Managerial Ethics ï‚ · What is social responsibility? ï‚ · Views of social responsibility. ï‚ · Arguments for and against social responsibility. ï‚ · What is managerial ethics. ï‚ · Factors that affect employee ethics. ï‚ · Ethics in international context. ï‚ · Improving ethical behavior. Lecture Discussion ï‚ · Test ï‚ · Case Study Analysis ï‚ · Project Paper Na √ √ Test 2 (2 hours) Group / Team Project Presentation Submission of Group /Team Project: (Latest Deadline – A week after the final class/lecture) 5 ORGANIZATIONAL BEHAVIOR TEACHING METHODOLOGY Lectures/Case Study Analysis/Discussions/Active Learning/Presentations/Projects ASSESSMENT 1. Test 2. Individual Assignments 3. Group Project 4. Final Assessment 10% 30% 30% 30% ———–100% ———— Total REFERENCES Main Reference: 1. Schermerhorn, J. R., Hunt, J. G., and Osborn, R. N. (2008). Organizational Behavior. New York: John Wiley & Sons, Inc. Supplementary References: 1. Asma Abdullah (2004). Going Glokal. Kuala Management (MIM). Lumpur: Malaysian Institute of 2. George, J. M. and Jones, R. J. (2008). Organizational Behavior (5th. Edition). New Jersey: Pearson Education, Inc. 3. Gibson, J., Ivancevich, J., Donnelly Jr. J., and Konoposke, R. (2005). Organizations: Behavior, structures, processes. Boston: Irwin McGraw-hill. 4. Nelson, D. L. and Quick, J. C. (2006). Organizational Behavior: Foundations, Realities, and Challenges (12th. edition). Ohio: South-Western College Publishing. Journals ï‚ · ï‚ · ï‚ · ï‚ · ï‚ · Journal of Organizational Behavior, Academy of Management Journal, Journal of International Business Studies, Journal of Occupational Psychology, Journal of Applied Psychology 6 ORGANIZATIONAL BEHAVIOR Journals 1. Harvard Business Review 2. Fortune Magazine 3. The Edge 4. Malaysian Business Review 5. World Executive Digest 6. The Economist 7. Other related journals 7 View as multi-pages

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A Winning Process for Launching Your Engineering Career† by Dean C. Millard Course Topics include the Career Planning Process and Task/Project Planning: Understand Yourself Career Development and Choice Theories Interest and/or (Holland) Personality Assessments Understanding your personal values, skills, interests, and traits and their impact on career possibilitiesValues and ethics relating to career choices Your strengths and promoting your strengths (will be used for elevator speech) Explore Options Researching and Exploring Engineering Careers and Employment Options Use of career libraries and other resources for occupational and major choices Databases and other on-line resources Decision making about your career Informational and behavioral interviewing Interacting with Engineering Professional(s)/Faculty at Careers Discussion Take Action Marketing Yourself: â€Å"How can you make yourself stand out? Resume and cover letter design twittering skills Networking Internships Systems Engineering: Understand the systems/team approach to modern engineering design What skills and experiences during your undergraduate career will prepare you best for the reality of today's workforce and its expectations? The role of graduate studies and how to assess the need, and undergraduate course selection implications. Leadership skill development and experiential learning opportunities. Entrepreneurship may be a goal. What strategies should you follow? The importance of excellent communication skills.Team functioning guidelines The course consists of mandatory lectures together with homework and class exercises that will allow you to tailor the material presented in class to make appropriate career choices and enhance your career development. Topics will be presented in a summary fashion during lectures and will be investigated in more detail through outside assignments and subsequent in- class presentations and discussion. Some readings may be at profession websites . The course blackboard website will be the primary method of distributing information, assignments, and class documents.One other note about the rouser website: Please be sure you are registered with your name exactly as you are registered in this course. And only use your official Cornell email as the email address when you sign in and log in each time. Also, send ALL emails only from your official Cornell gamma account, others will not be opened, including if they are a nickname or an alias. Please be sure to keep electronic (backup) copies of ALL the documents you turn in to this course until after you receive your final grade.If anything is lost along the way, you can then easily locate, and resubmit any missing comments for credit. You will also find your assessment results you AC aired in the course may be useful to you later in your career. Please keep these materials for your personal use once you finish our course! Course Grading: On-time class attendance, participation in in-class discussions, and satisfactory, on-time completion of course assignments will determine your final grade in this seminar course. This seminar only helps you make good career plans if you are a serious, motivated, and active participant. Opts. Will be earned for every lecture attended on time and only if attending or the entire class period. 10 Opts. Will be earned for each homework satisfactorily completed, typed, and submitted on time – in class. A 40% penalty will be assessed for all late materials turned in after they are due in class, up to one week late or for turning in an unsatisfactory submission which must be redone. O Opts. Credit will be earned for homework turned in more than one week after the due date – although all assignments still must be completed satisfactorily and turned in to pass the course.Several homework assignments may be given higher weighting particularly he final project and these will be announced in class and on the assignment sh eet posted on Blackboard. In addition, some assignments will be group- oriented. Absences from lecture will only be excused for official university reasons and for communicable diseases such as the flu when you should remain at home and take care of yourself. The official university reasons are illness and absence from campus on official university business, the later must be documented in writing.Proof of any missing work must be submitted prior to the final exam date, ND be of acceptable quality. Remember, any assignment turned in more than 1 week late will receive zero credit towards your grade, but the assignment must still be submitted in satisfactory form to complete the course. Final Letter Grading will be based on the percentage score out of the total possible as follows: AAA – 100 % – 89. 9 % ICC – 79. 9% D 60-69. 9% Below 60 % OR if missing or unsatisfactorily completed any required assignments #1. Tuesday, January 27th In class: Introduction/overview of course and course materials (â€Å"Ready for Takeoff')

Free Essays on Los Ninos

Los Nià ±os â€Å"Planeando auto-confianza, una semilla a la vez.† El objetivo de Los Nià ±os es promover la autosuficiencia y la participacià ³n comunitaria a travà ©s de proyectos educativos y al desarrollo. Los Nià ±os generalmente gana $130,000 por aà ±o para donar alas familias pobres, especialmente los nià ±os, en Tijuana y Mexicali, Mà ©xico y en San Diego, California. Mi pap es el presidente del consejo de directores de la organizacià ³n desde 1985. Asà ­ he expuesto a Los Nià ±os por sobre de quince aà ±os. Espero eventualmente seguir en las huellas de mi pap y contribuir ms a Los Nià ±os. La razà ³n porque comenzà ³ Los Nià ±os fue porque las estadà ­sticas relacionando a la nutricià ³n, la salud, y el ecolà ³gico son increà ­ble y sigue siendo asà ­ hoy dà ­a. La mayor causa de la enfermedad en Mà ©xico, es desnutricià ³n. La tasa de la mortalidad infantil es 22 muertos por 1000 nacimientos. El hambre y la desnutricià ³n contribuyen casi a a la mitad de los muertos de los jà ³venes. Adems, 40 por ciento de la poblacià ³n adulto estn desnutridos y 2/3 de todos las personas consumen menos de las calorà ­as requeridas por dà ­a. Por consiguiente, los 1600 participantes y 8000 beneficiares ayudarn estas personas. Los Nià ±os fue establecido por Roque Barros en 1974 para dar socorro directo en la forma de comida y ropa. La idea fue ayudar las reas pobres de Tijuana, Mà ©xico. Los Nià ±os es una organizacià ³n sin fin lucrativo asistiendo a las familias viviendo a lado de la frontera de California y Mà ©xico desde 1974. En el aà ±o 1975, Los Nià ±os comenzà ³ su primer programa para ganar fondos, â€Å"caminata-a-thon,† lo cual consigue mucho dinero cada aà ±o. La organizacià ³n inicià ³ los programas de nutricià ³n, de agricultura, y de educacià ³n. Recientemente en los à ºltimos aà ±os, se hizo una organizacià ³n poderosa que ayuda mucha gente desdichada. La parte de participacià ³n ms importante de Los Nià ±os es la â€Å"caminata-a-tho... Free Essays on Los Ninos Free Essays on Los Ninos Los Nià ±os â€Å"Planeando auto-confianza, una semilla a la vez.† El objetivo de Los Nià ±os es promover la autosuficiencia y la participacià ³n comunitaria a travà ©s de proyectos educativos y al desarrollo. Los Nià ±os generalmente gana $130,000 por aà ±o para donar alas familias pobres, especialmente los nià ±os, en Tijuana y Mexicali, Mà ©xico y en San Diego, California. Mi pap es el presidente del consejo de directores de la organizacià ³n desde 1985. Asà ­ he expuesto a Los Nià ±os por sobre de quince aà ±os. Espero eventualmente seguir en las huellas de mi pap y contribuir ms a Los Nià ±os. La razà ³n porque comenzà ³ Los Nià ±os fue porque las estadà ­sticas relacionando a la nutricià ³n, la salud, y el ecolà ³gico son increà ­ble y sigue siendo asà ­ hoy dà ­a. La mayor causa de la enfermedad en Mà ©xico, es desnutricià ³n. La tasa de la mortalidad infantil es 22 muertos por 1000 nacimientos. El hambre y la desnutricià ³n contribuyen casi a a la mitad de los muertos de los jà ³venes. Adems, 40 por ciento de la poblacià ³n adulto estn desnutridos y 2/3 de todos las personas consumen menos de las calorà ­as requeridas por dà ­a. Por consiguiente, los 1600 participantes y 8000 beneficiares ayudarn estas personas. Los Nià ±os fue establecido por Roque Barros en 1974 para dar socorro directo en la forma de comida y ropa. La idea fue ayudar las reas pobres de Tijuana, Mà ©xico. Los Nià ±os es una organizacià ³n sin fin lucrativo asistiendo a las familias viviendo a lado de la frontera de California y Mà ©xico desde 1974. En el aà ±o 1975, Los Nià ±os comenzà ³ su primer programa para ganar fondos, â€Å"caminata-a-thon,† lo cual consigue mucho dinero cada aà ±o. La organizacià ³n inicià ³ los programas de nutricià ³n, de agricultura, y de educacià ³n. Recientemente en los à ºltimos aà ±os, se hizo una organizacià ³n poderosa que ayuda mucha gente desdichada. La parte de participacià ³n ms importante de Los Nià ±os es la â€Å"caminata-a-tho...

Act One of Bruce Norriss Play Clybourne Park

Act One of Bruce Norris's Play Clybourne Park The play Clybourne Park by Bruce Norris is set in a modest three-bedroom bungalow in central Chicago. Clybourne Park is a fictional neighborhood, first mentioned in Lorraine Hansberrys A Raisin in the Sun.   At the end of A Raisin in the Sun, a white man named Mr. Lindner tries to convince  a black couple not to move into Clybourne Park. He even offers them a substantial sum to purchase back the new home so that the white, working-class community can maintain its status quo. It isnt mandatory to know the story of A Raisin in the Sun to appreciate Clybourne Park, but it certainly enriches the experience. You can read a detailed, scene by scene summary of A Raisin in the Sun to enhance your comprehension of this play. Setting the Stage Act One of Clybourne Park takes place in 1959, in the home of Bev and Russ, a middle-aged couple who are preparing to move to a new neighborhood. They bicker (sometimes playfully, sometimes with underlying hostility) about various national capitals and the  origin of Neapolitan ice cream. Tensions mount when Jim, the local minister, stops by for a chat. Jim hopes for a chance to discuss Russ feelings. We learn that their adult son committed suicide after returning from the Korean War. Other people arrive, including Albert (husband of Francine, Bevs maid) and Karl and Betsy Lindner. Albert arrives to take his wife home, but the couple becomes involved in the conversation and the packing process, despite Francines attempts to leave. During the conversation, Karl drops the bombshell: the family that plans to move into Bev and Russ home is colored. Karl Doesnt Want Change Karl tries to convince the others that the arrival of a black family will negatively affect the neighborhood. He claims that housing prices will go down, neighbors will move away, and non-white, lower-income families will move in. He even tries to obtain the approval and understanding of Albert and Francine, asking them if they would want to live in a neighborhood like Clybourne Park. (They decline to comment  and do their best to stay out of the conversation.) Bev, on the other hand, believes that the new family could be wonderful people, no matter the color of their skin. Karl is the most overtly racist character in the play. He makes several outrageous statements, and yet in his mind, he is presenting logical arguments. For example, while trying to illustrate a point about racial preferences, he recounts his observations on a ski vacation: KARL: I can tell you, in all the time Ive been there, I have not once seen a colored family on those slopes. Now, what accounts for that? Certainly not any deficit in ability, so what I have to conclude is that for some reason, there is just something about the pastime of skiing that doesnt appeal to the Negro community. And feel free to prove me wrong†¦ But youll have to show me where to find the skiing Negroes. Despite such small-minded sentiments, Karl believes himself to be progressive. After all, he supports the Jewish-owned grocery store in the neighborhood. Not to mention, his wife, Betsy, is deaf - and yet despite her differences, and despite the opinions of others, he married her. Unfortunately, his core motivation is economic. He believes that when non-white families move into an all-white neighborhood, the financial value decreases, and investments are ruined. Russ Gets Mad As Act One continues, tempers boil. Russ doesnt care who is moving into the house. He is extremely disappointed and angry at his community. After being discharged because of disgraceful conduct (it is implied that he killed civilians during the Korean War), Russ son could not find work. The neighborhood shunned him. Russ and Bev received no sympathy or compassion from the community. They felt abandoned by their neighbors. And so, Russ turns his back on Karl and the others. After Russ caustic monologue in which he claims I dont care if a hundred Ubangi tribesman with a bone through the nose overrun this goddamn place (Norris 92), Jim the minister responds by saying Maybe we should bow our heads for a second (Norris 92). Russ snaps and wants to punch Jim in the face. To calm things down, Albert places his hand on Russ shoulder. Russ whirls toward Albert and says: Putting your hands on me? No sir. Not in my house you dont (Norris 93). Before this moment, Russ seems apathetic about the issue of race. In the scene mentioned above, however, it seems Russ reveals his prejudice. Is he so upset because someone is touching his shoulder? Or is he outraged that a black man has dared to put hands on Russ, a white man? Bev Is Sad Act One ends after everyone (except Bev and Russ) leaves the house, all with various feelings of disappointment. Bev tries to give away a chafing dish to Albert and Francine, but Albert firmly yet politely explains, Maam, we dont want your things. Please. We got our own things. Once Bev and Russ are alone, their conversation feebly returns to small talk. Now that her son is dead and she will be leaving behind her old neighborhood, Bev wonders what she will do with all of the empty time. Russ suggests that she fill the time up with projects. The lights go down, and Act One reaches its somber conclusion.

Female Body and Conflict Between the Sexes in L'Atalante by Jean Vigo Essay

Female Body and Conflict Between the Sexes in L'Atalante by Jean Vigo and Les Enfants du Paradis by Marcel Carne - Essay Example The movie plot turns around the life of Juliette and her husband Jena. After marriage Juliette accompanies Jean on his ship; but she is bored of the monotonous life of sailing in the sea. The newly-weds during their travel on the waterways of France halts at Paris. Juliette tries to break free from the monotony by venturing into the nightlife of the city; actually a street peddler in a music club of Paris lures her. She is enamored with vibrant city and her desire to taste the intoxicating pleasures of Paris nightlife angers Jean and he sets sail without her. But grief and a desire for meeting his wife put Jean in a state of depression. Juliette is lost in the world of prostitutes, thieves and beggars; she frantically searches for her husband and the barge. Pere Jules, an aged second mate of the ship makes honest effort to find Juliette and succeeds in happy reunion of the couple. Jean Vigo’s French film is also known as ‘Le chaland qui passà ©Ã¢â‚¬â„¢ (The Passing Barge). From the plot it is quite evident that is based on the universal conflict of sexes. Jean feels that Juliette has no right to independent pleasures. The female body of Juliette is his object of desire. The passionate film-maker’s direction and the cast’s riveting performances have made this movie feature in the list of some of the best movies made worldwide. It has the elements of drama, romance, and fun; it is greatly sexual in flavor. The cinematic technique that Jean uses in his movie is visual fantasy alike his feature film titled Zero de Conduite (Zero for Conduct). For this we need to say that Jean Vigo’s camera direction and arrangements could create stunning visual compositions. He conveyed his messages through images; if words were used it was to add fun and humor, so that a comic effect is generated in the movie. The opening sequence of the film shows the couple’s shift from the church aisle to the cargo

The War in Vietnam Essay Example | Topics and Well Written Essays - 1000 words

The War in Vietnam - Essay Example Chemical weapons such as Agent Orange were used against the Vietnamese. The images from this gruesome war were relayed into the sitting room of Americans by the television and newspapers drawing public condemnation and spurring public protest. It is the cost of the war, in terms of both financial resources committed and the massive loss of human life that finally turned the tide and made a majority of Americans eventually turn against the war. President Eisenhower justified U.S involvement in Vietnam with what he called the domino effect. He argued that if Vietnam fell to communism, many states would follow. United States was interested in stopping the spread of communism in Indochina and the South East Asia. Many citizens were not worried by what was described as a simple war whose victory was guaranteed. However, when the President Johnson sent ground troops, there was a lack of a clear policy or determinable goal which would define success. America was just interested in maintaini ng the status quo. On the other hand, they faced communists opponent who was well coordinated and which able to appeal to the support of the people. Ho Chi Minh the leader of the Vietnamese communist was a master of blending communism with nationalism, which won him the support of the people. ... The bone of contention of the protestors was discrimination and poverty. Yet the same government that was supposed to fight poverty was channeling the essential resources to fighting a war. As Dr Martin Luther King rightly put it â€Å"†¦and I knew that America would never invest the necessary funds or energies in rehabilitation of its poor so long as adventures like Vietnam continued to draw men and skills and money like some demonic, destructive suction tube. So I was increasingly compelled to see the war as an enemy of the poor and to attack it as such† (Martin Luther King, Jr., "Beyond Vietnam†). Consequently, that is why civil right movement joined the opponents of the war. They saw that the government had misplaced its priorities, spending on its military instead of the people. As reported, by 1967, civil rights leader Martin Luther King had become the country's most prominent opponent of the Vietnam War, and a staunch critic of overall U.S. foreign policy, wh ich he deemed militaristic. In his "Beyond Vietnam" speech delivered at New York's Riverside Church on April 4, 1967 -- a year to the day before he was murdered -- King called the United States "the greatest purveyor of violence in the world today"(Martin Luther King on Vietnam). In the meantime, another class of Americans got tired of the war due to the causalities inflicted on the American troops. When President Johnson sent troops to Vietnam, Americans were assured a quick victory. However, over the course of the war was losing more and more soldiers with the promised victory nowhere in sight. The public had not anticipated this. According to lecture notes, â€Å"the war was getting more massive than America