Discussion Post Essay Example for Free

Discussion Post Essay New Format Requested this week While the format is to be changed thisweek, you are still required to make 3 postings; one original post and comment on two other students post. ORIGINAL POST REQUIREMENTS: You are to apply the major topics covered in the course (finance/accounting, economics, marketing) to your company and provide an analysts report. 1) (Apply Marketing techniques to:) create an interesting, unique or otherwise attractive catch line (humor works great for me! ) as your post title. Make a recommendation (can be here AND in your subject line) (some of you may not feel you have enough experience where your opinion (i. e. , recommendation) is worth something in this world. however note, you may have more experience NOW than some analysts at major investment banking houses! (scary I know! )) 3)(Use your corporate report to:) provide certain and specific quantitative analysis of your company. DONT repeat your entire report. but provide highlights.. as some examples: Net Income rose 20% from 2008-2011 to $1. 35 billion Expenses dropped.  by 15% Shareholder equity (highlights mean outlyers of data.. especially NEGATIVE information 4) (Use some economics learned. predict macro and micro futures).. describe what Macro world events have affected your company (global eco slow-down. price of oil) .. even micro events (consumption among consumers was down due to. )provide sensitivities for world events on your corporation and how it will affect that companys future activities. Provide predictions about future macro economic events and how your company will react going forward. The Network amp; Space Systems segment is engaged in the research, development, production and modification of products and services to assist its customers in transforming their operations through network integration, information, intelligence and surveillance systems, communication, architectures and space exploration. The Global Services amp; Support segment is engaged in the operations, maintenance, training, upgrades and logistics support functions for military platforms and operations. The Boeing Capital Corporation segment facilitates, arranges structures and provides selective financing solutions for its commercial airplanes customers. In the space and defense markets, it primarily arranges and structures financing solutions for its Boeing Defense, Space amp; Security government customers. Its portfolio consists of equipment under operating leases, finance leases, notes and other receivables, assets held for sale or re-lease and investments. The company was founded by William Edward Boeing in 1916 and is headquartered in Chicago, IL. http://www. marketwatch. com/investing/stock/ba/profile 2) The Boeing Company has a long history of providing complex systems and integrated assembly’s to its customers. 3) The Boeing Company is headquartered in Chicago IL. In 1997 Boeing and McDonnell Douglas merged to form what is the Boeing Company of today. This was approximately 1 year after Boeing acquired Rockwell Corporations Space and Defense division. The company has over 249 subsidiaries. The largest competitor on the commercial side is Airbus a division of EDS and the largest competitor on the Defense, Space and Security side is Lockheed Martin with many other companies lining up for second place. In order for Boeing to maintain it’s market share the company has had to continually research and develop new products in both major business units. Notes for special consideration† 1. Cash and cash equivalents increased from $5,359 billion to $10,049 billion from 2010 to 2011 2. Retained Earnings rose from $24,784 billion to $27,524 billion during the period of 2010 to 2011 3. Net Earnings rose from $1.3 billion in 2009 to $4. 02 billion in 2011 4) Boeing is a company that is always going to be challenged. The challengers for the Defense, Space and Security market typically have come from within the US but that is starting to change. EADS which is the largest defense business in Europe is continually trying to enter US ma rkets. Also Airbus which is a subsidiary of EADS is the most prominent competitor in the commercial segment but many countries such as Japan, China, Brazil and Canada are working very hard to position themselves as challengers to the commercial market. This will be a challenge for Boeing and Airbus for the next several decades. Commercial airline customers and airlines will continue to demand enhancements and improvements to the commercial airplanes and the service / cost associated with the. This will continue to drive performance by the manufacturers including Boeing which is the industry leader. The US government acquisition may decline depending on the outcome of the presidential and congressional elections. Boeing and it’s competitors in those markets will look toward no US markets to sell their products. Continued increase in energy and material cost will drive Boeings focus on keeping costs down. 5) Research and development are the single most important factor in keeping Boeing relevant for the future. Research and development expense amounted to $3. 9 billion, $4. 1 billion and $6.5 billion in 2011, 2010 and 2009, respectively. In 2009 this included $2. 7 billion alone for the new 787 commercial aircraft. Research and development costs also include bid and proposal efforts related to governme nt products and services, as well as costs incurred in excess of amounts estimated to be recoverable under cost sharing research and development agreements. Bid and proposal costs were $332 million, $355 million and $343 million in 2011, 2010 and 2009 respectively. Ramp;D within the Defense, Space and Security business unit is primarily focused on supporting customer requirements and providing new technologies to meet the needs of military, security and space agencies.

life during wartime :: essays research papers

There’s nothing I can say about the parade of still pictures, the faces on the television – except, perhaps, that they all seemed to share a fierce pride in their eyes, photographed for the first time in their Marine Dress Blues. Surely their families are proud of them. I certainly am, and I never got to know any of them. And now, I never will. Names scroll in little yellow letters across the bottom of our glowing screens: Sergeants, and Captains, and Privates. These men have died for us. More will follow. We asked them to go, and they went. All across this nation -- here and there, sparkling across the map like fireflies on a summer night – sedans are slowly rolling to a stop outside of small, modest homes. Men in uniform emerge, straighten their tunics, and walk slowly up driveways. Doorbells are rung. Maybe here and there smiles will evaporate in shock and surprise as doors are opened, but more likely the face will be one full of stunned realization that the very worst thing in the whole world has happened. And children will be sent to their rooms. And the men will speak in somber, respectful tones. And sons and mothers and fathers and wives will be told that the one thing they love more than anything in this world has been taken away from them, that their sons and daughters will not be coming home, that their fathers or mothers have gone away and will never come back, not ever. Why do we do this? What could possibly be worth this? The war is an abject and utter failure. What everyone thought would be a quick, decisive victory has turned into an embarrassing series of reversals. The enemy, -- a ragtag, badly-fed collection of hotheads and fanatics – has failed to be shocked and awed by the most magnificent military machine ever fielded. Their dogged resistance has shown us the futility of the idea that a nation of millions could ever be subjugated and administered, no matter what obscene price we are willing to pay in blood and money. The President of the United States is a buffoon, an idiot, a man barely able to speak the English language. His vice president is a little-seen, widely despised enigma and his chief military advisor a wild-eyed warmonger. Only his Secretary of State offers any hope of redemption, for he at least is a reasonable, well-educated man, a man most thought would have made a far, far better choice for Chief Executive.

Ib Math Ia

MATME/PF/M12/N12/M13/N13 MATHEMATICS Standard Level The portfolio – tasks For use in 2012 and 2013 Â © International Baccalaureate Organization 2010 7 pages For final assessment in 2012 and 2013 2 MATME/PF/M12/N12/M13/N13 C O N T E N TS T y p e I t as k s Circles T y p e I I t as k s Fish Production Gold Medal Heights INTRODUC TI ON W h a t is t h e p u r p ose of t h is d oc u m e n t ? This document contains new tasks for the portfolio in mathematics SL. These tasks have been produced by the IB, for teachers to use in the examination sessions in 2012 and 2013.It should be noted that most tasks previously produced and published by the IB will no longer be valid for assessment after the November 2010 examination session. These include all the tasks in any teacher support material (TSM), and the tasks in the document tfolio tasks 2009 The tasks in the in the 2012 examinations but N O T in 2013. Copies of all TSM tasks published by the IB are available on the Online Curriculum Centre (OCC), under Internal Assessme not be used, even in slightly modified form. W h a t h a p p e n s i f t e a c h e r s u s e t h e s e o l d t a s k s?The inclusion of these old tasks in the portfolio will make the portfolio non -compliant, and such portfolios will therefore attract a 10-mark penalty. Teachers may continue to use the old tasks as practice tasks, but they should not be included in the portfolio for final assessment. W h a t o t h e r d oc u m e n t s s h o u l d I u se? All teachers should have copies of the mathematics SL subject guide (second edition, September 2006), including the teaching notes appendix, and the TSM (September 2005). Further information, ncluding additional notes on applying the criteria, is available on the Online Curriculum Centre (OCC). Important news items are also available on the OCC, as are the diploma programme coordinator notes, which contain updated information on a variety of issues. W h i c h t as k s c a n I u se i n 2012? The only tasks produced by the IB that may be submitted for assessment in 2012 are the ones contained in this document, and those in the document Portfolio tasks 2011 2012 . There is no requirement to use tasks produced by the IB, and there is no date restriction on tasks written by teachers.For final assessment in 2012 and 2013 3 MATME/PF/M12/N12/M13/N13 C a n I u se t h ese t as k s b e f o r e M a y 2012? These tasks should only be submitted for final assessment from May 2012 to November 2013. Students should not include them in portfolios before May 2012. If they are included, they will be subject to a 10-mark penalty. Please note that these dates refer to examination sessions, not when the work is completed. W h i c h t as k s c a n I u se i n 2013? The only tasks produced by the IB that may be submitted for assessment in 2013 are the ones contained in this document. T e c h n ologyThere is a wide range of technological tools available to support mathematical work. These include gr aphic display calculators, Excel spreadsheets, Geogebra, Autograph, Geometer sketch pad and Wolframalpha. Many are free downloads from the Internet. Students (and teachers) should be encouraged to explore which ones best support the tasks that are assigned. Teachers are reminded that good technology use should enhance the development of the task. E x t r a c ts f r o m d i p lom a p r og r a m coo r d i n a to r n ot es Important information is included in the DPCN, available on the OCC.Teachers should ensure they are familiar with these, and in particular with the ones noted below. Please note that the reference to the 2009/2010 document is outdated. C op i es of t as k s a n d m a r k i n g/sol u t ion k e ys Teachers are advised to write their own tasks to fit in with their own teaching plans, to select from the 2009/2010 document, or to use tasks written by other teachers. In each case, teachers should work the task themselves to make sure it is suitable, and provide a copy of t he task, and an answer, solution or marking key for any task submitted.This will help the moderators confirm the levels awarded by the teacher. It is particularly important if teachers modify an IB published task to include a copy of the modified task. While this is permitted, teachers should think carefully about making any changes, as the tasks have been written with all the criteria in mind, to allow students to achieve the higher levels. N on -co m p l i a n t po r t f ol ios f r om M a y 2012 Please note the following information on how to deal with portfolios that do not contain one task of each type. This will be applied in the May 2012 and subsequent examination sessions.If two pieces of work are submitted, but they do not represent a Type I and a Type II task (for example, they are both Type I or both Type II tasks), mark both tasks, one against each Type. For example, if a candidate has submitted two Type I tasks, mark one using the Type I c riteria, and the other using th e Type II Criteria. Do not apply any further penalty This means that the current system of marking both tasks against the same criteria and then applying a penalty of 10 marks will no longer be used. For final assessment in 2012 and 2013 4 MATME/PF/M12/N12/M13/N13 SL T YPE IA im : In this t ask you wi l l conside r a se t of numbe rs tha t a r e pr esent ed in a symme t r i c a l pa t t e rn. Consider the five rows of numbers shown below. Describe how to find the numerator of the sixth row. Using technology, plot the relation between the row number, n, and the numerator in each row. Describe what you notice from your plot and write a general statement to represent this. Find the sixth and seventh rows. Describe any patterns you used. Let E n ( r ) be the ( r 1) th element in the nth row, starting with r 15 Example: E5 (2) . 9 0. Find the general statement for E n ( r ) .Test the validity of the general statement by finding additional rows. Discuss the scope and/or limitations of the general statement. Explain how you arrived at your general statement. For final assessment in 2012 and 2013 5 MATME/PF/M12/N12/M13/N13 C IR C L ES SL T YPE I A im : The a im of this t ask is to invest i ga t e posi t ions of points in i nt e rse c t ing c i r c l es. The following diagram shows a circle C 1 with centre O and radius r, and any point P. r P O C1 The circle C 2 has centre P and radius OP. Let A be one of the points of intersection of C 1 and C 2 . Circle C 3 has centre A, and radius r.The point P is the intersection of C 3 with (OP). This is shown in the diagram below. C3 A O P' P C2 C1 Let r 1 . Use an analytic approach to find OP , when OP 2 , OP 3 and OP 4 . Describe what you notice and write a general statement to represent this. Let OP 2 . Find OP , when r 2 , r 3 and r 4 . Describe what you notice and write a general statement to represent this. Comment whether or not this statement is consistent with your earlier statement. Use technology to investigate other v alues of r and OP. Find the general statement for OP . Test the validity of your general statement by using different values of OP and r.Discuss the scope and/or limitations of the general statement. Explain how you arrived at the general statement. For final assessment in 2012 and 2013 6 MATME/PF/M12/N12/M13/N13 F IS H PR O D U C T I O N SL T YPE II A im: This t ask conside rs comme r c i a l f ishing in a pa r t i cul a r count ry in two di ff e r ent envi ronments the se a and f ish f a rms (aqua cul tur e). The da t a is t a k en f rom the U N St a t ist i cs D ivisi on C ommon D a t a b a se . The following table gives the total mass of fish caught in the sea, in thousands of tonnes (1 tonne = 1000 kilograms). Y ea rT ot a l M ass 1980 426. 8 1981 470. 2 1982 503. 4 1983 557. 3 1984 564. 7 1985 575. 4 1986 579. 8 1987 624. 7 1988 669. 9 Y ea r T ot a l M ass 1989 450. 5 1990 379. 0 1991 356. 9 1992 447. 5 1993 548. 8 1994 589. 8 1995 634. 0 1996 527. 8 1997 459. 1 Y ea r T ot a l M ass 1998 487. 2 1999 573. 8 2000 503. 3 2001 527. 7 2002 566. 7 2003 507. 8 2004 550. 5 2005 426. 5 2006 533. 0 Define suitable variables and discuss any parameters/constraints. Using technology, plot the data points from the table on a graph. Comment on any apparent trends in your graph and suggest suitable models.Analytically develop a model that fits the data points. (You may find it useful to consider a combination of functions. ) On a new set of axes, draw your model function and the original data points. Comment on any differences. Revise your model if necessary. The table below gives the total mass of fish, in thousands of tonnes, from fish farms. Y ea r T ot a l M ass 1980 1. 4 1981 1. 5 1982 1. 7 1983 2. 0 1984 2. 2 1985 2. 7 1986 3. 1 1987 3. 3 1988 4. 1 Y ea r T ot a l M ass 1989 4. 4 1990 5. 8 1991 7. 8 1992 9. 1 1993 12. 4 1994 16. 0 1995 21. 6 1996 33. 2 1997 5. 5 Y ea r T ot a l M ass 1998 56. 7 1999 63. 0 2000 79. 0 2001 67. 2 2002 61. 2 2003 79. 9 2004 94. 7 20 05 119. 8 2006 129. 0 Plot the data points from this table on a graph, and discuss whether your analytical model for the original data fits the new data. Use technology to find a suitable model for the new data. On a new set of axes, draw both models. Discuss how trends in the first model could be explained by trends in the second model. By considering both models, discuss possible future trends in both types of fishing. For final assessment in 2012 and 2013 7MATME/PF/M12/N12/M13/N13 G O L D M E D A L H E I G H TS SL T YPE II A i m : T he a i m of th i s t a sk i s to O lympi c G ames. high jump in the The table below gives the height (in centimeters) achieved by the gold medalists at various Olympic Games. 1932 Y ea r H e igh t (c m) 197 1936 203 1948 198 1952 204 1956 212 1960 216 1964 218 1968 224 1972 223 1976 225 1980 236 Note: The Olympic Games were not held in 1940 and 1944. Using technology, plot the data points on a graph. Define all variables used and state any parameters clearly. Discuss any possible constraints of the task.What type of function models the behaviour of the graph? Explain why you chose this function. Analytically create an equation to model the data in the above table. On a new set of axes, draw your model function and the original graph. Comment on any differences. Discuss the limitations of your model. Refine your model if necessary. Use technology to find another function that models the data. On a new set of axes, draw both your model functions. Comment on any differences. Had the Games been held in 1940 and 1944, estimate what the winning heights would have been and justify your answers.Use your model to predict the winning height in 1984 and in 2016. Comment on your answers. The following table gives the winning heights for all the other Olympic Games since 1896. 1896 1904 1908 1912 1920 1928 1984 1988 1992 1996 2000 2004 2008 Y ea r H eigh t (c m) 190 180 191 193 193 194 235 238 234 239 235 236 236 How well does your model fit the additional data? Discuss the overall trend from 1896 to 2008, with specific references to significant fluctuations. What modifications, if any, need to be made to your model to fit the new data? For final assessment in 2012 and 2013

Gender Roles and Marriage Essay - 1997 Words

The representation of gender roles and marriage has always been a controversial issue. However, much can be learned about unhappy marriages when examining the roles of both females and males within the marriage. The examination of gender roles and marriage are seen through the following short stories The Story of an Hour, The Necklace, and Country Lovers, along with scholarly articles based on gender role and marriage. Evaluation of these literary works shows quite clearly that social and economic class affects choice in marriage. Gardiner’s County Lovers presents its fairly clear theme right from the beginning of the story. Yes, there is a theme of race, but if you look even deeper you can see the underlying idea of marriage and†¦show more content†¦When the Loisel’s had to earn more money to pay off their debts, Mr. Loisel takes on a second job working outside of them home while Mrs. Loisel works in the home cooking, cleaning, and taking on the care giver role. In the begging of the story it seemed as though Mathilde held most of the power in their marriage, but once conflict arose the power shifted back to Mr. Loisel, as Mathilde continued to do exactly what he said without questioning. This story is also told from a third-person point of view. The narrator is not part of the story and presents the action to the reader from on outside view. The reader is able to see everything through the eyes or the narrator, but the reliability is questionable in that the information coming from a third party. The style of writing is very fluent and easy to follow, which makes for a very enjoyable read. deMauppassant uses situation irony in a creative way to give the story an humorous twist; when Mathilde finds out the diamond she and her husband have been working so hard to pay off, was actually imitation. This discrepancy allows the author to add humor, giving the story a light and playful tone. The use of satire exists towards the end of the story in the form of a farce. Subtle humor and hilarity is developed through improbable situations and exaggeration. In this situation the probability of Mr. And Mrs. Loisel going through ten years of misery and poverty just to find out theShow MoreRelatedEffects Of Gender Roles On Marriage1306 Words   |  6 PagesChina analyzed the effects of gender roles on marriage. The study investigated the marriage rates of men versus women based on their educational attainment. By using data from the CGSS (Chinese General Social Surveys), the hypotheses were tested that college women have lower marriage rates than men, and husbands have higher education and women are younger with lower education. The study asked adults 18 years and older their age, level of education, age of first marriage, and spouse’s level of educationRead MoreMarriage and Gender Roles Within Married Life815 Words   |  3 PagesMarriage and Gender Roles Within Ma rried Life Marriage is one of the most sacred and intimate rituals or celebrations that exist in all religions. It is often seen as an important and a defining step in your life. Traditionally, marriage is a ritual and ceremony that celebrates the official joining of two people by law. This definition of marriage varies from culture to culture since marriage can be viewed differently for them. The two religions of Hinduism and Buddhism both allow marriages, butRead MoreThe Problem With Marriage Is Gender Roles. . When It Comes1865 Words   |  8 PagesWith Marriage Is Gender Roles When it comes to communicating with other genders, each gender has their own way of displaying their opinions, but to communicate on the highest level, they need to understand the â€Å"rules† that apply to each gender. As presented by Dr.Pat Heim in her video, â€Å"The Invisible Rules: Men, Women, and Teams,† each gender is a â€Å"culture† in itself, raised with invisible rules of conduct instinctively known to all adult members of that gender. When it comes to marriage, how doRead MoreGender Roles Within The Social Sciences And Humanities1693 Words   |  7 Pages Gender Roles in Marriage Brandon Smith Georgia Southern University â€Æ' Gender Roles in Marriage Gender roles are defined as a theoretical construct in the social sciences and humanities that refers to a set of social and behavioral norms that, within a specific culture, are widely considered to be socially appropriate for individuals of a specific sex. Gender roles differ between different sets of cultures but it is widely accepted that gender roles reflect the expectations that go alongRead MoreThe Confusion Of Today s Culture1246 Words   |  5 Pagesin today’s culture about â€Å"roles† in marriage compels us to understand what unique responsibilities various cultures assign to a wife. With this, many cultures place a special emphasis on the headship granted to the husband and the role of subordination belonging to the wife. In various places, men have authority over their wives, in law and in practice. Modern values such as gender equality may be at odds with some traditions, one example being a traditional jewish marriage, which is based on the manRead More Marriage Is An Institution That Is Important1455 Words   |  6 Pages Marriage is an institution that is very sacred to many people in the world as well as an old institution. Therefore ideas about marriage have changed throughout the years as well as ideas about sex and gender, for these concepts have been notoriously linked and effect one another’s evolution. The Eighteenth Century marked a period of changing attitudes of marriage and therefore sex and gender. For centuries before this period, the Catholic Church dominated the domain of marriage, controlling theRead MoreThe Evolution Of Marriage : Private Relationship Or Pubic Policy1668 Words   |  7 PagesEvolution of Marriage: Private Relationship or Pubic Policy From the popular 1960s televisions series â€Å"Father Know Best† depicting the perfect traditional family, to the 2011-2012 Best Comedy Series â€Å"Modern Family,† the idea of how marriage is portrayed in the United States continues to evolve. The evolution of marriage extends beyond the private relationship between two people, into the public domain where societal norms, legal restrictions, and public policy come into effect. As gender equalityRead MoreJudy Bradys I Want a Wife1416 Words   |  6 Pages There have been many studies about gender roles in a marriage. The wife seems to do a lot. Women feel sometimes they do too much. Married couples should be able to work together. Sometime when the wife does everything it puts a constraint on the marriage. A marriage not only needs to survive, but thrive. In a marriage a husband and wife should be able share the same roles as needed. Society has a perceived notion of this. Everything today in a marriage should be able to be shifted back and forthRead MoreComparing The Way That Trifles And The Story Of An Hour924 Words   |  4 Pagesâ€Å"The Story of an Hour† portray gender roles. Both of these stories portray two women very unhappy in their marriages and portray men as the dominant force. Trifles and â€Å"The Story of an Hour† both deal with very specific gender roles throughout the stories that relate to the time period they were written in. Trifles deals with gender roles by using a woman that feels trapped in her marriage. â€Å"The Story of an Hour† also uses a woman that feels trapped in her marriage to express woman’s position atRead MoreThe Existential Paralysis Of Women1402 Words   |  6 Pagessubmissive female gender roles in the domestic sphere in Simone de Beauvoir’s â€Å"The Existential Paralysis of Women† and in Jane Austen’s Sense and Sensibility. Beauvoir’s article defines the suffering that women endure as servants in the home due to the overarching construction of submissive gender roles in the â€Å"masculine world.† This construction of gender role relies on male-based institutions that have educated women to believe that are inferior as an innate biological fact, yet these gender values have