Issues in Financial Reporting & Analysis Semester Essay Example for Free

Issues in Financial Reporting Analysis Semester Essay Word length Maximum word limit: 1,000 (Typed, double-spaced, minimum 12 point Times New Roman font, all margins 2.5cm minimum). The word limit includes tables, appendices and footnotes (if any), but excludes references. Do not use endnote. State the word count at the beginning of the essay. All material over 1,000 words will be disregarded. References must follow the Harvard style referencing. Submission Instructions Students must lodge the essay by 5pm Friday 20 September 2013 electronically to Turn-It-in software through Blackboard and submit a copy in Blackboard through the â€Å"Essay† tab. Turn-It-In will be made available closer to the due date. Your electronic copy should be in Microsoft Word format and named using your SID (e.g., z1234567.doc). The â€Å"Individual Assignment Cover Sheet† on the course Blackboard site must be attached to both submissions. Please ensure that you know how to submit this assessment correctly by reviewing these instructions. Penalties apply for non-compliance. Penalties ï‚ · Presentation and organisation of the essay: students should write up their answers in an essay format which must consist of an introduction, body of discussion and conclusion. Headings must be used when answering the questions. The introduction and conclusion should be directly related to the findings students identified in the body. 3 marks penalty applies to essays that fail to follow this structure. ï‚ · Plagiarism: Refer to the University policy for possible penalties; http://www.lc.unsw.edu.au/plagiarism/index.html ï‚ · Late submissions will be penalised at the rate of 5% (1 mark) per day or part thereof. The penalty applies to Saturday and Sunday as well as weekdays. No essay will be accepted for submission after 10 October 2013. ï‚ · Submissions that do not follow the â€Å"Submission Instructions† will attract a penalty of 3 marks. ï‚ · Small or incorrect font: Penalty of 2 marks will be deducted for a font below 12 or the use of a font other than Times New Roman. ï‚ · Inappropriate margins: Penalty of 2 marks will be deduced if any margin is less than 2.5cm. ï‚ · An essay presented in handwriting: Hand-written essays will not be marked; late penalties apply to re-submission in WORD. Feedback and marking of the essay will be done by the online marking and feedback system called ReView. Self-assessment of performance for your own essay can also be conducted using ReView. Further details about access ReView (including a link to access ReView) are available on Blackboard. 2 MARKING CRITERIA Ethical Analysis Criteria (7 marks): Criteria 1. Identify key ethical issues or implications of business decisions / practice (2 MARKS) Analyse and assess ethical impacts / implications (2 MARKS) ï‚ · ï‚ · Proposes a feasible ï‚ · strategy / recommendation to address issues / impacts. Provides some justification for ï‚ · recommendation, based on analysis and relevant ethical frameworks / principles. 3 Cultural Analysis Criteria (7 marks): Criteria 1. Identify cultural dimensions / characteristics of a business situation (2 MARKS) 3. Evaluate the extent to which the HofstedeGray framework explains the problems and propose a strategy to address cultural implications (3 MARKS) ï‚ · Does not make feasible culturally appropriate recommendations in light of relevant theory or frameworks. ï‚ · Identifies and analyses key cultural impacts (intended and unintended) or implications of business choices or practice, using appropriate theory or frameworks. ï‚ · Makes feasible culturally appropriate recommendations which are aligned with appropriate frameworks and principles. ï‚ · Convincingly justifies recommendations and considers their impact and implications (and evaluates alternative responses if appropriate). 4 Written communication criteria (6 marks): Criteria 1. Communicates clearly and concisely (2 MARKS) as possible). ï‚ · Uses fluent, accurate ï‚ · Uses generally accurate expression / grammar (or expression / grammar, but with negligible errors meaning occasionally which do not interfere needs to be clearer. with clarity). 2. Structures text logically and coherently (2 MARKS) ï‚ · Generally presents main ï‚ · Presents all ideas / ï‚ · Does not present main argument, ideas and arguments / information argument, ideas and information logically and logically and information logically or structures text coherently persuasively, and structure text coherently to achieve aim e.g.,: structures text coherently to achieve aim, e.g.,: ï‚ § Text has a generally and effectively to achieve ï‚ § Text has an unclear clear focus, with little aim: focus and possibly or no irrelevant ï‚ § Text has a clear focus, irrelevant or repetitive material; ideas are with no irrelevant or material; ideas are not generally developed repetitive material, and sequentially or sequentially and a logical development logically developed logically, but this could and sequence of main ï‚ § Text is not structured be more consistent ideas and supporting to effectively achieve ï‚ § Text has an adequate material aim structure ï‚ § Text has a clear, coherent structure ï‚ · Presents document at a ï‚ · Presents document very ï‚ · Does not present professional standard, professionally, e.g.,: document at a e.g.,: ï‚ § Evidence of thorough professional standard, ï‚ § Some evidence of editing (e.g., no / e.g., editing (only minor negligible spelling / ï‚ § Little evidence of spelling / punctuation punctuation errors) editing (frequent errors) ï‚ § Accurately and spelling / punctuation ï‚ § Uses appropriate effectively uses errors) format (e.g., essay) and appropriate format ï‚ § Does not accurately use follows formatting (e.g., essay) and meets appropriate format requirements requirements (e.g., essay) or follow ï‚ § Style and presentation ï‚ § Style and presentation requirements are appropriate and are highly appropriate ï‚ § Style and presentation sufficiently formal for for the specific business are not appropriate for the specific business / / academic context the specific business / academic context academic con text ï‚ · References sources ï‚ · References sources in-text accurately (in Harvard ï‚ · Does not reference and  in reference list style) in-text and in sources appropriately / mainly accurately and in reference list. accurately in-text, or in correct style (e.g., reference list. ï‚ · Integrates sources Harvard). effectively into text. 3. Presents text professionally and references sources accurately (2 MARKS) 5

The Physics of Cross-Country Skiing :: physics sport sports cross country ski

Missing Figures Cross-country skiing is as much of a competitive sport, as it is a back country one. Cross-country skiing is enjoyed by people of all ages, and can be relatively inexpensive. There is no need for lift tickets and with a little maintenance equipment can last for decades. As a result of its broad audience, many people don't realize that physics plays a large role in cross-country skiing. This web page was designed to briefly describe some of the concepts behind the physics of skiing, and give a basic understanding of both the sport and the science. Friction is obviously an important factor of cross country skiing. On one hand, friction is necessary because without it a skier wouldn't be able to ski up hill or even move on flat surfaces. However, when racing, skiers prefer to have the smallest friction force working on them possible. In order to reduce the frictional forces which would slow them down, skiers wax the bottom of their skis. The types of wax which they apply to their skis have different functions. The hot wax which is applied to the entire ski reduces the friction between the ski and the snow. This allows the ski to glide on the snow and gives the skier more distance for each stride. Another type of wax is applied to the "kicker". The kicker is the area under the bindings. In other words the kicker is the area where most of the gravitational force of the skier is applied. Skiers apply a type of wax to the kicker that will cause the friction coefficient to increase. This allows skiers to be able to push off and ski uphill. In order to begin their outdoor adventure, a skier must first face the forces of static friction. Static friction is the force that keeps the skier at rest. As the skier overcomes the static friction there is a point where the coefficient of friction is greater than that of the kinetic friction that resists the skiers motion. It is clear to see this concept in the figure below. From the figure above, it is also easy to see that the kinetic friction remains almost constant for a range of speeds. This kinetic friction is the force which slows the skiers down after they start moving.

Anticipitory Socialization

The shaping of my role as being the future leader for the Hawaii Papua Riders has been an anticipatory colonization experience during early onset of my life-span development. â€Å"Anticipatory colonization,† Is the process by which knowledge and skills are learned for future roles. The pungent smell of morning dew fills my lungs up with the essence of the earth, the cool breeze that gently touches my face, and the neighing of horses has been embedded in my fond memories as a young girl.Growing up on our ranch in Womanly, my grandparents were the one's who instilled a passion of tending and riding horses. I would be at our family ranch before the sun came up and TLD leave until sunset during my summers as a child. My grandfather John M. Cook and grandmother Lit L. Cook were the founders of the Hawaii Papua Riders in 1982, until the year of 2003 of my grandmother's passing. Currently my mother Leila K. Cook carries on the legacy my grandmother upheld, and is now the head of Haw aii Papua Riders as its second generation.Being my mothers daughter I will someday need to carry on these duties as the third enervation equestrian chairperson of the Hall Papua Riders. The Hawaii Papua Riders participate In yearly events that mark an Importance In Hawaiian culture. Events which include the Aloha Festival Parade, Jackhammer Day Parade, and other engagements that the community associates their reverence and respect for the Papua tradition. Hawaii Papua riding is a sense and practice of Hawaiian tradition fitted for Alit, or royalty, which is a lengthy piece of fabric worn to protect their wardrobe while riding on horseback held by Just six UK' nuts.The practice of preparing the horse or each rider, and the wrapping of fabric around the Papua rider has been the focal point Into the art of the royal Hawaiian tradition. Now days, Pap Rolling symbolizes horsemanship, aloha, and beauty of each Hawaiian island, for each island has its own specific color, flower, and repres entation. My grandparents taught me how to saddle the horses properly and securely while maintaining the comfort level for the horse.The preparation of saddling ones horse is a complex process, yet also a crucial one, as It ensures the safety for not only the horse, but for the Papua rider and bystanders. My grandmother would tell me often that safety comes first: no matter what the instance is, because an issue can stir in the midst of a parade ride at a moment's haste, so taking precaution to the welfare of the horse and it's rider is top priority before, during, and after each Papua event. The importance in the relationship between the Papua rider and their horse is also crucial to the accordance of each parade or event.The rider must be confident and comfortable riding their horse, as to avoid Injury to the rider or bystanders. The horse must be confident and imposture through a chaotic environment that a typical parade or event encompasses. Greeting and portraying a Papua rider appearance at all times during the course of the event is a daunting task, as there is a certain procedure to seating position, body posture, and gestures while keeping the Papua fabric taut and the floral arrangement on the Papua rider's neck and head from disarray.I would spend hours practicing to perfect the Papua rider appearance, so that one day I can teach prospective Papua riders the correct and traditional way that has been handed down since the early beginnings of the Papua tradition. Learning from a young age about the necessary responsibilities and comprehensive knowledge of the Hawaii Papua Riders, as well as refining my horsemanship skills, gives me confidence in my ability to uphold my future role within the Papua community.My mother has devoted herself in continuing the perpetuation of the Hawaii Pap equestrian tradition, and I too will continue to keep the Papua tradition alive, being the successor to my mother as a third generation Cook leading the Hawaii Papua Rid ers. But until that time comes, I will continue on this anticipatory colonization path right beside my mother, as a constant minder to myself that someday soon, all this responsibility and task will be the roles as well as standers I will have to uphold someday.From a symbolic interactions perspective, having the opportunity to be able to interact with horses, and family members who are accustomed to Papua riding tradition, has culturally assimilated me to the lifestyle of a Papua rider. With Symbolic interactions, reality is seen as social developed interaction with others. My family members are one's that I could trust, and as a young girl, I was engaged in mirroring their actions, beliefs, and aloes, because I wanted to make my family, and on a broader perspective, the Papua community see the elegance of Papua.The interaction with my family members who have the passion for horseback riding, and also the dedication to perpetuating a royal Hawaiian tradition in respect to the cultu re I identify myself as is the symbolism to my predisposition to my future role as being a third generation Cook family member to one day lead the Hawaii Papua Riders. Most symbolic interactions believe a physical reality does indeed exist by an individual's social definitions, and that social definitions do develop in part or relation to something â€Å"real. As my grandparents and mother interacted with me by teaching me how to ride a horse, how to saddle a horse, listening to stories about their own Papua riding experience has shaped my reality in being accustomed to those ways as my way of living within my own family dynamic. The emphasis on symbols, negotiated meaning, and social construction of society brought on attention to the roles people play. As a child, I did not see the connection of my horsemanship interactions would lead me to being competent in my future role as head of the Hawaii Papua Riders.Role-taking is a key mechanism that permits people to see another person 's perspective to understand what an action might mean to another person. Through the symbolic interactions perspective, it is clear that my everyday involvement with the horses and my primary support group affiliated with the Papua community would have a major impact to who I am, how I see myself, and who I identify myself as within my own family and community on a systems level. So as I continue to stand beside my mother, I know my time will someday come and I will be the third generation of leading and Chairperson of the â€Å"Hawaii Papua Riders†.

Elemental Composition of the Human Body by Mass

This is a table of the elemental composition of the human body by mass for a 70 kg (154 lb) person. The values for any particular person may be different, especially for the trace elements. Also, the element composition does not scale linearly. For example, a person who is half the mass may not contain half the amount of a given element. The molar amount of the most abundant elements is given in the table. You may also wish to view the element composition of the human body in terms of mass percent. Reference: Emsley, John, The Elements, 3rd ed., Clarendon Press, Oxford, 1998 Table of Elements in the Human Body by Mass oxygen 43 kg (61%, 2700 mol) carbon 16 kg (23%, 1300 mol) hydrogen 7 kg (10%, 6900 mol) nitrogen 1.8 kg (2.5%, 129 mol) calcium 1.0 kg (1.4%, 25 mol) phosphorus 780 g (1.1%, 25 mol) potassium 140 g (0.20%, 3.6 mol) sulfur 140 g (0.20%, 4.4 mol) sodium 100 g (0.14%, 4.3 mol) chlorine 95 g (0.14%, 2.7 mol) magnesium 19 g (0.03%, 0.78 mol) iron 4.2 g fluorine 2.6 g zinc 2.3 g silicon 1.0 g rubidium 0.68 g strontium 0.32 g bromine 0.26 g lead 0.12 g copper 72 mg aluminum 60 mg cadmium 50 mg cerium 40 mg barium 22 mg iodine 20 mg tin 20 mg titanium 20 mg boron 18 mg nickel 15 mg selenium 15 mg chromium 14 mg manganese 12 mg arsenic 7 mg lithium 7 mg cesium 6 mg mercury 6 mg germanium 5 mg molybdenum 5 mg cobalt 3 mg antimony 2 mg silver 2 mg niobium 1.5 mg zirconium 1 mg lanthanum 0.8 mg gallium 0.7 mg tellurium 0.7 mg yttrium 0.6 mg bismuth 0.5 mg thallium 0.5 mg indium 0.4 mg gold 0.2 mg scandium 0.2 mg tantalum 0.2 mg vanadium 0.11 mg thorium 0.1 mg uranium 0.1 mg samarium 50 g beryllium 36 g tungsten 20 g