Coca cola’s capital structure choices

20FEB200902055832 UNITED STATES SECURITIES AND EXCHANGE COMMISSION Washington, D.C. 20549 FORM 10-K ANNUAL REPORT PURSUANT TO SECTION 13 OR 15(d) OF THE SECURITIES EXCHANGE ACT OF 1934 For the fiscal year ended December 31, 2013 OR TRANSITION REPORT PURSUANT TO SECTION 13 OR 15(d) OF THE SECURITIES EXCHANGE ACT OF 1934 For the transition period from to Commission File No. 001-02217 (Exact name of Registrant as specified in its charter) DELAWARE 58-0628465 (State or other jurisdiction of (IRS Employer incorporation or organization) Identification No.) One Coca-Cola Plaza Atlanta, Georgia 30313 (Address of principal executive offices) (Zip Code) Registrant’s telephone number, including area code: (404) 676-2121 Securities registered pursuant to Section 12(b) of the Act: Title of each class Name of each exchange on which registered COMMON STOCK, $0.25 PAR VALUE NEW YORK STOCK EXCHANGE Securities registered pursuant to Section 12(g) of the Act: None Indicate by check mark if the Registrant is a well-known seasoned issuer, as defined in Rule 405 of the Securities Act. Yes No Indicate by check mark if the Registrant is not required to file reports pursuant to Section 13 or Section 15(d) of the Exchange Act. Yes No Indicate by check mark whether the Registrant (1) has filed all reports required to be filed by Section 13 or 15(d) of the Securities Exchange Act of 1934 during the preceding 12 months and (2) has been subject to such filing requirements for the past 90 days. Yes No Indicate by check mark whether the Registrant has submitted electronically and posted on its corporate Web site, if any, every Interactive Data File required to be submitted and posted pursuant to Rule 405 of Regulation S-T (§ 232.405 of this chapter) during the preceding 12 months (or for such shorter period that the Registrant was required to submit and post such files). Yes No Indicate by check mark if disclosure of delinquent filers pursuant to Item 405 of Regulation S-K (§ 229.405 of this chapter) is not contained herein, and will not be contained, to the best of Registrant’s knowledge, in definitive proxy or information statements incorporated by reference in Part III of this Form 10-K or any amendment to this Form 10-K. Indicate by check mark whether the Registrant is a large accelerated filer, an accelerated filer, a non-accelerated filer, or a smaller reporting company. See the definitions of ‘‘large accelerated filer,’’ ‘‘accelerated filer’’ and ‘‘smaller reporting company’’ in Rule 12b-2 of the Exchange Act. (Check one): Large accelerated filer Accelerated filer Non-accelerated filer Smaller reporting company (Do not check if a smaller reporting company) Indicate by check mark if the Registrant is a shell company (as defined in Rule 12b-2 of the Exchange Act). Yes No The aggregate market value of the common equity held by non-affiliates of the Registrant (assuming for these purposes, but without conceding, that all executive officers and Directors are ‘‘affiliates’’ of the Registrant) as of June 28, 2013, the last business day of the Registrant’s most recently completed second fiscal quarter, was $176,841,594,528 (based on the closing sale price of the Registrant’s Common Stock on that date as reported on the New York Stock Exchange). The number of shares outstanding of the Registrant’s Common Stock as of February 24, 2014, was 4,405,893,150. DOCUMENTS INCORPORATED BY REFERENCE Portions of the Company’s Proxy Statement for the Annual Meeting of Shareowners to be held on April 23, 2014, are incorporated by reference in Part III. Table of Contents Page Forward-Looking Statements …………………………………………………. 1 Part I Item 1. Business ……………………………………………………………… 1 Item 1A. Risk Factors . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11 Item 1B. Unresolved Staff Comments . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 20 Item 2. Properties . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 20 Item 3. Legal Proceedings . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 21 Item 4. Mine Safety Disclosures . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 22 Item X. Executive Officers of the Company . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 23 Part II Item 5. Market for Registrant’s Common Equity, Related Stockholder Matters and Issuer Purchases of Equity Securities . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 26 Item 6. Selected Financial Data . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 29 Item 7. Management’s Discussion and Analysis of Financial Condition and Results of Operations . . . . . . . . . . . . . . . . 29 Item 7A. Quantitative and Qualitative Disclosures About Market Risk . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 71 Item 8. Financial Statements and Supplementary Data . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 73 Item 9. Changes in and Disagreements with Accountants on Accounting and Financial Disclosure . . . . . . . . . . . . . . . . 143 Item 9A. Controls and Procedures . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 143 Item 9B. Other Information . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 143 Part III Item 10. Directors, Executive Officers and Corporate Governance . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 143 Item 11. Executive Compensation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 143 Item 12. Security Ownership of Certain Beneficial Owners and Management and Related Stockholder Matters . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 143 Item 13. Certain Relationships and Related Transactions, and Director Independence . . . . . . . . . . . . . . . . . . . . . . . . . 144 Item 14. Principal Accountant Fees and Services . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 144 Part IV Item 15. Exhibits and Financial Statement Schedules . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 144 Signatures . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 153 FORWARD-LOOKING STATEMENTS This report contains information that may constitute ‘‘forward-looking statements.’’ Generally, the words ‘‘believe,’’ ‘‘expect,’’ ‘‘intend,’’ ‘‘estimate,’’ ‘‘anticipate,’’ ‘‘project,’’ ‘‘will’’ and similar expressions identify forward-looking statements, which generally are not historical in nature. However, the absence of these words or similar expressions does not mean that a statement is not forward-looking. All statements that address operating performance, events or developments that we expect or anticipate will occur in the future — including statements relating to volume growth, share of sales and earnings per share growth, and statements expressing general views about future operating results — are forward-looking statements. Management believes that these forward-looking statements are reasonable as and when made. However, caution should be taken not to place undue reliance on any such forward-looking statements because such statements speak only as of the date when made. Our Company undertakes no obligation to publicly update or revise any forwardlooking statements, whether as a result of new information, future events or otherwise, except as required by law. In addition, forwardlooking statements are subject to certain risks and uncertainties that could cause actual results to differ materially from our Company’s historical experience and our present expectations or projections. These risks and uncertainties include, but are not limited to, those described in Part I, ‘‘Item 1A. Risk Factors’’ and elsewhere in this report and those described from time to time in our future reports filed with the Securities and Exchange Commission. PART I ITEM 1. BUSINESS In this report, the terms ‘‘The Coca-Cola Company,’’ ‘‘Company,’’ ‘‘we,’’ ‘‘us’’ and ‘‘our’’ mean The Coca-Cola Company and all entities included in our consolidated financial statements. General The Coca-Cola Company is the world’s largest beverage company. We own or license and market more than 500 nonalcoholic beverage brands, primarily sparkling beverages but also a variety of still beverages such as waters, enhanced waters, juices and juice drinks, ready-to-drink teas and coffees, and energy and sports drinks. We own and market four of the world’s top five nonalcoholic sparkling beverage brands: Coca-Cola, Diet Coke, Fanta and Sprite. Finished beverage products bearing our trademarks, sold in the United States since 1886, are now sold in more than 200 countries. We make our branded beverage products available to consumers throughout the world through our network of Company-owned or -controlled bottling and distribution operations as well as independent bottling partners, distributors, wholesalers and retailers — the world’s largest beverage distribution system. Beverages bearing trademarks owned by or licensed to us account for 1.9 billion of the approximately 57 billion beverage servings of all types consumed worldwide every day. We believe our success depends on our ability to connect with consumers by providing them with a wide variety of options to meet their desires, needs and lifestyles. Our success further depends on the ability of our people to execute effectively, every day. Our goal is to use our Company’s assets — our brands, financial strength, unrivaled distribution system, global reach, and the talent and strong commitment of our management and associates — to become more competitive and to accelerate growth in a manner that creates value for our shareowners. We were incorporated in September 1919 under the laws of the State of Delaware and succeeded to the business of a Georgia corporation with the same name that had been organized in 1892. 1 Acquisition of Coca-Cola Enterprises Inc.’s Former North America Business and Related Transactions On October 2, 2010, we acquired the former North America business of Coca-Cola Enterprises Inc. (‘‘CCE’’), one of our major bottlers, consisting of CCE’s production, sales and distribution operations in the United States, Canada, the British Virgin Islands, the United States Virgin Islands and the Cayman Islands, and a substantial majority of CCE’s corporate segment. CCE shareowners other than the Company exchanged their CCE common stock for common stock in a new entity named Coca-Cola Enterprises, Inc. (‘‘New CCE’’), which, after the closing of the transaction, continued to hold the European operations that had been held by CCE prior to the acquisition. The Company does not have any ownership interest in New CCE. Upon completion of the CCE transaction, we combined the management of the acquired North America business with the management of our existing foodservice business; Minute Maid and Odwalla juice businesses; North America supply chain operations; and Company-owned bottling operations in Philadelphia, Pennsylvania, into a unified bottling and customer service organization called Coca-Cola Refreshments (‘‘CCR’’). In addition, we reshaped our remaining Coca-Cola North America operations into an organization that primarily provides franchise leadership and consumer marketing and innovation for the North American market. As a result of the transaction and related reorganization, our North American businesses operate as aligned and agile organizations with distinct capabilities, responsibilities and strengths. In contemplation of the closing of our acquisition of CCE’s former North America business, we reached an agreement with Dr Pepper Snapple Group, Inc. (‘‘DPSG’’) to distribute certain DPSG brands in territories where DPSG brands had been distributed by CCE prior to the CCE transaction. Under the terms of our agreement with DPSG, concurrently with the closing of the CCE transaction, we entered into license agreements with DPSG to distribute Dr Pepper trademark brands in the United States, Canada Dry in the Northeastern United States, and Canada Dry and C’ Plus in Canada, and we made a net one-time cash payment of $715 million to DPSG. Under the license agreements, the Company agreed to meet certain performance obligations to distribute DPSG products in retail and foodservice accounts and vending machines. The license agreements have initial terms of 20 years, with automatic 20-year renewal periods unless otherwise terminated under the terms of the agreements. The license agreements replaced agreements between DPSG and CCE existing immediately prior to the completion of the CCE transaction. In addition, we entered into an agreement with DPSG to include Dr Pepper and Diet Dr Pepper in our Coca-Cola Freestyle fountain dispensers in certain outlets throughout the United States. The Coca-Cola Freestyle agreement has a term of 20 years. On October 2, 2010, we sold all of our ownership interests in Coca-Cola Drikker AS (the ‘‘Norwegian bottling operation’’) and Coca-Cola Drycker Sverige AB (the ‘‘Swedish bottling operation’’) to New CCE for $0.9 billion in cash. Operating Segments The Company’s operating structure is the basis for our internal financial reporting. As of December 31, 2013, our operating structure included the following operating segments, the first six of which are sometimes referred to as ‘‘operating groups’’ or ‘‘groups’’: • Eurasia and Africa • Europe • Latin America • North America • Pacific • Bottling Investments • Corporate Our operating structure as of December 31, 2013, reflected changes we made, effective January 1, 2013, when we transferred our India and South West Asia business unit from the Eurasia and Africa operating segment to the Pacific operating segment. We revised previously reported operating segment information to conform to our operating structure in effect as of December 31, 2013. Effective January 1, 2014, we changed the name of the Pacific operating segment to Asia Pacific. Except to the extent that differences among operating segments are material to an understanding of our business taken as a whole, the description of our business in this report is presented on a consolidated basis. For financial information about our operating segments and geographic areas, refer to Note 19 of Notes to Consolidated Financial Statements set forth in Part II, ‘‘Item 8. Financial Statements and Supplementary Data’’ of this report, incorporated herein by reference. For certain risks attendant to our non-U.S. operations, refer to ‘‘Item 1A. Risk Factors’’ below. 2 Products and Brands As used in this report: • ‘‘concentrates’’ means flavoring ingredients and, depending on the product, sweeteners used to prepare syrups or finished beverages, and includes powders for purified water products such as Dasani; • ‘‘syrups’’ means beverage ingredients produced by combining concentrates and, depending on the product, sweeteners and added water; • ‘‘fountain syrups’’ means syrups that are sold to fountain retailers, such as restaurants and convenience stores, which use dispensing equipment to mix the syrups with sparkling or still water at the time of purchase to produce finished beverages that are served in cups or glasses for immediate consumption; • ‘‘sparkling beverages’’ means nonalcoholic ready-to-drink beverages with carbonation, including carbonated energy drinks and carbonated waters and flavored waters; • ‘‘still beverages’’ means nonalcoholic beverages without carbonation, including noncarbonated waters, flavored waters and enhanced waters, noncarbonated energy drinks, juices and juice drinks, ready-to-drink teas and coffees, and sports drinks; • ‘‘Company Trademark Beverages’’ means beverages bearing our trademarks and certain other beverage products bearing trademarks licensed to us by third parties for which we provide marketing support and from the sale of which we derive economic benefit; and • ‘‘Trademark Coca-Cola Beverages’’ or ‘‘Trademark Coca-Cola’’ means beverages bearing the trademark Coca-Cola or any trademark that includes Coca-Cola or Coke (that is, Coca-Cola, Diet Coke and Coca-Cola Zero and all their variations and line extensions, including Coca-Cola Light, caffeine free Diet Coke, Cherry Coke, etc.). Likewise, when we use the capitalized word ‘‘Trademark’’ together with the name of one of our other beverage products (such as ‘‘Trademark Fanta,’’ ‘‘Trademark Sprite’’ or ‘‘Trademark Simply’’), we mean beverages bearing the indicated trademark (that is, Fanta, Sprite or Simply, respectively) and all its variations and line extensions (such that ‘‘Trademark Fanta’’ includes Fanta Orange, Fanta Zero Orange, Fanta Apple, etc.; ‘‘Trademark Sprite’’ includes Sprite, Diet Sprite, Sprite Zero, Sprite Light, etc.; and ‘‘Trademark Simply’’ includes Simply Orange, Simply Apple, Simply Grapefruit, etc.). Our Company markets, manufactures and sells: • beverage concentrates, sometimes referred to as ‘‘beverage bases,’’ and syrups, including fountain syrups (we refer to this part of our business as our ‘‘concentrate business’’ or ‘‘concentrate operations’’); and • finished sparkling and still beverages (we refer to this part of our business as our ‘‘finished product business’’ or ‘‘finished product operations’’). Generally, finished product operations generate higher net operating revenues but lower gross profit margins than concentrate operations. In our concentrate operations, we typically generate net operating revenues by selling concentrates and syrups to authorized bottling and canning operations (to which we typically refer as our ‘‘bottlers’’ or our ‘‘bottling partners’’). Our bottling partners either combine the concentrates with sweeteners (depending on the product), still water and/or sparkling water, or combine the syrups with sparkling water to produce finished beverages. The finished beverages are packaged in authorized containers — such as cans and refillable and nonrefillable glass and plastic bottles — bearing our trademarks or trademarks licensed to us and are then sold to retailers directly or, in some cases, through wholesalers or other bottlers. Outside the United States, we also sell concentrates for fountain beverages to our bottling partners who are typically authorized to manufacture fountain syrups, which they sell to fountain retailers such as restaurants and convenience stores which use the fountain syrups to produce beverages for immediate consumption, or to authorized fountain wholesalers who in turn sell and distribute the fountain syrups to fountain retailers. Our finished product operations consist primarily of our Company-owned or -controlled bottling, sales and distribution operations, including CCR. Our Company-owned or -controlled bottling, sales and distribution operations, other than CCR, are included in our Bottling Investments operating segment. CCR is included in our North America operating segment. Our finished product operations generate net operating revenues by selling sparkling beverages and a variety of still beverages, such as juices and juice drinks, energy and sports drinks, ready-to-drink teas and coffees, and certain water products, to retailers or to distributors, wholesalers and bottling partners who distribute them to retailers. In addition, in the United States, we manufacture fountain syrups and sell them to fountain retailers, such as restaurants and convenience stores who use the fountain syrups to produce beverages for immediate consumption, or to authorized fountain wholesalers or bottling partners who resell the 3 fountain syrups to fountain retailers. In the United States, we authorize wholesalers to resell our fountain syrups through nonexclusive appointments that neither restrict us in setting the prices at which we sell fountain syrups to the wholesalers nor restrict the territories in which the wholesalers may resell in the United States. For information about net operating revenues and unit case volume related to our concentrate operations and finished product operations, refer to the heading ‘‘Our Business — General’’ in Part II, ‘‘Item 7. Management’s Discussion and Analysis of Financial Condition and Results of Operations’’ of this report, which is incorporated herein by reference. We own numerous valuable nonalcoholic beverage brands, including the following: Coca-Cola Minute Maid Glaceau Vitaminwater Del Valle ´ 3 Diet Coke/Coca-Cola Light Powerade Georgia1 Ayataka4 Coca-Cola Zero Aquarius Simply2 Bonaqua/Bonaqa Sprite Dasani Minute Maid Pulpy Schweppes5 Fanta 1 Georgia is primarily a coffee brand sold mainly in Japan. 2 Simply is a juice and juice drink brand sold in North America. 3 We manufacture, market and sell juices and juice drinks under the Del Valle trademark primarily in Mexico and Brazil through joint ventures with our bottling partners. 4 Ayataka is a green tea brand sold in Japan. 5 Schweppes is owned by the Company in certain countries other than the United States. In 2012, we invested in the beverage business of Aujan Industries Company J.S.C. (‘‘Aujan’’), one of the largest independent beverage companies in the Middle East. As a result of this transaction, we acquired 50 percent of the Aujan entity that holds the rights to Aujan-owned brands, including Rani, a juice brand, and Barbican, a flavored malt beverage brand, in certain territories. In addition, Beverage Partners Worldwide (‘‘BPW’’), the Company’s joint venture with Nestle S.A. (‘‘Nestl ´ e’’), markets and ´ distributes Nestea products in Europe, Canada, Australia and certain markets in Asia under agreements with our bottlers (the Nestea trademark is owned by Societ ´ e des Produits Nestl ´ e S.A.). ´ We also produce and/or distribute certain third-party brands, including certain brands of Monster Beverage Corporation (‘‘Monster’’), primarily Monster Energy, which we distribute in designated territories in the United States and Canada, and certain of our bottlers distribute in designated U.S. and international territories pursuant to master distribution and coordination agreements with Monster to which we are a party; and certain DPSG brands which we produce and distribute in designated territories in the United States and Canada pursuant to license agreements with DPSG. Consumer demand determines the optimal menu of Company product offerings. Consumer demand can vary from one locale to another and can change over time within a single locale. Employing our business strategy, and with special focus on core brands, our Company seeks to build its existing brands and, at the same time, to broaden its historical family of brands, products and services in order to create and satisfy consumer demand locale by locale. We measure the volume of Company beverage products sold in two ways: (1) unit cases of finished products and (2) concentrate sales. As used in this report, ‘‘unit case’’ means a unit of measurement equal to 192 U.S. fluid ounces of finished beverage (24 eight-ounce servings); and ‘‘unit case volume’’ means the number of unit cases (or unit case equivalents) of Company beverage products directly or indirectly sold by the Company and its bottling partners (the ‘‘Coca-Cola system’’) to customers. Unit case volume primarily consists of beverage products bearing Company trademarks. Also included in unit case volume are certain products licensed to, or distributed by, our Company, and brands owned by Coca-Cola system bottlers for which our Company provides marketing support and from the sale of which we derive economic benefit. In addition, unit case volume includes sales by joint ventures in which the Company has an equity interest. We believe unit case volume is one of the measures of the underlying strength of the Coca-Cola system because it measures trends at the consumer level. The unit case volume numbers used in this report are derived based on estimates received by the Company from its bottling partners and distributors. Concentrate sales volume represents the amount of concentrates and syrups (in all cases expressed in equivalent unit cases) sold by, or used in finished beverages sold by, the Company to its bottling partners or other customers. Unit case volume and concentrate sales volume growth rates are not necessarily equal during any given period. Factors such as seasonality, bottlers’ inventory practices, supply point changes, timing of price increases, new product introductions and changes in product mix can impact unit case volume and concentrate sales volume and can create differences between unit case volume and concentrate sales volume growth rates. In addition to the items mentioned above, the impact of unit case volume 4 from certain joint ventures in which the Company has an equity interest but to which the Company does not sell concentrates or syrups may give rise to differences between unit case volume and concentrate sales volume growth rates. Distribution System and Bottler’s Agreements We make our branded beverage products available to consumers in more than 200 countries through our network of Companyowned or -controlled bottling and distribution operations as well as independent bottling partners, distributors, wholesalers and retailers — the world’s largest beverage distribution system. Consumers enjoy finished beverage products bearing our trademarks at a rate of 1.9 billion servings each day. We continue to expand our marketing presence in an effort to increase our unit case volume in developed, developing and emerging markets. Our strong and stable system helps us to capture growth by manufacturing, distributing and marketing existing, enhanced and new innovative products to our consumers throughout the world. The Coca-Cola system sold 28.2 billion, 27.7 billion and 26.7 billion unit cases of our products in 2013, 2012 and 2011, respectively. The number of unit cases sold in 2012 does not include BPW unit case volume for those countries in which BPW was phased out during 2012, nor does it include unit case volume of products distributed in the United States under a sublicense from a subsidiary of Nestle which terminated at the end of 2012. Sparkling beverages represented 74 percent, 75 percent and 75 percent ´ of our worldwide unit case volume for 2013, 2012 and 2011, respectively. Trademark Coca-Cola Beverages accounted for 47 percent, 48 percent and 49 percent of our worldwide unit case volume for 2013, 2012 and 2011, respectively. In 2013, unit case volume in the United States (‘‘U.S. unit case volume’’) represented 19 percent of the Company’s worldwide unit case volume. Of the U.S. unit case volume for 2013, 68 percent was attributable to sparkling beverages and 32 percent to still beverages. Trademark Coca-Cola Beverages accounted for 46 percent of U.S. unit case volume for 2013. Unit case volume outside the United States represented 81 percent of the Company’s worldwide unit case volume for 2013. The countries outside the United States in which our unit case volumes were the largest in 2013 were Mexico, China, Brazil and Japan, which together accounted for 31 percent of our worldwide unit case volume. Of the non-U.S. unit case volume for 2013, 75 percent was attributable to sparkling beverages and 25 percent to still beverages. Trademark Coca-Cola Beverages accounted for 48 percent of non-U.S. unit case volume for 2013. In our concentrate operations, we typically sell concentrates and syrups to our bottling partners, who use the concentrate to manufacture finished products which they sell to distributors and other customers. Outside the United States, our concentrate operations also include the sale of concentrates for fountain beverages to our bottling partners who are typically authorized to manufacture fountain syrups, which they sell to fountain retailers such as restaurants and convenience stores which use the fountain syrups to produce beverages for immediate consumption, or to authorized fountain wholesalers who in turn sell and distribute the fountain syrups to fountain retailers. Our five largest independent bottling partners based on unit case volume in 2013 were: • Coca-Cola FEMSA, S.A.B. de C.V. (‘‘Coca-Cola FEMSA’’), which has bottling and distribution operations in a substantial part of central Mexico, including Mexico City, and the southeast and northeast parts of Mexico; greater Sao Paulo, ˜ Campinas, Santos, the state of Mato Grosso do Sul, the state of Parana, part of the state of Goi ´ as, part of the state of Rio ´ de Janeiro and part of the state of Minas Gerais in Brazil; Guatemala City and the surrounding areas in Guatemala; most of Colombia; all of Costa Rica, Nicaragua, Panama and Venezuela; greater Buenos Aires, Argentina; and all of the Philippines; • Coca-Cola HBC AG (‘‘Coca-Cola Hellenic’’), which has bottling and distribution operations in Armenia, Austria, Belarus, Bosnia-Herzegovina, Bulgaria, Croatia, Cyprus, the Czech Republic, Estonia, the Former Yugoslav Republic of Macedonia, Greece, Hungary, Italy, Latvia, Lithuania, Moldova, Montenegro, Nigeria, Northern Ireland, Poland, Republic of Ireland, Romania, Russia, Serbia, Slovakia, Slovenia, Switzerland and Ukraine; • Arca Continental, S.A.B. de C.V., which has bottling and distribution operations in northern and western Mexico, Ecuador and northern Argentina; • New CCE, which has bottling and distribution operations in Belgium, continental France, Great Britain, Luxembourg, Monaco, the Netherlands, Norway and Sweden; and • Swire Beverages (‘‘Swire’’), which has bottling and distribution operations in Hong Kong, Taiwan, seven provinces in mainland China and territories in 11 states in the western United States. 5 In 2013, these five bottling partners combined represented 34 percent of our total unit case volume. Being a bottler does not create a legal partnership or joint venture between us and our bottlers. Our bottlers are independent contractors and are not our agents. In our finished product operations we typically sell finished beverages to retailers directly or to distributors, wholesalers and bottling partners who in turn distribute them to retailers. In addition, in the United States our finished product operations’ customers include fountain retailers, such as restaurants and convenience stores who use the fountain syrups for immediate consumption, and fountain wholesalers or bottling partners who resell the fountain syrups to fountain retailers. Bottler’s Agreements We have separate contracts (‘‘Bottler’s Agreements’’) with each of our bottling partners regarding the manufacture and sale of Company products. Subject to specified terms and conditions and certain variations, the Bottler’s Agreements generally authorize the bottlers to prepare specified Company Trademark Beverages, to package the same in authorized containers, and to distribute and sell the same in (but, subject to applicable local law, generally only in) an identified territory. The bottler is obligated to purchase its entire requirement of concentrates or syrups for the designated Company Trademark Beverages from the Company or Company-authorized suppliers. We typically agree to refrain from selling or distributing, or from authorizing third parties to sell or distribute, the designated Company Trademark Beverages throughout the identified territory in the particular authorized containers; however, we typically reserve for ourselves or our designee the right (1) to prepare and package such Company Trademark Beverages in such containers in the territory for sale outside the territory, (2) to prepare, package, distribute and sell such Company Trademark Beverages in

Discussion and reply to student

  
Week 1 Discussion – Database Administrator’s Role

Identify and assess at least three professional skills that would be required to be a successful database administrator.
Give your opinion on what the critical nature of a database administrator’s role is to IT industry organizations.
Support your answer with specific examples of functions and responsibilities database administrators perform.
Be sure to respond to at least one of your classmates’ posts.

  
Terence Howerton         
Sunday Apr 2 at 5:48pm          
Hello class,
My name is Terence Howerton. I am from Charlotte, NC. I enjoy  traveling, tennis, going to the gym, movies, and spending time with my  family.  I have my undergrad degree in communications. I wanted to  pursue a masters in information systems because I use it in my current  position at my job. I use SAP which is an IT platform. I am in a billing  position but I use my computer everyday. I also play a role in support  to my peers at work too. I think it is a very important field to get  into. My current employer which is an energy company offers so much  opportunity in this field which is why I wanted to pursue more  opportunities. Something unique about my background is I have visited  over 30 countries and plan to visit more soon.
Three professional skills required to be a successful database  administrator are as follows. First, Technical skills are very important  for a database administrator. A database administrator must have a good understanding of database management systems and  database languages. Structured query language (SQL) is the most popular  database language currently available and is used by several  organizations. Additionally, a DBA should be familiar with Powershell (used for Windows) and Bash (used  for Linux), which are also quite popular. A database administrator  works closely with managers, researchers, and other staff. The DBA  focuses on monitoring and maintaining a high level of system  performance. Database administrators are responsible for performing  regular system backups so no data is lost during a power outage or other  type of disaster. They also work to ensure that the data being captured  is reliable, error-free, and available at any time.
Social and Administration skills are important. Database  administrators need to collaborate with teams, which requires good  communication. They must also be capable of being both a leader and a  team player. The DBA needs to work without supervision, must be  detail-oriented, and communicate well with other staff. Soft skills that  are especially desirable include Good trouble-shooting skills and the  ability to assess a situation and provide a solution quickly. The  ability to communicate with other workers, developers, and managers is  necessary, as is being a team player. Attention to detail is a skill  sought after by the entire IT industry. When processing large volumes of  data, the smallest error can lead to significant problems. Good  analytical skills is important. DBAs must collect information from  various sources, analyze it, and come up with intelligent conclusions.
Capacity Planning is an important skill also. Capacity planning  is a core responsibility of database administrators. Capacity planning  is about estimating what resources will be needed – and available – in  the future. These resources include computer hardware, software,  storage, and connection infrastructure. Fortunately, planning for IaaS  is quite similar to planning for on-premise. The basic difference in  planning is the additional flexibility offered by the cloud. This  flexibility allows DBAs to plan for the business’s immediate needs  instead of planning for needs three to four years in advance. DBAs can  also make use of the cloud’s ability to quickly scale up or down to meet  the client’s demands. Good capacity planning involves responding to the  changes made in a cloud’s offerings with the goal of getting the best  deals. For example, a cloud service provider may offer a new form of  virtual machines or a new storage service that is a better fit for an  organization’s workloads. The DBA must be consciously aware of the  business’s changing demands and the tools being offered in the various  clouds.
For a database administrator, a DBA designs, implements, administers, and monitors data management systems and ensures design, consistency, quality, and security. Database administrators are responsible for accurately  and securely using, maintaining and developing computerised databases  within a wide range of public and private sector organizations.  Any organization that stores large amounts of information and data may  employ a database administrator. Database administrators or  managers create and maintain databases compatible with their companies’  needs. These are information technology (IT) professionals  that oversee  database updates, storage, security, and troubleshooting.

University of Amsterdam CS1231 Discrete Structure dissertation

Week 4 Grad. School: Choose & Describe due 7/20 by 11:59 p.m. Please include a title for eachassignment. In addition to an introductory paragraph and a conclusion paragraph, one well-developed, specific, and very clear paragraph must be devoted completely to each of the three areaslisted. In organizing each paragraph, be sure to include a sentence that specifically identifies theintent of that paragraph. Do not approach writing in this assignment as a “one (or two or even three)sentence coverage of each topic.” Each of the three areas MUST include well-developed andthorough content that demonstrates synthesis, analysis, and application.Note: In choosing a graduate school for this assignment, you must be able to find answers to eachof the required areas that follow. If your “preferred” graduate school doesn’t have that information, youmust select one that does. You also must select a program that specifically requires a version of a“letter of intent,” purpose, or personal statement essay.Assignment: Write a “3-5” paper in which you use 5 paragraphs that include an introduction,conclusion, and a well-developed, specific, and very clear description of the following 3 areas:I. Do your research! Identify a graduate school andprogram within it in which you have an interest inobtaining a “Masters’ Degree.If you graduate school does not interest you in the "near future", consider that at some point you maychange your mind! You will write the paper "as if" therefore.For example, "back in the day" when I graduated from college with a bachelor's degree, going on toget my master's was the furthest thing from my imagination. I thought I wanted to teach English inhigh school, though I had no idea what was or was not required to do so. I didn't get a full timeteaching job until many years later when I taught at a community college: but I did get hired as asocial worker! I had taken sociology in college but had just one social work class because I didn't likethe main instructor who I thought was boring. At work, I quickly discovered there were many things Ididn't know about doing social work–and the first area was in mental health. I contacted people agreat many times in that field in effort to learn more. I was eventually even hired to do that work. I stilldidn't have all the answers of "how to do this"– but I still didn't consider graduate school. Then oneday the opportunity jumped right into my face and I took it–and though I struggled going to grad.school full time for two years as I worked full time and had to maintain a family that included a toddlerdaughter who scribbled in my textbook, it was one of the best decisions I ever made for myprofessional future. Given this assignment as an undergraduate student, I would have struggled andprobably not written it the way I would now. However, I might have learned more about myself and mycommitment to "make a difference" in SOME way! Achieving goals begins with a deep self-assessment and progresses through an organizing of specific, measurable action steps that directyou to success in a meaningful plan.A. Discuss an area in the program in which you would like to specialize, and identify if this programprovides an opportunity for this specialization. If there is no overt opportunity for specialization,discuss how you would plan to address this.B. Describe the geographic location and its proximity or distance from your home.C. Identify contact information including the URL, address, and name of Dean of the school.D. Describe the research or other “background” interests of at least 3 faculty in the programE. Identify other Interesting areas to include related to individualizing this program!Responses 2II. Describe the requirements for entry into theprogram.A. What specialized testing is required? For example, do they require a GRE or an “MCAT” or an“LSAT,” etc.?B. What are the application fees?C. What is the deadline to apply?D. How many undergraduate credit hours are required for admission?E. Identify other requirements and/or related and interesting areas to include related to individualizingthis program!III. Describe the program’s mission and goals andhow they “match” yours.A. Describe–in sentences that use italics and underlining for the specific key words or phrases–atleast five key words and phrases the program uses to describe expectations for students. Chooseonly those key words that are specific to a program, clear, and unique to their setting. (Don't forget:use italics and underline each of the five examples of their key words and phrases.)B. Discuss how those key words and phrases link directly to your academic and career goals andobjectives. This is a very important section in which it is important to demonstrate strongcritical thinking skills in synthesis, analysis and application!C. Summarize the content of the program’s letter of intent.D. Include a summary of your own goals and objectives and what you learned from researching thegraduate program's goals and objectives.

SBVC Impressionism A Journey Through Color and Emotion ART Exhibition Proposal

 develop a creative proposal for an art museum exhibit that includes 10 modern artworks we have learned about in this class. The artworks will be hung in a large, 1-room gallery. The proposal should reflect the art movements, artists, themes, issues considered in readings and class discussions throughout the semester. A list of artworks to be included in the exhibition  1-page exhibition diagram with the title of the show, 50-75 words explaining the aim of the show, and indications on where each artwork will be hung in the exhibition room.SCENARIO ;“What frustrates me is when I see visitors that are bored when they arrive and they stay bored—and these are the ones that come! What aren’t we giving them?”It’s time to use your expertise The board have asked you to use your expertise to propose either a new project or an extensive overhaul of an existing one in order to improve the “historical rigor” of art history in this area. At the same time, some of the trustees are skeptical that changes will be an improvement. One said:“I realize that there could be improvements, but a major exhibition will require a lot of work and resources. I want you to show me why your proposal is worth all that expenditure. What will be better about it? And even more, how will we measure whether it’s better or not?”The trustees are aware that this will not be a “blockbuster” or highly lucrative project as it will contain only 10 works. After considering all the proposals, the trustees will have a discussion to agree on an exhibition to take forward.The aim of the assignment is to make you think critically and visually about displaying artwork. Also, it serves to give you insight into the ‘real life’ experience of putting an art exhibition together. After all, many of us have been to an exhibition (or we might be inclined to go to one now because of this class, hopefully) and it is good to consider how they are put together. Moreover, museums are the ways in which we are introduced to artworks and are one of the vital ways that we engage with art. Much of the artwork that we have been studying in class is housed in public collections worldwide. Learning about how an exhibition is put together is an important part of thinking about art history. Plus, as we’ve learned so far in this class, art exhibitions can have a big impact on this history of art (For example, think about the Impressionist painters!).  What do I need to submit? The assignment is made up of the following components:1-page exhibition diagram including title of the exhibition, a 50 to 75-word statement about the exhibition’s interpretive goals and the location where each of the artworks will be hung in the large 1-room venue1-page exhibition diagram The 1-page exhibition diagram must include the following elements:Statement of interpretive goals or aims – Your proposal should explicitly explain in 50-75 words the intellectual and conceptual goals of the project.Before you begin writing your interpretive statement, make sure you’re clear on:Why you want to develop your interpretation: do you want to increase visitor understanding of your exhibits, provide a fun and rewarding day out for families, or increase the length of time people spend in your museum?What do you want visitors to take away from your interpretation? What do you want them to know, feel, or do as a result of the meaning you are interpreting to them?Who are you interpreting for? Do you want to attract new visitors? Do you want to improve provision for existing visitors?Remember that your proposal is designed to be a persuasive argument: you need to persuade the trustees (who are receptive but don’t have detailed goals, and some of whom are skeptical that improvements are feasible or worthwhile) and also persuade the general public. List of 10 artworks Include a list of 10 artworks in the exhibition with the following caption information for each work:Artist nameMediumYour proposal should not fabricate any aspect of the art historical past. Your proposal should be built around a real artworks and/or real art historical events that you have encountered during the semester.Throughout your proposal, you should draw on readings, discussions, assignments, or videos from the class to support your decisions. You have the latitude to be highly creative in this project in order to best showcase the principles of art history that you have learned in the class.Equally importantly, your proposal must focus on one of the following:A Core Topic/EventFor example, your exhibit could be based on an art movement, artist, or idea explored in the courseA ThemeYour proposal should have a major art historical dimension, but could incorporate other themes (i.e. politics, the body, myth, love, protest, landscape, etc). 

ASTR&101 Course project

My topic is the second one, and part one: Search for life on MARS. Read the instructions to finish my part.Potentially habitable locations within our solar system — while much of the solar system would be uninhabitable to any life, some places exist beyond Earth which may be fairly cozy for some organisms.  Moons such  as Jupiter’s Europa and Saturn’s Titan are examples. IN 5 MEMBER COHORTS, THIS TOPIC CAN BE DIVIDED INTO TWO. One topic should be the search for life on MARS, the other, all other locations within our solar system.  The course project in Astronomy 101 will require you to familiarize yourself with several endeavors in the field of Astrobiology and conduct an analysis of why they are important and what type and quality of evidence they are likely to produce.Extremophiles on Earth and the nature of life in the universe — Some life on Earth are adapted for what we call “extreme” conditions, super-hot, cold, no sunlight, etc.  These extreme conditions might be the norm throughout the universe.  Examining this organisms and their environments on Earth may give us insights into the most likely types of life elsewherePotentially habitable locations within our solar system — while much of the solar system would be uninhabitable to any life, some places exist beyond Earth which may be fairly cozy for some organisms.  Moons such as Jupiter’s Europa and Saturn’s Titan are examples. IN 5 MEMBER COHORTS, THIS TOPIC CAN BE DIVIDED INTO TWO. One topic should be the search for life on MARS, the other, all other locations within our solar system.  Life-supporting planets beyond our solar system — We have determined the existence of extrasolar planets only within the past decade or so.  So how do we find out if there are other Earth’s out here?  NASA’s Terrestrial Planet Finder project is one possibility. As will be indicated through the ASSIGNMENTS section of Blackboard, the final project is actually several assignments leading up to the final product.  They are as follows:  (these steps will appear as specific assignments in Blackboard)           1.  Read this page and follow the directions.  This assignment is what instructed you to come here.           3.  Read the entries from other cohorts that have the same topic as you do (there should be five or six).  Compare and contrast with what you wrote.  Respond to each one, commenting on similarities and differences.           4.  Revise your submission with what you learned from the others entries, and submit the revision to your COHORT discussion forum.           6.  Individually, write a one-page analysis of the state of research in Astrobiology, including your own research topic as well as the topics of your other cohort members.  Publish this analysis to the main discussion board under the last course project link.Additional Links: Our Solar system: Life on other planets:

Evaluating Visuals

Evaluating Visuals (~300 words) [Will be evaluated using 302 Applying Analyzing Evaluating rubric] Objective: After completing this preparatory assignment, you will be able to evaluate the strengths and weaknesses of visuals. Rationale: Effective business communication often employs the use of visuals to make data meaningful and to support the arguments made in the text.  However, that does not mean that all visuals are effective in its purpose and design.  This assignment asks you to think critically about the message, purpose, design, and honesty. Directions: For this assignment, you will complete exercise 16.3 in our textbook (p. 537-540).  The assignment reads: “Evaluate each of the following visuals by answering the following questions. (1) Is the visual’s message clear? (2) Is it the right visual for the story? (3) Is the visual designed appropriately? Is color, if any, used appropriately? (4) Is the visual  free from chartjunk? (5) Does the visual distort data or mislead the reader in any way?” (Locker and Kienzler 537).Rubric302 Analyzing Analyzing Evaluating302 Analyzing Analyzing EvaluatingCriteriaRatingsPtsThis criterion is linked to a Learning OutcomeLevel of EffortLevel of Effort. Puts forth honest effort to remembering and understanding the relevant course content. Creates thoughtful responses to assignment prompts.3.0 ptsExemplary2.4 ptsMatureResponds to assignment prompts in own words; clearly connects content to previous or current experiences or knowledge; uses complete sentences and paragraphs.1.8 ptsCompetentResponds to assignment prompts in own words; makes attempt to connect content to previous or current experiences or knowledge but ideas need further development to be completely clear; uses complete sentences and paragraphs.1.2 ptsDevelopingResponds by quoting from other sources; does not make an effort to answer in own words; uses complete sentences and paragraphs.0.6 ptsFormativeProvides few words of response; incomplete sentences.3.0 pts This criterion is linked to a Learning OutcomeAccuracy of ContentAccuracy of Content. Solves problems to new situations by applying acquired knowledge, facts, concepts, skills, techniques, and rules in a different way. Examines and breaks information into parts by identifying motives, needs, causes, purposes, or contexts. Makes inferences and finds evidence to support claims. Presents and defends opinions by making judgments about information, relevance of ideas, or quality of work based on a set of criteria.7.0 ptsExemplaryResponds to the prompts so completely and accurately that the instructor couldn’t ask for any better.5.9 ptsMatureFully addresses the questions; shows clear understanding of the course material; solves a problem, examines information, makes inferences, finds supporting evidence or uses criteria in manner that is clear.5.3 ptsCompetentAddresses the questions; has minimal misunderstanding of the course material; attempts to solve a problem, examine information, make inferences, find supporting evidence or use criteria but ideas need further development to be completely clear.4.7 ptsDevelopingMisunderstands the course material; does not solve a problem, examine information, make inferences, find supporting evidence, or use criteria.3.9 ptsFormativeDoes not respond directly to the assignment prompts; does not use or refer to the required course content; misrepresents or misunderstands the relevant concepts.7.0 pts Total Points: 10.0

psy 520 SNHU 9-2 Discussion: Qualitative Research

Using the module readings as a guide (ATTACHED), think of a way that your research question (or a similar question) could be answered using qualitative research. What type of qualitative research could be used, and how would it be conducted? What would be the strengths and weaknesses of this design compared to quantitative methods? My research topic: Effects of social media on academic performance for college studentsWhen responding to your classmates, provide your perspective on qualitative research designs and discuss other research designs that could have been used to answer the research question.To complete this assignment, review the Discussion Rubric document.AFTER COMPLETING THE INITIAL POST, PLEASE ALSO RESPOND TO THE FOLLOWING TWO STUDENTS REGARDING THE SAME TOPIC!STUDENT ONE:My research question concerns whether we can predict an individual’s musical dimension based off of there personality. I think if I were to conduct this as qualitative research I might do it in the form of a focus group. I would begin by asking the participants how they see their own personality. Do they feel that they are outgoing? Are they very anxious all the time? Do they get along with other people? Just to name a few, I would then ask them what there favorite genre of music was based on a predetermined list. The trade-off with this design is the loss of an experimental design to create generalizable results that are valid and useful for research. This design, however, would be really good for an exploratory experiment to get an idea of how the research should be conducted later on. STUDENT TWO:My research questions is: are student pet owners less stressed compared to non-pet owners? This question, obviously is being answered with quantitative research for the final project, but it could also be answered with qualitative research. In my current study, subjects are asked to complete a standard survey about their stress. By asking subjects to participate in an in-depth interview, the quantitative survey would be removed and replaced with the interview. This interview would allow subjects to answer open-ended questions pertaining to their stress in a one-on-one interview with the study research team. The answers from this interview would be compared to see if there were major differences between groups of subjects who had pets or did not have pets. The strength of this type of research would be that subjects could expound upon their feelings much more specifically than they would in the standard stress survey. Having the ability to explain their stress may lead to evidence of more specific differences between the two groups (pet-owners vs. non-owners) that a simple standard survey may not be nuanced enough to pick up on. The weaknesses in this study would be comparing results between subjects may prove difficult. If the question is, are pet owners less stressed, and the results between participants is not subjective enough to differentiate what “less” or “more” stress is, the research question can’t be answered.

Khoanh b?a c?ng có th? nh?n ???c gi?i th??ng l?n

“C? ng?i im v?n may s? ??n” chính là câu nói thích h?p nh?t ?? miêu t? tình tr?ng hi?n t?i ? B?c Carolina khi m?t ng??i ?àn ông nh?m m?t khoanh s? s? c?ng có th? nh?n ???c gi?i th??ng tr? giá 3,7 t? USD.
➡️➡️➡️    ???????????????? Tr?c ti?p KQ x? s? game hoàn toàn mi?n phí t?i ?ây: X? s? 3 mi?n
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Ch?n b?a c?ng là m?t v?n may
Không th? tin n?i là s? th?t khi m?t ng??i ?àn ông ch? d?a vào may m?n, th?m chí còn ch?ng có k? ho?ch mua s? x? c?ng có th? trúng th??ng s? s? ??c ??c ? B?c Carolina. S? may m?n c?a Stanley Manley ?ã khi?n cho nhi?u ng??i “ph?n n?” và “ghen ghét” khi xem online kqxs.
?úng v?y, ch?ng ai bi?t ???c khi nào may m?n ??n và may m?n ?i, khi nào mình có th? trúng th??ng x? s? nhanh gi?i th??ng l?n mà b?n thân h?ng mong ??c, ?ây là ?i?u mà ch?ng ai có th? n?m rõ ???c trong lòng bàn tay. B?i v?y nên nói anh chàng ? B?c Carolina “ch?n b?a” c?ng không h?n là “ch?n b?a”!
➡️➡️➡️    Xem k?t qu? s? s? game nhanh nh?t và chính xác nh?t m?i ngày vào 18h15 t?i ?ây: X? s? ki?n thi?t 3 mi?n
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Ti?t l? câu chuy?n ch?n b?a may m?n
Khi k? l?i câu chuy?n v?i báo chí v? ketquaso, ng??i ?àn ông nói r?ng b?n thân anh v?n ?ang mông lung vì c?m xúc vui s??ng xen l?n v?i s? hãi vì không hi?u sao b?n thân l?i có th? may m?n ??n nh? v?y. ??i v?i gi?i th??ng x? s? nhanh, t?ng giá tr? ti?n th??ng mà anh nh?n ???c là vào kho?ng h?n 3,7 t? USD. Anh nói r?ng ?ây là m?t s? ti?n l?n, c?c k? l?n mà mình ch?a t?ng ngh? ??n bao gi?.
➡️➡️➡️    ???????????????? Th?ng kê k?t qu? s? s? ki?n thi?t nhanh nh?t hàng tu?n tham kh?o t?i ?ây: Xo so 3 Mien truc tiep
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Câu chuy?n vào ?êm hôm tr??c, ng??i ?àn ông ? B?c Carolina này c?m th?y nao nao trong ng??i, không ph?i c?m giác b?t an mà l?i chính là c?m giác vui s??ng, nh?n th?y có gì ?ó t?t ??p s? xu?t hi?n trong th?i gian s?p t?i. Anh không ph?i là m?t ng??i mê tín, nh?ng v?n khá tin vào nh?ng th? nh? này.
V?y nên, trong khi ?ang ghé vào ti?m ?? x?ng nh? ngày th??ng, cô bán ketquaso s? d?o ?i ??n và h?i anh r?ng li?u anh có mu?n mua 1 t? vé s? x? không, có th? t?m vé s? này s? ?em ??n may m?n cho anh ??y. Th?y v?y, anh c?ng mua cho cô bán vé s? m?t t?m trong gi? c?a cô. Th?m chí anh còn ch?ng b? th?i gian ra nghiên c?u và xem xét, ch?n “??i” luôn m?t t? trong ?ó. Và k?t qu? khi?n anh ng?c nhiên ??n t?n bây gi? k? t? khi xem online kqxs. 

Engineering ethics | Computer Science homework help

For paper 3, you will analyze the ethical or unethical nature of a specific engineering issue by identifying problems in the situation and using an engineering code of ethics to determine how engineering actions and decisions were ethical or unethical. You should write your analysis on one of the topics below. Within your chosen topic, you’ll argue three points that focus on specific parts of engineering that were ethical or unethical according to a specific code of engineering ethics (e.g., NSPE Code of Ethics (Links to an external site.), ASME Code of Ethics (Links to an external site.)).
Manned Trip to Mars
LEARNING OUTCOMES/GOALS
(1) Students form a persuasive and well-supported argument about the ethical issues of the case
(2) Students adequately describe the technical engineering aspects of the issue for a general audience
(3) Students create clear, organized, and detailed documents
ASSIGNMENT CHECKLIST
All papers must be in 12-point Times New Roman font (smaller fonts are appropriate for figure captions and text inside figures).
All margins must be 1” all around (note that old versions of Word typically default to 1.25” for left and right margins, so you will need to change these).
All papers should be 4-6 pages, double-spaced.
Graphics should be used as needed, particularly in the technical description.
The paper should be well-researched and cite various sources as needed. Your sources are necessary to provide authoritative support for your ideas and to give credit for supporting ideas that don’t belong to you. Use the APA style of documentation to format your in-text citations and References section.
Your paper should have a well-defined point/thesis – a statement somewhere in the introduction that conveys to the reader precisely what your subject is, what your position is, and how you will support this position. Remember that a thesis is a promise to the reader that you’re going to discuss one specific main idea; the rest of your paper is how you go about keeping that promise.
GENERAL WRITING AND ORGANIZATION CONSIDERATIONS
Every paragraph and section should be obviously related to the thesis; every paragraph and section should be obviously related to each other; every sentence in a paragraph should be obviously linked to each other and should obviously refer back to its paragraph’s topic sentence.
The structure of the paper should include an introductory section, a section that describes the engineering issue/technology/problem, a section that discusses the relevant ethical issues and applies a code of engineering ethics to the issues, and a conclusion section. These sections should be clearly labeled with section headings.
Your audience for paper 3, though educated, possesses no specialized knowledge of your research/experiment or of the ethical situation you’re discussing; this fact means you must provide a technical explanation of your chosen scenario (defining any technical terms).
Graphics must serve a substantive purpose, which means you must think carefully about what areas of your content might be helped by visual representation and what types of graphics (photos, diagrams, tables, charts, etc.) will most effectively accomplish your purpose. These graphics may certainly come from outside sources as long as you cite them appropriately. If you modify a graphic in any way, your citation should reflect changes made.

Benchmark – 3 day unit plan

 Assessment Description
Developing a unit plan provides structure and outlines the standards, objectives, lessons, materials, and assessments. It is especially helpful when planning cross-curricular units. Creating effective unit plans requires consideration of standards alignment, assessment strategies, instructional methods, and student needs. Thoughtful planning of resources, materials, and technology is important to supplement the learning and promote engagement, as well as helping students to make real-world connections.
Choose a grade level and at least one science and one health state or national standard from that grade to develop a unit plan for an inclusive classroom. Using the “3 Day Unit Plan Template” located in the Student Success Center, create a cross-curricular 3-day unit that conveys the nature of science for the practice of skills that contribute to good health. The unit plan should use multiple representations and explanations that capture key ideas in the discipline, guide student through learning progressions, and promote each student’s achievement of content standards. Include ample resources, materials, and supplementary technology to support accessibility, learning, and engagement for all students. Prepare opportunities throughout the unit that gather performance data and appropriately guide students in their own thinking and learning.
Below the unit plan, write a 250-500 word rationale justifying how the unit provides opportunities to examine performance data throughout the unit in the inclusive classroom.
Include the following:

How do activities guide and engage students in their own thinking and learning?
How do activities inform instructional planning based on learning gaps and patterns in the inclusive classroom?
How will the teaching strategies and technologies used encourage students’ development of critical thinking and problem solving skills?

Support your assignment with a minimum of two scholarly resources.
While APA format is not required for the body of this assignment, solid academic writing is expected, and in-text citations and references should be presented using APA documentation guidelines, which can be found in the APA Style Guide, located in the Student Success Center.
This assignment uses a rubric. Review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.
You are required to submit this assignment to LopesWrite. A link to the LopesWrite Technical Support Articles is located in Class Resources if you need assistance.
Benchmark Information
This benchmark assignment assesses the following programmatic competencies:
Master of Education in Elementary Education and Special Education
3.4: Use multiple representations and explanations that capture key ideas in the discipline, guide learners through learning progressions, and promote each learner’s achievement of content standards. [CEC 3.1; IGC.5.K1, IGC.5.K3, IGC.5.K5, IGC.5.S3, ICSI.3.S1, ICSI.5.S5; InTASC 4(a), 4(f), 4(j), 4(n), 5(a), 5(i), 7(c), 8(e); Missional Critical 2, 4]
3.5: Integrate supplementary technologies effectively to ensure accessibility and relevance for all learners. [InTASC 4(f), 4(g), 5(c), 5(k), 5(n); ISTE-E 5a, 5b, 5c; MC2, MC3, MC5]
4.6: Examine performance data to guide and engage students in their own thinking and learning, and to inform instructional planning based on identified learning gaps and patterns. [CEC 4.2, 4.4; IGC.2.S4, IGC.4.S3, ICSI.4.S5, ICSI.4.S7, ICSI.5.S11, ICSI.5.S14, ICSI.5.S21; InTASC 6(c), 6(d), 6(f), 6(g), 6(l), 6(m), 6(o), 6(q), 7(d), 7(l); MC2]
5.9: Use a variety of teaching strategies and technologies that encourage elementary students’ development of critical thinking and problem solving. [InTASC 7(k), 8(e), 8(f), 8(l), 8(o) 8(r); ISTE-E 3b, 6c; MC2]