Comparison Of Bancorp ( Usb ) Financial Ratio Analysis

U.S. Bancorp (USB) Financial Ratio Analysis Write an essay analyzing the ratios of U.S. Bancorp, indicating strengths and weaknesses discovered when examining the ratios over time as well as examining the ratios compared to a competitor. Financial ratio analysis is not a concrete science, disagreement amongst financial analyst is present throughout industry, and therefore, some consider the practice to be part art and part science. A sound financial analysis consists of an organization’s future income and growth potential as well as a financial statement analysis. The evaluation process in itself is complex, made even more difficult factoring in the ever changing market conditions, therefore, it cannot be evaluated just on its own†¦show more content†¦Both type of analysis complement each other, as one evaluates organization performance across a determined amount of time and the other evaluates the organization against a suitable competitor or benchmark. Return on Equity (ROE) Return on Equity (ROE) evaluates an organization s profit generating efficiency in relation to every dollar of shareholders equity. Also, desirable ROEs range between 15% and 20% (Guru Focus, 2014). USB’s ratios for the last three years show a .02% increase due to net income and shareholders’ equity showing continued growth across all three years. Also, ROE is positively correlated with return on assets (ROA) which also shows the same pattern. When comparing USB to BAC, USB has consistently maintained an ROE difference of 8% or higher in 2013 and 2012. This simply means USB shareholders have received a higher return on their equity investment. Return on Asset (ROA) Return on assets (ROA) evaluates an organization’s management team ability to to utilize company assets to generate earnings. In other words, it measures the organization s profit generating efficiency from shareholders equity plus its liabilities (Guru Focus, 2014). The banking industry should have an ROA well under 2% (Guru Focus, 2014). USB’s ratios for the last three years show a .16% increase due to net income and total assets showing continued growth across all three years. When comparing USB

Analysis Of Ibsen s A Doll House - 1776 Words

Analysis of Ibsen’s â€Å"A Doll House† In 1879, Ibsen wrote â€Å"A Doll House†. This play lets you get an understanding of what it was like back in that era. You get an eye opener to how much things for woman have changed since that era. Ibsen wanted us to understand that a woman cannot be herself in modern society since the 1879 era was and exclusively man society. He wanted us to understand how Nora, the nanny, and Linde all made scarifies for the ones that they love and over their own real wants. In â€Å"A Doll House† you get to travel through many different feelings. Throughout the play, we learn of struggles, secrets, self-deceptions and many others. Let’s breakdown the characters of this play, the plot that is going on, and how things for woman have changed from then to now. In this paly we have several characters in this play. We have Nora who is lead to be the main character. She is the wife of Helmer. Nora has been perceived to be like a playful child. She does not have the knowledge anything except for her home life. Nora is treated as if she is a doll. She make sacrifices that are not appreciated and she also realized what she that love and marriage should be was not what she had with her husband. As the play states â€Å"Nora revels she is not just a â€Å"silly girl†, as Helmer thinks she is. When Nora went and took out the loan that was breaking the law to save Helmer’s life show that she has courage. She is very fierce determination and ambition such as Nora the years sheShow MoreRelatedAnalysis Of Henrik Ibsen s A Doll House 1823 Words   |  8 PagesA Doll House is a play that was written by Henrik Ibsen in 1879. Nora Helmer is a wife and mother who secretly loaned money to save her husband’s, Torvald, life. Torvald views and treats Nora has a doll and she goes along with it. As conflict comes and goes Nora decides that her current life is not what she wants for herself. She no longer wants to be anyone’s â€Å"doll† and decides to leave her family in search of independence. This play was controversial during the time it was written becauseRead MoreAnalysis Of Ibsen s A Doll House 848 Words   |  4 PagesHoney, You are a Doll Nineteenth century women were viewed by society as possessions to their husbands and less capable than the male race. This era of women were thought to be only capable of simple tasks like house work and being a mother. This role is very evident in Ibsen’s â€Å"A Doll House†, but Ibsen shows the multiple ways his female characters could get their way even though they are oppressed. In â€Å"A Dolls House† the females may have been the underdog but they showed that they knew how to getRead MoreAnalysis Of Henrik Ibsen s A Doll House 1152 Words   |  5 PagesHenrik Ibsen’s play â€Å"A Doll House† addresses the importance of the roles women play throughout this time period. Women are thought to be like â€Å"dolls† to their husbands, by obeying their commands and keeping a good image. We see the main character, Nora Helmer struggle to keep her perfect image of a great wife as troubles start to arise. Throughout the play we begin to see Nor a push through her troubles and find her true identity, Nora shifts from being the loving, perfect wife, to being a strongRead MoreAnalysis Of Henrik Ibsen s A Doll House884 Words   |  4 Pagestransform minor lies such as white lies into something more dangerous. When one works to conceal a lie, a cloud of deception hangs over those involved and can lead to the destruction of friendships, relationships, and even marriages. In Henrik Ibsen’s A Doll House, he uses the motif of lies and deception to illustrate the fragileness of the Helmer’s marriage, which ultimately leads to its demise. Nora Helmer, a naà ¯ve woman who has never been given the chance to mature into an independent woman, never revealsRead MoreAnalysis Of Henrik Ibsen s A Doll House995 Words   |  4 Pagesguiding the integration of all these elements belongs to the director. One of the toughest tasks of a director is to reinvigorate a socially important and renowned production while maintaining its original message and composition. Henrik Ibsen’s A Doll House is a socially important realistic play that portrays the gender dynamics that plagued the nineteenth century and questions the expectations held for women in a household and society. The play is still incredibly influential because the issues itRead MoreAnalysis Of Henrik Ibsen s A Doll House 851 Words   |  4 PagesHenrik Ibsens’s, A Doll House, details the lives of the Helmers, a seemingly perfect couple. As the story progresses from act to act, it becomes quite obvious that their relationship is everything but perfect. Com plications arise quickly when a forged loan by Nora Helmer is brought to her husband Torvald’s attention. The prejudices women experience, particularly, Nora is a definite tone in this play. Henrick Ibsen does a great job at showing both sides of the oppression of women, particularly withinRead MoreAnalysis Of Henrik Ibsen s A Doll House 1472 Words   |  6 Pages â€Å"A Doll House† Playing many different characters is what Henrik Ibsen’s meant to do in A Doll House. The main characters fool people into believing they are someone other than their true selves. Nora plays her role flawlessly as she pretends to be living two different lives. Nora is Torvalds devoted and self-indulgent wife, but naively enough, she doesn’t realize she is a courageous, self-sufficient women. As the character’s progress so does Nora’s personality, she goesRead MoreAnalysis Of Henrik Ibsen s A Doll House 924 Words   |  4 PagesHenrik Ibsen once wrote a play called â€Å"A Doll House.† Back in 1879 when the play was written there was lots of controversy on whether are not they play should have been showed. It created lots of arguments because of the time that they play was done (Hemmer). In the time frame that Ibsen wrote his play it was a time where women really had no say. Women would listen to their husbands and do as they say. At the end of the original play Nora, the main character, left her husband and her kids. Ibsen onceRead MoreAn Analysis Of Henrik Ibsen s A Doll House1460 Words   |  6 Pagesthe idea of a female president. Traditionalist opposition has women body shamed into the fixed standard of beauty being the skinny Caucasian blonde. People still look down on women in troubled relationships as being their fault. Henrik Ibsen’s A Doll House puts into criticism the problems brought by traditionalism though the story between Torvald and Nora. Where Nora has to keep a secret how she saved her husband’s life to save her marriage, because she fears a woman helping a man would shame himRead MoreAnalysis Of Henrik Ibsen s A Doll House 1154 Words   |  5 Pagessacrifice mean? Is it important? Sacrifice can be defined as an act of immolating someone or something. Will one might think it depends on the person to decide on the importance of the sacrifice? In light of this play, â€Å"A Doll Houseâ₠¬  written realistically by Henrik Ibsen, he has portrayed many symbols throughout the play. One of the many symbols that stood out was sacrifice. Clothing also symbolized some importance in the play and the Tarantella dance as well. However, what exactly is a symbol

Research Paper on Genetic Engineering free essay sample

Genetic engineering should not be controlled by the law, because the people controlling the law are not credited on knowing about what it is they are controlling. 1st Revised Thesis: The government shouldnt have the power to control Genetic Engineering; because Government Legislators do not possess the adequate degree, and/or satisfactory knowledge regarding this unique study doctors, and scientists have spent years researching now. To allow a committee of Legislators whom have no dignified background knowledge and/or scholarly study the power to control this research study. 1. The government should not have residing power over the field of Genetic Engineering; Legislators do not hold a proper degree to enable them to make prominent decisions on a matter that has been researched for years by Doctors and scientists alike. 2. The government should not have the power to control the field of Genetic Engineering; elected officials do not possess an adequate degree or knowledge regarding this unique study that is leading us into the future. We will write a custom essay sample on Research Paper on Genetic Engineering or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page Allowing a committee of Legislators whom have no dignified background in the subject to take control of an entire field of work would be detrimental to todays society. Kryssana: I think your thesis statement needs a little more clarity. First, when you write the people, who are you referring to? Government/ legislators or another group? Be as specific as possible. Second, do you mean that the people controlling the law dont understand genetic engineering and what they might be vetoing? Im not totally sure what your argument is. Jennifer Monday, September week of September 13 September 17 A few things to keep in mind: 1 . Your discussion board postings are due by FRIDAY (1 1 p. m. ). You must post at least twice. Each posting is worth 5 points. The discussion question for this week is posted. 2. Dont forget that your outline (title, thesis, works cited) is due next Monday in class. 3. Remember to check your Tri-C email this week for feedback on your thesis. Scientific alteration of the structure of genetic material genetic engineering n. in a living organism using recombinant DNA, employed for such purposes as creating bacteria that synthesize insulin. I The American [emailprotected] Medical Dictionary Copyright 2007, 2004 by Houghton Mifflin Company. Published by Houghton Mifflin Company. All rights reserved. The manipulation of genetic material to produce specific results in an organism. Mentioned in: Gene Therapy Gale Encyclopedia of Medicine. Copyright 2008 The Gale Group, Inc. All rights reserved. genetic engineering, the process of producing recombinant DNA for the purposes of altering and controlling the genotype and phenotype of organisms. Restriction enzymes are used to break a DNA molecule into fragments so that genes from another organism can be inserted into the DNA. Genetic engineering has been used to produce a variety of human proteins, including growth hormone, insulin, and interferon, in bacteria.

Marco Polo (2747 words) Essay Example For Students

Marco Polo (2747 words) Essay Marco PoloMarco Polo is one of the most well-known heroic travelers and tradersaround the world. In my paper I will discuss with you Marco Poloslife, his travels, and his visit to China to see the great Khan. Marco Polo was born in c.1254 in Venice. He was a Venetian explorerand merchant whose account of his travels in Asia was the primary sourcefor the European image of the Far East until the late 19th century. Marcos father, Niccol?, and his uncle Maffeo had traveled to China(1260-69) as merchants. When they left (1271) Venice to return toChina, they were accompanied by 17-year-old Marco and two priests. Early LifeDespite his enduring fame, very little was known about the personallife of Marco Polo. It is known that he was born into a leadingVenetian family of merchants. He also lived during a propitious time inworld history, when the height of Venices influence as a city-statecoincided with the greatest extent of Mongol conquest of Asia(Li Man Kin9). Ruled by Kublai Khan, the Mongol Empire stretched all the way fromChina to Russia and the Levant. The Mongol hordes also threatened otherparts of Europe, particularly Poland and Hungary, inspiring feareverywhere by their bloodthirsty advances. Yet the ruthless methodsbrought a measure of stability to the lands they controlled, opening uptrade routes such as the famous Silk Road. Eventually ,the Mongolsdiscovered that it was more profitable to collect tribute from peoplethan to kill them outright, and this policy too stimulated trade(Hull 23). Into this favorable atmosphere a number of European traders ventured,including the family of Marco Polo. The Polos had long-established tiesin the Levant and around the Black Sea: for example, they owned propertyin Constantinople, and Marcos uncle, for whom he was named, had a homein Sudak in the Crimea(Rugoff 8). From Sudak, around 1260, anotheruncle, Maffeo, and Marcos father, Niccol?, made a trading visit intoMongol territory, the land of the Golden Horde(Russia), ruled by BerkeKhan. While they were there, a war broke out between Berke and theCowan of Levant , blocking their return home. Thus Niccol? and Maffeotraveled deeper into mongol territory, moving southeast to Bukhara,which was ruled by a third Cowan. While waiting there, they met anemissary traveling farther eastward who invited them to accompany him tothe court of the great Cowan, Kublai, in Cathay(modern China). InCathay, Kublai Khan gave the Polos a friendly reception, appointed themhis emissaries to the pope, and ensu red their safe travel back toEurope(Steffof 10). They were to return to Cathay with one hundredlearned men who could instruct the Mongols in the Christian religion andthe liberal arts. In 1269, Niccol? and Maffeo Polo arrived back in Venice, where Niccol?found out his wife had died while he was gone(Rugoff 5). Their son,Marco, who was only about fifteen years old, had been only six oryounger when his father left home:thus; Marco was reared primarily byhis mother and the extended Polo family-and the streets of Venice. After his mothers death, Marco had probably begun to think of himselfas something of a orphan(Rugoff 6). Then his father and uncle suddenlyreappeared, as if from the dead, after nine years of traveling infar-off, romantic lands. These experiences were the formativeinfluences on young Marco, and one can see their effects mirrored in hischaracter: a combination of sensitivity and toughness, independence andloyalty, motivated by an eagerness for adventure, a love of stories, anda desire to please or impress(Li Man Kin 10). Lifes WorkIn 1268, Pope Clement IV died, and a two- or three-year delay whileanother pope was being elected gave young Marco time to mature and toabsorb the tales of his father and uncle. Marco was seventeen years oldwhen he, his father and uncle finally set out for the court of KublaiKhan(Stefoff 13). They were accompanied not by one hundred wise men butby two Dominican friars, and the two good friars turned back at thefirst sign of adversity, another local war in the Levant. Aside fromthe popes messages, the only spiritual gift Europe was able to furnishthe great Kublai Khan was oil from the lamp burning at Jesus Christssupposed tomb in Jerusalem. Yet, in a sense, young Marco, the only newperson in the Polos party, was himself a fitting representative of thespirit of European civilization on the eve of the Renaissance, and thelack of one hundred learned Europeans guaranteed that he would catch theeye of the Cowan, who was curious about ?Latins(Hull 29). On the way to the khans court, Marco had the opportunity to completehis education. The journey took three and a half years by horsebackthrough some of the worlds most rugged terrain, including snowymountain ranges, such as the Pamirs, and parching deserts, such as theGobi. Marco and his party encountered such hazards as wild beasts andbrigands; they also met with beautiful women, in whom young Marco took aspecial interest. The group traveled numerous countries and cultures,noting food, dress, and religion unique to each(Li Man Kin 17). Inparticular, under the khanss protection the Polos were able to observea large portion of the Islamic world at close range, as few if anyEuropean Christians had. By the time they reached the khans court inKhanbalik, Marco had become a hardened traveler. He had also received aunique education and had been initiated into manhood. Kublai Khan greeted the Polos warmly and invited them to stay on in hiscourt. Here, if Marcos account is to be believed, the Polos becamegreat favorites of the khan, and Kublai eventually made Marco one of his most trusted emissaries(Great Livesfrom History 16765). On these points Marco has been accused of grossexaggeration, and the actual status of the Polos at the court of thekhan is much disputed. If at first it appears unlikely that Kublaiwould make young Marco an emissary, upon examination this seems quitereasonable. For political reasons, the khan was in the habit ofappointing foreigners to administer conquered lands, particularly China,where the tenacity of the Chinese bureaucracy was legendary. The khancould also observe for himself that young Marco was a good candidate. Finally, Marco reported back so successfully from his fistmission-informing the khan not only on business details but also oncolorful customs and other interesting trivia-that his furtherappointment was confi rmed. The journeys specifically mentioned inMarcos book, involving travel across China and a sea voyage to India,suggests that the khan did indeed trust him with some of the mostdifficult missions(Rugoff 25). Who Discoverd America EssayAlmost three-fourths of the United States teens are afraid of violentcrime amongst their peers(Apfel 23). Violence in schools has become abig problem in todays society. With all the people being injured orkilled in schools by guns and other weapons, more and more people aregetting more weapons to bring in to schools. Nearly half of all malesand one-third of all students including females said they can easilyobtain a handgun if they wanted to(Glazer 14). The cause of violence can be blamed on many things but 1 mainly. Andthat one thing is drugs and gangs. Now that more people are selling andbuying drugs, people are making money to buy weapons. Gangs, since theycame around violence has been increasing steadily. The spread of gangsand drugs has also been implicated in the increasing violence of schoolyouths(Glazer 14). Experts have also said that most violent conflicts among school-agechildren can be traced back to long-simmering disputes(Apfel 21). Carrying guns and other weapons around schools is becoming more andmore popular all around the world. People think that carrying gunsaround schools with them will make them cool or fit in with other peoplelike themselves. Theyre wrong. More and more people who are carryingguns around schools today are getting caught and having them takenaway. Since schools have gotten metal detectors and scanners, they havecut down the rate of having handguns in schools by nearly 58%(Glazer 5). Security experts have reported that there is no evidence that a metaldetector will solve the problem of violence in schools, even though itoffers a highly-visible symbol to the community(Apfel 22). Even if theschools with all the gun violence in their schools do put in metaldetectors at the front entrances of schools, their are many ways kidscan sneak in weapons to school. In 1990 congress made it a felony tobring a gun within one-thousand feet of any school under the ?Gun-FreeSchool Zones? provision of the 1990 crime prevention package. This lawwont help very much because of the fact that students can sneak inweapons through bathroom windows, or an unguarded entrance duringrecess(Glazer 6). So their isnt really a safe and reliable way to keepguns away from schools. Security has become a big part of schools today. More and more schoolshave been getting metal detectors installed. The N.Y. city publicschools report that since the introduction to metal detectors in 1988,serious incidents have declined by 58% in schools with scanners and by43% without them(Glazer 5). Every school should start putting in metaldetectors and scanners if they want to cut down violence. Some schoolsdistricts that experimented with metal detectors for a short time foundthem a bit frustrating(Gordon 27). It has become very easy to obtain a gun. A survey of Baltimorepublic-schools students showed that the four most prevalent places toget guns are street corners, friends, drug dealers, and thieves(Gordon29). And kids all over the world are getting guns from all these placesbut nobody is doing anything about it. It is very easy for someone toobtain a handgun. All they have to do is go to one of these four placesand buy one. Where do they get the money to buy these guns you ask? From selling drugs. If we could stop the selling of drugs just by maybe20% or even 15%, their would be a whole less violence due to the lack ofmoney. So nobody would be able to buy a weapon. Teachers are in as much danger of being killed or attacked as kids areschool. The risk of a teacher being attacked by a student has doubledsince 1956(Glazer 20). This is a lot considering that you dont hearabout too many teacher attacks on the news but you do hear about teensbeing killed. Approximately 100 teachers have been assaulted annuallyin the past four school years(Glazer 8). The big problem involving violence is how we can stop the violence fromspreading and increasing. Not nearly as many teens would have guns ifthey didnt get the money from selling drugs(Gordon 30). So if we canstop the selling of drugs, less people will have money to buy guns andtheir will be less violence. We can also blame our parents forviolence. When parents buy a gun and put it away, their kid could get ahold of it and bring it to school and already your in trouble. This iswhy parents should lock away their weapons not just stick it in a drawor on the top shelf of a closet. Parents are responsible for theconduct and safety of their children and buy keeping a gun where theycan get hold of it their putting them in danger(Glazer 29). Violence has caused many problems. Many people have been killed orseriously injured because of violence. What we should do to try andprevent violence in schools from increasing is teach our children youngabout this stuff and dont keep a weapon around the house unless itsnecessary. And if you do keep a weapon in your house. keep it where itcant be found that easily. Works CitedGlazer, Sarah. ?Violence In Schools.? CQ Researcher(Sept. 11,1992):787-818. Ed. Elanor Goldstein. Vol. 14. Boca Raton: Sirs,1992. Art. 78. Witkin, Gordon. ?Kids Who Kill.? U.S. News and World Report(April 8,1991): 26-35. Ed. Elanor Goldstein. Vol. 4. Boca Raton: Sirs, 1991. Art. 5. Apfel, Ira. ?Teen Violence: Real or Imagined American Demographics (June, 1995). 22-23.