The document discusses the origins and evolution of federalism in the United States, including the different perspectives at the Constitutional Convention, the division of powers between the national and state governments, and how the Supreme Court has interpreted these divisions over time. It covers major eras like the rise of national power under John Marshall, dual federalism, cooperative federalism during the New Deal, and the modern concept of new federalism beginning in the 1980s. Key Supreme Court cases and amendments helped shape how federalism operates in practice in the American system.
The document discusses the Articles of Confederation, which was the first attempt at a federal government for the United States after independence from Britain. However, it only lasted from 1781-1788 before being replaced by the Constitution. The Articles of Confederation established a very weak central government with limited powers. It did not give the federal government the ability to tax, regulate interstate commerce, or maintain a standing army. This proved ineffective and contributed to the drafting of the Constitution to create a stronger federal government.
The document discusses the origins of representative democracy and limited government in England and how these concepts influenced the governments established in the American colonies. Key events and documents that established these principles in England include the Magna Carta, English Bill of Rights, and Glorious Revolution. The colonies developed their own representative assemblies and written constitutions that divided power between branches of government. After the American Revolution, the Articles of Confederation formed the first national government, but it had several weaknesses that led to calls for a stronger federal system.
1. What were the various problems with the Articles of Confederati.docxpaynetawnya
1. What were the various problems with the Articles of Confederation?
The Articles of Confederation was the first system of government in the new country of America. After the countless amount of issues born out of being owned by Great Britain, the expectations of the new system were as such: that power would be given through the people, that power would be expressed through a representative of the people, and that the representative was one of the needs and interests of the people. And while that sounds ideal, great almost, it doesn’t work out. The Articles as described in class, were pretty much bad/not good. Where the people were looking for the framework for an actual government, they seemed more like a firm league of friendship. The Articles, founded in 1778 lasted 10 years. Under this system there was no president or judiciary, any decision required a 9 out of 13 votes, so if it came down to 2/3rds there would be no decision made. The Articles allowed the declaration of war, conduct of foreign affairs, treaty creation, but could not tax. But hey two cool positives are that it won them the war and we also gained Ohio! And it was a tremendous disaster by the fact that it did not collect taxes, which was probably because the big debt from the war they had previously won.
No tax means no power, and inadvertently no money either. This became a bigger problem because the newfound America had borrowed money and weapons from the French, and since they were in debt they couldn’t pay the French back. The inability to tax left the founders hands tied; they couldn’t tax so they were unable to address their debt issue. And as the debt intensified, there was a rebellion in Massachusetts kicking off known as “Shays Rebellion.”
2. How did Shays Rebellion motivate “the founders” to hold a convention to resolve the problems of the Articles?
Shays Rebellion was the rebellion of the people (primarily farmers) against their government and more specifically, the affects of the Articles of Confederation. The huge debt problem affected everyone; farmers/civilians couldn’t pay mortgage, faced debt, and would land in jail. Shays Rebellion occupied the jails, courts, etc. and while the origins of this movement started in Massachusetts, movements were being started all over the new country because Massachusetts wasn’t the only state facing issues.
At this moment the economic elite realized they needed to strengthen the central government in order to fight debt/put down the rebellion. And it is from this realization that the Constitution was born, the document that laid down the foundation for “freedom, liberty and rights.” But to whom were these rights attributed? It is important to note that the Constitutions original purpose was not about giving us our rights, but how to control the people. And we must divorce ourselves from the notion that the constitution gave us any rights. Eventually in late of May 1787 George Washington calls the convention into se ...
ACC560 Week 3 Homework:
Chapter 4: Activity-Based Costing
Constitutional Law
National Power and Federalism
~ Sixth Edition
~ Christopher N. May and Allan Ides
Judicial Review
§I. I INTRODUCTION AND OVERVIEW
In the constitutional law course, we study the United States Constitution as it
has been interpreted and explained by the federal courts for more than 2 0 0
years. The Constitution itself is an amazingly short document. Stripped of its
amendments, the Constitution occupies fewer than a dozen pages in your
casebook. Even with its amendments, the document is barely 20 pages long.
Yet while the Constitution itself is extremely brief, the interpretation of it
can be exceedingly complex. The bulk of your constitutional law textbook
consists of cases in which a court-usually the U.S. Supreme Court-has
been asked to decide whether certain government decisions or practices
are invalid because they violate the requirements of the Constitution . This
process by which courts rule on the constitutionality of actions taken by
federal and state officials is known as judicial review.
Judicial review is the fountain of constitutional law. This is true for
several reasons. First, the process of judicial review has created the body
of reported decisions that we think of as the law of the Constitution. When we
wish to know whether or not the Constitution allows a particular govern-
mental practice, we usually look first to previous court decisions that have
interpreted the constitutional provisions in question. Without this steadily
accumulating body of case law, we would have little definitive guidance as
to the meaning of the Constitution.
Second, it is the process of judicial review that renders the Constitu tion
binding and enforceable as law. In the absence of judicial review, the Con-
stitution would be little more than a statement of normative principles and
I . judicial Review
ideals-similar to the Golden Rule or to the Universal Declaration of 2
Rights . Public officials w ould fmd it much easier to ignore the Cons ·
and statutes that were contrary to the Constitution might still be en:
Judicial review serves as a mechanism by which public officials m ay be -
pelled to perform their duties in accordance with the Constitution.
This chapter examines the doctrine of judicial review as it was r ~
oped by the Supreme Court in the early nineteenth century. In revie,•i.:::: -3
debate surrounding the legitimacy of this doctrine, we will see that:!l __ .
in the Constitution's text specifically authorizes the federal courts to ?"
the validity of actions taken by the other branches of the federal goye....~
or by the states. Yet the historical backdrop against which judicial ~e-.-,::
emerged makes clear that the doctrine is fully consistent with th e Fmc::
conception of a balanced democracy in which abuses of p ow er ·-·-
branch may be checked or prevented by actions of the coordinate bra.:::.
Essay on Creating the Constitution
Essay on US Constitution
The British Constitution Essay example
US Constitution Essay
The U.S. Constitution Essay
Essay about The Constitution
Texas Constitution Essay
Essay about Constitutional Democracy
US History DB1
Name
Class
Date
Professor
Age of Enlightenment
Part One
The Age of Enlightenment was a period in European and American history where people in society began to apply reason to their thought process and began to investigate alternative modes of thinking. During the Enlightenment social institutions, political and economic processes, and just about every aspect of society was approach applying reasoning, this resulted in a great deal of reform. The Age of Enlightenment heavily influenced a whole new approach to government and the treatment of citizens in a free society.
The new way of thinking that developed out of the age of enlightenment influenced great American thinkers resulting in important documents, such as the United States Constitution and Declaration of Independence. The Enlightenment influenced the development of a new world inspired by important figures, such as Thomas Paine, Thomas Jefferson, and Benjamin Franklin, to name a few. For example Benjamin Franklin believed citizens should have the right to pursue wealth or their own self interest (Ralston, 2013). Due to this thinking Jefferson embraced the right of Americans to pursue happiness and the right to liberty.
Part Two
The thinking that developed out of the Age of Enlightenment is still important and significant in American society. Americans are still afforded natural rights, originally suggested by Locke, and have the right to life, liberty, and the pursuit of happiness (Sage, 2012). The ideas of Thomas Jefferson concerning the rights that should be afforded the citizen are still fiercely guarded and still shape how laws and policies are made in the country. Thanks to the Age of Enlightenment citizens in America are afforded due process rights in legal proceedings and reason is applied to the development of new laws.
The ideas developed out of the Age of enlightenment are still relevant to modern society because reason is the norm in the way influential people in the country make decisions. Thanks to the enlightenment scientific methods are applied to research and laws are created designed to protect the people not the government. Every aspect of American society has been influenced by this new way of thinking. The focus is on creating a better society that ensures everyone in society has the same opportunities instead of the focus being on a religious society and worshipping some monarch.
References
Ralston, S. (2013). American Enlightenment Thought. Internet Encyclopedia of Philosophy.
Retrieved February 11, 2014 from http://www.iep.utm.edu/amer-enl/#SH3a
Sage, H. (2012). The Enlightenment in America. Retrieve February 11, 2014 from
http://resources.saylor.org.s3.amazonaws.com/HIST/HIST211/HIST211-1.4.1
Federal Government
US Federal Government Expansion of Authority
Name
Class
HIST105
Professor
US Federal Government Expansion of Authority
The following essa ...
The document summarizes the origins and development of the American system of government from the colonial period through the ratification of the US Constitution. It describes how the colonists were influenced by Enlightenment ideas of equal rights and representative government. It then discusses the various forms of colonial government and growing tensions with Britain that led to the American Revolution and independence. Finally, it outlines the weaknesses of the Articles of Confederation, the drafting of the Constitution at the Philadelphia Convention, and the debates around ratification.
The document discusses the origins and evolution of federalism in the United States, including the different perspectives at the Constitutional Convention, the division of powers between the national and state governments, and how the Supreme Court has interpreted these divisions over time. It covers major eras like the rise of national power under John Marshall, dual federalism, cooperative federalism during the New Deal, and the modern concept of new federalism beginning in the 1980s. Key Supreme Court cases and amendments helped shape how federalism operates in practice in the American system.
The document discusses the Articles of Confederation, which was the first attempt at a federal government for the United States after independence from Britain. However, it only lasted from 1781-1788 before being replaced by the Constitution. The Articles of Confederation established a very weak central government with limited powers. It did not give the federal government the ability to tax, regulate interstate commerce, or maintain a standing army. This proved ineffective and contributed to the drafting of the Constitution to create a stronger federal government.
The document discusses the origins of representative democracy and limited government in England and how these concepts influenced the governments established in the American colonies. Key events and documents that established these principles in England include the Magna Carta, English Bill of Rights, and Glorious Revolution. The colonies developed their own representative assemblies and written constitutions that divided power between branches of government. After the American Revolution, the Articles of Confederation formed the first national government, but it had several weaknesses that led to calls for a stronger federal system.
1. What were the various problems with the Articles of Confederati.docxpaynetawnya
1. What were the various problems with the Articles of Confederation?
The Articles of Confederation was the first system of government in the new country of America. After the countless amount of issues born out of being owned by Great Britain, the expectations of the new system were as such: that power would be given through the people, that power would be expressed through a representative of the people, and that the representative was one of the needs and interests of the people. And while that sounds ideal, great almost, it doesn’t work out. The Articles as described in class, were pretty much bad/not good. Where the people were looking for the framework for an actual government, they seemed more like a firm league of friendship. The Articles, founded in 1778 lasted 10 years. Under this system there was no president or judiciary, any decision required a 9 out of 13 votes, so if it came down to 2/3rds there would be no decision made. The Articles allowed the declaration of war, conduct of foreign affairs, treaty creation, but could not tax. But hey two cool positives are that it won them the war and we also gained Ohio! And it was a tremendous disaster by the fact that it did not collect taxes, which was probably because the big debt from the war they had previously won.
No tax means no power, and inadvertently no money either. This became a bigger problem because the newfound America had borrowed money and weapons from the French, and since they were in debt they couldn’t pay the French back. The inability to tax left the founders hands tied; they couldn’t tax so they were unable to address their debt issue. And as the debt intensified, there was a rebellion in Massachusetts kicking off known as “Shays Rebellion.”
2. How did Shays Rebellion motivate “the founders” to hold a convention to resolve the problems of the Articles?
Shays Rebellion was the rebellion of the people (primarily farmers) against their government and more specifically, the affects of the Articles of Confederation. The huge debt problem affected everyone; farmers/civilians couldn’t pay mortgage, faced debt, and would land in jail. Shays Rebellion occupied the jails, courts, etc. and while the origins of this movement started in Massachusetts, movements were being started all over the new country because Massachusetts wasn’t the only state facing issues.
At this moment the economic elite realized they needed to strengthen the central government in order to fight debt/put down the rebellion. And it is from this realization that the Constitution was born, the document that laid down the foundation for “freedom, liberty and rights.” But to whom were these rights attributed? It is important to note that the Constitutions original purpose was not about giving us our rights, but how to control the people. And we must divorce ourselves from the notion that the constitution gave us any rights. Eventually in late of May 1787 George Washington calls the convention into se ...
ACC560 Week 3 Homework:
Chapter 4: Activity-Based Costing
Constitutional Law
National Power and Federalism
~ Sixth Edition
~ Christopher N. May and Allan Ides
Judicial Review
§I. I INTRODUCTION AND OVERVIEW
In the constitutional law course, we study the United States Constitution as it
has been interpreted and explained by the federal courts for more than 2 0 0
years. The Constitution itself is an amazingly short document. Stripped of its
amendments, the Constitution occupies fewer than a dozen pages in your
casebook. Even with its amendments, the document is barely 20 pages long.
Yet while the Constitution itself is extremely brief, the interpretation of it
can be exceedingly complex. The bulk of your constitutional law textbook
consists of cases in which a court-usually the U.S. Supreme Court-has
been asked to decide whether certain government decisions or practices
are invalid because they violate the requirements of the Constitution . This
process by which courts rule on the constitutionality of actions taken by
federal and state officials is known as judicial review.
Judicial review is the fountain of constitutional law. This is true for
several reasons. First, the process of judicial review has created the body
of reported decisions that we think of as the law of the Constitution. When we
wish to know whether or not the Constitution allows a particular govern-
mental practice, we usually look first to previous court decisions that have
interpreted the constitutional provisions in question. Without this steadily
accumulating body of case law, we would have little definitive guidance as
to the meaning of the Constitution.
Second, it is the process of judicial review that renders the Constitu tion
binding and enforceable as law. In the absence of judicial review, the Con-
stitution would be little more than a statement of normative principles and
I . judicial Review
ideals-similar to the Golden Rule or to the Universal Declaration of 2
Rights . Public officials w ould fmd it much easier to ignore the Cons ·
and statutes that were contrary to the Constitution might still be en:
Judicial review serves as a mechanism by which public officials m ay be -
pelled to perform their duties in accordance with the Constitution.
This chapter examines the doctrine of judicial review as it was r ~
oped by the Supreme Court in the early nineteenth century. In revie,•i.:::: -3
debate surrounding the legitimacy of this doctrine, we will see that:!l __ .
in the Constitution's text specifically authorizes the federal courts to ?"
the validity of actions taken by the other branches of the federal goye....~
or by the states. Yet the historical backdrop against which judicial ~e-.-,::
emerged makes clear that the doctrine is fully consistent with th e Fmc::
conception of a balanced democracy in which abuses of p ow er ·-·-
branch may be checked or prevented by actions of the coordinate bra.:::.
Essay on Creating the Constitution
Essay on US Constitution
The British Constitution Essay example
US Constitution Essay
The U.S. Constitution Essay
Essay about The Constitution
Texas Constitution Essay
Essay about Constitutional Democracy
US History DB1
Name
Class
Date
Professor
Age of Enlightenment
Part One
The Age of Enlightenment was a period in European and American history where people in society began to apply reason to their thought process and began to investigate alternative modes of thinking. During the Enlightenment social institutions, political and economic processes, and just about every aspect of society was approach applying reasoning, this resulted in a great deal of reform. The Age of Enlightenment heavily influenced a whole new approach to government and the treatment of citizens in a free society.
The new way of thinking that developed out of the age of enlightenment influenced great American thinkers resulting in important documents, such as the United States Constitution and Declaration of Independence. The Enlightenment influenced the development of a new world inspired by important figures, such as Thomas Paine, Thomas Jefferson, and Benjamin Franklin, to name a few. For example Benjamin Franklin believed citizens should have the right to pursue wealth or their own self interest (Ralston, 2013). Due to this thinking Jefferson embraced the right of Americans to pursue happiness and the right to liberty.
Part Two
The thinking that developed out of the Age of Enlightenment is still important and significant in American society. Americans are still afforded natural rights, originally suggested by Locke, and have the right to life, liberty, and the pursuit of happiness (Sage, 2012). The ideas of Thomas Jefferson concerning the rights that should be afforded the citizen are still fiercely guarded and still shape how laws and policies are made in the country. Thanks to the Age of Enlightenment citizens in America are afforded due process rights in legal proceedings and reason is applied to the development of new laws.
The ideas developed out of the Age of enlightenment are still relevant to modern society because reason is the norm in the way influential people in the country make decisions. Thanks to the enlightenment scientific methods are applied to research and laws are created designed to protect the people not the government. Every aspect of American society has been influenced by this new way of thinking. The focus is on creating a better society that ensures everyone in society has the same opportunities instead of the focus being on a religious society and worshipping some monarch.
References
Ralston, S. (2013). American Enlightenment Thought. Internet Encyclopedia of Philosophy.
Retrieved February 11, 2014 from http://www.iep.utm.edu/amer-enl/#SH3a
Sage, H. (2012). The Enlightenment in America. Retrieve February 11, 2014 from
http://resources.saylor.org.s3.amazonaws.com/HIST/HIST211/HIST211-1.4.1
Federal Government
US Federal Government Expansion of Authority
Name
Class
HIST105
Professor
US Federal Government Expansion of Authority
The following essa ...
The document summarizes the origins and development of the American system of government from the colonial period through the ratification of the US Constitution. It describes how the colonists were influenced by Enlightenment ideas of equal rights and representative government. It then discusses the various forms of colonial government and growing tensions with Britain that led to the American Revolution and independence. Finally, it outlines the weaknesses of the Articles of Confederation, the drafting of the Constitution at the Philadelphia Convention, and the debates around ratification.
Origins of the american government ppt (1)locmajiant827
The document summarizes the origins and development of the American system of government from the colonial period through the drafting of the U.S. Constitution. It discusses how the colonists were influenced by Enlightenment ideas of equal treatment and representative government. It then describes the different types of colonies and how tensions grew with the British government over taxation and representation. Several early attempts at unity and self-governance are outlined, including the Mayflower Compact, the Articles of Confederation, and the state constitutions. The document concludes by summarizing the Constitutional Convention, including the key compromises that were reached to draft the final Constitution.
This document provides an overview of the development of American law and government. It discusses the following key points:
- The Constitution established a system of checks and balances between the three branches of government to limit any single person or group from having absolute power.
- Important court cases like McCulloch v. Maryland and Clinton v. Jones established precedents around Congressional power and presidential immunity.
- The Bill of Rights was adopted to protect individual liberties and limit the power of the federal government in response to concerns during ratification of the Constitution.
(1) Please explain how the Constitution provides for a system of s.docxkatherncarlyle
The document provides background information on the founding of the United States and the key philosophical documents that established its system of government - the Declaration of Independence and the US Constitution. It discusses the Enlightenment ideas that influenced the documents, including natural law, popular sovereignty, and the consent of the governed. It then summarizes the key sections and philosophical principles of the Declaration of Independence, including its assertion of unalienable rights and justification of overthrowing tyrannical governments.
The Foundations Of The Federal GovernmentApril Dillard
The Federal Government was originally based on two differing sets of beliefs - Democratic-Republicans and Federalists. The Federalists were more influential, shaping policies like ratifying the Constitution, foreign affairs, and financial policies. Their ideas evolved into modern federalism, with a more powerful central government. The Federalist Papers, written by Alexander Hamilton, John Jay, and James Madison, supported America's need for structure and helped ratify the Constitution. Government corporations like Amtrak receive most funds from users rather than taxpayers, making consumers the main source of income. The Federal Government has expanded its authority significantly over time through new departments, agencies, and laws regulating businesses.
# 153120 Cust Cengage Au Dautrich Pg. No. 54 Title T.docxAASTHA76
# 153120 Cust: Cengage Au: Dautrich Pg. No. 54
Title: The Enduring Democracy, 4e
C / M / Y / K
Short / Normal
DESIGN SERVICES OF
S4carliSle
Publishing Services
3 Federalism
Chapter
The national cemetery at Gettysburg,
where states’ rights were contested
most violently in 1863.
53048_ch03_ptg01_hr_054-075.indd 54 09-11-2014 09:16:12
# 153120 Cust: Cengage Au: Dautrich Pg. No. 55
Title: The Enduring Democracy, 4e
C / M / Y / K
Short / Normal
DESIGN SERVICES OF
S4carliSle
Publishing Services
Federalism
T
he term federal comes from the Latin foedus, which means a covenant, or an agree-
ment linking different entities. A federal (or federated) system of government is one in
which power is divided between a central authority and constituent political subunits.
Both types of government are linked in order to provide for the pursuit of common ends; at the
same time, each government maintains its own integrity. Federalism, the doctrine underlying
such a system, generally requires the existence of a central government tier and at least one ma-
jor subnational tier of governments (usually referred to as “states” or “provinces”). Each tier is
then assigned its own significant government powers. What may sound simple in the abstract
has proven quite difficult in practice. How exactly does a political system divide sovereignty
between two thriving branches of government without creating animosities among the com-
peting branches that may threaten to undermine the system in the first place?De
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Learning Objectives
3.1 What Is FederalIsm?
• Define federalism and compare it to other forms of government, including con-
federations and unitary systems of government
• Explain how the Constitution differentiates between federal government pow-
ers, state government powers, and concurrent powers
• Describe the powers accorded to Congress under Article I
• Explain the significance of the supremacy clause, the preemption doctrine, and
the full faith and credit clause of Article IV in distributing sovereignty
3.2 the hIstory oF amerICan FederalIsm
• Define the five eras of American federalism and assess the role played by the
Supreme Court in articulating state–federal relations during each era
• Evaluate different forms of federalism (layer-cake federalism versus marble-
cake federalism) in the modern era
3.3 Why FederalIsm? advantages and dIsadvantages
• Identify the advantages and disadvantages of federalism in terms of fairness
and accountability
WATCH & LEARN for American Government
Watch a brief “What Do You Know?” video summarizing Federalism.
53048_ch03_ptg01_hr_054-075.indd 55 09-11-2014 09:16:26
56 57
# 153120 Cust: Cengage Au: Dautrich Pg. No. 56
Title: The Enduring Democracy, 4e
C / M / Y / K
Short / Normal
DESIGN SERVICES OF
S4carliSle
Publishing Services
Now
Although Congress often injects itself.
Constitutional Law National Power and Federalism ~ Sixth.docxmaxinesmith73660
Constitutional Law
National Power and Federalism
~ Sixth Edition
~ Christopher N. May and Allan Ides
Judicial Review
§I. I INTRODUCTION AND OVERVIEW
In the constitutional law course, we study the United States Constitution as it
has been interpreted and explained by the federal courts for more than 2 0 0
years. The Constitution itself is an amazingly short document. Stripped of its
amendments, the Constitution occupies fewer than a dozen pages in your
casebook. Even with its amendments, the document is barely 20 pages long.
Yet while the Constitution itself is extremely brief, the interpretation of it
can be exceedingly complex. The bulk of your constitutional law textbook
consists of cases in which a court-usually the U.S. Supreme Court-has
been asked to decide whether certain government decisions or practices
are invalid because they violate the requirements of the Constitution . This
process by which courts rule on the constitutionality of actions taken by
federal and state officials is known as judicial review.
Judicial review is the fountain of constitutional law. This is true for
several reasons. First, the process of judicial review has created the body
of reported decisions that we think of as the law of the Constitution. When we
wish to know whether or not the Constitution allows a particular govern-
mental practice, we usually look first to previous court decisions that have
interpreted the constitutional provisions in question. Without this steadily
accumulating body of case law, we would have little definitive guidance as
to the meaning of the Constitution.
Second, it is the process of judicial review that renders the Constitu tion
binding and enforceable as law. In the absence of judicial review, the Con-
stitution would be little more than a statement of normative principles and
I . judicial Review
ideals-similar to the Golden Rule or to the Universal Declaration of 2
Rights . Public officials w ould fmd it much easier to ignore the Cons ·
and statutes that were contrary to the Constitution might still be en:
Judicial review serves as a mechanism by which public officials m ay be -
pelled to perform their duties in accordance with the Constitution.
This chapter examines the doctrine of judicial review as it was r ~
oped by the Supreme Court in the early nineteenth century. In revie,•i.:::: -3
debate surrounding the legitimacy of this doctrine, we will see that:!l __ .
in the Constitution's text specifically authorizes the federal courts to ?"
the validity of actions taken by the other branches of the federal goye....~
or by the states. Yet the historical backdrop against which judicial ~e-.-,::
emerged makes clear that the doctrine is fully consistent with th e Fmc::
conception of a balanced democracy in which abuses of p ow er ·-·-
branch may be checked or prevented by actions of the coordinate bra.:::
In this chapter we will also explore the question of what sources a:J.,...
The document summarizes key points from Chapter 2 of a civics textbook. It discusses the basic concepts of government that English colonists brought to America, including the need for order, limited government, and representative rule. It also describes the influence of important English documents like the Magna Carta. The colonies were organized into three types: royal, proprietary, and charter colonies. The chapter then examines the political beginnings of the United States, including the weaknesses of the Articles of Confederation, calls for a stronger national government, and the compromises reached at the Constitutional Convention to create the new governing framework.
The document summarizes the key events in early American political history and the development of the US government. It discusses how the colonists brought concepts of limited and representative government from England. It then covers the weaknesses of the Articles of Confederation, leading to the Constitutional Convention and debates between the Federalists and Anti-Federalists. The Constitution was eventually ratified after compromises were reached, and the new government under George Washington was inaugurated in New York in 1789.
The Articles of Confederation established the first government for the United States after the Revolutionary War. It created a weak central government that had limited powers and could not force the states to comply with its requests. This led to economic problems between the states and with foreign nations. Events like Shays' Rebellion revealed the weaknesses of the Articles of Confederation and convinced many that a stronger central government was needed.
This document provides an overview of the creation of new governments following the American Revolution. It describes how the Articles of Confederation created a very weak national government with limited powers, leading to problems like financial troubles, inflation, and Shays' Rebellion. This convinced leaders that a stronger Constitution was needed to address problems facing the early United States. The new Constitution strengthened the national government by creating separate branches, allowing amendments, and giving powers like taxation and regulation of commerce.
This document provides an overview of the creation of new governments following the American Revolution. It describes how the Articles of Confederation created a very weak national government with limited powers, which led to problems like financial troubles, inflation, and Shays' Rebellion. This convinced leaders that a stronger central government was needed, which led to the drafting of the U.S. Constitution to address the failures of the Articles of Confederation by strengthening the national government while balancing federal and state powers.
The solution is the constitution not artilce vmiscott57
With a surge of pressure being put on state legislators this year to apply for an Article V convention, here are three reasons to oppose all such constitutional convention applications.
Business UseWeek 1 Assignment #1Instructions1. Plea.docxfelicidaddinwoodie
Business Use
Week 1: Assignment #1
Instructions
1. Please read these two articles:
· Using forensics against a fitbit device to solve a murder: https://www.cbsnews.com/news/the-fitbit-alibi-21st-century-technology-used-to-help-solve-wisconsin-moms-murder/
· How Amazon Echo could be forensically analyzed! https://www.theverge.com/2017/1/6/14189384/amazon-echo-murder-evidence-surveillance-data
2. Then go around in your residence / dwelling (home, apartment, condo, etc) and be creative.
3. Identify at least five appliances or devices that you THINK could be forensically analyzed and then identify how this might be useful in an investigation. Note - do not count your computer or mobile device. Those are obvious!
4. I expect at least one paragraph answer for each device.
Why did I assign this?
The goal is to have you start THINKING about how any device, that is capable of holding electronic data (and transmitting to the Internet) could be useful in a particular investigation!
Due Date
This is due by Sunday, May 10th at 11:59PM
Surname 6
Informative speech on George Stinney Jr.
A. Info research analysis
The general purpose of the speech was to inform people about the civil injustice being done against the African American community in the United States. The specific purpose of the speech was to portray to the audience how an innocent 14-year old black boy suffered in the hands of the South Carolina State law enforcing officers. He was falsely accused of killing two white girls and electrocuted within two months after conviction.
I decided the topic of my speech after perusing through all the suggested topics ad found that the story of George Stinney Jr. was touching and emotional entirely.
This topic benefits the audience and the society in general by giving them an insight of the cruelty that the American law system has against the African American community. The audience gets to know how the shady investigations were done with claims that George had pleaded guilty to the charges of murder when there was no real evidence tying him to the crime or a signed plea agreement.
The alternative view that I found in the research was the version of the investigating officer of the case who claimed that the 14-year old boy managed to kill two girls aged 11 and 7 with a blunt object and ditch them in a nearby trench. This alternative point of view did not make sense because it is hard for a 14-year old boy to use the force that was reported by postmortem results to kill the girls. Therefore, I knew everything was a lie and I had to take the point of view of George’s innocence.
B. informative outline
Introduction:
George Stinney Jr. was an African American boy born on October 21, 1929 in Pinewood, South Carolina, U.S. He is considered as the youngest person to be executed by the United State government in 20th century.
Main body
Investigations of the alleged crimes (Bickford, 05)
The investigations concerning the alleged crimes of George S.
Business UsePALADIN ASSIGNMENT ScenarioYou are give.docxfelicidaddinwoodie
Business Use
PALADIN ASSIGNMENT
Scenario:
You are given a PC and you are faced with this scenario: you don’t know the password to the PC which means you can’t login so you can use a forensic tool like FTK IMAGER to capture the hard drive as a bit-for-bit forensic image AND/OR
1. The hard drive is either soldiered onto the motherboard (there are some new hard drives like this!) or cannot be removed because the screws are stripped (this has happened to me);
2. Even if you figured out the password or got an admin password the PC may have its USB ports blocked via a GPO policy (this is very common in corporations now);
3. Even if you can get the GPO policy overridden you may have some concerns about putting it on the network (which is true especially if you are dealing with malware).
So what you can you do? The best solution is to boot the PC up into forensically sound environment that lets you bypass the password aspect; GPO policy; etc and take a bit-for-bit image. One software that has done the job very well for me is Paladin.
How to get points
If you can send me a screenshot showing me that you had installed Paladin .ISO and made your USB device a bootable device with Paladin using Rufus then you get 10 points.
If you can send me a screenshot showing that you had a chance to boot your computer into Paladin then you will earn an extra 10 points. It is not necessary for you to take a forensic image of your PC but I have included generic instructions here.
Assumptions:
1. You have downloaded Rufus on your computer
2. You have downloaded Paladin on your computer.
Instructions:
1. Make sure you have at least one USB drive.
2. If not down already, download Rufus from https://rufus.ie/.
3. If not done already, download the Paladin ISO image from this website: https://sumuri.com/product/paladin-64-bit-version-7/ which is free. It’s suggested price is $25.00 but you can adjust the price to $0 then order. To be clear – do not pay anything.
4. Insert the USB device in your computer.
5. Run Rufus where you install the Paladin .ISO file on the USB device and make it bootable. Now I could provide you step by step instructions, but this is a Masters class so I want you to explore a bit and figure this out. One good video is this: https://www.youtube.com/watch?v=V6JehM0WDTI.
6. After you are done using Rufus where you have installed Paladin.ISO on the USB device and made it bootable then make sure the USB device is in the PC.
7. Restart your PC. Press F9(HP) laptop) or F12 (Dell laptop) so you can be taken into the BIOS bootup menu.
8. This is where things get a bit tricky e.g. your compute may be configured differently where you have to adjust your BIOS settings. If you do not feel comfortable doing this then stop here. I do not want you to mess up your computer. You have already earned ten extra points!
9. If you still proceed then you will see a list of bootable devices. You may, for example, see a list of devices. Pick the device .
Business UsePractical Connection WorkThis work is a writte.docxfelicidaddinwoodie
Business Use
Practical Connection Work
This work is a written assignment where students will demonstrate how this course research has connected and been put into practice within their own career.
Assignment:
Provide a reflection of at least 500 words of how the knowledge, skills, or theories of this course, to date, have been applied, or could be applied, in a practical manner to your current work environment.
If you are not currently working, then this is where you can be creative and identify how you THINK this could be applied to an employment opportunity in your field of study.
Requirements:
Provide a 500 word minimum reflection.
Use of proper APA formatting and citations. If supporting evidence from outside resources is used those must be properly cited.
Share a personal connection that identifies specific knowledge and theories from this course.
You should NOT provide an overview of the assignments given in the course. Reflect and write about how the knowledge and skills obtained through meeting course objectives were applied or could be applied in the workplace.
// Pediatric depressionTherapy for Pediatric Clients with Mood Disorders
An African American Child Suffering From Depression
BACKGROUND INFORMATION
The client is an 8-year-old African American male who arrives at the ER with his mother. He is exhibiting signs of depression.
Client complained of feeling “sad” Mother reports that teacher said child is withdrawn from peers in class Mother notes decreased appetite and occasional periods of irritation Client reached all developmental landmarks at appropriate ages Physical exam unremarkable Laboratory studies WNL Child referred to psychiatry for evaluation Client seen by Psychiatric Nurse Practitioner
MENTAL STATUS EXAM
Alert & oriented X 3, speech clear, coherent, goal directed, spontaneous. Self-reported mood is “sad”. Affect somewhat blunted, but child smiled appropriately at various points throughout the clinical interview. He denies visual or auditory hallucinations. No delusional or paranoid thought processes noted. Judgment and insight appear to be age-appropriate. He is not endorsing active suicidal ideation, but does admit that he often thinks about himself being dead and what it would be like to be dead.
The PMHNP administers the Children's Depression Rating Scale, obtaining a score of 30 (indicating significant depression)
RESOURCES
§ Poznanski, E., & Mokros, H. (1996). Child Depression Rating Scale--Revised. Los Angeles, CA: Western Psychological Services.
Decision Point OneSelect what the PMHNP should do:Begin Zoloft 25 mg orally daily
Begin Paxil 10 mg orally daily
Begin Wellbutrin 75 mg orally BID
.
Business System Analyst
SUMMARY:
· Cognos Business In experience intelligence with expertise in Software Design, Development, and Analysis, Teradata, Testing, Data Warehouse and Business Intelligence tools.
· Expertise in Cognos 11/10.2, 10.1, 8.x (Query Studio, Report Studio, Analysis Studio, Business Insight/Workspace, Business Insight/Workspace Advanced, Metric Studio (Score carding), Framework Manager, Cognos Connection)
· Expertise in Installation and Configuration of Cognos BI Products in Distributed environment on Windows
· Expertise with Framework Manager Modeling (Physical Layer, Business Layer, Packages) and Complex Report building with Report Studio.
· Expertise developing complex reports using drill-through reports, prompts, dashboards, master-detail, burst-reports, dynamic filtering in Cognos.
· Expertise in creating Dashboard reports using Java Script in Report studio.
· Expertise in building scorecard reports and dashboard reports using metric studio.
· Expertise with Transformer models and cubes that were used in Power play analysis and also these cubes were used in various Analysis Studio reports.
· Expertise with MDX Functions in Report Studio using Multi-dimensional Sources.
· Expertise with Cognos security (LDAP, Active Directory, Access manager, object level security, data security).
· Expertise with Tabbed Inter-phases and with Interactive Behavior of value based chart highlighting.
· Sound Skills in developing SQL Scripts, PL/SQL Stored Procedures, functions, packages.
· Expertise on production support and troubleshoot/test issues with existing reports and cubes.
· Experienced with MS SQL Server BI Tools like SSIS, SSRS and SSAS.
· Expertise in creation of packages, Data and Control tasks, Reports and Cubes using MS SQL Server BI Tools.
· Ability to translate business requirements into technical specifications and interact with end users to gather requirements for reporting.
· Good understanding of business process in Financial, Insurance and Healthcare areas.
· Expertise in infrastructure design for the cognos environment and security setup for different groups as per business requirement.
· Creating training material on all the Ad-Hoc training
· Expertise in all the basic administrative tasks like deployments, routing rule setup’s , user group setup , folder level securities etc.
· Have deployment knowledge of IBM Cognos report in Application servers like WAS.
· Have knowledge on handling securities and administration functionalities on IBM Cognos 10.x
· Good work ethics, detail oriented, fast learner, team oriented, flexible and adaptable to all kinds of stressful environments. Possess excellent communication and interpersonal skills.
Technical Skills:
BI Platform
Cognos 11,10.2, 10.1, 8.x (Query Studio, Report Studio, Analysis Studio, Business Insight/Workspace, Business Insight/Workspace Advanced, Metric Studio (Score carding), Framework Manager, Cognos Connection)
Data Base
MS Access, MS SQL Server, Orac.
Business StrategyOrganizations have to develop an international .docxfelicidaddinwoodie
Business Strategy
Organizations have to develop an international Human Resources Management Strategy, when they expand globally. Which do you think is more critical for international Human Resource Management:
Understanding the cultural environment, or
Understanding the political and legal environment?
Please choose 1 position and give a rationale; examples are also a way to demonstrate your understanding of the learning concepts.
.
Business StrategyGroup BCase Study- KFC Business Analysis.docxfelicidaddinwoodie
Business Strategy
Group B
Case Study- KFC Business Analysis
Abstract
Introduced in 1952 by Colonel Sanders
Second largest restaurant chain today in terms of popularity
Annual revenue of $23 billion
Diversified its menu to suit cultural needs of people across different countries
Hindering factors in KFC’s growth are growing consumer health consciousness, animal welfare criticism, environmental criticism
Introduction
KFC was born in 1952 and its founder was Colonel Sanders
First franchise to grow globally over international market
By the 1960s – 1980s the market was booming in countries like England, Mexico, China
Management and ownership transferred over the years to Heublin, Yum Brands and PepsiCo.
Annual revenue of $23 billion in 2013
KFC had expanded its menu to suit cultural needs of people across different countries
Hindering factors in KFC’s growth are growing consumer health consciousness, animal welfare criticism, environmental criticism, logistic management issue in UK, cultural differences in Asian countries towards accepting the fried chicken menu.
Factors contributing to KFC’s global success
The core reason for KFCs success is it’s mandate to follow strict franchise protocols that have continuously satisfied customers demands:
The quality of the chicken cooked in KFC has certain specific guidelines
The size of the restaurant should be 24x60 feet.
The restaurant washrooms and ktichen has certain cleanliness standards
Food that is not sold off needs to be trashed
The workers need to have a specific clothing and uniform.
A certain % of the gross earnings should be used for advertisement and R&D
Air conditioning is mandatory in the outlets
Global number of KFC restaurants in the past decade
Importance of cultural factors to KFC’s sales success in India and China
Culture is the collective programming of the human mind that distinguishes the members of one human group from those of another. Culture in this sense is a system of collectively held values
“Culture is everything that people have, think, and do as members of their society”, which demonstrating that culture is made up of (1) material objects; (2) ideas, values, attitudes and beliefs; and (3) specified, or expected behavior.
Many scholars have theorized and studied the notion of cross-cultural adaptation, which tends to move from one culture to another one, by learning the elements such as rules, norms, customs, and language of the new culture (Oberg 1960, Keefe and Padilla 1987, Kealey 1989). According to Ady (1995),
“Cultural adaptation is the evolutionary process by which an individual modifies his personal habits and customs to fit into a particular culture. It can also refer to gradual changes within a culture or society that occur as people from different backgrounds participating in the culture and sharing their perspectives and practices.”
Cultural factors in India that go against KFC’s original recipe.
.
Business Strategy Differentiation, Cost Leadership, a.docxfelicidaddinwoodie
This document discusses various concepts related to business strategy and competitive advantage. It begins by defining a business-level strategy and outlining the "who, what, why, and how" of competing for advantage. It then discusses how industry and firm effects jointly determine competitive advantage. Key ideas around generating and sustaining advantage through barriers to imitation are presented. The document also discusses concepts like differentiation advantage, cost leadership, learning curves, economies of scale, value chains, and the resource-based view of the firm. Strategic coherence and dynamic strategic activity systems are defined.
Business RequirementsReference number Document Control.docxfelicidaddinwoodie
Business Requirements
Reference number:
Document Control
Change Record
Date
Author
Version
Change Reference
Reviewers
Name
Position
Table of Contents
2Document Control
1
Business Requirements
4
1.1
Project Overview
4
1.2
Background including current process
4
1.3
Scope
4
1.3.1
Scope of Project
4
1.3.2
Constraints and Assumptions
5
1.3.3
Risks
5
1.3.4
Scope Control
5
1.3.5
Relationship to Other Systems/Projects
5
1.3.6
Definition of Terms (if applicable)
5
1 Business Requirements
1.1 Project Overview
Provide a short, yet complete, overview of the project.
1.2 Background including current process
Describe the background to the project, (same section may be reused in the Quality Plan) include:
This project is
The project goal is to
The IT role for this project is
1.3 Scope
1.3.1 Scope of Project
The scope of this project includes a number of areas. For each area, there should be a corresponding strategy for incorporating these areas into the overall project.
Applications
In order to meet the target production date, only these applications will be implemented:
Sites
These sites are considered part of the implementation:
Process Re-engineering
Re-engineering will
Customization
Customizations will be limited to
Interfaces
the interfaces included are:
Architecture
Application and Technical Architecture will
Conversion
Only the following data and volume will be considered for conversion:
Testing
Testing will include only
Funding
Project funding is limited to
Training
Training will be
Education
Education will include
1.3.2 Constraints and Assumptions
The following constraints have been identified:
The following assumptions have been made in defining the scope, objectives and approach:
1.3.3 Risks
The following risks have been identified as possibly affecting the project during its progression:
1.3.4 Scope Control
The control of changes to the scope identified in this document will be managed through the Change Control, with business owner representative approval for any changes that affect cost or timeline for the project.
1.3.5 Relationship to Other Systems/Projects
It is the responsibility of the business unit to inform IT of other business initiatives that may impact the project. The following are known business initiatives:
1.3.6 Definition of Terms (if applicable)
List any definitions that will be used throughout the duration of the project.
5
A working structure is the fundamental programming that bargains with all the mechanical social affair and other programming on a PC. It other than pulls in us to visit with the PC without perceiving how to talk the piece PC programs language's. A working structure is inside theory of programming on a contraption that keeps everything together. Working systems visit with the's contraption. They handle everything from your solace and mice to the Wi-Fi radio, gathering contraptions, and show. Symbolically, a worki.
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# 153120 Cust Cengage Au Dautrich Pg. No. 54 Title T.docxAASTHA76
# 153120 Cust: Cengage Au: Dautrich Pg. No. 54
Title: The Enduring Democracy, 4e
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3 Federalism
Chapter
The national cemetery at Gettysburg,
where states’ rights were contested
most violently in 1863.
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Federalism
T
he term federal comes from the Latin foedus, which means a covenant, or an agree-
ment linking different entities. A federal (or federated) system of government is one in
which power is divided between a central authority and constituent political subunits.
Both types of government are linked in order to provide for the pursuit of common ends; at the
same time, each government maintains its own integrity. Federalism, the doctrine underlying
such a system, generally requires the existence of a central government tier and at least one ma-
jor subnational tier of governments (usually referred to as “states” or “provinces”). Each tier is
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between two thriving branches of government without creating animosities among the com-
peting branches that may threaten to undermine the system in the first place?De
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Learning Objectives
3.1 What Is FederalIsm?
• Define federalism and compare it to other forms of government, including con-
federations and unitary systems of government
• Explain how the Constitution differentiates between federal government pow-
ers, state government powers, and concurrent powers
• Describe the powers accorded to Congress under Article I
• Explain the significance of the supremacy clause, the preemption doctrine, and
the full faith and credit clause of Article IV in distributing sovereignty
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Constitutional Law National Power and Federalism ~ Sixth.docxmaxinesmith73660
Constitutional Law
National Power and Federalism
~ Sixth Edition
~ Christopher N. May and Allan Ides
Judicial Review
§I. I INTRODUCTION AND OVERVIEW
In the constitutional law course, we study the United States Constitution as it
has been interpreted and explained by the federal courts for more than 2 0 0
years. The Constitution itself is an amazingly short document. Stripped of its
amendments, the Constitution occupies fewer than a dozen pages in your
casebook. Even with its amendments, the document is barely 20 pages long.
Yet while the Constitution itself is extremely brief, the interpretation of it
can be exceedingly complex. The bulk of your constitutional law textbook
consists of cases in which a court-usually the U.S. Supreme Court-has
been asked to decide whether certain government decisions or practices
are invalid because they violate the requirements of the Constitution . This
process by which courts rule on the constitutionality of actions taken by
federal and state officials is known as judicial review.
Judicial review is the fountain of constitutional law. This is true for
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of reported decisions that we think of as the law of the Constitution. When we
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mental practice, we usually look first to previous court decisions that have
interpreted the constitutional provisions in question. Without this steadily
accumulating body of case law, we would have little definitive guidance as
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Second, it is the process of judicial review that renders the Constitu tion
binding and enforceable as law. In the absence of judicial review, the Con-
stitution would be little more than a statement of normative principles and
I . judicial Review
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This chapter examines the doctrine of judicial review as it was r ~
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The document summarizes key points from Chapter 2 of a civics textbook. It discusses the basic concepts of government that English colonists brought to America, including the need for order, limited government, and representative rule. It also describes the influence of important English documents like the Magna Carta. The colonies were organized into three types: royal, proprietary, and charter colonies. The chapter then examines the political beginnings of the United States, including the weaknesses of the Articles of Confederation, calls for a stronger national government, and the compromises reached at the Constitutional Convention to create the new governing framework.
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This document provides an overview of the creation of new governments following the American Revolution. It describes how the Articles of Confederation created a very weak national government with limited powers, leading to problems like financial troubles, inflation, and Shays' Rebellion. This convinced leaders that a stronger Constitution was needed to address problems facing the early United States. The new Constitution strengthened the national government by creating separate branches, allowing amendments, and giving powers like taxation and regulation of commerce.
This document provides an overview of the creation of new governments following the American Revolution. It describes how the Articles of Confederation created a very weak national government with limited powers, which led to problems like financial troubles, inflation, and Shays' Rebellion. This convinced leaders that a stronger central government was needed, which led to the drafting of the U.S. Constitution to address the failures of the Articles of Confederation by strengthening the national government while balancing federal and state powers.
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Business UseWeek 1 Assignment #1Instructions1. Plea.docxfelicidaddinwoodie
Business Use
Week 1: Assignment #1
Instructions
1. Please read these two articles:
· Using forensics against a fitbit device to solve a murder: https://www.cbsnews.com/news/the-fitbit-alibi-21st-century-technology-used-to-help-solve-wisconsin-moms-murder/
· How Amazon Echo could be forensically analyzed! https://www.theverge.com/2017/1/6/14189384/amazon-echo-murder-evidence-surveillance-data
2. Then go around in your residence / dwelling (home, apartment, condo, etc) and be creative.
3. Identify at least five appliances or devices that you THINK could be forensically analyzed and then identify how this might be useful in an investigation. Note - do not count your computer or mobile device. Those are obvious!
4. I expect at least one paragraph answer for each device.
Why did I assign this?
The goal is to have you start THINKING about how any device, that is capable of holding electronic data (and transmitting to the Internet) could be useful in a particular investigation!
Due Date
This is due by Sunday, May 10th at 11:59PM
Surname 6
Informative speech on George Stinney Jr.
A. Info research analysis
The general purpose of the speech was to inform people about the civil injustice being done against the African American community in the United States. The specific purpose of the speech was to portray to the audience how an innocent 14-year old black boy suffered in the hands of the South Carolina State law enforcing officers. He was falsely accused of killing two white girls and electrocuted within two months after conviction.
I decided the topic of my speech after perusing through all the suggested topics ad found that the story of George Stinney Jr. was touching and emotional entirely.
This topic benefits the audience and the society in general by giving them an insight of the cruelty that the American law system has against the African American community. The audience gets to know how the shady investigations were done with claims that George had pleaded guilty to the charges of murder when there was no real evidence tying him to the crime or a signed plea agreement.
The alternative view that I found in the research was the version of the investigating officer of the case who claimed that the 14-year old boy managed to kill two girls aged 11 and 7 with a blunt object and ditch them in a nearby trench. This alternative point of view did not make sense because it is hard for a 14-year old boy to use the force that was reported by postmortem results to kill the girls. Therefore, I knew everything was a lie and I had to take the point of view of George’s innocence.
B. informative outline
Introduction:
George Stinney Jr. was an African American boy born on October 21, 1929 in Pinewood, South Carolina, U.S. He is considered as the youngest person to be executed by the United State government in 20th century.
Main body
Investigations of the alleged crimes (Bickford, 05)
The investigations concerning the alleged crimes of George S.
Business UsePALADIN ASSIGNMENT ScenarioYou are give.docxfelicidaddinwoodie
Business Use
PALADIN ASSIGNMENT
Scenario:
You are given a PC and you are faced with this scenario: you don’t know the password to the PC which means you can’t login so you can use a forensic tool like FTK IMAGER to capture the hard drive as a bit-for-bit forensic image AND/OR
1. The hard drive is either soldiered onto the motherboard (there are some new hard drives like this!) or cannot be removed because the screws are stripped (this has happened to me);
2. Even if you figured out the password or got an admin password the PC may have its USB ports blocked via a GPO policy (this is very common in corporations now);
3. Even if you can get the GPO policy overridden you may have some concerns about putting it on the network (which is true especially if you are dealing with malware).
So what you can you do? The best solution is to boot the PC up into forensically sound environment that lets you bypass the password aspect; GPO policy; etc and take a bit-for-bit image. One software that has done the job very well for me is Paladin.
How to get points
If you can send me a screenshot showing me that you had installed Paladin .ISO and made your USB device a bootable device with Paladin using Rufus then you get 10 points.
If you can send me a screenshot showing that you had a chance to boot your computer into Paladin then you will earn an extra 10 points. It is not necessary for you to take a forensic image of your PC but I have included generic instructions here.
Assumptions:
1. You have downloaded Rufus on your computer
2. You have downloaded Paladin on your computer.
Instructions:
1. Make sure you have at least one USB drive.
2. If not down already, download Rufus from https://rufus.ie/.
3. If not done already, download the Paladin ISO image from this website: https://sumuri.com/product/paladin-64-bit-version-7/ which is free. It’s suggested price is $25.00 but you can adjust the price to $0 then order. To be clear – do not pay anything.
4. Insert the USB device in your computer.
5. Run Rufus where you install the Paladin .ISO file on the USB device and make it bootable. Now I could provide you step by step instructions, but this is a Masters class so I want you to explore a bit and figure this out. One good video is this: https://www.youtube.com/watch?v=V6JehM0WDTI.
6. After you are done using Rufus where you have installed Paladin.ISO on the USB device and made it bootable then make sure the USB device is in the PC.
7. Restart your PC. Press F9(HP) laptop) or F12 (Dell laptop) so you can be taken into the BIOS bootup menu.
8. This is where things get a bit tricky e.g. your compute may be configured differently where you have to adjust your BIOS settings. If you do not feel comfortable doing this then stop here. I do not want you to mess up your computer. You have already earned ten extra points!
9. If you still proceed then you will see a list of bootable devices. You may, for example, see a list of devices. Pick the device .
Business UsePractical Connection WorkThis work is a writte.docxfelicidaddinwoodie
Business Use
Practical Connection Work
This work is a written assignment where students will demonstrate how this course research has connected and been put into practice within their own career.
Assignment:
Provide a reflection of at least 500 words of how the knowledge, skills, or theories of this course, to date, have been applied, or could be applied, in a practical manner to your current work environment.
If you are not currently working, then this is where you can be creative and identify how you THINK this could be applied to an employment opportunity in your field of study.
Requirements:
Provide a 500 word minimum reflection.
Use of proper APA formatting and citations. If supporting evidence from outside resources is used those must be properly cited.
Share a personal connection that identifies specific knowledge and theories from this course.
You should NOT provide an overview of the assignments given in the course. Reflect and write about how the knowledge and skills obtained through meeting course objectives were applied or could be applied in the workplace.
// Pediatric depressionTherapy for Pediatric Clients with Mood Disorders
An African American Child Suffering From Depression
BACKGROUND INFORMATION
The client is an 8-year-old African American male who arrives at the ER with his mother. He is exhibiting signs of depression.
Client complained of feeling “sad” Mother reports that teacher said child is withdrawn from peers in class Mother notes decreased appetite and occasional periods of irritation Client reached all developmental landmarks at appropriate ages Physical exam unremarkable Laboratory studies WNL Child referred to psychiatry for evaluation Client seen by Psychiatric Nurse Practitioner
MENTAL STATUS EXAM
Alert & oriented X 3, speech clear, coherent, goal directed, spontaneous. Self-reported mood is “sad”. Affect somewhat blunted, but child smiled appropriately at various points throughout the clinical interview. He denies visual or auditory hallucinations. No delusional or paranoid thought processes noted. Judgment and insight appear to be age-appropriate. He is not endorsing active suicidal ideation, but does admit that he often thinks about himself being dead and what it would be like to be dead.
The PMHNP administers the Children's Depression Rating Scale, obtaining a score of 30 (indicating significant depression)
RESOURCES
§ Poznanski, E., & Mokros, H. (1996). Child Depression Rating Scale--Revised. Los Angeles, CA: Western Psychological Services.
Decision Point OneSelect what the PMHNP should do:Begin Zoloft 25 mg orally daily
Begin Paxil 10 mg orally daily
Begin Wellbutrin 75 mg orally BID
.
Business System Analyst
SUMMARY:
· Cognos Business In experience intelligence with expertise in Software Design, Development, and Analysis, Teradata, Testing, Data Warehouse and Business Intelligence tools.
· Expertise in Cognos 11/10.2, 10.1, 8.x (Query Studio, Report Studio, Analysis Studio, Business Insight/Workspace, Business Insight/Workspace Advanced, Metric Studio (Score carding), Framework Manager, Cognos Connection)
· Expertise in Installation and Configuration of Cognos BI Products in Distributed environment on Windows
· Expertise with Framework Manager Modeling (Physical Layer, Business Layer, Packages) and Complex Report building with Report Studio.
· Expertise developing complex reports using drill-through reports, prompts, dashboards, master-detail, burst-reports, dynamic filtering in Cognos.
· Expertise in creating Dashboard reports using Java Script in Report studio.
· Expertise in building scorecard reports and dashboard reports using metric studio.
· Expertise with Transformer models and cubes that were used in Power play analysis and also these cubes were used in various Analysis Studio reports.
· Expertise with MDX Functions in Report Studio using Multi-dimensional Sources.
· Expertise with Cognos security (LDAP, Active Directory, Access manager, object level security, data security).
· Expertise with Tabbed Inter-phases and with Interactive Behavior of value based chart highlighting.
· Sound Skills in developing SQL Scripts, PL/SQL Stored Procedures, functions, packages.
· Expertise on production support and troubleshoot/test issues with existing reports and cubes.
· Experienced with MS SQL Server BI Tools like SSIS, SSRS and SSAS.
· Expertise in creation of packages, Data and Control tasks, Reports and Cubes using MS SQL Server BI Tools.
· Ability to translate business requirements into technical specifications and interact with end users to gather requirements for reporting.
· Good understanding of business process in Financial, Insurance and Healthcare areas.
· Expertise in infrastructure design for the cognos environment and security setup for different groups as per business requirement.
· Creating training material on all the Ad-Hoc training
· Expertise in all the basic administrative tasks like deployments, routing rule setup’s , user group setup , folder level securities etc.
· Have deployment knowledge of IBM Cognos report in Application servers like WAS.
· Have knowledge on handling securities and administration functionalities on IBM Cognos 10.x
· Good work ethics, detail oriented, fast learner, team oriented, flexible and adaptable to all kinds of stressful environments. Possess excellent communication and interpersonal skills.
Technical Skills:
BI Platform
Cognos 11,10.2, 10.1, 8.x (Query Studio, Report Studio, Analysis Studio, Business Insight/Workspace, Business Insight/Workspace Advanced, Metric Studio (Score carding), Framework Manager, Cognos Connection)
Data Base
MS Access, MS SQL Server, Orac.
Business StrategyOrganizations have to develop an international .docxfelicidaddinwoodie
Business Strategy
Organizations have to develop an international Human Resources Management Strategy, when they expand globally. Which do you think is more critical for international Human Resource Management:
Understanding the cultural environment, or
Understanding the political and legal environment?
Please choose 1 position and give a rationale; examples are also a way to demonstrate your understanding of the learning concepts.
.
Business StrategyGroup BCase Study- KFC Business Analysis.docxfelicidaddinwoodie
Business Strategy
Group B
Case Study- KFC Business Analysis
Abstract
Introduced in 1952 by Colonel Sanders
Second largest restaurant chain today in terms of popularity
Annual revenue of $23 billion
Diversified its menu to suit cultural needs of people across different countries
Hindering factors in KFC’s growth are growing consumer health consciousness, animal welfare criticism, environmental criticism
Introduction
KFC was born in 1952 and its founder was Colonel Sanders
First franchise to grow globally over international market
By the 1960s – 1980s the market was booming in countries like England, Mexico, China
Management and ownership transferred over the years to Heublin, Yum Brands and PepsiCo.
Annual revenue of $23 billion in 2013
KFC had expanded its menu to suit cultural needs of people across different countries
Hindering factors in KFC’s growth are growing consumer health consciousness, animal welfare criticism, environmental criticism, logistic management issue in UK, cultural differences in Asian countries towards accepting the fried chicken menu.
Factors contributing to KFC’s global success
The core reason for KFCs success is it’s mandate to follow strict franchise protocols that have continuously satisfied customers demands:
The quality of the chicken cooked in KFC has certain specific guidelines
The size of the restaurant should be 24x60 feet.
The restaurant washrooms and ktichen has certain cleanliness standards
Food that is not sold off needs to be trashed
The workers need to have a specific clothing and uniform.
A certain % of the gross earnings should be used for advertisement and R&D
Air conditioning is mandatory in the outlets
Global number of KFC restaurants in the past decade
Importance of cultural factors to KFC’s sales success in India and China
Culture is the collective programming of the human mind that distinguishes the members of one human group from those of another. Culture in this sense is a system of collectively held values
“Culture is everything that people have, think, and do as members of their society”, which demonstrating that culture is made up of (1) material objects; (2) ideas, values, attitudes and beliefs; and (3) specified, or expected behavior.
Many scholars have theorized and studied the notion of cross-cultural adaptation, which tends to move from one culture to another one, by learning the elements such as rules, norms, customs, and language of the new culture (Oberg 1960, Keefe and Padilla 1987, Kealey 1989). According to Ady (1995),
“Cultural adaptation is the evolutionary process by which an individual modifies his personal habits and customs to fit into a particular culture. It can also refer to gradual changes within a culture or society that occur as people from different backgrounds participating in the culture and sharing their perspectives and practices.”
Cultural factors in India that go against KFC’s original recipe.
.
Business Strategy Differentiation, Cost Leadership, a.docxfelicidaddinwoodie
This document discusses various concepts related to business strategy and competitive advantage. It begins by defining a business-level strategy and outlining the "who, what, why, and how" of competing for advantage. It then discusses how industry and firm effects jointly determine competitive advantage. Key ideas around generating and sustaining advantage through barriers to imitation are presented. The document also discusses concepts like differentiation advantage, cost leadership, learning curves, economies of scale, value chains, and the resource-based view of the firm. Strategic coherence and dynamic strategic activity systems are defined.
Business RequirementsReference number Document Control.docxfelicidaddinwoodie
Business Requirements
Reference number:
Document Control
Change Record
Date
Author
Version
Change Reference
Reviewers
Name
Position
Table of Contents
2Document Control
1
Business Requirements
4
1.1
Project Overview
4
1.2
Background including current process
4
1.3
Scope
4
1.3.1
Scope of Project
4
1.3.2
Constraints and Assumptions
5
1.3.3
Risks
5
1.3.4
Scope Control
5
1.3.5
Relationship to Other Systems/Projects
5
1.3.6
Definition of Terms (if applicable)
5
1 Business Requirements
1.1 Project Overview
Provide a short, yet complete, overview of the project.
1.2 Background including current process
Describe the background to the project, (same section may be reused in the Quality Plan) include:
This project is
The project goal is to
The IT role for this project is
1.3 Scope
1.3.1 Scope of Project
The scope of this project includes a number of areas. For each area, there should be a corresponding strategy for incorporating these areas into the overall project.
Applications
In order to meet the target production date, only these applications will be implemented:
Sites
These sites are considered part of the implementation:
Process Re-engineering
Re-engineering will
Customization
Customizations will be limited to
Interfaces
the interfaces included are:
Architecture
Application and Technical Architecture will
Conversion
Only the following data and volume will be considered for conversion:
Testing
Testing will include only
Funding
Project funding is limited to
Training
Training will be
Education
Education will include
1.3.2 Constraints and Assumptions
The following constraints have been identified:
The following assumptions have been made in defining the scope, objectives and approach:
1.3.3 Risks
The following risks have been identified as possibly affecting the project during its progression:
1.3.4 Scope Control
The control of changes to the scope identified in this document will be managed through the Change Control, with business owner representative approval for any changes that affect cost or timeline for the project.
1.3.5 Relationship to Other Systems/Projects
It is the responsibility of the business unit to inform IT of other business initiatives that may impact the project. The following are known business initiatives:
1.3.6 Definition of Terms (if applicable)
List any definitions that will be used throughout the duration of the project.
5
A working structure is the fundamental programming that bargains with all the mechanical social affair and other programming on a PC. It other than pulls in us to visit with the PC without perceiving how to talk the piece PC programs language's. A working structure is inside theory of programming on a contraption that keeps everything together. Working systems visit with the's contraption. They handle everything from your solace and mice to the Wi-Fi radio, gathering contraptions, and show. Symbolically, a worki.
Business ProposalThe Business Proposal is the major writing .docxfelicidaddinwoodie
Business Proposal
The Business Proposal is the major writing assignment in the course. You are to create and submit a formal proposal that suggests how to change something within an organization. This organization can be large or small, a place of employment now or in the past, or an organization to which the students belong. From past experiences, it is best to use a business with fewer than 200 employees, and one with which you have personal experience. It could be a place where you currently work or a place you have worked or volunteered in the past.
The change can be specific to a unit or can apply to the whole organization; it can relate to how important information is distributed, who has access to important information, how information is accessed, or any other change in practices the students see as having a benefit. The proposal should be directed to the person or committee with the power to authorize the change. However, if you are working within a large organization, and asking for a small organizational change, communicating with a CEO or president may not make the most sense. You need to think about who within the organization might be the best person for the type of change suggested.
For the submission, you are to follow the guidelines for formal proposals available in Chapter 10 of the text. You can review 10.1, 10.4, and 10.19 for more information about specific components for a well-written formal business proposal. A complete proposal must have all required sections of a formal report excluding the copy of an RFP and the Authorization. The final draft of the proposal should be 1500–2000 words, and include the following necessary formal proposal components:
Letter of transmittal
Executive summary
Title page
Table of contents
List of illustrations
Introduction
Background: Purpose/problem
Proposal: plan, schedule, details
Staffing
Budget
Appendix
Formatting does matter for this assignment, and you are to check the text for details about how to format and draft the different proposal segments. Proposals don't just have text; graphics and charts are necessary, too. In addition, research is important, and footnotes and references must be included. All content should be concise, clear, and detailed. The proposal should be well-written with appropriate grammar, spelling, and punctuation.
This is a scaffolded writing project that consists of four assignments.
.
Business ProjectProject Progress Evaluation Feedback Form .docxfelicidaddinwoodie
Business Project
Project Progress Evaluation
Feedback Form Week 3
Date:
__________________________________________________
Student Name:
__________________________________________________
__________________________________________________
Project Title: Effect Of Increasing Training Budget
Project Type: Business Research
Researchers:
Has a topic been chosen and a problem statement created?
Yes { } NO { }
Was the problem statement submitted in a 1-4 page paper that includes an introduction to the topic with appropriate documentation?
Yes { } No { }
Specifically, if any, needs additional content or rewriting to create more clarity? What specific recommendations do you have to help in this process?
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
What is your workable timetable that states specific objectives and target completion dates for completing the final draft of the plan? Write the timetable below:
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
Feedback Form #3 – Project Proposal and Plan
▼
THE UK’S LEADING PROVIDER OF EXPERT SERVICES FOR IT PROFESSIONALS
NATIONAL COMPUTING CENTRE
IT Governance
Developing a successful governance strategy
A Best Practice guide for decision makers in IT
IT Governance
Developing a successful governance strategy
A Best Practice guide for decision makers in IT
The effective use of information technology is now an accepted organisational imperative - for
all businesses, across all sectors - and the primary motivation; improved communications and
commercial effectiveness. The swift pace of change in these technologies has consigned many
established best practice approaches to the past. Today's IT decision makers and business
managers face uncertainty - characterised by a lack of relevant, practical, advice and standards
to guide them through this new business revolution.
Recognising the lack of available best practice guidance, the National Computing Centre has
created the Best Practice Series to capture and define best practice across the key aspects of
successful business.
Other Titles in the NCC Best Practice series:
IT Skills - Recruitment and Retention ISBN 0-85012-867-6
The New UK Data Protection Law ISBN 0-85012-868-4
Open Source - the UK opportunity ISBN 0-85012-874-9
Intellectual Property Rights - protecting your intellectual assets ISBN 0-85012-872-2
Aligning IT with Business Strategy ISBN 0-85012-889-7
Enterprise Architecture - underst.
BUSINESS PROCESSES IN THE FUNCTION OF COST MANAGEMENT IN H.docxfelicidaddinwoodie
BUSINESS PROCESSES IN THE FUNCTION OF COST
MANAGEMENT IN HEALTHCARE INSTITUTIONS
1
1
st
IVANA DRAŽIĆ LUTILSKY
Departement of Accounting
Faculty of Economics and Business
University of Zagreb
Croatia
[email protected]
2
nd
LUCIJA JUROŠ
Faculty of Economics and Business
[email protected]
Abstract: This paper is dealing with the importance of business processes regarding costs
tracking and cost management in healthcare institutions. Various changes within the health
care system and funding of hospitals require the introduction of management information
systems and cost accounting. The introduction of cost accounting in public hospitals would
allow the planning and control of costs, monitoring of costs per patient or service and the
calculation of indicators for the analysis and assessment of the economic performance of the
business of public hospitals and lead to the transparency of budget spending. A model that
would be suited to the introduction in the public hospital is full cost allocation model based on
activities or processes that occur, known as the ABC method. Given that this is a calculation
of cost of services provided through various internal business processes, it is important to
identify all business processes in order to be able to calculate the costs incurred by services.
Although the hospital does not do business with the aim to make a profit, they must follow all
the costs (direct and indirect) to be able to calculate the full costs i.e. the price of the service
provided. In addition, the long-term sustainability of business activities in terms of funding
difficulties and the continuous growth of cost of services provided, hospitals must control and
reduce the cost of the program and specific activities. Therefore, the objective of this paper is
to point out the importance of business processes while introducing ABC method.
Keywords: Business Processes, Cost management, ABC method, Healthcare Institutions
1
This work has been fully supported by University of Zagreb funding the project “Business processes in the
implementation of cost management in healthcare system”, Any opinions, findings, and conclusions or
recommendations expressed in this paper are those of the authors and do not necessarily reflect the views of
University of Zagreb.
mailto:[email protected]
1 Introduction
In recent years, the efficiency of the management in health care services and the system of
quality in health care institutions significantly increased. Patients expect more from
healthcare providers and higher standards of care. At the same time, those who pay for
health services are increasingly concerned about the rising costs of health care services, but
also the potential ineffectiveness of the health care system. Consequently, there is a broad
interest in understanding the ways of efficient work of health care management and .
Business Process Management JournalBusiness process manageme.docxfelicidaddinwoodie
Business Process Management Journal
Business process management: a maturity assessment of Saudi Arabian
organizations
Omar AlShathry,
Article information:
To cite this document:
Omar AlShathry, (2016) "Business process management: a maturity assessment of Saudi Arabian
organizations", Business Process Management Journal, Vol. 22 Issue: 3, pp.507-521, https://
doi.org/10.1108/BPMJ-07-2015-0101
Permanent link to this document:
https://doi.org/10.1108/BPMJ-07-2015-0101
Downloaded on: 04 September 2018, At: 00:11 (PT)
References: this document contains references to 26 other documents.
To copy this document: [email protected]
The fulltext of this document has been downloaded 1083 times since 2016*
Users who downloaded this article also downloaded:
(2016),"Process improvement for professionalizing non-profit organizations: BPM approach",
Business Process Management Journal, Vol. 22 Iss 3 pp. 634-658 <a href="https://doi.org/10.1108/
BPMJ-08-2015-0114">https://doi.org/10.1108/BPMJ-08-2015-0114</a>
(2016),"Ownership relevance in aspect-oriented business process models", Business
Process Management Journal, Vol. 22 Iss 3 pp. 566-593 <a href="https://doi.org/10.1108/
BPMJ-01-2015-0006">https://doi.org/10.1108/BPMJ-01-2015-0006</a>
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https://doi.org/10.1108/BPMJ-07-2015-0101
*Related content and download information correct at time of download.
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Business process management:
a maturity assessment of Saudi
Arabian organizations
Omar AlShathry
Department of Information Systems,
Imam Mohammed Bin Saud University, Riyadh, Saudi Arabia
Abstract
Purpose – Business Process Management (BPM) has become increasingly common among organizations
in d.
Business Plan[Your Name], OwnerPurdue GlobalBUSINESS PLANDate.docxfelicidaddinwoodie
Business Plan[Your Name], Owner
Purdue Global
BUSINESS PLAN
Date
1. EXECUTIVE SUMMARY
1.1 Product
1.2 Customers
1.3 What Drives Us
2. COMPANY DESCRIPTION
2.1 Mission and Vision Statements
2.2 Principal Members at Startup (In Unit 7 you will expand on this section to include medium and long term personnel plans for all team members, including the line staff.)
2.2.1 Using chapter 10 of your text, write the plan, using the section in Chapter 10 that shows how to introduce each team member and describe their background and responsibilities. You will start with the leaders and managers, then discuss other employees as needed for your company to grow.
2.2.2 Use this spreadsheet to show the planning
Leaders/managers (unit 1)
When needed (number of months/years after opening)
Outside Services Needed
Key Functions
Add line staff (Unit 7)
2.3 Legal Structure
3. MARKET RESEARCH
3.1 Industry (from SBA, Business Guides by Industry, and Bureau of Labor Statistics)
3.1.1 Industry description
3.2.1 Resources used
3.2 Customers (from SBA site fill in worksheet, then use text for spreadsheets and follow-up explanations)
Add SBA part here:
Then, fill in spreadsheet using this example from the text:
Housewife:
Married Couple:
Age:
35–65
Age:
35–55
Income:
Fixed
Income:
Medium to high
Sex:
Female
Sex:
Male or Female
Family:
Children living at home
Family:
0 to 2 children
Geographic:
Suburban
Geographic:
Suburban
Occupation:
Housewife
Occupation:
Varies
Attitude:
Security minded
Attitude:
Security minded, energy conscious
Older Couple:
Elderly:
Age:
55–75
Age:
70+
Income:
High or fixed
Income:
Fixed
Sex:
Male or Female
Sex:
Male or Female
Family:
Empty nest
Family:
Empty nest
Geographic:
Suburban
Geographic:
Suburban
Occupation:
White-collar or retired
Occupation:
Retired
Attitude:
Security minded, energy conscious
Attitude:
Security minded, energy conscious
Explain who you are targeting and where they are located. Insert information here using these guidelines:
Information About Your Target Market – Narrow your target market to a manageable size. Many businesses make the mistake of trying to appeal to too many target markets. Research and include the following information about your market:
Distinguishing characteristics – What are the critical needs of your potential customers? Are those needs being met? What are the demographics of the group and where are they located? Are there any seasonal or cyclical purchasing trends that may impact your business?
Size of the primary target market – In addition to the size of your market, what data can you include about the annual purchases your market makes in your industry? What is the forecasted market growth for this group? For more information, see the market research guide for tips and free government resources that can help you build a market profile.
How much market share can you gain? – What is the market share.
Business PlanCover Page Name of Project, Contact Info, Da.docxfelicidaddinwoodie
Business Plan
Cover Page
Name of Project, Contact Info, Date
Picture/graphics
Table of Contents
Executive Summary
The Company
The Project
The Industry
The Market
Distribution
Risk Factors
Financing
Sources
List of sources, specific articles, and websites
I WILL PROVIDE MORE INFORMATION IN CHAT TO COMPLETE PROPOSAL.
.
Business Planning and Program Planning A strategic plan.docxfelicidaddinwoodie
This document discusses business planning and program planning. It explains that a strategic plan specifies how a program will achieve its objectives, while a business plan defines the path of a business and includes its organizational structure and financial projections. The document also discusses how the financial projection element of a business plan can impact a program's strategic planning process by influencing the program's budget. Finally, it notes that a program plan should include a funding request, as outlined in a business plan, to help secure necessary resources and facilitate achieving the program's goals and objectives.
Business Plan In your assigned journal, describe the entity you wil.docxfelicidaddinwoodie
Business Plan: In your assigned journal, describe the entity you will utilize and explain your decision.
Must be:
At required length or longer
Written in American English at graduate level
Received on or before the deadline
Must pass turn it in
Written in APA with references
.
Business Plan Part IVPart IV of the Business PlanPart IV of .docxfelicidaddinwoodie
Business Plan Part IV
Part IV of the Business Plan
Part IV of the business plan is due in week 7. Together with this part, you must show to your instructor that you have implemented the necessary corrections based on the part I feedback.
Part IV Requirements
1. Financials Plan
a. Present an in-depth narrative to demonstrate the viability of your business to justify the need for funding.
b. In this section describe financial estimates and rationale which include financial statements and forms that document the viability of your proposed business and its soundness as an investment.
c. Tables and figures must be introduced in the narrative.
i. Describe the form of business (sole-proprietor, LLC, or Corporation).
ii. Prepare three-year projections for income, expenses, and sources of funds.
iii. Base predictions on industry and historical trends.
iv. Make realistic assumptions.
v. Allow for funding changes at different stages of your company’s growth.
vi. Present a written rationale for your projections.
vii. Indicate your startup costs.
viii. Detail how startup funds will be used to advance your proposed business
ix. List current capital and any other sources of funding you may have
x. Document your calculations.
xi. Use reasonable estimates or actual data (where possible).
2. Continuous Improvement System
a. Present a brief summary of the continuous improvement processes that you will utilize for quality management (Six sigma, TQM, etc).
.
BUSINESS PLAN FORMAT Whether you plan to apply for a bu.docxfelicidaddinwoodie
BUSINESS PLAN FORMAT
Whether you plan to apply for a business loan or not, you need to have a roadmap or plan to get you from where you are to the successful operation of your business. The pages that follow demonstrate the content of a simple business plan which has been found to be successful in obtaining startup funds from banks. You are encouraged to use all or whatever portions of this fit your business.
Please DO NOT write page after page of drivel or copy from someone else’s plan or one of those templates you can find on the Internet. In most cases this will not “sound" like you, nor will it be short and to the point. Those who read these things are busy people and will not be inclined to spend time reading irrelevant paperwork.
Throughout this sample, there are
italicized
comments which are meant to guide you in preparation. If you follow this format it is reasonable to expect a finished document with 15-20 pages plus the supporting documents in the last section.
If you have good quality pictures of your space, products or other items, you might include them as another way to convey just what you plan to do. A map of your location, diagram of floor space, or other illustration is also sometimes helpful. On the other hand, do not add materials simply to “bulk-up” the report.
While content is critical, it is also important to make this presentation look as good as possible. For this course, you will create the business plan in Word and submit the plan and all attachments through the Assignment drop box. That means all attachments have to be in digital form. For a bank loan or an investor, you would normally provide them with a print version. Print the pages in black ink on a high quality tinted letterhead paper. Color is not necessary but would add some interest in headlines, etc. Bind the document in a presentation folder or with a spiral binding. Don’t simply punch a staple in the upper left corner.
If your were going to pursue a bank loan or an investor, it would be normal to take this business plan to your SCORE counselor for a review and critique.
NOTE: Before you begin your inspection of the simple plan outline which follows, take a moment to review the Business Plan Checklist on the next page.
BUSINESS PLAN CHECKLIST
By way of review, here is a concise list of the basic requirements for a Business Plan, as recommended by the MIT Enterprise Forum:
·
Appropriate Arrangement
- prepare an executive summary, a table of contents and chapters in the right order.
·
Right Length
- make it not too long and not too short, not too fancy and not too plain.
·
Expectations
- give a sense of what founder(s) and the company expect to accomplish three to seven years in the future.
·
Benefits
- explain in quantitative and qualitative terms the benefit to the consumer of the products and services.
·
Marketability
- present hard evidence of the mar.
Temple of Asclepius in Thrace. Excavation resultsKrassimira Luka
The temple and the sanctuary around were dedicated to Asklepios Zmidrenus. This name has been known since 1875 when an inscription dedicated to him was discovered in Rome. The inscription is dated in 227 AD and was left by soldiers originating from the city of Philippopolis (modern Plovdiv).
Andreas Schleicher presents PISA 2022 Volume III - Creative Thinking - 18 Jun...EduSkills OECD
Andreas Schleicher, Director of Education and Skills at the OECD presents at the launch of PISA 2022 Volume III - Creative Minds, Creative Schools on 18 June 2024.
Leveraging Generative AI to Drive Nonprofit InnovationTechSoup
In this webinar, participants learned how to utilize Generative AI to streamline operations and elevate member engagement. Amazon Web Service experts provided a customer specific use cases and dived into low/no-code tools that are quick and easy to deploy through Amazon Web Service (AWS.)
How Barcodes Can Be Leveraged Within Odoo 17Celine George
In this presentation, we will explore how barcodes can be leveraged within Odoo 17 to streamline our manufacturing processes. We will cover the configuration steps, how to utilize barcodes in different manufacturing scenarios, and the overall benefits of implementing this technology.
THE SACRIFICE HOW PRO-PALESTINE PROTESTS STUDENTS ARE SACRIFICING TO CHANGE T...indexPub
The recent surge in pro-Palestine student activism has prompted significant responses from universities, ranging from negotiations and divestment commitments to increased transparency about investments in companies supporting the war on Gaza. This activism has led to the cessation of student encampments but also highlighted the substantial sacrifices made by students, including academic disruptions and personal risks. The primary drivers of these protests are poor university administration, lack of transparency, and inadequate communication between officials and students. This study examines the profound emotional, psychological, and professional impacts on students engaged in pro-Palestine protests, focusing on Generation Z's (Gen-Z) activism dynamics. This paper explores the significant sacrifices made by these students and even the professors supporting the pro-Palestine movement, with a focus on recent global movements. Through an in-depth analysis of printed and electronic media, the study examines the impacts of these sacrifices on the academic and personal lives of those involved. The paper highlights examples from various universities, demonstrating student activism's long-term and short-term effects, including disciplinary actions, social backlash, and career implications. The researchers also explore the broader implications of student sacrifices. The findings reveal that these sacrifices are driven by a profound commitment to justice and human rights, and are influenced by the increasing availability of information, peer interactions, and personal convictions. The study also discusses the broader implications of this activism, comparing it to historical precedents and assessing its potential to influence policy and public opinion. The emotional and psychological toll on student activists is significant, but their sense of purpose and community support mitigates some of these challenges. However, the researchers call for acknowledging the broader Impact of these sacrifices on the future global movement of FreePalestine.
This presentation was provided by Rebecca Benner, Ph.D., of the American Society of Anesthesiologists, for the second session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session Two: 'Expanding Pathways to Publishing Careers,' was held June 13, 2024.
2. On October 1, 2013, the U.S. government shut down. This
meant that “non-essential” govern-
ment services—parks and museums, certain regulatory agencies,
and other services—were
suspended while federal employees who performed non-
essential services were instructed
not to work. These services did not resume until October 17,
2013.
What normally causes a government shutdown is a failure
between the president and Con-
gress to agree on a budget. While the Constitution does not
require a budget, the government
cannot function without one. The budget is a legislative process
like any other—majorities
within each house of Congress must pass the same budget while
the president must sign
it for it to take effect. If no agreement is made, then the
government cannot operate and is
effectively shut down, normally in early October because
Congress’s budget designations for
a given fiscal year expire on September 30.
Because Congress has the “power of the purse,” many believe
that the budget originates in
Congress. However, for many years now the practice has been
that the president collects bud-
get estimates and requests from all the agencies and
departments in the executive branch,
puts them together, and then submits a budget proposal to
Congress. Following much debate
and many modifications, Congress then passes a budget,
appropriating, or designating, what
funds can be spent for a specific purpose. The budget then goes
back to the president for his
or her signature. In essence, when the president presents the
3. proposed budget to Congress,
the president signals to Congress that if the proposed budget is
passed as presented it will not
be vetoed and government will continue to function without
interruption.
In 2013, the U.S. House of Representatives, dominated by
Republicans, disagreed with the
U.S. Senate, composed of a majority of Democrats, on an
appropriations continuing resolution
that would have kept the government running. House
Republicans wanted to delay or defund
the Patient Protection and Affordable Care Act (PPACA)
(discussed in Chapter 1) in exchange
for supporting a budget resolution. The Democratic-led Senate
refused and passed several
resolutions that would maintain current funding levels and
spending cuts. Even if the Senate
had agreed to House demands, President Barack Obama had
threatened to veto any budget
that delayed the PPACA. The Constitution requires that the
president must either accept the
budget as it is or reject the budget because the president may
not veto any part of the budget.
The president may not accept some parts of the budget and
reject others. These fundamental
disagreements caused the government to shut down until a
budget resolution was passed.
Certainly, both sides pointed fingers blaming the other for the
government shutdown—
Republicans blamed Democrats, the House blamed the Senate,
the Senate blamed the House,
and the House blamed the president. In some respects, this was
for good reason: The U.S. Con-
stitution provides that both houses of Congress and the
5. checks and balances. One is to
say that the system is a prescription for endless gridlock—in
essence, a political stalemate—
and ineffective government. Another is to view it as a
prescription for government by consen-
sus, because everybody needs to work together to get things
done.
In this chapter, we look at the U.S. Constitution, the process by
which it was formed, and the
rights and restrictions that it provides to the states and to the
American people. As one of the
nation’s foundational documents, the Constitution establishes
the framework for the federal
government. It also functions as a contract between the national
government and the states
that created it.
2.1 Early American Government
The U.S. Constitution is actually modeled on the earlier
governments found in the colonies.
Specifically, it has roots in the early American settlements of
the 1600s. American govern-
ment as it is known today began as something small and private
and evolved into a larger
self-government.
The First English Settlements
The first English settlements in colo-
nial America began as private compa-
nies composed of individuals seeking
economic gain. The first successful
English settlement began in James-
town, Virginia, in 1607, after King
7. In the years following the initial Jamestown settlement, more
settlers came to the New World,
and by 1619 there were 11 settlements in Virginia. The Virginia
Company, however, wanted
the colony to grow even faster. To induce more people to come,
the company gave property-
owning male settlers the right to vote and elect their own
assembly, known as the House of
Burgesses. This was the beginning of American self-
government.
Colonial Assemblies
A striking feature of American colonial development was the
lack of control by the British
government. All but one of the colonies had originally been
companies of shareholders or
proprietorships whose authority was based in charters granted
by the Crown. While the
company that received the charter was able to pick a governor
for the colony, the principal
governing institutions were actually the assemblies elected by
the colonists. The assemblies
wielded considerable power, including the right to raise troops,
to levy taxes, and to pass
laws. The one colony that did not develop along these lines was
Georgia. Georgia was the last
colony founded. Its purpose was to serve as a place for debtors
recently released from prison
to go to get a fresh start. Georgia was also established to serve
as a buffer between Florida and
South Carolina to guard against Spanish expansion from
Florida. The name of this last colony
was selected to honor King George II, who granted the charter
for establishing the colony.
8. The colonies never thought of them-
selves as subservient to the Crown.
Rather, they viewed themselves as
commonwealths, with the assemblies
being the locus of rightful power and
authority. In Plymouth, Massachu-
setts, for instance, the Pilgrims estab-
lished a system of self-government
based on the Mayflower Compact, an
agreement they made on their way to
America in 1620. Under the Mayflower
Compact, the settlers agreed to abide
by the decisions of the majority and
conduct their affairs without outside
interference, especially from the Brit-
ish. The physical distance between America and England left
the colonial assemblies with a
great deal of autonomy.
Injustice, Rebellion, and the Continental Congress
Beginning around 1700, the colonies found themselves absorbed
into the larger conflicts
plaguing Europe. From 1689 through 1763, a series of wars was
fought on the European con-
tinent and had much to do with French expansionist ambitions.
But a component of those
wars was fought in the colonies by British troops. Conflicts
extended into the colonies as part
of the larger fight between colonial factions for more power and
spheres of control.
SuperStock/SuperStock
The Mayflower Compact was a governing document
10. British Parliament to impose laws on people who were not
represented in that body.
The rallying cry for the American Revolution was “No taxation
without representation,” and
one of the first taxes that would pave the way for war was the
Sugar Act of 1764, which drew
colonists’ anger more because of its economic impact than
because of its political signifi-
cance. The tax hit the colonies during a depression, which many
attributed to the tax itself.
The Stamp Act of 1765 represented an attempt by the British
government to force the colo-
nies to shoulder some of the expense of providing defense
during the French and Indian War.
Colonists had to pay a tax on all printed materials, including
books, newspapers, magazines,
and legal documents, all of which were required to bear an
embossed stamp.
Following the Stamp Act, Parliament passed the Townshend
Acts of 1767, which were even
harsher. Named after Charles Townshend, chancellor of the
British Exchequer (the British
Treasury), these acts imposed new taxes on glass, lead, paper,
paint, and tea. The Townshend
Acts were further reinforcement of Britain’s absolute power to
enact any laws to govern the
colonies. The colonists protested these and other taxes with
boycotts and other forms of pro-
test, including violence. Many violent protests centered on
Boston, and they prompted the
British to send in troops to pacify the city.
Ultimately, most of these taxes were repealed, except for the tax
12. Section 2.2 Why a New Constitution?
met briefly in Philadelphia in 1774 and consisted of 56
delegates from all 13 colonies. Most of
the delegates were not ready to separate from the British; rather,
they wanted both the king
and Parliament to treat the colonies more fairly. Early the
following year, however, skirmishes
between armed colonists and British troops turned deadly. By
the time the second Continen-
tal Congress met in May of 1775, the American Revolutionary
War had begun. Although there
were still those who wanted to work something out with Britain,
there was now a growing
movement for independence.
Independence and Confederation
The colonies declared their independence on July 4, 1776, with
the signing of the Declaration
of Independence. The Declaration was nothing more than a
statement announcing separa-
tion—it did not form a government. Actual independence came
only through military vic-
tory, which required, at a minimum, that the newly independent
states remain united. The
Continental Congress raised an army and placed it under the
command of George Washing-
ton (1732–1799). The following year, the Congress drafted the
Articles of Confederation to
unite the states. The Articles were the first U.S. constitution.
Born from a revolutionary spirit
suspicious of strong central government, in which authority
would be concentrated in a
single entity, the Articles of Confederation created a “firm
league of friendship” (a phrase from
13. Article III of the Articles) among the states.
The Articles invested the greatest power in the individual states
and left the new national
government weak and powerless. The revolution was a rebellion
against strong centralized
power; therefore, it was inevitable that the colonists would not
form a government with
strong central authority. But the Articles proved inadequate to
maintain unity, and, shortly
after the War of Independence was over, the confederation
began to unravel.
2.2 Why a New Constitution?
The Articles had three fatal flaws. First and foremost, they
failed to give the national govern-
ment the power of the purse, meaning that they granted the
government neither the power
to levy taxes directly on the people nor the power to force the
states to pay their share of
expenses. The national government could not even tax to pay its
war debts. Second, any
amendments to the Articles required the unanimous approval of
the state legislatures. And
third, they did not provide for a chief executive to carry out
essential tasks and deal with
crises.
The main problem with the Articles of Confederation was the
absence of strong central
authority. This meant that the United States would have no
common defense if it were
attacked. An individual state could easily be overrun by a
foreign government. The absence of
central authority was a problem for another reason as well. The
15. which meant that the delegates had no
authority to do anything and their deci-
sions would not represent the will of all
of the states.
Those who did show up had some
strong views about what needed to be
done. James Madison (1751–1836) and
Edmund Randolph (1753–1813), both
of Virginia, and Alexander Hamilton
(1755–1804) of New York, all of whom
would attend the Constitutional Conven-
tion, were convinced that the new nation
needed much stronger central authority.
Hamilton wrote to the Continental Con-
gress on behalf of Madison, Randolph,
and himself, requesting that the states
appoint commissioners to meet in Philadelphia to consider these
matters. Those in Annapo-
lis, especially Madison and Hamilton, wanted to overhaul the
Articles and create a whole new
government.
Some of the Framers were also concerned that a fragmented
confederation would make it
more difficult, if not impossible, to create a national economy.
Without a central authority reg-
ulating interstate commerce, each state was free to establish its
own tariffs. These applied
equally to the other states, just as they did to other nations. A
national economy would require
uniform standards and a central authority empowered to enforce
them.
In the early 20th century, historian Charles Beard (1913) argued
that the Constitution was
16. more about serving the economic interests of the Framers than
the lofty philosophical and
ethical principles found in the Declaration of Independence. As
far as Beard was concerned,
the Framers sought to promote commerce and protect their
property from radical state leg-
islatures. It is certainly true that those who participated in the
Constitutional Convention
were wealthy men who were concerned about the absence of
national regulatory authority
on matters of commerce.
met briefly in Philadelphia in 1774 and consisted of 56
delegates from all 13 colonies. Most of
the delegates were not ready to separate from the British; rather,
they wanted both the king
and Parliament to treat the colonies more fairly. Early the
following year, however, skirmishes
between armed colonists and British troops turned deadly. By
the time the second Continen-
tal Congress met in May of 1775, the American Revolutionary
War had begun. Although there
were still those who wanted to work something out with Britain,
there was now a growing
movement for independence.
Independence and Confederation
The colonies declared their independence on July 4, 1776, with
the signing of the Declaration
of Independence. The Declaration was nothing more than a
statement announcing separa-
tion—it did not form a government. Actual independence came
only through military vic-
tory, which required, at a minimum, that the newly independent
states remain united. The
17. Continental Congress raised an army and placed it under the
command of George Washing-
ton (1732–1799). The following year, the Congress drafted the
Articles of Confederation to
unite the states. The Articles were the first U.S. constitution.
Born from a revolutionary spirit
suspicious of strong central government, in which authority
would be concentrated in a
single entity, the Articles of Confederation created a “firm
league of friendship” (a phrase from
Article III of the Articles) among the states.
The Articles invested the greatest power in the individual states
and left the new national
government weak and powerless. The revolution was a rebellion
against strong centralized
power; therefore, it was inevitable that the colonists would not
form a government with
strong central authority. But the Articles proved inadequate to
maintain unity, and, shortly
after the War of Independence was over, the confederation
began to unravel.
2.2 Why a New Constitution?
The Articles had three fatal flaws. First and foremost, they
failed to give the national govern-
ment the power of the purse, meaning that they granted the
government neither the power
to levy taxes directly on the people nor the power to force the
states to pay their share of
expenses. The national government could not even tax to pay its
war debts. Second, any
amendments to the Articles required the unanimous approval of
the state legislatures. And
third, they did not provide for a chief executive to carry out
19. and commercial activity, and that this interest could be served
by individuals freely pursuing
their economic self-interests unfettered by government. By
crafting a document that estab-
lished the authority of Congress to regulate interstate commerce
while establishing that laws
coming from Congress would be the supreme laws of the land,
the Framers could create a
national government with real power. These views represented
Hamilton’s views about gov-
ernment regulation of the economy.
2.3 The Constitutional Convention
The Constitutional Convention convened in Philadelphia during
the summer of 1787 at the
direction of the Continental Congress, although the
deliberations were kept secret. Dele-
gates were charged only with revising the Articles, but it was
out of this convention that the
U.S. Constitution would emerge.
Who Came to the Convention?
Many of those attending the Convention had already achieved
great prominence. Several were
older and wealthy, while others were relatively young. Because
the convention debates were
held in secret, only a few people recorded the proceedings. One
of these persons was James
Madison, who is commonly regarded as the father of the U.S.
Constitution. Madison devel-
oped, among other provisions, the constitutional system of
checks and balances. He, along
with Hamilton, pushed for strong national authority.
21. securing public approval for those decisions. To the extent that
they sought to establish a
democracy, it was to be a representative democracy consistent
with republican principles.
They outlined these goals in large part due to their experiences
with the British government.
At the same time, the delegates wanted to create a durable
system of government that would
withstand the test of time. They could achieve this goal if they
created a general and broad
document that avoided specifics. In this way, the Constitution
could be applied to future cir-
cumstances. The Preamble of the Constitution declares the basic
goals of government, while
the seven articles of the Constitution that follow the Preamble
establish general rules by
which government institutions would operate, but the Framers
purposely avoided establish-
ing procedures for governing.
Initial Constitutional Proposals
Most of the Framers wanted to create a republican government,
but different factions still had
different ideas of what they wanted to accomplish, as well as
how everyone’s interests should
be represented. For example, the delegates confronted the
contentious issue of how both the
large and small population states would be represented in the
legislature. Under the Articles,
each state was represented in the legislature by one vote, which
put all states, regardless of
population, on equal footing. Should the new constitution
continue providing equal represen-
22. tation for each state regardless of size or population, or would
representation be proportion-
ate to population, with larger states having more votes than less
populous ones?
Democratic principles required that larger states have greater
representation. But that was
a more difficult issue than it appeared. Many large states, such
as Virginia, were also slave
states. Would the slave population in those states contribute to
the population numbers that
determined their representation? Slaves were not considered
citizens, and to have them
included would, at least in the minds of the small states, give
the large states an unfair advan-
tage. There was also the issue of state sovereignty, or self-
determination. For each state to
have one vote, as they did under the Articles of Confederation,
was for each state to be equal
in its sovereignty. This meant that each state had equal power to
participate in national deci-
sions. Would state sovereignty be similarly respected in the new
national government? Small
states believed that if they lost their equality in the legislature
that their residents would also
lose their political voice, or sovereignty, in the national
government. If the large states gained
power in the new government (and if this new power was
enhanced by counting slaves among
the state populations), the small states would be overshadowed
by the large states and resi-
dents of the small states would lose their sovereignty in the
proposed system.
Related to this question was the issue of the chief executive and
how powerful that executive
24. Edmund Randolph. (Because
Randolph presented it, it also came to be known as the
Randolph Plan.) Under the plan, the
people would select the House of Representatives as a practical
expression of democracy. Its
members would be close to the people and would stand for
regular elections. Because the
number of representatives each state had in the House was to be
determined by its popula-
tion, the plan favored large states such as Virginia. The
legislature’s upper chamber, the Sen-
ate, would be selected by the House of Representatives, and the
legislature as a whole would
choose the president.
The Virginia Plan did not specify terms of office, but it did seek
to limit the executive and
members of the House to one term. Moreover, it called for an
independent judiciary. The plan
included other checks and balances. It allowed for legislative
acts to be vetoed by a council
composed of the executive and selected members of the judicial
branch. Their veto could, in
turn, be overridden by an unspecified legislative majority.
Large states supported the Virginia Plan because it would grant
them greater representation.
The smaller states were generally opposed because they were
afraid that they would lose
substantial power in the national government. Among the
provisions that worried many of
the states was one that would have empowered the national
government to use military force
against those states that might otherwise refuse to comply with
national authority.
26. Section 2.3 The Constitutional Convention
federal, with carefully listed powers divided between national
and state governments. This
meant that a federal government would be the combination of
the states and the national gov-
ernment, whose power and authority would, in effect, be shared.
Under this proposal, there
would be a single-chamber national legislature in which each
state, regardless of size, would
have one vote.
Paterson’s intention was to protect the power of smaller states.
While the plan would grant
the new government the power to levy taxes on imports and to
regulate trade and commerce,
the representation of individual states would be no different
from how it had been under
the Articles of Confederation. Under the New Jersey Plan, the
“federal executive” would be
elected by the individual states represented in Congress. Again,
this was consistent with the
executive committee system under the Articles. Nationalists
such as Madison thought that
the proposal represented a backward step. For a full month, the
Convention was deadlocked
between large-state nationalists and small-state defenders.
Connecticut Plan and the Great Compromise
As a compromise, Roger Sherman and Oliver Ellsworth of
Connecticut proposed the Con-
necticut Plan (also known as the Great Compromise), which,
like the Virginia Plan, would
create a bicameral legislature. This plan was designed to please
27. both nationalists and states’
rights proponents. As with the Virginia Plan, representation in
the House of Representatives
would be based on population, with each member representing a
district of a specified num-
ber of persons. Larger states would have more representatives
than smaller states would. To
foster closeness between representatives and the people, House
members would serve for
2 years and then stand for reelection. The Connecticut Plan also
indicated that all bills for
raising taxes had to originate in the House of Representatives.
To ensure that each state would
get the number of representatives to which it was entitled, a
census of all inhabitants of the
United States was to be taken every 10 years.
The Senate was designed to be similar to the body
proposed by the New Jersey Plan. The Senate would
specifically represent the states. In recognition of
their equal sovereignty, each state would have two
seats, regardless of population. Contrary to the Vir-
ginia Plan, which envisioned the House selecting
senators, the Connecticut Plan allowed for members
to be directly chosen by their respective state legis-
latures (a practice that would be replaced by the 17th
Amendment, ratified in 1913, which provided for
the popular election of U.S. senators). Senators
would serve for terms of 6 years. A 6-year term
would suggest that senators would not have to
worry about reelection soon after taking office, so
they would have greater opportunity to think about
the larger public interest. Senate terms would also
be staggered so that one third of the Senate would
be up for election every 2 years. Elections would
29. Section 2.3 The Constitutional Convention
The Electoral College
Madison initially wanted the executive to be chosen by the
legislative body. He believed that,
because the executive implements legislative actions, the
executive should be responsive to
it. Further, the concept of a president was that of somebody who
presided over legislative
hearings. Opponents claimed that this proposal was inconsistent
with republican principles
of separation of powers. The Framers were also not ready to
allow the people to directly elect
the president because they were not convinced that the people
could make rational, dispas-
sionate decisions. Meanwhile, the states wanted a say in
selecting the president even though
the Framers believed that the states would have too much power
if they chose the president.
As a compromise, the Framers created the Electoral College as
the body responsible for elect-
ing the president. The U.S. Constitution does not outline how
electors are chosen, nor does
it state what role, if any, the popular vote will play in
determining how electors vote when
selecting the president. Almost all states require the candidate
who wins the popular vote in
the state to earn all of that state’s Electoral College votes (the
“winner-take-all” system, which
is in place in 48 states), while other states (Nebraska and
Maine) use a district system for allo-
cating Electoral College votes based on the popular vote. The
number of members of Congress
32. tion because doing so would indirectly
encourage the slave trade. The Con-
tinental Congress had initially pro-
posed a three-fifths ratio for counting
“all other persons” (to avoid using the
term “slave”; persons, whether free or
slave, included men, women, and chil-
dren for Census purposes) as the basis
for apportioning legislative representation. In pointing this out
at the Convention, Paterson
called attention to the hypocrisy of the Virginia delegation,
which viewed slaves as people
only when it came to demanding more representation. The
hypocrisy irked him all the more
deeply, perhaps, because Paterson himself was a slave owner.
Stepping into the breach, Rufus
King of Massachusetts asked the delegates to reaffirm their
earlier support of the three-
fifths ratio. As King saw it, Northern commercial states would
benefit from a more powerful
national government that could regulate trade. In return,
Paterson was willing to offer the
South some representation for their slave wealth.
This imperfect bargain recognized a hard political reality
between states seeking to main-
tain slavery and those that preferred to fashion a new
constitution without it. What followed
was a debate focusing on individual state interests rather than
moral concerns about slavery.
Under the Three-Fifths Clause, every five slaves were counted
as though they were three free
citizens for the purposes of increasing representation in slave
states. The 13th Amendment
abolished slavery, which nullified the Three-Fifths Clause.
35. the requirement for elected senators to approve these actions,
the president’s opportunities
to impose his or her will and abuse his or her power through
these processes are limited.
Rejected treaties (e.g., the Treaty of Versailles, which formed
the League of Nations in 1920)
or nominations (e.g., U.S. Supreme Court Associate Justice
nominee Robert Bork in 1987) can-
not be vetoed or overturned.
The Constitution retains strict separation between the branches
by prohibiting dual office
holding. One may not hold an executive branch position while
still holding a seat in Congress
or on the U.S. Supreme Court. Members of Congress who are
appointed by the president to
serve in the Cabinet or on the Supreme Court must resign their
legislative positions.
Continuity and Change With the British Constitution
The Framers sought to create
a constitutional system similar
to the constitutional monarchy
from which they had separated.
They wanted something that
would reflect the mixed consti-
tution they knew while devel-
oping the separation of powers
to accomplish this objective.
The institutions they created
were not radically different
from their British counterparts.
The U.S. House of Represen-
tatives resembled the British
House of Commons, while the
37. powers. Consequently, Article I, the
legislative branch, is introduced first, followed by the executive
branch outlined in Article II.
It is the responsibility of the executive branch to enforce the
laws enacted by the legislative
branch. The judiciary branch, outlined in Article III, is
responsible for resolving legal disputes
and adjudicating the laws. Table 2.1 provides a brief listing of
some of the branches’ different
functions, or powers.
Table 2.1: Branch powers
Legislative Executive Judicial
• Coin money
• Levy taxes
• Raise armies
• Regulate interstate commerce
• Declare war
• Confirm presidential
appointments
• Ratify treaties
• Impeach and remove presi-
dents and judges
• Do what is “necessary and
proper”
• Act as commander in chief of
the military forces
• Execute laws
• Negotiate treaties
38. • Appoint judges
• Appoint ambassadors
• Issue pardons
• Veto legislation
• Conduct foreign policy
• Do what is “necessary and
proper”
• Review laws made by the
legislative branch
• Engage in constitutional
review
• Settle disputes between states
and national government
The Legislative
Congress, the legislative branch, is considered the first branch
of government. Article I estab-
lishes that the Congress will be composed of two chambers: a
House of Representatives and
a Senate.
Article I, Section 8 deals with the expressed powers of
Congress. Among other powers, the
U.S. Constitution gives Congress the authority to
• impose and collect duties and other taxes necessary to pay
national debt and pro-
vide for the common defense;
• borrow money on U.S. credit;
• regulate commerce with foreign nations and among the states
40. of the United States, or in any Department or Officer thereof.”
This last power forms the basis for expansive congressional
authority, known as the implied
power. The implied power means that, lacking expressed power,
Congress may take action if
it is “necessary and proper” for fulfilling its expressed powers
and obligations. One example
is a national bank. While Article I does not empower Congress
to create a national bank, Con-
gress has inferred that right on the grounds that doing so would
be necessary for Congress to
fulfill its expressed power of coining money.
The Executive
The executive branch is considered the second branch of
government. Article II of the Consti-
tution establishes that executive power shall be vested in the
president of the United States,
whose term of office will be 4 years. It then establishes the
procedures for presidential selec-
tion through the Electoral College.
When the president enters office,
he or she is required to take the fol-
lowing oath: “I do solemnly swear (or
affirm) that I will faithfully execute
the Office of President of the United
States, and will to the best of my Abil-
ity, preserve, protect, and defend the
Constitution of the United States.”
Article II, Section 2 establishes the
president as the commander in chief
of the armed forces. As commander
in chief, the president is said to have
42. subject to the advice and consent of the Senate (ratification) and
to make Cabinet appoint-
ments and ambassador and judicial appointments, all of which
require Senate confirmation.
The president is also required to give Congress information on
the state of the union “from
time to time.” By tradition, this has been an annual report.
(Since 1913, with President Wood-
row Wilson, the state of the union has been delivered in a
speech before a joint session of
Congress. Prior to that, presidents would typically send a
written report and a clerk would
read it before the Congress.)
Article I, Section 7 gives the president the power to veto bills
passed by Congress. Hamilton
viewed the presidential veto as a protection against legislative
overreach, such as when Con-
gress abused its power in the legislative process. The first
presidents rarely used the veto.
George Washington vetoed two bills, while James Madison used
the power five times. More
recently, President George W. Bush (2001–2009) vetoed 12
bills, while President Bill Clinton
(1993–2001) used it 37 times. Congress can override a
presidential veto with a two-thirds
vote in both chambers.
One key feature of the separation of powers is the procedural
due process level of cooperation
needed to remove an executive from office. Unlike a
parliamentary system, such as in contem-
porary England, where the head of the government can be
removed through a no-confidence
vote, the only mechanism for removing the president is
conviction following impeachment,
43. or an accusation of wrongdoing. The president may be removed
for “Treason, Bribery, or other
high Crimes and Misdemeanors.” The U.S. House of
Representatives has the power of impeach-
ment, while the U.S. Senate holds trials that may lead to
conviction.
Removing a president requires a coordinated effort between the
House and the Senate. The
House of Representatives first votes on articles of impeachment.
If passed, the president is
tried by the U.S. Senate with the U.S. Supreme Court chief
justice presiding. Conviction requires
a two-thirds vote in the Senate. If convicted, the president is
removed from office, and the vice
president is sworn in. The bar for impeachment is so high that it
is rarely implemented. Only
two presidents (Andrew Johnson in 1868 and Bill Clinton in
1998) have been impeached, and
both were acquitted by the Senate. Still, members of Congress
may threaten the president
with initiating impeachment proceedings in hopes that the
president’s behavior will change.
The Constitution also provides for electing the vice president.
Electing the president and vice
president together on the same ticket did not originate with the
Constitution, which was writ-
ten to give the presidency to the person with the most electoral
votes and the vice presidency
to the person coming in second. In 1804, the Constitution was
amended so that the president
and vice president would be chosen together on a single ticket.
The Judiciary
46. gress and signed by the president are the supreme laws of the
land. The Commerce Clause
allows Congress to regulate the movement of goods across state
lines, seeking to solve one of
the problems experienced under the Articles of Confederation.
Both of these clauses will be
discussed in more detail in Chapter 3.
The American Constitution as a Living Document
Article V of the Constitution provides a constitutional
amendment process, although the pro-
cess is not easy, because it requires supermajorities to succeed.
The Constitution provides
for amendments to be proposed by a two-thirds vote in each
house of Congress or at a con-
vention called by two thirds of the states. Amendments may be
ratified by three fourths of
the state legislatures or three-fourths ratifying conventions in
the states. The Congress-state
legislature combination has been used for 26 of the 27 ratified
amendments.
The Framers also designed the Constitution to maintain a degree
of continuity. Unlike many
state constitutions, which are long and detailed, the U.S.
Constitution is short and ambiguous.
This allows for its interpretation and reinterpretation. The
Constitution is as relevant today
as it was when it was written more than 200 years ago, despite
the vast differences between
then and now.
2.5 Ratifying the Constitution
There was considerable debate over how the Constitution should
47. be ratified. Some believed
that it should be ratified through the unanimous approval of the
states (after all, it would
amend, quite significantly, the Articles of Confederation, which
required unanimous approval).
Others argued that each state should hold its own convention to
approve it. The latter argu-
ment prevailed. The next question considered how many states
would be needed to approve
it. Requiring that all 13 states approve the Constitution might
make ratification impossible, as
one state could withhold its approval to undermine the entire
process (that Rhode Island did
not send a representative to the Constitutional Convention
should be noted; it feared losing
power if the Articles of Confederation changed). Roger
Sherman of Connecticut argued that at
least 10 states ratifying was needed to be legitimate. Madison
proposed a complicated formula
where ratification would occur with any seven states entitled to
at least 33 members of the
House of Representatives. This approach favored large states.
The delegates agreed to nine
states (roughly two thirds). By deciding on nine states and using
specially elected conventions,
the delegates made ratification easier, though some argued that
requiring the support of only
nine states violated the spirit of the resolution that authorized
the Convention in the first place.
Federalists Versus Anti-Federalists
One critical debate surrounding the ratification of the new
constitution occurred between
Federalists and Anti-Federalists over the issue of the national
Bill of Rights. Federalists
49. Including a bill of rights would make
it clear what the national govern-
ment could not do.
Consider freedom of speech. To pro-
hibit the government from infring-
ing on free speech does not imply that the government could
infringe on free speech in the
absence of an express prohibition, Anti-Federalists argued.
Rather, the authority to prohibit
speech could be assumed based on the Constitution’s silence on
questions of free speech.
Put differently, the national government would assume that it
had specific powers unless the
Constitution clearly prohibited them. In the minds of the Anti-
Federalists, the absence of a
bill of rights would enable the national government to violate
individual rights as well as
states’ rights. Moreover, the Anti-Federalists stated that they
would oppose ratification unless
there was a bill of rights. Ultimately, James Madison promised
to seek ratification of the Bill of
Rights 2 years after the Constitution was ratified.
The Bill of Rights
The Bill of Rights consists of 10 amendments (see Figure 2.5)
that establish rights of expres-
sion (speech, press, peaceable assembly, petitioning the
government, and religious exercise
and that Congress will not establish a national religion), the
rights of those accused of crimes
(including, but not limited to, the right to jury trials and counsel
in criminal cases, due pro-
cess, and protection from unreasonable search and seizure, self-
51. because they meant that the national
government could not interfere with
the right of the people to bear arms
individually and as members of their
state’s militia.
The purpose of the Bill of Rights, then,
was to protect state sovereignty. By
prohibiting the national government
from only certain actions, the states
were free to do what they wanted
unless they were forbidden to do so
by the Constitution or the Supremacy
Clause. The 10th Amendment, known
as the states’ rights amendment, says,
“The powers not delegated to the United
States by the Constitution, nor prohib-
ited by it to the States, are reserved
to the States respectively, or to the
people.” In essence, the 10th Amend-
ment allows the states to do what they
want unless they are forbidden by the
national government to do so.
Interpretation of the Bill of Rights by
the U.S. Supreme Court began to change
dramatically following ratification of
the 14th Amendment in 1868. The
Supreme Court has since established
that no state may deny citizens their
privileges and immunities and equal
protection of the law. Since ratification
of the 14th Amendment, the Supreme
Court applies the Bill of Rights to the
states on a case-by-case basis (called
“selective interpretation”).
53. which is derived from the Latin
“publicus,” meaning “of the people.”) The authors’ objective
was to persuade the people of New
York that the proposed constitu-
tion was in their best interest. If the
people were persuaded, they in turn
would petition their state conven-
tions to support ratification. These
85 editorials were collected and
came to be known as The Federalist
Papers, or simply The Federalist.
The Federalist Papers were not
typical opinion pieces; they were
lengthy and thoughtful essays
focusing on various aspects of the
proposed constitution, such as the
problems of the Articles of Con-
federation, the structure of each
branch of government, and the
characteristics of the new gov-
ernment and the proposed Bill
of Rights. It was clear that, being
published in newspapers, The Fed-
eralist Papers were intended for
an educated, literate audience. As
better educated, more affluent per-
sons were also those with political
rights, it was expected that readers
would pressure their state govern-
ment to support ratification.
Summary and Resources
Chapter Summary
The Framers came to Philadelphia in 1787 to form a more
55. of government, as put forth in Articles I, II, and III, there are
also considerable shared func-
tions. Still, there was concern over the issue of state
sovereignty, which was expressed in the
debate between the Federalists and Anti-Federalists over the
inclusion of a bill of rights. As
ultimately adopted, the Bill of Rights was designed to preserve
state sovereignty and states’
rights and limit national authority.
Meanwhile, to calm the fears of some, three Framers argued for
ratification through The Fed-
eralist Papers. James Madison argued in Federalist No. 10 that
the federal system would dilute
the power of factions. The Federalist Papers argued the case for
ratifying and supporting the
proposed Constitution. See Timeline: Path to the Constitution
for major milestones in the cre-
ation of the U.S. Constitution.
Key Ideas to Remember
• The U.S. Constitution is modeled on earlier forms of
governments that existed in the
colonies prior to the American Revolution.
• The Framers of the Constitution considered themselves to be
good English subjects
but found it necessary to separate from the British Crown
because it imposed its
authority on, and restricted the liberties of, the colonies.
• The first American constitution was the Articles of
Confederation, but its lack of
centralized power and authority proved to be a major weakness.
56. • While some delegates to the Constitutional Convention sought
to create a wholly
new government from what existed under the Articles of
Confederation, others
sought to maintain states’ rights. The various proposals before
the convention repre-
sented these divisions.
• The plan that was adopted was the Connecticut Plan. It was
also known as the Great
Compromise because it allowed for proportional representation
in the House of
Representatives, which is what the large states wanted, and two
senators from each
state, which is what small states wanted.
• The U.S. Constitution is built on the central idea that if power
is divided among three
branches of government, and each branch has separate
functions, no one branch will
have sufficient power to encroach upon the rights and liberties
of individuals.
• The debate between the Federalists and the Anti-Federalists
over the inclusion of a
national bill of rights was an extension of the debate between
advocates of central
authority and advocates of states’ rights.
• When the Bill of Rights was ratified, it applied only to the
national government and
not the states, which meant that state sovereignty would be
protected.
Questions to Consider
58. Summary and Resources
Key Terms
Annapolis Convention A gathering that
preceded the Constitutional Convention,
where delegates began to discuss ways to
improve the Articles of Confederation.
Anti-Federalists Those who opposed the
ratification of the U.S. Constitution, in part
because it did not include a bill of rights.
appropriating The act of the legisla-
ture designating money for a specific
purpose, such as on a social program or
infrastructure.
Articles of Confederation The first U.S.
constitution; a document that loosely bound
13 independent sovereign states together.
Bill of Rights The first 10 amendments to
the Constitution.
central government A government in
which authority and power are concentrated
in a single entity.
Connecticut Plan A compromise between
the large and small states over how the leg-
islative branch would be apportioned; also
known as the Great Compromise.
Constitutional Convention The meeting in
59. Philadelphia where delegates met in secret
to write a new constitution.
Continental Congress Legislature repre-
senting the U.S. colonies.
Electoral College Persons selected at the
state level who select the president.
expressed powers The duties of Congress
as stipulated in Article I, Section 8 of the
Constitution; among them are the ability to
collect taxes, borrow money, regulate com-
merce, coin money, establish post offices and
post roads, and declare war.
federal The division of power and author-
ity between units of government, such as the
states and the national government.
Federalists Those who supported the ratifi-
cation of the U.S. Constitution even though it
did not include a bill of rights.
Great Compromise See Connecticut Plan.
gridlock In U.S. politics, a situation of
extensive disagreement within one house of
Congress, between Congress and the presi-
dent, or between both houses of Congress
that makes it difficult to pass laws.
impeachment An accusation of wrongdo-
ing against the president or other public offi-
cial that triggers a trial; conviction results in
automatic removal from office.
62. resale or redistribution.
1
ACCT 2005 Financial Accounting 2
SP2 2017
FEEDBACK ON DRAFTS OF STATEMENT OF PROFIT OR
LOSS AND OTHER
COMPREHENSIVE INCOME
I have now reviewed the draft submissions and offer the
following comments/advice. These
comments primarily focus on the format (not actual calculations
or the treatment of specific
events/transactions) and these comments may, or may not apply,
to individual student’s drafts. I have
not provided comments regarding every error that occurred –
only those that were noted for a
number of students.
63. I also realise that this is a ‘draft’ and not the final
product/assignment submission, so it may be that
you already intend to address some points that I raise.
First, congratulations are due to many of you. It was clear that
the majority of students who
submitted a draft had followed the instructions and read the
FAQ’s. I know that this was optional but
it was disappointing that over 40% of students did not submit a
draft. To those students who did
submit a draft, this means you are off to a good start!
For those who have not yet done so, PLEASE read the
instructions and FAQs carefully, and take time
to review the assignment overview video before you complete
this assignment if you are to avoid a
number of common errors.
For a number of drafts this statement was correctly formatted.
However there were many which
were not. I have provided below comments on some common
problems and advice. These comments
have been numbered to allow for easy reference when
completing the “Statement on Use of Draft
64. Feedback” required with your final submission
REMEMBER: EVEN IF YOU DID NOT SUBMIT THIS DRAFT
OPTION YOU WILL STILL NEED TO INCLUDE THIS
STATEMENT ON USE OF DRAFT FEEDBACK IN YOUR
FINAL ASSIGNMENT ON THE ASSIGNMENT COVER
SHEET.
IF YOU DO NOT, 5 MARKS WILL BE DEDUCTED FROM
YOUR FINAL ASSIGNMENT MARK.
1. It was disappointing that a number of student’s statements
were still formatted as in first year
courses and did not comply with the assignment instructions
(e.g. some students presented a
fully classified statement with the analysis of expenses included
in this (i.e. on the front of the
statement) – the assignment required only those items required
to be included in this statement.
The only time additional lines should be used is where it is
absolutely necessary – e.g. expenses,
excluding finance costs or other income).
2. The assignment instructions explicitly directed that only the
required (minimum) line items be
included in (i.e. on the front of) this statement. This means:
65. 2.1. If there is a choice to disclose the information in the
statements or the notes, the disclosures
need to be in the notes. For example, the analysis of expense
must be in the notes (not in
the statement). Students should NOT follow the examples in
AASB 101 para 102 or 103 for
this statement (these examples would apply where the analysis
is included in – on the front
2
of - the statement).
2.2. Individual expenses (such as COGS and other amounts such
as depreciation expense) should
NOT be in (on the front of) the statement.
2.3. Individual material items of expense (or revenue or other
income) are disclosed in the
notes; not separately on the front of the statement.
2.4. A number of students split expenses into ‘expenses’ and
‘other expenses’ and/or ’loss’.
This is not correct. Unless the expense is a finance cost or tax
expense, then if an item
66. is an expense you need to include in the line item for “expenses
excluding finance
costs”.
Please refer to the assignment instructions. There are also
examples of statements with
only the required line items on the front in your topic review
questions/activities.
It was apparent that some students had simply ‘copied’ the
items/format from model or
actual reports. Such statements will not follow the assignment
instructions and will
therefore be heavily penalised. Further, remember we are
assessing your ability to
format statements and notes (not your ability to ‘copy’ or use a
template).
3. You need a comparative column for this statement (some
students had comparative columns
with numbers. While you can ‘make up’ numbers, you can
simply use ‘x’ in your comparative
column in place of numbers).
67. 4. Some students had a profit and loss statement – not a
statement of profit or loss and
other comprehensive income.
5. The instructions are clear that there are no items of other
comprehensive income (see
below):
Please note: In this case study there are no items of other
comprehensive income. In (on the front of)
this statement you will need to include a line item for items of
other comprehensive income however
this will have a zero balance (please refer to the answer to topic
review questions of topic 2 for an
example).
5.1. Despite this a number of drafts had included items as ‘other
comprehensive income’
items. This is clearly incorrect. If you did this you need to re-
assess where these items
should be included.
6. It is apparent that a number of students are still confused
about what to include as ‘revenues’
68. and what to include as ‘other income’ (i.e. income items that are
not revenue).
6.1. Look at the advice in the instructions about how to
differentiate between revenues and
other income (e.g. look at para 74 of the Framework). Revenues
are not limited to sales.
6.2. In this statement, a number of students split income into
‘revenue’ and ‘other revenue’.
This is not correct. If an item is revenue then include it in
revenues. If an item is not revenue
then you will need to include as ‘other income’. Further some
students split income into
‘revenue’ and ‘other income’ and ‘gain’; again for this
assignment you can only have a split
between ‘revenue’ and ‘other income’ (gains would be a type of
other income and
therefore would be included with any other items of other
income).
3
6.3. Some students included a line item ‘Revenues’ in their
statement and then included in
69. brackets after this the components. In your actual assignment
you cannot include this extra
information on the front of the statement; only in the notes.
6.4. Some students incorrectly included sales revenue net (i.e.
after deduction of cost of sales).
6.5. Sales returns are not an expense.
6.6. There were also some students confused about how to
account for the sale of non-
current assets. In these drafts, the most common mistake was
the treatment of the sale
of non-current assets; although a number of students did
correctly calculate and present
the impact from the sale of any non-current assets. Please refer
to AASB 101 para 34
(and to the examples in the course materials).
7. Take care with finance costs. While some students had the
correct finance costs amount, there
were many who did not. Please refer to the FAQ document
about what is, and is not, included in
these. Also think about what is ‘included’ as an expense; e.g. if
there is interest accrued and/or
paid during a period then this needs to be recognised, but the
principal amount is already
70. included in the statement of financial position and consider if
any balance date adjustment is
required. Further, as a FAQ states, finance costs would not
include the range of items that you
may have considered or classified as ‘financial expenses’ in
internal profit and loss statements in
earlier courses.
8. Take care with treatment of items. Think about:
8.1. Can I include something as an extraordinary item?
8.2. We do not consider discontinued operations, revaluations or
non-controlling interests in
this course.
8.3. Should dividends be included in this statement?
8.4. Cleary provisions are confusing some students. Think
about the timing (and also relate
this to definitions of expenses, income etc in framework). Think
about what entries
were processed when the original provision/expense was
recognized. Think about
what entry the company has processed when the case was
settled/finalised?
71. Remember all items of income/expense must be recognised in
the period they occur.
8.5. Read the information carefully. It was clear that a few
students had not (and this perhaps
is understandable given that this draft may have been done in a
hurry). For example, the
expenses in (a) are already included in the amount of
‘Expenses’ in the trial balance. Yet
some students added all of the items listed in (a) to the amount
of ‘Expenses’ in their
statement.
9. Where line items do not apply to the company (such as share
of profit/loss in associate, or
discontinued operations) these should not be included in the
statement. This would also apply
to other statements such as the statement of financial position.
For example, AASB 101 para
54(f) requires biological assets to be shown in (on the front) of
the statement. However in this
case study the company has no such assets so this line item
would not be included.
10. There is no need to provide standard and paragraph
references for the statements (this is
72. only required for the notes); although we will not penalise
students who include these for
the statements.
11. In terms of ‘general’ formatting issues note the following
(although I recognise that some of
4
these you may intend to ‘fix’ prior to the final assignment
submitted):
11.1. You will need an appropriate company name in the header
(title) of the statement, as
well as indicating an appropriate date or period/year ending
(remember from first year
that this will differ between statements).
11.2. Do not confuse the date of authorisation of the financial
report with the date the
reporting period ends.
11.3. Be consistent with rounding.
11.4. Take care with spelling (I didn’t realise that
‘comprehensive’ could be misspelt so many
73. 11.5. Take care with alignment/justification and fonts – again
be consistent.
11.6. Printing: I did not print these out but in a few cases it was
apparent that the
statement would not have printed properly on the page. Please
ensure that this does
not happen with the final assignment as the marker marks what
is printed! Either
print out before you submit or use the print preview function to
check this.
Academic Integrity issues:
12. As you are no doubt aware from viewing your own Turnitin
report, given the nature of this draft
(and therefore high similarities) it is difficult to determine if
there have been any academic
integrity issues in this draft from the Turnitin reports (the
Turnitin reports will identify this in
the final assignments as these are larger and thus the matches
more meaningful).
13. As this draft was restricted to one statement few referencing
issues were able to be identified.
74. However remember that the assignment instructions are explicit
that you need to format these
statements and the notes yourself. It appeared that some
students had included (particularly
at the bottom of the statement) parts taken/copied from other
sources, such as:
“This statement should be read in conjunction with the
accompanying notes to the financial
statements”
Such inclusions are acceptable but you must reference them–
some students had
referenced and some had not.
14. Other inclusions (such as details re: earnings per share) are
NOT required in this assignment and
such inclusions will be penalised. As well as this, as it would
be apparent that such inclusions must
have been copied from other sources, if they are not adequately
referenced they would also
constitute plagiarism, and would thus be referred to the
academic integrity officer.
75. 15. A few students had scanned or included their draft in a
picture format in their document or copied
an object into the document in a way that it is not electronically
readable/searchable. This is NOT
acceptable for the final assignment. As the instructions state:
The electronic submission for this assignment must be in the
form of either a PDF or Word document and
must be in a readable format so that it can be processed via
Turnitin. Until a readable document is
submitted late penalties will be applied. This means that you
cannot ‘scan’ any significant parts or all of
this assignment or insert statements, notes or reports as pictures
or the like (if necessary, you can insert
graphics, for example on the title page, as pictures and can scan
the appendix only).
5
16. It also appears that some repeating students may have used
their previous assignment as a basis.
76. However you should note that you may not be able to use your
previous assignment – see
information below:
Can you use parts of your previous assignment if repeating this
course?
16.1. Only if you completed this previous assignment on an
individual basis
16.2. If completed in a group then this includes the work of
other students
16.3. Under university policy it is misconduct to submit an
assignment that includes the work
of other students (i.e. students outside your current group
submitting the assignment).
Please note that Turnitin will match to previous assignments.
17. Remember also to review the information on academic
integrity in the assignment instruction
booklet. You should not access other student’s assignments
(either from previous study periods
or this study period) nor allow other students to access your
own work. As the instruction booklet
states:
You should note that in previous study periods a number of
77. students received ZERO for this
assignment as they had used other students work (from the same
or previous study periods) as the
basis for their own assignment. If you use another students
assignment (e.g. from this or a previous
study period) as a basis or ‘template’ for some/all and change
for this case study you will be
referred to the Academic Integrity officer and should expect to
receive ZERO as a minimum penalty.
I hope this document provides you with some useful information
to consider in finalising your
assignments. I would STRONGLY SUGGEST that if you have
not already done so, that you read the
assignment instructions and FAQ’s carefully, and also view the
assignment overview video.
Also, be aware that mistakes that have been explicitly noted in
this document (for example,
including Cost of sales on the front of the statement) will attract
significant penalties if these
mistakes occur in your final assignment.
You should be able to access your marks for this draft from
Learnonline.
78. A very few students will not receive these bonus marks as they
did not comply with the instructions
for this draft. In particular, students will not receive these
bonus marks if:
draft as required.
statement or a statement with no
numbers so not related to this case study).
notes or other information or other
statements).
Please do not be disheartened if you did not receive these marks
due to not complying with the
instructions. Treat this as an opportunity to learn. If you fail to
follow the specific instructions for the
assignment itself, you will lose many more marks. A number of
students who did not submit the draft
will no doubt achieve a high distinction grade in this
assignment.
If you have any questions about these you need to contact me
79. via the course email ACCT2005
Enquiries [email protected]
Please remember that specific feedback will not be provided on
individual drafts.
mailto:[email protected]
6
IMPORTANT: Just because you received 5/5 for this draft does
not mean that your draft (or numbers
therein) is correct. As stated above "These comments primarily
focus on the format (not actual
calculations or the treatment of specific events/transactions)".
There was a broad cross-section of
statements - both correct and incorrect. Remember this was a
draft and so was not expected to be
completely correct. All that the 5 marks indicate is that you
submitted a draft relating to this case
study in accordance with the instructions for this draft, not that
your draft was in any way correct.
80. All the best with the completion of your assignments.
Sue McGowan
Course coordinator
FA2 FAQ Annual Report Assignment Page 1 of 12
Frequently Asked Questions & Answers on annual report
assignment
This document includes some common questions (and answers)
that students often
ask about this assignment. A general comment is that many
questions from students
(and many poor results in this type of assignment) are due to:
• Not reading the assignment information and instructions. You
need to read these
carefully and a number of times – especially before you begin
and before your final
submission. The assignment has particular requirements and
these must be
followed!
• Not understanding basic accounting procedures/entries from
initial accounting
courses. This is prerequisite knowledge so will not be ‘re-
taught’ in this course.
It is also important that you have worked through all of the
materials for the first 5
topics (up to and including Liabilities) in this course BEFORE
81. you finish this
assignment. There are a number of topic review
questions/activities that provide
examples of the statements with only required line items in (on
the front) the
statement and recordings include examples of many of notes.
QUESTION
Can I include notes required by accounting standards other than
those studied in first
5 topics.
ANSWER
The answer is no. Whilst is it pleasing to see students
considering more standards
you are required to only consider those standards in those topics
identified in the
assignment instructions and should not consider other standards
(even those in later
topics) - so you should not add in notes relating to for example,
AASB 112.
Having said this you should note that, for example, AASB 101
has some
requirements that do not specify exactly what items need to be
disclosed, however
these do indicate that additional information that is required -
for example look at
AASB 101 para 77 which requires further sub classifications;
AASB 101 para 97
which requires disclosure of material items of income/expense...
so although we may
not consider other standards you need to consider whether the
standards that we are
applying (such as AASB 101) would require disclosure of (for
example) sub-
classifications of particular items.
82. I have restricted the standards to consider to ensure that the
assignment is not too
much work for students and also to ensure that I am fair to all
students. To be fair in
marking this assignment I need to ensure that all students have
considered the same
standards. Also a key purpose is to determine if students can
read and apply the
requirements of particular standards. By restricting the
standards considered this
allows me to better assess this.
If you are looking at real or ‘model’ financial reports to assist
you in this assignment,
you should be aware that these will consider all of the
accounting standards – many
of which we do not consider at all in this course. I would
suggest that to determine
the notes required in this assignment you ‘work though’ the
standards that are
specified for this assignment to see what notes are required
(given the information in
this assignment) and then, if you wish, refer to actual or model
reports for an
example of how to prepare notes (although there are alternative
formats for notes as
accounting standards specify what needs to be disclosed but not
necessarily ‘how’ in
terms of format). You should not use the real or ‘model’
financial reports to determine
what to include in (on the front of) statements or which notes
are required for this
assignment as these (as noted above) will consider other
standards and have made
83. FA2 FAQ Annual Report Assignment Page 2 of 12
choices about where to disclose information that do not follow
the instructions for this
assignment. Further these may not consider the version of
standards we are
applying. Remember- for each note that you include you need to
identify the
particular accounting standard (and the paragraph number) to
justify the inclusion of
that note.
The standards you need to apply (and reference) in this
assignment are AASB 101,
AASB 108, AASB 110, AASB 1054 and AASB 137.
QUESTION
I am confused about what to adjust for – I am not sure what
items I need to adjust in
the trial balance.
ANSWER
It can be confusing. You need to read the information carefully.
Remember in additional information it states:
Note: Unless otherwise indicated the events and transactions
outlined below have
already been accounted for in the balances above.
So unless it is indicated that NOT adjusted these
events/transactions would have
already been accounted for (and reflected in balances in the trial
balance). However
you may need to 'work' back to calculate the balances of some
items (such as share