Quorum Review's February 2014 Institution Bulletin includes a letter from CEO, Cami Gearhart, JD, discussing factors to consider when assessing the strength of your IRB, SACHRP guidelines on internet research, international ethics review, and how the 2014 Congressional Appropriations Bill impacts clinical research.
Quorum Review's February 2014 Institution Bulletin includes a letter from CEO, Cami Gearhart, JD, discussing factors to consider when assessing the strength of your IRB, SACHRP guidelines on internet research, international ethics review, and how the 2014 Congressional Appropriations Bill impacts clinical research.
Since 2010, the authors have been on the faculty of a HBCU located i.pdfhimanshukausik409
Â
Since 2010, the authors have been on the faculty of a HBCU located in Georgia. The authors are
the only full-time faculty, thus are responsible for teaching all accounting courses. The failure
rate has average thirty-five (35%) percent. Failure is defined as a student receiving a grade of
âDâ, âFâ or âWâ in an accounting course. This failure rate was unacceptable, thus a search begin
to explore ways of reducing this rate without compromising the academic integrity required to
prepare students to become an accountant. This study explores a new teaching model designed to
improve studentsâ technical competencies while increasing their critical thinking skills. What
adjustments to a classroom lesson plan and teaching strategy are useful to improve interpersonal
communication, creativity, reasoning and analytical abilities? Does improvements in
interpersonal communication, creativity, reasoning and analytical abilities require abandoning
the traditional teaching model? Critical thinking includes analyzing, conceptualizing, reasoning
and evaluating. Research finds that these skills can be developed in learners if teaching strategies
evolve beyond memorization (Reinstein,2008). Accounting graduates are expected to possess a
healthy dose of critical thinking skills. This study explores a teaching model reflective of
cognitive thinking. Cognitive teaching increases the need to compare, contrast, group, and
memorize relevant accounting concepts. The literature argues that students have considerable
difficulty in solving accounting problems that are slightly different than those presented in the
classroom, even though the same concepts are being covered. The Pathways Commission has
called for improvements in accounting curriculum and teaching techniques (Bloom, 2013). The
quality of future accountants will be shaped by a need for improvement in critical thinking skills.
The purpose of this paper is to convey the authorsâ result of using the ABCs of accounting
teaching model. SIGNIFICANCE OF THE PROBLEM The accounting profession requires more
creativity and innovative thinking in order to be competitive. Much of the literature argues that
teaching models that require students to memorize accounting rules and procedures fail to
cultivate critical thinking in problem solving. The Bedford Committee (1986) asserts that the
traditional accounting lectures fail to stimulate creativity and innovative thinking. Thus student
are not educational ready to enter the profession. The Pathwayâs Commission finds that
accounting programs are overly invested in outmoded models. Bloom (2013) finds that students
increasingly exhibit difficulty solving complex accounting problems. The goal of teaching
should always embrace a pedagogy designed to discover a higher order of thinking. Higher order
critical thinking can be achieved if the teaching approach gets it right. Such is the pursuit of this
study. The five step process for developing higher level critical thinking skills.
BU3010 âBusiness LawCourse SyllabusSchool of Professiona.docxAASTHA76
Â
BU3010 âBusiness Law
Course Syllabus
School of Professional Studies
BUS3010 â BUSINESS LAW
(Prepared 12/29/17 for SP18A)
Contents
3Overview
3Course ID
3Course Name
3Department
3Credits
3Prerequisites
3Instructor
3Telephone
3E-mail
3Office
3Office Hours
3Class Meetings
3Classroom
3Learning Management System
3Course Description
4College Information
4Centenary Greater Expectation Learning Outcomes (CGEs)
4Business Department Learning Outcomes
4Classroom Conduct
4Academic Code
4Academic Honesty
6âPublicationâ of Written Work and Assignments
6Academic Assistance
6Accommodations
6Technical Support
6Course Information
6Course Material
Error! Bookmark not defined.Reference Publications
Error! Bookmark not defined.Reference Websites
6Instructional Techniques
6Course Objectives
7Student Evaluation
8Attendance
9Assignments
9Late Assignments
10Course Schedule
10Session 1
10Session 2
10Session 3
11Session 4
11Session 5
11Session 6
12Session 7
12Session 8
13Activities and Rubrics
13Threaded Discussion Requirements
13Threaded Discussion Rubric
Error! Bookmark not defined.Activity 1
Error! Bookmark not defined.Activity 1 Rubric
26Activities Calendar
Overview
Course ID:BUS3010
Course Name:BUSINESS LAW
Department:
SCHOOL OF PROFESSIONAL STUDIESCredits:
4
Prerequisites:
BUS1001
Studentsshould be competent in Microsoft Word, Excel, and PowerPoint. Instructor:
Leonard P. Pasculli, JD, MBATelephone:
973-579-6143(H)E-mail:
[email protected]
Instructor will do his best to respond to telephone and e-mail messages within 24-hours.
Office:
N/A
Office Hours:
Instructor is available to meet with students before or after On Ground classes by appointment.
Class Meetings:
On-Ground (i.e., in person) each Monday, January 8 through February 26, 2018, 6:00 p.m. to 9:30 p.m. This includes Martin Luther King Jr. Day (1/15) AND Presidentâs Day (2/19). We will meet in person on both of those days.
However, in the event of inclement weather, check Moodle and/or email.
Classroom:
7 Campus Drive, Parsippany-- Room number: ____
Learning Management System:
Access the Moodle student tutorial at: http://www.centenarycollege.edu/cms/en/moodle-help-center/moodle-help-center/students/ for instructions on how to log in, navigate, and submit assignments.
Moodle accessibility versions are available for download; please contact the IT Help Desk at ext. 2362 or [email protected] for assistance.
Course Description:
This Business course will examine areas of law affecting business including the legal process and forms of businesses; contract law; the law of sales; personal, real, and intellectual property law, and product liability and consumer protection. These and business ethics will comprise the principal focus of the course. International treaties and laws affecting those areas of law will also be explored throughout the course.College Information
Centenary Greater Expectation Learning Outcomes (CGEs):
In March 2004, th ...
Assignment 2 Accounting and Audit EnforcementDue Week 7 and wor.docxbraycarissa250
Â
Assignment 2: Accounting and Audit Enforcement
Due Week 7 and worth 300 points
Using the Internet, Strayer databases, or the Securities and Exchange Commissionâs Website, located at http://www.sec.gov/divisions/enforce/friactions/friactions2012.shtml, perform a search on several U.S. health care publicly-traded companies and choose a health care organization that has been accused of committing health care fraud.
Write a five to six (5-6) page paper in which you:
Evaluate the level of SOX regulations that applies to for-profit and not-for-profit health care organizations, indicating whether or not mandating SOX requirements for non-profits might reduce fraud and increase corporate governance. Provide support for your rationale.
Determine whether SOX has been effective in regulating ethical behavior of for-profit health care organizations. Defend your position.
Review the audit report issued by the external auditing firm from the company's Website for the year it was accused of fraud. Then, determine whether the external auditors were negligent in preparing the audit report for the company. Formulate an opinion regarding which Internal Control was deficient or what GAAP was violated. Defend your position.
Determine what provision(s) of SOX was / were violated in the health care fraud case in question. Indicate whether or not SOX adequately provides sanctions to deter the behavior or if changes are needed to the regulations to remedy the issue(s) and thus ensure compliance.
Based on the fraudulent activity that occurred, recommend two (2) improvements to the internal control environment to reduce those occurrences. Provide detailed recommendations.
Use at least four (4) quality academic resources in this assignment. Note: Wikipedia and other Websites do not qualify as academic resources.
Your assignment must follow these formatting requirements:
Be typed, double spaced, using Times New Roman font (size 12), with one-inch margins on all sides; citations and references must follow APA or school-specific format. Check with your professor for any additional instructions.
Include a cover page containing the title of the assignment, the studentâs name, the professorâs name, the course title, and the date. The cover page and the reference page are not included in the required assignment page length.
The specific course learning outcomes associated with this assignment are:
Evaluate internal controls within an organization and create a risk assessment.
Analyze ethical theories to evaluate a decision-making process to determine compliance with professional codes of ethics.
Evaluate the health of organizations to assess the level of risk in an audit engagement.
Evaluate financial data for potential fraud and prepare an audit approach for detecting fraud.
Assess the risk of financial misstatement in an IT-based environment.
Use technology and information resources to research issues in accounti ...
1 CO5121 LAW OF BUSINESS ORGANISATIONS SP53 2019 .docxjeremylockett77
Â
1
CO5121 LAW OF BUSINESS ORGANISATIONS
SP53 2019
ASSIGNMENT
Due date: A written assignment is due by 15 January 2020 23:59.
Weighting: The assignment is worth 30% of the marks for the subject.
Individual Assignment: This is an individual assignment â students are not to copy each otherâs work. Rather, their essay
is to be a reflection of their original thoughts, analysis and research.
Lodgement: you must lodge assignments in hard copy to your lecturer during class on the due date with an assignment
cover sheet that has been time and date recorded. You must ALSO lodge your assignment electronically via the LearnJCU
website as a backup copy (and to check for plagiarism). Please ensure you retain a photocopy of the assignment. Your
electronic copy of the assignment must also be submitted before the due time on the due day. Note the link on the web site
to the Universityâs policy on submitting assignments electronically.
To submit your electronic copy of the assignment, follow these instructions:
1. Go to your subject site in Learn JCU, select Assignments from the left-hand navigation bar.
2. You will see an icon that looks like a blue page - Click on View/Complete.
3. To attach your file, click on the âBrowseâ button and double click on the file you wish to submit. You can also write a
comment about the file you are sending eg if you have an extension, you might want to say âExtension Grantedâ Please
note that you are only able to submit the assignment in one document.
For more information go to http://learnjcu.jcu.edu.au and click on LearnJCU Toolbox under the Support tab.
Penalty for late submission: the penalty for late submission of assignments without an extension having been granted is
the loss of 5% of the total marks available (for the piece of assessment) per day vanishing down to a mark of zero after 20
days.
In fairness to all students, extensions of time will only be granted in exceptional circumstances and where there is
cogent evidence supporting the need for extension. If an extension is applied for close to the due date, normally the
2
assumption of the lecturer will be that the student has had up to five weeks to work on the task and has done so consistently.
The co-ordinator may require the student to produce their work completed to the time of the request for an extension.
If your circumstances warrant the need for an extension, or you would like to request an informal review of your assessment,
please refer to the Subject Outline for further details. The âReview of Assessmentâ and âRequest for Extensionâ forms are
available in hard copy from the Law School office or from the Law School web site: http://www.jcu.edu.au/law Please note
that all enquiries and concerns relating to assessment review and teaching and learning issues should, in the first instance,
be addressed to the Lecturer/Subject Coordinator. The Head of School will not enter into discussion wi ...
Since 2010, the authors have been on the faculty of a HBCU located i.pdfhimanshukausik409
Â
Since 2010, the authors have been on the faculty of a HBCU located in Georgia. The authors are
the only full-time faculty, thus are responsible for teaching all accounting courses. The failure
rate has average thirty-five (35%) percent. Failure is defined as a student receiving a grade of
âDâ, âFâ or âWâ in an accounting course. This failure rate was unacceptable, thus a search begin
to explore ways of reducing this rate without compromising the academic integrity required to
prepare students to become an accountant. This study explores a new teaching model designed to
improve studentsâ technical competencies while increasing their critical thinking skills. What
adjustments to a classroom lesson plan and teaching strategy are useful to improve interpersonal
communication, creativity, reasoning and analytical abilities? Does improvements in
interpersonal communication, creativity, reasoning and analytical abilities require abandoning
the traditional teaching model? Critical thinking includes analyzing, conceptualizing, reasoning
and evaluating. Research finds that these skills can be developed in learners if teaching strategies
evolve beyond memorization (Reinstein,2008). Accounting graduates are expected to possess a
healthy dose of critical thinking skills. This study explores a teaching model reflective of
cognitive thinking. Cognitive teaching increases the need to compare, contrast, group, and
memorize relevant accounting concepts. The literature argues that students have considerable
difficulty in solving accounting problems that are slightly different than those presented in the
classroom, even though the same concepts are being covered. The Pathways Commission has
called for improvements in accounting curriculum and teaching techniques (Bloom, 2013). The
quality of future accountants will be shaped by a need for improvement in critical thinking skills.
The purpose of this paper is to convey the authorsâ result of using the ABCs of accounting
teaching model. SIGNIFICANCE OF THE PROBLEM The accounting profession requires more
creativity and innovative thinking in order to be competitive. Much of the literature argues that
teaching models that require students to memorize accounting rules and procedures fail to
cultivate critical thinking in problem solving. The Bedford Committee (1986) asserts that the
traditional accounting lectures fail to stimulate creativity and innovative thinking. Thus student
are not educational ready to enter the profession. The Pathwayâs Commission finds that
accounting programs are overly invested in outmoded models. Bloom (2013) finds that students
increasingly exhibit difficulty solving complex accounting problems. The goal of teaching
should always embrace a pedagogy designed to discover a higher order of thinking. Higher order
critical thinking can be achieved if the teaching approach gets it right. Such is the pursuit of this
study. The five step process for developing higher level critical thinking skills.
BU3010 âBusiness LawCourse SyllabusSchool of Professiona.docxAASTHA76
Â
BU3010 âBusiness Law
Course Syllabus
School of Professional Studies
BUS3010 â BUSINESS LAW
(Prepared 12/29/17 for SP18A)
Contents
3Overview
3Course ID
3Course Name
3Department
3Credits
3Prerequisites
3Instructor
3Telephone
3E-mail
3Office
3Office Hours
3Class Meetings
3Classroom
3Learning Management System
3Course Description
4College Information
4Centenary Greater Expectation Learning Outcomes (CGEs)
4Business Department Learning Outcomes
4Classroom Conduct
4Academic Code
4Academic Honesty
6âPublicationâ of Written Work and Assignments
6Academic Assistance
6Accommodations
6Technical Support
6Course Information
6Course Material
Error! Bookmark not defined.Reference Publications
Error! Bookmark not defined.Reference Websites
6Instructional Techniques
6Course Objectives
7Student Evaluation
8Attendance
9Assignments
9Late Assignments
10Course Schedule
10Session 1
10Session 2
10Session 3
11Session 4
11Session 5
11Session 6
12Session 7
12Session 8
13Activities and Rubrics
13Threaded Discussion Requirements
13Threaded Discussion Rubric
Error! Bookmark not defined.Activity 1
Error! Bookmark not defined.Activity 1 Rubric
26Activities Calendar
Overview
Course ID:BUS3010
Course Name:BUSINESS LAW
Department:
SCHOOL OF PROFESSIONAL STUDIESCredits:
4
Prerequisites:
BUS1001
Studentsshould be competent in Microsoft Word, Excel, and PowerPoint. Instructor:
Leonard P. Pasculli, JD, MBATelephone:
973-579-6143(H)E-mail:
[email protected]
Instructor will do his best to respond to telephone and e-mail messages within 24-hours.
Office:
N/A
Office Hours:
Instructor is available to meet with students before or after On Ground classes by appointment.
Class Meetings:
On-Ground (i.e., in person) each Monday, January 8 through February 26, 2018, 6:00 p.m. to 9:30 p.m. This includes Martin Luther King Jr. Day (1/15) AND Presidentâs Day (2/19). We will meet in person on both of those days.
However, in the event of inclement weather, check Moodle and/or email.
Classroom:
7 Campus Drive, Parsippany-- Room number: ____
Learning Management System:
Access the Moodle student tutorial at: http://www.centenarycollege.edu/cms/en/moodle-help-center/moodle-help-center/students/ for instructions on how to log in, navigate, and submit assignments.
Moodle accessibility versions are available for download; please contact the IT Help Desk at ext. 2362 or [email protected] for assistance.
Course Description:
This Business course will examine areas of law affecting business including the legal process and forms of businesses; contract law; the law of sales; personal, real, and intellectual property law, and product liability and consumer protection. These and business ethics will comprise the principal focus of the course. International treaties and laws affecting those areas of law will also be explored throughout the course.College Information
Centenary Greater Expectation Learning Outcomes (CGEs):
In March 2004, th ...
Assignment 2 Accounting and Audit EnforcementDue Week 7 and wor.docxbraycarissa250
Â
Assignment 2: Accounting and Audit Enforcement
Due Week 7 and worth 300 points
Using the Internet, Strayer databases, or the Securities and Exchange Commissionâs Website, located at http://www.sec.gov/divisions/enforce/friactions/friactions2012.shtml, perform a search on several U.S. health care publicly-traded companies and choose a health care organization that has been accused of committing health care fraud.
Write a five to six (5-6) page paper in which you:
Evaluate the level of SOX regulations that applies to for-profit and not-for-profit health care organizations, indicating whether or not mandating SOX requirements for non-profits might reduce fraud and increase corporate governance. Provide support for your rationale.
Determine whether SOX has been effective in regulating ethical behavior of for-profit health care organizations. Defend your position.
Review the audit report issued by the external auditing firm from the company's Website for the year it was accused of fraud. Then, determine whether the external auditors were negligent in preparing the audit report for the company. Formulate an opinion regarding which Internal Control was deficient or what GAAP was violated. Defend your position.
Determine what provision(s) of SOX was / were violated in the health care fraud case in question. Indicate whether or not SOX adequately provides sanctions to deter the behavior or if changes are needed to the regulations to remedy the issue(s) and thus ensure compliance.
Based on the fraudulent activity that occurred, recommend two (2) improvements to the internal control environment to reduce those occurrences. Provide detailed recommendations.
Use at least four (4) quality academic resources in this assignment. Note: Wikipedia and other Websites do not qualify as academic resources.
Your assignment must follow these formatting requirements:
Be typed, double spaced, using Times New Roman font (size 12), with one-inch margins on all sides; citations and references must follow APA or school-specific format. Check with your professor for any additional instructions.
Include a cover page containing the title of the assignment, the studentâs name, the professorâs name, the course title, and the date. The cover page and the reference page are not included in the required assignment page length.
The specific course learning outcomes associated with this assignment are:
Evaluate internal controls within an organization and create a risk assessment.
Analyze ethical theories to evaluate a decision-making process to determine compliance with professional codes of ethics.
Evaluate the health of organizations to assess the level of risk in an audit engagement.
Evaluate financial data for potential fraud and prepare an audit approach for detecting fraud.
Assess the risk of financial misstatement in an IT-based environment.
Use technology and information resources to research issues in accounti ...
1 CO5121 LAW OF BUSINESS ORGANISATIONS SP53 2019 .docxjeremylockett77
Â
1
CO5121 LAW OF BUSINESS ORGANISATIONS
SP53 2019
ASSIGNMENT
Due date: A written assignment is due by 15 January 2020 23:59.
Weighting: The assignment is worth 30% of the marks for the subject.
Individual Assignment: This is an individual assignment â students are not to copy each otherâs work. Rather, their essay
is to be a reflection of their original thoughts, analysis and research.
Lodgement: you must lodge assignments in hard copy to your lecturer during class on the due date with an assignment
cover sheet that has been time and date recorded. You must ALSO lodge your assignment electronically via the LearnJCU
website as a backup copy (and to check for plagiarism). Please ensure you retain a photocopy of the assignment. Your
electronic copy of the assignment must also be submitted before the due time on the due day. Note the link on the web site
to the Universityâs policy on submitting assignments electronically.
To submit your electronic copy of the assignment, follow these instructions:
1. Go to your subject site in Learn JCU, select Assignments from the left-hand navigation bar.
2. You will see an icon that looks like a blue page - Click on View/Complete.
3. To attach your file, click on the âBrowseâ button and double click on the file you wish to submit. You can also write a
comment about the file you are sending eg if you have an extension, you might want to say âExtension Grantedâ Please
note that you are only able to submit the assignment in one document.
For more information go to http://learnjcu.jcu.edu.au and click on LearnJCU Toolbox under the Support tab.
Penalty for late submission: the penalty for late submission of assignments without an extension having been granted is
the loss of 5% of the total marks available (for the piece of assessment) per day vanishing down to a mark of zero after 20
days.
In fairness to all students, extensions of time will only be granted in exceptional circumstances and where there is
cogent evidence supporting the need for extension. If an extension is applied for close to the due date, normally the
2
assumption of the lecturer will be that the student has had up to five weeks to work on the task and has done so consistently.
The co-ordinator may require the student to produce their work completed to the time of the request for an extension.
If your circumstances warrant the need for an extension, or you would like to request an informal review of your assessment,
please refer to the Subject Outline for further details. The âReview of Assessmentâ and âRequest for Extensionâ forms are
available in hard copy from the Law School office or from the Law School web site: http://www.jcu.edu.au/law Please note
that all enquiries and concerns relating to assessment review and teaching and learning issues should, in the first instance,
be addressed to the Lecturer/Subject Coordinator. The Head of School will not enter into discussion wi ...
1 School of Computer & Information ScienVannaJoy20
Â
1
School of Computer & Information Sciences
COURSE SYLLABUS
Course Name: ITS835 â Enterprise Risk Management
Section â ITS-835 Online
Professor: Dr. George Mikulski
Contact Information: Office Hours: By appointment
E-mail: [email protected]
Online Support (IT)
and I-Learn Policy:
All members of the University of the Cumberlandsâ community who use the Universityâs computing,
information or communication resources must act responsibly.
http://www.ucumberlands.edu/it/downloads/terms.pdf
Course Website: Access to the course website is required via the iLearn portal on the University of the Cumberlands website:
http://www.ucumberlands.edu/ilearn/
Course Description: This course goes beyond looking at risk management from the confines of quantitative topics to cover the
full spectrum of risks that may emerge in enterprises. It covers a more holistic approach that includes the
decisions and actions of employees in an active enterprise. It uses case studies to demonstrate the issues
and challenges in total risk management. Finally, the course explores techniques for balancing enterprise risk
and reward to enable performance optimization.
Course
Objectives/Learner
Outcomes:
Course Objectives/Learner Outcomes:
Upon completion of this course, the student will:
⢠Design and implement an appropriate ERM framework and risk governance structure customized to any
type of organization.
⢠Conduct qualitative risk assessments to identify/prioritize key risks from among all risk sources.
⢠Quantify all types of risks, including strategic, operational, financial, and insurance.
⢠Develop a clear definition of risk appetite (the aggregate enterprise-level risk limit).
⢠Enhance strategic planning, increasing the likelihood of achieving strategic plan goals.
⢠Provide a rigorous business case for both business and mitigation risk-reward decision-making.
⢠Assure the board of directors that key risks are well understood and managed.
⢠Understand and satisfy ERM requirements from rating agencies, regulators, and shareholders.
Prerequisites: There are no prerequisites for this course.
Books and
Resources:
Required Text
Fraser, J., Simkins, B., & Narvaez, K. (2014). Implementing enterprise risk management: Case studies and best
practices. John Wiley & Sons
Other articles and readings may be assigned by course professor.
Course Expectations
Course Activities and
Experiences:
Students are expected to:
⢠Review any assigned reading material, complementary materials, and weekly lectures and prepare
responses to homework assigned.
⢠Actively participate in activities, assignments, and discussions.
⢠Evaluate and react to each otherâs work in a supportive, constructive manner.
⢠Complete specific assignments and exams when specified and in a professional manner.
⢠Utilize learned technologies for class assignments.
⢠Connect content knowledge from ...
SCHOOL OF LAW 200432 Commercial Law Quarter 3 2019 .docxgertrudebellgrove
Â
SCHOOL OF LAW
200432 Commercial Law
Quarter 3 2019
Assessment 2: Essay (1,500 words) (25%)
Overview
The essay must be completed by each student individually. There will be two
problem questions, which will be made available on vUWS. An announcement will be
posted on vUWS in Week 5, when the essay questions have been uploaded into the
Assessment folder.
Students must answer both questions. This assessment task has a maximum of
1500 words. More specific information will be available on vUWS.
Essay due date
The essay is due in Week 7, Friday, 9 August 2019 before 11.00 pm. Your essay
must be submitted to Turnitin, which is available on the vUWS site for this unit.
All students are required to learn how to use Turnitin well in advance of the due date
for the essay. Difficulty using Turnitin at the last minute will not be accepted as an
excuse for missing the deadline (except in the event of a verifiable problem with our
systems at the relevant time). You may resubmit your papers to Turnitin as many
times as you wish before final delivery. However, bear in mind that it can take up to
24 hours for a fresh Turnitin report to be generated â so plan ahead to allow yourself
time to work on your paper again after the first Turnitin report and still have time to
resubmit for another report (or to do this as many times as you wish).
ď§ Make sure you submit a final version of your essay, as there will be no
resubmissions after the due date without a penalty applying.
ď§ Do not submit the essay by e-mail under any circumstances.
ď§ Students MUST KEEP A HARD COPY of the essay identical to the one
submitted to Turnitin.
Return of assessment material
No hard copies of the Essay will be returned in class. Essays can be viewed on
vUWS as soon as they are marked.
Criteria and general assessment requirements
Essay questions are fact based legal problems. The following Learning Outcomes
will be assessed in the Essay:
2.
Apply common law and statue law to tortious, contractual,
consumer and agency relationships to resolve legal issues.
3. Examine the various business entities and their ongoing legal
responsibilities to solve practical legal problems.
Presentation & style:
ď§ organises a clear and coherent essay;
ď§ writes clearly, accurately and is grammatically correct;
ď§ punctuates appropriately;
ď§ references sources according to the Australian Guide to Legal Citation (see
âReferencingâ below) or in accordance with the referencing style adopted by the
school that provides the course.
Content and knowledge:
ď§ identifies and explains the relevant area of common law and statutory legal
systems;
ď§ integrates relevant cases and legislation to support their answer to the legal
problem;
ď§ applies the legal principles and legislation to the facts of the legal problem; and
ď§ provides a conclusion to the legal problems (questions raised), including any
defences, remedies or penal ...
CRM 222 Research Paper Instructions and Rubric Students wMargenePurnell14
Â
CRM 222 Research Paper Instructions and Rubric
Students will write a 1500-1700-word Research Paper on one of the following topics:
ďˇ Chemical, biological, nuclear, radiological, or explosive training drills or exercises
ďˇ First responders and planning, preparation, response, and recovery
ďˇ Homeland Security strategies
ďˇ Weapon delivery and/or defense methodologies
ďˇ National response plan
ďˇ National Incident Management System
ďˇ Homeland Security related legislation
ďˇ Intelligence; e.g., HUMINT, SIGINT, etc.
Students will select and submit their paper topics to the Assignment box no later than 11:59 PM
EST/EDT of Module 3.
The paper will include the following:
(1) An overview of the subject
(2) Major relevant points relative to economic, social, and/or legal implications; or, the impacts due to
the lack of attention paid to the economic, social, and/or legal implications
(3) A discussion on how your subject relates to the Saint Leo core values of excellence and
integrity. Examples of questions that you should ask yourself include:
a. Is there a commitment by any of the members of the organizations to achieve excellence
and live their mission while delivering on its promise? How so?
b. Does anyone pledge to be honest, just, and consistent in word and deed? How do you
know these things?
c. What are the indicators of their integrity or lack of integrity?
d. What can you take away from what you have learned?
The paper must include a running head, page numbers, cover page, abstract, body, and reference page.
References must be cited (in-text) using the APA format. A minimum of five references are required, with
no more than two from Internet sources. Do not use Wikipedia references or similar type references
in your paper. Additional grading criteria will include clarity of presentation, quality of content, mastery of
content, care and attention to detail, organization, originality of presentation, and the value and interest of
the presentation, as well as proper grammar and punctuation. The paper should consist of your original
work. You are required to use no more than 15% of othersâ quoted work when completing any
assignments within this course of study. Your research paper must therefore be 85% original. Final
papers are to be submitted to the Assignment box no later than Sunday 11:59 PM EST/EDT of Module
6. (This Assignment box maybe linked to Turnitin.)
Your paper will be assessed using an individual grading rubric, which is on the next page for your
reference. This tool and process helps students identify and the instructor measure the key points
necessary to successfully complete written assignments.
Important notes:
ďˇ Points will be deducted for non-APA formatted papers. APA format and style information is
available via the course Resources section.
ďˇ All work must be completed using Microsoft Office products. Word Perfect and other similar
prod ...
Course SyllabusHSV400 â Ethical and Leal Issues in Human Servi.docxvanesaburnand
Â
Course Syllabus
HSV400 â Ethical and Leal Issues in Human Services
Course Description:
This course will evaluate ethical and legal standards as related to critical professional issues. Students will gain an understanding of the relationship and integration of values for the counselor's role in practice, training, supervision, and consultation.
Course Outcomes:
After completing HSV 400, the student should be able to:
¡ The student will be able to respond to ethical dilemmas by a decision-making process.
¡ The student will be able to communicate his or her value system, with emphasis on how these values are likely to impact counseling practice.
¡ The student will be able to identify the different major components of ethical codes for professional counselors.
¡ The student will be able to communicate an understanding of the laws for counselors and therapists in the state in which he/she intends to practice.
¡ The student will be able to communicate how her/his personal values influence her/his ethical posture.
¡ The student will be able to identify the professional organizations for counselors.
Course Materials:
¡ Corey, G., Corey, M. S., & Callanan, P. (2015). Issues and ethics in the helping professions (9th ed.). Pacific Grove, CA: Brooks/Cole Pub Co.
¡ Additional reading, listening, viewing materials available on Blackboard.
Course Evaluation:
Assignment
Weight Towards Final Grade
Discussion Boards
40%
Introduction & Background Information Assignment
20%
Final Written Assignment
30%
Self-Assessment Reflection Paper
10%
Student Survey*
--
TOTAL
100%
*To ensure that we continue to meet our academic standards and your learning expectations, we routinely assess our programs, courses, and instructors. Completion of the end-of-course Student Survey is a required component of this course.
Official University Grading Scale:
The following grades are used on academic records and carry the quality points indicated:
Grade
Numerical Equivalent
A
95-100
A-
90-94
B+
87-89
B
83-86
B-
80-82
C+
77-79
C
73-76
C-
70-72
D+
67-69
D
63-66
D-
60-62
F
Below 60
Late Work:
Assignments, including discussion board postings, should be submitted on time per assignment rubric guidelines. If there is an emergency situation, a request for an extension on assignments may be requested of the instructor before the assignment deadline. If no extension request has been made, late assignments will be penalized with a 20 point deduction for each day it is submitted late. Furthermore, discussion boards
Academic Dishonesty:
âAcademic dishonesty consists of plagiarism, cheating, unauthorized copying of computer discs, willful introduction of viruses, willful interruption of systems, and may also include unintentional complicity in othersâ academic dishonesty. Confirmed dishonesty may result in the assignment of a failing grade of other penalties.â (Post University Student Handbook).
All papers .
Similar to Academic appeals : seven guidelines to aid scholars (20)
Washington DC - National Guard Presence - Inauguration - Citizen Journalist A...The Free School
Â
https://journalistethics.com/
Download this document free at this link
This article is a citizen journalist account from on the ground in DC about the mass deployment of national guard and police around Capitol Hill. This article debunks fake news Fox, whose fake news aims to dramatize this event, pushing a narrative of fear, doom and violence.
File available for download at
https://journalistethics.com/
This dossier provides an online point of reference for all known official court documents that relate to legal challenges against Electoral College results from Americaâs 2020 Federal Election.
Web links point to reputable official databases such as a court .gov website or a recognized law authority such as Justia. All documents obtained from non.gov sources have been cross referenced for accuracy. Some privately issued official court documents are not yet available via .gov sites. Reduction in staffing for the festive season
Shutdown and COVID19 may explain this. This directory has three main parts. Part A lists cases that were filed prior to the Federal Election
on November 3, 2020. Part B lists cases that were filed after the Federal Election on November 3, 2020. Both sections list these cases by state jurisdiction, in A-to-Z alphabetical order. Part C annexes a page of the website titled âDemocracy Docketâ. This directory lists cases that relate to Federal Election challenges that predate 2019. Most of these cases are not listed in Parts A or B. This booklet guides readers to consult official documents at the source to freely draw informed
conclusions. Corrupt, phony entities such as Wikipedia and mainstream corporate fake news such as CNN and The New York Times are biased. They selectively cite and omit developments. This dossier is correct as of December 29, 2020. Any omissions or errors are honest oversights.
Key words : Sidney Powell, Donald Trump, Rudolph Giuliani, Democrats, Republican, US Supreme Court, Dominion, Voting Machines, foreign interference, ballots, covid 19, covid-19, coronavirus, supreme court
Pfizer Coronavirus COVID19 Fake Eugenics VaccineThe Free School
Â
Book available for download free at:'
https://journalistethics.com/
This book is about the fake COVID19 coronavirus vaccine created by Pfizer.
Pfizer, vaccine, vaccines, eugenics, pandemic, covid19, covid-19, scam, fake, coronaviruses, revelation, book of revelation, mark of the beast, australia, america
Creative Writing Handbook - Mastering all GenresThe Free School
Â
Authors, authoring, authorship, author, writer, writers, writing, creative, creativity, creative writing, publish, publisher, self-publish, self publish, lulu, publisher, publishers, book, books, isbn, international standard book number, poems, poetry, poet, poets.
This handbook aids to motivate and guide writers to master all genres. These genres include:
Rants (48), Recognitions (50), Recollections (54), Records (55), Regulations (57), Releases
(59), Religious (61), Reports (63), Reporters (65), Research (67), RĂŠsumĂŠs (69), Reviews
(72), Rhymes (75), Roles (77), Romances (79), Rubrics (81), Recitals (83)
This book is suitable to support Creative Writing 101 courses at graduate and undergraduate college courses.
https://journalistethics.com/
Book available at this link (c) Jyonah Jericho
Premise
Every once in a blue moon, we may be lucky to engage a person who shares a simple,
memorable idea that guides us positively for life. A June afternoon in Sydney, Australia
2008 is an exemplary example of such rare encounters.
âGot the day off from work today have ya?â I said to our buildingâs newest
resident with a warm smile in the underground garbage depot. It was the first time that
we had crossed paths within speaking distance since he moved in a few weeks prior.
I rarely accost unknown people for casual banter nowadays. Maybe itâs me, but I
often receive a subtle frown, silence, a stony-faced vague reply, or a combination thereof.
âNah, buddyâ the stranger replied with a more generous grin. âI work-from-home
and write best sellersâ he said.
It was refreshing to receive a positive energy reply, even a showoff one like this. I
could tell from his instant mega smile that this neighbor is a people lover â an extrovert.
Mister mid-40s in flannelette pajamas proudly produced a check out of his shabby
once white bathrobe pocket and flashed it before my face. âI just got this $25,000 advance
today from my publisher for my next bestsellerâ he boasted shamelessly.
A modest man I thought. I intuitively liked him less than I did five seconds prior.
âCoolâ I replied. âWhat sort of books do you write?â I asked as we walked in synch
towards the elevator.
âDetective crime stories and that sorta stuffâ he said.
âI admire fiction book writersâ I replied earnestly as we entered the elevator. Must
be a lot harder than just writing short academic articles like I doâ I said.
âAcademic heyâ, he said, eyebrows raised as he made intimate eye-to-eye
contact for the first time. âIâm studying English Lit at Sydney and would love to pick
your brains for ideas sometime soonâ he said.
âYeh, letâs meet up over drinks and swap notesâ I said.
âDefinitely. How about the Bank Bar?â he answered.
âGreat choiceâ I said as my neighbor fumbled his keys in Apartment 501âs keyhole.
âHow about today after lunch at 3?â he asked.
âSure, see you in the garden bar at threeâ I said as I walked towards my door, 506.
Recognitions
The lives and accomplishments of individuals and entities can be acknowledged and
celebrated in public domains in several ways. Pan American World Airways (Pan Am) is
an example of a famed institution that no longer exists since 1991. RIP Pan Am.
Obituaries and eulogies are popular written formats that celebrate the lives of people who
have passed. The 408 words article overleaf titled âMotown Chicâ is a tribute to the late
Nina Simone. The word âtributeâ may convey a less morbid connotation than alternatives
such as In Memoriam. Public tributes may honor the living and those who have passed.
https://journalistethics.com/george-floyd/
Download this book free at this link.
This book is about what this author neutrally terms the
âGeorge Floyd Eventâ. It contains two distinct parts.
This introductory segment contains seven discussion
sections that establishes this textâs objective and scope. It
outlines tools available to critical thinkers and researchers
that may enable us to draw better conclusions than the lies
propagated by fake news such as CNN and Snopes. The final
section tables dozens of critical questions in context.
Annex 1 bullet points seven questions that may arouse the
curiosity of independent researchers. The core objective of
this document seeks to guide novice media researchers
towards the basic skills and primary evidence that leads
humanity to draw well-informed, free-willed conclusions.
Analysis centers around the theme of numbers. Numerical
inquiry allows us to objectively measure facts and fiction.
Quantifiable information may be the key that unlocks the
many enigmas that underpin the tragic George Floyd even
george floyd, george perry floyd jr, derek chauvin, thomas lane, j alexander kueng, tou thao, minnesota, minneapolis, riots, black lives matter, minnesota police department, murder, race, racism, hennepin, hennepin county, donald trump, democrats, trial, court, neck, false flag, fake news, darnella frazier, george, floyd, ben crump, coronavirus, coroner, autopsy, black lives matter, blm, george, floyd
NESARA GESARA : Global Currencies Reset, 2020 (Free Book)The Free School
Â
Download free direct at the link above:
NESARA National Economic Security and Reformation Act
National Economic Stabilization and Recovery Act
National Economic Security and Recovery Act
NESSA National Economic Security Strategy Act (2018) (Unenacted Bill)
GESARA May substitute the word âNationalâ for âGlobalâ in NESARA acronyms above.
Annex 1 NESARA âFolk Loreâ Bill (Circa 1999). p. 35
Annex 2 Coronavirus Aid Relief Economic Security Act (CARES) Act (2020) p. 124
Annex 3 S.2757 - National Economic Security Strategy Act of 2018 p. 372
Annex 4 Americaâs Constitution p. 382
This book is about the enigmatic NESARA. It contains four
parts beyond this summary page.
The next segment, the largest, contains six sub-sections.
Discussion centers on post June 2019 political and economic
developments as publicly reported by a range of sources.
Part Three examines alternative news sources that outline
information that is implicitly and explicitly relevant to the
essence of the fabled NESARA global economic reset model.
The penultimate chapter places NESARA in the Coronavirus
COVID-19 false flag, black swan âplannedemicâ context.
The conclusion centers on policy and financial developments
that are unfolding in real-time that are relevant to the
possible implementation of a stealth version of NESARA.
Discussion centers around Americaâs place in a local financial
reset. Any version of NESARA that involves America is bound
to have profound transnational implications.
NESARA GESARA Global Currency Reset
This page is about the theory of a NESARA global currency reset. This page serves as a forum to exchange ideas and information about NESARA. This acronym noun, NESARA, is known by various names such as: The National Economic Stabilization and Recovery Act, National Economic Security and Reformation Act and National Economic Security and Recovery Act (NESARA). GESARA is a global version of NESARA. NESARA is an American-centric concept that is attributed to Dr. Harvey Francis Barnard.
Social distancing, drain the swamp, harvey barnard, harvey francis barnard, drain the swamp, donald trump, china, america, beijing, washington, nesara, gesara, NESARA National Economic Security and Reformation Act, National Economic Stabilization and Recovery Act,
National Economic Security and Recovery Act
Bitcoin one world currency digital currency cryptocurrency
N.E.S.A.R.A.
G.E.S.A.R.A.
Coronavirus COVID-19 Research Handbook (Free)The Free School
Â
https://journalistethics.com/
Download this handbook free at the link above.
This free book is about Coronavirus COVID19. This free book is a comprehensive list of media and medical themes that surround this false flag fake news pandemic. It invites readers to adopt a critical reflective approach to reviewing information about Coronavirus COVID-19.
Coronavirus, COVID-19, COVID19, Coronavirus COVID-19, virus, sars, sudden acute respiratory syndrome, CDC, Center for Disease Control and Prevention, WHO, World Heath Organization, European Center for Disease Control, Social distancing, Donald Trump, Hydroxychloroquine, Wuhan, China, Anthony Fauci, Deborah Birx, Tedros Adhanom, Bill Gates, Vaccine, Vaccines, global financial reset, NESARA, Pandemic
This book is about the Coronavirus COVID-19 âeventâ. It is an
inventory of dominant news themes. Researchers may draw
on these topics to conduct free inquiries into COVID-19.
This text contains six major sections beyond its global
perspective introduction. The next part critically examines
COVID-19 healthcare coding and treatment practices.
The third segment outlines critical thinking research skills
that may aid free-willed COVID-19 news reporters.
Part Four examines geo-political undercurrents for the six
main players: China, Italy, Iran, Korea, the UK, and Spain.
The penultimate component explores the alleged epicenter
of the economic and human impact of COVID-19: America.
This bookâs summary explores four popular theories about
the core who, what, when, where, why, and how riddles that
torment those why try to decrypt the COVID-19 scam.
The World Health Organization has apparently explained the origin of the name COVID-19 which it awarded to this newly recognized strain of the Coronavirus family.
Coronavirus COVID 19 is a novel pandemic.
https://journalistethics.com/
Free to download at this site
Project Looking Glass
Looking Glass Project may overlap with
Project Montauk, Project Pegasus etc
Project Looking Glass does not officially exist
Stephen Watkins ir0nbelly twitter account ir0nbelly
Qpost 3094
Q !!Hs1Jq13jV6 ID: 6290eb No.8589057 đ
Mar 27 2020 15:58:17 (EST)
https://twitter.com/Ir0nbelly/status/1243635945045479426đ
This is not another [4] year election.
Q
john trump, dr john trump, mit, Massachusetts institute of technology, tesla, nikola tesla, time travel, free energy, Montauk, project Montauk, looking glass, project looking glass, timeline 1, yellow cube, Hillary Clinton, Donald trump, president, baron trumpâs marvelous underground journey, the last president, military, America, area 51, Nevada, s4, area s4, deep underground military base, dumb, technology, physics, aliens, ufo, space force, q, qanon,
Q !!Hs1Jq13jV6 ID: 6290eb No.8589057 đ
Mar 27 2020 15:58:17 (EST)
https://twitter.com/Ir0nbelly/status/1243635945045479426đ
This is not another [4] year election.
Q
https://journalistethics.com/
Free book available at this link
This free book is about the Coronavirus COVID-19 false flag fake pandemic that is a cover for the controlled demolition of the SWIFT financial system.
Coronavirus Fake Pandemic - Economic Reset False Flag; 12 March 2020The Free School
Â
https://journalistethics.com/
Free book available at this link
Pandemic, coronavirus, coronavirus, covi19, flu, influenza, vaccine, who, world health organization, vaccine, china, wuhan, wuhan province, china, america, italy, iran, travel ban, stock market, wall street, false flag, president trump, ji xinping
CORONA VIRUS COVID-19 False Flag Scam Free BookThe Free School
Â
https://journalistethics.com/
Free book available at this link
This book is about the fake pandemic Coronavirus (also known as Corona Virus) COVID 19. In a similar vein to the ridiculously over hyped Swine Flu and Bird Flu, CoronaVirus is just another fake news media over hyper designed to frighten the masses - colloquially known as fear porn. The sinking Rothschild Banking Crime family are most likely conspirators, alongside the arch beneficiary - Beijing.
Coronavirus, Corona Virus, COVID 19, pandemic, respiratory virus, virus, Wuhan, CDC, Center for Disease Control, America, China, Beijing, Donald Trump, Xi Jinping, biowarfare, panic, fear porn, Swine Flu, Bird Flu
The goal of this fake news campaign aims to collapse Wall Street, also known as Financial/Economic warfare.
https://journalistethics.com/
This book is about the House of Windsor human trafficking and child sex trafficking mafia crime family. A free link to this book is available at the link above.
Buckingham Palace, House of Windsor, Pedophilia, David Icke, Jeffrey Epstein, William, Queen Elizabeth, Harry, Kate, Meghan
https://journalistethics.com/
Free book available at this site.
Project Blue Beam, coming soon to a sky near you.
Key words : Project Blue Beam Serge Monast Deep State
This free book is about Project Blue Beam also known as Project Enoch. Project Blue Beam has not been confirmed as an official NASA project.
Project Blue Beam, Blue Beam, Serge Monast, NASA, Military, False Flag, Hologram, Rapture, Christianity, Jesus Christ, Religion, Messiah, Profit, Second Coming, Revelation
FEMA Camps, Second Amendment, United Nations, Serge Monast Rapture Christian America Hologram Holopgrahic Projection Direct Energy Military
New World Order One World Government New Age
Aliens UFO UFOs Unidentified Flying objects
Unidentified aerial phenomena
https://journalistethics.com/
Download free book at this web page
Inspired in part the by the Movie the Matrix, Keanu Reeves 1999
This book looks at ways to escape the Matrix of global slavery control.
Declare Independence, AMERICA (Dec. 2019 - FREE BOOK)The Free School
Â
This free book is about Americaâs covert second War of
Independence. This Mother of all Battles is climaxing.
This text contains five main sections. The first segment
provides historical context for this revolutionary war.
The second part, âMarionettesâ, names the five major agents
who control and contest Americaâs subjugation to foreign
enemies. The following section examines the tools and
tactics employed by these dark actors.
The fourth chapter titled âMulti-institutionalâ delves deeper.
Analysis looks at how agents embedded in the frontline of
Americaâs economy and society act to subordinate her
destiny to a globalist Deep State crime cartel.
Concluding discussions aims to summarize the present
status of Americaâs invisible Second Revolution as at early
December 2019. All vessels voyage to Venice.
QAnon, President Donald J Trump, Deep State, Vatican
Can YOU believe, they put a man on the Moon ? Free book; 2019The Free School
Â
This book is about the fate of the Apollo 11 spacecraft.
This text contains six main sections. The first segment
outlines the history of the Apollo 11 mission as
chronicled by mainstream media narratives and NASA.
The second part explores technological arguments that
support and challenge official Apollo 11 narratives. The
following section focuses on physical evidence that is
grounded on planet Earth and the Moonâs surface. The
chapter titled âTroopsâ is about evidence offered by
those who engaged directly with the Apollo 11 mission.
I next discuss how and why NASA destroyed artefacts
related to the Apollo 11 craft and mission.
The final segment looks at the bigger picture of what
this Moon landing represents to those who aggressively
defend or question the authenticity of Apollo 11âs fate.
NASA, National Aeronautics and Space Administration, Houston, michael collins, buzz aldrin, neil armstrong, USA, America, rocket, 1969, One small step for man one giant leap for mankind, fake, hoax, conspiracy, fraud, Elon Musk SpaceX, Mars, TESLA, Space Force, Donald Trump, military, China
9/11. 119 Questions. Q1 : Where did the planes' debris go? Free Book, October...The Free School
Â
https://journalistethics.com/
Free book available for download at this link above.
911- 119 Questions. Free 277 pages book dated October 2019. This research project documents 100 of the most critical aspects of the 911 events and orders them into a single volume. This document may contain the most comprehensive catalog of issues of interest to those who question official narratives about 911.
This book offers a thorough introduction into a matured research area that I label âAlternative 911 Narrativesâ. It exposes readers to crux and peripheral issues. You may find a few extra trivia topics in other domains. To note every bizarre coincidence and contradiction about 911 official narratives would splurge this book far beyond 119 questions. This bookâs format is mostly visual. It avoids in-depth discussions that require university-level discipline specific knowledge. May you draw on this text to conduct independent, free willed inquiry based on the images, themes and open-access references provided. After reading this text, may you next consider matters such as âwho masterminded 911?â and âwhy did they do so?â. Afterall, establishing context is King, or Queen. This book is about four commercial airplanes that suffered a tragic fate on September 11, 2001 in the United States of America. This watershed historical event is commonly known as 911. The number 119 is an inversion of 911. This book invites people to question official narratives propagated by those who control public information. These agencies include governments and their allies such as corporate media, government funded universities and statutory commissions. This book is structured into six further sections. This section outlines official 911 narratives. The next part titled âWhite Antsâ explores 911 narratives in deeper detail, as chronicled by corporate media, Hollywood, Engineering societies and Congress Commissions. Part 4, âWhite Flagsâ explores the USA PATRIOT Act (2001) enacted by Congress on October 26, 2001. Part Five, titled âWhite Papersâ explores alternative 911 narratives. The concluding sections summarize these discussions. Part seven examines the argument that the unresolved 911 and 311 justice projects are the Holy Grail of a one tier justice system in America and beyond. Please take nothing for granted in this book. Was John Lear a CIA pilot? Does Judy Wood hold a PhD? I have no idea. These noble people exist in cyberspace. This matrix is one sick psy-op.
NORAD World Trade Center Twin Towers North Tower South Tower Bush Cheney
911 Commission 9/11 Commission Report September 11 2001
Donald Trump - Nostradamus Governor of the Army ProphecyThe Free School
Â
This book explores the Nostradamus Century III Number 81 prophecy.
Le grand criard sans honte audacieux,
Sera esleu gouuerneur de l'armee:
La hardiesse de son contenteur
Le pont rompu, citĂŠ de pur pasmee.
The great shameless, audacious bawler,
He will be elected governor of the army:
The boldness of his contention,
The bridge broken, the city faint from fear.
President Donald Trump Nostradamus prophecy
Julian Assange, Wikileaks - News Cop or Psy Op? FREE BOOK. 2019.The Free School
Â
This book is about Julian Assange and Wikileaks. This Australian citizen and his global news
agency are household names. For many, their basic narrative requires no introduction. This text
takes nothing for granted. Part 1 of this volume titled âWhoâ defines Assangeâs narrative.
Part two of this book outlines the personal and professional accomplishments of Julian Assange
with reference to his Wikileaks related ventures. The following two parts explore âwhereâ and
âwhenâ matters concerning the same context. This section concludes by presenting a bullet point
summary of key milestones of Julian Assangeâs involvement with Wikileaks since 2006.
Parts five to ten of this book explore Wikileaks as an institution. I examine its objectives, ideology,
modus operandi at the organizational level, separate to its founder, Julian Assange. This section
also explores victories, external criticisms and setbacks of Wikileaks over the past 13 years.
The next demarcated section titled âWitch huntâ examines accusations that Wikileaks has
engaged in gross journalistic misconduct and other transnational crimes.
I conclude this book by examining recent developments that concern Julian Assange and
Wikileaks as at mid-August 2019.
Julian Assange, Julian Paul Assange, Wikileaks, Wikileaks.org
Model Attribute Check Company Auto PropertyCeline George
Â
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Â
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
Operation âBlue Starâ is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
Normal Labour/ Stages of Labour/ Mechanism of LabourWasim Ak
Â
Normal labor is also termed spontaneous labor, defined as the natural physiological process through which the fetus, placenta, and membranes are expelled from the uterus through the birth canal at term (37 to 42 weeks
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Â
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
⢠The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
⢠The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate âany matterâ at âany timeâ under House Rule X.
⢠The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
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Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
Â
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasnât one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
Acetabularia Information For Class 9 .docxvaibhavrinwa19
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Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
Academic appeals : seven guidelines to aid scholars
1. 1
The Free School
Tel. + 61 2 888 00 300
www.thefreeschool.education
Administrative Appeals and
Academic Appeals
Dr. Jay Jericho
jay@thefreeschool.education
February 2017
Objective
This document summarizes seven arguments that scholars may put forward when they
lodge an administrative appeal or an academic appeal at their educational institution.
Context
An Academic Appeal relates to your engagement in a course of study. This normally
includes decisions that relate to your enrollment in a coursework program or a graduate
research program as an award student or if you are auditing the unit.
An Administrative Appeal relates to decisions that occur outside of coursework and
research programs. Examples of administrative decisions include:
â Admissions - the review of applications to study at an institute.
â Fines and penalties (e.g. library fines).
2. 2
When preparing an appeal, you should consult independent advice from a suitably
qualified and experienced agent if you are able to do so. The undergraduate or
postgraduate student representative at your student association may be the best person to
contact in the first instance prior to lodging an appeal.
An appeal is more likely to be upheld if you can demonstrate one or more of the seven
principles discussed below. The procedures and guidelines that govern appeals may vary
by institution and jurisdiction. The notes on this page are general guidelines.
Breach of regulations
An appeal has a high chance of success if you can show that there has been a breach of
the official policies and regulations that govern:
â Your award of study (e.g. Bachelor of Science)
â Institutional procedures (e.g. admissions guidelines).
An example of institutional regulations includes the laws and bylaws that are ratified by
the Senate that governs a College, University, School or Institute.
Contradiction
An appeal has a high chance of success if you can demonstrate that there is contradiction
in the written or verbal instructions provided by your educational institute.
3. 3
For example, the printed version of the course unit outline for a subject might state that
âstudents who do not receive a score of at least 45% for the exam will fail this subject,
even if their overall weighted score for the three assessments is 50% or higherâ. The
digital version of the course unit outline uploaded on Moodle might state that âstudents
shall pass the course if the weighted total marks for the three assessments is 50% or
higherâ.
As a general rule, where there is contradiction, students shall be given the benefit-of-the
doubt and shall be subject to the most lenient option. In the case above, the guidelines on
the digital document uploaded on Moodle are the more lenient of the two guidelines.
Ambiguity
An appeal has a high chance of success if you can demonstrate that there is ambiguity in
the written or verbal instructions provided by your institute.
For example, the guidelines in an assessment may state âstudents who upload one
discussion thread each week shall be awarded a full mark of 10/10 for the Discussion
Threads assessment. Students who upload 1 to 9 posts shall be awarded a different grade
score out of 10, as determined by criteria that the Lecturer-in-Charge communicates by e-
mail to students at the end of this course.â
The statement shown in the last sentence above is ambiguous. The marking criteria for
students who post 1 to 9 discussion threads is not clear and is not provided to students in
a timely fashion.
4. 4
As a general rule, where there is ambiguity and this ambiguity results in a student being
disadvantaged, management should act to neutralize this disadvantage.
Procedural fairness
An appeal has a high chance of success if you can demonstrate that there has been a
violation of established principles of procedural fairness.
Notions of procedural fairness may vary between institutes and legal jurisdictions.
This situation described below is an example that violates notions of procedural fairness
in most administrative jurisdictions and at most educational institutes:
Trixie receives a score of 45% for her essay. She exercises her right to write to the
Lecturer-in-Charge to request that an independent second assessor grades her paper.
The Lecturer-in-Charge forwards a copy of Trixieâs essay and the completed marking
rubric to a suitably qualified instructor at another university. The Lecturer-in-Charge has
co-authored journal articles with the external assessor on multiple occasions in recent
years. The lecturer's email to the external assessor states:
"Please review this failed essay, my feedback to the student and the completed marking
rubric. Please provide a mark out of 100 that you think this essay is worth, referring to
the marking rubric shown in the course outline. I think that the essay is worth 45%. I note
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that this teenage student has complained about her mark in other subjects. This student
will be awarded whatever grade you decide to offer for this essay".
This situation may violate notions of procedural fairness because:
â There is a conflict-of-interest - the lecturer and second marker are associates;
â The memo from the Lecturer-in-Charge uses the word âfailâ to describe the paper.
This language may unfairly lead the external assessor to regard the paper as a
failed paper;
â The second assessor should be a 'blind-marker'. They should not see the grade,
comments and rubric details completed by first assessor;
â There should be no personal details (e.g. age, gender) or negative comments that
relate to the student, as these may bias the external assessor;
â If the student receives a lower grade from the external assessor, they should be
given the benefit-of-the doubt and be awarded the higher grade of the two
provided;
â It might be appropriate for the independent external assessor to be chosen by a
neutral member of the academic staff such as the undergraduate coordinator. This
neutral member of staff may also coordinate all correspondences with the external
assessor.
6. 6
Legality
An appeal has a very high chance of success if you can demonstrate that your institution
has acted unlawfully.
Your institute cannot violate state/provincial or national laws. It is not acceptable for an
educational institution to uphold any positive or adverse decision at any level of
management that is unlawful or illegal merely because their institutional policies support
this action.
Compassion, ethics and extenuating circumstances
An appeal may be successful if you can demonstrate that your institution has not
considered extenuating circumstances. This course of action may be successful in cases
where the institute has technically conformed to its policies and legal obligations.
Consider this scenario:
âCCTV video surveillance clearly shows that a student had his bag stolen by three
unknown assailants who confronted him outside of the exam room one minute prior to
the commencement of the exam. The supervising examiner did not allow this student to
enter the examination room as he could not show evidence that he had brought his
student identification card and two writing pens to the exam room, as required by
university policy. As a result, this student scores 0% for the exam and fails this
coursework unit. The Faculty reluctantly concludes that they must award this student a
7. 7
score of 0% for the examination. University regulations state that faculty officers may
only award a supplementary examination on medical grounds. This student did not
provide evidence that he was physically or emotionally impaired from the robbery.â
Most institutes empower their Academic and Administrative Appeal Panels to overturn or
amend any administrative or academic decision made by any member of staff in cases
where there are genuine extenuating circumstances. The example above would appear to
fit this criterion.
Qualifications
You may have recourse if you can convince the Academic Appeals Panel that an adverse
academic decision has been made by a member of staff who is not qualified to make that
decision. It is less likely that you will have a strong case to argue this point before an
Academic Appeals Panel if your academic work has been officially audited and reviewed
by a suitably qualified member of the academic staff as a result of you lodging a
grievance within your Department, School or Faculty.
Most government regulators and post-secondary educational institutions do not mandate
formal guidelines that state the minimum qualifications post-secondary instructors and
assessors must hold. As a general rule, assessors should hold an earned award from an
accredited, recognized institute that is of equal standing or of higher standing to the level
of the subjects that they are teaching and grading. This qualification should also bear an
obvious association with the discipline that the academic teaches and grades. This
8. 8
guideline is ambiguous. Many institutes recognize certain professional experience and
professional memberships as being of equivalent standing to graduate awards.
Freedom information legislation
It might be possible for you to obtain full details about your academic appeal by using
local or national freedom-of-information laws. I refer to the hypothetical case of âTrixieâ
under the header âProcedural fairnessâ. Some students have been able to obtain copies of
such emails using freedom-of-information laws. If you do not access these laws, your
post-secondary educational institutional may not voluntarily provide you with all relevant
details that they have on file that concern your grievance.
Conclusion
The School strongly recommends that scholars consult a suitably qualified advisor before
lodging an administrative or an academic appeal. We respectfully request you to think
rationally and act ethically before lodging an academic or administrative appeal.
Frivolous appeals waste the scarce resources of an educational institution. This in turn
may disadvantage staff, students and others.