College of Business
ACCT 732 Audit and Assurance Services 2018-2019
Course: Accounting 732
Semester: Winter Semester 2019
CRN: 20196
Instructor: Grant J. Lee, DBA
Campus/Location: Maine College of Business/Online
Room Number: NA
Meeting Days and Times:
Course Start Date: January 7, 2019
Final Assessment Date: April 26, 2019
Instructor Contact Information:
Office Location: Office 238D-4
Office Hours: TBD
Phone: 616-871-3980
Fax: 616-554-5228
E-Mail: [email protected]
Instructor Professional Biography
I have over 20 years of professional accounting experience. I have worked primarily in the manufacturing industry, holding management positions with various companies in West Michigan such as Tyson Foods, Inc., Sappi Fine Paper and New Covert Generating, LLC.
I am the Department Chair of Accounting at the Lettinga Campus. I have been at Davenport University for nine years. Prior to joining Davenport University, I have taught Accounting and Business at Baker College in Muskegon, Michigan and Cornerstone University in Grand Rapids, Michigan. I earned my Bachelor Degree in Accounting from Bethany College, Bethany, West Virginia 1991. In addition, I earned my Master Degree in Accountancy from Case Western Reserve University, Cleveland, Ohio 1993. I earned my Doctorate Degree in Accounting from Walden University.
Donald W. Maine College of Business | 2018-2019
ACCT732 Auditing and Assurance
Credit Hours: 3
Contact Hours: 45
Prerequisite: ACCT302
Co-requisite:
Course Description
This course examines auditing and assurance services. The course focuses on the detailed study of the financial statement audit, including professional responsibilities and ethics, audit planning, internal controls, evidence gathering, and audit reports. Assurance services, reviews, and compilations are also covered.
Learning Outcomes
Upon successfully completing this course, the student will be able to:
1. Demonstrate and analyze the auditor's study and evaluation of internal control structure and recommend enhanced internal control procedures.
2. Analyze the decision making process in accepting clients and communicate acceptance through an engagement letter
3. Gather evidence, analyze results, and document conclusions
4. Prepare and evaluate audit and other assurance service reports
5. Apply and explain the following:
· Auditing standards
· Attestation standards
· Professional responsibilities for ethical behavior in attest services
· Legal liability in attest services.
Required Textbooks and Additional Materials
9780134417301
Auditing and Assurance...MyAccountingLab with Textbook
Arens
16th 17 /Pearson
Required /Purchase as new only
Books continue on the next page.
9780134148618
Auditing and Assurance...MyAccountingLab with Etextbook- Optional
Arens
16th 17 / Pearson
Optional / Purchase as new only
Davenport University has a print management system in which students are allotted a .
This course introduces students to statistical methods used in professional careers. Students will learn to analyze, present, and interpret data sets using graphical and numerical methods. They will analyze large real-world data sets using statistical software. The course learning outcomes include analyzing and comparing data sets, using linear regression and hypothesis testing, and applying statistical concepts to modeling and inference. Students must complete a required project on simple regression analysis involving data collection, analysis, and presentation.
This document provides information about the Master of Science in Nursing program at Bellarmine University, including the program's purpose and tracks. The purpose is to prepare nurses to improve practice through advancing nursing theories, research, and leadership. The program offers two tracks: Nursing Administration, which prepares students for management roles, and Nursing Education, which prepares students as educators. The curriculum is tailored to individual student needs and goals while maintaining academic rigor.
This document provides information about the Master of Science in Nursing program at Bellarmine University, including the program's purpose and tracks. The purpose is to prepare nurses to improve practice through advancing nursing theories, research, and leadership. The program offers two tracks: Nursing Administration, which prepares students for management roles, and Nursing Education, which prepares students as educators. The curriculum is tailored to individual student needs and goals while maintaining academic rigor.
This document provides an overview of compliance, accreditation, and completion guidelines for new faculty at Stanbridge University. It discusses the key regulatory bodies that oversee the university, including state regulators like the Bureau for Private Postsecondary Education and program-specific licensing boards, as well as national and regional accreditors. It outlines federal regulations around topics like ADA, FERPA, and Title IX. It also covers institutional policies on issues like program hours, uniforms, cheating, and the student code of conduct. The document emphasizes the importance of compliance, completion, and customer service to the university's mission and success.
Since 2010, the authors have been on the faculty of a HBCU located i.pdfhimanshukausik409
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
“D”, “F” or “W” 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 students’ 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 authors’ 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 Pathway’s 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.
June 12, 2019 Developed Page 1 of 22 .docxcroysierkathey
This document provides information about an online course titled "Organizational Economics". The 3 credit course will be offered in the fall term from August 26, 2019 to January 12, 2020. It will include online instruction via Blackboard as well as a 3-day residency from December 20-22, 2019. Required materials include a textbook and optional supplemental materials provided on Blackboard. Upon completing the course, students will be able to analyze economic environments, apply economic reasoning to decision making, and examine issues like demand, forecasting, production costs and pricing policies. The document outlines grading policies, technical skills required, attendance policies, academic integrity policies and the weekly course schedule.
This document outlines the expectations and requirements for a community nursing course that utilizes a service learning clinical component. Key points:
- The course focuses on conceptualizing populations and communities as units of care and promoting wellness for individuals and families.
- Students complete a service learning experience at local clinics serving at-risk families to assess community health needs.
- Learning outcomes include identifying foundations of community health nursing, applying concepts in practice, integrating the nursing process to address risks, analyzing development as a community health nurse, and demonstrating care for the community.
- Students are expected to actively participate in hybrid class sessions and online discussions to develop critical thinking skills addressing real-life community issues.
This course introduces students to statistical methods used in professional careers. Students will learn to analyze, present, and interpret data sets using graphical and numerical methods. They will analyze large real-world data sets using statistical software. The course learning outcomes include analyzing and comparing data sets, using linear regression and hypothesis testing, and applying statistical concepts to modeling and inference. Students must complete a required project on simple regression analysis involving data collection, analysis, and presentation.
This document provides information about the Master of Science in Nursing program at Bellarmine University, including the program's purpose and tracks. The purpose is to prepare nurses to improve practice through advancing nursing theories, research, and leadership. The program offers two tracks: Nursing Administration, which prepares students for management roles, and Nursing Education, which prepares students as educators. The curriculum is tailored to individual student needs and goals while maintaining academic rigor.
This document provides information about the Master of Science in Nursing program at Bellarmine University, including the program's purpose and tracks. The purpose is to prepare nurses to improve practice through advancing nursing theories, research, and leadership. The program offers two tracks: Nursing Administration, which prepares students for management roles, and Nursing Education, which prepares students as educators. The curriculum is tailored to individual student needs and goals while maintaining academic rigor.
This document provides an overview of compliance, accreditation, and completion guidelines for new faculty at Stanbridge University. It discusses the key regulatory bodies that oversee the university, including state regulators like the Bureau for Private Postsecondary Education and program-specific licensing boards, as well as national and regional accreditors. It outlines federal regulations around topics like ADA, FERPA, and Title IX. It also covers institutional policies on issues like program hours, uniforms, cheating, and the student code of conduct. The document emphasizes the importance of compliance, completion, and customer service to the university's mission and success.
Since 2010, the authors have been on the faculty of a HBCU located i.pdfhimanshukausik409
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
“D”, “F” or “W” 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 students’ 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 authors’ 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 Pathway’s 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.
June 12, 2019 Developed Page 1 of 22 .docxcroysierkathey
This document provides information about an online course titled "Organizational Economics". The 3 credit course will be offered in the fall term from August 26, 2019 to January 12, 2020. It will include online instruction via Blackboard as well as a 3-day residency from December 20-22, 2019. Required materials include a textbook and optional supplemental materials provided on Blackboard. Upon completing the course, students will be able to analyze economic environments, apply economic reasoning to decision making, and examine issues like demand, forecasting, production costs and pricing policies. The document outlines grading policies, technical skills required, attendance policies, academic integrity policies and the weekly course schedule.
This document outlines the expectations and requirements for a community nursing course that utilizes a service learning clinical component. Key points:
- The course focuses on conceptualizing populations and communities as units of care and promoting wellness for individuals and families.
- Students complete a service learning experience at local clinics serving at-risk families to assess community health needs.
- Learning outcomes include identifying foundations of community health nursing, applying concepts in practice, integrating the nursing process to address risks, analyzing development as a community health nurse, and demonstrating care for the community.
- Students are expected to actively participate in hybrid class sessions and online discussions to develop critical thinking skills addressing real-life community issues.
School of Computer & Information SciencesCOURSEtroutmanboris
School of Computer & Information Sciences
COURSE SYLLABUS
Course Name:
ITS831 – Info-Tech Import Strat Plan
Section – 11
Fall 2020 – Bi-term –Asynchronous (Online)
Professor:
Dr. George J Trawick
Contact Information:
Office Hours: By appointment
E-mail: [email protected]
Online Support (IT) and I-Learn Policy:
All members of the University of the Cumberlands’ community who use the University’s 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 focuses on the information technology (IT) leader’s collaborative roles working with an organization’s senior leadership, including aligning business strategy with IT strategy, acting as an equal contributor to the formation of organizational strategy, and integrating ethical policies and practices into an organization. Learners evaluate multidisciplinary research and practices related to leadership, organizational structures and culture. Through the lens of complexity / chaos and change theories, learners analyze IT’s role in contributing to organizational resiliency.
Course Objectives/Learner Outcomes:
Course Objectives/Learner Outcomes:
Upon completion of the course, students will be able to:
a. Explain what managers must know about both using and managing information.
b. Explain the linkages between business and IT strategy, linkages between organizational
and IT strategy, collaboration and individual work, and business processes.
c. Explain the manager’s role and issues related to managing IT itself.
Prerequisites:
There are no prerequisites for this course.
Books and Resources:
Required Text
Pearlson, K., Saunders, C. Galletta, D. Managing and Using Information Systems:
A Strategic Approach, 6th Edition. Burlington, MA: Wiley, 2016.
Professional Associations
• International Information Systems Security Certification Consortium, Inc., (ISC)²® - This Web site provides access to current industry information. It also provides opportunities in networking and contains valuable career tools. http://www.isc2.org/
• ISACA - This Web site provides access to original research, practical education, career-enhancing certification, industry-leading standards, and best practices. It also provides a network of likeminded colleagues and contains professional resources and technical/managerial publications. https://www.isaca.org/Pages/default.aspx
• International Association of Privacy Professionals (IAPP) - This Web site provides an opportunity to interact with a community of privacy professionals and to learn from their experiences. This Web site also provides valuable career advice. https://www.privacyassociation.org/
Course Expectations
Course Activities and Experiences:
Students ar ...
The document provides information about Miami University's Nursing orientation for new students. It discusses the history and growth of the Nursing program, the program's mission and values of leadership, integrity, excellence, caring, and collaboration. It outlines the department structure and foundational curriculum for freshman Nursing courses. It discusses progression requirements, standards of the Nursing profession, and preparation needed for the orientation.
2016 nso perimeter_orientationpres_pdf_novideoPam Joseph
This new student orientation module from Perimeter College at Georgia State University provides an overview of resources for new students. It discusses Georgia State University and Perimeter College leadership and facts, sexual misconduct policies, the student handbook, student affairs services, advising and tutoring resources, financial aid, registering for classes online, accessing student email and the PAWS portal, and obtaining a student ID card. Upon completing a brief questionnaire, students can proceed to advisement and registration.
For your initial post, review Applying the Master Narrative FramewShainaBoling829
This document provides information for an online course on continuous quality improvement in healthcare. It outlines the course description, learning objectives, materials, assessment breakdown, policies, schedule, and contact information for the instructor. The key goals of the course are to provide students with tools to identify opportunities for improvement, implement changes, and assess outcomes to enhance quality of care across healthcare institutions. Students will complete assignments, short writings, discussions, and a term paper project over 14 weeks on topics like measurement, leadership, risk management, and accreditation processes. College policies on attendance, academic integrity, and evaluations are also included.
This document outlines Sheridan College's Academic Integrity Policy. It defines the scope of the policy, key terms, and principles of academic integrity. It applies to all students, faculty, and staff. The policy commits Sheridan to upholding the highest standards of academic integrity. It describes various types of breaches such as cheating, plagiarism, and improper research practices. Consequences for breaches include sanctions that range from remediation to expulsion. The policy emphasizes prevention and education to promote a culture of academic integrity across the Sheridan community.
The Health Science program in Wilkes County aims to prepare students for careers or further education in the medical field. It is a large and successful program that graduates approximately 80 students annually who are eligible for CNA certification. Students are taught a rigorous curriculum aligned with state standards and have opportunities to earn industry-recognized credentials. Data shows the program's success, with high proficiency rates on assessments and a 100% graduation rate for students at North Wilkes High School. Teachers are required to have medical experience and credentials to ensure students receive expert instruction.
This document discusses assessment and evaluation in student affairs. It outlines how assessment results should be shared with stakeholders like students, faculty, administrators and others. Results should be used to inform decision making and improvements. Potential pitfalls to avoid include only sharing results with senior leadership first and not implementing changes even if results don't change. Assessment of specific student affairs areas like financial aid, admissions and residential life is also discussed. The importance of assessing these areas for retention, budget and enrollment is outlined. Suggested quantitative and qualitative methods are provided.
Kent State University Master of Public Health 100% Onlinecjlaubacher
Highlights the admissions requirements, application processes and curriculum for the 100% Online Master of Public Health (MPH) in Health Policy and Management at Kent State University.
This document provides the syllabus for the online course ACA 122 - College Transfer Success at Cleveland Community College for the summer 2010 semester. The course is designed to help students develop academic and career plans to successfully transfer to a 4-year university. It will cover topics like using college resources, setting goals, time management, and developing a personal academic transfer plan. Students will complete assignments like journals on assigned readings, quizzes, discussions, and a research paper on two potential transfer schools. The course will be taught fully online over 5 weeks and evaluation will be based on orientation, journals, quizzes, discussions, and a final research project and exam.
The document provides an overview of the Director of Student Conduct manual, including the mission statement, organizational chart, staff supervision guidelines, conduct board selection process, student conduct code annual review process, and programs and presentations offered by the office. The manual outlines administrative procedures and processes for managing student conduct, staff, and operations of the conduct office.
Course SyllabusHSV400 – Ethical and Leal Issues in Human Servi.docxvanesaburnand
Course Syllabus
HSV400 – 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:
“Academic 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 others’ academic dishonesty. Confirmed dishonesty may result in the assignment of a failing grade of other penalties.” (Post University Student Handbook).
All papers .
1. Class standing at OSU is based on total credit hours earned, ranging from 1-44 credits for first-year students to 135+ credits for senior students.
2. Registration dates are assigned based on class standing, with seniors registering first followed by juniors, sophomores, and first-years. Students can check their specific registration date online.
3. A PIN is required to register for classes and must be obtained from an advisor each term. It is different from a student's SID or GAP which are permanent identification numbers.
This document provides information about a course called Organization and Delivery of Health Care (BI-150) including the course description, learning objectives, required textbook, policies, grading procedures, and syllabus. The course aims to review the US health care system, including concepts like epidemiology, access, ethics, and the roles of health professionals. Students will learn about private and public contributions to the healthcare system, facilities, services, and challenges. The syllabus outlines 15 weekly topics covering foundations of the US healthcare delivery, providers, technology, financing, managed care, long-term care, underserved populations, cost, access, quality, and the future of healthcare.
EN 206 Professional Writing and Presentation Instructor’s .docxchristinemaritza
EN 206 Professional Writing and Presentation
Instructor’s Name
Instructor’s Contact Information:
Office: Remote
Office Hours: Th 4-5 p.m. ET
Email: [email protected]
Phone: 917-846-2860
[Best way to communicate is through course messages in Blackboard]
Course Information:
Fall 18 Online
Course Description
This course examines the neccessity for effective and thoughtful communication in the business world. Students will learn how to compose business documents in appropriate formats, choose appropriate professional language, and enhance knowledge of professional business modalities. Emphasis is placed on defining one’s audience; research methods; data collection, interpretation, and documentation; critical analysis and comprehension of written materials and documents; employing gender neutral language; constructing and delivering professional presentations individually and/or within a collaborative group setting.
Prerequisites
EN 121: Analytical Thinking, Writing, and Research
Learning Objectives
Upon successful completion of this course, students will be able to:
1. Utilize effective communication strategies: writing that is clear, correct, concise, coherent, and professional in style and tone through the preparation of a variety of professional documents.
2. Analyze scenarios and prepare the appropriate forms of professional writing: letters, memoranda, emails, brief reports, and summaries that are effectively designed and correctly formatted, while engaging proofreading and editing skills acquired in earlier English courses.
3. Compose effective oral, written, and visual presentations, incorporating various types of visual aids, such as tables, pie charts, bar charts, and line graphs through instructor approved software.
4. Develop a substantive proposal or report in APA format relating to the student’s major, including in-depth research using online and database resources.
Course Materials
Kolin, P. C. (2017). Successful writing at work. 11th ed. Wadsworth: Boston.
ISBN: 978-1-305-66761-7. Recommended discipline-specific or program-specific handouts, and additional materials as assigned by professor.
Attendance Policy
The value of a college education depends upon full participation in academic classes. Students are expected not only to receive information and to pass examinations, but also to participate actively in class. For that reason, regular attendance is important.
The college experience also is meant to prepare students to undertake meaningful careers and to develop the kind of professional behavior appropriate to obtaining gainful employment. Because excellent classroom attendance and participation are the foundation for the attainment of these goals, Monroe College has instituted the following policy.
The College maintains that a minimum of 10% of a final grade should be based on attendance and participation (10 points out of 100). The number of absences, regardless of reason, that can be incurred during.
This document outlines the course description, objectives, policies, and content for Nursing 311 Lab: Adult Health I. The course focuses on developing psychomotor skills related to adult health including medication administration, wound care, urinary catheterization, and intravenous therapy. Students are expected to actively participate in classroom, laboratory, and clinical activities to demonstrate knowledge and performance of skills. Policies on attendance, academic integrity, disability services, textbooks, and grading are also provided.
American Council on Education Transcript of Deepak (Danny) Singh that shows 150-hour International Diploma in English Language Teaching from Bridge Education Group
CollegeSPARC presentation for colleges and universities. Ramnik Singh
CollegeSPARC is a platform that helps colleges in improving student retention, provides insights on student engagement and improves on-time graduation.
We are a Boston based company working closely with colleges based in the United States. Feel free to reach out to ramnik.singh@excelsoftcorp.com
Department of Computer and Information SystemsC.docxgertrudebellgrove
Department of Computer and Information Systems
COURSE SYLLABUS
Course and Instructor Information
Course Name:
ITS 831 – Information Technology Importance in Strategic Planning
Section – 07
Spring 2020 – First Bi-Term Online
Professor:
Dr. Mike Peterson
Contact Information
Email: [email protected]
Office Hours/Preferred Contact Times: By appointment
Nature of Course Content and Goals
Course Description
This course focuses on the information technology leader’s collaborative roles working with an organization’s senior leadership, including aligning business strategy with IT strategy, acting as an equal contributor to the formation of organizational strategy, and integrating ethical policies and practices into an organization. Learners evaluate multidisciplinary research and practices related to leadership, organizational structures, and culture. Through the lens of complexity/chaos and change theories, learners analyze information technology’s role in contributing to organizational resiliency.
Course Objectives
Course Objectives/Learner Outcomes:
Upon completion of this course, the student will:
· be proactive with risk management practices.
· understand IT business management.
· Understand the basics of Blockchain technology
· understand the economics of cloud computing.
· understand the benefits of eco-efficient technology adoption
· understand how to balance customer and shareholder value.
understand how emerging technologies effect strategic planning.
Learner Outcomes/ Assessments
· Learn how to perform research identifying and analyzing technological challenges
· Build critical thinking skills to develop and apply solutions that achieve strategic and tactical IT-business alignment
· Develop professional skills and expertise to advance knowledge in your chosen field or discipline within information technology
· Conduct research with professional and ethical integrity
· Address complex technical questions and challenge established knowledge and practices in the area
· Identify, comprehend, analyze, evaluate and synthesize research
· Communicate effectively and employ constructive professional and interpersonal skills
· Critically evaluate current research and best practices
· Demonstrate IT leadership skills at the team and enterprise levels following tenets of professional, social, and ethical responsibility
Recommend IT strategies that support enterprise mission and objectives
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/
Books and Resources
Required Text
Pearlson, K., Saunders, C., Galletta, D. (2020). Managing and Using Information Systems: A Strategic Approach, 7th Edition. Hoboken, NJ: John Wiley & Sons, Inc. ISBN: 978-1119560562Requirements and Policies
Academic Integrity/ Plagiarism
At a Christian liberal arts university committed to the pursuit of truth and understanding, any act of academic dishonesty is especia.
Orientation inSPIRE General Education Courses Fall 2013 14 Subterm 1Bluefield College
This document provides information about degree requirements, ways to earn additional credit, registering for classes, participation policies, financial aid, student obligations, email accounts, the student portal, and emergency notifications for online students in Bluefield College's inSPIRE program. Key details include:
- Degree requirements include 41 credits of general education, 36 credits in the program core, and 49 credits of electives. A minimum GPA of 2.0 and 126 total credits are required.
- Additional credits can be earned through Bluefield College courses, CLEP/DSST exams, professional/military training up to 60 credits with approval.
- Students must register for classes by contacting the assessment counselor and can register online
Academic Affairs - Southeastern University .pdfJwbell89
This document summarizes the 2014-2015 academic catalog for Southeastern University. It provides an overview of the university's mission as a Christ-centered institution aimed at equipping students for leadership and service. The catalog outlines academic policies, procedures, programs, and requirements. It includes information on classifications of students, course registration, credits, grading, graduation and more.
Coding NotesImproving Diagnosis By Jacquie zegan, CCS, w.docxmary772
Coding Notes
Improving
Diagnosis
By Jacquie zegan, CCS, wC
Specificity in ICD-IO Coding
VALID ICD-IO-CM/PCS (ICD-IO) codes have been required for claims reporting since October 1, 2015. But ICD-IO diagnosis coding to the correct level of specificity—a more recent requirement—continues to be a problem for many in the healthcare industry. While diagnosis code specificity has always been the goal, providers were granted a reprieve in order to facilitate implementation of ICD-IO. For the first 12 months of ICD-IO use, the Centers for Medicare and Medicaid Services (CMS) promised that Medicare review contractors would not deny claims "based solely on the specificity of the ICD-IO diagnosis code as long as the physician/practitioner used a valid code from the right family."l Commonly referred to as the "grace period," this flexibility was intended to help providers implement the ICD-IO-CM code set and was never intended to continue on in perpetuity. In fact, this CMS-granted grace period expired on October 1, 2016.2
Unfortunately, nonspecific documentation and coding persists. This is an ongoing problem, even though the official guidelines for coding and reporting require coding to the highest degree of specificity. Third-party payers are making payment determinations based on the specificity of reported codes, and payment reform efforts are formulating policies based on coded data. The significance of overreporting unspecified diagnosis codes cannot be understated. In the short term, it will increase claim denials, and in the long term it may adversely impact emerging payment models.3•4 Calculating and monitoring unspecified diagnosis code rates is critical to successfully leverage specificity
44/Journal of AHIMA April 18
in the ICD-IO-CM code set.
An ICD-IO-CM code is considered unspecified if either of the terms "unspecified" or "NOS" are used in the code description. The unspecified diagnosis code rate is calculated by dividing the number of unspecified diagnosis codes by the total number of diagnosis codes assigned. Health information management (HIM) professionals should be tracking and trending unspecified diagnosis code rates across the continuum of care.5
Acceptable use of Unspecified Diagnosis Codes Unspecified diagnosis codes have acceptable, even necessary, uses. The unspecified code rate is not an error rate, but rather an indicator of the quality of clinical documentation and a qualitative measure of coder performance and coding results. Even CMS explicitly recognizes that unspecified codes are sometimes necessary. "When sufficient clinical information is not known or available about a particular health condition to assign a more specific code, it is acceptable to report the appropriate unspecified code."6 It's also important that coding professionals use good judgment to avoid unnecessary queries for clarification of unspecified diagnoses. The official coding guidelines provide explicit guidance for appropriate uses of unspec.
CNL-521 Topic 3 Vargas Case StudyBob and Elizabeth arrive.docxmary772
CNL-521 Topic 3: Vargas Case Study
Bob and Elizabeth arrive together for the third session. As planned, you remind the couple that the goal of today’s session is to gather information about their families of origin. Bob begins by telling you about his older sister, Katie, who is 36 and lives nearby with her three children. Katie’s husband, Steve, died suddenly last year at the age of 40 when the car he was driving hit a block wall. Elizabeth speculates that Steve was intoxicated at the time, but Bob vehemently denies this allegation. He warns Elizabeth to “never again” suggest alcohol was involved. You note Bob’s strong response and learn that his own biological father, whom his mother divorced when Bob was 3 and Katie was 5, had been an alcoholic. When asked about his father, Bob says, “His name is Tim, and I haven’t seen him since the divorce.” Bob shares that he only remembers frequently hiding under the bed with Katie to stay safe from his violent rages. He adds that 5 years after the divorce, his mother, Linda, married Noel who has been “the only dad I’ve ever known.” He insists that his sister married “a devout Christian who never touched alcohol” and attributed the 3:00 a.m. tragedy to fatigue. He adds that a few days before the accident, Katie had complained to him that her husband had been working many late nights and “just wasn’t himself.” Bob speaks fondly of his sister and confirms that they have always been “very close.”
From Elizabeth, who is 31 years old, you learn that she was adopted by her parents, Rita and Gary, who were in their late 40s at the time. They were first generation immigrants who had no family in the United States. Their biological daughter, Susan, had died 10 years earlier after Rita accidentally ran over the 5 year old while backing out of the driveway. Elizabeth surmises that her mother never fully recovered from this traumatic incident and remained distant and withdrawn throughout Elizabeth’s life. Elizabeth describes her father, Gary, as “a hard worker, smart, and always serious.” She shares that most of her family memories were of times spent with her dad in his study, surrounded by books. She states, “He could find the answer to all of my questions in one his many books.” Elizabeth describes herself as the “quiet, bookish type” and attributes her love for books to her father. Like her father in his study, Elizabeth remembers spending most of her adolescence alone in her room, reading, so she would not upset her mother. Looking back, Elizabeth tells you she recognizes her mother’s struggle with depression, “but as a kid, I thought it was me.”
You comment on the vastly different childhood experiences and normalize the potential for relationship challenges under these circumstances. Acknowledging the differences, Elizabeth remarks that Bob’s relationship with his family was one of the things that she was attracted to early in their relationship. Bob agrees with her and comments that Katie and Elizabeth.
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School of Computer & Information SciencesCOURSEtroutmanboris
School of Computer & Information Sciences
COURSE SYLLABUS
Course Name:
ITS831 – Info-Tech Import Strat Plan
Section – 11
Fall 2020 – Bi-term –Asynchronous (Online)
Professor:
Dr. George J Trawick
Contact Information:
Office Hours: By appointment
E-mail: [email protected]
Online Support (IT) and I-Learn Policy:
All members of the University of the Cumberlands’ community who use the University’s 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 focuses on the information technology (IT) leader’s collaborative roles working with an organization’s senior leadership, including aligning business strategy with IT strategy, acting as an equal contributor to the formation of organizational strategy, and integrating ethical policies and practices into an organization. Learners evaluate multidisciplinary research and practices related to leadership, organizational structures and culture. Through the lens of complexity / chaos and change theories, learners analyze IT’s role in contributing to organizational resiliency.
Course Objectives/Learner Outcomes:
Course Objectives/Learner Outcomes:
Upon completion of the course, students will be able to:
a. Explain what managers must know about both using and managing information.
b. Explain the linkages between business and IT strategy, linkages between organizational
and IT strategy, collaboration and individual work, and business processes.
c. Explain the manager’s role and issues related to managing IT itself.
Prerequisites:
There are no prerequisites for this course.
Books and Resources:
Required Text
Pearlson, K., Saunders, C. Galletta, D. Managing and Using Information Systems:
A Strategic Approach, 6th Edition. Burlington, MA: Wiley, 2016.
Professional Associations
• International Information Systems Security Certification Consortium, Inc., (ISC)²® - This Web site provides access to current industry information. It also provides opportunities in networking and contains valuable career tools. http://www.isc2.org/
• ISACA - This Web site provides access to original research, practical education, career-enhancing certification, industry-leading standards, and best practices. It also provides a network of likeminded colleagues and contains professional resources and technical/managerial publications. https://www.isaca.org/Pages/default.aspx
• International Association of Privacy Professionals (IAPP) - This Web site provides an opportunity to interact with a community of privacy professionals and to learn from their experiences. This Web site also provides valuable career advice. https://www.privacyassociation.org/
Course Expectations
Course Activities and Experiences:
Students ar ...
The document provides information about Miami University's Nursing orientation for new students. It discusses the history and growth of the Nursing program, the program's mission and values of leadership, integrity, excellence, caring, and collaboration. It outlines the department structure and foundational curriculum for freshman Nursing courses. It discusses progression requirements, standards of the Nursing profession, and preparation needed for the orientation.
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The Health Science program in Wilkes County aims to prepare students for careers or further education in the medical field. It is a large and successful program that graduates approximately 80 students annually who are eligible for CNA certification. Students are taught a rigorous curriculum aligned with state standards and have opportunities to earn industry-recognized credentials. Data shows the program's success, with high proficiency rates on assessments and a 100% graduation rate for students at North Wilkes High School. Teachers are required to have medical experience and credentials to ensure students receive expert instruction.
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The document provides an overview of the Director of Student Conduct manual, including the mission statement, organizational chart, staff supervision guidelines, conduct board selection process, student conduct code annual review process, and programs and presentations offered by the office. The manual outlines administrative procedures and processes for managing student conduct, staff, and operations of the conduct office.
Course SyllabusHSV400 – Ethical and Leal Issues in Human Servi.docxvanesaburnand
Course Syllabus
HSV400 – 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:
“Academic 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 others’ academic dishonesty. Confirmed dishonesty may result in the assignment of a failing grade of other penalties.” (Post University Student Handbook).
All papers .
1. Class standing at OSU is based on total credit hours earned, ranging from 1-44 credits for first-year students to 135+ credits for senior students.
2. Registration dates are assigned based on class standing, with seniors registering first followed by juniors, sophomores, and first-years. Students can check their specific registration date online.
3. A PIN is required to register for classes and must be obtained from an advisor each term. It is different from a student's SID or GAP which are permanent identification numbers.
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EN 206 Professional Writing and Presentation Instructor’s .docxchristinemaritza
EN 206 Professional Writing and Presentation
Instructor’s Name
Instructor’s Contact Information:
Office: Remote
Office Hours: Th 4-5 p.m. ET
Email: [email protected]
Phone: 917-846-2860
[Best way to communicate is through course messages in Blackboard]
Course Information:
Fall 18 Online
Course Description
This course examines the neccessity for effective and thoughtful communication in the business world. Students will learn how to compose business documents in appropriate formats, choose appropriate professional language, and enhance knowledge of professional business modalities. Emphasis is placed on defining one’s audience; research methods; data collection, interpretation, and documentation; critical analysis and comprehension of written materials and documents; employing gender neutral language; constructing and delivering professional presentations individually and/or within a collaborative group setting.
Prerequisites
EN 121: Analytical Thinking, Writing, and Research
Learning Objectives
Upon successful completion of this course, students will be able to:
1. Utilize effective communication strategies: writing that is clear, correct, concise, coherent, and professional in style and tone through the preparation of a variety of professional documents.
2. Analyze scenarios and prepare the appropriate forms of professional writing: letters, memoranda, emails, brief reports, and summaries that are effectively designed and correctly formatted, while engaging proofreading and editing skills acquired in earlier English courses.
3. Compose effective oral, written, and visual presentations, incorporating various types of visual aids, such as tables, pie charts, bar charts, and line graphs through instructor approved software.
4. Develop a substantive proposal or report in APA format relating to the student’s major, including in-depth research using online and database resources.
Course Materials
Kolin, P. C. (2017). Successful writing at work. 11th ed. Wadsworth: Boston.
ISBN: 978-1-305-66761-7. Recommended discipline-specific or program-specific handouts, and additional materials as assigned by professor.
Attendance Policy
The value of a college education depends upon full participation in academic classes. Students are expected not only to receive information and to pass examinations, but also to participate actively in class. For that reason, regular attendance is important.
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This document outlines the course description, objectives, policies, and content for Nursing 311 Lab: Adult Health I. The course focuses on developing psychomotor skills related to adult health including medication administration, wound care, urinary catheterization, and intravenous therapy. Students are expected to actively participate in classroom, laboratory, and clinical activities to demonstrate knowledge and performance of skills. Policies on attendance, academic integrity, disability services, textbooks, and grading are also provided.
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Department of Computer and Information SystemsC.docxgertrudebellgrove
Department of Computer and Information Systems
COURSE SYLLABUS
Course and Instructor Information
Course Name:
ITS 831 – Information Technology Importance in Strategic Planning
Section – 07
Spring 2020 – First Bi-Term Online
Professor:
Dr. Mike Peterson
Contact Information
Email: [email protected]
Office Hours/Preferred Contact Times: By appointment
Nature of Course Content and Goals
Course Description
This course focuses on the information technology leader’s collaborative roles working with an organization’s senior leadership, including aligning business strategy with IT strategy, acting as an equal contributor to the formation of organizational strategy, and integrating ethical policies and practices into an organization. Learners evaluate multidisciplinary research and practices related to leadership, organizational structures, and culture. Through the lens of complexity/chaos and change theories, learners analyze information technology’s role in contributing to organizational resiliency.
Course Objectives
Course Objectives/Learner Outcomes:
Upon completion of this course, the student will:
· be proactive with risk management practices.
· understand IT business management.
· Understand the basics of Blockchain technology
· understand the economics of cloud computing.
· understand the benefits of eco-efficient technology adoption
· understand how to balance customer and shareholder value.
understand how emerging technologies effect strategic planning.
Learner Outcomes/ Assessments
· Learn how to perform research identifying and analyzing technological challenges
· Build critical thinking skills to develop and apply solutions that achieve strategic and tactical IT-business alignment
· Develop professional skills and expertise to advance knowledge in your chosen field or discipline within information technology
· Conduct research with professional and ethical integrity
· Address complex technical questions and challenge established knowledge and practices in the area
· Identify, comprehend, analyze, evaluate and synthesize research
· Communicate effectively and employ constructive professional and interpersonal skills
· Critically evaluate current research and best practices
· Demonstrate IT leadership skills at the team and enterprise levels following tenets of professional, social, and ethical responsibility
Recommend IT strategies that support enterprise mission and objectives
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/
Books and Resources
Required Text
Pearlson, K., Saunders, C., Galletta, D. (2020). Managing and Using Information Systems: A Strategic Approach, 7th Edition. Hoboken, NJ: John Wiley & Sons, Inc. ISBN: 978-1119560562Requirements and Policies
Academic Integrity/ Plagiarism
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Orientation inSPIRE General Education Courses Fall 2013 14 Subterm 1Bluefield College
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Similar to College of BusinessACCT 732 Audit and Assurance Services2018-.docx (20)
Coding NotesImproving Diagnosis By Jacquie zegan, CCS, w.docxmary772
Coding Notes
Improving
Diagnosis
By Jacquie zegan, CCS, wC
Specificity in ICD-IO Coding
VALID ICD-IO-CM/PCS (ICD-IO) codes have been required for claims reporting since October 1, 2015. But ICD-IO diagnosis coding to the correct level of specificity—a more recent requirement—continues to be a problem for many in the healthcare industry. While diagnosis code specificity has always been the goal, providers were granted a reprieve in order to facilitate implementation of ICD-IO. For the first 12 months of ICD-IO use, the Centers for Medicare and Medicaid Services (CMS) promised that Medicare review contractors would not deny claims "based solely on the specificity of the ICD-IO diagnosis code as long as the physician/practitioner used a valid code from the right family."l Commonly referred to as the "grace period," this flexibility was intended to help providers implement the ICD-IO-CM code set and was never intended to continue on in perpetuity. In fact, this CMS-granted grace period expired on October 1, 2016.2
Unfortunately, nonspecific documentation and coding persists. This is an ongoing problem, even though the official guidelines for coding and reporting require coding to the highest degree of specificity. Third-party payers are making payment determinations based on the specificity of reported codes, and payment reform efforts are formulating policies based on coded data. The significance of overreporting unspecified diagnosis codes cannot be understated. In the short term, it will increase claim denials, and in the long term it may adversely impact emerging payment models.3•4 Calculating and monitoring unspecified diagnosis code rates is critical to successfully leverage specificity
44/Journal of AHIMA April 18
in the ICD-IO-CM code set.
An ICD-IO-CM code is considered unspecified if either of the terms "unspecified" or "NOS" are used in the code description. The unspecified diagnosis code rate is calculated by dividing the number of unspecified diagnosis codes by the total number of diagnosis codes assigned. Health information management (HIM) professionals should be tracking and trending unspecified diagnosis code rates across the continuum of care.5
Acceptable use of Unspecified Diagnosis Codes Unspecified diagnosis codes have acceptable, even necessary, uses. The unspecified code rate is not an error rate, but rather an indicator of the quality of clinical documentation and a qualitative measure of coder performance and coding results. Even CMS explicitly recognizes that unspecified codes are sometimes necessary. "When sufficient clinical information is not known or available about a particular health condition to assign a more specific code, it is acceptable to report the appropriate unspecified code."6 It's also important that coding professionals use good judgment to avoid unnecessary queries for clarification of unspecified diagnoses. The official coding guidelines provide explicit guidance for appropriate uses of unspec.
CNL-521 Topic 3 Vargas Case StudyBob and Elizabeth arrive.docxmary772
CNL-521 Topic 3: Vargas Case Study
Bob and Elizabeth arrive together for the third session. As planned, you remind the couple that the goal of today’s session is to gather information about their families of origin. Bob begins by telling you about his older sister, Katie, who is 36 and lives nearby with her three children. Katie’s husband, Steve, died suddenly last year at the age of 40 when the car he was driving hit a block wall. Elizabeth speculates that Steve was intoxicated at the time, but Bob vehemently denies this allegation. He warns Elizabeth to “never again” suggest alcohol was involved. You note Bob’s strong response and learn that his own biological father, whom his mother divorced when Bob was 3 and Katie was 5, had been an alcoholic. When asked about his father, Bob says, “His name is Tim, and I haven’t seen him since the divorce.” Bob shares that he only remembers frequently hiding under the bed with Katie to stay safe from his violent rages. He adds that 5 years after the divorce, his mother, Linda, married Noel who has been “the only dad I’ve ever known.” He insists that his sister married “a devout Christian who never touched alcohol” and attributed the 3:00 a.m. tragedy to fatigue. He adds that a few days before the accident, Katie had complained to him that her husband had been working many late nights and “just wasn’t himself.” Bob speaks fondly of his sister and confirms that they have always been “very close.”
From Elizabeth, who is 31 years old, you learn that she was adopted by her parents, Rita and Gary, who were in their late 40s at the time. They were first generation immigrants who had no family in the United States. Their biological daughter, Susan, had died 10 years earlier after Rita accidentally ran over the 5 year old while backing out of the driveway. Elizabeth surmises that her mother never fully recovered from this traumatic incident and remained distant and withdrawn throughout Elizabeth’s life. Elizabeth describes her father, Gary, as “a hard worker, smart, and always serious.” She shares that most of her family memories were of times spent with her dad in his study, surrounded by books. She states, “He could find the answer to all of my questions in one his many books.” Elizabeth describes herself as the “quiet, bookish type” and attributes her love for books to her father. Like her father in his study, Elizabeth remembers spending most of her adolescence alone in her room, reading, so she would not upset her mother. Looking back, Elizabeth tells you she recognizes her mother’s struggle with depression, “but as a kid, I thought it was me.”
You comment on the vastly different childhood experiences and normalize the potential for relationship challenges under these circumstances. Acknowledging the differences, Elizabeth remarks that Bob’s relationship with his family was one of the things that she was attracted to early in their relationship. Bob agrees with her and comments that Katie and Elizabeth.
Cognitive and Language Development Milestones Picture Book[WLO .docxmary772
Cognitive and Language Development Milestones Picture Book
[WLO: 1] [CLO: 1]
Prior to beginning work on this assignment,
Review Chapters 6, 7, and 9 of your text.
Review the cognition and language development milestones from the Centers for Disease Control and Prevention on the web page
Basic Information (Links to an external site.)
.
Identify one age-group that you will discuss:
Infancy: Birth to 12 months
Toddler: 1 to 3 years
Early childhood: 4 to 8 years
Review and download the
Cognitive and Language Development Milestones Picture Book Template.
The purpose of this assignment is to creatively demonstrate an understanding of developmental milestones as they pertain to cognition and language development.
Part 1:
Based on the required resources above, create a children’s picture book using
StoryJumper (Links to an external site.)
that tells a story about a child’s typical day. Your story must incorporate at least four cognitive and four language development milestones for the age-group you have selected. Your story can be about a fictional child or can be based on a real child. Watch the video,
StoryJumper Tutorial (Links to an external site.)
, for assistance in using StoryJumper.
To complete this assignment, you must
Create a children’s picture book using StoryJumper.
Identify at least four cognitive development milestones appropriate to the age-group selected.
Distinguish at least four language development milestones appropriate to the age-group selected.
Discuss a typical day appropriate to the age-group selected.
Part 2:
Open the
Cognitive and Language Development Milestones Picture Book Template
and complete the following items:
Provide the link to the StoryJumper picture book you created in Part 1.
Indicate which age-group your picture book will discuss.
List at least four cognitive development milestones that are included in your picture book.
List at least four language development milestones that are included in your picture book.
Submit your Word document to Waypoint.
The Cognitive and Language Development Milestones Picture Book:
Must be eight to 10 pages of text in length (not including title page, images, and references page) and formatted according to APA style as outlined in the Ashford Writing Center’s
APA Style (Links to an external site.)
Must include a separate title page with the following:
Title of picture book
Student’s name
Course name and number
Instructor’s name
Date submitted
Must document any information used from sources in APA style as outlined in the Ashford Writing Center’s
Citing Within Your Paper (Links to an external site.)
Must include a separate references page or slide that is formatted according to APA style as outlined in the Ashford Writing Center. See the
Formatting Your References List (Links to an external site.)
resource in the Ashford Writing Center for specifications.
CHAPTER 6 SUMMARY
Piaget’s Cognitive-Developmental Theory.
Codes of (un)dress and gender constructs from the Greek to t.docxmary772
Codes of (un)dress and gender constructs
from the Greek to the Roman world
he
By 6th c. BC: Greek male and female dress codes firmly established
Archaic kouros
and kore statues
demonstrate how
the body was
used in the
naturalization of
gender
constructs
The naked male
body in the
classical period:
the Doryphoros as
a heroic athlete-
warrior citizen
Male sexuality: conditions by the patriarchal ideology of
domination, it restricted sexual expression and freedom
in homosexual
relations
and heterosexual
relations
In the classical
period,
while the naked
male body was
idealized and
heroized,
the female naked
body was always
sexualized and
objectified.
Centauromachy (late 5th c.
Bassae): the Greek female is
defenseless and sexualized
(must be defended by Greek
men).
Gendered
nakedness in
mythological
scenes:
the Greek
male is
always
heroized
Amazonomachy (4th c.
Halikarnassos): the non-
Greek female is wild and
sexualized (must be
dominated by Greek men).
Aphrodite (Roman Venus): at first fully dressed
The gradual disrobing of Aphrodite in monumental statues, late 5th to
4th c. BC (Roman copies)
“Venus Genetrix”,
original late 5th c. BC
“Venus of Capua”,
original 4th c. BC
Aphrodite of Knidos,
original 4th c. BC
Late 5th c. onwards: minor goddesses were also represented sexualized in
statues, but only Aphrodite appeared entirely naked by the 4th c. BC.
Nike (Victory), late
5th c., Olympia.
Aphrodite of Knidos by
Praxiteles, 4th c. (Roman copy)
Aphrodite “Beautiful
Buttocks”, Roman
copy (Greek ca. 300).
Doryphoros and
Aphrodite of Knidos
(Knidia or Knidian
Aphrodite), Roman
copies.
What main
differences do you
observe?
Was her nakedness
really threatening to
patriarchy (Andrew
Stewart)?
Or, in what ways
was her nakedness
aligned with
patriarchal ideology?
Could she have been
empowering for
women?
The traditional visual
presence of a divine
statue at the far end of
a rectangular temple
was very different
(Olympian Zeus)
Aphrodite of Knidos was displayed in an unusual temple (round plan), so as to
be seen from all sides, like a beautiful object.
The original
Aphrodite of
Knidos is lost.
Numerous
Roman copies
of the Knidian
Aphrodite exist
(with variations
in details).
“Colonna
Venus” Vatican
Museums.
“Ludovisi
Venus”,
Palazzo
Altemps, Rome
(only the torso
is ancient, the
rest is 17th-c,
restoration.)
Capitoline Venus, Rome
Medici Venus, Florence
Variations on the
“Venus pudica” type,
Greek Hellenistic
originals, Roman
copies.
Are they more modest
or also more shamed?
Latin pudore: modesty,
chastity, shame.
Greek aidos: shame,
modesty
(aidion=vagina)
There is no male “pudicus”
type in Greco-Roman
sculpture.
These unequal gender
constructs are still around
today,
to the detriment of all of us!
There is no male
“pudicus” type in Greco-
Roman sculpture.
An effec.
Coding Assignment 3CSC 330 Advanced Data Structures, Spri.docxmary772
Coding Assignment 3
CSC 330: Advanced Data Structures, Spring 2019
Released Monday, April 15, 2019
Due on Canvas on Wednesday, May 1, at 11:59pm
Overview
In this assignment, you’ll implement another variant of a height-balancing tree known as a
splay tree. The assignment will also give you an opportunity to work with Java inheritance;
in particular, the base code that you’ll amend is structured so that your SplayTree class
extends from an abstract class called HeightBalancingTree, which gives a general template
for how a height-balancing tree should be defined.
As always, please carefully read the entire write-up before you begin coding your submission.
Splay Trees
As mentioned above, a splay tree is another example of a height-balancing tree — a binary
search tree that, upon either an insertion or deletion, modifies the tree through a sequence
of rotations in order to reduce the overall height of the tree.
However, splay trees differ from the other height-balancing trees we’ve seen (AVL trees,
red-black trees) in terms of the type of guarantees that they provide. In particular, recall
that both AVL trees and red-black trees maintain the property that after any insertion or
deletion, the height of the tree is O(log n), where n is the number of elements in the tree.
Splay trees unfortunately do not provide this (fairly strong) guarantee; namely, it is possible
for the height of a splay tree to become greater than O(log n) over a sequence of insertions
and deletions.
Instead, splay trees provide a slightly weaker (though still meaningful) guarantee known as
an amortized bound, which is essentially just a bound on the average time of a single opera-
tion over the course of several operations. In the context of splay trees, one can show that
over the course of, say, n insertions to build a tree with n elements, the average time of each
of these operations is O(log n) (but again, keeping in mind it is possible for any single one
of these operations to take much longer than this).
Showing this guarantee is beyond the scope of this course (although the details of the analy-
sis can be found in your textbook). Instead, in this assignment, we will just be in interested
1
r splay:
N
root
root
2
1
1
2
l splay:
N
1
2
rr splay:
N
N
N
ll splay:
rl splay:
1
2
N
lr splay:
Figure 1: Illustration of the six possible cases for on a given step of a splay operation.
in writing an implementation of a splay tree in Java that is structured using inheritance.
Splay Tree Insertions and Deletions
To insert or delete an element from the tree, splay trees use the same approach as the other
height-balancing trees we’ve discussed in class — first we insert/deletion an element using
standard BST procedures, and then perform a “height-fixing” procedure that rebalances the
tree. Thus, what distinguishes each of these height-balancing trees from one another is how
they define their height-fixing procedures.
To fix the tree after both inser.
CodeZipButtonDemo.javaCodeZipButtonDemo.java Demonstrate a p.docxmary772
CodeZip/ButtonDemo.javaCodeZip/ButtonDemo.java// Demonstrate a push button and handle action events.
import java.awt.*;
import java.awt.event.*;
import javax.swing.*;
publicclassButtonDemoimplementsActionListener{
JLabel jlab;
JTextField jtf;
ButtonDemo(){
// Create a new JFrame container.
JFrame jfrm =newJFrame("A Button Example");
// Specify FlowLayout for the layout manager.
jfrm.setLayout(newFlowLayout());
// Give the frame an initial size.
jfrm.setSize(220,90);
// Terminate the program when the user closes the application.
jfrm.setDefaultCloseOperation(JFrame.EXIT_ON_CLOSE);
// Make two buttons.
JButton jbtnUp =newJButton("Up");
JButton jbtnDown =newJButton("Down");
// Create a text field.
jtf =newJTextField(10);
// Add action listeners.
jbtnUp.addActionListener(this);
jbtnDown.addActionListener(this);
// Add the buttons to the content pane.
jfrm.add(jbtnUp);
jfrm.add(jbtnDown);
jfrm.add(jtf);
// Create a label.
jlab =newJLabel("Press a button.");
// Add the label to the frame.
jfrm.add(jlab);
// Display the frame.
jfrm.setVisible(true);
}
// Handle button events.
publicvoid actionPerformed(ActionEvent ae){
if(ae.getActionCommand().equals("Up")){
jlab.setText("You pressed Up.");
FileClock clock1=newFileClock(jtf);
Thread thread1=newThread(clock1);
thread1.start();
}
else
jlab.setText("You pressed down. ");
}
publicstaticvoid main(String args[]){
// Create the frame on the event dispatching thread.
SwingUtilities.invokeLater(newRunnable(){
publicvoid run(){
newButtonDemo();
}
});
}
}
CodeZip/CBDemo.javaCodeZip/CBDemo.java// Demonstrate check boxes.
import java.awt.*;
import java.awt.event.*;
import javax.swing.*;
publicclassCBDemoimplementsItemListener{
JLabel jlabSelected;
JLabel jlabChanged;
JCheckBox jcbAlpha;
JCheckBox jcbBeta;
JCheckBox jcbGamma;
CBDemo(){
// Create a new JFrame container.
JFrame jfrm =newJFrame("Demonstrate Check Boxes");
// Specify FlowLayout for the layout manager.
jfrm.setLayout(newFlowLayout());
// Give the frame an initial size.
jfrm.setSize(280,120);
// Terminate the program when the user closes the application.
jfrm.setDefaultCloseOperation(JFrame.EXIT_ON_CLOSE);
// Create empty labels.
jlabSelected =newJLabel("");
jlabChanged =newJLabel("");
// Make check boxes.
jcbAlpha =newJCheckBox("Alpha");
jcbBeta =newJCheckBox("Beta");
jcbGamma =newJCheckBox("Gamma");
// Events generated by the check boxes
// are handled in common by the itemStateChanged()
// method implemented by CBDemo.
jcbAlpha.addItemListener(this);
jcbBeta.addItemListener(this);
jcbGamma.addItemListener(this);
// Add checkboxes and labels to the content pane.
jfrm.add(jcbAlpha);
jfrm.add(jcbBeta);
jfrm.add(jcbGamma);
jfrm.add(jlabChanged);
jfrm.add(jlabSelected);
// Display the frame.
jfrm.setVisible(true);
}
// This is the handler for the check boxes..
CoevolutionOver the ages, many species have become irremediably .docxmary772
Coevolution
Over the ages, many species have become irremediably linked. Whether in the context of an arms race or cooperation to conquer new ecosystems, they have no choice but to evolve together . According to Paul Ehrlich and Peter Raven, who introduced the term in 1964, "Coevolution is the evolution of two or more entities caused by the action between these entities of reciprocal selective factors. Organizations must therefore influence each other (Thompson, 1989). Coevolution relates to this week’s theme by the how natural selection affects the ecosystem. The book compares coevolution to an ecological arm race (Bensel & Turk, 2014). One example is a case of bats as stated in the book and their use of echolocation to be able to find insects. One insect that tries to outsmart it is a tiger moth which blocks out and jam’s the bats signal with a high frequency clicks and the bat fly’s erratically to confuse the moth. This is important in adaptation and of evolution of any new biological species. There are two kinds of interactions that happen that can lead to competitive coevolution. One interactions is predation in which one organism kills another organism. The second one is parasitism in which one organism benefits by damaging but not killing another organism.
This term affects living things and the physical world because if we didn’t have the natural selection all our ecosystem who would be extinct including human beings. Many recent studies state that environmental changes have messed with the balance between interacting species and leading to their extinction. When we use the three models of coevolution such as competition, predation, mutualism in organizing and synthesizing ways to modify species interaction when there is climate change in favoring one species over another. Coevolution reduces the effects of climate change and leads to lowering chances in extinction. By getting an understanding of our nature of coevolution in how they interact with different species and our communities interact and respond to the changing climate.
We as human kind must take action and not let our natural system and ecosystem suffer because of our greed for economic growth (Cairns, 2007). We must also be careful of our matriac consumption and forget about ecological and sustainability ethics. (Cairns, 2007). Humans need to take action to better take care of our ecosystem and environment. Morowitz (1992) stated in this journal, “Sustained life is a property of an ecological system rather than a single organism or species.” There are no species that can exist without the ecological life support system even humans (Cairns, 2007). We need to put more effort in taking care of our environment by creating more organizations in getting our communities involved. In achieving sustainability they must guide through ecological and sustainability ethics. There are many challenges that will come but with achieving sustainable use of our planet our environment will .
Coding Component (50)Weve provided you with an implementation .docxmary772
Coding Component (50%)
We've provided you with an implementation of an unbalanced binary search tree. The tree implements an ordered dynamic set over a generic comparable type T. Supported operations include insertion, deletion, min, max, and testing whether a value is in the set (via the exists method). Because it's a set, duplicates are not allowed, and the insert operation will not insert a value if it is already present.
We have implemented the BST operations in a recursive style. For example, inserting a value into a tree recurses down the tree seeking the correct place to add a new leaf. Each recursive call returns the root of the subtree on which it was called, after making any modifications needed to the subtree to perform the insertion. Deletion is implemented similarly.
Your job is to add the functionality needed to keep the tree balanced using the AVL property. In particular, you will need to
· augment the tree to maintain the height of each of its subtrees, as discussed in Studio;
· compute the balance at the root of a subtree (which is the height of the root's left subtree minus that of its right subtree);
· implement the AVL rebalancing operation, along with the supporting rotation operations; and
· call the height maintenance and rebalancing operations at the appropriate times during insertion and deletion.
Code Outline
There are two main source code files you need to consider, both in the avl package:
· TreeNode.java implements a class TreeNode that represents a node of a binary search tree. It holds a value (the key of the node) along with child and parent pointers. It has a height data member that is currently not used for anything. You should not modify this file, but you need to understand its contents.
· AVLTree.java implements an ordered set as a binary search tree made out of TreeNode objects.
The AVLTree class provides an interface that includes element insertion and deletion, as well as an exists() method that tests whether a value is present in the set. It also offers min() and max() methods. These methods all work as given for (unbalanced) BSTs, using the algorithms we discussed in lecture.
To implement the AVL balancing method, you will need to fill in some missing code to maintain the height of each subtree and perform rebalancing. Look for the 'FIXME' tags in AVLTree.java to see which methods you must modify.
Height Maintenance
You'll need to set the height data member each time a new leaf is allocated in the tree. You can then maintain the height as part of insertion or deletion using the incremental updating strategy you worked out in Studio 10, Part C.
The update procedure updateHeight() takes in a node and updates its height using the heights of its two subtrees. It should run in constant time.
You'll need to call updateHeight() wherever it is needed – in insertion, deletion, and perhaps elsewhere.
Rebalancing
You must implement four methods as part of AVL rebalancing:
· getBalance() computes the balance fact.
Codes of Ethics Guides Not Prescriptions A set of rules and di.docxmary772
Codes of Ethics: Guides Not Prescriptions A set of rules and directives that would result in efficient and ethical professional practice would be something clearly welcomed by student and professional alike. However, as should be clear by now, such prescriptions or recipes for professional practice do not exist, nor does every client and every professional condition provide clear-cut avenues for progress. Professional practice is both complex and complicated. The issues presented are often confounded and conflicting. The process of making sense of the options available and engaging in the path that leads to effective, ethical practice cannot be preprogrammed but rather needs to be fluid, flexible, and responsive to the uniqueness of the client and the context of helping. The very dynamic and fluid nature of our work with clients prohibits the use of rigid, formulaic prescriptions or directions. Never is this so obvious as when first confronted with an ethical dilemma. Consider the subtle challenges to practice decisions presented in Case Illustration 7.1. The case reflects a decision regarding the release of information and the potential breach of confidentiality. The element confounding the decision, as you will see, is that the client was deceased and it was the executrix of the estate providing permission to release the information to a third party.
Case Illustration 7.1 Conditions for Maintaining Confidentiality While all clinicians have been schooled in the issue of confidentiality and the various conditions under which confidentiality must be breached (e.g., prevention of harm to self or another), the conditions of maintenance of confidentiality can be somewhat blurred when the material under consideration is that of a client who is now deceased. Consider the case of Dr. Martin Orne, MD, PhD. Dr. Orne was a psychotherapist who worked with Anne Sexton, a Pulitzer Prize winner. Following the death of Ms. Sexton, an author, Ms. Middlebrook, set out to write her biography. In doing her research, Ms. Middlebrook discovered that Dr. Orne had tape-recorded a number of sessions with Ms. Sexton in order to allow her to review the sessions, and he had not destroyed the tapes following her death. Ms. Middlebrook approached Linda Gray Sexton, the daughter of the client and the executrix of the estate, seeking permission to access these tapes of the confidential therapy sessions as an aid to her writing. The daughter granted permission for release of the therapeutic tapes. A number of questions could be raised around this case, including the ethics of tape-recording or the ethics of maintenance of the tapes following the death of the client. However, the most pressing issue involves the conditions under which confidentiality should be maintained. The challenge here is, should Dr. Orne release the tapes in response to the daughter’s granting of permission, or does his client have the right to confidentiality even beyond the grave? As noted, t.
Codecademy Monetizing a Movement 815-093 815-093 Codecademy.docxmary772
Codecademy: Monetizing a Movement? 815-093
815-093 Codecademy: Monetizing a Movement?
Codecademy: Monetizing a Movement? 815-093
9-815-093
RE V : OCT OB E R 1 4 , 2 0 1 5
JEFFREY J. BU SSGANG
LISA C. MA ZZANTI
Codecademy: Monetizing a Movement?
We’re a movement to make education more of a commodity. We’re not just a for-profit company. Our mission would get tainted if we charged consumers for content. We need to be authentic.
— Zach Sims, Cofounder and CEO
Zach Sims and Ryan Bubinski sat in the Codecademy headquarters, an exposed-brick fourth-floor office near Madison Square Park in New York City. In 2011, while in their early twenties, the two had founded Codecademy, an open-platform, online community to teach users to code. By 2014, they had a total of 24 million unique users and a library of over 100,000 lessons. The company had raised a total of $12.5 million in funding and was, on many fronts, an overwhelming success. However, there were still no revenues. The company’s website stated, “Codecademy is free and always will be.”1
The founders, along with the board, had decided that 2014 would be a year of experimentation with different monetization strategies. By June, the cofounders had preliminarily tested two monetization models. The first charged companies for training employees offline on coding skills, a service that the training departments of these companies paid an annual fee to receive. The second monetization model focused on a labor marketplace to match Codecademy users with jobs that corporations and recruiters were seeking to fill.
But 2014 had also been busy in other arenas for the 25-employee company. In April, the company launched a redesign of its website, because, as the Codecademy blog announced, “it quickly became apparent that if we wanted to grow and mature as a brand, we required a thorough redesign of our entire product.”2 The next month, the company announced that they were opening an office in London to work with the British education system and also had forged partnerships with foundations and government bodies in Estonia, Argentina, and France.
As Sims and Bubinski huddled in their glass-walled conference room, they tried to focus on the task at hand—to narrow down their ideas and eventually decide on a viable business model. The two reviewed early results from both experiments to prepare for the upcoming board meeting where they planned to present their findings and propose next steps. The employee-training experiments had yielded promising initial results but would require hiring a sales force, offline instructors, and some content customization to scale. The labor marketplace model promised less friction in scaling but represented a more crowded market opportunity.
Senior Lecturer Jeffrey J. Bussgang and Case Researcher Lisa C. Mazzanti (Case Research & Writing Group) prepared this case. It was reviewed and approved before publication by a company designate. Funding for the develo.
Code switching involves using 1 language or nonstandard versions of .docxmary772
Code switching involves alternating between languages or language varieties based on context. The document asks for a 175+ word response about a personal experience with code switching, including why it was done and potential benefits and consequences, as well as the outcome.
Code of Ethics for the Nutrition and Dietetics Pr.docxmary772
This document presents the Code of Ethics for the Nutrition and Dietetics Profession, which establishes the principles and ethical standards that guide nutrition and dietetics practitioners. It contains 4 main principles: competence, integrity, professionalism, and social responsibility. The code applies general ethical guidelines and standards for common practice situations to protect clients, patients, and the public. It also requires practitioners to abide by the code and report any perceived violations.
Code of Ethics for Engineers 4. Engineers shall act .docxmary772
Code of Ethics for Engineers
4. Engineers shall act for each employer or client as faithful agents or
trustees.
a. Engineers shall disclose all known or potential conflicts of interest
that could influence or appear to influence their judgment or the
quality of their services.
b. Engineers shall not accept compensation, financial or otherwise,
from more than one party for services on the same project, or for
services pertaining to the same project, unless the circumstances are
fully disclosed and agreed to by all interested parties.
c. Engineers shall not solicit or accept financial or other valuable
consideration, directly or indirectly, from outside agents in
connection with the work for which they are responsible.
d. Engineers in public service as members, advisors, or employees
of a governmental or quasi-governmental body or department shall
not participate in decisions with respect to services solicited or
provided by them or their organizations in private or public
engineering practice.
e. Engineers shall not solicit or accept a contract from a governmental
body on which a principal or officer of their organization serves as
a member.
5. Engineers shall avoid deceptive acts.
a. Engineers shall not falsify their qualifications or permit
misrepresentation of their or their associates’ qualifications. They
shall not misrepresent or exaggerate their responsibility in or for the
subject matter of prior assignments. Brochures or other
presentations incident to the solicitation of employment shall not
misrepresent pertinent facts concerning employers, employees,
associates, joint venturers, or past accomplishments.
b. Engineers shall not offer, give, solicit, or receive, either directly or
indirectly, any contribution to influence the award of a contract by
public authority, or which may be reasonably construed by the
public as having the effect or intent of influencing the awarding of a
contract. They shall not offer any gift or other valuable
consideration in order to secure work. They shall not pay a
commission, percentage, or brokerage fee in order to secure work,
except to a bona fide employee or bona fide established commercial
or marketing agencies retained by them.
III. Professional Obligations
1. Engineers shall be guided in all their relations by the highest standards
of honesty and integrity.
a. Engineers shall acknowledge their errors and shall not distort or
alter the facts.
b. Engineers shall advise their clients or employers when they believe
a project will not be successful.
c. Engineers shall not accept outside employment to the detriment of
their regular work or interest. Before accepting any outside
engineering employment, they will notify their employers.
d. Engineers shall not attempt to attract an engineer from another
employer by false or misleading pretenses.
e. Engineers shall not promote their own interest at the expense of the
dignity and integr.
Coder Name: Rebecca Oquendo
Coding Categories:
Episode
Aggressive Behavior
Neutral Behavior
Virtuous Behavior
Aggressive Gaming
Neutral Gaming
Virtuous Gaming
An older peer began using slurs or derogatory language
An older peer suggested that the team should cheat
The child witnessed an older peer intentionally leave out another player
An older player suggested that they play a different game
The child lost the game with older players on their team
The child witnessed an older player curse every time a mistake was made
Index:
· In this case aggressive behavior would constitute as mimicking older members undesired behaviors or becoming especially angry or agitated in game. A neutral behavior would be playing as they usually would not mimicking older player’s behaviors or trying to fit in to their more aggressive styles. A virtuous behavior would be steering the game away from aggression, voicing an opinion about the excessive aggression, or finding a way to express their gaming experience in a positive way. The same can be applied for the similar categories in “gaming”.
· Each category can be scaled from 1-7 in which way the child’s dialogue tended to be behavior and gaming wise with a 1 indicating little to no effort in that direction and a 7 indicating extreme effort in that category.
1. What are the different types of attributes? Provide examples of each attribute.
2. Describe the components of a decision tree. Give an example problem and provide an example of each component in your decision making tree
3. Conduct research over the Internet and find an article on data mining. The article has to be less than 5 years old. Summarize the article in your own words. Make sure that you use APA formatting for this assignment.
Questions from attached files
1. Obtain one of the data sets available at the UCI Machine Learning Repository and apply as many of the different visualization techniques described in the chapter as possible. The bibliographic notes and book Web site provide pointers to visualization software.
2. Identify at least two advantages and two disadvantages of using color to visually represent information.
3. What are the arrangement issues that arise with respect to three-dimensional plots?
4. Discuss the advantages and disadvantages of using sampling to reduce the number of data objects that need to be displayed. Would simple random sampling (without replacement) be a good approach to sampling? Why or why not?
5. Describe how you would create visualizations to display information that describes the following types of systems.
a) Computer networks. Be sure to include both the static aspects of the network, such as connectivity, and the dynamic aspects, such as traffic.
b) The distribution of specific plant and animal species around the world fora specific moment in time.
c) The use of computer resources, such as processor time, main me.
Codes of Ethical Conduct A Bottom-Up ApproachRonald Paul .docxmary772
Codes of Ethical Conduct: A Bottom-Up Approach
Ronald Paul Hill • Justine M. Rapp
Received: 18 January 2013 / Accepted: 12 December 2013 / Published online: 1 January 2014
� Springer Science+Business Media Dordrecht 2013
Abstract Developing and implementing a meaningful
code of conduct by managers or consultants may require a
change in orientation that modifies the way these precepts
are determined. The position advocated herein is for a
different approach to understanding and organizing the
guiding parameters of the firm that requires individual
reflection and empowerment of the entire organization to
advance their shared values. The processes involved are
discussed using four discrete stages that move from the
personal to the work team and to the unit to the full
company, followed by the board of directors’ evaluation.
The hoped-for end product is dynamic, employee-driven,
codes of conduct that recognize the systemic and far-
reaching impact of organizational activities across internal
and external stakeholders. Operational details for and some
issues associated with its implementation are also provided.
Keywords Code of conduct � Employee-driven
approaches � Bottom-up development
Corporation, Be Good! Frederick (2006)
That managers and employees are capable of both ethical
and unethical behaviors due to individual and internal
corporate culture factors cannot be denied (Ashforth and
Anand 2003; Treviño and Weaver 2003; Treviño et al.
2006). Over the last decade, as diverse organizational
stakeholders began exerting more pressure on firms to
eliminate unethical conduct, the field of management has
witnessed a proliferation of research on ethics and ethical
behavior in organizations (Elango et al. 2010; Gopala-
krishnan et al. 2008; O’Fallon and Butterfield 2005; Tre-
viño et al. 2006).
However, recent ethical failures, as well as continuous
ethical challenges that organizations face, have led scholars
to conclude that predicting ethical dilemmas is difficult a
priori: ‘‘It is only, when we look back on our conduct over
the long run that we may find ourselves guilty of moral
laxity’’ (Geva 2006, p. 138). What underlies this particular
situation is the inability of organizational elites to monitor
and implement initiatives within today’s complex business
entities (Martin and Eisenhardt 2010; Uhl-Bien et al.
2007). Accordingly, more dynamic approaches to business
ethics is needed, one that spans ‘‘both the individual and
organizational levels’’ of concern (Gopalakrishnan et al.
2008, p. 757).
As a consequence and in reaction to neoclassical eco-
nomics, managers and their employees are expected to go
beyond dictates imposed by the law and marketplace to
fulfill larger responsibilities (Stark 1993). This expectation
is accomplished through adoption of a stakeholder per-
spective that is infused with empathy for people, groups,
and communities that may be impacted by the actions of
business.
Code#RE00200012002020MN2DGHEType of Service.docxmary772
Code#RE00200012002020MN2DGHE
*****************
Type of Service
Presentation task- Attack Vector
Solution
s Step 14: Submit the Presentation
Project Title/Subject
Attack Vector
.
CODE OF ETHICSReview the following case study and address the qu.docxmary772
CODE OF ETHICS
Review the following case study and address the questions that follow:
General Hospital’s staff aggregated its infection rate data for comparison purposes with four other hospitals in the community. The staff members were aware that the data was flawed. They presented a false perception that General Hospital’s postoperative infection rates were lower than those of peer hospitals. The comparison data was published in the local newspaper. The Jones family, believing the data to be correct and concerned about the number of deaths related to hospital-acquired infections, relied on the data in selecting General Hospital as their preferred hospital.
Tasks:
Describe how organizational and professional codes of ethics were violated in this case.
Describe what role an organization’s ethics committee could play in addressing this or similar issues.
400 words APA format
.
cocaine, conspiracy theories and the cia in central america by Craig.docxmary772
cocaine, conspiracy theories and the cia in central america by Craig Delaval
Delaval is a freelance writer and filmmaker and was a production assistant for "Drug Wars." This article was edited by Lowell Bergman, series reporter for "Drug Wars."
Since its creation in 1947 under President Harry Truman, the CIA has been credited with a number of far-fetched operations. While some were proven - the infamous LSD mind-control experiments of the 1950s - others, like the assassination of John F. Kennedy and the crash of the Savings and Loans industry, have little or no merit.
In 1996 the agency was accused of being a crack dealer.
A series of expose articles in the San Jose Mercury-News by reporter Gary Webb told tales of a drug triangle during the 1980s that linked CIA officials in Central America, a San Francisco drug ring and a Los Angeles drug dealer. According to the stories, the CIA and its operatives used crack cocaine--sold via the Los Angeles African-American community--to raise millions to support the agency's clandestine operations in Central America.
The CIA's suspect past made the sensational articles an easy sell. Talk radio switchboards lit up, as did African-American leaders like U.S. Rep. Maxine Waters, D-Los Angeles, who pointed to Webb's articles as proof of a mastermind plot to destroy inner-city black America.
One of the people who was accused in the San Jose Mercury-News of being in the midst of the CIA cocaine conspiracy is one of the most respected, now retired, veteran D.E.A. agents, Robert "Bobby" Nieves.
"You have to understand Central America at that time was a haven for the conspiracy theorists. Christic Institute, people like Gary Webb, others down there, looking to dig up some story for political advantage," Nieves said. "No sexier story than to create the notion in people's minds that these people are drug traffickers."
But in the weeks following publication, Webb's peers doubted the merit of the articles. Fellow journalists at the Washington Post, New York Times and Webb's own editor accused him of blowing a few truths up into a massive conspiracy.
Amongst Webb's fundamental problems was his implication that the CIA lit the crack cocaine fuse. It was conspiracy theory: a neat presentation of reality that simply didn't jibe with real life. Webb later agreed in an interview that there is no hard evidence that the CIA as an institution or any of its agent-employees carried out or profited from drug trafficking.
Still, the fantastic story of the CIA injecting crack into ghettos had taken hold. In response to the public outcry following Webb's allegations--which were ultimately published in book form under the title Dark Alliance--the CIA conducted an internal investigation of its role in Central America related to the drug trade. Frederick Hitz, as the CIA Inspector General-- an independent watchdog approved by Congress--conducted the investigation. In October 1998, the CIA released a declassifie.
How to Add Chatter in the odoo 17 ERP ModuleCeline George
In Odoo, the chatter is like a chat tool that helps you work together on records. You can leave notes and track things, making it easier to talk with your team and partners. Inside chatter, all communication history, activity, and changes will be displayed.
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Thinking of getting a dog? Be aware that breeds like Pit Bulls, Rottweilers, and German Shepherds can be loyal and dangerous. Proper training and socialization are crucial to preventing aggressive behaviors. Ensure safety by understanding their needs and always supervising interactions. Stay safe, and enjoy your furry friends!
This presentation includes basic of PCOS their pathology and treatment and also Ayurveda correlation of PCOS and Ayurvedic line of treatment mentioned in classics.
A review of the growth of the Israel Genealogy Research Association Database Collection for the last 12 months. Our collection is now passed the 3 million mark and still growing. See which archives have contributed the most. See the different types of records we have, and which years have had records added. You can also see what we have for the future.
বাংলাদেশের অর্থনৈতিক সমীক্ষা ২০২৪ [Bangladesh Economic Review 2024 Bangla.pdf] কম্পিউটার , ট্যাব ও স্মার্ট ফোন ভার্সন সহ সম্পূর্ণ বাংলা ই-বুক বা pdf বই " সুচিপত্র ...বুকমার্ক মেনু 🔖 ও হাইপার লিংক মেনু 📝👆 যুক্ত ..
আমাদের সবার জন্য খুব খুব গুরুত্বপূর্ণ একটি বই ..বিসিএস, ব্যাংক, ইউনিভার্সিটি ভর্তি ও যে কোন প্রতিযোগিতা মূলক পরীক্ষার জন্য এর খুব ইম্পরট্যান্ট একটি বিষয় ...তাছাড়া বাংলাদেশের সাম্প্রতিক যে কোন ডাটা বা তথ্য এই বইতে পাবেন ...
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Strategies for Effective Upskilling is a presentation by Chinwendu Peace in a Your Skill Boost Masterclass organisation by the Excellence Foundation for South Sudan on 08th and 09th June 2024 from 1 PM to 3 PM on each day.
Your Skill Boost Masterclass: Strategies for Effective Upskilling
College of BusinessACCT 732 Audit and Assurance Services2018-.docx
1. College of Business
ACCT 732 Audit and Assurance Services 2018-2019
Course: Accounting 732
Semester: Winter Semester 2019
CRN: 20196
Instructor: Grant J. Lee, DBA
Campus/Location: Maine College of Business/Online
Room Number: NA
Meeting Days and Times:
Course Start Date: January 7, 2019
Final Assessment Date: April 26, 2019
Instructor Contact Information:
Office Location: Office 238D-4
Office Hours: TBD
Phone: 616-871-3980
Fax: 616-554-5228
E-Mail: [email protected]
Instructor Professional Biography
I have over 20 years of professional accounting experience. I
have worked primarily in the manufacturing industry, holding
management positions with various companies in West
2. Michigan such as Tyson Foods, Inc., Sappi Fine Paper and New
Covert Generating, LLC.
I am the Department Chair of Accounting at the Lettinga
Campus. I have been at Davenport University for nine years.
Prior to joining Davenport University, I have taught Accounting
and Business at Baker College in Muskegon, Michigan and
Cornerstone University in Grand Rapids, Michigan. I earned
my Bachelor Degree in Accounting from Bethany College,
Bethany, West Virginia 1991. In addition, I earned my Master
Degree in Accountancy from Case Western Reserve University,
Cleveland, Ohio 1993. I earned my Doctorate Degree in
Accounting from Walden University.
Donald W. Maine College of Business | 2018-2019
ACCT732 Auditing and Assurance
Credit Hours: 3
Contact Hours: 45
Prerequisite: ACCT302
Co-requisite:
Course Description
This course examines auditing and assurance services. The
course focuses on the detailed study of the financial statement
audit, including professional responsibilities and ethics, audit
planning, internal controls, evidence gathering, and audit
reports. Assurance services, reviews, and compilations are also
covered.
Learning Outcomes
Upon successfully completing this course, the student will be
able to:
3. 1. Demonstrate and analyze the auditor's study and evaluation
of internal control structure and recommend enhanced internal
control procedures.
2. Analyze the decision making process in accepting clients and
communicate acceptance through an engagement letter
3. Gather evidence, analyze results, and document conclusions
4. Prepare and evaluate audit and other assurance service
reports
5. Apply and explain the following:
· Auditing standards
· Attestation standards
· Professional responsibilities for ethical behavior in attest
services
· Legal liability in attest services.
Required Textbooks and Additional Materials
9780134417301
Auditing and Assurance...MyAccountingLab with Textbook
Arens
16th 17 /Pearson
Required /Purchase as new only
Books continue on the next page.
9780134148618
Auditing and Assurance...MyAccountingLab with Etextbook-
Optional
Arens
16th 17 / Pearson
Optional / Purchase as new only
Davenport University has a print management system in which
students are allotted a quota of free prints and copies based on
enrolled credit hours. Review the guidelines and FAQs on the
4. DU website under Print Management.
DU Excellence System
The Davenport University Excellence System consists of nine
competencies that demonstrate professional skills necessary for
graduates to succeed in their chosen profession and engage in
life-long learning. These competencies are reinforced
throughout the curriculum of each academic program and are
assessed at the course and program levels. Graduates are
expected to perform at mastery level. The Excellence System
competencies are:
· Global and Intercultural Competence
· Civic and Social Responsibility
· Ethical Reasoning and Action
· Critical and Creative Thinking
· Analysis and Problem Solving
· Leadership and Teamwork
· Information and Technology Proficiency.
· Written Communication
· Professional Communication
Academic Integrity
Davenport University recognizes the principles of honesty and
truth as fundamental to ethical business dealings and to a
vibrant academic community of faculty and students. All
members of an academic community shall be confident that each
person's work has been responsibly and honorably acquired,
developed and presented. The work that a student submits shall
be a fair representation of his/her ability, knowledge and skill.
The University expects students to respect and exhibit these
principles as they form the basis of the quality of the institution
and the quality of Davenport’s graduates.
As stated in the Student Code of Conduct, the University may
discipline a student for academic dishonesty which is defined as
any activity that tends to undermine the academic integrity of
5. the institution. Academic dishonesty includes, but is not
limited to: cheating, fabrication, facilitating academic
dishonesty, interference, plagiarism, self-plagiarism or violation
of course rules. Definitions, procedures, and sanctions for these
violations may be found under Student Code in the University
catalog.
A minor violation occurs the first time the student has a breach
of academic integrity and typically involves an assignment or
activity that does not represent a significant part of the course
grade. The sanction for a minor academic integrity violation
will be left to the instructor’s discretion; but generally, it will
be a zero given on the assignment or activity.
A major violation can occur in one of two ways:
· It occurs the second time a particular student has a breach of
academic integrity involving an assignment or activity
regardless of whether or not it is a significant part of the course
grade.
· It also occurs on an assignment or activity that is a significant
part of the course grade such as an exam or major paper even if
it is the first violation.
The sanction for a major academic integrity violation is an “F”
in the course. All academic integrity violations will be reported
by the instructor through the Incident Report system.
The University utilizes plagiarism detection software. Papers
will be submitted for comparison against all Internet content
and against a database of previously submitted student papers.
Non-Discrimination Policy -Equal Opportunity Education
Davenport University maintains a policy of non-discrimination
regarding students on the basis of race, color, religion, national
origin, sex, weight, height, marital status, physical or mental
limitations and/or disability in the administration of its
6. admissions policies, educational policies, scholarships and loan
programs and other University administered programs. In
addition, the University does not discriminate regarding extra-
curricular activities or employment practices. The University
has a policy prohibiting unlawful discrimination or sexual
harassment. Incidents of discriminatory harassment must be
reported to the campus leader or his/her designee. For more
information see www.davenport.edu/respect.
Anti-Harassment Policy
Davenport University supports a culturally diverse academic
community and is committed to maintaining a positive
environment that fosters respect among those represented in the
University community. The policy of Davenport University is to
provide an environment free from sexual harassment and acts of
harassment on the basis of age, color, disability, familial status,
height, marital status, national origin, political affiliation, race,
religion, sex/gender, sexual orientation, veteran status and
weight. Such harassment does harm to those who experience it
and destroys the environment of mutual respect and tolerance
that must prevail if Davenport University is to fulfill its
mission. Therefore, prohibited harassment will not be tolerated
at the University. For additional information or to report an
issue contact the Executive Director of Risk
Management/Senior Title IX Coordinator.
ADA Statement
Students with disabilities may request accommodations as
provided within federal law. In order for the University to
adequately review each case, requests should be made to the
Student Access Coordinator prior to the start of the semester.
Requests made after the start of the semester should be
completed as early in the semester as possible to prevent delays
in accommodation. Students should contact their advisor or go
to the Davenport University website for the name of the Student
Access Coordinator for the location where they attend. Students
7. must submit their approved Instructor’s Documentation of
Accommodation (IDA) form to their instructor to receive
accommodations. This process must be student initiated and is
not retroactive.
Course Accommodations Following DocumentedConcussion-
NCAA "Return to Learn"
Following a reported concussion, a student may require
cognitive rest, which includes but is not limited to: no reading,
computer, texting, video games, or homework for 48 hours. For
student-athletes or those with a diagnosed concussion, an
evaluation by the DU Athletic Training Staff, DU Team
Physician, or outside Physician may indicate additional
accommodations for the completion of their academic work or
class participation. These accommodations are managed through
the Campus Life Office in conjunction with the DU Athletic
Training Staff if applicable.
Any student reporting concussions like symptoms should seek
medical attention through their primary care physician, urgent
care or in severe situations emergency room. All students
should report the physician diagnosis of a concussion to the
Center for Campus Life to ensure assistance and
accommodations are in place.
Military Assistance
Davenport University recognizes and appreciates the
extraordinary contributions of the members of our armed
services. Service members and their dependents should check
the military page of the DU website for educational benefits.
Davenport University is committed to ensuring continuity of
study for every Active Duty, Reserve, and Guard service
member who is prohibited from completing a semester as
planned due to reassignment, long term training/schools or
deployments. Service members should work with their DU
military specialist and instructors prior to these events in order
8. to ensure proper preparation and handling of DU financial
records and academic coursework so that academic re-
integration is as seamless as possible upon return.
Tutoring Services
Davenport University provides free in-seat and online tutoring
for students in most courses. For additional information, see
the DU webpage at www.davenport.edu/tutoring.
Student Responsibilities
Students are bound by all policies of Davenport University and
should familiarize themselves with these through reading the
catalog, student handbook and instructor classroom policies.
Students should review the DU website under Refund Policies
for tuition reimbursement rules and procedures.
All students must complete the final assessment for the course,
such as the final exam, project, or presentation. Students who
do not complete the final assessment will receive a grade of F.
Students are expected to be adequately prepared for each class
session. It is reasonable to expect at least two hours of outside
study for every hour spent in the classroom (inseat or online).
Students are expected to assist in maintaining a classroom
environment that is conducive to learning. Free discussion,
inquiry, and expression are encouraged. Behavior that interferes
with the instructor’s ability to conduct the class or the ability of
students to benefit from that instruction is not acceptable.
Alternative Delivery StatementAlternative delivery formats
require considerably more student time outside of class and
maintain the same level of assignments and academic rigor as
the traditional classroom format. “Blended inseat w/online” is
an example of an alternative delivery format.
Scheduled Class Meeting Times
The State dictates minimal contact hour requirements that are
rigidly upheld by the University. Some of that instructional time
9. is used for tests. The University's expectation is that classes
will meet for the entire assigned time.
Attendance Requirement
Regular attendance and active participation are essential
elements in the learning process. Therefore, Davenport has
implemented an Attendance Practice for all courses as follows:
· Courses 199 and below - attendance is taken up to the last day
to withdraw with a “W” grade
· Courses 200 and above - attendance is taken the first two
weeks of the semester/session
For in-seat classes, attendance is taken on a daily basis starting
the first class meeting. An absence is defined as missing more
than one-half of a class period.
For online classes, attendance is defined as participating in at
least one graded academic activity each week. Postings
notrelated to the graded discussion topics, emails, or course
assignments may be disqualified for attendance purposes.
Students are to notify the instructor of a planned absence a
minimum of 24 hours prior to the course meeting time. Any
unexcused absence will initiate the withdrawal process and
merely notifying the instructor does not guarantee that the
absence alert will be cleared. For complete details, students are
expected to read the Attendance Practice available on the DU
website.
Research Approval
Davenport University’s Institutional Review Board is a
committee mandated by Federal laws to protect the rights and
welfare of the human subjects participating in research
activities. Compliance is monitored by the Office of Human
Research Protection of the U.S. Department of Health and
Human Services. DU’s IRB must review and approve all
proposed academic research at DU or by DU faculty, staff or
10. students that involve certain criteria to ensure that the research
meets these governmental standards for the safety and
protection of any human subjects involved in the research.
NOTE: If your research involves surveys, questionnaires, focus-
groups, or other methods involving people, you will need to
have your study approved by the Davenport University
Institutional Review Board. Review materials on the DU IRB
website.
Standardized Grade Scale
The following grading scale is a University standard for courses
in this area of study:
Grade
Percentage (%)
A
100 – 94
A-
93 – 90
B+
87 – 89
B
83 – 86
B-
80 – 82
C+
77 -- 79
C
73 -- 76
F
72 -- 0
11. Graduate Failing Grade Policy
Students who receive a failing grade in a graduate course must
repeat the course in the upcoming semester. Students who fail
the same course a second time will be placed on academic
suspension. In both cases, students are to immediately contact
their advisor. Students should read the full policy in the DU
Graduate catalog.
Graduate Extra Credit Rule
Extra credit not allowed at the graduate level is defined as those
points that are given in addition to total points for work that
was not assigned as part of the original course syllabus. In
trying to help graduate students be successful, instructors may
choose to offer the entire class the opportunity to redo the
original assignment or to do an assignment similar in nature and
worth the same points as the original assignment. If a different
assignment is used, then the grade from the revised assignment
must replace the grade given for the original assignment. The
assignment cannot constitute additional points toward the grade
for the original assignment or for the final class grade.
CHAPTERS AND TOPICS THAT MUST BE COVERED--
COURSE OUTLINE (PREFERRED)
1. Chapter 1 – The Demand for Audit and Other Assurance
Services
2. Chapter 2 – The CPA Profession
3. Chapter 3 – Audit Reports
4. Chapter 4 – Professional Ethics
5. Chapter 5 – Legal Liability
6. Chapter 6 – Audit Responsibilities and Objectives
7. Chapter 7 – Audit Evidence
8. Chapter 8 – Audit Planning and Materiality
9. Chapter 9 – Assessing the Risk of Material Misstatement
12. 10. Chapter 10 – Assessing and Responding to Fraud Risks
11. Chapter 11 – Internal Control ad COSO Framework
12. Chapter 12 – Assessing Control Risk and Reporting on
Internal Controls
13. Chapter 13 – Overall Audit Strategy and Audit Program
14. Chapter 14 – Audit of Sales and Collection Cycle: Tests of
Controls and Substantive Tests of Transactions
15. Chapter 15 – Audit Sampling for Tests of Controls and
Substantive Tests of Transactions
16. Chapter 16 – Completing the Tests in the Sales and
Collection Cycle: Accounts Receivable
17. Chapter 17 – Audit Sampling for Tests of Details of
Balances
18. Chapter 18 – Audit of the Acquisition and Payment Cycle:
Tests of Controls, Substantive Tests of Transactions, and
Accounts Payable
19. Chapter 19 – Completing the Tests in the Acquisition and
Payment Cycle: Verification of Selected Accounts
20. Chapter 20- Audit of the Payroll and Personnel Cycle
21. Chapter 21 – Audit of the Inventory and Warehousing Cycle
22. Chapter 22 – Audit of the Capital Acquisitions and
Repayment Cycle
23. Chapter 23 – Audit of Cash and Financial Instruments
24. Chapter 24 – Completing the Audit
25. Chapter 25 – Other Assurance Services
26. Chapter 26 – Internal and Governmental Financial Auditing
and Operational Auditing
SPECIFIC ONLINE REQUIREMENTS
Use of the My Accounting LabSoftware
SPECIFIC BLENDED REQUIREMENTS
· None
SAMPLE WEEKLY CALENDARS – 15 Week Semester
15. 14
Ch.26
15
Exam #5
Specific Requirements:
Completion of the on-line Pinnacle Manufacturing Integrated
Case Application audit components at the end of selected
chapters in the text including the following:
· Part I ( Chapter 8)
· Part II (Chapter 9)
· Part III (Chapter 10)
· Part IV (Chapter 12)
· Part V (Chapter 14)
· Part VI (Chapter 15)
· All components of Pinnacle Manufacturing Integrated Case
Application must be typed using the online working papers and
using Word or Excel as appropriate.
· All components/working papers of the Pinnacle Manufacturing
Integrated Case Application must be properly labeled as
illustrated in the text or as in last year’s on-line working papers.
The preparer (student) needs to be identified on every working
paper.
Required Assessment Grading Rubric for Pinnacle
Manufacturing Integrated Case Application:
16. · 90 – 100% Audit project meets all requirements in length and
content; shows excellent understanding of the material; AND
grammar, structure, and spelling are at college level.
· 80 – 89% Audit project meets all requirements in length and
content; shows a good understanding of the material; AND
grammar, structure, and spelling are at college level.
· 70 – 79% Audit project meets all requirements in length and
content; shows some understanding of the material; AND/OR
grammar, structure, and spelling need some improvement.
· 62 – 69% Audit project meets bare minimum requirements in
length and content; lacks some key understanding of the
material; AND/OR grammar, structure, and spelling need a lot
of improvement.
· 0 – 62% Audit project study does not meet minimum
requirements in length and content; OR grammar, structure, and
spelling are not at college level.
Required Assessment: Excellence System Competency
Tool: Pinnacle Manufacturing Integrated Case Application
General Description:
The assessment is given to the student to test his/her
competency of the Pinnacle Manufacturing Integrated Case
Application project. The assessment is based upon the
Excellence System Competency for Critical & Creative
Thinking and Ethical Reasoning & Action.
Required Assessment Grading Rubric for Excellence System
Competency:
(Please contact your Associate Chair for assessment)
17. Audit Paper
Each graduate student in Accounting 732 is required to write a
6-8 page paper on a recent audit topic. The paper must be in
APA format and include at least 10 references. The rubric for
this paper is as follows:
Criteria
Inadequate=D
(Below Standard)
Adequate=C
(Meets Standard)
Above Average=B
(Exceeds Standard)
Exemplary=A
(Far Exceeds Standard)
Organization
Writing lacks logical organization. It shows some coherence
but ideas lack unity. Serious errors.
Writing is coherent and logically organized. Some points
remain misplaced and stray from the topic. Transitions evident
18. but not used throughout essay.
Writing is coherent and logically organized with transitions
used between ideas and paragraphs to create coherence. Overall
unity of ideas is present.
Writing shows high degree of attention to logic and reasoning
of points. Unity clearly leads the reader to the conclusion and
stirs thought regarding the topic.
Level of Content
Shows some thinking and reasoning but most ideas are
underdeveloped and unoriginal.
Content indicates thinking and reasoning applied with original
thought on a few ideas.
Content indicates original thinking and develops ideas with
sufficient and firm evidence.
Content indicates synthesis of ideas, indepth analysis and
evidences original thought and support for the topic.
Development
Main points lack detailed development. Ideas are vague with
little evidence of critical thinking.
Main points are present with limited detail and development.
Some critical thinking is present.
Main points well developed with quality supporting details and
quantity. Critical thinking is weaved into points
Main points well developed with high quality and quantity
support. Reveals high degree of critical thinking.
Grammar & Mechanics
Spelling, punctuation, and grammatical errors create distraction,
making reading difficult; fragments, comma splices, run-ons
evident.
Errors are frequent.
Most spelling, punctuation, and grammar correct allowing
reader to progress though essay. Some errors remain.
19. Essay has few spelling, punctuation, and grammatical errors
allowing reader to follow ideas clearly. Very few fragments or
run-ons.
Essay is free of distracting spelling, punctuation, and
grammatical errors; absent of fragments, comma splices, and
run-ons.
Style
Mostly in elementary form with little or no variety in sentence
structure, diction, rhetorical devices or emphasis.
Approaches college level usage of some variety in sentence
patterns, diction, and rhetorical devices.
Attains college level style; tone is appropriate and rhetorical
devices used to enhance content; sentence variety used
effectively.
Shows outstanding style going beyond usual college level;
rhetorical devices and tone used effectively; creative use of
sentence structure and coordination
Format
Fails to follow format and assignment requirements; incorrect
margins, spacing and indentation; neatness of essay needs
attention.
Meets format and assignment requirements; generally correct
margins, spacing, and indentations; essay is neat but may have
some assembly errors.
Meets format and assignment requirements; margins, spacing,
and indentations are correct; essay is neat and correctly
assembled.
Meets all formal and assignment requirements and evidences
attention to detail; all margins, spacing and indentations are
correct; essay is neat
and correctly assembled with professional look.
Learning Activities:
20. Due to the many accounting areas covered in this course,
students are encouraged to create study groups to ensure they
will not be overwhelmed by the amount of material this course
contains.
Instructor Policies:
Assessments:
There will be a total of five exams (100 points each) in
accounting 320 this semester. Each student will have 100
minutes to complete the exam. The exam will consists of 10-12
essay questions. Please refer to course calendar for scheduled
exam dates.
There will be 12 concept quizzes throughout the semester to
measure the student’s comprehension of the material. Each quiz
will consist of 20 multiple choice questions (the first two
quizzes, chapters 1 and 3 will have 25 multiple choice
questions). Please refer to course calendar for scheduled quiz
dates.
There will be 26 homework assignments (1 assignment per
chapter) at 15 points per assignment. Please refer to course
calendar for homework assignment due dates.
There will be a total of 7 discussion posts. Please read the
directions carefully when answering your initial discussion
post. Each student is responsible for answering to at least 2 of
their peers’ post. The responses must be substantial in nature
and use references whenever necessary. Please refer to course
calendar for homework assignment due dates.
Note: If there is a computer issue while a student is taking the
exam or quiz, he/she will need to contact the help desk at
21. Davenport University to report the issue. Once I understand the
issue and receive a report from the help desk, I will reset the
exam/quiz for the student. While I fully understand that errors
will occur, I will only allow up to 1 reset for both an exam and
a quiz.
Note: Please use your own words when answering the essay
questions on the exams. Any form of plagiarism will not be
tolerated and will be reported to Davenport University.
Late Work:
All students are expected to meet all deadlines for homework,
assessments and projects. There will be no extensions provided.
Extra Credit:
There will be no opportunities for extra credit in this course.
Plagiarism/Cheating Consequences:
University Policy:
1. The first offense may minimally result in failure of the
assignment, test, project or presentation.
2. The second offense may minimally result in failure of the
course in which the cheating or plagiarism has occurred. The
second offense will be documented in the student’s permanent
file and referred to Judicial Affairs.
3. The third offense may result in dismissal from the University.
The third offense will be documented in the student’s permanent
file and referred to Judicial Affairs.
Required Assessment Percentage of Course Grade
· Exam ([email protected] points)
500
22. · Quizzes ([email protected] points, first two quizzes @ 25
points) 250
· Pinnacle Project ([email protected] points)
120
· Homework ([email protected] points)
390
· Discussion ([email protected] points)
140
· Audit Paper (1 @ 100 points) only for Graduate students
enrolled in Accounting 732)
100
Total Points
1,500
Outcome3
Mastered
Create/Evaluate
2
Reinforced
Apply/Analyze
1
Introduced
Understand/
Remember
0
Not exhibited by
student
1. Exhibits innovative thinking to
envision potential possibilities in
situations
Evaluates and applies appropriate
unique ideas, innovative questions,
and creates original formats
Applies unique ideas, innovative
23. questions, and creates original formats
Includes a limited number of
unique ideas, original questions
and/or formats
2. Embraces contradictions in order
to challenge the status quo by
considering multiple perspectives
Alternate, divergent or contradictory
ideas are presented coherently and
contextualized effectively
Alternate, divergent or contradictory
ideas are present and an attempt is
made to contextualize them, although
the author may have difficulty
coordinating all the varying approaches
Alternate, divergent or
contradictory ideas are present,
but are not contextualized or
logically consistent with other
parts of the whole
3. Takes risks which exhibit new
and/or unique approaches to
either create knowledge or to
solve problems
Actively seeks out and follows through
on untested and potentially risky
directions or approaches to the
assignment in the final product
Incorporates new directions or
approaches to the assignment in the
final product
Considers new directions or
approaches without going beyond
the guidelines of the assignment
4. Assesses relevant information
and interprets it effectively
24. Assesses multiple expert
perspectives to create a
comprehensive analysis
Examines expert opinion in order to
effectively determine its validity
Accepts expert opinion as mostly
fact with little questioning of
validity
5. Generates well-reasoned
conclusions and solutions, testing
them against relevant criteria to
consider practical consequences
Frames a position which demonstrates
ownership for constructing knowledge
or questions which integrate objective
analysis and intuition
Exhibits some original thinking that
acknowledges, refutes, synthesizes or
extends other assertions, although some
aspects may have been adopted
Forms position or hypothesis that
is clearly inherited or adopted
with little original consideration
6. Thinks open-mindedly within
alternative systems of thought
Synthesizes others' perspectives and
additional diverse perspectives are
drawn from outside information to
qualify analysis. Balance is
demonstrated between strengths and
weaknesses of perspectives.
Analyzes other perspectives clearly, but
balance is needed on strengths and
weaknesses of perspectives
Presents a single perspective and
fails to discuss others'
25. perspectives
Excellence System Competency: Critical & Creative Thinking
Graduates develop an appreciation of the importance of context
and perspective
when identifying and challenging assumptions, ideas,
processes, and experiences
Creative Thinking Outcomes
Critical Thinking Outcomes
Outcome
3
Mastered
Create/Evaluate
2
Reinforced
Apply/Analyze
1
Introduced
Understand/
Remember
0
Not exhibited by
student
1. Defends why an ethical issue
exists
Argues effectively for the
existence of the ethical issue
with an enhanced
understanding of its
complexity and relationship
to other issues
Explains the ethical
issue with a greater
sense of its complexity
and relationship to other
issues
Identifies the basic
26. ethical issue without a
firm grasp of its
complexity
Not identified or
demonstrated by the
student
2. Concludes which ethical
principles, concepts, theories,
and values bear on the
problems faced in various
scenarios
Argues which ethical
principles are most relevant
to the issue
Explains several ethical
principles relevant to the
issue
Lists some ethical
principles relevant to the
issue
Not identified or
demonstrated by the
student
3. Assesses ethical issues and
problems that arise in
ordinary, day-to-day practice
Prioritizes several courses of
action to consider with a
judgment of each pro and con
of the proposed solutions
Examines several
courses of action, but
discussion only focuses
on 1-2 pros and cons of
the proposed solutions
Lists 2 or 3 courses of
27. action, but fails to
discuss the pros and cons
of the proposed solutions
Identifies one course of
action to consider with
little or no discussion of
the pros and cons of the
proposed solution
4. Develops alternatives that
integrate and synthesize
ethical issue
Appraises alternatives that
can impact the dilemma both
positively and negatively
Compares and contrasts
several potential
alternatives with in-
depth discussion of the
merits of each
Outlines two or three
alternatives with limited
discussion of pros and
cons of the alternatives
Alternatives are weak,
incomplete or not stated
5. Evaluates alternative
solutions to ethical problems
or dilemmas
Judges alternative courses of
action and justifies
recommended or preferred
solutions
Identifies alternative
courses of action and
offers an in-depth
discussion of solutions
28. Reports alternative
courses of action, but has
limited or no justification
for solutions
Not identified or
demonstrated by the
student
6. Designs a solution that can
be evaluated in relation to the
ethical problem
Differentiates between
potential solutions to
recommend a reasonable
action; justifies the selection
of the preferred action
Differentiates between
potential solutions to
reach a reasonable
action; compares
possible action(s)
Describes one or two
solutions, but fails to
design a reasonable
action
Not identified or
demonstrated by the
student
Excellence System Competency: Ethical Reasoning & Action
Graduates recognize that integrity is an essential component of
accountability and is required
in the evaluation of differing value systems to determine
appropriate courses of action
QSO 640 Module Eight Short Paper Guidelines and Rubric
29. Overview: This assignment will help you understand how
projects are monitored and controlled.
Prompt:Research indicates that organizations believe that once
the project management plan is developed, no further actions
are necessary until the project is ready for delivery to the
customer or project sponsor. In considering this statement, write
a paper describing the project manager’s role in monitoring
tasks, directing resources, managing change requests, and
preparing for project closure.
Critical Elements
Exemplary (100%)
Proficient (90%)
Needs Improvement (70%)
Not Evident (0%)
Value
Monitoring Tasks
Meets “Proficient” criteria and illustrates with examples
Describes the project manager’s role in monitoring tasks
Describes the project manager’s role in monitoring tasks, but is
inaccurate and/or missing details
Does not describe the project manager’s role in monitoring
tasks
20
Directing Resources
Meets “Proficient” criteria and illustrates with examples
Describes the project manager’s role in directing resources
Describes the project manager’s role in directing resources, but
is inaccurate and/or missing details
Does not describe the project manager’s role in directing
resources
25
Managing Change Requests
Meets “Proficient” criteria and illustrates with examples
Describes the project manager’s role in managing change
30. requests
Describes the project manager’s role in managing change
requests, but is inaccurate and/or missing details
Does not describe the project manager’s role in managing
change requests
20
Preparing for Project Closure
Meets “Proficient” criteria and illustrates with examples
Describes the project manager’s role in preparing for project
closure
Describes the project manager’s role in preparing for
project closure, but is inaccurate and/or missing details
Does not describe the project manager’s role in preparing for
project closure
25
The following critical elements must be addressed:
I. Describe the project manager’s role in monitoring tasks.
II. Describe the project manager’s role in directing resources.
III. Describe the project manager’s role in managing change
requests.
IV. Describe the project manager’s role in preparing for project
closure.
Guidelines for Submission: Your paper should be between 1 and
2 pages, double-spaced, have one-inch margins, and use 12-
point Times New Roman font and the most recent version of
APA format.
Articulation of Response
Submission is free of errors related to citations, grammar,
spelling, syntax, and organization and is presented in a
professional and easy-toread format
Submission has no major errors related to citations, grammar,
spelling, syntax, or organization
31. Submission has major errors related to citations, grammar,
spelling, syntax, or organization that negatively impact
readability and articulation of main ideas
Submission has critical errors related to citations, grammar,
spelling, syntax, or organization that prevent understanding of
ideas
10
Total
100%