Division of Academic and Student Affairs
Student Conduct
11200 SW 8th Street, Graham Center 311 • Miami, FL 33199 • 305 (348-3939) • 305 (348-6477) (fax) • conduct.fiu.edu
Florida International University is an Equal Opportunity/Access Employer and Institution •TDD via FRS 1-800-955-8771
February 2, 2021
Marcelo Andino
Sent electronically to [email protected]
PERSONAL AND CONFIDENTIAL
Regarding Case Number: 2020062803
Dear Marcelo Andino (5962158, December 25, 1997):
This letter serves to inform you of the outcome of your Administrative Hearing held on January
13, 2021.
The report alleges:
On (or around) July 15, 2020, as part of MAN 4600 International Business, a student reported
you were involved in a group chat in which you thanked another student who posted a video of
Test 1.
Based upon the information, testimony and evidence presented, the findings are as follows:
1. 6.c.1. - Cheating: The unauthorized use of any materials, information, study aids or assistance
from another person on any academic assignment or exercise, unless explicitly authorized by the
course Instructor. -- Responsible
The Sanctions Assigned as a Result of the Hearing :
Written Reprimand: This letter serves as a written reprimand from the University. The
University takes official notice that your actions were inappropriate and not in accordance with
our community standards.
Course Sanction: You will receive a grade of 25% deduction on the final grade for the entire
course. There will be no ability to drop or withdraw from the course for any reason.
Reflection Paper - Future Behavior: You have been assigned to complete a reflection paper. It
is expected that you will take the time to reflect on each section and question to assist in writing
a well-developed response that shows you have thought about the issue and considered all
possible aspects. This sanction allows you the opportunity to demonstrate the insight you have
gained regarding the incident and your decision making, as well as demonstrate proactive
measures to minimize the likelihood of future occurrence. You must answer the designated
number of questions from each section in order to complete this sanction. This paper should be
typed essay, 11-point font, with standard margins, double spaced, and checked for errors
(spelling and grammar). Please refer to the enclosed attachment for further instruction. The paper
is to be submitted to Office of Student Conduct and Academic Integrity by March 1, 2021. You
may submit your paper electronically to [email protected] The Office of Student Conduct and
Academic Integrity reserves the right to require you to rewrite the paper if it does not adhere to
the outlined instructions.
Based on the above, a finding of Responsible for the charge(s) was reached. As you were found
"Responsible" for an Academic Misconduct violation under the Code, you are prohibited from
using the Grade Forgiveness Policy for the course in which the academic misconduct occur ...
Assignment 2 LASA 2 Final Project Legal or Policy Issues in a Pos.docxsteviesellars
Assignment 2: LASA 2: Final Project: Legal or Policy Issues in a Postsecondary Setting
In this assignment, you will demonstrate an understanding of the major concepts learned in the course.
Tasks:
Read the following scenario and create contingency plans.
You are the new chief executive officer (CEO) of a deeply troubled postsecondary institution. You enter your first board meeting during your second week on the job, and the board of trustees reveals a large number of concerns and evidence to support them:
A letter written by the vice president of academic affairs that lists sanctions for faculty and students who criticize the institution or staff in the student newspaper, classrooms, and electronic forums such as blogs and Facebook.
An applicant's letter that states that the admissions office has refused to accept her because she came to her admissions interview wearing a headscarf and refused to remove it when interviewed.
An anonymous letter from an admissions counselor stating that he has been told to inform applicants that "this institution does not support students with learning disabilities."
A report on the number of admission
exceptions
submitted by the admissions office last semester in which the director of admissions waived entry requirements. More than 90% of all students who are accepted to the institution fall in the exceptions category.
The registrar's report waiving graduation requirements for 75% of those at this year's commencement.
One board member's signed statement that contends he heard the registrar boast of sharing student athletes' grades with recruiters who come to the campus "to give our boys an edge."
A three-month-old grade appeal that includes a student complaint stating that a faculty member had made unwanted sexual advances and threatened to lower her grades if she did not comply with the demands. The student reported the incident to the dean of student affairs, who told her to "just say no." The student did so and earned an "F" in the course. No action has been taken on the grade appeal or the student complaint.
A letter from the federal government citing the institution for noncompliance on financial aid reporting because the reports are routinely late.
A report from student affairs that reveals that students have been caught using technology to bully others at the institution into doing what they want. No action has been taken, and no one seems to know who should review the incident.
Furthermore, you have noticed during your first week that stair treads and handrails are loose in many buildings and that broken light fixtures and burned-out bulbs have not been replaced in hallways and parking lots.
The board members are terribly worried about their own liability and have asked you to make it right. The chair of the board specifically asks that you create a Microsoft PowerPoint presentation for the next meeting to:
Prioritize the issues in order of their level of legal and financial implications and provide .
1 CO5121 LAW OF BUSINESS ORGANISATIONS SP53 2019 .docxjeremylockett77
1
CO5121 LAW OF BUSINESS ORGANISATIONS
SP53 2019
ASSIGNMENT
Due date: A written assignment is due by 15 January 2020 23:59.
Weighting: The assignment is worth 30% of the marks for the subject.
Individual Assignment: This is an individual assignment – students are not to copy each other’s work. Rather, their essay
is to be a reflection of their original thoughts, analysis and research.
Lodgement: you must lodge assignments in hard copy to your lecturer during class on the due date with an assignment
cover sheet that has been time and date recorded. You must ALSO lodge your assignment electronically via the LearnJCU
website as a backup copy (and to check for plagiarism). Please ensure you retain a photocopy of the assignment. Your
electronic copy of the assignment must also be submitted before the due time on the due day. Note the link on the web site
to the University’s policy on submitting assignments electronically.
To submit your electronic copy of the assignment, follow these instructions:
1. Go to your subject site in Learn JCU, select Assignments from the left-hand navigation bar.
2. You will see an icon that looks like a blue page - Click on View/Complete.
3. To attach your file, click on the ‘Browse’ button and double click on the file you wish to submit. You can also write a
comment about the file you are sending eg if you have an extension, you might want to say “Extension Granted” Please
note that you are only able to submit the assignment in one document.
For more information go to http://learnjcu.jcu.edu.au and click on LearnJCU Toolbox under the Support tab.
Penalty for late submission: the penalty for late submission of assignments without an extension having been granted is
the loss of 5% of the total marks available (for the piece of assessment) per day vanishing down to a mark of zero after 20
days.
In fairness to all students, extensions of time will only be granted in exceptional circumstances and where there is
cogent evidence supporting the need for extension. If an extension is applied for close to the due date, normally the
2
assumption of the lecturer will be that the student has had up to five weeks to work on the task and has done so consistently.
The co-ordinator may require the student to produce their work completed to the time of the request for an extension.
If your circumstances warrant the need for an extension, or you would like to request an informal review of your assessment,
please refer to the Subject Outline for further details. The “Review of Assessment” and “Request for Extension” forms are
available in hard copy from the Law School office or from the Law School web site: http://www.jcu.edu.au/law Please note
that all enquiries and concerns relating to assessment review and teaching and learning issues should, in the first instance,
be addressed to the Lecturer/Subject Coordinator. The Head of School will not enter into discussion wi ...
LS311BUSINESS LAWINTRODUCTION AND SOURCES OF BUSINESS.docxsmile790243
LS311:BUSINESS LAW
INTRODUCTION AND SOURCES OF BUSINESS LAW
Week One: Course Logitics & Getting Started
Things You Ought to Know
It is important to turn your written work in on time to stay on track.
In the legal profession, deadlines are critical.
If an exceptional circumstance arises, please send me an email ASAP and we will discuss it.
*
. . . And s’more things to know…
Give attribution to the owners of original thoughts.
Please do not copy and paste without using quotation marks or citing your source.
It is best to use your own voice and quote and cite correctly!
This helps me see how well you are synthesizing i.e. understanding the material.
*
Welcome to PA311:Business LawPlease review the announcements posted in the course information for my contact information and office hoursSyllabus is listed on the course homepage – please be sure to review it ASAP – if you have not already done so
Course ExpectationsDiscussion Board: 3-5 posts on at least three different days during the unit week (Rubric in DocSharing)Seminar: If you miss it, make up by listening to recording, write a 2-3 page summary, e-mail it to me before next seminar for full creditWritten assignments: due on the last day of the unit week (Tuesday nights).Late submissions make me unhappy, however, I am not unreasonable. E-mail me your excuse prior to it being late.
Late Submission Policy1. A 10 percent penalty is imposed for each week an assignment is late. If the assignment due on Tuesday is submitted on Wednesday, the highest possible grade is a B; one week later, highest grade is a C, etc. No assignment is accepted more than 3 weeks late without my prior approval. No late work will be accepted after the end of term without an Incomplete Grade approval. Course activities not eligible for submission after the conclusion of the week/unit include, but are not limited to, discussion boards, seminars, quizzes, and exams.
Late Submission Policy
Active communication is the key to overcoming any obstacles you may encounter during the term. Advise me, ahead of time, when possible, of extenuating circumstances that might prevent you from completing work by the assigned deadline.
At my discretion, we may agree to an acceptable plan to meet the academic requirements of the course. Prior notification does not necessarily result in a waiver of late penalties.
Email me when you have submitted late work to assure that I am aware of the submission. All late work must be submitted by uploading the assignments using the classroom Drop Box. Be sure to contact me if you have questions.
Academic Honesty
Academic honesty is required at all times. Plagiarism will not be tolerated.
Students are permitted and encouraged to collaborate with research partners on the answer to the research portion of each assignment, the analytical questions in the assignments, and all optional extra credit questions or assignments. Except where the call of the exa ...
Assignment 2 LASA 2 Final Project Legal or Policy Issues in a Pos.docxsteviesellars
Assignment 2: LASA 2: Final Project: Legal or Policy Issues in a Postsecondary Setting
In this assignment, you will demonstrate an understanding of the major concepts learned in the course.
Tasks:
Read the following scenario and create contingency plans.
You are the new chief executive officer (CEO) of a deeply troubled postsecondary institution. You enter your first board meeting during your second week on the job, and the board of trustees reveals a large number of concerns and evidence to support them:
A letter written by the vice president of academic affairs that lists sanctions for faculty and students who criticize the institution or staff in the student newspaper, classrooms, and electronic forums such as blogs and Facebook.
An applicant's letter that states that the admissions office has refused to accept her because she came to her admissions interview wearing a headscarf and refused to remove it when interviewed.
An anonymous letter from an admissions counselor stating that he has been told to inform applicants that "this institution does not support students with learning disabilities."
A report on the number of admission
exceptions
submitted by the admissions office last semester in which the director of admissions waived entry requirements. More than 90% of all students who are accepted to the institution fall in the exceptions category.
The registrar's report waiving graduation requirements for 75% of those at this year's commencement.
One board member's signed statement that contends he heard the registrar boast of sharing student athletes' grades with recruiters who come to the campus "to give our boys an edge."
A three-month-old grade appeal that includes a student complaint stating that a faculty member had made unwanted sexual advances and threatened to lower her grades if she did not comply with the demands. The student reported the incident to the dean of student affairs, who told her to "just say no." The student did so and earned an "F" in the course. No action has been taken on the grade appeal or the student complaint.
A letter from the federal government citing the institution for noncompliance on financial aid reporting because the reports are routinely late.
A report from student affairs that reveals that students have been caught using technology to bully others at the institution into doing what they want. No action has been taken, and no one seems to know who should review the incident.
Furthermore, you have noticed during your first week that stair treads and handrails are loose in many buildings and that broken light fixtures and burned-out bulbs have not been replaced in hallways and parking lots.
The board members are terribly worried about their own liability and have asked you to make it right. The chair of the board specifically asks that you create a Microsoft PowerPoint presentation for the next meeting to:
Prioritize the issues in order of their level of legal and financial implications and provide .
1 CO5121 LAW OF BUSINESS ORGANISATIONS SP53 2019 .docxjeremylockett77
1
CO5121 LAW OF BUSINESS ORGANISATIONS
SP53 2019
ASSIGNMENT
Due date: A written assignment is due by 15 January 2020 23:59.
Weighting: The assignment is worth 30% of the marks for the subject.
Individual Assignment: This is an individual assignment – students are not to copy each other’s work. Rather, their essay
is to be a reflection of their original thoughts, analysis and research.
Lodgement: you must lodge assignments in hard copy to your lecturer during class on the due date with an assignment
cover sheet that has been time and date recorded. You must ALSO lodge your assignment electronically via the LearnJCU
website as a backup copy (and to check for plagiarism). Please ensure you retain a photocopy of the assignment. Your
electronic copy of the assignment must also be submitted before the due time on the due day. Note the link on the web site
to the University’s policy on submitting assignments electronically.
To submit your electronic copy of the assignment, follow these instructions:
1. Go to your subject site in Learn JCU, select Assignments from the left-hand navigation bar.
2. You will see an icon that looks like a blue page - Click on View/Complete.
3. To attach your file, click on the ‘Browse’ button and double click on the file you wish to submit. You can also write a
comment about the file you are sending eg if you have an extension, you might want to say “Extension Granted” Please
note that you are only able to submit the assignment in one document.
For more information go to http://learnjcu.jcu.edu.au and click on LearnJCU Toolbox under the Support tab.
Penalty for late submission: the penalty for late submission of assignments without an extension having been granted is
the loss of 5% of the total marks available (for the piece of assessment) per day vanishing down to a mark of zero after 20
days.
In fairness to all students, extensions of time will only be granted in exceptional circumstances and where there is
cogent evidence supporting the need for extension. If an extension is applied for close to the due date, normally the
2
assumption of the lecturer will be that the student has had up to five weeks to work on the task and has done so consistently.
The co-ordinator may require the student to produce their work completed to the time of the request for an extension.
If your circumstances warrant the need for an extension, or you would like to request an informal review of your assessment,
please refer to the Subject Outline for further details. The “Review of Assessment” and “Request for Extension” forms are
available in hard copy from the Law School office or from the Law School web site: http://www.jcu.edu.au/law Please note
that all enquiries and concerns relating to assessment review and teaching and learning issues should, in the first instance,
be addressed to the Lecturer/Subject Coordinator. The Head of School will not enter into discussion wi ...
LS311BUSINESS LAWINTRODUCTION AND SOURCES OF BUSINESS.docxsmile790243
LS311:BUSINESS LAW
INTRODUCTION AND SOURCES OF BUSINESS LAW
Week One: Course Logitics & Getting Started
Things You Ought to Know
It is important to turn your written work in on time to stay on track.
In the legal profession, deadlines are critical.
If an exceptional circumstance arises, please send me an email ASAP and we will discuss it.
*
. . . And s’more things to know…
Give attribution to the owners of original thoughts.
Please do not copy and paste without using quotation marks or citing your source.
It is best to use your own voice and quote and cite correctly!
This helps me see how well you are synthesizing i.e. understanding the material.
*
Welcome to PA311:Business LawPlease review the announcements posted in the course information for my contact information and office hoursSyllabus is listed on the course homepage – please be sure to review it ASAP – if you have not already done so
Course ExpectationsDiscussion Board: 3-5 posts on at least three different days during the unit week (Rubric in DocSharing)Seminar: If you miss it, make up by listening to recording, write a 2-3 page summary, e-mail it to me before next seminar for full creditWritten assignments: due on the last day of the unit week (Tuesday nights).Late submissions make me unhappy, however, I am not unreasonable. E-mail me your excuse prior to it being late.
Late Submission Policy1. A 10 percent penalty is imposed for each week an assignment is late. If the assignment due on Tuesday is submitted on Wednesday, the highest possible grade is a B; one week later, highest grade is a C, etc. No assignment is accepted more than 3 weeks late without my prior approval. No late work will be accepted after the end of term without an Incomplete Grade approval. Course activities not eligible for submission after the conclusion of the week/unit include, but are not limited to, discussion boards, seminars, quizzes, and exams.
Late Submission Policy
Active communication is the key to overcoming any obstacles you may encounter during the term. Advise me, ahead of time, when possible, of extenuating circumstances that might prevent you from completing work by the assigned deadline.
At my discretion, we may agree to an acceptable plan to meet the academic requirements of the course. Prior notification does not necessarily result in a waiver of late penalties.
Email me when you have submitted late work to assure that I am aware of the submission. All late work must be submitted by uploading the assignments using the classroom Drop Box. Be sure to contact me if you have questions.
Academic Honesty
Academic honesty is required at all times. Plagiarism will not be tolerated.
Students are permitted and encouraged to collaborate with research partners on the answer to the research portion of each assignment, the analytical questions in the assignments, and all optional extra credit questions or assignments. Except where the call of the exa ...
BUSL 1101 Online Business Law and the Regulatory EnvironmentSpri.docxjasoninnes20
BUSL 1101 Online Business Law and the Regulatory Environment
Spring 2020
Instructor: Prof. Martin A. Goldberg
Instructor’s Office: Maxcy 118B-8, Office Hours: TR 1-3 p.m., and by appointment
Class Times and Location: Online
Textbook: Goldberg and Kruth, Business Law 8e, available online.
Course Description: An overview of the legal system as it relates to the operation of a business. Topics will include those relating to the establishment and continuity of business relationships, including contracts, product liability, warranty, agency, business entities, property, business crimes and torts, intellectual property, credit and bankruptcy, and those regulating business activities, including employment, environment, securities, and antitrust laws. 3 credits
Course objectives: The objective of this course is to introduce students to the legal concepts most relevant to the operation of a business enterprise, and to understand their application to business decisions. After this course, the student will be able to:
· Understand the sources of business law
· Evaluate laws applicable to business, and recognize trends
· Incorporate business law knowledge into strategic and routine decisions
· Identify potential legal problems in the operation of a business
· Understand different ways of protecting legal rights of a business and its owners
· Recognize where government regulation is applicable to a business in order to ensure compliance and avoid civil and criminal liability
Calendar:
Week
Chapter(s)
By Tuesday 11:59 p.m.
By Thursday 11:59 p.m.
1/28 - 1/30
1
First online posts for module
Written assignment #1
2/4 - 2/6
1
Second online posts for module
Module/Chapter 1 Exam
2/11 - 2/13
2
First online posts for module
Written assignment #2
2/18 - 2/20
2
Second online posts for module
Module/Chapter 2 Exam
2/25 - 2/27
3
First online posts for module
Written assignment #3
3/3 - 3/5
3
Second online posts for module
Module/Chapter 3 Exam
3/10 - 3/12
4
First online posts
Written assignment #4
3/24 - 3/26
4
Second online posts for module
Module/Chapter 4 Exam
3/31 - 4/2
5
First online posts for module
Written assignment #5
4/7 - 4/9
5
Second online posts for module
Module/Chapter 5 Exam
4/14 - 4/16
6
First online posts for module
Written assignment #6
4/21 - 4/23
6
Second online posts for module
Module/Chapter 6 Exam
4/28 - 4/30
1-6
First online posts for module
Final Paper Due
5/5
1-6
Second online posts for module
Optional: Paper revisions
Grading: (1) Online discussion on Tuesdays for each two-week module will count for 40 points, for a total of 280 points for all online discussion. (2) Each written assignment will count for 25 points, for a total of 150 points for all written assignments. (3) Each exam will count for 60 points, for a total of 360 points for all exams. (4) The final paper will count for 210 points.
So, the total points available will be = 1,000. A student’s grade will be determined as follows: 900-1,000 points is in the ...
1 Introduction to the U.S. Legal System Midterm Exami.docxjeremylockett77
1
Introduction to the U.S. Legal System
Midterm Examination Checklist (Fall 2019)
Overview and Purpose: The midterm examination (exam) for GOVT/CRJU 2392 is scheduled
for Monday, Oct. 14, 2019. The exam is designed to assess your comprehension of important
concepts described in the course textbook (Banks and O’Brien), lectures, and in-class
discussions.
Procedure: The exam is closed book and closed notes: Students will not have access to any
resources during the exam session. Students must complete their own work and avoid looking at
their neighbors’ exam booklets. Communication with another student during the exam session
will be considered cheating, resulting in a failing grade and a report filed with appropriate
university authorities.
If possible, students should avoid bringing excess personal belongings to the exam session. All
cell phones must be placed in “silent” mode prior to beginning the exam, and all phones or any
other communicative devices (i.e. Apple Watches) should be stored away in students’ pockets,
backpacks, purses, etc. Similarly, all study aids must be stored away prior to beginning the
exam. Any use of devices during the exam session will be considered cheating and disciplinary
proceedings will be initiated.
Once a student begins the exam, that student will not be permitted to leave the room. If a student
leaves the room, the exam will be considered completed. All university and department policies
concerning cheating and academic honesty are in full effect for the exam session.
Content: Student comprehension of the material covered will be evaluated through objective
response items (20 points; multiple choice) and four short essay prompts (40 points). In the
latter section, students will have the option of choosing from a bank of pre-selected short essay
prompts drawn from textbook and in-class discussion themes. The essays students will be
required to answer are also provided at the end of the PowerPoint slides that guide class
discussions. I am providing these questions to you well in advance of the exam to allow you to
practice drafting answers that effectively communicate knowledge.
2
Content (continued):
Ultimately, students are responsible for any and all material covered in the textbook (Banks and
O’Brien) and weekly lectures/discussions. As mentioned previously, the content provided in
lecture/discussion slides emphasizes the most important, or fundamental, themes of each chapter.
While the exam will draw heavily from the lecture/discussion slides, a few exam items are designed to
assess whether students have actually read textbook chapters. This is inevitable, as our meetings do not
provide enough time to cover all legal system concepts in extreme detail. However, students should pay
particular attention to the following terms and concepts:
Civil Law Systems Common Law Systems
U.S. Institutional Structure ...
Apply the theories of negotiation to a conflict of your choice. BetseyCalderon89
Apply the theories of negotiation to a conflict of your choice. Take the role of a party and develop a strategy for resolving that conflict using the negotiation process. What type of bargaining will you engage in and why? What will be your strategy for your chosen style of bargaining and why? Reference the readings, any other outside sources and classroom presentations as you describe your negotiating strategy. Your paper should be 20 pages in length, double-spaced.
Goals
Increase understanding of the dynamics of negotiation and dispute resolution;
Learn how to develop and employ a strategy for each negotiation;
Enhance ability to manage and control the negotiation and dispute resolution process;
Increase proficiency in both the distributive and integrative bargaining processes;
Learn how to prepare for negotiation;
Identify strengths and weaknesses in personal negotiating style;
Improve ability to overcome barriers to negotiation;
Consider the ethical implications of negotiation;
Learn how to use influence in the negotiation; and
Gain confidence in your negotiation and dispute resolution skills.
Institutional Learning Outcomes
The mission of Pepperdine University is to strengthen students for lives of purpose, service and leadership. The values expressed in this mission are reflected in Pepperdine’s commitment to several student Institutional Learning Outcomes: knowledge/scholarship, faith/heritage and community/global understanding. School of Law Program Learning Outcomes and course Student Learning Outcomes should advance the Pepperdine mission and the University Institutional Learning Outcomes.
Program Learning Objectives:
Professional Skills Apprenticeship (PS2)
Students will demonstrate professional dispute resolution skills, including lawyering skills.
Moral, Ethical, and Professional Apprenticeship (ME1)
Students will demonstrate knowledge and understanding of a dispute resolution professional’s (including lawyer’s) moral, ethical, and professional responsibilities.
Student Learning Outcomes:
Students will be able to:
Demonstrate knowledge and understanding of the principles, strategies and tactics of negotiations (PS2);
Articulate and apply negotiation theories to a dispute (PS2);
Differentiate between ethical and unethical practices in negotiation and identify potential ethical dilemmas and solutions (ME1); and
Exhibit the skill and confidence of negotiators, including an awareness of psychological encouragements and barriers to consensus (PS2).
Class Policies
Academic Integrity
;
Students are reminded of the Honor Code as referenced in the Student Handbook. Intellectual integrity and academic honesty are both the foundation and the goals for this program. Please reference and review the university policies on the responsibilities and penalties regarding academic honesty at:
http://law.pepperdine.edu/academics/content/academicpolicystatement-post-8.1.09.pdf
http://law.pepperdine.edu/aca ...
Assignment 2 Accounting and Audit EnforcementDue Week 7 and wor.docxbraycarissa250
Assignment 2: Accounting and Audit Enforcement
Due Week 7 and worth 300 points
Using the Internet, Strayer databases, or the Securities and Exchange Commission’s Website, located at http://www.sec.gov/divisions/enforce/friactions/friactions2012.shtml, perform a search on several U.S. health care publicly-traded companies and choose a health care organization that has been accused of committing health care fraud.
Write a five to six (5-6) page paper in which you:
Evaluate the level of SOX regulations that applies to for-profit and not-for-profit health care organizations, indicating whether or not mandating SOX requirements for non-profits might reduce fraud and increase corporate governance. Provide support for your rationale.
Determine whether SOX has been effective in regulating ethical behavior of for-profit health care organizations. Defend your position.
Review the audit report issued by the external auditing firm from the company's Website for the year it was accused of fraud. Then, determine whether the external auditors were negligent in preparing the audit report for the company. Formulate an opinion regarding which Internal Control was deficient or what GAAP was violated. Defend your position.
Determine what provision(s) of SOX was / were violated in the health care fraud case in question. Indicate whether or not SOX adequately provides sanctions to deter the behavior or if changes are needed to the regulations to remedy the issue(s) and thus ensure compliance.
Based on the fraudulent activity that occurred, recommend two (2) improvements to the internal control environment to reduce those occurrences. Provide detailed recommendations.
Use at least four (4) quality academic resources in this assignment. Note: Wikipedia and other Websites do not qualify as academic resources.
Your assignment must follow these formatting requirements:
Be typed, double spaced, using Times New Roman font (size 12), with one-inch margins on all sides; citations and references must follow APA or school-specific format. Check with your professor for any additional instructions.
Include a cover page containing the title of the assignment, the student’s name, the professor’s name, the course title, and the date. The cover page and the reference page are not included in the required assignment page length.
The specific course learning outcomes associated with this assignment are:
Evaluate internal controls within an organization and create a risk assessment.
Analyze ethical theories to evaluate a decision-making process to determine compliance with professional codes of ethics.
Evaluate the health of organizations to assess the level of risk in an audit engagement.
Evaluate financial data for potential fraud and prepare an audit approach for detecting fraud.
Assess the risk of financial misstatement in an IT-based environment.
Use technology and information resources to research issues in accounti ...
THIS IS AN EXAMPLE OF SOUTH UNIVERSITY’S INFORMED CONSENT LETTER A.docxchristalgrieg
THIS IS AN EXAMPLE OF SOUTH UNIVERSITY’S INFORMED CONSENT LETTER AND IS ONLY TO BE COMPLETED AND SUBMITTED AS AN ASSIGNMENT FOR NSG6101.
For Official Use Only
Date received:
Date reviewed:
End date:
File #:
SELF CONSENT
I have been invited to take part in a research study titled:
This study is being conducted by, who can be contacted at:
I understand that my participation is voluntary and that I can refuse to participate or stop taking part any time without giving any reason and without facing any penalty. Additionally, I have the right to request the return, removal, or destruction of any information relating to me or my participation.
PURPOSE OF STUDY
I understand that the purpose of the study is to:
PROCEDURES
I understand that if I volunteer to take part in this study, I will be asked to:
BENEFITS
I understand that the benefits I may gain from participation include:
RISKS
I understand that the risks, discomforts, or stresses I may face during participation include:
CONFIDENTIALITY
I understand that the only people who will know that I am a research subject are members of the research team. No individually-identifiable information about me, or provided by me during the study will be shared with others except when necessary to protect the rights and welfare of myself and others (for example, if I am injured and need emergency care, if the provided information concerns suicide, homicide, or child abuse, or if revealing the information is required by law).
FURTHER QUESTIONS
I understand that any further questions that I have, now or during the course of the study can be directed to the researcher ( ).
Additionally, I understand that questions or problems regarding my rights as a research participant can be addressed to Dr. Jessica Hillyer, Institutional Review Board Director of Compliance and Training, South University, 7700 W. Parmer Ln., Austin, TX 78729;
jhillyer[email protected]; 512-516-8779.
My signature below indicates that the researchers have satisfactorily answered all of my current questions about this study and that I understand the purpose, procedures, benefits, and risks described above. I have also been offered a copy of this form to keep for my own records.
Participant Printed Name
Signature of Participant Date (mm/dd/yyyy)
Signature of Principal Investigator Date (mm/dd/yyyy)
Page 1 of 2
THIS IS AN EXAMPLE OF SOUTH UNIVERSITY’S IRB APPLICATION AND IS ONLY TO BE COMPLETED AND SUBMITTED AS AN ASSIGNMENT FOR NSG6101.
INSTITUTIONAL REVIEW BOARD
FOR THE PROTECTION OF HUMAN SUBJECTS IN RESEARCH
This form is to be used for requesting IRB review for exempt, expedited and full board studies
Please note that handwritten and/or incomplete forms will be returned to you.
CHECKLIST FOR IRB APPLICATION SUBMISSION
(to be completed by PI before submission to IRB)
FORMCHECKBOX
Application Form with Signatures/ Confidentiality Agreements
FORMCHECK ...
My area of practice is Health, interview is with a medical soc.docxgilpinleeanna
My area of practice is health, interview is with a medical social work, work with the HIV/AID population.
The overall purpose of this assignment is to help students learn more about their area of specialization, help get oriented to the service context of Columbia and state, to enhance interviewing skills, and to enhance skills in professional communication orally and in writing. APA TimeNew Roman 12Font. The one page is single space.
1. Assess Organization and Practice Context: Chose one area of practice that mirrors one of the advanced year specializations (eg, children, youth and their families (child welfare); mental health, health; non-profit leadership, community advocacy, social inequality (SCED); military practice, or aging in a variety of organizational settings) and choose an organization from Columbia to research (should be where your field placement will be in the fall). Next,
1. Identify the range of practice roles within the area of practice;
1. Identify the knowledge and skills that are required to practice within this setting in contrast to the general skills and knowledge of generalist practice;
1. Describe the relationship between the organizational structure, its function, and services it offers.
1. Develop an Interview Guide: Develop an interview guide (Kadushin) that will be used in interviewing at least one professional social worker at the chosen organization and/or in your chosen area of practice. The guide should include questions that will elicit information about the organization (field placement) you are studying and its area of practice. The interview must include 15 questions of both survey-type (5) and open-ended questions (10). Review professional literature to help you develop appropriate and meaningful questions. You may certainly ask more than 15 questions. (Please attach raw data from interview as an Appendix).
1. Interview a professional social worker: It is NOT acceptable to send the interviewee an email asking for information. The point is to practice the skills you learn from the Kadushin text and practice the art of interviewing. The student may audio record the interview or take notes, depending upon student’s own preference and the permission of the interviewee.
1. Findings: Students will analyze the interview and literature that helps understand the responses and present findings in a written paper and present findings orally to the class with a 1-page summary to be given to classmates. The paper should conclude (in addition to 1-3) with the following:
3. Unanticipated “findings” and thinking the student thinks is important and interesting
3. Critical reflection upon at least one major finding or observation from the interview that will provide an opportunity for the student to approach their chosen practice area more effectively.
3. Next steps to prepare for an effective (productive) advanced practice field placement experience (whether it is at this organization or another as learning shou ...
TimingPAD599 Interview GuideBefore the Interview Locate.docxjuliennehar
Timing
PAD599 Interview Guide
Before the Interview
Locate the names and contact information of people to interview. (These may be on the website or you may need to call the general information number.)
Contact the representative(s) and introduce yourself as a Strayer University graduate student completing your Capstone Course.
Inform him/her that through your Capstone Course you are reviewing the agency and serving as an informal student consultant and request a 30- to 45-minute interview.
Inform him/her of the major areas you will be addressing:
· Organization’s structure.
· Cooperation with other government or not-for-profit agencies and legal decisions.
· Human Resources management.
· Budgeting.
State that all information will be for an academic paper only, will not be published in any written or media format, nor used for any type of copyrights.
Request specific dates and times for the interviews. Remember, interviews can be by phone, in person, or by email. (If by email, request a date you can send the questions. Inform person of the date you need the responses.) Also note that one person may be in a position to discuss several of the assignment areas. Be sure to look at all the assignment questions to formulate relevant questions for better responses.
Review the agency and department prior to the interview and gain as much information as possible in the time you have. You do not want to waste any time or go past the time allowed for the interview.
Write or computer-generate the questions you plan to ask. Number your questions so you can reference the question number as you take notes. For example Assignment 1 Question 3 could be labeled as 1.3, and so forth.
Familiarize yourself with your list of questions.
Ask the interviewee for permission to send a suggested list of questions to be covered during the interview several days before the interview takes place. This will save time during the interview. If the interviewee responds to the questions prior to the interview, review the questions and be prepared to discuss any answers for which you need more information, or for which you would like to gain more experience of the subject matter.
During the Interview
Be courteous and respectful, especially of the person’s time. Be prepared and professional in tone and speed of communication.
Ask clear, specific questions.
Follow up any brief, incomplete, or vague comments with questions such as, “Could you give an example?” or “Would you explain that a little more?”
Ask if there are other sources (people, documents, websites) that would be helpful. Thank the person for his / her time. Send a thank-you note by email or regular mail.
Contact any person he or she recommends and follow the same protocol as outlined in this interview guide. Also, inform the recommended person of the person who recommended him or her for your contact.
After the Interview
Type up your notes right away.
...
This is a field education course. I am doing my flied educations at blossomblackbourne
This is a field education course. I am doing my flied educations at Division of Family and Children 300 Georgia Avenue Suite 100 Monroe, 30655 Walton County
Week 6
Resources
Readings
Day 1
Garthwait, C. L. (2017).
The social work practicum: A guide and workbook for students
(7th ed.). Upper Saddle River, NJ: Pearson.
o Chapter 8, “The Social Problem Context of Practice” (pp. 87-96)
Process Recordings
A process recording is a written tool used by field education experience students, field instructors, and faculty to examine the dynamics of social work interactions in time. Process recordings can help in developing and refining interviewing and intervention skills. By conceptualizing and organizing ongoing activities with social work clients, you are able to clarify the purpose of interviews and interventions, identify personal and professional strengths and weaknesses, and improve self-awareness. The process recording is also a useful tool in exploring the interpersonal dynamics and values operating between you and the client system through an analysis of filtering the process used in recording a session.
For this Assignment, you will submit a process recording of your field education experiences specific to this week.
The Assignment: (2–4 pages)
Provide a transcript of what happened during your field education experience, including a dialogue of interaction with a client.
Explain your interpretation of what occurred in the dialogue, including social work practice or theories, and explain how it might relate to intervention covered this week.
Describe your reactions and/or any issues related to your interaction with a client during your field education experience.
Explain how you applied social work practice skills when performing the activities during your process recording.
Please note that this is a master level Social Work program.
I am currently doing my flied educations at Division of Family and Children 300 Georgia Avenue Suite 100 Monroe, 30655 Walton County
I am doing my flied education has a adoption process
Adoption Process
The timeframe of the adoption process varies depending on the circumstances of the child or children to be adopted and the family interested in adopting. Almost all adoptions follow the steps outlined below.
Step 1: Inquiry
To make an initial inquiry, a prospective adoptive family should contact DFCS by calling 1.877.210.KIDS (5437) or complete the Homes for Georgia’s Kids inquiry form. After initial contact, the prospective adoptive family will receive a packet of information from a local DFCS office containing details about upcoming information sessions.
Step 2: Information Session
A prospective adoptive family should attend an information session to gain insight into the adoption process and the requirements for adopting via DFCS. After attending the information session, a Resource Development Worker visits the home of the prospective adoptive ...
School of Computer & Information SciencesCOURSE.docxpoulterbarbara
School of Computer & Information Sciences
COURSE SYLLABUS
Course and Instructor Information
Course Name
ISOL/MSDF 633 – Legal, Regulations, Investigations, and Compliance
Section – 21
Summer 2020 – Full Term
Course Format: Hybrid Course with Required Residency
Residency Session Date: May 29, 2020 – May 31, 2020
Friday 5pm – 10pm; Saturday 8am – 7:30pm; Sunday 8am-1pm
Residency Session Course Site: Northern Kentucky Campus – ONLINE FORMAT
Professor
Melissa S. Gruner, J.D. – Adjunct Professor
Contact Information
Email: [email protected]
Office Location: Remote
Office Hours: By appointment
Nature of Course Content and Goals
Course Description
The course examines computer crimes, laws and regulations. It includes techniques for investigating a
crime, gathering evidence, and communicating results.
Course Objectives/
Learner Outcomes/ Assessments
Upon completion of this course, the student will:
· Recognize the legal aspects of information security systems.
· Examine the concept of privacy and its legal protections.
· Identify the basic components of the American legal system.
· Describe legal compliance laws addressing how public and private institutions protect the security and privacy of consumer financial information.
· Analyze intellectual property laws.
· Describe the role of contracts in online transactions and cyberspace.
· Identify cybercrime and tort law issues in cyberspace.
· Examine the principles requiring governance of information within organizations.
· Identify risk analysis and incident response procedures.
· Explain the importance of forensic examination in legal proceedings.
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
Grama, Joanna Lyn. Legal Issues in Information Security, 2nd ed. Burlington, MA: Jones & Bartlett Learning, 2015
Student Lab Manual and Lab Access Key (also known as supplemental Lessons)
· YOU MUST HAVE THIS TO TAKE THE QUIZZES!
Other articles and readings may be assigned by course professor. Requirements 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 especially distressing and cannot be tolerated. In general, academic dishonesty involves the abuse and misuse of information or people to gain an undeserved academic advantage or evaluation. The common forms of academic dishonesty include:
· Cheating – using deception in the taking of tests or the preparation of written work, using unauthorized materials, copying another person’s work with or without consent, or assisting another in such activities.
· Lying – falsifying, fabricating, or forging information in either written, spoken, or video presentations.
· Plagiarism—using the published writings, data, interpretations, or ideas of another without proper documentation
Plagiarism includes copyin.
School of Computer & Information SciencesCOURSE.docxgertrudebellgrove
School of Computer & Information Sciences
COURSE SYLLABUS
Course and Instructor Information
Course Name
ISOL/MSDF 633 – Legal, Regulations, Investigations, and Compliance
Section – 21
Summer 2020 – Full Term
Course Format: Hybrid Course with Required Residency
Residency Session Date: May 29, 2020 – May 31, 2020
Friday 5pm – 10pm; Saturday 8am – 7:30pm; Sunday 8am-1pm
Residency Session Course Site: Northern Kentucky Campus – ONLINE FORMAT
Professor
Melissa S. Gruner, J.D. – Adjunct Professor
Contact Information
Email: [email protected]
Office Location: Remote
Office Hours: By appointment
Nature of Course Content and Goals
Course Description
The course examines computer crimes, laws and regulations. It includes techniques for investigating a
crime, gathering evidence, and communicating results.
Course Objectives/
Learner Outcomes/ Assessments
Upon completion of this course, the student will:
· Recognize the legal aspects of information security systems.
· Examine the concept of privacy and its legal protections.
· Identify the basic components of the American legal system.
· Describe legal compliance laws addressing how public and private institutions protect the security and privacy of consumer financial information.
· Analyze intellectual property laws.
· Describe the role of contracts in online transactions and cyberspace.
· Identify cybercrime and tort law issues in cyberspace.
· Examine the principles requiring governance of information within organizations.
· Identify risk analysis and incident response procedures.
· Explain the importance of forensic examination in legal proceedings.
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
Grama, Joanna Lyn. Legal Issues in Information Security, 2nd ed. Burlington, MA: Jones & Bartlett Learning, 2015
Student Lab Manual and Lab Access Key (also known as supplemental Lessons)
· YOU MUST HAVE THIS TO TAKE THE QUIZZES!
Other articles and readings may be assigned by course professor. Requirements 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 especially distressing and cannot be tolerated. In general, academic dishonesty involves the abuse and misuse of information or people to gain an undeserved academic advantage or evaluation. The common forms of academic dishonesty include:
· Cheating – using deception in the taking of tests or the preparation of written work, using unauthorized materials, copying another person’s work with or without consent, or assisting another in such activities.
· Lying – falsifying, fabricating, or forging information in either written, spoken, or video presentations.
· Plagiarism—using the published writings, data, interpretations, or ideas of another without proper documentation
Plagiarism includes copyin.
Your new clientsThe Wagner’s – Scott and Ella are a young marri.docxDustiBuckner14
Your new clients:
The Wagner’s – Scott and Ella are a young married couple who just purchased a
townhome in the Heights area of Houston. He works in finance, and she is a Dr. They
prefer clean lines, not a lot of “fluff” but want their home to be comfortable and inviting.
The bedroom and bathroom need to have a relaxing “get away” feel as they both work
long hours. They have no children.
Develop and Prepare (3) Written Design Concepts for a Master Bedroom Suite - You
must use the “What, Why & How” Method presented in class
project will have its own unique Design Concept
You will use your Design Concepts to make selections and provide an overall design
scheme for each client
You will find images of all of your selections and include in your presentation
You will create (3) Schemes and present in a digital format.
Design/Presentation requirements are below:
Bedroom Materials/Finishes: Ceiling/Walls/Floors/Window Treatments
Bedroom Furniture Selections: Bed, Nightstands, Dresser, Art/Accessories, TV
Bedroom Light Fixtures
Bathroom Materials/Finishes: Ceiling/Walls/Floors/Millwork (counter & cabinets)
Bathroom FF&E Selections: Tub, Sinks, Shower & Sink Fittings, Lighting
Remember, you need to think about how you would like the bedroom to function,
and what your “concept” would be. Think about seating areas, sleeping area,
storage, dressing area, etc. This is your opportunity to be creative!
What is your concept statement? What is the programming? (Here are some questions
to ask)
What size bed?
What types of furniture needed? (Headboard, dresser, lounge chair, rug, etc.)
Comfort level and design style (contemporary, traditional, transitional)
Lighting and TV requirements?
Accessories?
You will:
Take the plan that was given to you and research and decide what furnishings
you would like to propose for each client.
Create a Programming slide identifying needs and requirements and your
solutions.
Create a brief Concept Statement slide summarizing your design intent. This
statement should also communicate the mood or feel you are attempting to
evoke.
Create a “working” presentation of your suggestions to review. This will consist of
several slides with your suggestions.
.
Writing Conclusions for Research PapersWhat is the purpose.docxDustiBuckner14
Writing Conclusions for Research Papers
What is the purpose of a conclusion?
A conclusion is supposed to provide the “final verdict,” or the “moral of the story” for the essay.
It is the writer’s last attempt at providing a memorable ending to the paper.
It explains why the topic is important and what the reader should learn from it.
A conclusion is not…
A repetition of the thesis statement and its points
Only a summary of the paper’s main points
A paragraph so detailed is resembles a body paragraph
A paragraph that goes into a new or unrelated topic
Two or three sentences long (i.e. “two sentences plus a catchy quote.”
Example of good conclusions
Making a recommendation or offering a solution to the problem
In conclusion, social media is not only responsible in many cases for ruining a marriage, sometimes it is responsible for ruining the entire family balance. These social platforms affect the stability of the couple creating a detachment in the everyday life; once the stability is broken and the distance starts to increase, most likely a sense of jealousy will generate and possibly lead to infidelity. It is easy for many users to blame social media for the end of their marriage, and because of this, it is important to use social media for a limited time with non-malicious intentions. The responsible use of the platforms may protect marriages from being permanently damaged and give a couple the possibility to live a much happier life together.
Painting a picture of the future if the problem is solved or handled correctly
Modern technology continues to prove its merit within the medical field furthering our understanding of ADHD as well as providing invaluable resources available to the public and educational institutions in which to simplify the management of this troublesome condition. It’s used to aid children throughout their academic endeavors, which, will dictate how they enter society and cope with symptoms that will be with them until future technology can find a cure. Data collection will only grow as technology is further implemented in ADHD treatment and is the key to developing the individual treatment plans that will help future generations thrive. The benefits of modern technology towards adolescents suffering from ADHD are plentiful and may one day eliminate the condition. This future is welcomed and one with great promise.
Painting a picture of the future if the problem is NOT solved or handled correctly
All in all, technology is growing at an extraordinarily exponential pace allowing us to be more connected and in tune than ever before. However, while we grow more connected online, we grow more apart in real life which in turn hurts our social skills, disconnects us from each other, degrades our interpersonal skills, makes it easier to commit crimes, and pulls friends and family apart. With almost everything in life there is undoubtedly an equal number of cons.
More Related Content
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BUSL 1101 Online Business Law and the Regulatory EnvironmentSpri.docxjasoninnes20
BUSL 1101 Online Business Law and the Regulatory Environment
Spring 2020
Instructor: Prof. Martin A. Goldberg
Instructor’s Office: Maxcy 118B-8, Office Hours: TR 1-3 p.m., and by appointment
Class Times and Location: Online
Textbook: Goldberg and Kruth, Business Law 8e, available online.
Course Description: An overview of the legal system as it relates to the operation of a business. Topics will include those relating to the establishment and continuity of business relationships, including contracts, product liability, warranty, agency, business entities, property, business crimes and torts, intellectual property, credit and bankruptcy, and those regulating business activities, including employment, environment, securities, and antitrust laws. 3 credits
Course objectives: The objective of this course is to introduce students to the legal concepts most relevant to the operation of a business enterprise, and to understand their application to business decisions. After this course, the student will be able to:
· Understand the sources of business law
· Evaluate laws applicable to business, and recognize trends
· Incorporate business law knowledge into strategic and routine decisions
· Identify potential legal problems in the operation of a business
· Understand different ways of protecting legal rights of a business and its owners
· Recognize where government regulation is applicable to a business in order to ensure compliance and avoid civil and criminal liability
Calendar:
Week
Chapter(s)
By Tuesday 11:59 p.m.
By Thursday 11:59 p.m.
1/28 - 1/30
1
First online posts for module
Written assignment #1
2/4 - 2/6
1
Second online posts for module
Module/Chapter 1 Exam
2/11 - 2/13
2
First online posts for module
Written assignment #2
2/18 - 2/20
2
Second online posts for module
Module/Chapter 2 Exam
2/25 - 2/27
3
First online posts for module
Written assignment #3
3/3 - 3/5
3
Second online posts for module
Module/Chapter 3 Exam
3/10 - 3/12
4
First online posts
Written assignment #4
3/24 - 3/26
4
Second online posts for module
Module/Chapter 4 Exam
3/31 - 4/2
5
First online posts for module
Written assignment #5
4/7 - 4/9
5
Second online posts for module
Module/Chapter 5 Exam
4/14 - 4/16
6
First online posts for module
Written assignment #6
4/21 - 4/23
6
Second online posts for module
Module/Chapter 6 Exam
4/28 - 4/30
1-6
First online posts for module
Final Paper Due
5/5
1-6
Second online posts for module
Optional: Paper revisions
Grading: (1) Online discussion on Tuesdays for each two-week module will count for 40 points, for a total of 280 points for all online discussion. (2) Each written assignment will count for 25 points, for a total of 150 points for all written assignments. (3) Each exam will count for 60 points, for a total of 360 points for all exams. (4) The final paper will count for 210 points.
So, the total points available will be = 1,000. A student’s grade will be determined as follows: 900-1,000 points is in the ...
1 Introduction to the U.S. Legal System Midterm Exami.docxjeremylockett77
1
Introduction to the U.S. Legal System
Midterm Examination Checklist (Fall 2019)
Overview and Purpose: The midterm examination (exam) for GOVT/CRJU 2392 is scheduled
for Monday, Oct. 14, 2019. The exam is designed to assess your comprehension of important
concepts described in the course textbook (Banks and O’Brien), lectures, and in-class
discussions.
Procedure: The exam is closed book and closed notes: Students will not have access to any
resources during the exam session. Students must complete their own work and avoid looking at
their neighbors’ exam booklets. Communication with another student during the exam session
will be considered cheating, resulting in a failing grade and a report filed with appropriate
university authorities.
If possible, students should avoid bringing excess personal belongings to the exam session. All
cell phones must be placed in “silent” mode prior to beginning the exam, and all phones or any
other communicative devices (i.e. Apple Watches) should be stored away in students’ pockets,
backpacks, purses, etc. Similarly, all study aids must be stored away prior to beginning the
exam. Any use of devices during the exam session will be considered cheating and disciplinary
proceedings will be initiated.
Once a student begins the exam, that student will not be permitted to leave the room. If a student
leaves the room, the exam will be considered completed. All university and department policies
concerning cheating and academic honesty are in full effect for the exam session.
Content: Student comprehension of the material covered will be evaluated through objective
response items (20 points; multiple choice) and four short essay prompts (40 points). In the
latter section, students will have the option of choosing from a bank of pre-selected short essay
prompts drawn from textbook and in-class discussion themes. The essays students will be
required to answer are also provided at the end of the PowerPoint slides that guide class
discussions. I am providing these questions to you well in advance of the exam to allow you to
practice drafting answers that effectively communicate knowledge.
2
Content (continued):
Ultimately, students are responsible for any and all material covered in the textbook (Banks and
O’Brien) and weekly lectures/discussions. As mentioned previously, the content provided in
lecture/discussion slides emphasizes the most important, or fundamental, themes of each chapter.
While the exam will draw heavily from the lecture/discussion slides, a few exam items are designed to
assess whether students have actually read textbook chapters. This is inevitable, as our meetings do not
provide enough time to cover all legal system concepts in extreme detail. However, students should pay
particular attention to the following terms and concepts:
Civil Law Systems Common Law Systems
U.S. Institutional Structure ...
Apply the theories of negotiation to a conflict of your choice. BetseyCalderon89
Apply the theories of negotiation to a conflict of your choice. Take the role of a party and develop a strategy for resolving that conflict using the negotiation process. What type of bargaining will you engage in and why? What will be your strategy for your chosen style of bargaining and why? Reference the readings, any other outside sources and classroom presentations as you describe your negotiating strategy. Your paper should be 20 pages in length, double-spaced.
Goals
Increase understanding of the dynamics of negotiation and dispute resolution;
Learn how to develop and employ a strategy for each negotiation;
Enhance ability to manage and control the negotiation and dispute resolution process;
Increase proficiency in both the distributive and integrative bargaining processes;
Learn how to prepare for negotiation;
Identify strengths and weaknesses in personal negotiating style;
Improve ability to overcome barriers to negotiation;
Consider the ethical implications of negotiation;
Learn how to use influence in the negotiation; and
Gain confidence in your negotiation and dispute resolution skills.
Institutional Learning Outcomes
The mission of Pepperdine University is to strengthen students for lives of purpose, service and leadership. The values expressed in this mission are reflected in Pepperdine’s commitment to several student Institutional Learning Outcomes: knowledge/scholarship, faith/heritage and community/global understanding. School of Law Program Learning Outcomes and course Student Learning Outcomes should advance the Pepperdine mission and the University Institutional Learning Outcomes.
Program Learning Objectives:
Professional Skills Apprenticeship (PS2)
Students will demonstrate professional dispute resolution skills, including lawyering skills.
Moral, Ethical, and Professional Apprenticeship (ME1)
Students will demonstrate knowledge and understanding of a dispute resolution professional’s (including lawyer’s) moral, ethical, and professional responsibilities.
Student Learning Outcomes:
Students will be able to:
Demonstrate knowledge and understanding of the principles, strategies and tactics of negotiations (PS2);
Articulate and apply negotiation theories to a dispute (PS2);
Differentiate between ethical and unethical practices in negotiation and identify potential ethical dilemmas and solutions (ME1); and
Exhibit the skill and confidence of negotiators, including an awareness of psychological encouragements and barriers to consensus (PS2).
Class Policies
Academic Integrity
;
Students are reminded of the Honor Code as referenced in the Student Handbook. Intellectual integrity and academic honesty are both the foundation and the goals for this program. Please reference and review the university policies on the responsibilities and penalties regarding academic honesty at:
http://law.pepperdine.edu/academics/content/academicpolicystatement-post-8.1.09.pdf
http://law.pepperdine.edu/aca ...
Assignment 2 Accounting and Audit EnforcementDue Week 7 and wor.docxbraycarissa250
Assignment 2: Accounting and Audit Enforcement
Due Week 7 and worth 300 points
Using the Internet, Strayer databases, or the Securities and Exchange Commission’s Website, located at http://www.sec.gov/divisions/enforce/friactions/friactions2012.shtml, perform a search on several U.S. health care publicly-traded companies and choose a health care organization that has been accused of committing health care fraud.
Write a five to six (5-6) page paper in which you:
Evaluate the level of SOX regulations that applies to for-profit and not-for-profit health care organizations, indicating whether or not mandating SOX requirements for non-profits might reduce fraud and increase corporate governance. Provide support for your rationale.
Determine whether SOX has been effective in regulating ethical behavior of for-profit health care organizations. Defend your position.
Review the audit report issued by the external auditing firm from the company's Website for the year it was accused of fraud. Then, determine whether the external auditors were negligent in preparing the audit report for the company. Formulate an opinion regarding which Internal Control was deficient or what GAAP was violated. Defend your position.
Determine what provision(s) of SOX was / were violated in the health care fraud case in question. Indicate whether or not SOX adequately provides sanctions to deter the behavior or if changes are needed to the regulations to remedy the issue(s) and thus ensure compliance.
Based on the fraudulent activity that occurred, recommend two (2) improvements to the internal control environment to reduce those occurrences. Provide detailed recommendations.
Use at least four (4) quality academic resources in this assignment. Note: Wikipedia and other Websites do not qualify as academic resources.
Your assignment must follow these formatting requirements:
Be typed, double spaced, using Times New Roman font (size 12), with one-inch margins on all sides; citations and references must follow APA or school-specific format. Check with your professor for any additional instructions.
Include a cover page containing the title of the assignment, the student’s name, the professor’s name, the course title, and the date. The cover page and the reference page are not included in the required assignment page length.
The specific course learning outcomes associated with this assignment are:
Evaluate internal controls within an organization and create a risk assessment.
Analyze ethical theories to evaluate a decision-making process to determine compliance with professional codes of ethics.
Evaluate the health of organizations to assess the level of risk in an audit engagement.
Evaluate financial data for potential fraud and prepare an audit approach for detecting fraud.
Assess the risk of financial misstatement in an IT-based environment.
Use technology and information resources to research issues in accounti ...
THIS IS AN EXAMPLE OF SOUTH UNIVERSITY’S INFORMED CONSENT LETTER A.docxchristalgrieg
THIS IS AN EXAMPLE OF SOUTH UNIVERSITY’S INFORMED CONSENT LETTER AND IS ONLY TO BE COMPLETED AND SUBMITTED AS AN ASSIGNMENT FOR NSG6101.
For Official Use Only
Date received:
Date reviewed:
End date:
File #:
SELF CONSENT
I have been invited to take part in a research study titled:
This study is being conducted by, who can be contacted at:
I understand that my participation is voluntary and that I can refuse to participate or stop taking part any time without giving any reason and without facing any penalty. Additionally, I have the right to request the return, removal, or destruction of any information relating to me or my participation.
PURPOSE OF STUDY
I understand that the purpose of the study is to:
PROCEDURES
I understand that if I volunteer to take part in this study, I will be asked to:
BENEFITS
I understand that the benefits I may gain from participation include:
RISKS
I understand that the risks, discomforts, or stresses I may face during participation include:
CONFIDENTIALITY
I understand that the only people who will know that I am a research subject are members of the research team. No individually-identifiable information about me, or provided by me during the study will be shared with others except when necessary to protect the rights and welfare of myself and others (for example, if I am injured and need emergency care, if the provided information concerns suicide, homicide, or child abuse, or if revealing the information is required by law).
FURTHER QUESTIONS
I understand that any further questions that I have, now or during the course of the study can be directed to the researcher ( ).
Additionally, I understand that questions or problems regarding my rights as a research participant can be addressed to Dr. Jessica Hillyer, Institutional Review Board Director of Compliance and Training, South University, 7700 W. Parmer Ln., Austin, TX 78729;
jhillyer[email protected]; 512-516-8779.
My signature below indicates that the researchers have satisfactorily answered all of my current questions about this study and that I understand the purpose, procedures, benefits, and risks described above. I have also been offered a copy of this form to keep for my own records.
Participant Printed Name
Signature of Participant Date (mm/dd/yyyy)
Signature of Principal Investigator Date (mm/dd/yyyy)
Page 1 of 2
THIS IS AN EXAMPLE OF SOUTH UNIVERSITY’S IRB APPLICATION AND IS ONLY TO BE COMPLETED AND SUBMITTED AS AN ASSIGNMENT FOR NSG6101.
INSTITUTIONAL REVIEW BOARD
FOR THE PROTECTION OF HUMAN SUBJECTS IN RESEARCH
This form is to be used for requesting IRB review for exempt, expedited and full board studies
Please note that handwritten and/or incomplete forms will be returned to you.
CHECKLIST FOR IRB APPLICATION SUBMISSION
(to be completed by PI before submission to IRB)
FORMCHECKBOX
Application Form with Signatures/ Confidentiality Agreements
FORMCHECK ...
My area of practice is Health, interview is with a medical soc.docxgilpinleeanna
My area of practice is health, interview is with a medical social work, work with the HIV/AID population.
The overall purpose of this assignment is to help students learn more about their area of specialization, help get oriented to the service context of Columbia and state, to enhance interviewing skills, and to enhance skills in professional communication orally and in writing. APA TimeNew Roman 12Font. The one page is single space.
1. Assess Organization and Practice Context: Chose one area of practice that mirrors one of the advanced year specializations (eg, children, youth and their families (child welfare); mental health, health; non-profit leadership, community advocacy, social inequality (SCED); military practice, or aging in a variety of organizational settings) and choose an organization from Columbia to research (should be where your field placement will be in the fall). Next,
1. Identify the range of practice roles within the area of practice;
1. Identify the knowledge and skills that are required to practice within this setting in contrast to the general skills and knowledge of generalist practice;
1. Describe the relationship between the organizational structure, its function, and services it offers.
1. Develop an Interview Guide: Develop an interview guide (Kadushin) that will be used in interviewing at least one professional social worker at the chosen organization and/or in your chosen area of practice. The guide should include questions that will elicit information about the organization (field placement) you are studying and its area of practice. The interview must include 15 questions of both survey-type (5) and open-ended questions (10). Review professional literature to help you develop appropriate and meaningful questions. You may certainly ask more than 15 questions. (Please attach raw data from interview as an Appendix).
1. Interview a professional social worker: It is NOT acceptable to send the interviewee an email asking for information. The point is to practice the skills you learn from the Kadushin text and practice the art of interviewing. The student may audio record the interview or take notes, depending upon student’s own preference and the permission of the interviewee.
1. Findings: Students will analyze the interview and literature that helps understand the responses and present findings in a written paper and present findings orally to the class with a 1-page summary to be given to classmates. The paper should conclude (in addition to 1-3) with the following:
3. Unanticipated “findings” and thinking the student thinks is important and interesting
3. Critical reflection upon at least one major finding or observation from the interview that will provide an opportunity for the student to approach their chosen practice area more effectively.
3. Next steps to prepare for an effective (productive) advanced practice field placement experience (whether it is at this organization or another as learning shou ...
TimingPAD599 Interview GuideBefore the Interview Locate.docxjuliennehar
Timing
PAD599 Interview Guide
Before the Interview
Locate the names and contact information of people to interview. (These may be on the website or you may need to call the general information number.)
Contact the representative(s) and introduce yourself as a Strayer University graduate student completing your Capstone Course.
Inform him/her that through your Capstone Course you are reviewing the agency and serving as an informal student consultant and request a 30- to 45-minute interview.
Inform him/her of the major areas you will be addressing:
· Organization’s structure.
· Cooperation with other government or not-for-profit agencies and legal decisions.
· Human Resources management.
· Budgeting.
State that all information will be for an academic paper only, will not be published in any written or media format, nor used for any type of copyrights.
Request specific dates and times for the interviews. Remember, interviews can be by phone, in person, or by email. (If by email, request a date you can send the questions. Inform person of the date you need the responses.) Also note that one person may be in a position to discuss several of the assignment areas. Be sure to look at all the assignment questions to formulate relevant questions for better responses.
Review the agency and department prior to the interview and gain as much information as possible in the time you have. You do not want to waste any time or go past the time allowed for the interview.
Write or computer-generate the questions you plan to ask. Number your questions so you can reference the question number as you take notes. For example Assignment 1 Question 3 could be labeled as 1.3, and so forth.
Familiarize yourself with your list of questions.
Ask the interviewee for permission to send a suggested list of questions to be covered during the interview several days before the interview takes place. This will save time during the interview. If the interviewee responds to the questions prior to the interview, review the questions and be prepared to discuss any answers for which you need more information, or for which you would like to gain more experience of the subject matter.
During the Interview
Be courteous and respectful, especially of the person’s time. Be prepared and professional in tone and speed of communication.
Ask clear, specific questions.
Follow up any brief, incomplete, or vague comments with questions such as, “Could you give an example?” or “Would you explain that a little more?”
Ask if there are other sources (people, documents, websites) that would be helpful. Thank the person for his / her time. Send a thank-you note by email or regular mail.
Contact any person he or she recommends and follow the same protocol as outlined in this interview guide. Also, inform the recommended person of the person who recommended him or her for your contact.
After the Interview
Type up your notes right away.
...
This is a field education course. I am doing my flied educations at blossomblackbourne
This is a field education course. I am doing my flied educations at Division of Family and Children 300 Georgia Avenue Suite 100 Monroe, 30655 Walton County
Week 6
Resources
Readings
Day 1
Garthwait, C. L. (2017).
The social work practicum: A guide and workbook for students
(7th ed.). Upper Saddle River, NJ: Pearson.
o Chapter 8, “The Social Problem Context of Practice” (pp. 87-96)
Process Recordings
A process recording is a written tool used by field education experience students, field instructors, and faculty to examine the dynamics of social work interactions in time. Process recordings can help in developing and refining interviewing and intervention skills. By conceptualizing and organizing ongoing activities with social work clients, you are able to clarify the purpose of interviews and interventions, identify personal and professional strengths and weaknesses, and improve self-awareness. The process recording is also a useful tool in exploring the interpersonal dynamics and values operating between you and the client system through an analysis of filtering the process used in recording a session.
For this Assignment, you will submit a process recording of your field education experiences specific to this week.
The Assignment: (2–4 pages)
Provide a transcript of what happened during your field education experience, including a dialogue of interaction with a client.
Explain your interpretation of what occurred in the dialogue, including social work practice or theories, and explain how it might relate to intervention covered this week.
Describe your reactions and/or any issues related to your interaction with a client during your field education experience.
Explain how you applied social work practice skills when performing the activities during your process recording.
Please note that this is a master level Social Work program.
I am currently doing my flied educations at Division of Family and Children 300 Georgia Avenue Suite 100 Monroe, 30655 Walton County
I am doing my flied education has a adoption process
Adoption Process
The timeframe of the adoption process varies depending on the circumstances of the child or children to be adopted and the family interested in adopting. Almost all adoptions follow the steps outlined below.
Step 1: Inquiry
To make an initial inquiry, a prospective adoptive family should contact DFCS by calling 1.877.210.KIDS (5437) or complete the Homes for Georgia’s Kids inquiry form. After initial contact, the prospective adoptive family will receive a packet of information from a local DFCS office containing details about upcoming information sessions.
Step 2: Information Session
A prospective adoptive family should attend an information session to gain insight into the adoption process and the requirements for adopting via DFCS. After attending the information session, a Resource Development Worker visits the home of the prospective adoptive ...
School of Computer & Information SciencesCOURSE.docxpoulterbarbara
School of Computer & Information Sciences
COURSE SYLLABUS
Course and Instructor Information
Course Name
ISOL/MSDF 633 – Legal, Regulations, Investigations, and Compliance
Section – 21
Summer 2020 – Full Term
Course Format: Hybrid Course with Required Residency
Residency Session Date: May 29, 2020 – May 31, 2020
Friday 5pm – 10pm; Saturday 8am – 7:30pm; Sunday 8am-1pm
Residency Session Course Site: Northern Kentucky Campus – ONLINE FORMAT
Professor
Melissa S. Gruner, J.D. – Adjunct Professor
Contact Information
Email: [email protected]
Office Location: Remote
Office Hours: By appointment
Nature of Course Content and Goals
Course Description
The course examines computer crimes, laws and regulations. It includes techniques for investigating a
crime, gathering evidence, and communicating results.
Course Objectives/
Learner Outcomes/ Assessments
Upon completion of this course, the student will:
· Recognize the legal aspects of information security systems.
· Examine the concept of privacy and its legal protections.
· Identify the basic components of the American legal system.
· Describe legal compliance laws addressing how public and private institutions protect the security and privacy of consumer financial information.
· Analyze intellectual property laws.
· Describe the role of contracts in online transactions and cyberspace.
· Identify cybercrime and tort law issues in cyberspace.
· Examine the principles requiring governance of information within organizations.
· Identify risk analysis and incident response procedures.
· Explain the importance of forensic examination in legal proceedings.
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
Grama, Joanna Lyn. Legal Issues in Information Security, 2nd ed. Burlington, MA: Jones & Bartlett Learning, 2015
Student Lab Manual and Lab Access Key (also known as supplemental Lessons)
· YOU MUST HAVE THIS TO TAKE THE QUIZZES!
Other articles and readings may be assigned by course professor. Requirements 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 especially distressing and cannot be tolerated. In general, academic dishonesty involves the abuse and misuse of information or people to gain an undeserved academic advantage or evaluation. The common forms of academic dishonesty include:
· Cheating – using deception in the taking of tests or the preparation of written work, using unauthorized materials, copying another person’s work with or without consent, or assisting another in such activities.
· Lying – falsifying, fabricating, or forging information in either written, spoken, or video presentations.
· Plagiarism—using the published writings, data, interpretations, or ideas of another without proper documentation
Plagiarism includes copyin.
School of Computer & Information SciencesCOURSE.docxgertrudebellgrove
School of Computer & Information Sciences
COURSE SYLLABUS
Course and Instructor Information
Course Name
ISOL/MSDF 633 – Legal, Regulations, Investigations, and Compliance
Section – 21
Summer 2020 – Full Term
Course Format: Hybrid Course with Required Residency
Residency Session Date: May 29, 2020 – May 31, 2020
Friday 5pm – 10pm; Saturday 8am – 7:30pm; Sunday 8am-1pm
Residency Session Course Site: Northern Kentucky Campus – ONLINE FORMAT
Professor
Melissa S. Gruner, J.D. – Adjunct Professor
Contact Information
Email: [email protected]
Office Location: Remote
Office Hours: By appointment
Nature of Course Content and Goals
Course Description
The course examines computer crimes, laws and regulations. It includes techniques for investigating a
crime, gathering evidence, and communicating results.
Course Objectives/
Learner Outcomes/ Assessments
Upon completion of this course, the student will:
· Recognize the legal aspects of information security systems.
· Examine the concept of privacy and its legal protections.
· Identify the basic components of the American legal system.
· Describe legal compliance laws addressing how public and private institutions protect the security and privacy of consumer financial information.
· Analyze intellectual property laws.
· Describe the role of contracts in online transactions and cyberspace.
· Identify cybercrime and tort law issues in cyberspace.
· Examine the principles requiring governance of information within organizations.
· Identify risk analysis and incident response procedures.
· Explain the importance of forensic examination in legal proceedings.
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
Grama, Joanna Lyn. Legal Issues in Information Security, 2nd ed. Burlington, MA: Jones & Bartlett Learning, 2015
Student Lab Manual and Lab Access Key (also known as supplemental Lessons)
· YOU MUST HAVE THIS TO TAKE THE QUIZZES!
Other articles and readings may be assigned by course professor. Requirements 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 especially distressing and cannot be tolerated. In general, academic dishonesty involves the abuse and misuse of information or people to gain an undeserved academic advantage or evaluation. The common forms of academic dishonesty include:
· Cheating – using deception in the taking of tests or the preparation of written work, using unauthorized materials, copying another person’s work with or without consent, or assisting another in such activities.
· Lying – falsifying, fabricating, or forging information in either written, spoken, or video presentations.
· Plagiarism—using the published writings, data, interpretations, or ideas of another without proper documentation
Plagiarism includes copyin.
Similar to Division of Academic and Student Affairs Student Conduct (20)
Your new clientsThe Wagner’s – Scott and Ella are a young marri.docxDustiBuckner14
Your new clients:
The Wagner’s – Scott and Ella are a young married couple who just purchased a
townhome in the Heights area of Houston. He works in finance, and she is a Dr. They
prefer clean lines, not a lot of “fluff” but want their home to be comfortable and inviting.
The bedroom and bathroom need to have a relaxing “get away” feel as they both work
long hours. They have no children.
Develop and Prepare (3) Written Design Concepts for a Master Bedroom Suite - You
must use the “What, Why & How” Method presented in class
project will have its own unique Design Concept
You will use your Design Concepts to make selections and provide an overall design
scheme for each client
You will find images of all of your selections and include in your presentation
You will create (3) Schemes and present in a digital format.
Design/Presentation requirements are below:
Bedroom Materials/Finishes: Ceiling/Walls/Floors/Window Treatments
Bedroom Furniture Selections: Bed, Nightstands, Dresser, Art/Accessories, TV
Bedroom Light Fixtures
Bathroom Materials/Finishes: Ceiling/Walls/Floors/Millwork (counter & cabinets)
Bathroom FF&E Selections: Tub, Sinks, Shower & Sink Fittings, Lighting
Remember, you need to think about how you would like the bedroom to function,
and what your “concept” would be. Think about seating areas, sleeping area,
storage, dressing area, etc. This is your opportunity to be creative!
What is your concept statement? What is the programming? (Here are some questions
to ask)
What size bed?
What types of furniture needed? (Headboard, dresser, lounge chair, rug, etc.)
Comfort level and design style (contemporary, traditional, transitional)
Lighting and TV requirements?
Accessories?
You will:
Take the plan that was given to you and research and decide what furnishings
you would like to propose for each client.
Create a Programming slide identifying needs and requirements and your
solutions.
Create a brief Concept Statement slide summarizing your design intent. This
statement should also communicate the mood or feel you are attempting to
evoke.
Create a “working” presentation of your suggestions to review. This will consist of
several slides with your suggestions.
.
Writing Conclusions for Research PapersWhat is the purpose.docxDustiBuckner14
Writing Conclusions for Research Papers
What is the purpose of a conclusion?
A conclusion is supposed to provide the “final verdict,” or the “moral of the story” for the essay.
It is the writer’s last attempt at providing a memorable ending to the paper.
It explains why the topic is important and what the reader should learn from it.
A conclusion is not…
A repetition of the thesis statement and its points
Only a summary of the paper’s main points
A paragraph so detailed is resembles a body paragraph
A paragraph that goes into a new or unrelated topic
Two or three sentences long (i.e. “two sentences plus a catchy quote.”
Example of good conclusions
Making a recommendation or offering a solution to the problem
In conclusion, social media is not only responsible in many cases for ruining a marriage, sometimes it is responsible for ruining the entire family balance. These social platforms affect the stability of the couple creating a detachment in the everyday life; once the stability is broken and the distance starts to increase, most likely a sense of jealousy will generate and possibly lead to infidelity. It is easy for many users to blame social media for the end of their marriage, and because of this, it is important to use social media for a limited time with non-malicious intentions. The responsible use of the platforms may protect marriages from being permanently damaged and give a couple the possibility to live a much happier life together.
Painting a picture of the future if the problem is solved or handled correctly
Modern technology continues to prove its merit within the medical field furthering our understanding of ADHD as well as providing invaluable resources available to the public and educational institutions in which to simplify the management of this troublesome condition. It’s used to aid children throughout their academic endeavors, which, will dictate how they enter society and cope with symptoms that will be with them until future technology can find a cure. Data collection will only grow as technology is further implemented in ADHD treatment and is the key to developing the individual treatment plans that will help future generations thrive. The benefits of modern technology towards adolescents suffering from ADHD are plentiful and may one day eliminate the condition. This future is welcomed and one with great promise.
Painting a picture of the future if the problem is NOT solved or handled correctly
All in all, technology is growing at an extraordinarily exponential pace allowing us to be more connected and in tune than ever before. However, while we grow more connected online, we grow more apart in real life which in turn hurts our social skills, disconnects us from each other, degrades our interpersonal skills, makes it easier to commit crimes, and pulls friends and family apart. With almost everything in life there is undoubtedly an equal number of cons.
What Is Septic TankSeptic or septic typically is used t.docxDustiBuckner14
What Is Septic Tank?
"Septic" or "septic" typically is used to describe the anaerobic bacteria environment that was created in Tank and decomposes to mineralizes domestic wastewater in the tank.
What exactly is septic tank Septic tank? It is a constructed in a scientifically sound underground chamber typically made of rcc, fiberglass, plain concrete, steel, or plastic. the domestic water, wastewater and fecal materials, excretory and toilet products flow into it to treat the primary source of waste material , which decomposes and transform into semi-solid or solid settleable liquid sludge.
In the United States, there are several types of ready-made Septic tanks that are available in the market. They include concrete septic tank plastic septic tank, as well as fibreglass septic tanks. Most well-known and widely used are concrete septic tanks for homes, based on the state and local rules and regulations.
When it comes to "what is a concrete septic tanks?", concrete septic tank is a basic design, water-tight container constructed from RCC or plain concrete typically rectangular or circular in shape and available in one chamber, two chambers, or three chambers that are that are used to treat primary liquid waste.
The typical capacity ranges from 500 to 1250 gallons 500 gallon or 750 gallon tanks are adequate for a two-bedroom home or a 1000 gallon concrete tank is sufficient for a three bedrooms, and a 1250 gallon septic tank is sufficient for a four bedroom house or a family of four.
In this regard, "what is the septic tank?", the septic tank is a single chamber or multi-chamber underground compartment that is composed out of RCC concrete fiberglass, plastic or steel used for the first-class treatment for domestic wastewater and fecal material as well as excretory products and toilets that
Also Read:
Rooftop Design Ideas
What Are Septic Tank?
What is the septic tanks? Septic tank is an submerged sedimentation tanks for the primary treatment of household waste and fecal materials via the process of bioanaerobic digestion, or decomposition, which results in semi-solid or solid sludge that can be settled.
The majority of septic tanks for homes can hold between 4000 and 7500 millilitres or 1,000 - 2000 gals of effluent, or semi-solid sludge.
What Size of Septic Tank Do I Need
?
In this article, we'll be talking about underground septic tanks and the size is a reference to the tank's total capacity for handling. Read our article about above ground septic tanks to get additional information about these tanks and the systems.
The minimum requirements for capacity of a septic tank are based on various variables. The state, county or city guidelines may require approved sizes , as can the material used for tank construction and its installation.
The local geography and soil conditions play a significant role in the effectiveness of the system, which could affect the size of drain fields and the size of the septic tank.
The type of septic .
· You should respond to at least two of your peers by extending, r.docxDustiBuckner14
· You should respond to at least two of your peers by extending, refuting/correcting, or adding additional nuance to their posts. Your reply posts are worth 2 points (1 point per response.)
· All replies must be constructive and use literature where possible.
# 1
Hearing & Eye Age-Related Diseases
Presbycusis, also known as age-related hearing loss, is a debilitating disease with a complicated etiology that affects tens of millions of people worldwide and roughly half of those over 65 in the United States (Say et al., 2021). The loss is usually bilateral, causing difficulty hearing high-pitched tones and conversational speech (Meiner & Yeager, 2019). The causes of age-related hearing loss are thought to be genetic and environmental. Men are more affected by this condition than women. This condition's origin is yet unknown.
Some signs and symptoms that could be seen in patients with this condition are not answering when spoken to, talking loudly, paying attention to the speaker's lips, turning up the radio or TV volume, putting one palm over one ear, and tilting the head to one side when someone is speaking (Meiner & Yeager, 2019). The causes of presbycusis are multifaceted. In addition to physiologic and anatomical alterations brought on by aging-related deterioration, genetic factors are among the additional contributing elements (Cheslock & De Jesus, 2022). It is believed that glutamate signaling, glucocorticoids, and sex hormones all contribute to it. Hearing loss occurs more frequently in postmenopausal women who use progestin and a combination of hormone replacement therapy. Presbycusis has also been linked to exposure to loud noises and ototoxic substances such as salicylates, loop diuretics, aminoglycosides, and some chemotherapeutic drugs. Ototoxicity has also been linked to certain occupational and environmental exposures to toxins such as toluene, styrene, lead, carbon monoxide, mercury, and other toxins (Cheslock & De Jesus, 2022). This problem has also been associated to a history of ear infections and the presence of several systemic disorders.
Studies aimed at establishing a clear association for the cause have not been successful. As a result, the diagnosis entails eliminating other potential causes of hearing loss, such as infections, head trauma, metabolic disorders, vascular diseases, and heart disease (Meiner & Yeager, 2019). It is important for nurses when caring for patients with this condition to speak clearly and use a normal tone of voice. Patients and their families need to be instructed on how to use and where to obtain assistive listening devices (Meiner & Yeager, 2019). Nurses must educate patients and family members that when using hearing aids, they need to perform daily listening and battery checks. These devices must be stored in a hearing aid drying container with batteries removed.
Vision is an important sense that is needed to complete ADLs. Age-related changes and macular or.
You are a medical student working your way throughcollege and ar.docxDustiBuckner14
You are a medical student working your way through
college and are assigned to a hospital given background information on a patient.
You were provided the chief complaint and long-term history of the patient
outlined below. You are asked by the nurse in charge to read the following case,
investigate the topic (Diabetes mellitus and chronic renal failure) and complete a
written report in MLA format including references addressing each of the
questions identified below.
.
[removed]THIS IEP INCLUDES FORMCHECKBOX Transitions.docxDustiBuckner14
[removed]
THIS IEP INCLUDES:
FORMCHECKBOX
Transitions
FORMCHECKBOX
Interim Service Plan
NEW YORK CITY
BOARD OF EDUCATION
INDIVIDUALIZED EDUCATION PROGRAM
CONFERENCE INFORMATION
CSE Case#
-
Home District:
Service District:
Date:
/
/
Type:
STUDENT INFORMATION
*Age as of the date of the conference
Name:
NYC ID#
- -
Date of Birth
/ /
Gender
FORMDROPDOWN
Address:
Age:
Phone:
( ) -
English LAB
Year
Spanish LAB
Year
Grade
FORMDROPDOWN
Language(s) Spoken/Mode of Communication
FORMDROPDOWN
Primary Agency with whom student is involved
Name of Contact
FORMTEXT
Phone:
( ) -
Agency Case#
PARENT/GUARDIAN INFORMATION
Relationship to Student
Name:
FORMDROPDOWN
Address:
Phone (Home):
( ) -
Phone (Work):
( ) -
Interpreter Required
FORMCHECKBOX
Yes
FORMCHECKBOX
No
Preferred Language/ Mode of Communication
FORMDROPDOWN
SPECIAL MEDICAL/PHYSICAL ALERTS
(Refer to Health & Physical Development Page for additional details.)
The student has
FORMCHECKBOX
medical conditions and/or FORMCHECKBOX
physical limitations which affect his/her FORMCHECKBOX
learning FORMCHECKBOX
behavior and/or FORMCHECKBOX
participation in school activities.
The student requires FORMCHECKBOX
medication and/or FORMCHECKBOX
health care treatment(s) or procedure(s) during the school day.
Other alerts:
SUMMARY OF RECOMMENDATIONS
Eligibility
FORMCHECKBOX
Yes FORMCHECKBOX
No
Recommended Services
Classification of Disability
FORMDROPDOWN
FORMDROPDOWN
Staffing Ratio
FORMDROPDOWN
Twelve Month School Year
FORMCHECKBOX
Yes FORMCHECKBOX
No
Recommended Services for the Twelve Month School Year
FORMDROPDOWN
Staffing Ratio
FORMDROPDOWN
Other Recommendations (Check all that apply) .
Using the Integrated Model of Work Motivation Figure 12.1 (Latham, 2.docxDustiBuckner14
Using the Integrated Model of Work Motivation Figure 12.1 (Latham, 2011), describe specific practices that may or may not have a positive effect on workplace attitudes, motivation, and job satisfaction. Evaluate the possible future directions and potential of leadership practices for positive workplace attitudes, motivation, and job satisfaction within the current workplace.
.
What We Can Afford” Poem By Shavar X. Seabrooks L.docxDustiBuckner14
“What We Can Afford”
Poem By: Shavar X. Seabrooks
Like the rice fields of Charleston, the wind blows limitlessly.
The slaves give peace to the land that hands they have touch.
In the mist of blood, sweat and tears, still the heartbeat sticks in the sweetgrass of mercy.
Gathered near the Stono River, they earned for freedom press against time which is not a
companion.
Fort Mose just in their reach, still time is not their companion.
Looking back to the Ancient Civilization, were Dark Skin People were King and Queens.
Wear Kenta cloths adorning the skin like silk.
And were the land being harvest for love and not for gain.
The children to grow and not wanting to be enslaved and the lips of the masters impales
the dreams.
Yet, the circle that remains the same, but the horizon is just to come.
The wind shall tell the truth and the African Experiences will be a drum of remembrance.
References
Higginbotham, R. D., Wickwire, F., & Wickwire, M. (1970). Cornwallis: The American
adventure. The Journal of Southern History, 36(4), 591. doi:10.2307/2206317
Morgan, E. S. (1972). Slavery and freedom: The American paradox. The Journal of American
History, 59(1), 5. doi:10.2307/1888384
Video clips on Ancient African Civilizations, Kente Cloth
Miranda Isabella Hurt
20 October 2020
Haiku about Emmett Till
Just a young black boy
Stripped of all his life and dreams
Where is the justice
Cinquain about the Civil Rights Movement
A movement ignited by Parks
A peaceful dream promoted by Dr. King
An education organized by Clark
A call to let freedom ring
The first poem is about the murder of Emmett Till. Till’s tragic tale is described in the Eyes on the Prize:
Awakenings and in the study guide. On August 28, 1955, “Emmett Till, a black boy from Chicago visiting
his uncle Moses Wright in Mississippi, is murdered for inappropriately addressing a white woman (page
14).” Even though Till’s murderers eventually confessed to the crime, they were never charged for his
murder (because of the no double jeopardy clause in the fifth amendment of the Constitution). This is
one of many instances of injustice against African Americans in the south during the Civil Rights
Movement. However, even now in the 21st century, African Americans are still facing prejudices and
being killed by cops, the people who are supposed to protect them.
The second poet highlights three big names of the Civil Rights Movement, Rosa Parks, Dr. Martin Luther
King Jr, and Septima Clark. The Eyes on the Prize videos mention King a lot, because he was quite a
significant man, and The Awakenings and Ready from Within discusses Rosa Parks. Rosa Parks sparked
the Montgomery bus boycott by refusing to give up her seat to a white person. Septima Clark’s impact
on the Civil Rights Movement with her citizenship schools was the main topic of Ready from Within.
Clark played a crucial role in educating many African American.
What are the techniques in handling categorical attributesHow.docxDustiBuckner14
What are the techniques in handling categorical attributes?
How do continuous attributes differ from categorical attributes?
What is a concept hierarchy?
Note the major patterns of data and how they work.
What is K-means from a basic standpoint?
What are the various types of clusters and why is the distinction important?
What are the strengths and weaknesses of K-means?
What is a cluster evaluation?
.
University of the CumberlandsSchool of Computer & Information .docxDustiBuckner14
University of the Cumberlands
School of Computer & Information Sciences
ISOL-536 - Security Architecture & Design
Chapter 8: Business Analytics
Chapter 8: Business Analytics
8.1 Architecture
8.2 Threats
8.3 Attack Surfaces
8.3.1 Attack Surface Enumeration
8.4 Mitigations
8.5 Administrative Controls
8.5.1 Enterprise Identity Systems (Authentication and Authorization)
8.6 Requirements
8.1 Architecture
Data science is a set of fundamental principles that guide the extraction of knowledge from data. Data mining is the extraction of knowledge from data via technologies that incorporate these principles.
Like many enterprises, Digital Diskus has many applications for the various processes that must be executed to run its business, from finance and accounting to sales, marketing, procurement, inventory, supply chain, and so forth. A great deal of data is generated across these systems. But, unfortunately, as a business grows into an enterprise, most of its business systems will be discreet. Getting a holistic view of the health of the business can be stymied by the organic growth of applications and data stores.
8.1 Architecture – Cont.
Figure 8.1 Business analytics logical data flow diagram (DFD).
8.1 Architecture – Cont.
Figure 8.2 Business analytics data interactions.
Figure 8.2 is a drill down view of the data gathering interactions of the business analytics system within the enterprise architecture. Is the visualization in Figure 8.2 perhaps a bit easier to understand? To reiterate, we are looking at the business analysis and intelligence system, which must touch almost every data gathering and transaction-processing system that exists in the internal network. And, as was noted, business analytics listens to the message bus, which includes messages that are sent from less trusted zones.
5
8.2 Treats
Figure 8.3 Business analytics system architecture.
As we move to system specificity, if we have predefined the relevant threats, we can apply the threats’ goals to the system under analysis. This application of goals leads directly on to the “AS” of ATASM: attack surfaces. Understanding your adversaries’ targets and objectives provides insight into possible attack surfaces and perhaps which attack surfaces are most important and should be prioritized.
It’s useful to understand a highly connected system like business analytics in situ, that is, as the system fits into its larger enterprise architectural context. However, we don’t yet have the architecture of the system itself. Figure 8.3 presents the logical components of this business analytics system.
There are five major components of the system:
1. Data Analysis processing
2. Reporting module
3. Data gathering module
4. Agents which are co-located with target data repositories
5. A management console
6
8.3 Attack Surfaces
In this context, where several components share the same host, how would you treat the communications between them? Should.
Theresa and Mike fully support creating a code of conduct for th.docxDustiBuckner14
Theresa and Mike fully support creating a code of conduct for the newly merged JEANSTYLE organization. They have asked you to recommend how they should approach the development of the code of conduct, especially given the need to merge the companies into one team with a shared mission, vision, and values. They are interested in knowing how the code of conduct will help establish the new organizational culture of JEANSTYLE.
Review the
scenario
( https://class.coloradotech.edu/CbFileShareCommon/ctu/INTD670/Assignment_Assets/ProblemB.pdf ) for this course, and address the following questions:
What set of steps should be used to create the
code of conduct
?
What topics should be included in the code of conduct?
What impact does a code of conduct have on an organization's culture?
Access the
assignment template
.
4-6 PAGES NEEDED
.
Unit VII 1. Suppose a firm uses sugar in a product tha.docxDustiBuckner14
Unit VII
1. Suppose a firm uses sugar in a product that you purchase. The firm vertically integrates by purchasing sugar farms that produce the sugar organically and in a way that makes it also sustainable for the environment. How would that influence your demand for that product? What other purpose than profitability might cause the firm to make this decision to vertically integrate in this way? 200 words min
2.
Identify a skill that you learned in this course, and explain how you can apply it to increase success in your career in a real-world scenario. 200 words3.
Instructions
Your assignment is to provide a final report for Ruby Red Movie Theater in which you address the concerns that have been outlined in the previous six units of this class, indicating any outsourcing or vertical integration options Ruby Red Movie Theater may be able to implement.
Be specific regarding the analysis you performed in each area of study. Your recommendations for improvements for the theater should be based on economic theory and your analysis. Your complete analysis of the theater, the industry, and opportunities that may exist are crucial for the future profitability of the theater.
Revise the information from previous assignments as needed and pull everything together to create a cohesive, comprehensive report. What this means is that this final report should be original updated work, though it is based on your previous assignments. Do not just copy and paste your previous assignments into one paper. Also, be sure to incorporate any suggestions your instructor made in your previous assignments.
New information will be added for Unit VII, which will focus on the information provided in this unit. The topics for this section will include why firms exist, the factors that create a situation where vertical integration is desirable, and why firms would use outsourcing, as well as how this information can be applied to the Ruby Red Movie Theatre.
The following is a list of items and sections you should include in your final report. Replace the unit numbers with appropriate titles for the information in each section.
· Title page
· Table of contents
· Introduction
· Unit I
· Results write-up from Unit I, including recommendations
· Unit II
· Results write-up from Unit II, including recommendations
· Unit II Tables
· Unit II Graphs
· Unit III
· Results write-up from Unit III, including recommendations
· Unit IV
· Results write-up from Unit IV, including recommendations
· Unit IV Tables
· Unit V
· Results write-up from Unit V, including recommendations
· Unit V Tables
· Unit VI
· Results write-up from Unit VI, including recommendations
· Unit VII
· Results write-up from Unit VII, including recommendations
· Conclusions and final recommendations
· Reference page
· Insert labeled tables after the reference page
Adhere to APA Style (APA 7th edition) when constructing this assignment, including in-text citations and references for all sources t.
Title If a compensation system works well for one business, that .docxDustiBuckner14
Title:
If a compensation system works well for one business, that same compensation system should not work well for other businesses.”
Company we choose : FEDEX & STARBUCKS
Introduction:
Contextual variables (Firm A and Firm B)
Based on the Title above and the companies provided just provide the overall introduction in the report and the contextual variables where we tell about the companies ( FEDEX & STARBUCKS)
.
Review the Article Below Keller, J. G., Miller, C., LasDulce, C.docxDustiBuckner14
Review the Article Below:
Keller, J. G., Miller, C., LasDulce, C., & Wohrle, R. G. (2021). Using a community-based participatory research model to encourage parental involvement in their children’s schools.
Children & Schools
,
43
(3), 149–158.
https://doi.org/10.1093/cs/cdab015
The article takes a participatory action approach. The text lists 7 criteria for participatory action research. How does the project described in the article you selected meet these 7 criteria?
Social phenomena are influenced by macro-level social influences.
Social structures and dynamics are contextualized by history
Theory and practice are simultaneously engaged.
Dialogue between the subject and the object is transformed into a single subject–subject
Research and action become a single process
Community and researcher produce knowledge together for social transformation
Research results should be immediately applied to a concrete state of affairs.
.
Teachers reach diverse learners by scaffolding instruction in ways t.docxDustiBuckner14
Teachers reach diverse learners by scaffolding instruction in ways that support content literacy and learning.
Think back when you were a student or during your own field experiences in which culturally or linguistically diverse learners were part of a classroom.
1. How did these students participate in the class? How did the teacher respond? Were modifications made for them? If so, describe the nature of those modifications.
2.
Language and culture are inextricably connected
. What are the implications of this statement for classroom practice?
Search entries or author
.
ScenarioThe HIT Innovation Steering Committee of a large.docxDustiBuckner14
Scenario
The
HIT Innovation Steering Committee
of a large, integrated healthcare system is in the process of examining the potential impact for new emerging technologies. The Committee is aware that HIT is rapidly changing and that they need to proactively plan for upcoming changes. As a member of this committee, select an emerging technology discussed in the module readings and lectures. Research how this new technology could affect patients, healthcare delivery and data analytics. Based on your learnings, write a White Paper for the Committee describing your findings and recommendations.
Instructions
Create a WHITE PAPEr that includes:
Discussion on why emerging technology poses a challenge for healthcare organizations
Discussion of the chosen emerging technology including reason(s) for selection
Discussion on the potential impact on patients, healthcare delivery, and healthcare organizations
Provide insight into how extracting and analyzing the potential data (administrative, financial, and clinical) benefits or poses challenges for healthcare organizations
Provide recommendations on how the organization can strategically plan for emerging technology
Reference page of resources utilized
A - 4 - Mastery
Clear and thorough discussion on why emerging technology poses a challenge for healthcare organizations, including multiple examples and supporting details.
A - 4 - Mastery
Clear and thorough discussion of the chosen emerging technology including reason(s) for selection, including multiple examples and supporting details.
A - 4 - Mastery
Clear and thorough discussion on potential impact to patients, healthcare delivery, and healthcare organizations, including multiple examples and supporting details
A - 4 - Mastery
Clear and thorough explanation of how extracting and analyzing the potential data (administrative, financial, and clinical) benefits or poses challenges for healthcare organizations.
A - 4 - Mastery
Clear and thorough recommendations on how the organization can strategically plan for emerging technology, including multiple examples and supporting details.
.
Space ... the final frontier. So, as I am sure everyone knows, .docxDustiBuckner14
Space ... the final frontier. So, as I am sure everyone knows, the National Aeronautical Space Administration (NASA) is located right here in H-town. OK, well, technically in Clear Lake. One rarely thinks of space exploration as an extension of government, but remember, one of President John F. Kennedy's challenges promises to the nation was sending an American to the moon.
Well recently, with the call to put an astronaut on Mars by President George W. Bush, and with the founding of SpaceX by Elon Musk, the discussion about space exploration has re-emerged. I would like you to address the following debate. What extent should the government use tax-payer dollars to fund space exploration? Should we leave space travel up to the private sector, or should the government invest more NASA mission. Perhaps there is a healthy balance between the two? What are your thoughts.
Below are some recent (and old) articles about this subject. In addition, I have also linked a report that NASA contributed to about the benefits of space exploration, and a finding by the Congressional Budget Office suggesting how money could be spent elsewhere.
you must reference at least one article correctly in the body of the post (not simply cutting and pasting the URL after your post), respond respectfully to one-classmate, use college level grammar and sentence structure, and be at least 250 words long.
Selected Articles:
https://www.pewresearch.org/science/2018/06/06/majority-of-americans-believe-it-is-essential-that-the-u-s-remain-a-global-leader-in-space/
https://www.cbo.gov/budget-options/2018/54771
https://www.nytimes.com/2020/07/28/science/mars-nasa-science.html
https://abcnews.go.com/Business/spacex-ula-score-multi-million-dollar-military-launch/story?id=72280019
https://www.planetary.org/articles/cost-of-perseverance-in-context
https://www.nasa.gov/sites/default/files/files/Benefits-Stemming-from-Space-Exploration-2013-TAGGED.pdf
https://www.texastribune.org/2017/03/21/trump-signs-nasa-bill-aimed-landing-mars/
https://newrepublic.com/article/60759/case-cutting-nasas-budget
.
The Internal EnvironmentInstitutionStudent’s name.docxDustiBuckner14
The Internal Environment
Institution:
Student’s name:
Date:
Part 1.
In business, "corporate culture" refers to the rules, customs, and beliefs that all employees follow and are taught (Wheelen, Thomas., & Hunger, J. David, 2014). However, in today's world, the CEO, CFO, and other top executives' actions and attitudes have a direct impact on the company's culture. FedEx has a culture that demonstrates to its employees and customers how much they are valued. FedEx prioritizes service, people, honesty, innovation, responsibility, safety, and loyalty (FedEx, 2019). FedEx understands the importance of a positive work environment and a strong corporate culture in order to achieve operational success and provide excellent customer service. As a result, FedEx has implemented a "People-Service-Profit strategy" (P-S-P) and continues to promote a high-performance culture. (FedEx, 2019). Frederick Smith, the company's current CEO and founder, came up with this idea because he believed that investing in employees would result in better work and, as a result, financial success. This philosophy emphasizes the importance of treating employees with respect and dignity, as well as rewarding team members based on how well they perform their duties.
FedEx believes that its employees are the best way to make big decisions, and it attributes its success to its innovative culture. Because service providers' employees are the ones who directly interact with customers, this philosophy is especially important in the service industry. Training, giving employees power, and providing incentives are all critical in a company whose culture is based on this philosophy (Peoplematters, 2019). FedEx Corporation's plan to make more money, in my opinion, is consistent with its core value of putting people first. People who are enthusiastic about their jobs are always more creative and productive. On the review site Glassdoor, current FedEx employees gave CEO Frederick Smith an 84% approval rating, and 73% said they would recommend working there to a friend (Glassdoor, 2019). FedEx is the company most likely to hire these individuals as a result of this. In addition, some FedEx freight drivers chose not to join a union in 2017, indicating a favorable work environment (Dcvelocity, 2017). FedEx Corporation employs approximately 300,000 people in over 250 countries and territories. As a result, there are numerous programs in place to thank employees for their efforts. This demonstrates how much FedEx cares about and values its employees.
There is a list of awards and recognition programs on the main website, including "The Humanitarian Award," "The Five Star," "Bravo Zulu," and "Purple Promise" (FedEx, 2019). A five-star rating is the highest you can achieve at FedEx. The manager gives the staff theater tickets and quick cash bonuses in the form of Bravo Zulu. Pilots, couriers, customer service representatives, and meteorologists are among those who benefit from the "purple promise.
THE RESEARCH PROPOSAL BUS8100 8Chapter 2 - Literature ReviewTh.docxDustiBuckner14
THE RESEARCH PROPOSAL BUS8100 8
Chapter 2 - Literature Review
The purpose of this quantitative correlational study was to examine whether relationships
exist among job performance, transformational leadership style, and employee turnover intention
in the United States. Interest grew in the past 30 years, combining transformational leadership
and employee turnover intention, based on the assumptions that employees are likely to be
influenced by their leader’s behavior (Gyensare et al., 2016). Gyensare et al. (2016) noted
transformational leadership style was a key variable in lowered employee turnover intention and
enhanced employee well-being. Buil et al. (2019) stated job performance was an organizational
benefit deriving from transformational leadership style.
This literature review was structured to provide key concepts and related factors to the
research variables. In the first section, the researcher defined job performance and measurements
related to this performance. This included the 360-feedback and performance appraisal. The next
section discussed and measured transformational leadership style followed by employee turnover
intention. The fourth section covered contrasting and supporting theories relative to my
theoretical framework. The final section entailed profitability and a discussion of the auto
manufacturing industry.
The existing research in the literature review focused on the relationships between the
variables of employee turnover intention, transformational leadership style, and job performance.
The top journals used include the International Journal of Academic Research in Business and
Social Sciences, International Journal of Productivity and performance management, Journal of
Managerial Psychology, International Journal of Business and Management, Journal of Human
Resources in Hospitality & Tourism, International Journal of Business Administration,
International Journal of Selection & Assessment, SAM advanced management journal, and
Journal of Applied Biobehavioral Research.
To locate research for this study, EbscoHosts and Education Resources Information
Center (ERIC) were used. The keywords used in the searches include employee turnover
intention, transformational leadership style, factors of employee turnover intention, job
performance impact, employee turnover and job performance, transformational and
transactional leadership style, the cost of employee turnover intention, LMX theory, measuring
job performance, employee turnover and profit, transformational leadership theory, and
measuring employee turnover intention.
The Automotive Industry
In the early days, the majority of U.S. manufacturing was centered in a small part of the
Northwest and eastern side of the Midwest (Krugman, 1991). The early automotive
manufacturers primarily put together the completed product by components and parts brought
from outside suppliers (Peterson, 1987). Henry Ford established a vision of the automobile by
introducing the Model T .
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
The Indian economy is classified into different sectors to simplify the analysis and understanding of economic activities. For Class 10, it's essential to grasp the sectors of the Indian economy, understand their characteristics, and recognize their importance. This guide will provide detailed notes on the Sectors of the Indian Economy Class 10, using specific long-tail keywords to enhance comprehension.
For more information, visit-www.vavaclasses.com
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
Students, digital devices and success - Andreas Schleicher - 27 May 2024..pptxEduSkills OECD
Andreas Schleicher presents at the OECD webinar ‘Digital devices in schools: detrimental distraction or secret to success?’ on 27 May 2024. The presentation was based on findings from PISA 2022 results and the webinar helped launch the PISA in Focus ‘Managing screen time: How to protect and equip students against distraction’ https://www.oecd-ilibrary.org/education/managing-screen-time_7c225af4-en and the OECD Education Policy Perspective ‘Students, digital devices and success’ can be found here - https://oe.cd/il/5yV
The Art Pastor's Guide to Sabbath | Steve ThomasonSteve Thomason
What is the purpose of the Sabbath Law in the Torah. It is interesting to compare how the context of the law shifts from Exodus to Deuteronomy. Who gets to rest, and why?
Ethnobotany and Ethnopharmacology:
Ethnobotany in herbal drug evaluation,
Impact of Ethnobotany in traditional medicine,
New development in herbals,
Bio-prospecting tools for drug discovery,
Role of Ethnopharmacology in drug evaluation,
Reverse Pharmacology.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
Division of Academic and Student Affairs Student Conduct
1. Division of Academic and Student Affairs
Student Conduct
11200 SW 8th Street, Graham Center 311 • Miami, FL 33199 •
305 (348-3939) • 305 (348-6477) (fax) • conduct.fiu.edu
Florida International University is an Equal Opportunity/Access
Employer and Institution •TDD via FRS 1-800-955-8771
February 2, 2021
Marcelo Andino
Sent electronically to [email protected]
PERSONAL AND CONFIDENTIAL
Regarding Case Number: 2020062803
Dear Marcelo Andino (5962158, December 25, 1997):
This letter serves to inform you of the outcome of your
Administrative Hearing held on January
13, 2021.
The report alleges:
On (or around) July 15, 2020, as part of MAN 4600
International Business, a student reported
you were involved in a group chat in which you thanked another
student who posted a video of
Test 1.
Based upon the information, testimony and evidence presented,
2. the findings are as follows:
1. 6.c.1. - Cheating: The unauthorized use of any materials,
information, study aids or assistance
from another person on any academic assignment or exercise,
unless explicitly authorized by the
course Instructor. -- Responsible
The Sanctions Assigned as a Result of the Hearing :
Written Reprimand: This letter serves as a written reprimand
from the University. The
University takes official notice that your actions were
inappropriate and not in accordance with
our community standards.
Course Sanction: You will receive a grade of 25% deduction on
the final grade for the entire
course. There will be no ability to drop or withdraw from the
course for any reason.
Reflection Paper - Future Behavior: You have been assigned to
complete a reflection paper. It
is expected that you will take the time to reflect on each section
and question to assist in writing
a well-developed response that shows you have thought about
the issue and considered all
possible aspects. This sanction allows you the opportunity to
demonstrate the insight you have
gained regarding the incident and your decision making, as well
as demonstrate proactive
measures to minimize the likelihood of future occurrence. You
must answer the designated
number of questions from each section in order to complete this
sanction. This paper should be
typed essay, 11-point font, with standard margins, double
spaced, and checked for errors
3. (spelling and grammar). Please refer to the enclosed attachment
for further instruction. The paper
is to be submitted to Office of Student Conduct and Academic
Integrity by March 1, 2021. You
may submit your paper electronically to [email protected] The
Office of Student Conduct and
Academic Integrity reserves the right to require you to rewrite
the paper if it does not adhere to
the outlined instructions.
Based on the above, a finding of Responsible for the charge(s)
was reached. As you were found
"Responsible" for an Academic Misconduct violation under the
Code, you are prohibited from
using the Grade Forgiveness Policy for the course in which the
academic misconduct occurred:
MAN 4600 International Business.
Failure to complete these sanctions by the dates indicated will
result in an Academic Integrity
Hold being placed on all of your academic records. This means
that you will be unable to
register for classes, obtain financial aid, transcripts, receive a
diploma, or other academic
records.
You have the right to appeal this decision. You may do so by
submitting the attached Appeal
Form to the appropriate appellate body. This appeal must be
received within seven (7) business
days of receipt of this letter: February 11, 2021. The grounds
and procedures for appeal are
outlined in the FIU Student Conduct & Honor Code.
4. Should you wish not to appeal, be advised that this decision
constitutes final agency action of the
University and that no further action will be taken by the
University on this matter. You may
seek judicial review of this final University decision pursuant to
Florida Rule of Appellate
Procedure 9.190(b)(3), applicable to review of quasi -judicial
decisions of an administrative body
not subject to the Administrative Procedure Act, by filing a
petition for certiorari review with the
appropriate circuit court within thirty (30) days of the final
University decision. If you seek
review with the court, you must also provide a copy of the
petition to the following university
office or official: Office of the General Counsel, Clerk of the
University, Florida International
University, 11200 SW 8th Street, PC 511, Miami, FL 33199.
I hope that you have learned from this experience and will avoid
such situations in the future. If
you have any questions, please do not hesitate to contact me via
email at [email protected]
Sincerely,
Devin Parra
Associate Director, Student Conduct and Academic Integrity
https://studentaffairs.fiu.edu/get-support/student-conduct-and-
academic-integrity/student-conduct-and-honor-code/index.php
mailto:[email protected]
Student Conduct and Academic Integrity
11200 S.W. 8th St., GC 311, Miami, FL 33199 – Tel: 305-348-
3939 – Fax: 305-348-6477 – conduct.fiu.edu
5. Florida International University is an Equal Opportunity
Employer and Institution – TDD via FRS 1-800-955-8771
Reflection Paper ‐ Future Behavior:
You have been assigned to complete a reflection paper. It is exp
ected that you will take the time to reflect on each section
and questions to assist in writing a well‐ developed response th
at shows you have thought about the issue and considered
all possible aspects. This sanction allows you the opportunity to
demonstrate the insight you have gained regarding the
incident and your decision making, as well as demonstrate proac
tive measures to minimize the likelihood of future
occurrence. This should not be used as an opportunity to compla
in about policies or laws. You must answer the designated
number of questions from each section in order to complete this
sanction.
Awareness: (Answer two of the following questions.)
1. Describe, in detail, your decision making process regarding t
his incident.
2. Describe the principles or reasons behind the University's pol
icies associated with this incident.
6. 3. Identify what motivations influenced your decision making pr
ocess.
Scope: (Answer two of the following questions.)
1. Describe the impact, if any, of your actions on each of the fol
lowing: you, your friends, your family, police, staff, others
present or not present, and the FIU community as a whole.
2. Explain your responsibility as a member of the FIU communit
y and what you will do in the future to make sure you are
meeting these responsibilities and expectations.
3. What realistic advice would you give to other students simila
r to yourself who are considering behavior that would
violate University policy?
Personal Reflection: (Answer two of the following questions.)
1. Describe the impact that your decision making process has ha
d on your experiences at FIU, whether academically,
socially, financially, professionally, or otherwise.
2. How did you grow or change as a result of reflecting on your
decisions?
3. What influences impacted your decision making process and
how did your decision align with your personal values?
Application: (Answer one of the following questions.)
7. 1. Describe some of the common situations you will continue to
face in your life as a student where you will need to
consider what you have learned from this incident and detail ho
w you would respond in those situations.
2. Identify any factors (whether environmental, personal, or oth
erwise) that may negatively influence your decision to meet
the University's expectations. Describe, in detail, how you plan
to overcome these hurdles.
Paper Expectations:
This paper should be typed essay, 11‐ point font, with standard
margins, double spaced, and checked for errors (spelling and
grammar). Your hearing officer reserves the right to require you
to rewrite the paper if it does not adhere to the outlined
instructions.
APPEAL FORM
Instructions for Appeal Form:
8. 1. The Appeal Form and any additional pages must be
completed and typed (please attach the
additional pages to this form) by the charged
student/complainant.
2. The Appeal Form must be signed and dated by the charged
student/complainant.
3. The reason(s) for appeal must be selected on the Appeal
Form.
4. The charged student or complainant must submit the Appeal
Form to the appropriate office:
a. Appeal form is to be submitted to the Office of the Senior
Vice President for Academic
& Student Affairs, [email protected], and address the appeal to
the Senior Vice President
for Academic & Student Affairs.
5. Appeal Forms submitted and/or signed by an individual
other than the appealing party will not be accepted.
6. Late appeals will NOT be accepted. All appeals must be
received in the appropriate office no later
than 5:00pm of the seventh (7th) Business Day after the
delivery date of the hearing decision letter.
Appellate Review Process:
The Appellate Officer will review the written appeal, hearing
recording (if applicable) and documentation
from the original hearing, and determine if there are sufficient
grounds for an appeal. If the Appellate Officer
determines there is no basis for appeal, a written decision will
be sent to the student stating that the appeal was
denied, thus sustaining the initial decision and sanction(s).
9. If the Appellate Officer determines that there is a basis for
appeal, an appellate review will be conducted.
The Appellate Officer may then do one of the following:
1. Modify any sanction(s).
2. Order a new hearing.
The appellate decision is issued within twenty-one (21) business
days of receipt of the written request for
appeal, unless notification is given that additional time is
necessary for consideration of the record on appeal.
Decisions of the Appellate Officer reflect final agency action.
An appeal has no effect on a Charged Student’s status when the
sanction was suspension or expulsion - the
sanction(s) are effective immediately from the date of the
decision. If the Charged Student appeals in any
other case, once an appeal is requested, the sanction(s) will be
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follow the Student Conduct procedures
11. that substantially affected the outcome of the initial hearing.
Appeals based on this reason will be
limited solely to a review of the record of the hearing.
On an additional page, describe in detail the irregularities in
fairness and stated procedures that
could have affected the outcome of the hearing.
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hearing and could not have been
presented. In addition, the appealing party must show that the
new information could have
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On an additional page, describe the new information and how
you believe it could have affected
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On an additional page, describe why the sanctions are
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Provide a substantive response to fellow student's post below.
Do not simple agree or disagree--provide a thoughtful analysis
Please write a 150 word response to Tabitha post.
Tabitha,
State Hazard Mitigation Officer
The State Hazard Mitigation Officer (SHMO) is the
individual responsible for all matters regarding FEMA funded
Hazard Mitigation Assistance (HMA) that includes the Hazard
Mitigation Grant Program (HMGP), Pre-Disaster Mitigation
(PDM), and Flood Mitigation Assistance (FMA) (Federal
Emergency Management Agency, 2015). The HMA programs are
designed to reduce the risk from natural hazards to individuals
and property. They also seek to reduce reliance on Federal
disaster funds. HMA programs provide funding that increases
community resilience and reduces long-term vulnerability. The
HMA program reduces resource requirements for response and
recovery after a disaster, resulting not only in a safer
community but a more self-reliant one. Funding for the HMGP
is generated from a federally declared disaster, while PDM’s are
used for pre-disaster natural hazard mitigation programs.
SHMO’s manage these grants while also ensuring local
compliance with the hazard mitigation assistance (Smith, Vila,
& Caverly, 2020). They develop hazard mitigation strategies to
prioritize distribution of funds to local governments. SHMO’s
can use funds to hire staff and contractors to aid in grant
management administration. They also conduct training,
13. develop manuals and guides to assist local governments in
applying for and implementing grants, collect and analyze data,
conduct risk assessments, and create quarterly reports.
The Florida Department of Emergency Management
appoints the Florida State Hazard Mitigation Officer while the
State Administration Plan identifies the positions and number of
personnel needed for the mitigation team. The SHMO manages
the mitigation team and can boost the number of personnel with
staff from the emergency management agency after a disaster.
The mitigation team includes clerical, administrative, financial
management staff, program specialists, environmental planners,
and representatives involved in natural resources, floodplain
management, environmental issues, historic preservation,
transportation, planning and zoning, housing and economic
development, building regulations, public information,
insurance, local government, business, and nonprofit
organizations. “With the varied backgrounds and specialized
expertise of members, the team creates interagency,
interdisciplinary insight regarding risks and potential solutions”
(Federal Emergency Management Agency, 2015, p. 97). This
lessens political pressure on the agency receiving the funds and
increases the availability of resources. The mitigation team also
communicates with local governments about State mitigation
priorities and builds support for mitigation initiatives.
An example of the specific role of a State Mitigation
Officer is found in the State of FloridaAdministrative Plan for
the Hazard Mitigation Grant Program (State of Florida Division
of Emergency Management, 2018). This plan outlines the
administrative procedures for the HMGP for Hurricanes
Hermine and Matthew and establishes responsibilities between
the State, the Florida Division of Emergency Management
(FDEM), and FEMA. FDEM appoints the State Hazard
Mitigation Officer who ensures the State has an approved
Standard State Hazard Mitigation Plan, conducts a post-disaster
assessment of damages incurred, and gives suggestions for
updating the Local Mitigation Strategies. Along with the FDEM,
14. the SHMO collects relevant documents pertaining to the current
disasters and forwards them to the Implementation Unit,
coordinates with local governments to ensure their actions are
consistent with the plans and actions of the State, manages
HMGP funds, submits quarterly progress reports to FEMA, and
notifies all required personnel of hazard mitigation grant funds.
Please write a 150 word response to Rodrique post
Rodrique,
Roles of State Hazard Mitigation Officer
A State Hazard Mitigation Officer has an essential
responsibility in creating, implementing, and planning strategies
to reduce losses of life and property. These disasters consume a
lot of money; For example, hurricanes in some parts of the
United States use billion of dollars. To end these natural and
technological hazards, hazard and disaster scholars have
emphasized the need for hazard mitigation officers to minimize
the hazard impacts, limit individual and community exposure to
dangers, and strengthen the built environment's resilience. This
paper will discuss the roles of these State Hazard Mitigation
Officers.
First, they create a safe and resilient community through
mitigation planning policies and actions to control hazardous
conditions. By encouraging the people from various
communities and making them gain interest, they reduce these
conditions. Constant visits done by these officers to the affected
areas also assure the community that they are safe; hence
everybody is ready and willing to support the officers to get a
safe neighborhood and stay and carry out their day-to-day
activities (Smith, 2013). They also distribute guidebooks to the
people and conduct workshops and conferences to provide
information and conduct training. After this training, one can
apply to join the State Hazard Mitigation Team. This is done in
states like California and Florida.
Secondly, they facilitate the exchange of information among
15. stakeholders. Since they are the ones that visit the affected
areas and get to see what happened, they are mostly consulted
to determine the amount of money that could be taken to deal
with a specific disaster, whether it is the supply of water or the
materials needed to prevent a likely occurring hazard. They also
go to the affected areas and listen to the affected (Smith, 2013)
people and get to know how desperately they need to be
assisted. Collaboration with the stakeholders develops and
adopts strategies that enhance disaster resilience in
communities. They also communicate with officers from various
areas and exchange vital information to achieve broader hazard
mitigations.
Thirdly, they conduct risk and vulnerability assessments. These
officers are the ones that do research on the most probable risk
and report to the authorities for solutions. They also assess the
integrity of community public water systems to prevent water
crisis events. They also consider the affected areas and then
create awareness among the people living in those risky areas
and advise them on how to handle the various hazards. They
report the assessments done to the stakeholders for earlier plans
to solve any problem that can occur. They also hand out
questionnaires and conduct interviews, and collect them later
for assessment.
Fourth, mitigation officers and Federal Emergency Management
Agency [FEMA] promote resilience in the design of buildings
and infrastructure. FEMA has implemented Sections 404 and
406 of the Stafford Act that allows funding to co-operate
mitigation measures for recovery activities. They recognize the
risk of a disaster increasing as a result of various factors. They
include; high population growth in the high-risk areas, aging
infrastructures, and climatic changes. They co-operate (May
1985) with mitigation officers, inform and update FEMA to
reduce and fund hazardous environmental conditions. For
example, during the COVID-19 pandemic, it supported 42 states
in Washington D.C for the vaccination. FEMA works together
with these officers to create a conducive environment.
16. Mitigation officers also work with the Pre-Disaster Mitigation
Program [PDM] to assist states, territories, tribes, and local
communities in making programs to protect communities from
future hazardous events. They also organize funds that can be
used for projects and planning activities. This Period of
Performance [POP] of this program ends immediately after 36
months of selection. The Flood Mitigation Assistance Program
[FMA] was created to control floods from occurring. They
work (Raikes, 2019) with mitigation officers to evacuate people
from poorly drained areas and bring them to safe places. FMA
receives its funds from the National Insurance Fund for
mitigation processes. Mitigation officers encourage people to
apply for FMA funds. The POP also ends after 36 months of
selection.
Mitigation officers also work with the Hazard Mitigation Grant
Program to assert that the measures taken to reduce loss of life
and property from future disasters are not lost during the
reconstruction process. The funding for this job is available also
long as there is a declaration from the president. The POP ends
after 36 months of selection. In addition to that, every state
appoints its mitigation officers with the assertation of their
leaders.
In conclusion, mitigation officers have a significant role in
preventing disastrous changes in the environments around us.
They create safe and resilient communities, facilitate the
exchange of information among stakeholders, conduct risky and
vulnerable assessments, promote resilience in the construction
of buildings and infrastructure, help in controlling floods,
create programs to create awareness among people, and
asserting measures taken are not lost during reconstruction
process Each state should be encouraged to appoint these
officers.