The document summarizes the evaluation of various policies in Barrow County's Information and Instructional Technology Handbook (IFBD) from 1975, 1999, and 2004. Many of the policies are outdated and need revisions to address new technologies and roles of media specialists. Several external links to other school districts' policy handbooks are provided as examples of comprehensive policies that cover current issues and technologies. All county media specialists are now working to update the IFBD using Google Docs.
LAW205 COMMERCIAL AND CORPORATE LAW FOR ACCOUNTANTS ASSIGNMENT 2.docxmanningchassidy
LAW205 COMMERCIAL AND CORPORATE LAW FOR ACCOUNTANTS
ASSIGNMENT 2 - CASE STUDY
VALUE: 30% OR 30 MARKS
WORD COUNT: 2,000. THIS INCLUDES FOOTNOTES BUT EXCLUDES
THE REFERENCE LIST/BIBLIOGRAPHY. (10% margin under or over)
This assignment may be submitted on or before 11.59pm (ACST), Study Week 9
11 May 2019
· Submit your Assignment using Word or PDF file format
· The assignment must be lodged online via Learnline Assignment Lodgement link.
· Assignment lodgements will be acknowledged automatically on the Learnline site, on submission.
· Citations: The Harvard or AGLC referencing styles may be used, as long as you choose one style and use it consistently.
· Further questions: Post your questions on the discussion board.
ASSIGNMENT 2 - CASE STUDY
There are three (3) questions worth 10 marks each.
DEF Ltd was incorporated on January 2011 and was floated on the ASX in March 2011, having raised $20 million from investors. The company is primarily involved in mining and exploration activities in the Northern Territory. DEF Ltd have three directors: Rocky, Drago and Clubber. Rocky is the company's chief executive officer. Clubber is the company's chair. Drago is the company's chief financial officer. The company began exploration activities in July 2011. After drilling a number of sites, a geological survey was commissioned and the results from the mine wells were tested. The results from the survey reveal that the mining site has low levels of gold deposits and is considered to be uncommercial. The company has already spent $5 million. At a recent meeting, the board considers whether to abandon its mining activities and return the company's remaining capital back to its shareholders. Rocky is an eternal optimist and never knows when to quit. He argues that the company is on the verge of a major discovery and should continue with its exploration activities. Clubber and Drago are less optimistic and suggest that the company's remaining capital should be returned back to investors. To avoid another heated confrontation, they agree with Rocky that the company should continue with its drilling program. At the completion of the drilling activities in 2018, all of the company's capital has been exhausted and there have been no major discoveries.
Required:
1. Have Rocky, Drago and Clubber breached any directors' duties? (10 marks)
2. Do they have an arguable defence? (10 marks)
3. Advise whether the same standard will be applied to Drago, as the company's chief financial officer? (10 marks)
WHITE PAPER
Creating a Data-Driven Culture:
Leadership Matters
Eight steps to prepare a school district for accessing and integrating data to
make informed, proactive decisions
I
CREATING A DATA-DRIVEN CULTURE
Table of Contents
Executive Summary .........................................................................................1
Why a Data-Driven Culture? .............................................................................
EDU 280 Activity Plan RubricDF UnsatisfactoryEvonCanales257
EDU 280 Activity Plan Rubric
D/F Unsatisfactory
C- Average
B - Good
A – Very Good
Assignment Component
NAEYC Standard or Supportive Skill
Key Elements
Basic Knowledge
Comprehension
Application
Synthesis
Comments
1. Develop-mentally Appropriate, Title and age
Standard 1 Promoting Child Development and Learning
Standard 5
Using Content Knowledge to Build Meaningful Curriculum
1b) Knowing and understanding the multiple influences on development and learning
No title listed, no age of children participating, activity is not age, culturally, or individually appropriate
0 - 7 points
Title of the activity is listed, age of children participating is given, activity is not age, culturally, or individually appropriate
8 points
Title of the activity is listed, age of children participating is given, activity more appropriate for a younger or older age group. Activity is individually and culturally appropriate
9 points
Title of the activity is listed, age of children participating is given, activity is appropriate for the age of the individual children participating and is culturally appropriate
10 points
2. Area of Develop-ment
Standard 1:
Promoting Child Development and Learning
1c) Using developmental knowledge to create healthy, respectful, supportive, and challenging learning environments
Area of development is not given
0 -11 points
Area of development is listed, but is not related to the activity
12 points
Area of development is listed, but is not a primary area of development for this activity
13 points
Area of Development is listed and is appropriate for the activity
14 points
3. Standard Addressed by the activity
Standard 5:
Skills in Identifying and Using Professional Resources
5a)Understanding content knowledge and resources in academic disciplines
A subdomain, goal or developmental indicator from a source other than the standard course of study is listed or no standard is listed
0 -11 points
A subdomain, goal or developmental indicator is listed, but it is from the incorrect standard course of study
12 points
2-3 subdomains, goals or developmental indicators from the appropriate standard course of study is listed, but it is not related to the activity
13 points
At least 4 subdomains, goals or developmental indicators from the appropriate standard course of study is listed. The standard is related to the area of develop-ment and the activity
14 points
4. Materials
Standard 4:
Using Developmen-tally Effective Approaches to Connect with Children/Family
4c) Using a broad repertoire of develop-mentally appropriate teaching/
learning approaches
No materials are listed
0 -11 points
Materials list includes materials that are not safe for use by children of this age
12 points
Materials are listed, but the list is incomplete, all materials listed are safe for use by children of this age
13 points
All materials needed to complete the activity are listed; all materials are safe for use by children of thi ...
Achieving Measurable Collective Impact with Results-Based Accountability - Sh...Clear Impact
Partners from local, state and national initiatives are working together to understand how to meet the conditions of collective impact. Organizations often seek like-minded partners in order to reach common goals. Partnerships are formed. Meetings are held. But to what end? Stakeholders are convened from numerous programs aimed at support community well-being. These partnerships often find themselves continuing to focus on the outcomes for individuals, rather than on the collective impact of aligned partners throughout the community. Over time, meeting attendance falls and partners end up falling short of measurable results. What causes these well-intentioned efforts to flounder?
This workshop series will detail how partners and stakeholders can understand and implement the five conditions of collective impact by implementing the RBA framework. Each webinar will focus on a specific condition, allowing participants to have a deeper understanding of what it takes to practically apply RBA to meet that condition. The series will also include case studies that illustrate how partner organizations can align their efforts to achieve measurable community results with sustainable change. Participants are encouraged register for the full series, as each webinar will build upon the content from previous sessions.
Check out more videos and webinars on our website: https://clearimpact.com/resources/videos/
Achieving Measurable Collective Impact with Results-Based Accountability - Mu...Clear Impact
Partners from local, state and national initiatives are working together to understand how to meet the conditions of collective impact. Organizations often seek like-minded partners in order to reach common goals. Partnerships are formed. Meetings are held. But to what end? Stakeholders are convened from numerous programs aimed at support community well-being. These partnerships often find themselves continuing to focus on the outcomes for individuals, rather than on the collective impact of aligned partners throughout the community. Over time, meeting attendance falls and partners end up falling short of measurable results. What causes these well-intentioned efforts to flounder?
This workshop series will detail how partners and stakeholders can understand and implement the five conditions of collective impact by implementing the RBA framework. Each webinar will focus on a specific condition, allowing participants to have a deeper understanding of what it takes to practically apply RBA to meet that condition. The series will also include case studies that illustrate how partner organizations can align their efforts to achieve measurable community results with sustainable change. Participants are encouraged register for the full series, as each webinar will build upon the content from previous sessions.
Check out more videos and webinars on our website: https://clearimpact.com/resources/videos/
Fairfax County Economic Success Strategic Plan 2019 UpdateFairfax County
The reports presents the ongoing efforts in 2019 to advance the county's Economic Success Strategic Plan, including new initiatives and projects. For more information, visit www.fairfaxcounty.gov/economic-success
LAW205 COMMERCIAL AND CORPORATE LAW FOR ACCOUNTANTS ASSIGNMENT 2.docxmanningchassidy
LAW205 COMMERCIAL AND CORPORATE LAW FOR ACCOUNTANTS
ASSIGNMENT 2 - CASE STUDY
VALUE: 30% OR 30 MARKS
WORD COUNT: 2,000. THIS INCLUDES FOOTNOTES BUT EXCLUDES
THE REFERENCE LIST/BIBLIOGRAPHY. (10% margin under or over)
This assignment may be submitted on or before 11.59pm (ACST), Study Week 9
11 May 2019
· Submit your Assignment using Word or PDF file format
· The assignment must be lodged online via Learnline Assignment Lodgement link.
· Assignment lodgements will be acknowledged automatically on the Learnline site, on submission.
· Citations: The Harvard or AGLC referencing styles may be used, as long as you choose one style and use it consistently.
· Further questions: Post your questions on the discussion board.
ASSIGNMENT 2 - CASE STUDY
There are three (3) questions worth 10 marks each.
DEF Ltd was incorporated on January 2011 and was floated on the ASX in March 2011, having raised $20 million from investors. The company is primarily involved in mining and exploration activities in the Northern Territory. DEF Ltd have three directors: Rocky, Drago and Clubber. Rocky is the company's chief executive officer. Clubber is the company's chair. Drago is the company's chief financial officer. The company began exploration activities in July 2011. After drilling a number of sites, a geological survey was commissioned and the results from the mine wells were tested. The results from the survey reveal that the mining site has low levels of gold deposits and is considered to be uncommercial. The company has already spent $5 million. At a recent meeting, the board considers whether to abandon its mining activities and return the company's remaining capital back to its shareholders. Rocky is an eternal optimist and never knows when to quit. He argues that the company is on the verge of a major discovery and should continue with its exploration activities. Clubber and Drago are less optimistic and suggest that the company's remaining capital should be returned back to investors. To avoid another heated confrontation, they agree with Rocky that the company should continue with its drilling program. At the completion of the drilling activities in 2018, all of the company's capital has been exhausted and there have been no major discoveries.
Required:
1. Have Rocky, Drago and Clubber breached any directors' duties? (10 marks)
2. Do they have an arguable defence? (10 marks)
3. Advise whether the same standard will be applied to Drago, as the company's chief financial officer? (10 marks)
WHITE PAPER
Creating a Data-Driven Culture:
Leadership Matters
Eight steps to prepare a school district for accessing and integrating data to
make informed, proactive decisions
I
CREATING A DATA-DRIVEN CULTURE
Table of Contents
Executive Summary .........................................................................................1
Why a Data-Driven Culture? .............................................................................
EDU 280 Activity Plan RubricDF UnsatisfactoryEvonCanales257
EDU 280 Activity Plan Rubric
D/F Unsatisfactory
C- Average
B - Good
A – Very Good
Assignment Component
NAEYC Standard or Supportive Skill
Key Elements
Basic Knowledge
Comprehension
Application
Synthesis
Comments
1. Develop-mentally Appropriate, Title and age
Standard 1 Promoting Child Development and Learning
Standard 5
Using Content Knowledge to Build Meaningful Curriculum
1b) Knowing and understanding the multiple influences on development and learning
No title listed, no age of children participating, activity is not age, culturally, or individually appropriate
0 - 7 points
Title of the activity is listed, age of children participating is given, activity is not age, culturally, or individually appropriate
8 points
Title of the activity is listed, age of children participating is given, activity more appropriate for a younger or older age group. Activity is individually and culturally appropriate
9 points
Title of the activity is listed, age of children participating is given, activity is appropriate for the age of the individual children participating and is culturally appropriate
10 points
2. Area of Develop-ment
Standard 1:
Promoting Child Development and Learning
1c) Using developmental knowledge to create healthy, respectful, supportive, and challenging learning environments
Area of development is not given
0 -11 points
Area of development is listed, but is not related to the activity
12 points
Area of development is listed, but is not a primary area of development for this activity
13 points
Area of Development is listed and is appropriate for the activity
14 points
3. Standard Addressed by the activity
Standard 5:
Skills in Identifying and Using Professional Resources
5a)Understanding content knowledge and resources in academic disciplines
A subdomain, goal or developmental indicator from a source other than the standard course of study is listed or no standard is listed
0 -11 points
A subdomain, goal or developmental indicator is listed, but it is from the incorrect standard course of study
12 points
2-3 subdomains, goals or developmental indicators from the appropriate standard course of study is listed, but it is not related to the activity
13 points
At least 4 subdomains, goals or developmental indicators from the appropriate standard course of study is listed. The standard is related to the area of develop-ment and the activity
14 points
4. Materials
Standard 4:
Using Developmen-tally Effective Approaches to Connect with Children/Family
4c) Using a broad repertoire of develop-mentally appropriate teaching/
learning approaches
No materials are listed
0 -11 points
Materials list includes materials that are not safe for use by children of this age
12 points
Materials are listed, but the list is incomplete, all materials listed are safe for use by children of this age
13 points
All materials needed to complete the activity are listed; all materials are safe for use by children of thi ...
Achieving Measurable Collective Impact with Results-Based Accountability - Sh...Clear Impact
Partners from local, state and national initiatives are working together to understand how to meet the conditions of collective impact. Organizations often seek like-minded partners in order to reach common goals. Partnerships are formed. Meetings are held. But to what end? Stakeholders are convened from numerous programs aimed at support community well-being. These partnerships often find themselves continuing to focus on the outcomes for individuals, rather than on the collective impact of aligned partners throughout the community. Over time, meeting attendance falls and partners end up falling short of measurable results. What causes these well-intentioned efforts to flounder?
This workshop series will detail how partners and stakeholders can understand and implement the five conditions of collective impact by implementing the RBA framework. Each webinar will focus on a specific condition, allowing participants to have a deeper understanding of what it takes to practically apply RBA to meet that condition. The series will also include case studies that illustrate how partner organizations can align their efforts to achieve measurable community results with sustainable change. Participants are encouraged register for the full series, as each webinar will build upon the content from previous sessions.
Check out more videos and webinars on our website: https://clearimpact.com/resources/videos/
Achieving Measurable Collective Impact with Results-Based Accountability - Mu...Clear Impact
Partners from local, state and national initiatives are working together to understand how to meet the conditions of collective impact. Organizations often seek like-minded partners in order to reach common goals. Partnerships are formed. Meetings are held. But to what end? Stakeholders are convened from numerous programs aimed at support community well-being. These partnerships often find themselves continuing to focus on the outcomes for individuals, rather than on the collective impact of aligned partners throughout the community. Over time, meeting attendance falls and partners end up falling short of measurable results. What causes these well-intentioned efforts to flounder?
This workshop series will detail how partners and stakeholders can understand and implement the five conditions of collective impact by implementing the RBA framework. Each webinar will focus on a specific condition, allowing participants to have a deeper understanding of what it takes to practically apply RBA to meet that condition. The series will also include case studies that illustrate how partner organizations can align their efforts to achieve measurable community results with sustainable change. Participants are encouraged register for the full series, as each webinar will build upon the content from previous sessions.
Check out more videos and webinars on our website: https://clearimpact.com/resources/videos/
Fairfax County Economic Success Strategic Plan 2019 UpdateFairfax County
The reports presents the ongoing efforts in 2019 to advance the county's Economic Success Strategic Plan, including new initiatives and projects. For more information, visit www.fairfaxcounty.gov/economic-success
1. Running Head: Policy Evaluation <br /> <br /> <br />Identification and Evaluation of Relevant Policies<br />Kellie Rutledge Ouzts<br />Georgia Southern University<br />Fall 2009<br />Barrow County originally published the IFBD document in 1975. The policy was updated in 1999 and then again in 2004. All county Media Specialist are now working on updating the document again using Google Docs.<br />PolicyNeededRelevant Barrow County PolicyDate AdoptedOr RevisedEvaluation forCurrency and CompletenessUpdates And LinksGoalsIFBD 7/1/19751999/2004Needs improvement.Policy does not address internet usage, internet filtering, blogs, wikis, or any Web 2.0 tools.http://www.clarke.k12.ga.us/webpages/aplemmons/handbook.cfm?subpage=4029 offers a complete set of goals ranging from district goals, and yearly school goals, to ongoing goals. This list is very detailed and concise. Media CommitteeIFBD 7/1/19751999/2004Satisfactory.Individuals from all departments are represented within the committee.None needed.Role of Media SpecialistIFBD 7/1/19751999/2004Needs Improvement.Policy is not updated. The new roles of Media Specialist as a collaborator are not included in the description. http://lms.mysdhc.org/handbook/administration#eWonderful itemized list for all Media Center employees. The link is very comprehensive and current and includes technology roles.AccessibilityIFBD 7/1/19751999/2004Hours need to be extended. Individual schools regulate their own hours. Media Centers are not open after school for teacher/student use.This site policy has extended hours from 7:20 to 3:20 for elementary schools.http://www.clarke.k12.ga.us/webpages/aplemmons/handbook.cfm?subpage=4121Cooperative PlanningIFBD 7/1/19751999/2004Needs Improvement.Collaboration between Media Specialist and teachers is very vague. Instructs Media Specialist to plan with teachers to discuss bringing classes to the Media Center, send small groups, or use instructional equipment. Barrow County policy does not foster true collaboration.The following link leads to Barrow Elementary Media Center’s home page and their mission Statement. The aspect of Media Specialist’s job as a collaborator is fully detailed. http://www.clarke.k12.ga.us/webpages/aplemmons/index.cfmCirculationIFBD 7/1/19751999/2004Up to dateNone needed.Lost or Damaged Materials/FinesIFBD 7/1/19751999/2004Up to dateNone neededDiscarding Materials/EquipmentDe-selection Policy (Weeding)IFBD 7/1/19751999/2004The policy explains the proper steps to remove items from the collection. However, no specific data is given about what actually needs weeding in regard to age and other criteria. Facts and data clearly identify materials to be weeded and the appropriate steps to do so.http://www.clarke.k12.ga.us/webpages/aplemmons/handbook.cfm?subpage=4117Copyright ComplianceIFBD 7/1/19751999/2004Needs updating to include all information in one place and needs to address internet copyright issues.http://lms.mysdhc.org/handbook/CopyrightContains links to Copyright law guidelines, fair use, and has links to all information needed by all Media Specialist.Off Air Recording for Educational Purposes/Off Air Control IFBD 7/1/19751999/2004Up to dateNone neededComputer Software Copyright Issues/Copyright(internet)IFBD 7/1/19751998/2004Up to dateNone neededReconsiderationOf MaterialsIFBD 7/1/19751999/2004Needs to include forms and links together for a specific set of steps to follow when being challenged.Site includes links and step by step instructions. All the forms are linked within the steps to take. Very concise and organized instructions to follow when dealing with a difficult situation.http://lms.mysdhc.org/handbook/material%20selectionsSelection ResponsibilityIFBD 7/1/19751999/2004Policy is clearly stated, it just needs to be updated to cover new items and technology. This link includes the district policy, general principles, major criteria, responsibilities, and objectives and thoroughly covers them all. http://lms.mysdhc.org/handbook/material%20selectionsGift and Non-School Owned MaterialsIFBD 7/1/19751999/2004Needs updating to include more detail for dealing with gifts.http://lms.mysdhc.org/handbook/material selsection#giftA lot of good information for Media Specialist. Media Ordering /MagazinesIFBD 7/1/19751999/2004Up to dateNone needed.Scheduling PolicyNoneNoneNone in handbook. All schools are expected to promote flex scheduling. Most used outlook calendar for Media Center sign up times.Barrow Elementary has a wonderful scheduling policy that reinforces the need for collaboration with between the Media Specialist and the teacher. http://www.clarke.k12.ga.us/webpages/aplemmons/handbook.cfm?subpage=4123Volunteer HandbookNoneNoneVolunteer handbook is needed so that volunteers know what to do. A written set of guidelines is needed.www.foxbay.k12.wi.us/Students/Stormonth/.../LMCVolunteers.pdf offers a document that guidesVolunteers in a friendly manner while providing written instructions for easy reference.Multimedia Production guidelinesNoneNoneNeeds to be included to cover student production of multimedia products.Guidelines for student use of Multi-media tools and production.http://www.clarke.k12.ga.us/webpages/aplemmons/handbook.cfm?subpage=4119Confidentiality PolicyNoneNoneConfidential records related to students needs to be addressed.The first two links are to public library confidentiality policies. The last link is a confidentiality policy in a middle school handbook written by graduate students. http://sherlib.wordpress.com/policies/privacy-and-confidentiality-policy/http://www.mppl.org/about/privacy.htmlwww.mppl.org/about/privacy.html<br /> <br />