⇉Summarize The Enron Scandal Accounting Essay Example | GraduateWay. ⇉Ethical and Governance Issues of the Enron Scandal Essay Example .... The Enron Scandal. Main Reasons for the Downfall of the Company - GRIN. Enron scandal - reasons, discovery and implications. - A-Level Business .... Enron Scandal - Research Paper Example - Free Essay. Enron Scandal Analysis Narrative Essay Example | StudyHippo.com. Enron Scandal and Accounting Fraud Case - Free Essay Example .... Enron scandal case study pdf in 2021 | Research paper, Case study, Essay. Enron Scandal As A Learning Lesson - Free Essay Example - 2581 Words .... (PDF) THE ENRON SCANDAL - A Simple Overview. Enron Scandal Case study Essay Example | Topics and Well Written Essays ....
⇉Summarize The Enron Scandal Accounting Essay Example | GraduateWay. ⇉Ethical and Governance Issues of the Enron Scandal Essay Example .... The Enron Scandal. Main Reasons for the Downfall of the Company - GRIN. Enron scandal - reasons, discovery and implications. - A-Level Business .... Enron Scandal - Research Paper Example - Free Essay. Enron Scandal Analysis Narrative Essay Example | StudyHippo.com. Enron Scandal and Accounting Fraud Case - Free Essay Example .... Enron scandal case study pdf in 2021 | Research paper, Case study, Essay. Enron Scandal As A Learning Lesson - Free Essay Example - 2581 Words .... (PDF) THE ENRON SCANDAL - A Simple Overview. Enron Scandal Case study Essay Example | Topics and Well Written Essays ....
A Thinking Person's Guide to Using Big Data for Development: Myths, Opportuni...Junaid Qadir
A Thinking Person's Guide to Using Big Data for Development: Myths, Opportunities, and Pitfalls
Accompanying Paper Available at:
Caveat Emptor: The Risks of Using Big Data for Human Development
IEEE Technology and Society Magazine 38(3):82-90
DOI: 10.1109/MTS.2019.2930273
September 2019
https://www.researchgate.net/publication/335745617_Caveat_Emptor_The_Risks_of_Using_Big_Data_for_Human_Development
A presentation I had to give on the consequences of bad business practices in ethics. I specifically cited Enron and WorldCom as my examples. The .ppt contains many hyperlinks to videos supporting my case.
Slides from my talk on 16Jan at DIA PV meeting. Apologies if some don't make sense - they are written to accompany my talking and I haven't had time to revise them to stand on their own. If you want to know about any points I was making please drop me a line.
Data and Ethics: Why Data Science Needs OneTim Rich
This was a talk I gave at SXSW 2016. It outlines the current state of applied ethics in data science as a profession. Describes key reasons a code should be constructed and also proposes a framework to begin discussion.
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
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.
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.
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.
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
TESDA TM1 REVIEWER FOR NATIONAL ASSESSMENT WRITTEN AND ORAL QUESTIONS WITH A...
The corporation chapter 3
1. CHAPTER 3 DISCUSSION QUESTIONS 1) Explain what an "externality" is. 2) Explain what happened in the Anderson v. General Motors case. 3) What is meant by "the science of exploitation?" 4) What happened in the 1911 Triangle Shirtwaist Factory disaster? 5) What was passed in 1938 by President Roosevelt's administration that banned sweatshops, child labor, & industrial homework?
4. COST-BENEFIT ANALYSIS: -“A REPORT GENERATED TO DETERMINE HOW WELL, OR HOW POORLY, A PLANNED ACTION WILL TURN OUT.” 1) IDENTIFIES, QUANTIFIES, & ADDS ALL THE POSITIVE FACTORS (BENEFITS). 2) IDENTIFIES, QUANTIFIES, & SUBTRACTS ALL THE NEGATIVE FACTORS (COSTS). 3) THE DIFFERENCE BETWEEN THE 2 INDICATES WHETHER THE PLANNED ACTION IS ADVISABLE.
5. WHAT IS THE “SCIENCE OF EXPLOITATION?” “ A BUSINESS PRACTICE WHEREBY CORPORATIONS TAKE ADVANTAGE OF CHEAP, FOREIGN LABOR IN ORDER TO MANUFACTURE PRODUCTS CHEAP & MAXIMIZE PROFIT.”
7. ETHICS -A SYSTEM OF MORAL PRINCIPLES RELATING TO HUMAN CONDUCT. -A BRANCH OF PHILOSOPHY. -KNOWN AS “MORAL PHILOSOPHY.” -SEEKS TO ADDRESS HOW A MORAL OUTCOME CAN BE ACHIEVED IN A SPECIFIC SITUATION. MORALITY: -A CODE OF CONDUCT ABOUT WHAT IS RIGHT VS WHAT IS WRONG. UTILITARIANISM: -AN ETHICAL THEORY THAT ARGUES THE MORAL WORTH OF AN ACTION IS DETERMINED BY ITS OUTCOME. -“THE GREATEST GOOD FOR THE GREATEST NUMBER OF PEOPLE.”
12. CORPORATIONS LEGALLY ARE A “PERSON” BUT THEY ARE NOT PHYSICALLY A PERSON. THEY DO NOT HAVE THE ABILITY TO MAKE ETHICAL/MORAL DECISIONS, BUT……………….. PEOPLE DO.
13. WHY DOES OUR SOCIETY HAVE LAWS & RULES? OBJECTIVE VS SUBJECTIVE OBJECTIVE: -”NOT INFLUENCED BY PERSONAL FEELINGS OR PREJUDICE.” SUBJECTIVE: -”INFLUENCED BY PERSONAL FEELINGS OR PREJUDICE.” RIGHT VS WRONG RATIONALIZE: -”TO INVENT PLAUSIBLE EXPLANATIONS FOR ACTIONS, DECISIONS, ETC.”
14. INDIVDUAL ETHICAL DECISIONS -MONEY ON THE GROUND. -CASHIER GIVES YOU TOO MUCH CHANGE. -TAKE HOME EXAM ON HONOR SYSTEM.
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