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The discovery of America and that of the passage to the East Indies by the Cape of Good Hope, are the two (2) greatest events recorded in the history of [human] kind” – Adam Smith, in The Wealth of Nations ,1776. Think about why he and many other notables supported this statement, especially concerning the discovery of America. What was so important about this New World across the Atlantic Ocean from Europe? How did it change globalization in terms of trade, culture, societies, innovations, new and old world exchanges, and in other ways? You have already developed a thesis statement and developed an outline in which you identify three (3) main points relevant to your topic. Now you will develop the final paper in which you explore your main points in detail. Write a three to five (3-5) page paper in which you: Introduce your paper with your previously crafted thesis statement. Identify three (3) major aspects that demonstrate Old and New World exchanges. Explain your responses with specific examples and details. Identify three (3) specific groups that were affected by this global event and provide two (2) examples for each group describing how the group was affected. Summarize how this discovery affected the life of the average working American during the colonial period. Use specific examples and details. Use at least three (3) academic references besides or in addition to the textbook. Note: Wikipedia and other similar websites do not qualify as academic resources. .
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![The discovery of America and that of the passage to the East
Indies by the Cape of Good Hope, are the two (2) greatest
events recorded in the history of [human] kind” – Adam Smith,
in
The Wealth of Nations
,1776. Think about why he and many other notables supported
this statement, especially concerning the discovery of America.
What was so important about this New World across the
Atlantic Ocean from Europe? How did it change globalization
in terms of trade, culture, societies, innovations, new and old
world exchanges, and in other ways?
You have already developed a thesis statement and developed
an outline in which you identify three (3) main points relevant
to your topic. Now you will develop the final paper in which
you explore your main points in detail.
Write a three to five (3-5) page paper in which you:
Introduce your paper with your previously crafted thesis
statement.
Identify three (3) major aspects that demonstrate Old and New
World exchanges. Explain your responses with specific
examples and details.
Identify three (3) specific groups that were affected by this
global event and provide two (2) examples for each group
describing how the group was affected.
Summarize how this discovery affected the life of the average
working American during the colonial period. Use specific](https://image.slidesharecdn.com/thediscoveryofamericaandthatofthepassagetotheeastindies-230123043409-5ce8f9e7/85/The-discovery-of-America-and-that-of-the-passage-to-the-East-Indies-docx-1-320.jpg)
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The discovery of America and that of the passage to the East Indies .docx
The discovery of America and that of the passage to the East Indies by the Cape of Good Hope, are the two (2) greatest events recorded in the history of [human] kind” – Adam Smith, in
The Wealth of Nations
,1776. Think about why he and many other notables supported this statement, especially concerning the discovery of America. What was so important about this New World across the Atlantic Ocean from Europe? How did it change globalization in terms of trade, culture, societies, innovations, new and old world exchanges, and in other ways?
Write a three to five (3-5) page paper in which you:
Identify three (3) major aspects that demonstrate Old and New World exchanges. Explain your responses with specific examples and details.
Identify three (3) specific groups that were affected by this global event and provide two (2) examples for each group describing how the group was affected.
Summarize how this discovery affected the life of the average working American during the colonial period. Use specific examples and details.
Use at least three (3) academic references besides or in addition to the textbook.
...
Assignment 1.2 A Changing World Final PaperThe discovery of.docx
Assignment 1.2: A Changing World Final Paper
The discovery of America and that of the passage to the East Indies by the Cape of Good Hope, are the two (2) greatest events recorded in the history of [human] kind” – Adam Smith, in The Wealth of Nations,1776. Think about why he and many other notables supported this statement, especially concerning the discovery of America. What was so important about this New World across the Atlantic Ocean from Europe? How did it change globalization in terms of trade, culture, societies, innovations, new and old-world exchanges, and in other ways?
You have already developed a thesis statement and developed an outline in which you identify three (3) main points relevant to your topic. Now you will develop the final paper in which you explore your main points in detail.
Write a three to five (3-5) page paper in which you:
1. Introduce your paper with your previously crafted thesis statement.
2. Identify three (3) major aspects that demonstrate Old and New World exchanges. Explain your responses with specific examples and details.
3. Identify three (3) specific groups that were affected by this global event and provide two (2) examples for each group describing how the group was affected.
4. Summarize how this discovery affected the life of the average working American during the colonial period. Use specific examples and details.
5. Use at least three (3) academic references besides or in addition to the textbook. Note: Wikipedia and other similar websites do not qualify as academic resources.
Running Head: DISCOVERY OF AMERICA
1
DISCOVERY OF AMERICA 2
Discovery of America
Gabrielle Zephirin
Professor Leslie Ruff
HIS104
7/17/19
Thesis statement
The American discovery brought about the emergence of a global market. This was the first-ever market that the rivals of vicious international had the aim of dominating. The development of globalization finally found Europe at a very high rate. It was commanding vast empires which allowed them to establish a root in America to bring about modern imperialism.
Introduction
· Introduction of the primary purpose of the paper. That is the discovery in America.
· Thesis statement after introduction.
Body
A. Three main aspects demonstrating new and old exchanges
· Cultivation of the world foods that are very old and they are in the modern world.
· I am transferring the new world foods into the old world.
· Spreading of diseases from the old world to a new world.
B. Five specific groups as affected by the event.
1. Portugal, France Spain Poland and Hungary
2. Cohorts
· Portugal, France and Spain.
Industry augmentation
American produce that was in surplus had to undergo importation into these countries. This brought about a market trade (Zerubavel, 2018).
· Poland and Hungary
They had acquired produce from America to facilitate consumption. ...
His 104 assignment History homework help.docx
The document provides instructions for a history assignment on how the discovery of America changed the world. Students are asked to:
1) Write a 1-2 sentence thesis stating how the discovery of America changed the world and justify their response.
2) Create a 1-2 page outline identifying: three major aspects of Old and New World exchanges, five specific groups affected by the discovery and two examples for each, and five ways new global trade routes affected average working Americans.
3) Use at least three academic references in addition to the textbook. The assignment must follow APA formatting guidelines.
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The document provides 6 potential topics for a 2-page research paper with at least 2 sources and proper citation and grammar. Topic 1 involves analyzing the impact of the Mayflower Compact, House of Burgess, Great Awakening, and Salutary Neglect on setting up the conditions for the American Revolution. Topic 2 examines the role of the French and Indian War in changing colonial views and determining when the revolution became inevitable. Topic 3 requires analyzing whether Andrew Jackson's presidency represented the rise of the common man or the era of "King Jackson" and discussing the Trail of Tears. Topic 4 defines "manifest destiny" and discusses factors driving Westward expansion in the 1820s and 1840s, including the movement to annex
Mary Klann HIST 110 – Fall 2019 September 20, 2019 .docx
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Andrew Carnegie’s Gospel of Wealth
The United States saw vast industrial development in the late nineteenth and early
twentieth centuries. During this era, known as the “Gilded Age,” manufacturing industries such
as steel, machinery, chemicals, and packaged foods grew, transforming the nation from a country
of farmers into an industrial society. (Module 5 Lecture Slides) Ordinary Americans experienced
drastic changes in their everyday lives. In addition to increasing access to technological
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mechanized and routinized. (Module 5 Lecture Slides) However, although Americans all over
the country felt these changes, not everyone profited from them. The Gilded Age was an age of
sweeping economic development but also extreme inequality. Leaders of newly consolidated
corporations worked to improve efficiency, cut costs, and grow profits. By the 1890s, steel
magnate Andrew Carnegie and other businessmen like J.D. Rockefeller and J.P. Morgan had
accumulated vast amounts of wealth, fortunes that are “still among the largest the nation has ever
seen.” (American Yawp, Ch 16, Part III) Carnegie and other “captains of industry” were part of
an elite class of Americans which not only controlled the majority of the nation’s wealth, but
shaped American understandings of “high” culture. (Module 5 Lecture Slides) Carnegie justified
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Commented [MCK2]: Use the title of the primary source
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Commented [MCK3]: Citations can be in this simple
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Commented [MCK4]: Use direct quotes from secondary
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should be relevant to your specific source. What
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In his essay, “Wealth,” published in the North American Review in 1889, Carnegie
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This document provides instructions for two assignments on industrialization after the Civil War and the United States' role as the "policeman of the world." For the first assignment, students are asked to write a thesis statement and outline discussing how industrialization between 1865-1920 influenced American society, economy, and politics. The second assignment requires researching two recent international incidents involving U.S. military action to develop a thesis and outline about the significance of America's role as a global police force.
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After the Civil War, the United States became a much more industrialized society. Between 1865 and 1920, industrialization improved American life in many ways. However, industrialization also created problems forAmerican society. Consider events that took place after the Civil War and discuss ways that industrializationaffectedthe U.S. between 1865 and 1920.
You have already developed a thesis statement and developed an outline in which you identify three main points relevant to your topic. Now you will develop the final paper in which you explore your main points in detail.
Write a three to five(3-5) page paper in which you:
Introduce your paper with your previously crafted thesis statement.
Identify three (3) major aspects of industrialization during 1865 and 1920 that influenced U.S. society, economy, and politics. Consider issues such as geography, entrepreneurship, legislative representation, etc. Explain your responses with specific examples and details.
Identify three (3) specific groups that were affected by industrialization and provide two examples for each group describing how the group was affected. (Consider issues such as race, ethnicity, gender, child labor, etc.)
Summarize how industrialization affected the life of the average working American during this period. Use specific examples and details.
Use at least three (3) quality references.
Note
: Wikipedia and other Websites do not quality as academic resources.
Your assignment mustfollow these formatting requirements:
Be typed, doublespaced, using Times New Roman font (size 12), with one-inch margins on all sides; citations and references must follow APA style 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:
Identifyand discuss the different ways that the heritage of slavery, the Civil War, the Reconstruction, and segregation have shaped America’s history.
Summarize and discuss the ways that formal policies of government have influenced the direction of historical and social development in the United States.
Recognize the major turning points in American history since the Civil War.
Use technology and information resources to research issues in contemporary U.S. history.
Write clearly and concisely about contemporary U.S. history using proper writing mechanics.
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The discovery of America and that of the passage to the East Indies .docx
The discovery of America and that of the passage to the East Indies by the Cape of Good Hope, are the two (2) greatest events recorded in the history of [human] kind” – Adam Smith, in
The Wealth of Nations
,1776. Think about why he and many other notables supported this statement, especially concerning the discovery of America. What was so important about this New World across the Atlantic Ocean from Europe? How did it change globalization in terms of trade, culture, societies, innovations, new and old world exchanges, and in other ways?
Write a three to five (3-5) page paper in which you:
Identify three (3) major aspects that demonstrate Old and New World exchanges. Explain your responses with specific examples and details.
Identify three (3) specific groups that were affected by this global event and provide two (2) examples for each group describing how the group was affected.
Summarize how this discovery affected the life of the average working American during the colonial period. Use specific examples and details.
Use at least three (3) academic references besides or in addition to the textbook.
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Assignment 1.2: A Changing World Final Paper
The discovery of America and that of the passage to the East Indies by the Cape of Good Hope, are the two (2) greatest events recorded in the history of [human] kind” – Adam Smith, in The Wealth of Nations,1776. Think about why he and many other notables supported this statement, especially concerning the discovery of America. What was so important about this New World across the Atlantic Ocean from Europe? How did it change globalization in terms of trade, culture, societies, innovations, new and old-world exchanges, and in other ways?
You have already developed a thesis statement and developed an outline in which you identify three (3) main points relevant to your topic. Now you will develop the final paper in which you explore your main points in detail.
Write a three to five (3-5) page paper in which you:
1. Introduce your paper with your previously crafted thesis statement.
2. Identify three (3) major aspects that demonstrate Old and New World exchanges. Explain your responses with specific examples and details.
3. Identify three (3) specific groups that were affected by this global event and provide two (2) examples for each group describing how the group was affected.
4. Summarize how this discovery affected the life of the average working American during the colonial period. Use specific examples and details.
5. Use at least three (3) academic references besides or in addition to the textbook. Note: Wikipedia and other similar websites do not qualify as academic resources.
Running Head: DISCOVERY OF AMERICA
1
DISCOVERY OF AMERICA 2
Discovery of America
Gabrielle Zephirin
Professor Leslie Ruff
HIS104
7/17/19
Thesis statement
The American discovery brought about the emergence of a global market. This was the first-ever market that the rivals of vicious international had the aim of dominating. The development of globalization finally found Europe at a very high rate. It was commanding vast empires which allowed them to establish a root in America to bring about modern imperialism.
Introduction
· Introduction of the primary purpose of the paper. That is the discovery in America.
· Thesis statement after introduction.
Body
A. Three main aspects demonstrating new and old exchanges
· Cultivation of the world foods that are very old and they are in the modern world.
· I am transferring the new world foods into the old world.
· Spreading of diseases from the old world to a new world.
B. Five specific groups as affected by the event.
1. Portugal, France Spain Poland and Hungary
2. Cohorts
· Portugal, France and Spain.
Industry augmentation
American produce that was in surplus had to undergo importation into these countries. This brought about a market trade (Zerubavel, 2018).
· Poland and Hungary
They had acquired produce from America to facilitate consumption. ...
His 104 assignment History homework help.docx
The document provides instructions for a history assignment on how the discovery of America changed the world. Students are asked to:
1) Write a 1-2 sentence thesis stating how the discovery of America changed the world and justify their response.
2) Create a 1-2 page outline identifying: three major aspects of Old and New World exchanges, five specific groups affected by the discovery and two examples for each, and five ways new global trade routes affected average working Americans.
3) Use at least three academic references in addition to the textbook. The assignment must follow APA formatting guidelines.
Pick one and do a thorough paper, with proper grammar, citation .docx
The document provides 6 potential topics for a 2-page research paper with at least 2 sources and proper citation and grammar. Topic 1 involves analyzing the impact of the Mayflower Compact, House of Burgess, Great Awakening, and Salutary Neglect on setting up the conditions for the American Revolution. Topic 2 examines the role of the French and Indian War in changing colonial views and determining when the revolution became inevitable. Topic 3 requires analyzing whether Andrew Jackson's presidency represented the rise of the common man or the era of "King Jackson" and discussing the Trail of Tears. Topic 4 defines "manifest destiny" and discusses factors driving Westward expansion in the 1820s and 1840s, including the movement to annex
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Mary Klann
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September 20, 2019
Andrew Carnegie’s Gospel of Wealth
The United States saw vast industrial development in the late nineteenth and early
twentieth centuries. During this era, known as the “Gilded Age,” manufacturing industries such
as steel, machinery, chemicals, and packaged foods grew, transforming the nation from a country
of farmers into an industrial society. (Module 5 Lecture Slides) Ordinary Americans experienced
drastic changes in their everyday lives. In addition to increasing access to technological
innovations like typewriters, telephones, and refrigeration, the workplace became more
mechanized and routinized. (Module 5 Lecture Slides) However, although Americans all over
the country felt these changes, not everyone profited from them. The Gilded Age was an age of
sweeping economic development but also extreme inequality. Leaders of newly consolidated
corporations worked to improve efficiency, cut costs, and grow profits. By the 1890s, steel
magnate Andrew Carnegie and other businessmen like J.D. Rockefeller and J.P. Morgan had
accumulated vast amounts of wealth, fortunes that are “still among the largest the nation has ever
seen.” (American Yawp, Ch 16, Part III) Carnegie and other “captains of industry” were part of
an elite class of Americans which not only controlled the majority of the nation’s wealth, but
shaped American understandings of “high” culture. (Module 5 Lecture Slides) Carnegie justified
the societal and economic inequality that his own business practices exacerbated by asserting
that millionaires like himself were beneficial for American society: they were “the bees that
make the most honey, and contribute most to the hive even after they have gorged themselves
full.” (Module 5 Lecture Slides)
Commented [MCK1]: Make sure you include your name
somewhere in the document.
Commented [MCK2]: Use the title of the primary source
for the title of your paper.
Commented [MCK3]: Citations can be in this simple
format. When in doubt, cite your information.
Commented [MCK4]: Use direct quotes from secondary
sources like the American Yawp textbook sparingly. Only use
them when you are sure there is no better way to state this
information.
Commented [MCK5]: The historical context you highlight
should be relevant to your specific source. What
background information is necessary to establish before you
can get into more detailed analysis of your source?
In his essay, “Wealth,” published in the North American Review in 1889, Carnegie
argued that inequality itself was a marker of advanced civilization. It was better, he reasoned, to
have “great irregularity” between the wealth of laborers and the upper echelons of society than to
have “universal squalor.” (Carnegie, Ch 16) Carnegie maintained that despite this “irregularity,”
all Americans were better off in 1889 than they had been in the past. With industrialization ca.
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This document provides instructions for two assignments on industrialization after the Civil War and the United States' role as the "policeman of the world." For the first assignment, students are asked to write a thesis statement and outline discussing how industrialization between 1865-1920 influenced American society, economy, and politics. The second assignment requires researching two recent international incidents involving U.S. military action to develop a thesis and outline about the significance of America's role as a global police force.
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You have already developed a thesis statement and developed an outline in which you identify three main points relevant to your topic. Now you will develop the final paper in which you explore your main points in detail.
Write a three to five(3-5) page paper in which you:
Introduce your paper with your previously crafted thesis statement.
Identify three (3) major aspects of industrialization during 1865 and 1920 that influenced U.S. society, economy, and politics. Consider issues such as geography, entrepreneurship, legislative representation, etc. Explain your responses with specific examples and details.
Identify three (3) specific groups that were affected by industrialization and provide two examples for each group describing how the group was affected. (Consider issues such as race, ethnicity, gender, child labor, etc.)
Summarize how industrialization affected the life of the average working American during this period. Use specific examples and details.
Use at least three (3) quality references.
Note
: Wikipedia and other Websites do not quality as academic resources.
Your assignment mustfollow these formatting requirements:
Be typed, doublespaced, using Times New Roman font (size 12), with one-inch margins on all sides; citations and references must follow APA style 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:
Identifyand discuss the different ways that the heritage of slavery, the Civil War, the Reconstruction, and segregation have shaped America’s history.
Summarize and discuss the ways that formal policies of government have influenced the direction of historical and social development in the United States.
Recognize the major turning points in American history since the Civil War.
Use technology and information resources to research issues in contemporary U.S. history.
Write clearly and concisely about contemporary U.S. history using proper writing mechanics.
.
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Monday May 11th at 11:59pm
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What's the paper about?
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SRINIVASAN VENKATRAMAN ([email protected]) is a Chief Data Scientist
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domain. Prior to joining Boeing, Dr. Venkatraman was on the Information Systems
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Information Systems from the College of Business at City University of Hong
Kong. Her research interests include technology use as related to well-being, IT
adoption and use, societal implications of IT use, and social media. She has
published over one hundred refereed articles in scholarly journals and conference
proceedings, including Journal of Information Technology, Journal of Management
Information Systems, Journal of the Association for Information Science and
Technology, and MIS Quarterly, among others. Dr. Cheung is President of the
Association for Information Systems (AIS-Hong Kong Chapter). She also serves
as Editor-in-Chief of Internet Research.
ZACH W. Y. LEE ([email protected]) is an Assistant Professor in Marketing at
Durham University Business School, United Kingdom. He holds a Ph.D. degree
from Hong Kong Baptist University. His research interests include online consumer
behaviors, organizational and societal implications of IT use, social media, and
e-commerce. He has published in such journals as Information & Management,
Journal of the Association for Information Science and Technology, Journal of
Marketing Analytics, and others. Dr. Lee serves as an Associate Editor of Internet
Research.
FRED D. DAVIS ([email protected]) is Professor and Stevenson Chair in
Information Technology at Texas Tech University. He earned his Ph.D. from
MIT’s Sloan School of Management, and he served on the Business School
faculties of University of Michigan, University of Minnesota, University of
Maryland, and University of Arkansas. Dr. Davis’s research interests include user
acceptance of information technology, technology-supported decision making, sys-
tem development practices, and NeuroIS. His research has been published in MIS
Journal of Management Information Systems / 2018, Vol. 35, No. 4, pp. 1060–1091.
Copyright © Taylor & Francis Group, LLC
ISSN 0742–1222 (print) / ISSN 1557–928X (online)
DOI: https://doi.org/10.1080/07421222.2018.1523531
mailto:[email protected]
mailto:[email protec.
THE CRISIS A DECADE LATERLehman’s Last Hires LookBack.docx
THE CRISIS: A DECADE LATER
Lehman’s Last Hires Look
Back
Four people who started at Lehman Brothers the day it
failed reflect on the lessons they’ve learned.
By Corrie Driebusch
September 15, 2008, was one of the darkest days in the
history of Wall Street. For four new college graduates,
it was also their first day of work at Lehman Brothers
Holdings Inc.
Sohil Sheth, Luvleen Sidhu, Justin Gaines and Brian
Grossman walked through the doors of Lehman just as
the venerable investment bank filed for bankruptcy
protection, an event that sent shockwaves around the
globe. The aftershocks continue to define many aspects
of American life a decade later.
The crisis provided these unlucky millennials with a
new perspective. Big institutions were no longer
infallible. Wall Street no longer offered a guaranteed
career path. Life was more fragile than they knew.
One thing was certain: Their world would never again
look the same.Sohil Sheth
Works for Boston technology firm Harding Point
Works for Boston technology firm Harding Point
My junior year at Amherst, everyone was trying to get
an internship in New York at a bank, and I got one with
Lehman’s investment management division. All we
heard from executives was that Lehman was going to
be the next Goldman Sachs.
The summer of 2008 I moved to New York for training.
I was definitely getting nervous that maybe they would
start laying people off. But the messaging at Lehman
was ‘don’t worry.’ There’s no way the government
would let anything happen to a company as big as
Lehman.
I was preparing for a licensing exam in my apartment
on Sunday, Sept. 14, and there was a new news story
every minute. I refreshed my computer browser and all
a sudden there was a headline that Lehman declares
bankruptcy. I got that feeling in the pit of my stomach.
The next day we all went in to work, but everyone was a
zombie.
I kept working there, but this cloud was hanging over
us. I worked in the fund of hedge funds group for two
and a half years, but then got super jaded. I went to
Peru and worked for a nonprofit for almost a year.
A decade ago I defended the finance industry. Looking
back, it’s tough to be socially conscious and work in it.
I’m not saying tech is saving the world, but there’s
more practical applications that can apply to a lot of
people than just making the rich richer.Luvleen Sidhu
Co-founded digital banking startup BankMobile
I interned at Lehman after my sophomore and junior
years at Harvard. I graduated in 2008 and started six
weeks of training, and the first day on the job was the
bankruptcy. I remember contacting HR and I asked,
should I come in? I’ve locked the response in my head
because it was so unusual. The response was, ‘please
come in, it’s business as usual.’
My first day was kind of crazy, in an eerie way that we
were ignoring reality. No one was acting panicked. No
one was acting out of line, though maybe they were
behind closed doors.
For it to happen the first day of my car.
The data in the case are quotes taken from interviews of parents.docx
This document provides interview quotes from parents, faculty, and staff at an elementary school collected by the principal Nancy. It asks the reader to organize the data in two different ways, notice any demographic details or themes, and consider how to structure feedback meeting with Nancy to present the key themes found in the analysis.
The Dark Side of the Force”Language & ProcessRisk Aversio.docx
This document provides a reading list of articles related to entrepreneurship, risk, and ethics in governance. The articles discuss whether public sector workers are more risk averse than private sector workers, the types of entrepreneurship as productive, unproductive or destructive, entrepreneurship as a cause or consequence of development, the relationship between public ethics and entrepreneurship, models for improving government performance, and a critique of regulatory politics and entrepreneurial governance. The document concludes by asking for an essay response on the critique of entrepreneurial governance in public management.
The Criminalization of American BusinessWhat do Bank of Americ.docx
The Criminalization of American Business
What do Bank of America, Citigroup, JPMorgan Chase, and Goldman Sachs have in common? All paid hefty fines for purportedly misleading investors about mortgage-backed securities. In fact, these companies paid the government a total of $50 billion in fines. The payments were made in lieu of criminal prosecutions.
Today, several hundred thousand federal rules that apply to businesses carry some form of criminal penalty. That is in addition to more than four thousand federal laws, many of which carry criminal sanctions for their violation. From 2000 to 2019, about 3,200 corporations either were convicted or pleaded guilty to violating federal statutes or rules.
Criminal Convictions
The first successful criminal conviction in a federal court against a company—the New York Central and Hudson River Railroad—was upheld by the Supreme Court in 1909 (the violation: cutting prices). Many other successful convictions followed.
One landmark case developed the
aggregation test
, now called the Doctrine of Collective Knowledge. This test aggregates the omissions and acts of two or more persons in a corporation, thereby constructing an
actus reus
and a
mens rea
out of the conduct and knowledge of several individuals.
Not all government attempts at applying criminal law to corporations survive. Courts have sometimes found insufficient evidence to show that a company acted with specific intent to commit a crime. Often, however, companies choose to reach settlement agreements with the government rather than fight criminal indictments.
Many Pay Substantial Fines in Lieu of Prosecution
More than four hundred corporations reached so-called non-prosecution agreements with the government from 2000 to the beginning of 2019. These agreements typically involve multimillion- or multibillion-dollar fines. This number does not include fines paid to the Environmental Protection Agency or to the Fish and Wildlife Service.
According to law professors Margaret Lemos and Max Minzner, “Public enforcers often seek large monetary awards for self-interested reasons divorced from the public interest and deterrents. The incentives are strongest when enforcement agencies are permitted to retain all or some of the proceeds of enforcement.”
Questions Presented
1)Why might a corporation’s managers agree to pay a large fine rather than to be indicted and proceed to trial?
2)How does a manager determine the optimal amount of legal research to undertake to prevent her or his company from violating the many thousands of federal regulations?
.
The Creation of the Ocean FloorSCI209Running head .docx
The Creation of the Ocean Floor
SCI/209
Running head: THE CREATION OF THE OCEAN FLOOR
1
THE CREATION OF THE OCEAN FLOOR
5
The Creation of the Ocean Floor
One scientific speculation about the beginning of ocean water declares that as Earth developed from a gas and dust cloud more than 4.5 billion years ago, an enormous quantity of insubstantial elements such as oxygen and hydrogen became confined inside the liquefied inner part of the newly formed planet (Advameg, 2013). In the course of the first few billion years following planets formation, these basic gases emerged across thousands of miles of red-hot and liquefying rock to discharge on the Earth’s surface through fissures (long narrow cracks) and volcanoes.
Inside the earth and atop the exterior, the gas hydrogen joined oxygen developing water. Massive amounts of liquid blanketed the planet as an extraordinarily heavy atmosphere of water cloud. Close to the uppermost part of the atmosphere, where high temperature may possibly dissipate to outward reaches of the earth, water vapor concentrated to a liquid form and dropped into the stratum below, chilling the level. This atmospheric cool down procedure lasted till the initial precipitation dropped to the planet’s young exterior and flared into a misty haze. This came to pass as the creation of an astonishing downpour that through the course of time, progressively filled the ocean cavities.
There are three major classes of tectonic plate boundaries: divergent boundaries, covergent boundaries, and transform boundaries. The divergent boundaries outstanding features are fresh crust is produced as two or more plates tear away from one other. Oceans are generated and grow broader where plates deviate or pull apart. Seafloor expanding is a process in which the molten rock produces new ground underneath water. This progression takes millions of years to establish a 10 foot hill because growth fluctuates from two to 10 centimeters yearly. The convergent boundaries outstanding features are here crust is demolished and reprocessed back into the inside of the Earth as one plate descents under another. These are recognized as Subduction Zones - volcanoes and mountains are often discovered where plates come together. The kinds of volcanoes that can occur depend on the chemical composition of the molten rock that decides its fluidity. There are three kinds of convergent boundaries: Oceanic-Continental Convergence, Oceanic-Oceanic Convergence, and Continental-Continental Convergence (Platetectonics, 2010). The transform boundaries outstanding features are when two plates are skimming parallel by each other. These are additionally identified as transform boundaries or in addition normally called faults. The San Andreas Fault is the best known and considered the most lethal translational line.
One natural event that occurs as a direct result of plate boundary interactions is a tsunami. Plate tectonics are the secondary trigger of tsunamis. When a maj.
The creation of a weak acid titration plot is described in chapter 1.docx
The creation of a weak acid titration plot is described in chapter 10-5 of your technique book. A generic four-step procedure is given. Rewrite the four steps to be a specific prcedure to be used to titrate a sample of potassium hydrogen phthalate (MM 204.22 g/mol) using the NaOH soluiton you will prepare.
.
The Dark Ages World History Crash Course #141. The period b.docx
The Dark Ages: World History Crash Course #14
1. The period between ________ and _______________ is often called the ________________________ in Europe because it came between the Roman Empire and the beginning of the modern age. And it’s sometimes called the Dark Ages because it was purportedly ________________________.
2. What is feudalism?
3. How was feudalism an economic system in addition to the political system described above?
4. Regarding Islam in the Dark Ages, the Umayyad Dynasty was overthrown in _________ and was replaced by the ______________________. They moved the capital to Baghdad and were welcoming of _________________________________ into positions of power.
5. The “golden age” of Islamic learning was centered in Baghdad. What were five accomplishments of this time-period you found to be the most interesting?
a.
b.
c.
d.
e.
6. Meanwhile, China was experiencing a golden age of its own where it ruled over _______________________________ across four million square miles.
7. What necessitated the Chinese inventing the use of paper money?
8. By the 11th century, the Chinese were writing down their recipe for a mixture of saltpeter, sulfur, and charcoal that we now know as ________________________.
Here is the link to the video ...... https://youtu.be/QV7CanyzhZg
.
The Culturally Responsive Social Service Agency The Application o.docx
The Culturally Responsive Social Service Agency: The Application of an Evolving Definition to a Case Study
Julian Chun-Chung Chow PhD & Michael J. Austin PhD
To cite this article: Julian Chun-Chung Chow PhD & Michael J. Austin PhD (2008) The Culturally Responsive Social Service Agency: The Application of an Evolving Definition to a Case Study, Administration in Social Work, 32:4, 39-64, DOI: 10.1080/03643100802293832
Published online: 11 Oct 2008.
Page 39
ABSTRACT. Most of the attention in the last few decades in the human services field has been on the development of culturally competent practice with little attention to the context of this practice. This analysis and case study focuses on the organizational context of social service practitioners seeking to respond effectively to an increasingly diverse client population. Specific attention is given to the development of a working definition of a culturally responsive social service agency. This definition is used to assess a case study of a public sector county social service agency that has a substantial history in promoting culturally responsive practices. The implications for future management practices are noted in the conclusion.
Julian Chun-Chung Chow, PhD, is an Associate Professor affiliated with the School of Social Welfare, University of California, Berkeley. Michael J. Austin, PhD, is a Professor affiliated with the School of Social Welfare, University of California, Berkeley. The authors want to acknowledge the significant roles played by Zonia Sandoval Waldon, MSW, and Gil Villagran, MSW, in the development of a culturally responsive organization prior to their recent retirements in 2004 from the Santa Clara County Social Service Agency. We also want to acknowledge the contributions of the following graduate students: Tiffany Woo, MSW; Allison De Marco, MSW; Jill Nielson, MSW; Sarah Taylor, MSW; Sunshine Wu, MSW; Christine Lou, BA; and Ericka Leer, MSW. Address correspondence to: Michael J. Austin, School of Social Welfare, University of California, 120 Haviland Hall, MC 7400, Berkeley, CA 94720–7400 (E-mail: [email protected]).
Administration in Social Work, Vol. 32(4) 2008 Available online at http://www.haworthpress.com © 2008 by The Haworth Press. All rights reserved. doi:10.1080/03643100802293832
Page 40
KEYWORDS. Social services delivery, organizations, cultural responsiveness, ethnicity
INTRODUCTION
Since the War on Poverty in the 1960s, social service organizations have been searching for ways to become responsive to the cultural diversity of their client populations. Beginning in the 1970s, concerted attention was given to helping agency staff members become more culturally aware (Green, 1999), more culturally knowledgeable (Cox & Ephross, 1998; Davis & Proctor, 1989; Harrison & Wodarski, 1992), and recently more culturally competent (Devore & Schlesinger, 1999; Fong & Furuto, 2001; Leigh, 1998; Lum, 2003). With regard to training.
The cult of Machismo (masculine superiority) appeared early in Latin.docx
The assigned reading discusses how the cult of machismo promoted masculine superiority in early Latin America, yet many colonial families contradicted this stereotype. The culture box "Elite Women and Economic Power" on page 24 presents evidence that some elite women held significant economic power and did not always conform to expected gender roles.
The CultureBooksdu r ing t he f ir s t se a son of her.docx
The Culture
Books
du r ing t he f ir s t se a son of her cr i t i-
cally acclaimed HBO series, Girls, Lena
Dunham’s character Hannah Horvath,
high on opium, tells her parents, “I don’t
want to freak you out, but I think that I
may be the voice of my generation—or
at least a voice of a generation.” The line
made waves as people conflated the fic-
tional character with her creator, perhaps
not wrongly. How dare a young woman
make such a bold claim? All too often our
culture tells young women their voices
don’t matter or deserve to be heard.
In her debut essay collection, Not That
Kind of Girl: A Young Woman Tells You
What She’s “Learned,” Dunham demon-
strates her 28-year-old voice’s admirable
range. While some celebrity essay col-
lections and memoirs are lackluster,
even embarrassing to read, Not That Kind
of Girl suffers few missteps. Dunham’s
cinematic flair translates to the page
with vigor and clarity—not unlike the
late Nora Ephron, to whom she is often
compared and to whom the book is
dedicated (along with Dunham’s family
and her boyfriend Jack Antonoff of the
indie-rock band fun.). Instead of tossing
pithy, pseudo-motivational observations
at the reader, Dunham has crafted warm,
intelligent writing that is both deeply
personal and engaging, clustered in five
topical sections: “Love & Sex,” “Body,”
“Friendship,” “Work” and “Big Picture.”
Each of the 29 pieces—essays mixed
with lists, like “18 Unlikely Things I’ve
Said Flirtatiously”—is confident and
assured, sidestepping self-deprecation
and instead offering intense self-
examination. Dunham’s self-awareness
can almost overwhelm with truthiness,
as in “Barry,” her glancing, tragicomic
account of being raped by a “mustachioed
campus Republican” who, among other
nonconsensual acts, removes his condom
without her permission or knowledge.
“A sexual encounter that no one can
classify properly” sounds precisely like
a voice of her generation, one struggling
to come to terms with rape culture.
(And yet, “I feel like there are fifty ways
it’s my fault . . . But I also know that at no
moment did I consent to being handled
that way” sounds like a voice of every
generation of women.)
Unlike Hannah Horvath, Dunham in
her self-awareness does not come across
as self-obsessed. When she is absurd,
she acknowledges that absurdity. “13
Things I’ve Learned Are Not Okay to
Say to Friends” is among the most drolly
enlightened of the lists, made up of osten-
sible real-life Dunham quotes like “No,
please don’t apologize. If I had your moth-
er I’d be a nightmare, too” and “There’s
nothing about you in my book.”
She reveals her vulnerabilities in
a deadpan manner, showing us how she
loves and has been loved, how she has
wronged and been wronged. But it’s not
all laughing around the hard stuff. At
the end of “Barry” comes a teary phone
call with Antonoff, in which she tells
him what happened with the hipster
rapist; here the narrative tur.
The CultureBooksduring the first season of her criti-.docx
The Culture
Books
during the first season of her criti-
cally acclaimed HBO series, Girls, Lena
Dunham’s character Hannah Horvath,
high on opium, tells her parents, “I don’t
want to freak you out, but I think that I
may be the voice of my generation—or
at least a voice of a generation.” The line
made waves as people conflated the fic-
tional character with her creator, perhaps
not wrongly. How dare a young woman
make such a bold claim? All too often our
culture tells young women their voices
don’t matter or deserve to be heard.
In her debut essay collection, Not That
Kind of Girl: A Young Woman Tells You
What She’s “Learned,” Dunham demon-
strates her 28-year-old voice’s admirable
range. While some celebrity essay col-
lections and memoirs are lackluster,
even embarrassing to read, Not That Kind
of Girl suffers few missteps. Dunham’s
cinematic flair translates to the page
with vigor and clarity—not unlike the
late Nora Ephron, to whom she is often
compared and to whom the book is
dedicated (along with Dunham’s family
and her boyfriend Jack Antonoff of the
indie-rock band fun.). Instead of tossing
pithy, pseudo-motivational observations
at the reader, Dunham has crafted warm,
intelligent writing that is both deeply
personal and engaging, clustered in five
topical sections: “Love & Sex,” “Body,”
“Friendship,” “Work” and “Big Picture.”
Each of the 29 pieces—essays mixed
with lists, like “18 Unlikely Things I’ve
Said Flirtatiously”—is confident and
assured, sidestepping self-deprecation
and instead offering intense self-
examination. Dunham’s self-awareness
can almost overwhelm with truthiness,
as in “Barry,” her glancing, tragicomic
account of being raped by a “mustachioed
campus Republican” who, among other
nonconsensual acts, removes his condom
without her permission or knowledge.
“A sexual encounter that no one can
classify properly” sounds precisely like
a voice of her generation, one struggling
to come to terms with rape culture.
(And yet, “I feel like there are fifty ways
it’s my fault . . . But I also know that at no
moment did I consent to being handled
that way” sounds like a voice of every
generation of women.)
Unlike Hannah Horvath, Dunham in
her self-awareness does not come across
as self-obsessed. When she is absurd,
she acknowledges that absurdity. “13
Things I’ve Learned Are Not Okay to
Say to Friends” is among the most drolly
enlightened of the lists, made up of osten-
sible real-life Dunham quotes like “No,
please don’t apologize. If I had your moth-
er I’d be a nightmare, too” and “There’s
nothing about you in my book.”
She reveals her vulnerabilities in
a deadpan manner, showing us how she
loves and has been loved, how she has
wronged and been wronged. But it’s not
all laughing around the hard stuff. At
the end of “Barry” comes a teary phone
call with Antonoff, in which she tells
him what happened with the hipster
rapist; here the narrative turns deeply
.
The critique of the Musical Cats must include the following informat.docx
The critique of the Musical Cats must include the following information:
1- Who was in the play meaning the actors and the characters they played?
2- What era is the play supposed to be taking place in?
3- Where does it take place?
4- How and Why did you connect emotionally and intellectually?
5- What was it about (breif plot synopsis)?
6- Were you able to relate to a part or most of the play (what part if any?
This musical was based on Old Possum's Book of Practical Cats by TS. Eliot
.
The CSI effect at university forensic science students’ telev.docx
The CSI effect at university: forensic science students’ television viewing
and perceptions of ethical issues
Roslyn Weavera*, Yenna Salamonsona, Jane Kocha,b and Glenn Porterc
aUniversity of Western Sydney, Family and Community Health Research Group; bUniversity of
Technology, Sydney, School of Nursing, Midwifery and Health; cUniversity of Western Sydney,
School of Science and Health
(Received 3 January 2012; final version received 3 May 2012)
Although the so-called ‘CSI effect’ has received attention in the literature for the
influence of forensic science television on jurors’ expectations of evidence
admitted into trials, less research explores the influence of such television
programs on university students enrolled in forensic science degrees. This paper
describes the quantitative and qualitative results of a study of forensic science
students regarding the forensic-related television programs they watch, such as
CSI, Bones and Dexter. We asked students to share their impressions of the
accuracy, ethics, professionalism and role models in the programs. The results
show that forensic science students are almost universally disparaging about the
realism of these programs and have mixed impressions of how the programs
portray forensic science professionalism and ethics. Most students believed that
the programs gave an unrealistic representation of the profession to the public;
yet students were also able to identify positive elements for recruitment and
education purposes.
Keywords: forensic science; CSI effect; students; television; education; Australia
Introduction
Popular media have suggested that crime science television programs such as CSI
may influence how lay jurors consider forensic evidence during criminal trials1–8.
This influence has been described as the CSI effect and named after the popular
television drama. It is suggested that jurors confuse the capacity of forensic evidence
with the fictional idealisation of forensic evidence as portrayed on the television
program2. Goodman-Delahunty and Verbrugge4 suggest that, despite the popular
media claims, there is little objective evidence to support the notion that crime scene
dramas such as CSI have a negative impact on jury verdicts. Wise5 indicated that
there are two issues relating to the ‘CSI effect’ proposition, with each affecting either
the prosecution or defence position; (i) the jurors held an inflated value of the
forensic evidence producing guilty verdicts2–5,9, or (ii) in the absence of forensic
evidence or when the evidence failed to reach the juries’ idealised expectations the
juries would acquit2–3,5. Evidence of the influence of the CSI effect, as claimed in the
popular media, has been mixed1–9.
Although the so-called CSI effect has received attention in the literature for the
influence of CSI on jurors’ expectations of forensic evidence admitted into criminal
*Corresponding author. Email: [email protected]
Australian Journal of Forensic Sciences
Vol. 44.
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...
Denis is a dynamic and results-driven Chief Information Officer (CIO) with a distinguished career spanning information systems analysis and technical project management. With a proven track record of spearheading the design and delivery of cutting-edge Information Management solutions, he has consistently elevated business operations, streamlined reporting functions, and maximized process efficiency.
Certified as an ISO/IEC 27001: Information Security Management Systems (ISMS) Lead Implementer, Data Protection Officer, and Cyber Risks Analyst, Denis brings a heightened focus on data security, privacy, and cyber resilience to every endeavor.
His expertise extends across a diverse spectrum of reporting, database, and web development applications, underpinned by an exceptional grasp of data storage and virtualization technologies. His proficiency in application testing, database administration, and data cleansing ensures seamless execution of complex projects.
What sets Denis apart is his comprehensive understanding of Business and Systems Analysis technologies, honed through involvement in all phases of the Software Development Lifecycle (SDLC). From meticulous requirements gathering to precise analysis, innovative design, rigorous development, thorough testing, and successful implementation, he has consistently delivered exceptional results.
Throughout his career, he has taken on multifaceted roles, from leading technical project management teams to owning solutions that drive operational excellence. His conscientious and proactive approach is unwavering, whether he is working independently or collaboratively within a team. His ability to connect with colleagues on a personal level underscores his commitment to fostering a harmonious and productive workplace environment.
Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
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What's the paper about?
As Dr. Appiah discussed in class today, for this final paper, you're being given a wide latitude to write an in-depth, argumentative essay on the subject of your choosing. The only limitations are that (1) it must be about gender, human rights, or economic inequality, either in a national or international context, and (2) it must include some of the philosophical thought of at least two of the traditions we've covered (Confucian, Islamic, or "Western"/Liberal).
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4. Formulate a thesis. For example, "in this paper, I will argue that freedom of religion, conceived of as a human right guaranteed in the UDHR, is both (a) a non-negotiable element of human dignity and (b) incompatible with basic Koranic obligations and the Islamic tradition of commanding and forbidding." This thesis should be
argumentative
. You ought to take a stand, and argue in favor of one perspective's interpretation or for your own new perspective. Papers that simply list what each tradition would say on an issue would be inadequate. In formulating your thesis, remember that the narrower your thesis, the easier it will be to defend. Narrow theses are the bread and butter of philosophy papers!
5. Assemble the textual support for this thesis. Go through the syllabus and compile each of the articles that we've covered that is relevant to this thesis - both the required and supplemental readings.
6. Reference your notes for broad outlines of arguments that are relevant to your thesis. In this case, I'd want to use at least Kant, Rawls, and Singer to put together an argument for (a) above, and Cook's work to put together the argument for (b) above.
7. As you're putting together these arguments, refer back to the texts we've covered t.
The CRM implementation of the project has been underway for 3 months.docx
The CRM implementation of the project has been underway for 3 months. Ben has been reviewing the invoices from the IT vendor that is providing design and programming services for the CRM implementation. Ben is working with this vendor on a number of different projects, and there are a handful of people that work on multiple projects for him, including the CRM implementation. He just told you that there are some problems with the invoices, and he is not sure what to do about them.
George is working on the CRM implementation and 2 other smaller projects. His hours look okay when Ben first looks at them. However, when Ben adds up George's hours for the past month across all 3 projects, they total more than 65 hours per week. Ben knows that George is barely on-site more than 4 hours per day and does not feel that George is producing anything close to 65 hours of work.
Two hours per day were billed for Louise for 1 week when she was on vacation. As far as Ben knows, Louise was not invited to any project conference calls nor was there any critical project e-mails sent to her during that time.
The rate for Betsy increased by 15% half-way through the second invoice. No explanation was given.
Nothing was billed for Ron his entire first month on the project.
.
The Darth” Side of Technology Use AnInductively Derived Ty.docx
The “Darth” Side of Technology Use: An
Inductively Derived Typology of
Cyberdeviance
SRINIVASAN VENKATRAMAN, CHRISTY M. K. CHEUNG, ZACH
W. Y. LEE, FRED D. DAVIS, AND VISWANATH VENKATESH
SRINIVASAN VENKATRAMAN ([email protected]) is a Chief Data Scientist
and AI/Machine Learning leader for The Boeing Company. He leads teams of data
scientists in designing, developing, and deploying machine learning and artificial
intelligence algorithms ranging from regression and classification to computer
vision/deep learning models across engineering, manufacturing, supply chain,
robotics, in-flight mechanics, and a multitude of other functions in the aerospace
domain. Prior to joining Boeing, Dr. Venkatraman was on the Information Systems
faculty at Washington State University. He holds a Ph.D. in Information Systems.
CHRISTY M. K. CHEUNG ([email protected]; corresponding author) is an
Associate Professor at Hong Kong Baptist University. She earned a Ph.D. in
Information Systems from the College of Business at City University of Hong
Kong. Her research interests include technology use as related to well-being, IT
adoption and use, societal implications of IT use, and social media. She has
published over one hundred refereed articles in scholarly journals and conference
proceedings, including Journal of Information Technology, Journal of Management
Information Systems, Journal of the Association for Information Science and
Technology, and MIS Quarterly, among others. Dr. Cheung is President of the
Association for Information Systems (AIS-Hong Kong Chapter). She also serves
as Editor-in-Chief of Internet Research.
ZACH W. Y. LEE ([email protected]) is an Assistant Professor in Marketing at
Durham University Business School, United Kingdom. He holds a Ph.D. degree
from Hong Kong Baptist University. His research interests include online consumer
behaviors, organizational and societal implications of IT use, social media, and
e-commerce. He has published in such journals as Information & Management,
Journal of the Association for Information Science and Technology, Journal of
Marketing Analytics, and others. Dr. Lee serves as an Associate Editor of Internet
Research.
FRED D. DAVIS ([email protected]) is Professor and Stevenson Chair in
Information Technology at Texas Tech University. He earned his Ph.D. from
MIT’s Sloan School of Management, and he served on the Business School
faculties of University of Michigan, University of Minnesota, University of
Maryland, and University of Arkansas. Dr. Davis’s research interests include user
acceptance of information technology, technology-supported decision making, sys-
tem development practices, and NeuroIS. His research has been published in MIS
Journal of Management Information Systems / 2018, Vol. 35, No. 4, pp. 1060–1091.
Copyright © Taylor & Francis Group, LLC
ISSN 0742–1222 (print) / ISSN 1557–928X (online)
DOI: https://doi.org/10.1080/07421222.2018.1523531
mailto:[email protected]
mailto:[email protec.
THE CRISIS A DECADE LATERLehman’s Last Hires LookBack.docx
THE CRISIS: A DECADE LATER
Lehman’s Last Hires Look
Back
Four people who started at Lehman Brothers the day it
failed reflect on the lessons they’ve learned.
By Corrie Driebusch
September 15, 2008, was one of the darkest days in the
history of Wall Street. For four new college graduates,
it was also their first day of work at Lehman Brothers
Holdings Inc.
Sohil Sheth, Luvleen Sidhu, Justin Gaines and Brian
Grossman walked through the doors of Lehman just as
the venerable investment bank filed for bankruptcy
protection, an event that sent shockwaves around the
globe. The aftershocks continue to define many aspects
of American life a decade later.
The crisis provided these unlucky millennials with a
new perspective. Big institutions were no longer
infallible. Wall Street no longer offered a guaranteed
career path. Life was more fragile than they knew.
One thing was certain: Their world would never again
look the same.Sohil Sheth
Works for Boston technology firm Harding Point
Works for Boston technology firm Harding Point
My junior year at Amherst, everyone was trying to get
an internship in New York at a bank, and I got one with
Lehman’s investment management division. All we
heard from executives was that Lehman was going to
be the next Goldman Sachs.
The summer of 2008 I moved to New York for training.
I was definitely getting nervous that maybe they would
start laying people off. But the messaging at Lehman
was ‘don’t worry.’ There’s no way the government
would let anything happen to a company as big as
Lehman.
I was preparing for a licensing exam in my apartment
on Sunday, Sept. 14, and there was a new news story
every minute. I refreshed my computer browser and all
a sudden there was a headline that Lehman declares
bankruptcy. I got that feeling in the pit of my stomach.
The next day we all went in to work, but everyone was a
zombie.
I kept working there, but this cloud was hanging over
us. I worked in the fund of hedge funds group for two
and a half years, but then got super jaded. I went to
Peru and worked for a nonprofit for almost a year.
A decade ago I defended the finance industry. Looking
back, it’s tough to be socially conscious and work in it.
I’m not saying tech is saving the world, but there’s
more practical applications that can apply to a lot of
people than just making the rich richer.Luvleen Sidhu
Co-founded digital banking startup BankMobile
I interned at Lehman after my sophomore and junior
years at Harvard. I graduated in 2008 and started six
weeks of training, and the first day on the job was the
bankruptcy. I remember contacting HR and I asked,
should I come in? I’ve locked the response in my head
because it was so unusual. The response was, ‘please
come in, it’s business as usual.’
My first day was kind of crazy, in an eerie way that we
were ignoring reality. No one was acting panicked. No
one was acting out of line, though maybe they were
behind closed doors.
For it to happen the first day of my car.
The data in the case are quotes taken from interviews of parents.docx
This document provides interview quotes from parents, faculty, and staff at an elementary school collected by the principal Nancy. It asks the reader to organize the data in two different ways, notice any demographic details or themes, and consider how to structure feedback meeting with Nancy to present the key themes found in the analysis.
The Dark Side of the Force”Language & ProcessRisk Aversio.docx
This document provides a reading list of articles related to entrepreneurship, risk, and ethics in governance. The articles discuss whether public sector workers are more risk averse than private sector workers, the types of entrepreneurship as productive, unproductive or destructive, entrepreneurship as a cause or consequence of development, the relationship between public ethics and entrepreneurship, models for improving government performance, and a critique of regulatory politics and entrepreneurial governance. The document concludes by asking for an essay response on the critique of entrepreneurial governance in public management.
The Criminalization of American BusinessWhat do Bank of Americ.docx
The Criminalization of American Business
What do Bank of America, Citigroup, JPMorgan Chase, and Goldman Sachs have in common? All paid hefty fines for purportedly misleading investors about mortgage-backed securities. In fact, these companies paid the government a total of $50 billion in fines. The payments were made in lieu of criminal prosecutions.
Today, several hundred thousand federal rules that apply to businesses carry some form of criminal penalty. That is in addition to more than four thousand federal laws, many of which carry criminal sanctions for their violation. From 2000 to 2019, about 3,200 corporations either were convicted or pleaded guilty to violating federal statutes or rules.
Criminal Convictions
The first successful criminal conviction in a federal court against a company—the New York Central and Hudson River Railroad—was upheld by the Supreme Court in 1909 (the violation: cutting prices). Many other successful convictions followed.
One landmark case developed the
aggregation test
, now called the Doctrine of Collective Knowledge. This test aggregates the omissions and acts of two or more persons in a corporation, thereby constructing an
actus reus
and a
mens rea
out of the conduct and knowledge of several individuals.
Not all government attempts at applying criminal law to corporations survive. Courts have sometimes found insufficient evidence to show that a company acted with specific intent to commit a crime. Often, however, companies choose to reach settlement agreements with the government rather than fight criminal indictments.
Many Pay Substantial Fines in Lieu of Prosecution
More than four hundred corporations reached so-called non-prosecution agreements with the government from 2000 to the beginning of 2019. These agreements typically involve multimillion- or multibillion-dollar fines. This number does not include fines paid to the Environmental Protection Agency or to the Fish and Wildlife Service.
According to law professors Margaret Lemos and Max Minzner, “Public enforcers often seek large monetary awards for self-interested reasons divorced from the public interest and deterrents. The incentives are strongest when enforcement agencies are permitted to retain all or some of the proceeds of enforcement.”
Questions Presented
1)Why might a corporation’s managers agree to pay a large fine rather than to be indicted and proceed to trial?
2)How does a manager determine the optimal amount of legal research to undertake to prevent her or his company from violating the many thousands of federal regulations?
.
The Creation of the Ocean FloorSCI209Running head .docx
The Creation of the Ocean Floor
SCI/209
Running head: THE CREATION OF THE OCEAN FLOOR
1
THE CREATION OF THE OCEAN FLOOR
5
The Creation of the Ocean Floor
One scientific speculation about the beginning of ocean water declares that as Earth developed from a gas and dust cloud more than 4.5 billion years ago, an enormous quantity of insubstantial elements such as oxygen and hydrogen became confined inside the liquefied inner part of the newly formed planet (Advameg, 2013). In the course of the first few billion years following planets formation, these basic gases emerged across thousands of miles of red-hot and liquefying rock to discharge on the Earth’s surface through fissures (long narrow cracks) and volcanoes.
Inside the earth and atop the exterior, the gas hydrogen joined oxygen developing water. Massive amounts of liquid blanketed the planet as an extraordinarily heavy atmosphere of water cloud. Close to the uppermost part of the atmosphere, where high temperature may possibly dissipate to outward reaches of the earth, water vapor concentrated to a liquid form and dropped into the stratum below, chilling the level. This atmospheric cool down procedure lasted till the initial precipitation dropped to the planet’s young exterior and flared into a misty haze. This came to pass as the creation of an astonishing downpour that through the course of time, progressively filled the ocean cavities.
There are three major classes of tectonic plate boundaries: divergent boundaries, covergent boundaries, and transform boundaries. The divergent boundaries outstanding features are fresh crust is produced as two or more plates tear away from one other. Oceans are generated and grow broader where plates deviate or pull apart. Seafloor expanding is a process in which the molten rock produces new ground underneath water. This progression takes millions of years to establish a 10 foot hill because growth fluctuates from two to 10 centimeters yearly. The convergent boundaries outstanding features are here crust is demolished and reprocessed back into the inside of the Earth as one plate descents under another. These are recognized as Subduction Zones - volcanoes and mountains are often discovered where plates come together. The kinds of volcanoes that can occur depend on the chemical composition of the molten rock that decides its fluidity. There are three kinds of convergent boundaries: Oceanic-Continental Convergence, Oceanic-Oceanic Convergence, and Continental-Continental Convergence (Platetectonics, 2010). The transform boundaries outstanding features are when two plates are skimming parallel by each other. These are additionally identified as transform boundaries or in addition normally called faults. The San Andreas Fault is the best known and considered the most lethal translational line.
One natural event that occurs as a direct result of plate boundary interactions is a tsunami. Plate tectonics are the secondary trigger of tsunamis. When a maj.
The creation of a weak acid titration plot is described in chapter 1.docx
The creation of a weak acid titration plot is described in chapter 10-5 of your technique book. A generic four-step procedure is given. Rewrite the four steps to be a specific prcedure to be used to titrate a sample of potassium hydrogen phthalate (MM 204.22 g/mol) using the NaOH soluiton you will prepare.
.
The Dark Ages World History Crash Course #141. The period b.docx
The Dark Ages: World History Crash Course #14
1. The period between ________ and _______________ is often called the ________________________ in Europe because it came between the Roman Empire and the beginning of the modern age. And it’s sometimes called the Dark Ages because it was purportedly ________________________.
2. What is feudalism?
3. How was feudalism an economic system in addition to the political system described above?
4. Regarding Islam in the Dark Ages, the Umayyad Dynasty was overthrown in _________ and was replaced by the ______________________. They moved the capital to Baghdad and were welcoming of _________________________________ into positions of power.
5. The “golden age” of Islamic learning was centered in Baghdad. What were five accomplishments of this time-period you found to be the most interesting?
a.
b.
c.
d.
e.
6. Meanwhile, China was experiencing a golden age of its own where it ruled over _______________________________ across four million square miles.
7. What necessitated the Chinese inventing the use of paper money?
8. By the 11th century, the Chinese were writing down their recipe for a mixture of saltpeter, sulfur, and charcoal that we now know as ________________________.
Here is the link to the video ...... https://youtu.be/QV7CanyzhZg
.
The Culturally Responsive Social Service Agency The Application o.docx
The Culturally Responsive Social Service Agency: The Application of an Evolving Definition to a Case Study
Julian Chun-Chung Chow PhD & Michael J. Austin PhD
To cite this article: Julian Chun-Chung Chow PhD & Michael J. Austin PhD (2008) The Culturally Responsive Social Service Agency: The Application of an Evolving Definition to a Case Study, Administration in Social Work, 32:4, 39-64, DOI: 10.1080/03643100802293832
Published online: 11 Oct 2008.
Page 39
ABSTRACT. Most of the attention in the last few decades in the human services field has been on the development of culturally competent practice with little attention to the context of this practice. This analysis and case study focuses on the organizational context of social service practitioners seeking to respond effectively to an increasingly diverse client population. Specific attention is given to the development of a working definition of a culturally responsive social service agency. This definition is used to assess a case study of a public sector county social service agency that has a substantial history in promoting culturally responsive practices. The implications for future management practices are noted in the conclusion.
Julian Chun-Chung Chow, PhD, is an Associate Professor affiliated with the School of Social Welfare, University of California, Berkeley. Michael J. Austin, PhD, is a Professor affiliated with the School of Social Welfare, University of California, Berkeley. The authors want to acknowledge the significant roles played by Zonia Sandoval Waldon, MSW, and Gil Villagran, MSW, in the development of a culturally responsive organization prior to their recent retirements in 2004 from the Santa Clara County Social Service Agency. We also want to acknowledge the contributions of the following graduate students: Tiffany Woo, MSW; Allison De Marco, MSW; Jill Nielson, MSW; Sarah Taylor, MSW; Sunshine Wu, MSW; Christine Lou, BA; and Ericka Leer, MSW. Address correspondence to: Michael J. Austin, School of Social Welfare, University of California, 120 Haviland Hall, MC 7400, Berkeley, CA 94720–7400 (E-mail: [email protected]).
Administration in Social Work, Vol. 32(4) 2008 Available online at http://www.haworthpress.com © 2008 by The Haworth Press. All rights reserved. doi:10.1080/03643100802293832
Page 40
KEYWORDS. Social services delivery, organizations, cultural responsiveness, ethnicity
INTRODUCTION
Since the War on Poverty in the 1960s, social service organizations have been searching for ways to become responsive to the cultural diversity of their client populations. Beginning in the 1970s, concerted attention was given to helping agency staff members become more culturally aware (Green, 1999), more culturally knowledgeable (Cox & Ephross, 1998; Davis & Proctor, 1989; Harrison & Wodarski, 1992), and recently more culturally competent (Devore & Schlesinger, 1999; Fong & Furuto, 2001; Leigh, 1998; Lum, 2003). With regard to training.
The cult of Machismo (masculine superiority) appeared early in Latin.docx
The assigned reading discusses how the cult of machismo promoted masculine superiority in early Latin America, yet many colonial families contradicted this stereotype. The culture box "Elite Women and Economic Power" on page 24 presents evidence that some elite women held significant economic power and did not always conform to expected gender roles.
The CultureBooksdu r ing t he f ir s t se a son of her.docx
The Culture
Books
du r ing t he f ir s t se a son of her cr i t i-
cally acclaimed HBO series, Girls, Lena
Dunham’s character Hannah Horvath,
high on opium, tells her parents, “I don’t
want to freak you out, but I think that I
may be the voice of my generation—or
at least a voice of a generation.” The line
made waves as people conflated the fic-
tional character with her creator, perhaps
not wrongly. How dare a young woman
make such a bold claim? All too often our
culture tells young women their voices
don’t matter or deserve to be heard.
In her debut essay collection, Not That
Kind of Girl: A Young Woman Tells You
What She’s “Learned,” Dunham demon-
strates her 28-year-old voice’s admirable
range. While some celebrity essay col-
lections and memoirs are lackluster,
even embarrassing to read, Not That Kind
of Girl suffers few missteps. Dunham’s
cinematic flair translates to the page
with vigor and clarity—not unlike the
late Nora Ephron, to whom she is often
compared and to whom the book is
dedicated (along with Dunham’s family
and her boyfriend Jack Antonoff of the
indie-rock band fun.). Instead of tossing
pithy, pseudo-motivational observations
at the reader, Dunham has crafted warm,
intelligent writing that is both deeply
personal and engaging, clustered in five
topical sections: “Love & Sex,” “Body,”
“Friendship,” “Work” and “Big Picture.”
Each of the 29 pieces—essays mixed
with lists, like “18 Unlikely Things I’ve
Said Flirtatiously”—is confident and
assured, sidestepping self-deprecation
and instead offering intense self-
examination. Dunham’s self-awareness
can almost overwhelm with truthiness,
as in “Barry,” her glancing, tragicomic
account of being raped by a “mustachioed
campus Republican” who, among other
nonconsensual acts, removes his condom
without her permission or knowledge.
“A sexual encounter that no one can
classify properly” sounds precisely like
a voice of her generation, one struggling
to come to terms with rape culture.
(And yet, “I feel like there are fifty ways
it’s my fault . . . But I also know that at no
moment did I consent to being handled
that way” sounds like a voice of every
generation of women.)
Unlike Hannah Horvath, Dunham in
her self-awareness does not come across
as self-obsessed. When she is absurd,
she acknowledges that absurdity. “13
Things I’ve Learned Are Not Okay to
Say to Friends” is among the most drolly
enlightened of the lists, made up of osten-
sible real-life Dunham quotes like “No,
please don’t apologize. If I had your moth-
er I’d be a nightmare, too” and “There’s
nothing about you in my book.”
She reveals her vulnerabilities in
a deadpan manner, showing us how she
loves and has been loved, how she has
wronged and been wronged. But it’s not
all laughing around the hard stuff. At
the end of “Barry” comes a teary phone
call with Antonoff, in which she tells
him what happened with the hipster
rapist; here the narrative tur.
The CultureBooksduring the first season of her criti-.docx
The Culture
Books
during the first season of her criti-
cally acclaimed HBO series, Girls, Lena
Dunham’s character Hannah Horvath,
high on opium, tells her parents, “I don’t
want to freak you out, but I think that I
may be the voice of my generation—or
at least a voice of a generation.” The line
made waves as people conflated the fic-
tional character with her creator, perhaps
not wrongly. How dare a young woman
make such a bold claim? All too often our
culture tells young women their voices
don’t matter or deserve to be heard.
In her debut essay collection, Not That
Kind of Girl: A Young Woman Tells You
What She’s “Learned,” Dunham demon-
strates her 28-year-old voice’s admirable
range. While some celebrity essay col-
lections and memoirs are lackluster,
even embarrassing to read, Not That Kind
of Girl suffers few missteps. Dunham’s
cinematic flair translates to the page
with vigor and clarity—not unlike the
late Nora Ephron, to whom she is often
compared and to whom the book is
dedicated (along with Dunham’s family
and her boyfriend Jack Antonoff of the
indie-rock band fun.). Instead of tossing
pithy, pseudo-motivational observations
at the reader, Dunham has crafted warm,
intelligent writing that is both deeply
personal and engaging, clustered in five
topical sections: “Love & Sex,” “Body,”
“Friendship,” “Work” and “Big Picture.”
Each of the 29 pieces—essays mixed
with lists, like “18 Unlikely Things I’ve
Said Flirtatiously”—is confident and
assured, sidestepping self-deprecation
and instead offering intense self-
examination. Dunham’s self-awareness
can almost overwhelm with truthiness,
as in “Barry,” her glancing, tragicomic
account of being raped by a “mustachioed
campus Republican” who, among other
nonconsensual acts, removes his condom
without her permission or knowledge.
“A sexual encounter that no one can
classify properly” sounds precisely like
a voice of her generation, one struggling
to come to terms with rape culture.
(And yet, “I feel like there are fifty ways
it’s my fault . . . But I also know that at no
moment did I consent to being handled
that way” sounds like a voice of every
generation of women.)
Unlike Hannah Horvath, Dunham in
her self-awareness does not come across
as self-obsessed. When she is absurd,
she acknowledges that absurdity. “13
Things I’ve Learned Are Not Okay to
Say to Friends” is among the most drolly
enlightened of the lists, made up of osten-
sible real-life Dunham quotes like “No,
please don’t apologize. If I had your moth-
er I’d be a nightmare, too” and “There’s
nothing about you in my book.”
She reveals her vulnerabilities in
a deadpan manner, showing us how she
loves and has been loved, how she has
wronged and been wronged. But it’s not
all laughing around the hard stuff. At
the end of “Barry” comes a teary phone
call with Antonoff, in which she tells
him what happened with the hipster
rapist; here the narrative turns deeply
.
The critique of the Musical Cats must include the following informat.docx
The critique of the Musical Cats must include the following information:
1- Who was in the play meaning the actors and the characters they played?
2- What era is the play supposed to be taking place in?
3- Where does it take place?
4- How and Why did you connect emotionally and intellectually?
5- What was it about (breif plot synopsis)?
6- Were you able to relate to a part or most of the play (what part if any?
This musical was based on Old Possum's Book of Practical Cats by TS. Eliot
.
The CSI effect at university forensic science students’ telev.docx
The CSI effect at university: forensic science students’ television viewing
and perceptions of ethical issues
Roslyn Weavera*, Yenna Salamonsona, Jane Kocha,b and Glenn Porterc
aUniversity of Western Sydney, Family and Community Health Research Group; bUniversity of
Technology, Sydney, School of Nursing, Midwifery and Health; cUniversity of Western Sydney,
School of Science and Health
(Received 3 January 2012; final version received 3 May 2012)
Although the so-called ‘CSI effect’ has received attention in the literature for the
influence of forensic science television on jurors’ expectations of evidence
admitted into trials, less research explores the influence of such television
programs on university students enrolled in forensic science degrees. This paper
describes the quantitative and qualitative results of a study of forensic science
students regarding the forensic-related television programs they watch, such as
CSI, Bones and Dexter. We asked students to share their impressions of the
accuracy, ethics, professionalism and role models in the programs. The results
show that forensic science students are almost universally disparaging about the
realism of these programs and have mixed impressions of how the programs
portray forensic science professionalism and ethics. Most students believed that
the programs gave an unrealistic representation of the profession to the public;
yet students were also able to identify positive elements for recruitment and
education purposes.
Keywords: forensic science; CSI effect; students; television; education; Australia
Introduction
Popular media have suggested that crime science television programs such as CSI
may influence how lay jurors consider forensic evidence during criminal trials1–8.
This influence has been described as the CSI effect and named after the popular
television drama. It is suggested that jurors confuse the capacity of forensic evidence
with the fictional idealisation of forensic evidence as portrayed on the television
program2. Goodman-Delahunty and Verbrugge4 suggest that, despite the popular
media claims, there is little objective evidence to support the notion that crime scene
dramas such as CSI have a negative impact on jury verdicts. Wise5 indicated that
there are two issues relating to the ‘CSI effect’ proposition, with each affecting either
the prosecution or defence position; (i) the jurors held an inflated value of the
forensic evidence producing guilty verdicts2–5,9, or (ii) in the absence of forensic
evidence or when the evidence failed to reach the juries’ idealised expectations the
juries would acquit2–3,5. Evidence of the influence of the CSI effect, as claimed in the
popular media, has been mixed1–9.
Although the so-called CSI effect has received attention in the literature for the
influence of CSI on jurors’ expectations of forensic evidence admitted into criminal
*Corresponding author. Email: [email protected]
Australian Journal of Forensic Sciences
Vol. 44.
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ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...
Denis is a dynamic and results-driven Chief Information Officer (CIO) with a distinguished career spanning information systems analysis and technical project management. With a proven track record of spearheading the design and delivery of cutting-edge Information Management solutions, he has consistently elevated business operations, streamlined reporting functions, and maximized process efficiency.
Certified as an ISO/IEC 27001: Information Security Management Systems (ISMS) Lead Implementer, Data Protection Officer, and Cyber Risks Analyst, Denis brings a heightened focus on data security, privacy, and cyber resilience to every endeavor.
His expertise extends across a diverse spectrum of reporting, database, and web development applications, underpinned by an exceptional grasp of data storage and virtualization technologies. His proficiency in application testing, database administration, and data cleansing ensures seamless execution of complex projects.
What sets Denis apart is his comprehensive understanding of Business and Systems Analysis technologies, honed through involvement in all phases of the Software Development Lifecycle (SDLC). From meticulous requirements gathering to precise analysis, innovative design, rigorous development, thorough testing, and successful implementation, he has consistently delivered exceptional results.
Throughout his career, he has taken on multifaceted roles, from leading technical project management teams to owning solutions that drive operational excellence. His conscientious and proactive approach is unwavering, whether he is working independently or collaboratively within a team. His ability to connect with colleagues on a personal level underscores his commitment to fostering a harmonious and productive workplace environment.
Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
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