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As the Chief Human Resource Officer, you have just been contacted by your legal team. They just informed you that your organization has been selected to undergo a Federal an I-9 audit. You decided to do a spot check on 5 random departments and noticed that numerous I-9’s were filled out incorrectly. You only have one month before the auditors arrive to do an entire I-9 audit on over 100 departments and the President of the University expects a strategic update on how to tackle this issue in 2 days. Prepare a report that outlines immigration forms and documents needed to apply for a job. Fill out an I-9 Form and describe the documents that you would produce to establish legal U.S. status. Discuss the I-9 Form and recommend a plan of action to correct the deficient forms. In your discussion determine if the I-9 Form and other documents are enough to establish legal status in the U.S. and are adequate protection for employers? Why or why not? Suggest and discuss one additional safeguard that could be added to protect the employer from unknowingly hiring an illegal immigrant. Give valid reasons for the same. .

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Case 14. LGA Industries: Employing Undocumented Immigrants David Martin was excited to start his new position as the manager of staffing, training, and development for LGA Industries, a carpet and rug manufacturer located in a mid-sized Texas town. LGA Industries had been producing well-known and high-quality carpets and rugs for the past 100 years. Over the years, its workforce had grown to just under 2,000 employees. Martin had just completed a master’s degree in Human Resource Management from the University of Texas at El Paso. In the last few years, LGA Industries had found it increasingly difficult to locate and hire employees to meet the growing demand for its products. Their traditional sources of labor were drying up as many high school graduates left the small town to seek employment in places like Dallas and Houston. The pay for unskilled jobs was $8.50 per hour. Martin learned that 45 percent of hires in the last four years consisted of immigrants from Mexico and other Latin American countries. The Latino population of the town, which had been less than 5 percent in 1990, was now about 25 percent. Martin’s predecessor, who retired last month, had been with LGA Industries for 15 years. Martin was anxious to introduce some of the new and up-to-date HR practices he had been taught at the university. Within his first two months on the job, he was to fill five new plant positions. The company had received a large order that needed to be completed within the next six months. Given the increasing difficulty that LGA had finding employees for new positions, the company had begun using an employment agency. When Martin contacted the agency, they assured him they would have no problem sending him prospective applicants. When five candidates showed up at his office about a week later, Martin was quite impressed with how quickly the agency had responded. When he interviewed the candidates, he found it odd that they were not able to tell him much about their previous employment experience. Three of the candidates appeared to know only a few words of English. Martin decided to talk with the HR manager at LGA Industries about the candidates. He was surprised when the manager told him not too worry—the agency was quite reliable and had sent them good candidates in the past. Martin was curious and decided to look at the files and records of previous hires. He was not able to locate the I-9 Forms for any of the newly hired Latino employees, nor could he find them on the HR database. Martin knew from his academic training and previous work experience that employers were required to complete an I-9 Form for all employees to verify eligibility for employment in the United States. When he asked the HR manager about the missing forms, Martin was told that the employment agency took care of them whenever they sourced candidates, and the forms were probably on file in their offices. About a week after the new employees were on board, Martin received an a ...

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You are a corporate compliance officer for a hospital. You are also a feature writer for The Medical Reporter , an online health magazine. The editor asks you to write an 8-10 page feature story about the steps you should take when fraud and abuse cases are reported to a facility. This is very timely as you recently received a call on your “hotline” regarding a potential fraud and abuse issue. The caller indicated that Dr. Greedy was billing for services that had not been provided. You are in danger of losing reimbursement for Medicare and Medicaid programs if this behavior is not stopped. Your feature should address the ethical and moral components that healthcare providers and healthcare facilities face with fraud and abuse issues. Your research should include the following aspects: How to conduct an investigation. It should include the following elements: Reviewing the initial complaint: What are the items you should look for in a compliant to determine validity? Notifying the appropriate upper management of the complaint unless they are implicated in the complaint: What are the steps to take to determine who is involved? Obtaining additional information as necessary and developing a plan for the investigation: What other items are important to the investigation? Conducting interviews with staff, residents and/or management: Delineate the types of questions to ask in the interview. Determining if the allegations are substantiated or unsubstantiated: Identify criteria to determine if substantiated or unsubstantiated. How to develop a correction action plan. The plan may suggest: A recommendation for a subsequent audit or follow-up to the complaint and determination of when this is necessary. A recommendation to refund any overpayments to federal government, insurance company or individual payer and when that may be the best course of action. By the due date assigned , deliver your assignment to the Submissions Area. Use the following file naming convention: LastnameFirstInitial_M5_A1.doc. Assignment 1 Grading CriteriaMaximum Points Discussed the process for reviewing the initial healthcare fraud and abuse complaint and the items to look for to determine validity. -Explained the steps to take to determine who is involved in the complaint.32Discussed how to obtain additional information to develop a plan for the investigation and the items, which would be important to the investigation.- -Explained how to conduct interviews with staff, residents and/or management and the types of questions to ask in the interview.- -32Identified the criteria to determine if the allegations are substantiated or unsubstantiated.32Explained how to determine when a recommendation for a subsequent audit or follow-up to the complaint is necessary. -Discussed the best course of action when a recommendation to refund any overpayments to federal government, insurance company or individual payer is warranted. -Written Compon ...

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Ashford 4 - Week 3 - AssignmentDiversity, Inequality, and Imm.docx

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Ashford 5: - Week 4 - Assignment Culturally Relevant Inspiration A number of important resources supporting the design, development, implementation, and evaluation of culturally relevant instructional experiences are available online. Throughout this course, you have had many opportunities to view a number of such resources. This assignment encourages you to reflect on the key concepts presented in the course through the creation of a web-based presentation or website that you can use in the future to support your teaching efforts. The goal is to showcase several model schools or programs representing what you have learned thus far regarding culturally relevant practices, creativity, and innovation. A plethora of options exists as you search for model schools or programs. While the K-12 public school setting may be on the forefront of your mind, remember there are a variety of learning environments available, such as charter and private schools, technical programs, post-secondary education and training programs, schools and programs pertaining to the military, Sunday schools and other religious schools, and more. Therefore, expand your search efforts to gain a well-rounded perspective to share in your website or web-based presentation. The resource you create can also be shared with colleagues (as well as the public in general) to advocate for implementing a more culturally-relevant instructional approach to professional practice. A listing of good free tools you might choose to use as you develop a website is presented in the Instructor Guidance. Each tool includes its own collection of help files and tutorials to support your creative endeavor. Similarly, there are numerous web-based tools that could be utilized to create an interactive presentation, such as animoto, knovio, prezi, or present.me. Use your creativity and try something new! Review the Week Four Instructor Guidance for detailed assistance about preparing for and completing this assignment. Next, construct your assignment to meet the content and written communication expectations below. Content Expectations Website or Web-based Presentation Content (8 points): Create a Website or Web-based Presentation that includes each of the following items: A separate page/slide for the three schools. Each page needs: A link to the school or program The location and general demographic information about the students A summary of why the school or program is innovative and/or unique A list of the 21st century skills supported by the school or program A description of how the learning experiences reflect culturally relevant pedagogy A description of how the school and/or program promotes creativity in the classroom for both teachers and students Website or Web-based Presentation Appearance (1.25 points): The Website or Web-based Presentation is well organized, formatted with high-contrast colors, and includes a logical navigational structure among pages and embedded or linked videos or ph.

Ashford 5 - Week 4 - AssignmentCulturally Relevant InspirationA.docx

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Ashford phi 208 : - Week 4 - Quiz Question 1. 1. Aristotle describes each virtue as: (Points : 1) a maximum. a minimum a relative mean. an absolute mean. Question 2. 2. Hill claims that a fruitful way to think about the badness of destroying the environment is: (Points : 1) To think about what kind of human would choose to destroy the earth. To appeal to theories about God and care for the earth. To examine people’s intuitions about whether it is right to harm the environment. To examine the rights that belong to the environment and act on the basis of those rights. Question 3. 3. In Aristotle’s view, the virtues are: (Points : 1) acquired through habit. acquired through philosophical reflection. a gift from the gods. something we are either born with or not. Question 4. 4. Which of the following would be an idea shared both by the teacher (Kevin Kline) from the clip of The Emperor’s Club, and by either MacIntyre or Aristotle (or both)? (Points : 1) If you act dishonestly, you are bound to eventually get caught, and that is why you should always be honest. If one exercises the virtues like honesty, one is bound to achieve greater wealth, success, and honor. Cheating might lead to external success, but at the cost of internal failure. Watch what you say because you never know who might be listening . Question 5. 5. According to Thomas Hill’s account of environmental ethics, a person might show a lack of virtue when they: (Points : 1) fail to realize that human needs and interests are worthless and unimportant. fail find any aesthetic value in nature. fail to recognize the rights of nonsentient beings. All of the above. Question 6. 6. Hill refers to the ability to understand oneself, to face oneself, and to be honest about the kind of creature one is by this term: (Points : 1) Self-love Humility Self-acceptance Relational harmony Question 7. 7. Robinson agrees with Aquinas’ idea that @The answer can be found on p. 265 of Robinson’s article “Magnanimity and Integrity as Military Virtues” (Points : 1) Honor is a subjective quality Honor is secondary to integrity Honor must be displayed in action Honor is secondary to magnanimity None of the above Question 8. 8. According to Aristotle, happiness is: (Points : 1) a contented state of mind. as much pleasure and as little pain as possible. feeling good about oneself. a life that is lived well. Question 9. 9. Aristotle conceives of a virtue as: (Points : 1) a rule that tells you what the right action is. a state of character that enables practically wise choices. a positive self-image. a way to gain as much pleasure as possible. Question 10. 10. Most definitions of honor regard it as having the following two elements: @The answer can be found on p 259 of Robinson’s article “Magnanimity and Integrity as Military Virtues” (Points : 1) Internal and external Subjective and personal Constructive and deductive Military and civilian None of the abov.

Ashford phi 208 - Week 4 - QuizQuestion 1. 1. Aristotl.docx

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Ashford 6: - Week 5 - Final Project Final Project The final assignment of this course is the creation of an interactive timeline. Each week you were required to complete a Discussion Forum, sharing five significant events/individuals that made an impact on education during each time period. You will now use this information to create an interactive timeline using Tiki-Toki . Focus of the Final Project For the Final Project, you are required to make a timeline of the events in the history of American education that made a significant impact, and include a summary of each event. Guidelines for the Timeline To create the timeline, use the information from each week’s Timeline Discussion Forum response. (You may use the events you listed or the events your peers have listed. You will upload your text, event by event, to a timeline you create using Tiki-Toki . You must include historical events, with each significant time period being represented with at least two different events/individuals. You must include an introduction timeline slide (as prompted by tiki-toki) that will include your name, the name of the course, and a brief description of what your timeline entails. You must include a minimum of 20 historical events; feel free to include more events in the area(s) that you feel were most significant. You are encouraged to use scholarly sources where appropriate. After selecting the historical events, compose a brief summary (25 to 50 words) for each, and select and include a historical image or video that highlights the event. Include a minimum of three sources in addition to your textbook and reference them in APA 6th-edition style. Once the timeline is complete, please include the final tiki-toki link in your written document. Additional notes regarding the timeline: Review the following example of the Final Timeline Assignment for EDU 324 . The events/figures that have been chosen for the example are not significant to the history of American Education and may not be used in your final timeline. When creating your own timeline, please be sure to adjust the date as needed; either the actual date; February 5, 2014 or 2014, whichever is appropriate. Please be sure that all images have captions. Written document must include: Cover page Reflection of the timeline Tiki-toki link A reference page Reflection Items: Determine which event listed in your timeline you feel is the most significant and explain why. State which event you found the most interesting and explain why. If you had access to a time travel machine, explain which event you would like to have been a part of and why. Predict an event that you think will be listed on future timelines and provide a rationale. Please note you will be graded on the clarity of your narrative and the appropriateness of design (e.g., the quality of the images, how well the images relate to the given event) and the quality of your response to the reflection items. The summari.

Ashford 6 - Week 5 - Final ProjectFinal ProjectThe final assi.docx

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Ashford 6: - Week 5 - Final Paper Civil Liberties, Habeas Corpus, and the War on Terror The final assignment for this course is a Final Paper. The purpose of the Final Paper is to give you an opportunity to apply much of what you have learned about American national government to an examination of civil liberties in the context of the war on terror. The Final Paper represents 20% of the overall course grade. Soon after the U.S. invasion of Afghanistan in 2001, the Bush administration developed a plan for holding and interrogating captured prisoners. They were sent to a prison inside a U.S. naval base at Guantanamo Bay, on land leased from the government of Cuba. Since 2002, over 700 men have been detained at Gitmo. Most have been released without charges or turned over to other governments. In 2011, Congress specifically prohibited the expenditure of funds to transfer Gitmo prisoners to detention facilities in the continental United States, making it virtually impossible to try them in civilian courts. As of April 2012, 169 remained in detention at Gitmo (Sutton, 2012). An assumption made by the Bush administration in selecting this location was that it was beyond the jurisdiction of U.S. courts. The administration wanted to avoid any judicial oversight of how it handled detainees, characterized as enemy combatants. A possible legal challenge to indefinite detention with no formal charges or judicial proceedings might arise from the habeas corpus provision of the Constitution. Article I, Section 9 of the Constitution states, "The Privilege of the Writ of Habeas Corpus shall not be suspended, unless when in Cases of Rebellion or Invasion the public Safety may require it." Under this provision, persons detained by the government are entitled to a judicial hearing to determine if there is any legal basis for their detention. Some legal commentators refer to the right of habeas corpus as the "great writ of liberty" because it is a prisoner's ultimate recourse to an impartial judge who can review the possibility that he is being held illegally by the executive (e.g., the police or the military). In nations that do not honor habeas corpus, people simply disappear into prisons without ever having their day in court. Several controversial Supreme Court cases have come out of Gitmo. One fundamental question that has been debated, but not clearly resolved, is to what extent the war on terror justifies the President's indefinite detention of enemy combatants without the possibility of the minimal judicial review protected by habeas corpus? Another issue in the debate is to what extent Congress must clearly authorize the President to conduct extra-judicial detentions in order for them to be legal? In 2008, the Supreme Court’s decision in Boumediene v. Bush offered some answers to these questions. However, the deeply divided 5-4 Court and the likelihood of the protracted nature of the war on terror suggest that debate around these important quest.

Ashford 6 - Week 5 - Final PaperCivil Liberties, Habeas Corpus, a.docx

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