$20.00 Need in 8 hours 3-5 pages CIS 502 Week 5 Case Study Phase 2

 

Week 5 Case Study Phase 2

Click the link above to submit your assignment.

Students, please view the “Submit a Clickable Rubric Assignment” in the Student Center.

Instructors, training on how to grade is within the Instructor Center.

Case Study: National Infrastructure Protection Plan

Phase 1 due in Week 3

Phase 2 due in Week 5

Phase 3 due in Week 7

Phase 4 due in Week 9

On your first day as an Information Systems Security director, you met with the Chief Information Officer. During the meeting, he revealed to you his deep concerns about the Infrastructure Protection Plan. He asked you to read the Department of Homeland Security. (2009). National Infrastructure Protection Plan. Retrieved from http://www.dhs.gov/xlibrary/assets/NIPP_Plan.pdf carefully and focus more on chapter 6: Ensuring an Effective, Efficient Program Over the Long Term.

Since he realizes that you are new to this position he asked you to deliver the final plan, memo and budget in 7 weeks (week 8) but he setup 3 checkpoints for you to deliver parts of the plan to ensure consistent progress of the deliverables before the big presentation in week 8.

Phase 1: Memo – due in week 3

In this phase, you need to create 3-5 page professional memo about your assessment of what needs to be done to meet the standards based on the National Infrastructure Protection Plan. You need to make sure that the language in the memo is clear of free of errors. You also need to be creative in presenting this information to capture the most important points from the National Infrastructure Protection Plan. You need to demonstrate critical thinking to prioritize the action items based on your findings.

Phase 2: Communication plan – due in week 5

In this phase, you need to communicate with your troops about the National Infrastructure Protection Plan, through your information in the memo. The communication plan should involve a diagram showing the flow of information, the timing of the communication as well as the media of the communication. You also need to submit drafts of any communication pieces of your communication plan.

Click here to view the grading rubric.

Phase 3: Budget forecasts – due in week 7

In phase 3, you need to create a Spreadsheet to capture the financial components involved in the plan. Please be sure to cover all the items you included in your memo and in your communication. Also, this is the time to amend your memo based on the budget if you need to do so.

Phase 4: Final presentation – due in week 9

The fourth and final phase is to create a professional presentation of no more than 10 slides to serve as an executive overview detailing all the aspects of the plan. Remember that your presentation is the first item the team will look at, so try to capture all the ideas in a concise way to make the team eager to read the memo, the budget and consider your plan

Why do you procrastinate

How Do You Procrastinate?

1. Write about what you learned about your procrastinating styles from reading this excerpt. 

2. The name of the book that includes this excerpt is called It’s About Time. Explain why this is a good title for a book about procrastination. 

3. Write an anecdote about a time you procrastinated when you had to accomplish an important task.  What did you do to avoid the work?  How did this situation eventually end? 

How Do You Procrastinate?

LINDA SAPADIN WITH JACK MAGUIRE 

Find yourself in this chart of the six styles of procrastination. 

Procrastination Type

Personality Type

Thinking Style

Speaking Style

Acting Style

Psychological Need For

Perfectionist

critical

all-or-nothing

I should / I have to

flawless

control

Dreamer

fanciful

vague

I wish

passive

being special

Worrier

fearful

indecisive

What if?

cautious

security

Defier

resistant

oppositional

Why should I?

rebellious

non-conformity

Crisis-maker

over-emotional

agitated

Extremes.. “Unbelievable”

dramatic

attention

Overdoer

busy

compelled

Can’t say “no”

do-it-all

self-reliance

“It drives me crazy!” Andy cried. For six years, he had been an assistant manager for an insurance firm, and most of that time he had yearned for a better job. When he first consulted me for psychotherapy, he agonized over his career misfortunes: “I never seem to get a break, and I can’t understand why. It makes me furious sometimes, just thinking about it!” 

Soon afterward, Andy’s company offered to send him to executive development seminars, and he was very pleased. “This could be my way out of a dead-end job!” he confided. I waited for weeks to hear more about the seminars, but he didn’t mention them. Finally, I brought up the subject myself. He shrugged and said, “Oh, them! I went for a while, but I didn’t have the time to keep up with all the reading. Then, with one thing and another, I started missing some classes. Before long, I’d fallen too far behind to go back.” 

Maureen, an emergency room nurse, had only recently begun to tire of her job when she became my client. “I’m burned out,” she declared. “I want to do something different, something more stimulating for my mind and less hectic for my body.” 

Following through with her idea, Maureen started researching job opportunities in medical publications. She pressed for any interview she could get and eventually spoke to every hospital administrator in the city. Time after time, her applications were rejected. “It gets to me every now and then,” she admitted to me, “but I’m going to keep on keeping on. All that counts is that first ‘yes’ and I’ve got to believe it will happen.” It took several months of steady effort, but it did happen. Today, she’s a pediatric nurse in a first-class teaching hospital, and she loves the work. 

Both Andy and Maureen had the same basic goal–to get a better job–but one failed, while the other succeeded. What made the critical difference? Andy suffers from a lifelong habit of procrastination. Maureen does not. 

Despite Andy’s sincere intention to improve his career, he was unable to perform accordingly. He even acted against his own best interests: giving up too soon rather than sticking with the seminars that seemed almost certain to open up new opportunities for him. It was not sheer laziness that sabotaged his dream, nor was it simply a weak will or negative thinking. Instead, it was a firmly entrenched predisposition to procrastinate, featuring its own complicated mixture of self-defeating habits and attitudes. Fortunately, Maureen doesn’t have such a chronic predisposition. In pursuing her dream of a better job, she was able to maintain a strong connection between what she wanted to do and what she actually did. 

Of course, everybody procrastinates occasionally. An unusually messy closet gets cursed for months without ever being cleaned, or the task of writing an especially difficult letter is put off until the last possible minute. For many people, however, procrastination is chronic, pervasive, and deeply rooted. Because of how, as children, they were conditioned to think, speak, and behave, these individuals have a built-in tendency not only to procrastinate whenever they face a challenging situation but also to do so consistently, in the same way. They don’t understand why they do this, and as a result, they’re terribly frustrated. 

So are their family members, friends, and coworkers! How serious is your procrastination problem? To get an idea, ask yourself each of the following questions, circling “yes” if you often do what’s described, and “no” if you rarely or never do it: 

Procrastination Questionnaire

Do I put off taking care of important things that jeopardize my relationships, career, finances, or health? Yes No 

Do I put off doing what I need to do until a crisis develops? Yes No 

Do I put off doing tasks unless I can do them perfectly, or until I can find the perfect time to do them?  Yes No 

Do I hesitate taking action that needs to be taken because I fear change? Yes No 

Do I think too much about things I’d like to do but rarely get around to doing? Yes No 

Do I think I am special and don’t need to do all the things that other people need to do? Yes No 

Do I commit myself to so many things that I can’t find time for many of them? Yes No 

Do I tend to do only what I want to do instead of what I should do? Yes No 

Do I tend to do only what I think I should do instead of what I want to do?   Yes No

If you answered “yes” to any of these questions, you have a procrastination problem. The more questions you answered affirmatively the more you will relate to several of the procrastination styles described in this book. 

Fortunately, you can solve your problem, no matter how long you’ve suffered from it or how hopelessly trapped you may feel. 

THE SIX STYLES OF PROCRASTINATION 

The first step toward positive change is to develop a better understanding of procrastination as a complex pattern of living, rather than just a collection of bad habits. Essentially, procrastination is caused by an internal conflict: You feel a want or a need to do something, but you also feel resistant toward doing it. Usually, the two feelings are so evenly matched that you experience a halt in your natural flow of energy until, eventually, the conflict is somehow resolved–often in a way that’s not at all satisfying. 

In effect, this blockage of energy functions as an approach-avoidance conflict: Like a Hamlet in the world of action, you’re torn between two impulses –“to do” or “not to do.” Temporarily, at least, you’re torn by ambivalence, incapable of making a clear choice or commitment one way or the other. Maybe you actually start doing what you want or need to do, even though your lingering resistance makes you waste a lot of time and energy as you go along. Or maybe you stay stuck in your conflict until the last possible moment, when you finally plunge into doing what you want or need to do (probably with a strong push from someone–or something–else). If so, the task may not get done on time, and if it is, most likely it won’t be done nearly as well as it could have been with an earlier start. Or maybe you won’t do it at all. You’ll stay halted at your sticking point: your flow of energy dammed and, ultimately, damning you to yet another failure. 

Far from being lazy, as the stereotype would have it, chronic procrastinators generally have sufficient energy–it just doesn’t flow smoothly from mental preparation to physical execution. Instead, it remains mostly mental. Some procrastinators simply can’t get beyond the planning stage of a project. They keep elaborating or revising their plans, or generating alternative plans, far beyond the real need to do so. Others preoccupy themselves with wishful thinking: “If only [fill in the blank] happens, I won’t have to worry about [fill in the blank].” All get caught up to some degree in the rationalize-regret-and-obsess syndrome we’ve already observed. 

What each chronic procrastinator needs to cultivate is a more natural, more fluid transition from mental activity to physical activity, so that an appropriate amount of time and energy gets allotted to each phase. To do this, the procrastinator first needs to understand the inner conflicts that produced the procrastination pattern. Without that knowledge, the predisposition to procrastinate will sabotage any efforts the individual makes to change, no matter how earnest those efforts may be. It’s a situation familiar to that faced by many people who try to diet and lose weight without really understanding the inner conflicts that lead them to overeat: Until they learn more about the origins of their eating pattern, their problem will not go away. 

I call the sticking point in this kind of internal conflict the BUT factor, because the chronic procrastinators I’ve counseled frequently use the word “but” in describing their action: 

 “I’d like to finish what I’m doing, BUT I want it to be perfect!” 

“I’d like to start doing it, BUT I hate all those bothersome details!” 

“I could do it, BUT I’m afraid to change!” 

“I could do it, BUT why should I have to do it?” 

“I’d do it now, BUT I only get motivated at the last minute!” 

“I’d do it now, BUT I have so much to do!” 

In my thirty years as a psychologist in schools and in private practice, I have helped hundreds of people from all walks of life overcome their chronic procrastination. Based upon my experiences as a clinician, I have identified six fundamental procrastination styles, which relate to the six major BUT factors: 

1. The Perfectionist: “. . . BUT I want it to be perfect!” Perfectionists can be reluctant to start–or finish–a task because they don’t want to do anything less than a perfect job. Although their primary concern is not to fall short of their own lofty standards, they also worry about failing the high expectations that they believe (rightly or wrongly) other people have of them. Unfortunately, once they’ve begun a task, they often can’t resist spending far more time and energy on it than is required–a commonly unacknowledged or misunderstood form of procrastination that involves delaying the completion of a task by over-working. 

2. The Dreamer: “. . . BUT I hate all those bothersome details!” The dreamer wants life to be easy and pleasant. Difficult challenges that confront the dreamer can automatically provoke resistance: “That might be hard to do” gets translated into “I can’t do it.” Dreamers are very skillful in developing–and, usually, promoting–grandiose ideas, but they seem incapable of turning their sketchy ideas into full-blown realities: a pattern that frustrates themselves as well as the people around them. Uncomfortable with the practical world, they tend to retreat into fantasies: “Maybe I’ll get a lucky break,” or “I’m a special person–I don’t have to do things the typical [i.e., hardworking] way.” 

3. The Worrier: “. . . BUT I’m afraid to change!” Worrier procrastinators have an excessive need for security, which causes them to fear risk. They proceed too timidly through life, worrying incessantly about the “what ifs.” Faced with a new situation or demand, they become especially anxious, because anything new involves change and, therefore, unknown and potentially undesirable consequences. Thus, they tend to put off making decisions, or following through on decisions, as long as they can. Once they start working on a project, they’re likely to drag it out in an effort to help “soften the blow.” Many times, consciously or unconsciously, they avoid finishing projects altogether, so that they never have to leave the “comfort zone” of the familiar and move on to new territory. Much to their own dismay and frustration, they resist change even when they know, intellectually, that the change is almost certain to improve their life situation. 

4. The Defier: “. . . BUT why should I have to do it?” The defier is a rebel, seeking to buck the rules. Some defiers are openly proud of their tendency to procrastinate, precisely because it goes against the “normal” or “logical” way to do things. By procrastinating, they are setting their own schedule–one that nobody else can predict or control. In other words, they are establishing their individuality, against the expectations of others. Other defiers are more subtle, perhaps because they are less consciously aware of what they are doing. They don’t flaunt their opposition toward doing something. They simply don’t take on the responsibility to do it in a timely manner. This more subtle type of defiance is called “passive-aggressive” behaviour. Both kinds of defier procrastinators are inclined to see relatively simple tasks–like doing the laundry, paying the bills, or maintaining the car–as big impositions on their time and energy, rather than as things they should take in stride as mature adults. 

5. The Crisis-Maker: “. . . BUT I only get motivated at the last minute!” The crisis-maker needs to live on the edge. Addicted to the adrenaline rush of intense emotion, constant challenge, and emergency action, crisis-makers delight in pulling things off at the last minute. To them, procrastination is a form of adventure. Adventures, however, are by nature risky, and the crisis-maker procrastinator is often a loser. Despite the heroic, last-minute run, the train is missed. Despite working day and night all weekend, the status report doesn’t get completed by Monday. Despite a year-long intention to spend July in Europe, the flight isn’t booked on time and the deadline for a reduced fare passes quietly by, too quietly for the crisis-maker to notice. 

6. The Overdoer: “. . . BUT I have so much to do!” Overdoer procrastinators say “yes” to too much because they are unable–or unwilling–to make choices and establish priorities. In other words, they haven’t really mastered the art of decision-making. Because of this liability, they tend to be inefficient in managing time, organizing resources, and resolving conflicts. The result is that they try to do too much and, inevitably, fail. Overdoers are often hard workers, and many of them do accomplish some things very well; however, other things never get done at all, or else get done poorly or late. With so much to do and so little time to do it in, overdoers are prime candidates for early burnout. 

Each of these six procrastination styles–the perfectionist, the dreamer, the worrier, the defier, the crisis-maker, and the overdoer–involves a distinctly different pattern of impeding the productive flow of energy. But rarely does a flesh-and-blood procrastinator display only one of these styles. Instead, each person employs a distinctive mix of styles: perhaps two or three styles that are most operative–the major styles– along with two or three that are displayed less often but are still reasonably active–the minor styles. 

For example, a person initially identified as a perfectionist procrastinator may also have a dreamer inside, who, among other activities, delights in imagining “perfect” life situations. As a result, sometimes the person’s procrastination style is recognizably that of a perfectionist; other times, that of a dreamer. Within this same person, there may also be a bit of the crisis-maker, who performs best under pressure. 

In fact, chronic procrastinators tend to harbor several–or even all–of the six procrastination styles to some degree, with different kinds of life situations triggering different kinds of styles. For example, a woman may identify herself as primarily a crisis-maker procrastinator–especially at work, where she has plenty of opportunities to find, or engineer, emergency situations. Nevertheless, with a little more self-analysis, she may realize that she procrastinates somewhat differently in other areas of her life. When it comes to fulfilling her innermost desires, she may function more like a dreamer procrastinator. And with her husband, the strongest relationship in her life, she may adopt a defier style. 

2488; 54.2; 9.8

Assignment 4: Workplace Ethics

This assignment will give you the opportunity to choose an article  and then write about the ethical implications and the impact of the  events that are described. Read and reflect on ONE of the following articles.

Write a paper in which you:

  1. Analyze the following questions associated with your chosen article and discuss them using concepts you learned in this course.      
    1. What ideals, effects, and consequences are at stake?
    2. Have any moral rights been violated?
    3. What would a Utilitarian recommend?
    4. What would a Kantian recommend?
  2. Explain your rationale for each of your answers to your chosen article with supporting evidence.
  3. Your assignment must follow these formatting requirements:      
    • This course requires use of Strayer Writing Standards (SWS)                                                                      . The format is different than other Strayer University courses.  Please take a moment to review the SWS documentation for details.

The specific course learning outcomes associated with this assignment are:

  • Determine the considerations for and process of ethical business  decision making to balance corporate and social responsibilities and  address moral, economic, and legal concerns.
  • Analyze selected business situations using the predominant  ethical theories, such as utilitarian, Kantian, and virtue ethics to  guide ethical business decision making.
  • Determine the implications and impact of various civil liberty  laws in the workplace, such as hiring, promotion, discipline, discharge,  and wage discrimination.
  • Use technology and information resources to research issues in business ethics.
  • Write clearly and concisely about business ethics using proper writing mechanics

DBA 701 3.2 New Post

 

Getting Started

Writing Exercise

The focus of this writing exercise remains researching and article analysis. Remember to make good use of the services and resources through OCLS, including a Personalized Search Plan (PSP). The reading for this week focuses on literature reviews. You have likely encountered this component of research in your previous educational pursuits, but the importance and significance of the literature review in a doctoral program should not be underestimated. Locating and becoming acquainted with the body of research that exists on your topic is an essential skill in order to successfully complete this program. 

Upon successful completion of this discussion, you will be able to:

  • Apply critical thinking in the review of articles.

Background Information

The work of a literature review can inform a scholar’s entire research project. From past scholarship, researchers often derive and refine key concepts, hypotheses, sampling strategies, analytical techniques, solutions to ethical dilemmas, and other helpful ideas and practices.

Despite their wide-ranging impact, literature reviews are often associated with the introductory sections of a journal article—everything after the abstract and before the methodology section—because that is where scholars summarize prior research and explain how their article will add to it. In these introductory sections, much gets accomplished. Researchers expertly distill key points from the dozens or hundreds of prior studies that they have read; they identify competing perspectives, uncover important contradictions or disagreements that need to be resolved, and show the connections (and disconnects) between disparate studies—studies that may have been conducted decades apart by scholars in different disciplines and subfields. (Harris, 2014, p. 38)

References

Harris, S. R. (2014). How to critique journal articles in the social sciences. SAGE.

Instructions

  1. Review the rubric to make sure you understand the criteria for earning your grade. 
  2. Read Chapter 4 of How to Critique Journal Articles in the Social Sciences.
  3. Follow the instructions for Exercise 4.2 and 4.3 write a response (300-400 words) explaining your findings of the article searches, locations, and contents. Remember to consider the questions listed in the text as you craft your response.  
  4. Use APA format for all in-text citations and references and Grammarly to ensure your submission is free of writing errors. In addition to the APA-formatted reference, please include the permalink in your post so your instructor and classmates can access your article(s).
  5. Post your initial response by the end of day 4 of the workshop. 
  6. Read and respond to at least two of your classmates’ postings, as well as any follow-up instructor questions directed at you, by the end of the workshop. 
  7. Your postings are interactions with your classmates and instructor that should facilitate engaging dialogue and provide evidence of critical thinking. For this discussion, focus on the following:
    1. Extension: Expand the discussion.
    2. Challenge: Interrogate assumptions, conclusions or interpretations.
    3. Relational: Make comparisons or contrasts of themes, ideas, or issues.
    4. Clarification: Provide clarification to classmates’ questions and provide insight into the discussion.

APA 7th edition, 

 Follow the instructions for Exercise 4.2 and 4.3 write a response (300-400 words) explaining your findings of the article searches, locations, and contents.  

Review the associated rubric

Annotated Outline

You are to pick a topic that deals with mass communication for your annotated outline research project. All outlines must be written in APA format.

Please note that you can select your own topic but all topics have to be approved by me. That means don’t wait until the last minute to start working on your project. Below is a list of topics for consideration. You do not have to select any of the topics below if you don’t see anything that interests you but remember that your topic has to be related to mass communication and has to be approved by me first before you start your research. This is college! You are expected to produce a scholarly paper. This will require going to the library/doing extensive research on your topic. If you have any questions you can ask me.

Research Topics for Annotated Outline

1.     The impact of cell phone use in classrooms

2.     The decline of newspapers over the past 15 years

3.     The impact on children who watch violence on television

4.     The impact on children who watch sex on television

5.     Analysis of commercials aired on BET

6.     What’s considered beauty in media and the impact of viewers?

7.     Portrayal of African Americans as criminals on television

8.     Portrayal of African Americans as criminals on (local or national) television newscasts

9.     The impact of violence in video games

10.  The impact of profanity in video games

11.  The portrayal of African Americans and Latinos in video games

INTERNATIONAL TAXATION !!

Question 1:    Development cost 

Look at the 2016 reports of the Italian car manufacturer Fiat, which uses IFRS:

https://drive.google.com/file/d/1IHW7fo6LeWXzK4wytQZf6VNpqBIV_Juy/view?usp=sharing

Fiat capitalizes development costs as required in IFRS.

  

  1. Look into the income      results for 2016 in page 56. What was the research and development expense      in the income statement for 2016?
  2. What are the components of      the research and development expense (see page 58)? (include both the      descriptions and the numbers).
  3. How much development expenditures      did the company capitalize in 2016 (can also be found in page 58)?
  4. In US GAAP development      cost cannot be capitalized (except for special cases discussed in class      like software, etc.). Taking that into account, use the information you      found in parts a, b, and c to see what would have been the research and      development expense under US GAAP. (hint: development cost cannot be      capitalized in US GAAP, and so they would also not require any future      amortization or write-down). 
  5. Compare the research and      development expense in IFRS (from part a) and in US GAAP (which you found      on part d) and calculate the difference. Would Fiat’s profit go up or down      in 2016 if it used US GAAP? Look up Fiat’s annual profit before tax for      2016 (look at the line that says “Profit Before Taxes”). What is      the profit before tax for the year? Would the change in profit be      significant (calculate the percentage change)? 

Question 2:   Component Depreciation

Keep looking at Carnival’s 2016 reports. The company needs every few years to dry-dock its ships and perform major repairs. 

  

https://www.sec.gov/Archives/edgar/data/815097/000081509717000001/a2016ex-13.htm

a.What is the accounting      treatment that Carnival uses for the dry-docking expenditures? (Look in      note 2, in the section about PP&E). 

b.What would be the      appropriate accounting treatment under IFRS? (Recall our discussion on      component depreciation and non-physical parts).

c.Assume Carnival buys a new      ship for $255 million. The useful life of the ship is 30 years and the      residual value is 15% of the cost assigned to the ship. The company      needs every 2.5 years to dry-dock the ship and perform major repairs at an      expected cost of $15 million. If the company used IFRS:

i.What would be the       depreciation expense for the first year?

ii.Assume now that because       of some technical difficulties with the ship it had to be dry-docked 2       years after purchase (instead of 2.5 years) and repairs were made in the       sum of $15 million. What are the journal entries required at the time of       the dry-docking? 

Question 3:    

In class we saw the effect of revaluation of PP&E on a Greek shipping company. Assume we want to estimate how revaluation would affect a similar U.S. company (although revaluation of PP&E is not permitted in U.S. GAAP). Look at the 10-K filing for 11/30/2016 (the end of the financial year) of the cruise lines company Carnival (the company uses U.S. GAAP): 

https://www.sec.gov/Archives/edgar/data/815097/000081509717000001/a2016ex-13.htm

a. What is the useful life of ships? What is their residual value (in % of cost)? (see note 2 to the financial statements, ignore ship improvements)

b. Look in note 4 to find what the gross cost of the ships at the end of 2016 is and what their accumulated depreciation is (ignore ships in construction, and also assume for simplicity that all of the accumulated depreciation is associated with the ships and not with the other assets). 

c. Using your answers from parts a and b, what is your estimate of the average age of the ships in the fleet? (hint: as the ships are depreciated on a straight line, the ratio of accumulated depreciation to the total cost minus residual is the percentage of useful life already used.)

d. Now assume that the company wants to switch to the revaluation model for the ships and perform the revaluation at the end of the 2016 financial year (11/30/2016). Assume that on average the fair value of the ships goes up 3% every year (3% was chosen for the example because this is the average rate of inflation in the U.S. for the last couple of decades). What would be the revaluation surplus that will be created at the end of 2016? (hint: to get the net revalued amount you should multiply the net historical cost of the ships by 1.03 in the power of the average age of the ships you found in part c. The revaluation surplus will be the difference between the net historical cost and the net revalued amount).

e. What would be the journal entry recorded for the revaluation? Assume that the company will use the proportionate restatement method we studied in class (so both the gross and the accumulated depreciation amounts are restated proportionately).

f. How would the revaluation change the ratio of (Total equity)/(Total assets) for the end of 2016? Calculate the ratio before and after, and determine if the company looks more risky or less risky after the revaluation. 

g. What would be the expected additional depreciation expense in 2017 due to the revaluation? (assume Carnival keeps all the ships it has at the end of 2016, and no additional revaluations were done in 2017). Looking at the 2016 earnings before tax, would that decrease in earnings be significant (calculate the percentage change in earnings before tax)? What would be the journal entries required to record the annual depreciation expense under the revaluation model (hint: remember that the revaluation surplus should also be adjusted)? 

h. Assume the company did revalue its ships on 11/30/2016 as described above. If on 12/1/2016 (a day after the 2016 balance sheet) Carnival sells 25% of its fleet for $12 Billion, what are the journal entries required (hint: remember to also adjust the revaluation surplus)?   

FORENSIC DISCUSSION

NOT AN ESSAY JUST ANSWER EACH QUESTIONS IN 175 WORDS OR MORE…

Respond to the following in a minimum of 175 words:

1.   Individuals who investigate and process a crime scene must follow a logical workflow of evidence collection and scene processing. What issues would make collecting all the evidence at a crime scene particularly challenging? Discuss some common misconceptions regarding the control and directions of crime investigations and the use of forensic support services.

2.    Give examples of applications in which comparison procedures can be used in investigative situations. What are some limitations of the various comparative disciplines in forensics? Discuss ways in which forensic analyses may lead to a conclusion but not to a suspect. 

3.     Identify the preservation and collection of the various types of biological evidence, including challenges involved with the collection of DNA evidence. In a minimum of 175 words, discuss whether private security should be given access to forensic scientific methods inclusive of DNA tracking. 

4.     Forensic anthropologists and entomologists examine decomposed remains and rates of decomposition during death investigations. In a minimum of 175 words, explain how these professionals aid in determining the time and cause of death. Include factors that affect the rate of a body’s decomposition, as well as algor, livor, and rigor mortis in your response.   

Ancient Americas

 

Unit 5. Reading and Writing: Ancient Americas

(click on above link to access reading assignment)

Writing Assignment:
Summarize the information on the sculpture of Maya: The Yaxchilan Lintels.

Writing Assignment for Unit 5 Reading & Writing should include: TWO summary Paragraphs of the 2 Topics from the reading assignment. (2 paragraphs required)

Write two summary paragraphs; one for each topic in the reading assignment.

Relate important points topic-by-topic.

Each summary paragraph should have added space between paragraphs.

A run-on paragraph cannot be graded.

Do not use headers or ‘quotes’ from the reading assignment.

Do not use ‘I’, ‘me’, ‘my’ in writing summaries.

Do not cut and paste or copy any of the text in the reading assignment and then change it because TURNITIN will read it as copying and not as original.

TURNITIN SIMILARITY SCORE SHOULD BE 0% – if you are summarizing in your own words…

Take notes in your own words and then summarize.

Summaries that are too close to the original text will receive little or no credit.

OTHER ANSWER SOURCES ARE NOT ACCEPTED.

(It is important to see what you think about what you have read, and viewed. You must be original!)

You must attach the file as a WORD document: if you do not have WORD you can get an online version through BC or download OpenOffice and save the document in WORD format. Check for the DUE date for each assignment. To post: Follow the directions and then go to “Submit Files” then “Add a File”, “Upload” then “Add” then, “Submit”.

How to check your turnitin % score:
When you submit your writing assignments you will see your Turnitin % score after the paper has been submitted; you can click on it to review what is similar. If you need to make changes to your assignment you can but would have to submit a new file with the changes (the system allows for more than one submission as long as it is submitted before the deadline / the most current submission is graded). If you are submitting the assignment too close to the deadline there is no time to check your score and make changes; it’s important to work ahead so if needed you have time to make changes. The Writing Assignment is open for 9 days (check the course schedule for dates and times).

 

RESPOND TO SECTION QUESTIONS

Read and respond:

In any culture, the signs and images we see (for example on billboards or TV), everyday objects (from red-yellow-green traffic lights to red-yellow-green flags), the behaviors and actions we observe every day (running a red light, raising a clenched fist)— all stand in for larger ideas and meanings, beliefs and values. We are constantly decoding objects, images and behaviors for their explicit or hidden meanings, just as we are constantly participating in, reinforcing and challenging social codes. Even a seemingly everyday action—like deciding between wearing a dress or a suit—can serve to reinforce and/or challenge the meanings people assign to gender within a given system of representation.

We are constantly interpreting our everyday world in terms of representation—the various systems of meaning that members of a culture actively engage, through repeated and everyday practice (including how people use language, behavior, gestures, signs, objects and images). Most importantly for this course, people don’t just passively accept the systems of representation which determine cultural activity. People constantly struggle over representation. People actively question and protest systems of representation, both in terms of their evident and hidden meanings.

Performance functions within larger systems of representation. Our work in this class is to notice and study systems of representation invoked, rehearsed, and as importantly, transgressed, by a performance: What are the system’s outward/obvious and hidden/indirect codes? How does the system of representation interact with and shape the meaning of the performance? How does the performance reproduce and/or challenge the codes of the system? 

Representation and Performance Theory

Performance theorists’ work is to study various phenomena, even everyday events, as performance. Even a still photo may “perform” as part of a larger system of representation. Performance theorists especially pay attention to the event/performance’s efficacy: it’s ability to produce a desired or intended result; its power to produce effects. Similarly, a boss or company evaluates the efficacy of the workers by considering their ability to perform required tasks, and they might even describe their expectations of workers using performance language like “effective” and “high-performance”. How would you describe the world of the meat factory floor? Who performs there and under what conditions? What kinds of performances are expected or required? Is there a beginning or ending to the performances? What performances transgress the norms of the system?

A performance theorist might ask questions like: Who performs and under what conditions? How does the performance effect different types of audiences who view it with different, often conflicting perspectives, values and concerns? What were the conditions (context, setting) under which the performance was produced? What happened just before the performance? What happened after? How do those conditions impact the performance’s efficacy?

Representation 101 Cheat Sheet

  • Representation is a system of meaning through which people interpret and participate in their world (example, the traffic light)
  • Coding, decoding, codes, coded meanings are various terms used to describe how systems of representation establish relationships between words-images-actions-behaviors and meanings
  • Representation is culturally specific, participatory, and embodied (we use our bodies to create meaning through our behaviors, emotions, actions, etc); we rehearse systems of representation everyday
  • In performance studies terms, systems of representation create meaning through rehearsalàwe rehearse meaning by interacting with systems of representation

Politics of Representation

  • Representation is not static and unchanging
  • People and groups in societies constantly struggle over representation (i.e. question and challenge both obvious/direct and implicit/hidden meanings)
  • Representatoin is about struggle

Decode the traffic light as a system of representation. What are the codes that drivers learn and rehearse in their bodies, each time they interact with the traffic light?

1a.) What verbal command does each color of the traffic light stand in for?

1b.) What bodily action/response does the driver perform when they see each color? (be specific about how the driver uses their body)

1c.) What part of the body does the driver use to perform this action? 

2. What other cultural meanings are assigned to the colors red, yellow and green? You can give examples from within or outside the U.S. and/or draw on your unique cultural knowledge.

3.) How is the gender binary color-coded in the United States? For this question, describe the most obvious, conventional color codes of the gender binary, as a hegemonic system of representation. Explain the codes.

3a.) Which costumes and props are typically color-coded to fit the gender binary system of representation which you described above? For example, you could describe specific articles of clothing, accessories, toys, furniture, etc.

3b.) Can you think of a circumstance from your learning or your own experience, in which people or social groups have challenged or shifted the codes of the gender binary system of representation? Who challenged the system and how? You can consider colors, symbols, costumes and props, restored behaviors, etc.

4.) How is race color-coded, as a system of representation in the United States? Again consider the conventional coding of race as a hegemonic system of representation. In other words, what specific colors are used to represent race on a wide/mass scale? Do those same colors have other cultural meanings as well?

Read and respond:

Jacques Derrida, French philosopher, 1930-2004

  • Deconstruction is Derrida’s method for revealing hidden meanings
  • Deconstruction disrupts binaries (aka binary opposition, dualism, binary construction)
  • good/bad, true/false, right/wrong thinking is based on binary construction
  • Critical thinking deconstructs/disrupts binary thinking in order to pay attention to how specific meanings are made visible or obscured
  • Critical thinking includes articulating context, assumptions and stakes

Rules of Binary Opposition

1.) Two concepts opposed (defined as fixed opposites): good vs. evil, true vs. false, civilized vs. savage, authentic vs. fake, Western vs. non-Western

2.) One concept/term is dominant (higher social power and value); the other concept/term is subjugated (less social power and value). This value system is constructed in order to establish a hierarchy of power (e.g. Western culture is civilized so therefore must rule, while non-Western cultures are savage and must be brought under control)

3.) A binary reproduces other binaries: Western/non-Western links to good/evil, innocent/guilty, clean/dirty, civilized/savage, etc.

Why is binary opposition effective/powerful?

  • binary oppositions reduce and simplify thought
  • binary oppositions control thought and make it difficult if not impossible to question or challenge the regime of truth

How to Deconstruct

Determine the opposing terms of the binary.

Determine which term is dominant/which term is subjugated.

Consider what other binaries are linked to the main binary.

Discuss the primary binary power relation that “Couple in the Cage” represents, plays with and performs.

1.) What are the primary terms of the binary? What side of the binary are the “Guatanauis” assigned to? The “museum visitors”?

2.) Who is dominant in the power relation? Who is subjugated?

3.) What other binaries are associated with or linked to the primary binary?

Counseling Decisions

 

As a counselor, you will be making decisions on how to select evidence-based treatments. In your essay, demonstrate the decision-making process that you will use to choose one evidence-based treatment over another. Write a 1,000-1,250-word reflection essay on how to effectively utilize research in order to guide decision-making processes in the counseling profession. Include the following in your essay:

  1. A discussion about how qualitative and quantitative research reports guide the decision-making process.
  2. A discussion about the key characteristics of effective writing and publication in counseling and psychological research. How do these characteristics guide the decision-making processes?
  3. Select a diagnosis and include an example of how research could assist in treatment.
  4. Include a minimum of three scholarly resources in addition to the course textbook.

Prepare this assignment according to the guidelines found in the APA Style Guide, located in the Student Success Center.

This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.

You are required to submit this assignment to LopesWrite. Refer to the LopesWrite Technical Support articles for assistance.

Benchmark Information

This benchmark assignment assesses the following programmatic competencies:

M.Ed. School Counseling

4.2: Utilize research to guide decision-making processes.