week 8

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 Overview: This assignment will allow you to gain an understanding of how the judicial process impacts policy and procedure. Prompt: The three cases below resulted in judicial decisions that influenced policy and procedure. In this short paper, you will analyze a judicial case and write a policy and procedure based on the reforms needed. Choose one of the following scenarios, below. Read the decision and write an appropriate policy and procedure to comply with the court. Use the Supreme Court site to research details about your chosen case.  Bailey v. United States (2013) (Police case): In this scenario, you are the chief of police. Write a policy and procedure about search and seizure.  Florence v. Burlington County Board of Chosen Freeholders (2012) (Corrections case): In this scenario, you are the warden of a prison. Write a policy and procedure about who is subject to various types of searches.  Alleyne v. United States (2013) (Court case): In this scenario, you are a court administrator. Write a policy and procedure about the rules of evidence. As you write your short paper, consider the following:  Who are the stakeholders in your scenario? For example, the stakeholders in scenario one may be the citizens, offenders, police personnel, police union, and police administrators.  How can you balance the wishes of all stakeholders?  What training may be needed, and how will it be implemented?  What are the important aspects to be included in the policy and procedure? Specifically, the following critical elements must be addressed: I. Summary: Provide a brief summary about the selected case. II. Stakeholders: Describe the stakeholders within the selected case. III. Policy and Procedure: Create a policy and procedure that thoroughly complies with the court’s decision in the selected case. IV. Justification: Provide a justification for the policy and procedure that addresses the unique characteristics of the selected case.  Guidelines for Submission: Your paper must be submitted as a 3- to 4-page Microsoft Word document with double spacing, 12-point Times New Roman font, one-inch margins, and at least four sources cited in APA format.  

Biology Extra Credit

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 Week 1 Extra Credit
Every week, you may provide a written summary about specific items that you have learned in the past week. For the Week 1 Weekly Summary, topics will be from information learned from Week 1 (Chapters 1, 2 & 3). The Weekly Summary is not mandatory to complete and will not impact your course final grade if it is not completed. This is the only Extra Credit offered in General Biology; and all students are highly encouraged to complete it. In order, to be eligible for the full amount of extra credit points, it should be a well thought out full paragraph in your own words, at least 150 words. If any information is used from an outside resource it is required to be properly cited per APA requirements, with both in-text citations and a full reference citation. [Note: Directly quoted materials or the references are not included in the word count.]Pick one of the following topics (or choose one of your own) and tell us what you learned about it this week. Please be very specific. This should be in your own words, with information properly cited. Please see the directions above as well.

  1. The scientific method and its components
  2. The different types of carbon compounds
  3. Elements, atoms, and molecules

The scoring of the Written Summary for the Weekly Summary Extra Credit is as follows: 20% – grammar/spelling, 10% meeting the minimum word count and 70% content for a maximum total Extra Credit, 100% = 0.5 points.
 

Case study- paid time off (PTO) Policies

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Assignment 2: Case study—Paid Time Off (PTO) Policies

PTO policies have become good tools for HR staff to use in terms of organizational incentives. Use the Argosy University online library and your textbooks to read about PTO policies. Now, let us go back to Company A and Company B from Module 1.

While reviewing the information from the two merged companies, the HR Director has found out that each company has two different PTO policies.

Company A has a PTO system in which employees are given 30 days of paid time off each year, which accumulates at the rate of 2.5 days a month. Under this policy, vacation and sick leave are all rolled into one paid leave and any absence whether scheduled, such as vacation, or unscheduled, such as sick leave, are taken from the accumulated leave the employee has earned.

Company B has a more traditional leave system in which employees are given 12 days of vacation, 10 days of sick leave and 10 holidays. The company is closed on those holidays. Vacation is accumulated at a day per month. Sick leave has an unlimited accumulation, but unlike vacation would not be paid out upon termination of employment.

Since the employees of the merged company will be working side by side, the HR Director has asked you to review the situation and make recommendations for a solution.

Instructions:

As an HR Director prepare a report addressing the following issues:

  • Identify any additional information you would need to recommend a solution, and explain where you would likely find that information.
  • Discuss any issues you would likely encounter if you were to merge the PTO system to a traditional leave system. Explain which issues would be difficult to solve and why.
  • Explain any problems you see with leaving the two systems in place, and identify which system would be assigned for new employees.
  • Make a recommendation for one common PTO system. Explain your system and why you think this system is the best system for the company.

Include two to three scholarly references in your response.

Write a five-to-seven-page memo to the company’s Chief Executive Officer (CEO). Apply APA standards to citation of sources.

Use the following file naming convention: LastnameFirstInitial_M2_A2.doc. By the due date assigned, deliver your assignment to the Submissions Area.

Assignment 2 Grading CriteriaMaximum PointsIdentified information that is relevant and logical for recommending a PTO solution, and provided clear and rational ideas for where the information would likely be found.16Discussed relevant issues that could likely be encountered upon merging the PTO system with the traditional leave system. Supported the explanation of difficult issues by sound reasoning and evidence from scholarly resources.24Assessed various challenges that would logically emerge from having two separate PTO systems in one company; provided a thorough analysis of which system would be assigned for new employees.16Recommendation for the system that would be most beneficial to the newly merged organization is clear, specific, and based on scholarly research and industry best practices.32Wrote in a clear, concise, and organized manner; demonstrated ethical scholarship in accurate representation and attribution of sources; and displayed accurate spelling, grammar, and punctuation.12Total:100 

PSY 5103 Week 2-Explore Record Keeping Requirements

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Warm-Up Activity 2.1: Review APA Code of Ethics

This week, review Standard 4: Privacy and Confidentiality of the APA Code of Ethics.

Spotlight on Skills: Developing a PowerPoint Presentation

For this assignment, you will prepare a PowerPoint presentation. For help in using this tool, review the PowerPoint Tutorial located under your weekly resources.

Assignment

In all fields of psychology, recordkeeping requirements are guided by state and federal regulations, professional organizations and contractors. For this task, assume that you have been asked to develop a PowerPoint presentation supported lecture to students or colleagues, which highlights applicable record keeping requirements for your organization and for the state or country where your organization or agency resides. If you are not currently employed, you may select the record keeping requirements that would be applicable for a private or consulting practice.

For this assignment, you are required only to submit the accompanying power point and not the lecture. Your required speaker notes should include the full applicable ethics standards or requirements of your organization as well as the full code section of the applicable state or country regulations.

Incorporate appropriate animations, transitions, and graphics as well as speaker notes for each slide. The speaker notes may be comprised of brief paragraphs or bulleted lists.

Support your presentation with at least five scholarly resources. In addition to these specified resources, other appropriate scholarly resources may be included.

Length: 12-15 slides

Notes Length: 150-200 words for each slide

Be sure to include citations for quotations and paraphrases with references in APA format and style where appropriate. Save the file as PPT with the correct course code information.

Accounting theory

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Instructions: 

 

ACT505 Accounting Theory, Semester 1, 2021 Assignment 2 

30 Marks – Weight 20%
Due Date: Sunday 23rd May Midnight (week 11) 

 

  • ➢  This assignment consists of two question. The due date and time is noted above.
     
  • ➢  It is your responsibility to ensure you factor in any time difference between
    Darwin and other locations when submitting your assignment.
     
  • ➢  Please upload your file using the submission point for the assignment on Learnline.
     
  • ➢  Assignments submitted via e-mail will NOT be accepted.
     
  • ➢  There is no need to complete a university cover sheet but DO please include your
    name, Student Number, and your tutor’s name.
    Ethics:
     

➢ This is not a group assignment; it is an individual assessment. Your answers will likely be different from other students. If portions of your assignment are copied or very close to copying, all parties will be penalised for copying. Copying would be considered plagiarism and CDU has restrict policies in this regard (please see https://www.cdu.edu.au/academic-integrity for details). 

 

ACT505 Assignment 2, Semester , 2021 Page 1 

  

Question One (15 Marks) 

Banks to slash extra 1000 jobs 

On 21st August 2002 the Commonwealth Bank (CBA) announced that it would slash 1550 jobs while creating 550 jobs, a net loss of 1000 jobs. It planned to reduce inefficient operations, task duplication & some back-office processing functions, but stated that it would not close more branches even where closures had been planned. The news received hostile reactions from both unions and consumer advocates like the Australian Consumers’ Association (ACA). 

Union officials said that the job cuts were scandalous, and that bank staff were suffering from uncertainty following previous cuts and closures. ‘ It is unbelievable’ said Tony Beck, Finance Sector Union national secretary. ‘ They have just shed 500 jobs, all from the retail network. Now we get this punch with another 1000 jobs.’ 

The ACA was equally unimpressed. Its finance policy officer Catherine Wolthuizen asked when the losses would stop. ‘ How much profit is enough for greedy banks like CBA and how much further will it flout consumer and community demands before the Government acts?’ 

The ACA wants a social charter set up to delineate minimum standards around access to banking and affordability. It has been lobbying the Federal Government to act for consumers in the face of massive bank profits. 

CBA’s annual profit leapt 11percent to $2655 billion in the previous financial year, increasing income (over $1.8m) from fees, commissions and other charges contributing to the profit surge. The strong housing market contributed to an increase in lending fees income: $618m, up 3percent. Commissions and other fees raised a massive $1.242 billion, up 6 percent. 

Required: 

Explain whether you think the banks would or should respond to the concerns of the ACSA and/or concerns of the Finance Sector Union. What theory(s) did you rely on (if any) to form your judgement? 

Question Two (Marks 15) 

Explain the efficiency perspective and the opportunistic perspective of Positive Accounting Theory. Why is one considered to be ex post and the other ex ante?
Give two examples to illustrate your answer. 

 

ACT505 Assignment 2, Semester , 2021 Page 2 

Monuments

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This week’s music clips relate to Chapters 33 and 34.

  • Claude Debussy:
    • Prélude à l’après-midi d’un faune (“Prelude to the Afternoon of a Faun”).
      • Read pages 1092–1094, and then read the paragraphs below. Once you do that, imagine yourself as a faun in a meadow on a sunny day; click the video above, close your eyes and listen.
      • A faun (not to be confused with a fawn, or young deer) is a creature from ancient Greek and Roman mythology. A faun is part goat and part human; it usually has the horns of a goat, is otherwise human from head to waist, and then is goat from waist to feet. The ancients considered fauns as one type of forest deity among many. Fauns were associated with lustful impulses, not having the constraints of formal urban society. Debussy’s musical composition was inspired by a major poem by his friend Stéphane Mallarmé, a poem composed in French (1865; final version in 1876) originally and going by the title L’Après-midi d’un faune (“The Afternoon of a Faun”). Carefully read translator Alan Edwards’s description of Mallarme’s poem.
      • See this major Symbolist poem in English translation on page 1093, or this more complete translation. You may also read the French text with translation. On Symbolist poetry, read pages 1091–1093, and also Symbolist Poets.
      • Back to Debussy’s work, Prélude à l’après-midi d’un faune: As you listen to Debussy’s work, think of it illustrating the moods and lustful fantasies of a faun on a hot afternoon. Debussy’s composition later inspired a ballet based on this same poem.
    • La Mer (“The Sea”).
      • Read carefully page 1094 about the three sections of this work; consider the book’s description of this as “Impressionist” music (the analogy being to Impressionist paintings); but also consider the suggestion that it might be “Symbolist” and reflect on the differences described between the two. The book describes the three parts of this—light on the surface of the water, movement of waves, and the sound of wind on the water. Feel free to listen to a few minutes and then fast forward to the different parts.
    • Clair de lune.
      • This piece is not mentioned in the book; Debussy is on pages 1093–1094 and 1179.
      • Debussy composed this famous work as the third movement of a piano suite entitled Suite Bergamasque. “Clair de lune” is French for moonlight. The piece was completed in 1905. For some, it evokes the image and mood of moonlight shining through the leaves of a tree. It seems to have been inspired by a Symbolist French poem, also entitled Claire de lune, by Paul Verlaine, penned in 1869. You can also read the French text and translation; scroll down to the second poem. For one person’s experience playing Debussy’s composition, see the blog post, On Debussy’s 150th Birthday, the Spirit of His ‘Clair de Lune’ Lives On.
  • Gustav Mahler:
    • Symphony No. 1, 3rd Movement.
      • Read carefully the description of this piece on page 1104. Mahler was a prominent composer from Vienna in the late 1800s.
    • Symphony No. 2 (“The Resurrection Symphony”), in full (not mentioned in the book). If you are truly ambitious, listen to this long—but marvelous—symphony. For background information on the work, visit NPR’s Mahler’s Apocalyptic Second Symphony.
  • Johannes Brahms: Symphony No. 4, 4th Movement.
    • Read carefully pages 1104–1105. This was composed in 1885. Our class text notes that it is marked allegro energico e passionato (energetically fast and passionate).
  • Igor Stravinsky: Le Sacre de printemps (“The Rite of Spring”).
    • Read carefully pages 1129–1130 on this ballet, for which Stravinsky composed the music and Vaslav Nijinsky did the choreography. (Compare Debussy’s Prélude à l’après-midi d’un faune from pages 1093–1094; note how this is another twist on Mallarme’s poem—a ballet with new music.) It is very interesting to consider audience expectations for any performance. It is my guess that most of you will listen to this music and find it enjoyable and inventive with all the tempo changes, certainly nothing to complain about. And the dance and choreography will seem good and tame (there are more erotic modern dance versions of this, but this is the more conservative original). Yet, in 1913, early in the performance there was so much hissing and booing—apparently directed at the music, not the dance—that “police had to be called, as Stravinsky himself crawled to safety out a backstage window” (1)! I guess this is a different version of “Elvis has left the building”!
  • Arnold Schoenberg: “Madonna,” section 6 in Pierrot Lunaire.
    • Read carefully page 1133. Schoenberg completed this work in 1912. Realize that this is deliberately atonal (he would say “pantonal”). Note the use of Sprechstimme (“speech song”) instead of normal singing and Schoenberg’s description of this. Pierrot is the name of the main character, who is a clown by profession. “Pierrot Lunaire” can be translated “Moonstruck Pierrot” or “Pierrot in the Moonlight.” Pierrot Lunaire is a work made up of 21 poems or songs, though actually they are put into three groups of seven songs each. The subject matter of each 13-line poem is quite varied. This song called “Madonna” is a song to Mary when she is holding her son Jesus after he is taken down from the cross, the moment captured most famously in Michelangelo’s sculpture called the Pietà. (Although there is no scriptural account of this event, it is a common motif in tradition and art.) There is an allusion to a figurative warning Mary received in Luke 2:35 that “a sword shall pierce your own soul.” This song “Madonna” graphically captures the moment Mary, “the mother of sorrows,” cradles her dead son in her arms.
    • German lyrics and English translation; scroll down to number 6.
  • Giacomo Puccini:
    • “Un bel dì vedremo” from Madama Butterfly.
      • Text and translation.
      • View an alternate version.
      • Puccini completed and first presented this opera in 1904. The story in this opera was roughly based on stories that had appeared in a play and short story in the late 1800s. Read carefully page 1133 for a brief summary of the story of an irresponsible American sailor who abandoned his bride (Cio-Cio-San, meaning “butterfly”) and returned to America. It is a tragic, heart-wrenching story. “Un bel dì vedremo” (“One Fine Day, We Will See”) is the play’s most famous aria. Sung in Act 2, it shows her longing for and fantasizing about her husband’s return one day. But the audience suspects that, deep down, this is an attempt to convince herself.
    • “Nessun dorma” from Turandot.
      • Chapter 34, pages 1133–1134.
      • Italian text with translation.
      • The opera Turandot was composed primarily by Puccini, though he died in 1924 before it was finished. Franco Alfano completed the work, and it was first performed in 1926. The opera was based on plays that were in turn based on a centuries-old story. The opera is set in ancient Peking (now Beijing, China), where prince named Calàf falls in love with the cold-hearted and cruel princess Turandot. The story is nicely summarized on pages 1133–1134. After Calàf answers all Turandot’s riddles and wins the right to marry her, he makes her an offer. He will forfeit his life at dawn if she can discover his real name. By Act III, she is determined that no one in the town shall sleep until she learns his name. Thus, Calàf sings the aria “Nessun dorma” (“Let No One Sleep”).

 

Each week we will be looking at a set period from our past.  Although these are our ancestors, it will seem like we are studying a distant planet, inhabited by people with the strangest of habits.  Fortunately, these subjects of our observation give us abundant clues about who they are.  Their art, their writing, their technology, the way they do business, the way they govern themselves all feed into a picture we will attempt to paint for ourselves each week.  Understanding who they were will help us understand who we are.

Each week you will be given three or four questions pertaining to important topics covered in the materials provided in the question itself, the textbook, the lectures, the other materials provided, and my comments in my Live Session. You choose the one you like and post a response of 125 words or more. 

Anime- Discussions – Anime 1

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Imagine you are hanging out with 2 or 3 especially academically-inclined friends, watching anime and talking about the themes of membership in or destruction of cultural communities.  After viewing the TV anime “Ouran High School Host Club,” the documentary about Studio Ghibli “Kingdom of Dreams and Madness” and the full-length anime film “Spirited Away,” and and reading this module’s assigned reading, discuss the ways these different anime represent community.  How do these anime *specifically* represent cultural communities?  How do these films represent violence and destruction of communities?  What overall interpretation of the future (optimistic?  pessimistic?  why?) can a thoughtful viewer generate from the endings of these films?

Feel free to include material from our course textbook by Tsutsui as it pertains to cultural specificity in Japanese popular culture (this week: anime) and cultural communities.

The Manga Module material on the representation of gender will also be very pertinent to this week’s consideration of communities, especially in the TV anime “Ouran High School Host Club.”

Compose a spell-checked, grammatically-correct response. The readings on anime should help you to articulate your point, and you must make references to all of them. Make sure you anchor your specifics with page numbers and/or video time stamps.

After you have completed your response, you should post AT LEAST two additional short responses to your classmates’ comments.  These responses should be approximately 80-100 words in length.  The class discussion is broken up into small discussion groups of 3 to 5 people this week, so expect to have a close-knit and engaged discussion with just a few members of the class.

Post your initial response to this week’s discussion by Tuesday before midnight.

Then, reply to at least two peers’ posts by Thursday before midnight.

Question 17

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Projects that conform to the Agile methodology often use something called a scrum board. You can think of a scrum board as a digital whiteboard containing yellow “stickies,” each listing a task, posted beneath categories such as “to do,” “in process,” in testing,” etc. Using a scrum board in this way allows all project members to see where important tasks are in the overall project process quickly and easily.  

For this Learning Team assignment, you will collaborate with your team members to create an Agile scrum board based on the Global Treps project from the Wk 2 Team assignment (see below).

Note that in an industry situation, you would most likely use a specialized software tool to manage your scrum board such as Jira, Rally, Asana, or Basecamp. However, in this course, you will be using a tool that you may already be familiar with—Microsoft Excel—to create your scrum board and other deliverables. It is the organization and assignment of tasks that is important about a scrum board, not the specific software tool you use to create and manage it. 

To complete this Learning Team assignment: 

Reread the Global Treps Scenario that you read in the Wk 2 Team – Apply assignment.

Review the Learning Team Scrum Board Example spreadsheet. (Note: Click the Board tab that appears at the bottom of the spreadsheet to see the scrum board example.) 

Create a scrum board in Microsoft Excel format, similar to the linked example, to align with the project scoping document your team created in Wk 2. Ensure that your finished scrum board incorporates a project budget.  

Reflection paper 5

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Reflection Papers

Writing a Reflection Paper may be very challenging. The process is at times confusing and a bit open-ended as well. To that end, I have made an attempt to create a clear rubric on which you will be graded and to set clear expectations from the assignment.

In this course you will be writing 5 Reflection Papers.

These papers will be your reflective response to a reading. The process will be relatively simple: You will read a text that will be assigned within the module. You will then write a Reflection Paper based on that text and your observations of it.

The purpose of a Reading Reflection Paper is understand your informed opinions about what you may have learned from the text.
Each reader will respond to the text differently based on their personal experiences and lifestyles. Keeping this in mind, the purpose of this paper is to consider how these ideas reflect, contradict, or align with your interpretations.
This will be an opportunity for you to recognize and challenge your opinions.

Here is a list of the basic requirements:

1. The paper must be written in MLA format. If this is not done you will lose points.

2. Each paper must be 550 – 750 words.

3. Outside sources are not required – just use the text that you are responding to.

4. Writing must be formal language with correct spelling and punctuation.

5. Each paper must take one idea/topic from the text and write about it – do not summarize.

6. When composing your paper think of the following: What is the one new thing that you have learned? Or it could be the one thing that disturbed you the most. How does the learning of that one thing challenge your prior ideas (or support them)? And how does learning this affect your view of the world around you?

7. Remember: This paper is meant to help you find what is meaningful to you in the reading. I do not need you to summarize the material. I want to know what it means to you.

8. Check the rubric and the samples for Reflection Papers and make sure to ask questions as needed.

Read William Faulkner’s “A Rose for Emily” and then write your final Reflection Paper 5 on it.

http://xroads.virginia.edu/~drbr/wf_rose.html

Integrative Case 1: Garlic, Sugar, and Trade Disputes 1.5 pages

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  1. Answer these 3 questions  in 1 or 2 pages. Please answer according to number of question (ie, do not respond in full essay format). It is not necessary to rewrite the question;  numbers are sufficient. 

Guidelines

Your submission will be vetted through the TurnItIn tool.  Submissions that return with more than 20% copied material (disregarding case questions, routine words, common vernacular, appropriate citations for text sources, etc.) will receive a failing grade.  (I will caution you that using a thesaurus-type tool to work around TurnItIn is also prohibited.  These are very easy to spot, and I have no tolerance for this.)

  1. In global trade, is there really a “level-playing field”? Why or why not? Discuss your opinion on this based on text concepts, in-class discussions, issues in the video/articles, and outside sources.

2.)Research ongoing issues with sugar subsidies and how the American Sugar Alliance [ASA] lobbies for domestic sugar producers. What should be the role, if any, of non-government agencies in global business, especially as it pertains to the global food supply

3.)Discuss the benefits and drawbacks of government’s intervention in free-trade especially in consideration of the global food supply. Choose two specific trade barriers in effect now (or recent examples of no more than 20 years ago), and indicate why these might have been enacted.  What is your opinion?  When, if ever, do you think intervention is appropriate?  (Use examples beyond the garlic case and sugar subsidies cases mentioned above.  There is no shortage of examples on this; use creative “Google”-ing or search the WTO.  Also, you can choose countries other than the US.)