DISCUSSION QUESTION AFTER WATCHING FILM

 https://whittier.kanopy.com/video/troublemakers

• In addition to the artists, pay attention to Virginia Dwan (who owned a gallery that supported these artists) and Willoughby Sharp, a writer. Like the Hesse documentary, I want this movie to give you some insight into the network of people connected by art. How does the film show that these different roles support and even influence each other? 

 • Nancy Holt talks about “unlearning” concepts and ideas. What did the earth/land artists want to unlearn? 

 • Lawrence Weiner, describing his wall deconstruction, describes:  “It’s not a precious unique object…. but it’s a unique idea… I like the idea that you can’t insure the work, and you can’t lose it, you can’t damage it. Nothing can happen to it, it’s there forever.” Reflect a bit further on this notion of art you can’t lose or damage and connect it to at least one other artist or artwork we’ve looked at. 

 • Towards the end of the film, Dennis Oppenheim talks about  “sculpture as place” — do you find this an interesting or convincing idea? Why/why not?

• Finally, what is one artist or artwork in this movie that is particularly compelling to you, or that just stays with you, for any reason? Why? 

Multiyear Plans and Analysis

 

One conservative argument against Medicare andSocial Securitystates that calling these programs “entitlement programs” is a misnomer and that they are actually the biggest income redistribution programs from the rich to the poor in the United States. Other conservatives state that stronger entitlement programs are nothing more than schemes for younger taxpayers to fund retirees. Proponents argue that Social Security benefits matter in the overall federal deficit reduction, and still others support privatization as the key to stabilizing the troubled system.

In a four- to five-page paper, address the following federal and state issues with entitlement programs:

  1. Are Social Security taxes a good investment?
  2. Evaluate the current funding process for Social Security and Medicare.
  3. In looking through the National budget entitlement programs such as Medicare and Medicaid represent the biggest threat to the U.S. budget deficit. What reforms do you suggest to help avoid an unsustainable increase to the debt?
  4. Do you think the federal government should increase spending on Social Security and Medicare for the elderly? If not, should the elderly fund retirement and medical costs?
  5. Do you believe government efforts to manage Social Security and Medicaid has made things worse or better? Provide research support for your position (in the summary of the paper).
  6. Discuss your recommendations to deal with the rising costs of Social Security and Medicare as well as the Welfare Reform Act of 1996.

Assignment Resources:

Your assignment must follow these formatting requirements:

  • Include an Abstract and Conclusion in the four- to five-page count. Your cover page containing the title of the assignment, the student’s name, the professor’s name, the course title, and the date and the reference page are not included in the required assignment page length.
  • Be typed, double-spaced, using Times New Roman font (size 12), with one-inch margins on all sides; citations and references must follow APA. Check with your professor for any additional instructions.

The specific course learning outcomes associated with this assignment are:

  • Analyze the basic skills and tools needed for budgeting for public sector agencies and / or departments.
  • Recommend appropriate policy actions based on the evaluation.
  • Evaluate a budgeting system at any governmental level.
  • Analyze the scope and sequence of budgeting in terms of sources of revenues, purpose of government expenditures, budget cycles, budget preparation, and debt administration.
  • Examine the process and components of preparing a viable operating budget.
  • Analyze the elements and principles of revenue estimating, forecasting, and adjusting budgets.
  • Analyze the steps required for budgeting, such as preparing a budget, making a financial plan, conducting a cost-benefit analysis, and making budget decisions.
  • Use technology and information resources to research issues in public budgeting and finance.
  • Write clearly and concisely about public budgeting and finance using proper writing mechanics.

PAPER 1 – Philosophy

PAPER #1

Worth up to 175XP

TOPIC: 

You are to take ANY ONE of the paragraph topics (the questions/scenarios that you responded to for your paragraph assignments) from PARAGRAPHS 1-3 ONLY and write an extended response to any one of them, making use of the ideas from AT LEAST TWO readings/Lessons and citing TWO external sources, according to the following instructions and guidelines. You can use what you wrote in your original response to the topic however you want or you can start over, it’s up to you.

INSTRUCTIONS:

Papers are to be NO MORE THAN 600-800 WORDS and turned in right here on Canvas.  Remember to draw on arguments and examples used in class and from the readings. Make sure to cite any quotations or references to other works (IN A WAY THAT I CAN TRACE YOUR SOURCE). ANY form of plagiarism will result in an F and appropriate reporting. Don’t do it. If you’re unsure what constitutes plagiarism, look it up or refer to this web page for more information: Information on Plagiarism and Academic Honesty (Links to an external site.). If you are thinking of cheating, please just talk to me before you do it and we could work something out so that you don’t cheat.

You are to cite AT LEAST 2 SOURCES obtained from outside this course. While I want you to go out and use more sources, keep in mind that you do only need 2 external sources. This paper is NOT meant to be a complex research paper, but more of an analysis on the topic. However, this research is meant to help you in your analysis, which is part of the reason I am requiring that you do it. Wikipedia is not an ideal source, but you may use it appropriately as a source, mostly for factual descriptions. However, you should always try to approach Wikipedia as a great place to start some research, but it’s best left there. An easy place to begin is by looking at the articles cited in the course readings. You can also locate sources using the Internet (ie, Google Search, Google Scholar, philpapers.org, The Stanford Encyclopedia of Philosophy, etc.), your own books (I wish!), or any of the numerous research engines available to you through the GWC Library (http://www.goldenwestcollege.edu/library/ (Links to an external site.) ), like the EBSCOHost (and other) Databases (http://www.goldenwestcollege.edu/library/databases.html (Links to an external site.)), especially the Religion and Philosophy Collection and Academic Search Premier. You can even talk with real-life people! Talk with me or a librarian if you need any help finding sources.

Paper tips/guidelines: The most important thing to do is back up your arguments with good reasons. Create a clear thesis in your paper and make clear, reasoned arguments supporting your thesis. Try to keep your thoughts on point and just say what needs to be said – don’t add “fluff” unless it helps get your point across.

Example of a thesis statement: “I agree with Socrates that Philosophers should rule us.”  If you want to add more, then put your strongest and most important reason into it as well, such as by saying, “I agree with Socrates that Philosophers should rule us because they are so amazingly brilliant and kind.” These would be reasonable thesis statements in response to a question like, “Do you agree with Socrates that Philosophers should be rulers? Why or why not?” THEN you would go on to elaborate in good detail giving good reasons supporting your thesis statement.

Part of your grade will be based on how well you recognize the important philosophical aspects of the topic presented in light of what we have read and discussed in the course. You should first identify these aspects – doing so will help you organize your thoughts and make your arguments. When you proofread your work (and you should do this) you should always think that the person grading it will be constantly asking “Why?” and you should be sure you have answers to these “Why?” questions. If you need more help, read your paper aloud to a friend (seriously, despite how bad of an idea this sounds) – you’ll get some good feedback and notice problems for yourself.

Make sure you CONNECT all of your ideas to each other and always be sure that everything you say leads back to your thesis. If something you are saying doesn’t help you make your case, then you should probably leave it out.

Remember that this is only supposed to be a 600- to 800-word assignment (NO, works cited DO NOT count in this limit), so only present what is necessary for making your arguments. Be sure to properly cite any references. The most important things to accomplish in this paper are making your position and arguments clear and well-reasoned. While you will state your opinions, you must be sure to back them up with arguments. An argument is NOT simply stating something – you must say WHY it supports what you say it does.

Example of a very simple successful paper format: State your thesis. Say why you like it. Give your reasons that support your thesis and then support these reasons clearly using relevant sources. Keep it on point and use the best arguments and counterarguments you can. If you’re unsure how to structure or start your assignment, try this format.

IMPORTANT: You do NOT need to restate the prompt. Dive straight into the problem (I suggest you start by identifying the key issues in the situation). Seriously, don’t waste space with a lengthy introduction. I know what the prompt says since I wrote it – only repeat the details of it if they’re necessary, but avoid summaries.

Java Advance Project #6 – Unit Testing Bank Simulation

Congratulations!! You have been selected to create a banking simulator. After meeting with the clients, you have agreed on requirements and even have developed a basic design of the program. Basically, the software must be able to create accounts, deposit, withdraw, and transfer funds, and deal with fees, interest, etc.

You have decided to embrace Test-Driven Development (TTD) for this project. This means that, now that the requirements and design have been developed, the next step is to design unit tests for all the classes identified in the design. (Normally you might develop the tests at the same time as starting the implementation, but for this project, we are only developing unit tests.)

View the UML class diagram for the bank simulation. (You can learn about UML from the class resources.)

Requirements:

In this project, you will be given a list of classes and their public methods, for a simple (not realistic) banking simulation program. Your group’s task is to create a thorough set of unit tests. In order to run your tests, you will skeleton classes with stub methods; you should not attempt to actually create a banking simulation program! To save time, I have provided a Zip file with the skeleton classes. You should probably add all those, and a package for your unit tests, before your initial commit.

Download BankSimSkeleton.zip.

Since there is no real code to test (only stub methods), it is expected that all your tests will fail. Keep in mind you are only to create unit tests, not a working program.

Naturally a real banking system needs persistent data (CRUD) to hold account data between runs of the program and many other features. Normally you would need to test that functionality as well. To keep this project simple, no persistence classes or methods need to be tested, and are not mentioned in this project’s requirements. No exception handling is included in this project either.

In other words, this simulation is not terribly realistic. (As a matter of fact, it is not a great design either!) For a first project where you must create unit tests in a group, it should be complex enough as is. Keep in mind the requirements for testing on financial software is high, so be sure to have sufficient tests for the simulator (and not just a few “happy path” tests).

Note that of the six classes shown, some may not have any methods except trivial ones, and thus do not require any unit tests. Some of the methods shown might be considered trivial by your team; you shouldn’t include tests for those either. Additionally, some methods cannot be tested easily using JUnit, such as methods that display a GUI. Don’t try to test such methods, although some of them are shown in the requirements. Testing such functionality requires advanced tools and techniques, such as GUI testers and a mocking framework (e.g., Mockito).

I have also omitted nearly all getters and setters, toString, compareTo, clone, and other such methods from the requirements, but of course a real program must have them as needed. You can actually see those methods in the skeleton classes, for example the “Account.getBalance()” method. In general, such methods are trivial to implement and do not need unit tests, although it is likely you will need to use getters and possibly setters in your unit test methods. However, if your team feels any of those methods merit a unit test, add appropriate unit tests for them. (It isn’t as if adding additional tests is ever a bad thing, just that often it’s a waste of time.)

The Classes to Test:

For the initial version, we can find many candidate classes but in the end only a few are needed to meet the requirements for a simple banking simulation. These classes and their more important methods are described below. Note all classes are in the package banking.

Take some time to example these classes and their methods. See how they can be used in your tests. For example, to create a SavingsAcccount to test you need to create a Customer first, since the only method to create accounts is Customer.addSavingsAccount. Similarly, you will need a Bank object to create a Customer.

Class Bank

Class Bank is responsible for the main method, managing customers, and keeping track of various fees and interest rates; only the fees and rates have setter methods (only one shown in the class diagram).

Bank ( name )

Creates a new Bank object with the given name

static void main ( String[] args )

Handles initialization tasks (such as persistence, if that was implemented in this project, which it is not)

void addCustomerGUI ()

Add a new customer to the bank, using a GUI

String addCustomer ( String lastName, String firstName )

Add a new customer to the bank; return the customer’s ID

Customer getCustomer ( String customerId )

Get a Customer object, given a customer’s ID

List<Customer> getCustomer ( String lastName, String firstName )

Get a List of Customer objects, given a customer’s last and first names. (In general there may be multiple customers with the same names; for testing, assume customer names are unique.)

SortedSet<Customer> getAllCustomers ()

Generates a report of all current customers, in customer ID order, and returns a SortedSet of customers

void removeCustomer ( String customerId )

Deletes a customer from the bank. (In reality, just marks the customer as non-current.)

SortedSet<Account> getAllAccounts ()

Generates a report of all current accounts by all customers, in account ID order, and return a Sorted Set of accounts

Getters, setters, toString, and other methods as needed

You need to test any non-trivial methods your group decides are a good idea.

Class Customer

Class Customer is responsible for managing a customer’s details, including that customer’s accounts. Fields include a reference to the owning bank, a unique customer ID, Customer’s first and last names, and a SortedSet of transactions (not a List for no particular reason). Only the customer’s name fields have setters.

Customer( String lastName, String firstName )

Creates a new Customer object from a name. Note for this project, we assume names are unique.

SavingsAccount addSavingsAccount ( double initBal, String description )

Creates and returns new savings account, with the specified initial balance and account description

Account getAccount ( String accountId )

Returns an Account with the given account ID, or null if no such account

SortedSet<Account> getCustomerAccounts()

Returns a read-only SortedSet of the customer’s active accounts (if any)

void removeAccount ( String accountId )

Removes an Account with the given account ID; in a real program, you don’t delete info, just mark it deleted.

double YtdFees ()

the total fees paid by this customer for year-to-date

double YtdInterest ()

Returns the total interest paid to this customer for year-to-date

Getters, setters, toString, and other methods as needed

You need to test any non-trivial methods your group decides are a good idea.

abstract class Account

Class Account is responsible for managing the details of any type of account, including an accountId, customerId, description, account creation date, the current balance, and the account’s transaction list. Only the account description has a setter.

Account ( Customer cust, double initBal, String description )

Constructor for abstract class, taking a customer, initial balance, and an account description.

abstract void deposit ( double amount )

Add money into account

abstract void withdraw ( double amount )

remove money from account

static void transfer ( Account fromAccount, Account toAccount, double amount )

Transfer funds between two accounts of a single customer.

List<Transaction> getTransactions ()

Returns a List of all transactions for this account.

Transaction getTransaction ( int transactionId )

Returns the specified transaction.

Getters, setters, toString, and other methods as needed

(For example, getBalance.) You need to test any non-trivial methods your group decides are a good idea.

class SavingsAccount extends Account

Class SavingsAccount is an Account, but includes monthly interest payments. A field defaultInterestRate holds the assigned monthly interest rate, and has both a setter and a getter.

SavingsAccount ( double initialBalance, String customerId, String description )

Create a new savings account with the specified initial balance, for the specified customer, and with the given account description

void addInterest ()

Adds a transaction “INTEREST PAYMENT” based on this account’s monthly interest rate.

Getters, setters, toString, and other methods as needed

You need to test any non-trivial methods your group decides are a good idea.

class Transaction implements Comparable<Transaction>

Class Transaction objects represent any deposit, withdrawal, or other transaction on an account. (Note transfers are implemented as a pair of transactions.) This class contains files for a transaction ID, a timestamp (the date and time of the transaction), the type of transaction, the amount, and a description. None of these fields have setters.

Transaction(TransactionType type, double amount, String description)

Create a new transaction

Getters, setters, (for example, to get and possibly set the id, transaction timestamp, type, amount, and description), toString, and other methods as needed

You need to test any non-trivial methods your group decides are a good idea.

enum TransactionType

Enum TransactionType lists all possible transaction types: DEPOSIT, WITHDRAWAL, INTEREST, CHECK, FEE, PENALTY, and ADJUSTMENT.

Potential Changes (Requirements not part of the provided RFP):

To be determined, but there are sure to be lots of them.

Project Procedure:

You will need to create skeleton classes with stub methods for all classes and methods in the design. (A Zip with the skeletons is provided for you, as a starting point.) They should compile and run, but do nothing. Do not implement any methods! 

Once you have created that skeleton (it shouldn’t take long), you can write and then run the JUnit tests. Naturally, it is expected that all the tests will fail, since the stub methods don’t do what they are supposed to do. While developing tests, you may decide additional classes and/or methods are needed. If so, include skeletons/stubs for those as well. Do not forget to include any such design documents (if you change or add to the design) in your projects documentation 

A great way to proceed is propose tests for everything, and then you can merge the best ideas of those. (If you don’t do that, design the tests for each public class member.) In addition to producing a list of tests, you should also document which methods you have decided not to test, and state why. (Not necessary for missing getters, setters, toString, etc.)

Hints:

In this project, I will be grading the quality and thoroughness of your unit tests, and the quality of the accompanying documentation (which methods you didn’t feel it necessary to test, as described above). I will also be checking if you have tests you shouldn’t, such as a Getter method that does only “return value;”. You should review the Testing resources provided on the class web page, which include the testing lecture notes, links to JUnit API and other documentation, and examples and demos.

Short JUnit Refresher:

With JUnit, you use the methods of the class org.junit.Assert, such as assertEquals or assertFalse, inside of test methods which are marked with the “@Test” annotation. These test methods, along with other methods and fields, are part of a class known as a test suite.

For example, for the scoreDetail method, your test might look something like this:

public class MyTestSuite {

@Test

public void testScoreDetailLegalInput () {

final int[] correctScores = { … };

final Round r = new Round( …);

int [] scores = r.scoreDetail();

assertNotNull( scores );

assertArrayEquals( correctScores, scores );

}

}

That is just one test case, with a single legal Round object. It is likely your tests will need many Round or other objects, so you should check into creating a test fixture. A test fixture is simply one or more methods that get called prior to each test method’s invocation. Such methods can reset (or initialize) various fields in your test suite, so each test starts with a clean slate. In this case, you could create a method that sets up some objects for you:

public class MyTestSuite {

private List<Course> courseList;

private Round legalRound1;

private int [] legalRound1CorrectScores;

private Round badRound;

@Before

public void init () {

courseList = …;

legalRound = ….;

legalRound1CorrectScores = { … };

badRound = ….;

}

@Test

public void testScoreDetailLegalInput1 () {

int [] scores = legalRound1.scoreDetail();

assertNotNull( scores );

assertArrayEquals( legalRound1CorrectScores, scores );

}

@Test

public void testScoreDetailBoundryValues1 () {

}

}

Methods marked with @Before all get called before every @Test method does, every time. You can also create @After methods, to cleanup stuff. (You can also have static methods marked with “@BeforeClass”, which get run once at the start of a test run. You could use that to re-create a sample file, setup a database, or start some server program.)

Remember that both Eclipse and NetBeans have wizards to create test suites (Eclipse uses the term Test Case for the class). The hard part is to come up with a good set of tests. You want confidence that if all the tests pass, the code being tested correctly implements the design.

Evaluate Research and Data

Competency

Evaluate research and data that can help answer the research question and support a hypothesis.

Student Success Criteria

View the grading rubric for this deliverable by selecting the “This item is graded with a rubric” link, which is located in the Details & Information pane.

Scenario

You are a first-year graduate student. You are taking a graduate course on research and writing. In this assignment, your professor has asked you to evaluate the research and data in two studies related to a research question you are interested in.

Instructions

In a paper for your professor, do the following:

  • Find two scholarly research articles in the Rasmussen library related to a research question you are interested in. Indicate the research question. Be sure to provide APA citations and provide the library permalinks for the two articles.
  • Evaluate how data was used in these studies:
  • Is the data credible and reliable? Support your answer.
  • Is the data well documented in the paper? Support your answer.
  • Evaluate the data analysis and interpretation. Does the data support the hypothesis and help answer the research question? Support your answer.
  • Discuss the ethical issues that may arise as you conduct your research study. How will you address those issues?

Assignment 1: Putting it all Together

 

Throughout this course, you have explored the various components that need to be put into place in order to build an anti-bias, inclusive learning community that promotes respect, dignity, and fairness regardless of differences. Now is the time apply what you have been learning since the very first course in this program. For this Application Assignment, you will put all of the pieces together to develop a detailed action plan for implementing an anti-bias curriculum in an early childhood setting.

Creating an environment that cultivates positive relationships and interactions, nurtures children’s confidence, and offers children opportunities to combat biases and misconceptions takes thoughtful consideration and preparation. Your action plan will be comprised of several crucial components. Read through each of the components listed below to become familiar with the various aspects of the assignment. As needed, return to the Learning Resources in the course (and/or prior courses) to reread, reflect, and further solidify your thinking. Then, develop your ideas and record your action plan in a Word document.

The Topic

  • Review the list below and choose one to be the focus of your action plan. Issues related to:
    • family structure
    • culture and language
    • economic class
    • race
    • gender
    • sexual orientation
    • varying abilities
  • Explain why you chose this particular topic as the focus of your plan.
  • What “ism” (or “isms”) are you addressing with this topic?
  • What misinformation, stereotypes, or fears might young children have about this topic?

The Setting

  • Write a short description of the type of early childhood program for which this anti-bias action plan will be prepared. Include the ages of children, number of children and staff, demographics of children and staff, ethnic groups, racial identities, economic class, languages spoken, gender, and varying abilities.

The Goal(s)

  • What are you hoping to teach through this plan? Describe your goals and expected outcomes.
  • In what ways will you address and contradict the stereotypes associated with the topic? Provide examples to demonstrate what you might say or do to combat specific stereotypes.

The Curriculum Plan

  • Describe at least two learning experiences that will help you reach the goals of your action plan.
  • Indicate at least two ideas you will incorporate into the visual/material environment to support your curriculum.
  • List at least two examples of titles of books, music, film, and/or other media that will support your curriculum.
  • Think about at least one “teachable moment” that you anticipate will occur and describe it in detail.

Other Considerations:

  • In what ways will you connect with and involve the families of the children in your setting?
  • From the list of varying abilities that you studied in Week 7, choose one. Then, state the accommodations you will make to your classroom, your own behaviors/interactions, and/or your curriculum, to best support learning for a child with this varying ability in the context of this action plan.

Assessment:

  • How will you assess whether or not you have met the goals? Explain how you will know that your action plan has been effective.

Submit your completed anti-bias action plan.

Assignment length: 3 pages minimum

Leadership As Service Reflection Paper

 

What leadership lessons have you gleaned from this course, how does it relate to your work/life setting, and what practical applications will you be implementing?

The paper should the following elements to it:

Cover page (title, name, etc), 

Introduction (1 p.), 

Main body of work (4-6 pp.) 

Conclusion (1 p.)

You are expected to incorporate the three leadership roadmaps (vision, mission, values) in this paper that we will cover throughout the course.  Make sure to elaborate on your key learnings and takeaways from this course.

You may want to include your personal observations on leadership as service and how you thought about this topic or approach to leadership prior to taking the course and how that may or may not have changed during the course.

What surprised you about leadership as service when it comes to this approach to leadership.  What challenges do you foresee in becoming a servant leader? Do you think it is an effective way to lead?  If so, how? Mention one key learning that you received from your group interactions and online group forums.

What specifically challenged your thinking on servant leadership using Jesus as the model for this approach to leading people and organizations?  What are some risk taking decisions you will need to make in order to grow as a servant leader?

How might you use the learning from this course in your own workplace or in your future leadership?

(2) discussion – data structures

 Respond to this discussion below about data structures and their roles in programming with at least 150 words or more

Unlike algorithms that pertain to real life scenarios outside of  computer science, data structures are particularly synonymous with  programming and software development. The term “data structure” is  almost self defining. Examples of data structures include arrays, lists,  stack, queue. All examples include different ways that data is arranged  and manipulated. Data structures are integral to developing complex  programs. “Data Structures are widely used in almost every aspect of  Computer Science i.e. Operating System, Compiler Design, Artificial  intelligence, Graphics and many more” (“Data Structure”, n.d.,).  Algorithms utilize different data structures to carry out a task with  the added benefit of reusability. An array is a simple to understand  data structure that is used by all programming languages. The ArrayList  is a particular function that is specific to Java. They are both ways to  declare an array. The cool thing about the ArrayList is that one does  not need to provide the size of the array initially. Java ArrayList  allows for many additional operations like the indexOf() and the  remove() operation. This seems to make ArrayList perhaps of more utility  than a simple array. Although, I have not heard of this ArrayList until  this discussion. I do look forward to experimenting with its many  functions in the future and perhaps in this course.

References:

“Data Structure”, n.d., Java T Point, Retrieved from https://www.javatpoint.com/data-structure-introduction

Mathur, P., 12 Jun, 2020, Geeks for Geeks, Retrieved from https://www.geeksforgeeks.org/array-vs-arraylist-in-java/

International business written report (Trade Protectionism, China and Australia

*For this assessment, you will need to choose one international business issue from the below

list which is covered in this course;

Trade protectionism ✔

Your task is to analyse and compare your selected international business issue in two countries. You must choose one country from Group A and the other country from Group B.

Group A

Australia

Group B

China

Your comparison will involve:

identifying and researching recent trends in the two countries in relation to your

selected issue; 

• critically assessing the extent to which your selected issue may impact MNEs

operating in the two countries by applying relevant concepts and theoretical

frameworks from the course and independent research; and

predicting possible consequences and/or suggesting appropriate responses for MNEs

operating in the two countries.

*Your analysis should have at least seven academic journal references and seven non-scholarly references to inform your key ideas and provide background about the analysis (the list of references should be included in your written group report).

Max length 3,000 words

Content 2,200 – 2,500 words, Reflection 500 – 800 words

Suggested structure of the group report

• Table of contents: a list of main sections and any subheadings

• Executive summary: a summary of the purpose, findings, conclusions including managerial

implications of the report (no more than 150 words, not included in the word count)

• Introduction: a good introduction should include the purpose and scope of the report, provide the outline of the rest of the report, define any key terms or concepts and provide a

brief background to the case (chosen country, key course topics used for analysis)

• Body: split into sections (precise breakdown of sections is a decision for you and will depend on  your key arguments and findings)

• Conclusion

• Reflection

• Reference / Appendices (if any)

Written report

You are required to submit a written report containing the written analysis of your case (approximately 2,200 -2,500 words) and reflection (approximately 500 -800 words). The maximum length of the report is 3,000 words (excluding cover page, executive summary, references, tables and figures, 10% more or less is allowed).

With the written report, you need to demonstrate that you have conducted effective research to investigate the chosen International Business issue in the two countries, and particularly are aware of the key theories / concepts covered in the course related your chosen issue. It means that your analysis needs to show how the key theories/concepts are applied to analyse your case.

You also need to include a reflection in the report. 

FIN-320 Principles of Finance 3-2 Project One: Financial Analyst Job Aid

Competency

In this project, you will demonstrate your mastery of the following competency:

  • Describe the purpose and function of financial management in an organization

Scenario

You have been an entry-level financial analyst for six months. Your supervisor, who is about to fill another entry-level financial analyst position on your team, has asked you to create a job aid about the financial analyst role to help the new hire transition smoothly. The job aid needs to describe the responsibilities of a financial analyst, the essential elements of the role, and the impact the role has on a business.

Directions

Create a job aid for a new hire to an entry-level financial analyst position. Your job aid should be thorough yet easy for someone new to the field of finance to understand. You are encouraged to use the Project One Financial Analyst Job Aid template in the Supporting Materials section to complete this assignment.

Specifically, you must address the following:

  1. Financial Analyst Job Aid: In this job aid, you will give a general overview of financial management and its importance to a business.
    1. Financial Responsibilities: Describe the responsibilities of a financial analyst.
      1. In this section, outline the responsibilities a financial analyst has in terms of financial management. Add 5 to 7 specific bullet points outlining these responsibilities, and use complete sentences so that expectations are clear.
    2. Financial Management Decisions: Discuss the importance of using financial management for business decisions, and provide examples to support your claims.
      1. Consider the bullet points you outlined above. How do those responsibilities help to inform management decisions, and what would happen if management didn’t have this information? This should be a brief paragraph with examples.
    3. Accounting Principles: Explain how accounting principles are used to analyze a business’s financial health, and provide examples to support your claims.
      1. Write a brief paragraph that explains accounting principles and how they are used within financial management in relation to analyzing financial health. What accounting information and approaches do financial analysts rely on, and how do they use it? What would happen if that information was not available or was not accurate?
    4. Financial Statements: Describe how financial statements are used to help businesses make finance-related decisions, and provide examples to support your claims.
      1. Consider identifying the information contained in financial statements and what financial analysts would need in order to do their job. What types of finance-related business decisions would this information help to inform? Provide real or fictional examples to help show this.
    5. Financial Terminology: Explain how a financial analyst would use the financial terms in their day-to-day responsibilities in a clear, easy-to-understand way.
      1. Define each term listed below and provide a 1- to 2-sentence explanation of how a financial analyst might use the term, especially when communicating information to management or clients, or when relaying information to inform important decisions:
        • Financial statement
        • Liquidity
        • Working capital
        • Diversification
        • Time value of money

What to Submit

To complete this project, you must submit the following:

Financial Analyst Job Aid
Submit your job aid as a 2- to 3- page Word document with 12-point Times New Roman font, double spacing, and one-inch margins. Or, you may use the Project One Financial Analyst Job Aid template to help you complete this assignment. Sources should be cited according to APA style.