Tuesday, April 2, 2013

Develop a program for training correctional officers for a special internal affairs unit. They will investigate problems of contraband and violence in prison while working as regular officers.

Develop a program for training correctional officers for a special internal affairs unit. They will investigate problems of contraband and violence in prison while working as regular officers. Whom would you recruit, and how would you structure the process of training? What would the content of training be? What problems with the socialization process do you anticipate?

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International Management


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Use text only:
International Management: Managing A Diverse and Dynamic Global Environment. 
2nd edition.
Arvind V. Phatak - Temple University, Rabi S. Bhagat – University of Memphis, and Roger Kashlak – Loyola College of Maryland. 
McGraw-Hill/Irwin-McGraw-Hill Publishers 
ISBN:0072819065
Answer in question/answer format. Each question should be 6-8 sentences long.

• Read the Chapter 9 Opening Case, 'Understanding Others,' pages 330-331. Discuss the three 'discussion questions,' on page 331 at length. Support your opinions.
1. In this case what are the effects of language use on effective communication?
2. What are the effects of ineffective communication on companies such as Coke and Pepsi?
3. In communicating with people from different cultures, did you have any difficulties? Refer to the case as you discuss the unique difficulties you had.

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• Chapter 10: What is your understanding of the topic, 'Negotiation and Decision Making Across Borders and Cultures?' Be specific, and provide examples to support your points-of-view.

• Chapter 11: Explain how people's conceptions of work, and working, differ in different national environments. Be specific, and provide examples.

Read Chapter 9, the 'Johannes van den Bosch Sends an Email' Minicase, on pages 355-357.

Answer questions 1-4 on page 357 in a Q & A format.

write a business plan about health and social care management

write a business plan about health and social care management


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Monday, April 1, 2013

Accounting


Question 1:
A common technique to manage earnings is to ‘stuff the channels’, that is, to ship prematurely to dealers and customers, thereby inflating sales for the period. A case in point is Bristol-Myers Squibb co. (BMS), a multinational pharmaceutical company head-quartered in New York. In August 2004, the Securities Exchange Commission (SEC) announced a USD 150 million penalty levied against BMS. This was part of an agreement to settle charges by the SEC that the company had engaged in a fraudulent scheme to inflate sales and earnings in order to meet analysts earnings forecasts. 
According to the SEC, the company also engaged in ‘cookie jar’ accounting. That is, it created phony reserves for disposals of unneeded plants and divisions during high-profit quarters. These would be transferred to reduce operating expenses in low-profit quarters when BMS’ earnings still fell short of amounts needed to meet forecasts. 
Required:
a. Using relevant academic papers, discuss the incentives why managers would resort to extreme earnings management technique such as this. 
b. Critically evaluate the effectiveness of ‘stuffing the channels’ and ‘cookie jar accounting’ as earnings management devices. Consider both from the standpoint of a single year and over a series of years. 

Question 2: 
IAS 36 Impairment of Assets was published in 1998and subsequently amended in 2004 and in 2008. Its primary objective is to ensure that an asset is not carried on the statement of financial position (balance sheet) at a value that is greater than its recoverable amount. 

Required: 

a. Critically appraise the circumstances where an impairment loss is deemed to have occurred and explain when companies should perform an impairment review of assets. 
b. Using recent assets impairment decision taken by PSA Peugeot Citroën and Vodafone as examples, discuss the effects of such decision on the firms’ financial position and performance.



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Has there been innovation in the technologies of killing, and if so, why?

Has there been innovation in the technologies of killing, and if so, why?


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Build an understanding of the values and the opportunities for group approaches, the challenges and the methods to meet them. followed by a proposed plan for a group, and a discussion of the actual or the anticipated beginning stage of development.


1.  Identify and briefly describe a population that you are working with in field that could benefit from a group-based intervention. (1 paragraph, approx. 1/2 page)

2. Using at least two different readings from the course syllabus*, what are three key values or benefits of using a group approach with this population? (1 page)

3. Using at least one reading from the course syllabus on models/theories of group practice*, what type of group approach do you propose? (1 paragraph, approx. 1/2 page)

4. Using at least three different readings from the course syllabus*, what are key challenges or obstacles to group interventions with this population?  How would you address each of these challenges? (2 pages max.)
A. In the agency context?
B. In the community context?
C. In the client context?

5. Using the Wayne & Cohen Planning Guide for Social Work Groups** format; discuss your actual or proposed group in relation to each of the 8 headings. (2 - 3 pages)

6. Discuss your plans for an initial group session or describe how you conducted the first session. What are/were your goals for these initial sessions?  Anticipated statements and anticipated reactions. (1 - 2 pages)

7. Based on the skills described in the AASWG Standards for Social Work Practice with Groups, discuss three skills you used, or expect to use in the beginning stage of the group. (1 page)

8. What is your critique of your work? How might you have proceeded differently?  If you are referring to a group that has not met, what challenges do you anticipate and how would you address them? 


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Does Money Matter?


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Does Money Matter?

Does money matter? More specifically, does money spent on schooling actually impact student learning? Based on your readings, the education production function constitutes all combinations of school inputs that produce a given set of outputs—and virtually all education inputs come with a price tag. According to the 42nd Annual Phi Delta Kappa/Gallup Poll of the Public's Attitudes Toward the Public Schools (Bushaw & Lopez, 2010), 36% of Americans think lack of financial support/funding money is the biggest problem their community public schools must manage. This opinion implies that money spent on schools does matter to student achievement, and theoretically, a host of other individual and social benefits....
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Much education research about the effects of various school inputs on student achievement has taken place since the 1966 Coleman Report mentioned in the Introduction to this module.

To prepare for this Discussion, review the Learning Resources for this module. Consider a variety of inputs that have been used to increase student achievement. Choose one input that has not been discussed in this course. Locate a study that examines the effect of the input on student achievement from an economic perspective. Review this module's media discussing cost analysis. Consider the role cost analysis plays in determining whether "money matters" that is, whether the school inputs that come at a financial price actually can yield increases in student achievement.

By Day 7 of Week 5:

Post a response to the following question:

Does money matter when it comes to student achievement? Provide an economic argument as to whether or not you would recommend investing in your chosen input in your educational setting.