AJS 572 UOP Courses / uoptutorial

AJS 572 ENTIRE COURSEFor more course tutorials visit
www.uoptutorial.comAJS 572 Week 1 Individual Assignment Overview of Information Systems and Technology Paper
AJS 572 Week 2 Individual Assignment Trends in Cybercrime Paper
AJS 572 Week 3 Individual Assignment Information Systems (IS) Risk Management Paper
AJS 572 Week 5 Individual Assignment Restoration and Recovery Plan
AJS 572 Week 6 Learning Team Assignment Cybercrime Prevention Guide—————————————————————————————————————————————————————————–AJS 572 WEEK 3 INDIVIDUAL ASSIGNMENT INFORMATION SYSTEMS (IS) RISK MANAGEMENT PAPERFor more course tutorials visit
www.uoptutorial.comResource: Overview of Information Systems and Technology Paper assignment from Week One
Review the information selected for the Overview of Information Systems and Technology Paper assignment from Week One.
Explore your system’s vulnerabilities, and address the nature of potential internal and external threats and natural or unintended events that may jeopardize it.
Determine what levels of security are appropriate to secure the information system while allowing a maximum amount of uninterrupted workflow.
Write a 1,400- to 2,100-word paper that describes principles of risk management as they pertain to the chosen system and its associated technology.
Format your paper consistent with APA guidelines.—————————————————————————————————————————————————————————–AJS 572 WEEK 5 INDIVIDUAL ASSIGNMENT RESTORATION AND RECOVERY PLANFor more course tutorials visit
www.uoptutorial.comResource: University of Phoenix Material – Cyberattack Scenario
Review the information from the Cyberattack Scenario listed in the Week Five materials found on the student website.
Create…

Funiber Materials and resources Essay Sample

If for some ground you can non make the assignment in groups. you will hold to make it separately ( notice that single assignments will be penalized. The maximal mark a pupil can acquire is 8/ 10 ) . The single assignment must hold a length between 8 and 10 pages about ( without including screen. index or appendix –if there is any ) . The assignment has to be done in this Word papers and has to carry through the regulations of presentation and edition. as for quotation marks and bibliographical mentions which are detailed in the Study Guide. Besides. it has to be submitted following the process specified in the Study Guide. Sending it to the teacher’s electronic mail is non permitted. All the members of the group have to direct the assignment.

In add-on to this. it is really of import to read the assessment standards. which can be found in the Study Guide.

The assignment grade is 100 % of the concluding grade.

Assignment:

Carry out the following undertaking
You are expected to subject a ‘kit’ of own-produced stuffs for a specified group of scholars in your current or a future context. The kit should be a
consistent block of work. produced in response to some ascertained demand of the scholars. It must be prefaced by a principle. in which the issues that have been raised about design. trialling. version and rating in the topic are discussed. as they are relevant to your fortunes and the stuffs. A principle might include treatment of the context. the age and degree of the pupils. the nature of the course of study and stuffs used by the scholars. the demand you perceive. the belief about linguistic communication acquisition and instruction that the stuffs represent. and any other issues that are relevant to your stuffs ( for illustration because of the peculiar media chosen ) . You must besides include information about how you intend to measure the stuffs when they are used. You must subject transcripts of the stuffs you produce. with the teacher’s instructions that make it clear how they are to be used. Write these instructions as if they were for another instructor who could utilize them. Note: You may happen it utile to mention to the reading available in Assignment Materials subdivision ( at the same topographic point where you can happen this paper ) .

Important: you have to compose your personal inside informations. the option and the topic name on the screen ( see the following page ) . The assignment that does non carry through these conditions will non be corrected. You have to include the assignment index below the screen.

Rationale
We live in Bogota . Colombia. The stuffs herein proposed by the three of us were chosen based on our common instruction context. We all work for the English Extension classs of the National University of Colombia in Bogota . This Institution offers English classs to general audience who are interested in larning breaking their English accomplishments. We have chosen the first degree to use this Materials and Resources assignment. The groups are composed of 18 pupils whose age ranges from 18 to 60 old ages ; with a entire figure of 8 hours of English a hebdomad The text edition selected by the teaching staff is New American English File by Oxford. This class book combines traditional learning methods with more recent attacks. and with a particular accent on Phoneticss. However. like many other class books. this book was designed presuming that all pupils have the same linguistic communication degree. About rating. pupils are assessed officially and informally. Nevertheless. when we pay close attending to our learner’s features and our educational scene. nil seems to be plenty.

We feel the demand to make our ain stuff in order to run into our learner’s demands or adapt or modify some stuffs from different text editions or beginnings adding some auxiliary 1s so as to acquire closer in our attack to the apprehension of our student’s involvements and features. The different tendencies and developments in theories of linguistic communication acquisition and learning which have most act upon the nature of stuffs written over the last 10 old ages. assist us to be witting about the different facets of linguistic communication which must be taken into history when planing stuffs. But at the same clip. those tendencies and theories show us the broad spectrum English instructors are involved in when make up one’s minding what to learn. when to learn. how to learn. in what context and why. The first and most of import factor that was considered at the minute of planing the stuffs was the students’ needs. at the minute of placing them.

Consequently. the lessons we have prepared for this group is based on the lexical attack. We will be utilizing the term lexical attack to intend that lexis plays the dominant function in the ELT schoolroom. or at least a more dominant function than it has traditionally. which has mostly been one of subservience to ‘grammar’ ( Sinclair & A ; Renouf 1988 ) . Language instruction has traditionally viewed grammar and vocabulary as a divide. with the former class consisting of constructions ( the present perfect. reported address ) and the latter normally dwelling of individual words. The constructions were accorded precedence. vocabulary being seen as secondary in importance. simply functioning to exemplify the significance and range of the grammar ( Sinclair & A ; Renouf 1988 ) .

Materials
I am from…
-Before Class: have about a twelve images of celebrated icons from different states. besides it is necessary some images of celebrated people from different states. -Aim: Use the students’ cognition of the universe. present balls at novices flat -Time: 20 proceedingss

-Procedure:
Show pictures of icons from different states to the category. Students name the states they represent. . e. g. France. Brazil. Japan. Teach any names they don’t know. Write on board I am from __________ I am ___________

Give pupils a twosome of illustrations e. g. . I am from France. I am Gallic. I am from United States. I am American. Give pupils some clip to come up with their ain for the other states Brainstorm and look into on board

Show the image of a celebrated individual.
Write on board he/she is _______ he/she is from __________ he/she is ___________ . Give some images to your pupils and give some clip to come up with their ain for the other characters. Brainstorm and look into on board

Variations: you can utilize different merchandises that good known in the universe. e. g. Food. cellular telephones. autos. java or whiskey on the chalkboard. Students come up with their ain balls and so compare them. Note that there is more than one correct reply.

Taken from:
hypertext transfer protocol: //www. 123rf. com/photo_7441799_set-of-icons-for-travel-to-various-countries. hypertext markup language

Numbers
-Before Class: have a deck of fire hook cards
-Aim: Use the students’ cognition of the universe. present balls at novices flat -Time: 20 proceedingss
Procedure:
1. Give each pupil one card. Explain that the card with the missive A follows as 1 and the Letter Q could be figure 0
2. Ask to some pupils what is your figure? Write on the board. My figure is __________
3. Give pupils a twosome of illustrations e. g. . my figure is two. my figure is seven.
4. Give pupils some clip to come up with their ain for the other cards
5. Check on board composing the Numberss as follows:







Ask your pupils to finish the list
6. Now inquire your pupils to fall in two cards and state the figure. You have to give an illustration utilizing your instructor card and one of the student’s. e. g. Your instructor card is 1 and the one from your pupils is 4. So the figure that you two have is 14 14.
7. Check on board composing the Numberss as follows:

Ask your pupils to finish the list
8. If you want to go on this activity you can come up with the Numberss up to thousand or even million fall ining three. four or more pupils. 9. Insight and look into on board
-Variations: you can utilize printed Numberss ; besides you can compose some zeros and inquire your pupils to compose them down. Students come up with their ain balls and so compare them.

Monday. Tuesday. Wednesday…
-Before category: Fix the vocal called Friday I am in love you can happen the picture on this nexus: hypertext transfer protocol: //www. youtube. com/watch? v=mGgMZpGYiy8 Your pupils might bask listening to this great vocal ; fix a transcript for each pupil ( at the terminal of this activity you can happen the wordss ) .
-Aims: hearing for balls. choosing known balls from a text pupils don’t understand as a whole.
-Time: 20 proceedingss


-Procedure:
1. State the pupils they are traveling to listening to a vocal.
2. State your pupils to listen for single words. looks or whole sentences. Explain they will non understand everything.
3. Play the vocal once more and inquire the pupils to compose down the balls they think they hear. State them they can utilize ‘approximate’ spelling at this phase. 4. Ask to your pupils to compose on the board the words. phrases or balls they listened to.
5. Give out the wordss and state them to finish the blanks pupils.
6. State your pupils to compare with their spouses the drama the vocal once more to finish the missing words.
7. Complete the vocal with the whole category traveling line after line.





Friday I’m In Love
The remedy

I don’t attention if Monday’s blue
Tuesday’s Grey and Wednesday excessively
Thursday I don’t care about you
It’s Friday I’m in love
Monday you can fall apart
Tuesday Wednesday interrupt my bosom
Thursday doesn’t even get down
It’s Friday I’m in love
Saturday wait
And Sunday ever comes excessively late
But Friday ne’er hesitate…
I don’t attention if Monday’s black
Tuesday Wednesday bosom onslaught
Thursday ne’er looking back
It’s Friday I’m in love
Monday you can keep your caput
Tuesday Wednesday remain in bed
Or Thursday watch the walls alternatively
It’s Friday I’m in love
Saturday wait
And Sunday ever comes excessively late
But Friday ne’er hesitate…
Dressed up to the eyes
It’s a fantastic surprise
To see your places and your liquors rise
Throwing out your scowl
And merely smiling at the sound
And every bit sleek as a scream
Spining unit of ammunition and unit of ammunition
Always take a large bite
It’s such a gorgeous sight
To see you eat in the center of the dark
You can ne’er acquire adequate
Enough of this material
It’s Friday
I’m in love
Friday I’m In Love
The remedy
I don’t attention if Monday’s __________
__________’s Grey and __________ excessively
__________ I don’t attention about _____
It’s __________ _____ in __________
__________ _______ can fall apart
__________ __________ interruption my bosom
__________ doesn’t even get down
It’s __________ _____ in __________
__________ wait
And __________ ever comes excessively late
But __________ __________ hesitate…
I don’t attention if Monday’s __________
__________ __________ bosom onslaught
__________ __________ looking back
It’s __________ _____ in __________
__________ ______ can keep your caput
__________ __________ stay in bed
Or __________ watch the walls alternatively
It’s __________ _____ in __________
__________ wait
And __________ ever comes excessively late
But __________ ne’er hesitate…
Dressed up to the ________
It’s a fantastic surprise
To _______ your places and your liquors rise
Throwing out your scowl
And merely smiling at the sound
And every bit sleek as a scream
Spining unit of ammunition and unit of ammunition
Always take a large bite
It’s such a gorgeous sight
To see you eat in the center of the dark
You can ne’er acquire adequate
Enough of this material
It’s Friday
I’m in love








































































Greetings and Farewells
-Before category: Fix the image you find at the terminal. besides prepare the phrases you find in it. Your pupils might cognize some of them. Fix some balls of salutations and farewells you want your pupils use in and outside category. -Aims: usage students’ cognition about salutations

-Time: 20 proceedingss
-Procedure:
1. Ask your pupils if they know the words you paste on board 2. Ask them if they know any other looks in English. Listen to them for single words. looks or whole sentences. 3. Write on board “GREETINGS” and “FAREWELLS” Give the first illustration in each column ; inquire to you students to give excess words and give the marker to compose them down.

“GREETINGS”
Hello
Hello
How are you?
How make you make?
How are you making?
Good forenoon
Good afternoon
Good eventide







“FAREWELLS”
Bye
Adieu
See you
See you tomorrow
Take attention
Good dark
Have a good twenty-four hours






4. When they have finished composing read them out loud and add the 1s you want and inquire them to read them. 5. Now write on board:
A: Hello. how are you?
Bacillus: Fine. thank you
A: My name is _______
Bacillus: This is _______ . nice to run into you.
A: Nice to run into you excessively.
6. Practice this conversation with one of your students and state them to work by braces practising this conversation.
7. Give the chance to pattern it for a twosome of proceedingss so inquire them to state it out loud. Check for pronunciation and compliment their attempt.






States and Nationalities.
-Before category: Print and cut out the following sets of flash cards ( flags with representative images and nationalities ) so that each state and nationality is half the size of a letter-sized piece of paper. -Procedure:

1. Introduce the subject by demoing the flag-and-images flash cards to the pupils to arouse information from them about the name of the states. 2. Show them the spelling and look into their pronunciation. After that. demo them the nationalities flash cards to assist them get by with spelling and pronunciation. Have pupils assist you with some extra states and nationalities they are already familiar with. 3. Divide the board in two parts. Stick both sets of flash cards up-side down on each side of the board so that states and nationalities are apart and in different order. 4. Divide the category in two groups and have a member of each group go upfront and impudent one card on each side. If the cards lucifer with the right state and nationality in the same bend. the group earns a point and can go on to toss cards. If the member does non fit the cards consequently. the cards must be flipped back and it is the other group’s bend. The group with most points awarded at the terminal of the activity is the victor.

Nipponese
German
Chinese
Italian
American
Mexican
Brazilian
British
Gallic
Scots
Australian
Grecian










Nationalities crossword
-Before category: transcript the press releases of the undermentioned two pages. One transcript per brace of pupils. -Procedure:
1. Divide the category into braces. Give each brace a transcript of the crossword.

2. Explain what the words Across and Down mean. Write them up on the board. with the appropriate pointers next to them. Across Down

3. Let 15 proceedingss for them to make full in the crossword and to work out the concealed state. Remind them that the replies are nationality words and non the name of the state.

4. Check orally by inquiring different braces for the replies to the Across words foremost. followed by the Down words. Then inquire if they have worked on the concealed state ( Portugal ) Key

Across: 2 French. 5 Greek. 6 Irish. 8 Swedish. 10 Nipponese. 13 Indian. 17 Australian. 18 Russian. 19 Dutch. and 20 Spanish. Down: 1 English. 3 Chinese. 4 Mexican. 7 Brazilian. 9 Italian. 11 Scots. 12 Turkish. 14 American. 15 German. and 16 Swiss.

Nationalities Crossword
Expression at the drawings and fill in the crossword. When you finish. take the eight letters in the Grey squares to do another state in Europe. ( They
hold really nice beaches there. )

The concealed state is:

Taken and adapted from: Jones. P. ( 2001 ) . Vocabulary 2: Games and activities ( No erectile dysfunction. ) . Harlow: Penguin English.

Numbers
Fizz and Bucks
Have pupils sit in a horseshoe manner so you can maintain the order and the control of the activity. Tell pupils they have to number one by one around the category. Make it usually for the first unit of ammunition so that pupils experience confident about it. Now for the 2nd unit of ammunition state them that alternatively of stating 5 or a multiple of 5 they have to state Fizz. E. g. . 1. 2. 3. 4. Fizz. 6. etc. Practice for a twosome of unit of ammunitions. Then state them to go on to make so but with 3 and the multiples of 3 with the word Bucks. E. g. . 1. 2. Vaulting horses. 4. etc. Finally after practising a piece. state them to make both words at the same clip. If the figure is a multiple of both 3 and 5 they have to state Bucks Fizz. E. g. . 1. 2. Vaulting horses. 4. Fizz. Bucks. 7. 8. Vaulting horses. Fizz. 11. Vaulting horses. 13. 14. Vaulting horses Fizz. 16. etc. The pupils who get it incorrect are eliminated.

Personal Information
-Before category: Print and cut out the personal information signifier showed below and give each pupil one of it -Procedure:
1. Introduce the subject by demoing your existent ID to the pupils and inquiring if they know what it is and what it is used for.
2. Student will do a list of the information that is required when finishing a signifier.
3. Show pupils the construction of inquiries with Wh. Wordss on the board



What is your first name?
4. Students will go on doing appropriate inquiries about existent information from their schoolmates.

Form
First name: …………………… Surname: …………………………… . . Age: ………… Date of birth: ……………………… Sexual activity: M / F ( male / female ) Nationality: ……………………… .
Address: ……………………………… . . Postcode ( ZIP codification ) : ……………………… . State: …………………………… . .
ID figure: ………………………… .


Numbers
Procedure:
1. Write on the board the undermentioned states:
Australia. Canada. Ireland. New Zealand. South Africa. the US. the United Kingdom Ask pupils about how many people do they believe are analyzing English in those states. state them the Numberss are expressed in 1000s Write this ball on the board:


_____________ people study English in the United states
2. Students will go on thinking different Numberss as they are thinking instructor will state hot if they are stating a closer figure. or cold if they are non really near to acquire it. 3. Continue until they have complete the whole states on the board.

Evaluation
In the visible radiation of Cunningsworth ( 1984 ) . we have made a short rating of the stuffs above selected and it is showed as follows: -Aims and attacks
The stuffs do correspond with the purposes of the programme at the establishment and with the demands of the scholars since they need basic tool to assist them to interact and present themselves among their spouses. The stuffs are suited to the learning/teaching state of affairs and besides they are really comprehensive and cover all what pupils need for the first clip they face a L2 state of affairs. Probably. the flexibleness about instruction and acquisition
manners at this point is non really apparent since the attack is focused chiefly on the lexis and non on other facets which can be adopted in farther lessons -Design and organisation


Since the stuff is authentical and self-generated. the list of resources and text editions for the chosen lessons are non broad. although our academical context in which we use them has text edition and multimedia resources that reinforce the lessons and subjects. Contented organisation is equal and tight to the class course of study for the simple degree we intend the kit of stuffs for. The content is sequence on the footing of complexness and lexis. so pupils will increasingly adopted anterior constructions to new 1s learnt. As scaling and patterned advance are given by pupils category public presentation and truth. it is wholly suited for these lessons. -Language content

Main grammar points are covered suitably for simple degrees. and basic scholar demands at this degree is decidedly taking into history. Vocabulary instruction is equal. anyway its accent is non set in those stuffs since lexis taken every bit linguistic communication as a whole is the chief end for these lessons. Besides. it lacks of schemes for single acquisition development. Pronunciation work is non included explicitly ; although word emphasis and modulation are implicitly given on some lessons. There are plentifulness of constructions and conventions above sentence degree. Greetings. farewells and common specific contexts looks are given through the lessons. Style and appropriacy are decidedly match to the societal state of affairs it is given because basic existent interactions are covered.

-Skills
The accomplishments work are non integrated because it is an simple degree and we consider the chief facet we have to cover is unwritten production and comprehension. So. the stuff included is related to existent state of affairss but graded to simple degree so that aid pupils comprehension. -Topic

The stuff can non hold echt involvement for scholars. anyway it is varied and give pupils a existent position of given state of affairs which are paramount to get down the procedure of larning another linguistic communication. Decidedly subjects are presented every bit in footings of gender. race. faith or any another facet. -Methodology

As cited in the principle the lexical attack is taken and we consider is the most appropriate for the grounds explained above. -Practical considerations
The appeareance of stuffs can be attractive to some pupils. anyhow the pupils profile in the classs are so varied. the perceptual experiences can differ from one pupil to other. None of the stuffs presented need particular equipment. merely an appropriate schoolroom and an tidal bore and dynamic instructor to take these on.

Bibliography

Cunningsworth. A. . & A ; Tomlinson. B. ( 1984 ) . Measuring and choosing EFL learning stuffs. London: Heinemann Educational.

Sinclair & A ; A. Renouf ( 1988 ) A lexical course of study for linguistic communication acquisition. In R. Carter & A ; M. McCarthy. Vocabulary and linguistic communication instruction. London: Longman. 140–58.

UOP FIN 200 Week 6 DQ 1 And DQ 2

FIN 200 Week 6 DQ 1 And DQ 2
Week 6 DQ 1
What are the goals of cash management for a business? Should those goals be the same for every kind of business? Why or why notWeek 6 DQ 2
Use the Wall Street Journal (http://online.wsj.com/public/us) or some other financial publication to find the going interest rates for marketable securities listed in Ch. 7 of Foundations of Financial Management. Which security would you choose for a short-term investment? How does that security assist a company in meeting its cash management goalsTo purchase this material click below link
http://www.assignmentcloud.com/FIN-200/FIN-200-Week-6-DQ-1-And-DQ-2For more classes visit
www.assignmentcloud.com
 ?FIN 200 Week 6 DQ 1 And DQ 2
Week 6 DQ 1
What are the goals of cash management for a business? Should those goals be the same for every kind of business? Why or why notWeek 6 DQ 2
Use the Wall Street Journal (http://online.wsj.com/public/us) or some other financial publication to find the going interest rates for marketable securities listed in Ch. 7 of Foundations of Financial Management. Which security would you choose for a short-term investment? How does that security assist a company in meeting its cash management goalsTo purchase this material click below link
http://www.assignmentcloud.com/FIN-200/FIN-200-Week-6-DQ-1-And-DQ-2For more classes visit
www.assignmentcloud.com
?FIN 200 Week 6 DQ 1 And DQ 2
Week 6 DQ 1
What are the goals of cash management for a business? Should those goals be the same for every kind of business? Why or why notWeek 6 DQ 2
Use the Wall Street Journal (http://online.wsj.com/public/us) or some other financial publication to find the going interest rates for marketable securities listed in Ch. 7 of Foundations of Financial Management. Which security would you choose for a short-term investment? How does that security assist a company in meeting its cash management goalsTo purchase this material click…

BIS 245 UOP Course/ Tutorialrank

BIS 245 Final Exam
For more course tutorials visit
www.tutorialrank.com
Tutorial Purchased: 4 Times, Rating: A+
(TCO 1) Which object would you use to enter, delete, or modify data?
(TCO 1) Which object would you use to retrieve customers who live in Germany and the United States?
(TCO 1) To design a report you should do all of the following EXCEPT
(TCO 1) Which of the following is NOT a Report Section?
(TCO 1) A Detail line is used to
(TCO 2) For the following image, which of the following is TRUE?
(TCO 2) A symbol used in ER diagrams for an entity is a
(TCO 3) A property that provides a “user friendly” name to a column in Datasheet View is a
(TCO 3) Summarized data in an easy-to-read view is known as a
(TCO 3) Which of the following is NOT true of a property?
(TCO 4) Which of the following does NOT describe the following one-to-one relationship?
(TCO 5) Which form type displays records in a tabular format similar to a Datasheet view but has more editing options such as adding graphics?
(TCO 5) A calculated control
(TCO 6) Which of the following is a term used to describe the names of controls, fields, or properties?
(TCO 6) Data aggregates
(TCO 7) When making vertical data comparisons, you should use the following chart.
(TCO 7) Discrete data
(TCO 8) A switchboard is a
(TCO 9) To secure an Access database, all of the following should be done EXCEPT
(TCO 9) All of the following describe a certification authority EXCEPT
(TCO 10) Which of the following file format types removes all VBA code from the database and prohibits users from making changes to forms and reports?
(TCO 4) The term “cascading” refers to
(TCO 1) Describe three-tier architecture. Explain the functions performed by each tier.
(TCO 2) Explain business logic and describe how it relates to a relational database
(TCO 4) From first normal form, second normal form, or third normal form, select one of these forms and explain…

Ethics & Corporate Social Responsibility Essay Sample

Often times. many concern determinations are non ever black and white and there are ethical quandary that leaders sometimes face. “Leadership must cognize how the countless human behaviours and interactions fit together like mystifier pieces to make a whole picture” ( Kehoe. pg. 201 ) . Ethical motives is the survey of honorable behaviours and determinations. analyzing what should be done in relation with Corporate Social duty ( CSR ) . Corporate societal duty is a business’s committedness to lend to economic development while bettering the quality of life of the work force and their households every bit good as the community and society at big. ( Investopedia. 2014 ) This instance discusses Ethical motives and Corporate Responsibility by detecting Cinco. a mush processing works.

As a freshly promoted works director for Cinco. Jim is required to turn out his ability to efficaciously pull off several employees who have been with the company much longer than he has. and as a consequence. are more experient and insensitive to alter. “Cinco’s policy is to give each director a freehand in covering with employees. the community and the works itself. It’s chief step of public presentation is the bottom line and the employee’s are keenly cognizant of this fact” ( Ferrell. pg. 1 ) . With this in head. we can presume that if Jim attempts to alter the manner the works is managed. his attempts could really good be overlooked and ignored. The first clip Jim understood an ethical quandary was upon his find of the deceitful H2O sample informations studies being sent to the Environmental Protection Agency ( EPA ) .

In order to avoid a closure. the plant’s waste disposal into the river needed to be in conformity with the EPA criterions. After Jim was told that the mill’s waste disposal into the river exceeded the EPA’s guidelines. Jim ordered trials of the H2O for the last 6 months. After comparing the studies against EPA criterions. he saw no misdemeanor. As a consequence. Jim checked the factory to prove the H2O himself. merely to larn the truth behind the workss operations. The factory had ne’er been modernized to run into EPA criterions. so they needed to deviate the bad waste to one of the four big storage armored combat vehicles. and twice a hebdomad. they dumped it into the river. However. harmonizing to past EPA studies. the factory had ever been in conformity. Jim grew leery and wondered how there was disagreement in the EPA studies. Jim learns of a assorted disbursal of $ 100 a month. and realizes that this was basically a bribe payment to Ralph in order to run the works under the radio detection and ranging. while they continued to go against the new EPA criterions.

It was apparent that this deceitful activity was the cause of the disagreement within the studies. Given the current fortunes. it is critical that Jim see the possible ethical issues at hazard as he examines each of his options as a director. We have identified four options for Jim: A. Meet with higher direction and discourse the branchings of the EPA to discourse to pay for new equipment and run into the EPA criterions. B. Pay Ralph for 2 old ages until he can acquire new equipment. C. Quit or D. Find a sure individual in the media and explicate the state of affairs and have a community member find the issue with the H2O. Potential Ethical Issues ( PEIs )

As the works director. Jim is faced with an ethical quandary that requires him to do a determination that could endanger his place and/or potentially shut down the works. Not merely was a bribe payment to maintain the works open an ethical issue and hazard. but besides the fact that the company was basically perpetrating fraud. Further. by go againsting the EPA criterions and lying about it to the populace. the company was put on the lining an exposure for a hapless repute by pretermiting to be socially responsible. Jim’s ethical issue raises several inquiries. each possessing varying degrees of hazard: Does Jim discontinue his managerial occupation at Cinco to merely let for the corporation to go on sneakily fouling the towns river ( inactivity ) . does he remain at Cinco and do nil in order to maintain his occupation and fulfill his spouse’s wants to go on his calling promotion through the Cinco corporate ranks ( personal addition at the disbursal of harming the community ) . or does he describe Cinco’s environmental misrepresentation and payoff to merely confront immediate expiration ( action with personal effect ) ?

Before analysing each inquiry and their menaces. we must foremost acknowledge the underlining moralss and morality of his issue. Jim’s state of affairs trades more with a higher legal duty to the “greater good” of his and his employee’s community who are deceivingly being affected through the polluting waste. Harmonizing to a research study written on the moralss of whistleblowing. the writer examines the followers: “An ethical behaviour is related foremost of all to the thought of morality. above esteeming the jurisprudence. Ethical motives aims to the bosom of the corporate’s repute and in the terminal that is all you have if you hope to be successful and comfortable in the concern world”

In Urs E. Gattiker’s. Attitudes and Differences in Moral Judgments. he explores the subject of morality as a “behavior of persons who choose. implement. and bear the effects of their actions. Morality is traditionally understood to exercise an impartial restraint on the chase of single involvements in the face of social objectives” Thus. morality is a rule that should steer Jim and our determination to take his ethical inquiries at hazard. and choose a balanced ethical attack that is grounded in morality. yet may let for Jim to be the positive alteration within the company civilization. It is Jim’s moral duty to take to better the state of affairs for himself and community by making an chance for moral alteration. instead than bearing the inactivities at Cinco. Application of the Business Ethics Formula/Matrix ( Exhibit 1 ) As mentioned. there are four options3 available to Jim. We begin by presuming the old director failed at work outing this same quandary. due to the force per unit area from upper direction. as their lone concern was about the bottom line.

The issue has now finally landed in Jim’s custodies. disputing him to do an ethical determination that non merely promotes an ethical criterion. but besides one that doesn’t harm his calling. household. employees. community and the company’s image. Harmonizing to John Boatright. “the best defence is a good discourtesy. And the best defence against engagement in incorrect making is being prepared for organisational challenges that will necessarily prove your personal values. moral beliefs. and committedness to making the right thing. ” The first three options do non let the immediate reaction needed from upper direction and make non let Jim to fix for unanticipated circumstance. Besides. option B can take to worse. and while discontinuing ( C ) is smart. Jim could be wrongfully targeted by the company. We have developed an option for Jim that proves to be tactful and yields the best result. We agree that Option D. happening a sure individual in the media and explicate the state of affairs and have a community member find the issue with the H2O ( option D ) will give the best result.

Based on the 5 beginnings for ethical decision-making. we agree that Jim’s solution revolves around a concern for the common good of the community. By maintaining in head the societal duty of the company and the legal hazards at manus. Jim will try to anonymously expose the company’s misdemeanors against the EPA to the media. We believe that by making this. it will coerce the company to turn to the environmental concerns. and fix the job in order to avoid a closure or a hapless repute. This determination. in bend. protects Jim’s place in the company and to society. giving him the freedom to discontinue. while besides guaranting the works remains socially responsible. Appraisal of what we learned

In hindsight. we agree that this instance has guided us in exhaustively understanding ethical decision-making. We learned that at some point in our calling. we may be confronted with a state of affairs that presents an ethical quandary. In attempts to continue a professional standing. we believe that any ethical determinations should advance a conformity with a company’s nucleus Code of Ethics. We realize that ethical quandary will non ever have an obvious solution. but when it involves interrupting the jurisprudence or go againsting ordinances. the solution is distinct. In Jim’s instance. we learn that struggles of involvement and issues sing confidentiality are issues that pose an ethical hazard affecting a deceitful act being committed by the company. As a professional. Jim has the duty and a responsibility to pattern good judgement. Our function is to understand the wider deductions and the impact of the issue on the concern. and society.

Exhibit 1

Prism
Make Nothing
Make Something
Option A
Option B
Option C
Option D
Utilitarian






Rights

Fairness + Justice

Common Good

Bibliography

A Framework for Thinking Ethically. ( 2009. May 1 ) . A Model for Thinking Ethically. Retrieved from hypertext transfer protocol: //www. scu. edu/ethics/practicing/decision/framework. hypertext markup language Boatright. J. R. ( 2013 ) Confronting Ethical Dilemmas in the Workplace. Fiscal Analysts Journal. Pp. 6-9.

Bunget. O. -C. . Bunget. Ovidiu-Constantin. & A ; David-Sobolevschi. Maria-Iulia. ( 2009 ) . Ethical motives and internal audit: whistleblowing issues. ( Bunget. Ovidiu-Constantin and David-Sobolevschi. Maria-Iulia ( 2009 ) : Ethical motives and internal audit: whistleblowing issues. Published in: Revista Audit Financiar. Vol. 7. No. 9 ( September 2009 ) : pp. 43-51. ) Corporate Social Responsibility Definition | Investopedia. ( n. d. ) . Investopedia. ( 2014. September 27 ) .

Retrieved from hypertext transfer protocol: //www. investopedia. com/terms/c/corp-social-responsibility. asp Ferrell. Fraedrich. Ferrell Business Ethics Decision Making and Cases 6th Ed.
Ethical motives and Corporate Social Responsibility- Cinco Corporation Kehoe. William J. Business Ethics 13/14 McGraw-Hill 2013

ANT 101 UOP Courses / ant101dotcom

ANT 101 Entire CourseFor more course tutorials visit
www.ant101.comANT 101 Week 1 DQ 1 Cultural Relativism
ANT 101 Week 1 DQ 2 Studying Culture
ANT 101 Week 2 DQ 1 Foraging Societies
ANT 101 Week 2 DQ 2 Economic Concerns
ANT 101 Week 2 Critical Thinking Paper Kinship Organizations
ANT 101 Week 3 DQ 1 Social Organization
ANT 101 Week 3 DQ 2 Doing Business with Family
ANT 101 Week 3 Rough Draft of Final Cultural Research Paper
ANT 101 Week 4 DQ 1 Monumental Architecture
ANT 101 Week 4 DQ 2 Economy and Colonialism
ANT 101 Week 5 DQ 1 Ethics in Anthropology
ANT 101 Week 5 DQ 2 Anthropology and Your Future
ANT 101 Week 5 Final Cultural Research Paper
———————————————————————————————————————————————————ANT 101 Week 2 Critical Thinking Paper Kinship OrganizationsFor more course tutorials visit
www.ant101.com
Assignments
1. Due by Day 7. Critical Thinking Paper – Kinship Organizations. Kinship systems in Foraging and Horticultural based societies provide support for people in all stages of their life. Address the following in a two- to three-page paper:
a. Identify and describe the kinship system of one of the cultures listed below. These cultures are found in Chapters 3 and 4 of Cultural Anthropology.
? Australian Aborigines
?Btsisi
? Inuit of the Artic
? Iroquois
? San
?Yanomamo
b. Briefly describe the culture and identify three specific examples of how the kinship system of the chosen culture impacts the way this culture behaves (i.e. thinks, acts, lives).
c. Compare this to your own society. Does kinship impact these same behaviors in your own life? Why or why notYour paper must be in APA format. For information regarding APA samples and tutorials, visit the Ashford Writing Center, within the Learning Resources tab on the left navigation toolbar, in your online course….

UOP FIN 200 WEEK 7 ASSIGNMENT LOAN SCENARIOS

FIN 200 WEEK 7 ASSIGNMENT LOAN SCENARIOS
Assignment: Loan Scenarios
· Resource: Ch. 8 of Foundations of Financial Management
· Complete the Comprehensive Problem: Midland Chemical Co. on pp. 250-251.
· Post the assignment as an attachment.
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?FIN 200 WEEK 7 ASSIGNMENT LOAN SCENARIOS
Assignment: Loan Scenarios
· Resource: Ch. 8 of Foundations of Financial Management
· Complete the Comprehensive Problem: Midland Chemical Co. on pp. 250-251.
· Post the assignment as an attachment.
To purchase this material click below link
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?FIN 200 WEEK 7 ASSIGNMENT LOAN SCENARIOS
Assignment: Loan Scenarios
· Resource: Ch. 8 of Foundations of Financial Management
· Complete the Comprehensive Problem: Midland Chemical Co. on pp. 250-251.
· Post the assignment as an attachment.
To purchase this material click below link
http://www.assignmentcloud.com/FIN-200/FIN-200-WEEK-7-ASSIGNMENT-LOAN-SCENARIOSFor more classes visit
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?FIN 200 WEEK 7 ASSIGNMENT LOAN SCENARIOS
Assignment: Loan Scenarios
· Resource: Ch. 8 of Foundations of Financial Management
· Complete the Comprehensive Problem: Midland Chemical Co. on pp. 250-251.
· Post the assignment as an attachment.
To purchase this material click below link
http://www.assignmentcloud.com/FIN-200/FIN-200-WEEK-7-ASSIGNMENT-LOAN-SCENARIOSFor more classes visit
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?FIN 200 WEEK 7 ASSIGNMENT LOAN SCENARIOS
Assignment: Loan Scenarios
· Resource: Ch. 8 of Foundations of Financial Management
· Complete the Comprehensive Problem: Midland Chemical Co. on pp. 250-251.
· Post the assignment as an attachment.
To purchase this…

Wildlife Conservation Essay Sample

In order to incite wildlife preservation attempts in India. World Wildlife Fund has set up assorted groups. India hosts diverse sorts of wildlife species perchance due to the wide scope of conditions. dirt. clime. and other similar factors. On the negative side. nevertheless. there are certain species that are threatened or vulnerable and are required pro¬¬tection. Possibly the demand of the clip is to set more and more preservation attempts to protect wildlife in India. Wildlife Conservation Efforts in India

In the last few decennaries. human invasion was one of the biggest menaces to confronting India’s wildlife. Indian Government built many National Parks in order to ease endangered species up to some extent. The first park was established in 1935 ; besides. the Undertaking Tiger was besides enacted in 1972. At the beginning of the twentieth century. there were about 40. 000 Liberation Tigers of Tamil Eelams in India as compared to the tiger consensus of 2008 which revealed merely 1. 411 Liberation Tigers of Tamil Eelams staying. The ‘Project Tiger’ is considered to be the most successful preservation undertaking all throughout India. Presently. there are around 39 Project Tiger wildlife militias in India embracing an country of more than 37. 761 sq. kilometer. Many rhino’s are survived and conserved in the Kaziranga National Park.

•The Forest Conservation Act 1980 was enacted to decrease the large-scale home ground devastation caused by deforestation.

•India besides indorsed the Convention on International Trade in Endangered Species of Wild Fauna and Flora ( CITIES ) in 1976. As a consequence. prohibition was imposed on the commercial trading of Asiatic elephants which involved the export of tusk.

•There has been a important alteration in the Forest Department’s planning policy. which non merely brought an terminal to the change of first-growth woods into eucalyptus plantations. but it besides swung the importance from a commercially-centered wood direction to the conservation-centered wood direction.

•The elephants have enjoyed an absolute protection in Uttar Pradesh. since the announcement of a Wild Elephant Protection Act 1879. The governments are besides seting their attempts to incite Rajaji National Park. Motichur and Chilla militias.

•The Forest Department besides compensated the households whose individuals were killed by the wild animate beings.

•The capturing of elephants has been superseded.

•A new preservation country was besides established which was named as Nilgiri Biosphere Reserve covering 5. 520 km2. This country protects elephants runing from North of Palghat Gap in Karnataka. Tamilnadu. and Kerala.

•The Karnataka province authorities has decided to except tourer development on elephant migration routes all throughout the Kabbini River.

BIS 303 UOP Course/ Tutorialrank

BIS 303 Entire Course (UOP Course)
For more course tutorials visit
www.tutorialrank.com
Tutorial Purchased: 4 Times, Rating: A+BIS 303 Week 1 Discussion Question 1 (UOP Course)
BIS 303 Week 1 Discussion Question 2 (UOP Course)
BIS 303 Week 1 Individual Assignment Hospitality Information Technology Matrix (UOP Course)
BIS 303 Week 2 Discussion Question 1 (UOP Course)
BIS 303 Week 2 Discussion Question 2 (UOP Course)
BIS 303 Week 2 Individual Assignment Changing Role of Hospitality IT Essay (UOP Course)
BIS 303 Week 2 Team Assignment Hospitality Information Systems Direct Reservations (UOP Course)
BIS 303 Week 3 Discussion Question 1 (UOP Course)
BIS 303 Week 3 Discussion Question 2 (UOP Course)
BIS 303 Week 3 Individual Assignment Hospitality Information Systems and Users Paper (UOP Course)
BIS 303 Week 3 Team Assignment Hospitality Information Systems Third Party Reservation Options (UOP Course)
BIS 303 Week 4 Discussion Question 1 (UOP Course)
BIS 303 Week 4 Discussion Question 2 (UOP Course)
BIS 303 Week 4 Individual Assignment Internal and External Customers Paper (UOP Course)
BIS 303 Week 4 Team Assignment Cost Controls & Resource Management Systems Flow (UOP Course)
BIS 303 Week 5 Discussion Question 1 (UOP Course)
BIS 303 Week 5 Discussion Question 2 (UOP Course)
BIS 303 Week 5 Individual Assignment Internal and External Security Paper (UOP Course)
BIS 303 Week 5 Team Assignment Hospitality Information Systems Internal and External Customers (UOP Course)
———————————————————————————————————————
BIS 303 Week 1 Individual Assignment Hospitality Information Technology Matrix (UOP Course)
For more course tutorials visit
www.tutorialrank.com
Tutorial Purchased: 3 Times, Rating: A+Resource: Hospitality Information Technology Matrix Worksheet, located in Week One of the student website
Complete the Hospitality Information Technology Matrix…

UOP FIN 200 WEEK 7 CHECKPOINT SHORT TERM FINANCING

FIN 200 WEEK 7 CHECKPOINT SHORT TERM FINANCING
CheckPoint: Short-Term Financing
· Write a 200- to 300-word paper listing the different sources of short-term financing. Discuss the characteristics of each source and explain why a company might choose one over the other.
To purchase this material click below link
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?FIN 200 WEEK 7 CHECKPOINT SHORT TERM FINANCING
CheckPoint: Short-Term Financing
· Write a 200- to 300-word paper listing the different sources of short-term financing. Discuss the characteristics of each source and explain why a company might choose one over the other.
To purchase this material click below link
http://www.assignmentcloud.com/FIN-200/FIN-200-WEEK-7-CHECKPOINT-SHORT-TERM-FINANCINGFor more classes visit
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?FIN 200 WEEK 7 CHECKPOINT SHORT TERM FINANCING
CheckPoint: Short-Term Financing
· Write a 200- to 300-word paper listing the different sources of short-term financing. Discuss the characteristics of each source and explain why a company might choose one over the other.
To purchase this material click below link
http://www.assignmentcloud.com/FIN-200/FIN-200-WEEK-7-CHECKPOINT-SHORT-TERM-FINANCINGFor more classes visit
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?FIN 200 WEEK 7 CHECKPOINT SHORT TERM FINANCING
CheckPoint: Short-Term Financing
· Write a 200- to 300-word paper listing the different sources of short-term financing. Discuss the characteristics of each source and explain why a company might choose one over the other.
To purchase this material click below link
http://www.assignmentcloud.com/FIN-200/FIN-200-WEEK-7-CHECKPOINT-SHORT-TERM-FINANCINGFor more classes visit
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?FIN 200 WEEK 7 CHECKPOINT SHORT TERM FINANCING
CheckPoint: Short-Term Financing
· Write a 200- to 300-word paper listing the…