Social media and its usage for marketing and advertisements Research Paper

Social media and its usage for marketing and advertisements - Research Paper Example This research will begin with the statement that in this information technology-based era every business is trying to enhance its services and products over its competitors. In this case, online support is considered to be a crucial factor in any advertising policy and arrangement. Additionally, companies and industries initiated promotion and publicity operations focused on people with the help of written sources and audio/video channels. However, this policy is expensive and its efficacy is hard to determine. On the other hand, it is generally not obvious that how broadcast marketing will play a major role in the latest information financial condition that allows for exceptionally cooperative and focused interactions. Thus, in this customer-oriented financial system, companies are trying to discover additional money-making methods to promote their business services and products-line, access existing clients, and make new users/clients across the business boundaries. Business people sometimes talk about the Return on Investment (ROI) in Social Networking. In fact, it sounds great, but what does it mean to the business people? How does it actually help them grow their business? The simple answer to these questions is that businesses could be successful through Social Networking. However, normally, social networking is a process that helps organizations establish the relationship and then continue and maintain them by means of customary practices such as telephone, e-mail, and face-to-face meetings.... Thus, if a company builds identity on the social networking site, it will allow drawing people who share their viewpoints and want to work with you (Tubb, 2011). At the present, the social networking websites have become a family name. Despite the fact that, it is someone’s confidential or professional life, they are in fact wonderful process for communicating with friends, colleagues, and making new relationships online (Sedycias, 2009). Since, a social networking web site is a web site where people are able to develop an online profile; and they mention their interests in profile, as well as they can insert links to other profiles. Typically, the users of social networking sites are able to dispense personal information, encompassing photographs, blog entries and videos. MySpace is an example of social networks, which is very popular in the same way with individuals and with music groups, who are able to market their tour dates, and transfer their songs on their profile page s (Hawkins, 2009). A social networking site is a very helpful and functional way to keep in contact with a large number of people (friends, colleagues, relatives, etc). Since, if someone has some news which he/she needs or wishes to distribute to others, then he/she can insert it on his/her personal bulletin board and it will be transferred or distributed to the people to whom he wants to share. Thus, the social networking sites can play a significant function for meeting with new people, whether on a business or friendship (Hawkins, 2009). Phillips & Phillips (1998) define the social network as a set of organizations, businesses, individuals, or other social entities

Cisco Systems Architecture Essay Example for Free

Cisco Systems Architecture Essay Cisco is a company with a clear vision and an ambitious goal of becoming the global Internet expert. The company set its sights on challenging the norm of the time and working on making voice calls over the Internet free. Established in 1984 by two Stanford graduates, Cisco became the most valuable business on earth by March 2000. The company’s strategy is to provide a complete solutions offer to its customers through offering a wide product range and growing the business through acquisitions and business alliances. From its original core technology of routers, the company is now focusing in three independent networks of phone, local and wide area and broadcast networks. The turnaround point for the company was its database failure and forced two-day shutdown in 1994. This event highlighted the need to change company’s approach to systems replacement and the need to integrate all of company’s applications. The company decided to adopt new practices and retrain its staff rather than mirroring the â€Å"old and tried†. The decision was made to collaborate with Oracle to develop a single ERP solution to replace all current systems. The project was a success and was followed by replacement and standardization of all company’s platforms and applications worldwide. Further to this project, Cisco web-enabled all its applications, resulting in customer service, HR and supply chain efficiencies. Cisco’s success continues and is being made possible by its growth through acquisitions and strategic alliances (such as that with KPMG). The company is where it is today largely due to its effective integrated Internet business systems, resulting in great efficiencies for the company and its various stakeholders. 1) Cisco – Information Age Company. Cisco is far from being an Industrial Age Company. The main reason for this is that the company has been able to recognise the value in IT and use it to better their performance and achieve the desired growth. According to Weill Ross (2009), it is a characteristic of an IT Savvy firm. To be more specific, through integrating their processes and applications into an ERP solution and then to proceeding to full replacement of all of its IT solutions worldwide, Cisco moved to a digitalized platform. According to Weill Ross (2009), digitalized platform is an integrated set of electronic business processes and technologies. This would hardly be a characteristic of an Industrial Age company. Further to that, Cisco’s approach to implementation of its ERP solution and deciding not to mirror known and learnt old approaches but to make a bold move and rather retrain its people in new systems, demonstrates forward thinking and innovation, which is critical to get significant value from IT. Again this is a more fitting characteristic of an Information Age company rather than an Industrial Age company. In implementing the ERP system, the company successfully identified where it lacked necessary expertise and was not scared to outsource their needs analysis to KPMG and then the ERP project to Oracle, who had significant knowledge and experience in the solutions Cisco were after. The â€Å"outside the square† thinking allowed the company to focus on own competences and keep them in-house while tapping into the expertise of others through outsourcing and alliances. This is a definite characteristic of an Information Age company. Finally, keeping communication lines open across functional divisions and getting an input from across the business to avoid making the project an IT-only initiative and to ensure it addresses the real needs is another reason why Cisco is an Information Age company. 2) IT contribution to the company’s strategy IT greatly contributed to the company’s strategy to provide comprehensive one-stop-shop business networks solution for its customers, to set industry standards for networking, to systemize acquisitions and pick the right partners. Firstly, it was the company’s IP-based IT Architecture that enabled them to effectively and smoothly handle business acquisition and fully integrate these new acquisitions in a short period of time. Secondly, ERP implementation and application of web-enabled IT allowed Cisco to meet its goals of streamlining its internal processes and improving productivity, to improve customer satisfaction through the provision of online technical support, to pioneer net commerce and set industry standards and to achieve an extremely efficient supply chain. IT and systems implemented were at the heart of executing the company’s strategy. Thirdly, IT is an integral part of Cisco’s information system. According to Picolli (2008), information systems satisfy firm’s information needs and thus improve firm’s efficiency and enable it to achieve its goals. Being an important part of this efficiency improvement process makes IT a significant contributor to Cisco’s strategy. 3) The role of CIO Pete Solvik Pete Solvik’s role was integral in Cisco being able to derive significant value from IT and recognise it as a strategic asset as opposed to a liability. Prior to Cisco’s defining moment, it had the ambitious goals but the company was running standard operations not being able to support what it aspired to become. Solvik brought fresh visions and innovative thinking to the company. His initiatives were to redefine how IT was viewed internally and depart from finance cost centre reporting perception of the department. He was also able to see the limitations of Cisco’s systems and the potential of improvements. According to Weil Ross (2009), when IT systems are deficient you need to first change the entire approach to IT. Only once this is accomplished can the digitalized platform be implemented. Solvik did manage to do that. Weil Ross (2009) emphasize the need to strong leadership in turning IT into a strategic asset. And this is ultimately what Solvik’s r ole was in Cisco’s transformation.

Theme Of Scarlet Letter :: essays research papers

â€Å"The rose bush, by a strange chance, has been kept alive in history; but whether it had merely survived out of the stern old wilderness, so long after the fall of the gigantic pines and oaks that originally over-shadowed it, -or whether, as there is fair authority for believing, it had sprung up under the footsteps of the sainted Anne Hutchinson, as she entered the prison-door, -we shall not take upon us to determine.† In The Scarlet Letter, author, Nathaniel Hawthorne effectively sets the mood for this dismal novel. The ugliness and rust in the prison and cemetery seems like the last place for any kind of beauty to be. But the rosebush grows contrasting with the depressing backdrop offering a sort of sweetness to this tragic story. In this tale, practically every main character is faced with a dreadful sin or evilness, but within the malice, there is also a pleasant side to each character’s transgression, illustrating hypocrisy. Hester Prynne is introduced as a tall, beautiful woman condemned for committing a serious sin of adultery. During her most significant scene, the first time she must climb the scaffold as disapproving eyes gaze upon her, Hester is described as being extremely graceful and brave. Even though Hester is labeled with an awful accusation, underneath all the sin, lies a young woman in love with a man. Chillingworth, Hester’s husband, admits that their marriage displayed no kind of love, so it was only expected that Hester get involved with a man she actually cared for. She was in fact the victim among the other characters by being forced to marry Chillingworth without loving him and had to deal with Chillingworth’s selfishness, which permitted him to marry the young girl – knowing all along that she never loved him. And lastly, she is the victim of Chillingworth’s stupidity in leaving his wife alone in Massachusetts. Treated as an outcast for about seven years, Hester is finally considered to be free from the "A.† When the Puritan community realized that Hester was in fact not as corrupt as supposed, they decided that she could return as a regular citizen in their village. In addition there’s Pearl, the â€Å"demon’s offspring†. She is described as a â€Å"luxuriant beauty; a bright complexion, eyes possessing intensity both of depth and glow.† With Pearl’s breathtaking appearance, her personality is somewhat odd. Her mood alters frequently. She may be laughing uncontrollably one minute, and the next, in an angry rage.

Learning Theory

From Wikipedia, the free encyclopedia Jump to: navigation, search This article needs additional citations for verification. Please help improve this article by adding reliable references. Unsourced material may be challenged and removed. (April 2008) This article may contain original research. Please improve it by verifying the claims made and adding references. Statements consisting only of original research may be removed. More details may be available on the talk page. (January 2010)In psychology and education, learning is commonly defined as a process that brings together cognitive, emotional, and environmental influences and experiences for acquiring, enhancing, or making changes in one's knowledge, skills, values, and world views (Illeris, 2000; Ormorod, 1995). Learning as a process focuses on what happens when the learning takes place. Explanations of what happens constitute learning theories. A learning theory is an attempt to describe how people and animals learn, thereby he lping us understand the inherently complex process of learning.Learning theories have two chief values according to Hill (2002). One is in providing us with vocabulary and a conceptual framework for interpreting the examples of learning that we observe. The other is in suggesting where to look for solutions to practical problems. The theories do not give us solutions, but they do direct our attention to those variables that are crucial in finding solutions. There are three main categories or philosophical frameworks under which learning theories fall: behaviorism, cognitivism, and constructivism. Behaviorism focuses only on the objectively observable aspects of learning.Cognitive theories look beyond behavior to explain brain-based learning. And constructivism views learning as a process in which the learner actively constructs or builds new ideas or concepts. Contents [hide] †¢1 Behaviorism †¢2 Cognitivism †¢3 Constructivism †¢4 Informal and post-modern theories †¢5 Other learning theories †¢6 Criticism †¢7 Other interests †¢8 See also †¢9 Notes †¢10 External links [edit] Behaviorism Main article: Behaviorism Behaviorism as a theory was primarily developed by B. F. Skinner. It loosely encompasses the work of people like Edward Thorndike, Tolman, Guthrie, and Hull.What characterizes these investigators are their underlying assumptions about the process of learning. In essence, three basic assumptions are held to be true. [original research? ] First, learning is manifested by a change in behavior. Second, the environment shapes behavior. And third, the principles of contiguity (how close in time two events must be for a bond to be formed) and reinforcement (any means of increasing the likelihood that an event will be repeated) are central to explaining the learning process. For behaviorism, learning is the acquisition of new behavior through conditioning.There are two types of possible conditioning: 1) Classical conditioning, where the behavior becomes a reflex response to stimulus as in the case of Pavlov's Dogs. Pavlov was interested in studying reflexes, when he saw that the dogs drooled without the proper stimulus. Although no food was in sight, their saliva still dribbled. It turned out that the dogs were reacting to lab coats. Every time the dogs were served food, the person who served the food was wearing a lab coat. Therefore, the dogs reacted as if food was on its way whenever they saw a lab coat.In a series of experiments, Pavlov then tried to figure out how these phenomena were linked. For example, he struck a bell when the dogs were fed. If the bell was sounded in close association with their meal, the dogs learned to associate the sound of the bell with food. After a while, at the mere sound of the bell, they responded by drooling. 2) Operant conditioning where there is reinforcement of the behavior by a reward or a punishment. The theory of operant conditioning was developed by B. F. Skinner and is known as Radical Behaviorism.The word ‘operant’ refers to the way in which behavior ‘operates on the environment’. Briefly, a behavior may result either in reinforcement, which increases the likelihood of the behavior recurring, or punishment, which decreases the likelihood of the behavior recurring. It is important to note that, a punishment is not considered to be applicable if it does not result in the reduction of the behavior, and so the terms punishment and reinforcement are determined as a result of the actions. Within this framework, behaviorists are particularly interested in measurable changes in behavior.Educational approaches such as applied behavior analysis, curriculum based measurement, and direct instruction have emerged from this model. [1] [edit] Cognitivism Main article: Cognitivism (psychology) The earliest challenge to the behaviorists came in a publication in 1929 by Bode, a gestalt psychologist. He criticized b ehaviorists for being too dependent on overt behavior to explain learning. Gestalt psychologists proposed looking at the patterns rather than isolated events. Gestalt views of learning have been incorporated into what have come to be labeled cognitive theories.Two key assumptions underlie this cognitive approach: (1) that the memory system is an active organized processor of information and (2) that prior knowledge plays an important role in learning. Cognitive theories look beyond behavior to explain brain-based learning. Cognitivists consider how human memory works to promote learning. For example, the physiological processes of sorting and encoding information and events into short term memory and long term memory are important to educators working under the cognitive theory.The major difference between gestaltists and behaviorists is the locus of control over the learning activity: the individual learner is more key to gestaltists than the environment that behaviorists emphasize . Once memory theories like the Atkinson-Shiffrin memory model and Baddeley's working memory model were established as a theoretical framework in cognitive psychology, new cognitive frameworks of learning began to emerge during the 1970s, 80s, and 90s. Today, researchers are concentrating on topics like cognitive load and information processing theory.These theories of learning play a role in influencing instructional design. [citation needed] Aspects of cognitivism can be found in learning how to learn, social role acquisition, intelligence, learning, and memory as related to age. [edit] Constructivism Main article: Constructivism (learning theory) Constructivism views learning as a process in which the learner actively constructs or builds new ideas or concepts based upon current and past knowledge or experience. In other words, â€Å"learning involves constructing one's own knowledge from one's own experiences. Constructivist learning, therefore, is a very personal endeavor, whe reby internalized concepts, rules, and general principles may consequently be applied in a practical real-world context. This is also known as social constructivism (see social constructivism). Social constructivists posit that knowledge is constructed when individuals engage socially in talk and activity about shared problems or tasks. Learning is seen as the process by which individuals are introduced to a culture by more skilled members†(Driver et al. , 1994) Constructivism itself has many variations, such as Active learning, discovery learning, and knowledge building.Regardless of the variety, constructivism promotes a student's free exploration within a given framework or structure. [citation needed]The teacher acts as a facilitator who encourages students to discover principles for themselves and to construct knowledge by working to solve realistic problems. Aspects of constructivism can be found in self-directed learning, transformational learning, experiential learning , situated cognition, and reflective practice and religious practice. [edit] Informal and post-modern theories Informal theories of education may attempt to break down the learning process in pursuit of practicality[citation needed].One of these deals with whether learning should take place as a building of concepts toward an overall idea, or the understanding of the overall idea with the details filled in later. Critics[citation needed] believe that trying to teach an overall idea without details (facts) is like trying to build a masonry structure without bricks†¦ Other concerns are the origins of the drive for learning[citation needed]. Some[who? ] argue that learning is primarily self-regulated, and that the ideal learning situation is one dissimilar to the modern classroom[citation needed].Critics argue that students learning in isolation fail[citation needed]. [edit] Other learning theories Other learning theories have also been developed for more specific purposes than ge neral learning theories. For example, andragogy is the art and science to help adults learn. Connectivism is a recent theory of Networked learning which focuses on learning as making connections. Multimedia learning theory focuses on principles for the effective use of multimedia in learning. [edit] Criticism Criticism of learning theories that underlie traditional educational practices claims there is no need for such a theory.The attempt to comprehend the process of learning through theory construction has created more problems than it has solved. It further claims that in order to make up for the feeling of inadequacy in confronting a process that we don't really comprehend, we label something â€Å"learning† and measure it. Then we're comfortable, because at least then we have the feeling that we have a grasp on the problem. We don't really follow the process, but in lieu of a profound understanding of what's going on, we find something and say, â€Å"Let's declare that to be learning, by consensus. This is basically what the entire educational system the world over has done: quantify learning by breaking it up into measurable pieces-—curricula, courses, hours, tests, and grades. The assumption is that psychologically one knows enough about the mind to identify aptitudes: the accepted (knowledge-based) conception of learning identifies four assumptions of the accepted view of learning: that (some) one knows what ought to be learned by people, why it ought to be learned, how it ought to be learned, and by whom each thing ought to be learned.Together these assumptions are the lenses through which people have been socialized in our culture to judge whether learning is occurring or not; and a further assumption is that once one knows aptitudes, one also knows how to track a person so he will in fact reach the goal that is being set out for him. The whole approach is the ultimate in pedagogical and psychological technology. The only trouble is ha t it is humanly absurd. In this society, such a process is exceptionally subtle, because it involves an authoritarian approach within a free culture. By employing a variety of ruses the system produces a process which allows it to inhibit personal freedom without really feeling that this is what is going on. The person doesn't feel that something arbitrary is being done to him—which is in fact what is happening. [2][3] Learning Theory From Wikipedia, the free encyclopedia Jump to: navigation, search This article needs additional citations for verification. Please help improve this article by adding reliable references. Unsourced material may be challenged and removed. (April 2008) This article may contain original research. Please improve it by verifying the claims made and adding references. Statements consisting only of original research may be removed. More details may be available on the talk page. (January 2010)In psychology and education, learning is commonly defined as a process that brings together cognitive, emotional, and environmental influences and experiences for acquiring, enhancing, or making changes in one's knowledge, skills, values, and world views (Illeris, 2000; Ormorod, 1995). Learning as a process focuses on what happens when the learning takes place. Explanations of what happens constitute learning theories. A learning theory is an attempt to describe how people and animals learn, thereby he lping us understand the inherently complex process of learning.Learning theories have two chief values according to Hill (2002). One is in providing us with vocabulary and a conceptual framework for interpreting the examples of learning that we observe. The other is in suggesting where to look for solutions to practical problems. The theories do not give us solutions, but they do direct our attention to those variables that are crucial in finding solutions. There are three main categories or philosophical frameworks under which learning theories fall: behaviorism, cognitivism, and constructivism. Behaviorism focuses only on the objectively observable aspects of learning.Cognitive theories look beyond behavior to explain brain-based learning. And constructivism views learning as a process in which the learner actively constructs or builds new ideas or concepts. Contents [hide] †¢1 Behaviorism †¢2 Cognitivism †¢3 Constructivism †¢4 Informal and post-modern theories †¢5 Other learning theories †¢6 Criticism †¢7 Other interests †¢8 See also †¢9 Notes †¢10 External links [edit] Behaviorism Main article: Behaviorism Behaviorism as a theory was primarily developed by B. F. Skinner. It loosely encompasses the work of people like Edward Thorndike, Tolman, Guthrie, and Hull.What characterizes these investigators are their underlying assumptions about the process of learning. In essence, three basic assumptions are held to be true. [original research? ] First, learning is manifested by a change in behavior. Second, the environment shapes behavior. And third, the principles of contiguity (how close in time two events must be for a bond to be formed) and reinforcement (any means of increasing the likelihood that an event will be repeated) are central to explaining the learning process. For behaviorism, learning is the acquisition of new behavior through conditioning.There are two types of possible conditioning: 1) Classical conditioning, where the behavior becomes a reflex response to stimulus as in the case of Pavlov's Dogs. Pavlov was interested in studying reflexes, when he saw that the dogs drooled without the proper stimulus. Although no food was in sight, their saliva still dribbled. It turned out that the dogs were reacting to lab coats. Every time the dogs were served food, the person who served the food was wearing a lab coat. Therefore, the dogs reacted as if food was on its way whenever they saw a lab coat.In a series of experiments, Pavlov then tried to figure out how these phenomena were linked. For example, he struck a bell when the dogs were fed. If the bell was sounded in close association with their meal, the dogs learned to associate the sound of the bell with food. After a while, at the mere sound of the bell, they responded by drooling. 2) Operant conditioning where there is reinforcement of the behavior by a reward or a punishment. The theory of operant conditioning was developed by B. F. Skinner and is known as Radical Behaviorism.The word ‘operant’ refers to the way in which behavior ‘operates on the environment’. Briefly, a behavior may result either in reinforcement, which increases the likelihood of the behavior recurring, or punishment, which decreases the likelihood of the behavior recurring. It is important to note that, a punishment is not considered to be applicable if it does not result in the reduction of the behavior, and so the terms punishment and reinforcement are determined as a result of the actions. Within this framework, behaviorists are particularly interested in measurable changes in behavior.Educational approaches such as applied behavior analysis, curriculum based measurement, and direct instruction have emerged from this model. [1] [edit] Cognitivism Main article: Cognitivism (psychology) The earliest challenge to the behaviorists came in a publication in 1929 by Bode, a gestalt psychologist. He criticized b ehaviorists for being too dependent on overt behavior to explain learning. Gestalt psychologists proposed looking at the patterns rather than isolated events. Gestalt views of learning have been incorporated into what have come to be labeled cognitive theories.Two key assumptions underlie this cognitive approach: (1) that the memory system is an active organized processor of information and (2) that prior knowledge plays an important role in learning. Cognitive theories look beyond behavior to explain brain-based learning. Cognitivists consider how human memory works to promote learning. For example, the physiological processes of sorting and encoding information and events into short term memory and long term memory are important to educators working under the cognitive theory.The major difference between gestaltists and behaviorists is the locus of control over the learning activity: the individual learner is more key to gestaltists than the environment that behaviorists emphasize . Once memory theories like the Atkinson-Shiffrin memory model and Baddeley's working memory model were established as a theoretical framework in cognitive psychology, new cognitive frameworks of learning began to emerge during the 1970s, 80s, and 90s. Today, researchers are concentrating on topics like cognitive load and information processing theory.These theories of learning play a role in influencing instructional design. [citation needed] Aspects of cognitivism can be found in learning how to learn, social role acquisition, intelligence, learning, and memory as related to age. [edit] Constructivism Main article: Constructivism (learning theory) Constructivism views learning as a process in which the learner actively constructs or builds new ideas or concepts based upon current and past knowledge or experience. In other words, â€Å"learning involves constructing one's own knowledge from one's own experiences. Constructivist learning, therefore, is a very personal endeavor, whe reby internalized concepts, rules, and general principles may consequently be applied in a practical real-world context. This is also known as social constructivism (see social constructivism). Social constructivists posit that knowledge is constructed when individuals engage socially in talk and activity about shared problems or tasks. Learning is seen as the process by which individuals are introduced to a culture by more skilled members†(Driver et al. , 1994) Constructivism itself has many variations, such as Active learning, discovery learning, and knowledge building.Regardless of the variety, constructivism promotes a student's free exploration within a given framework or structure. [citation needed]The teacher acts as a facilitator who encourages students to discover principles for themselves and to construct knowledge by working to solve realistic problems. Aspects of constructivism can be found in self-directed learning, transformational learning, experiential learning , situated cognition, and reflective practice and religious practice. [edit] Informal and post-modern theories Informal theories of education may attempt to break down the learning process in pursuit of practicality[citation needed].One of these deals with whether learning should take place as a building of concepts toward an overall idea, or the understanding of the overall idea with the details filled in later. Critics[citation needed] believe that trying to teach an overall idea without details (facts) is like trying to build a masonry structure without bricks†¦ Other concerns are the origins of the drive for learning[citation needed]. Some[who? ] argue that learning is primarily self-regulated, and that the ideal learning situation is one dissimilar to the modern classroom[citation needed].Critics argue that students learning in isolation fail[citation needed]. [edit] Other learning theories Other learning theories have also been developed for more specific purposes than ge neral learning theories. For example, andragogy is the art and science to help adults learn. Connectivism is a recent theory of Networked learning which focuses on learning as making connections. Multimedia learning theory focuses on principles for the effective use of multimedia in learning. [edit] Criticism Criticism of learning theories that underlie traditional educational practices claims there is no need for such a theory.The attempt to comprehend the process of learning through theory construction has created more problems than it has solved. It further claims that in order to make up for the feeling of inadequacy in confronting a process that we don't really comprehend, we label something â€Å"learning† and measure it. Then we're comfortable, because at least then we have the feeling that we have a grasp on the problem. We don't really follow the process, but in lieu of a profound understanding of what's going on, we find something and say, â€Å"Let's declare that to be learning, by consensus. This is basically what the entire educational system the world over has done: quantify learning by breaking it up into measurable pieces-—curricula, courses, hours, tests, and grades. The assumption is that psychologically one knows enough about the mind to identify aptitudes: the accepted (knowledge-based) conception of learning identifies four assumptions of the accepted view of learning: that (some) one knows what ought to be learned by people, why it ought to be learned, how it ought to be learned, and by whom each thing ought to be learned.Together these assumptions are the lenses through which people have been socialized in our culture to judge whether learning is occurring or not; and a further assumption is that once one knows aptitudes, one also knows how to track a person so he will in fact reach the goal that is being set out for him. The whole approach is the ultimate in pedagogical and psychological technology. The only trouble is ha t it is humanly absurd. In this society, such a process is exceptionally subtle, because it involves an authoritarian approach within a free culture. By employing a variety of ruses the system produces a process which allows it to inhibit personal freedom without really feeling that this is what is going on. The person doesn't feel that something arbitrary is being done to him—which is in fact what is happening. [2][3]

Enzymes: Lab Report

Introductory Biology 1 Biology 1003 Fall Term 2011 Lab Number: 3 Title: Cell Energetics: Enzyme Role in Biological Reactions Name: Brandon Moore Student Number: 100819124 Lab day and time: Wednesday pm Date: Wednesday November 23, 2011 Introduction Enzymes are a key aspect in our everyday life and are a key to sustaining life. They are biological catalysts that help speed up the rate of reactions. They do this by lowering the activation energy of chemical reactions (Biology Department, 2011). In chemical reactions bonds must be broken and new bonds must be formed. In order for this to occur the bonds must be made less stable. For bonds to become less stable a small input of energy is required and this is called the activation energy. In simpler terms, in order for a reaction to begin and proceed spontaneously a small input energy is required to give the reaction a push and get it started (Cooper, 2000). As said before catalysts are chemical agents used to speed up the rates of reactions. The biological catalyst is a group of proteins called enzymes. Enzymes work by lowering the activation energy and making it easier for the eactants to obtain the necessary energy to break the kinetic barrier. Even though enzymes speed up the rate of reaction, they do not change the free energy of the reactants and the products (Russel et al. , 2010). Enzymes work by combining with reacting molecules at the active site. Each enzyme is specific to only one kind of molecule and can only bind to its specific molecule. The active site is a groove in the enzyme wher e the molecule will bind to; this is formed by the enzyme folding into a specific shape. When the enzyme is done and the molecules are then in the transitional state, which means the bonds are unstable and ready to be broken, the enzyme remains unchanged and can continue to bind to other molecules (Russel et al. , 2010). Enzymes induce the transition state by three major mechanisms. The first is by bringing the reacting molecules together. The reactants bind in the active site of the enzyme in the right orientation for catalysis to occur. The second mechanism works by the enzyme exposing the reactant molecule to altered charge environments. The third mechanism is by changing the shape of a substrate molecule (Russel et al. , 2010). The conditions being studied on how they affect enzyme activity are: concentration, ph, and temperature. As the concentration of enzymes increases the rate at which products are formed also increases. It is also true as the concentration of the substrate increases the rate of the reaction will also increase until the enzymes reach their maximum rate at which they can combine with the substrates. Each enzyme has a best possible pH where it works at its best. Anything that changes on either side of the optimum pH will decrease the rate of the reaction. Finally as temperature raises so does the rate of the reaction but only to a certain point. As the temperature raises the frequency and strength of collisions will increase, however if the temperature rises too high the hydrogen bonds of the enzyme break and it unfolds making it unable to accept any molecules due to its active site being destroyed. To observe the effects of these three conditions on enzyme activity spectrophotometry is used. A spectrophotometer works by measuring the amount of light a compound in solution absorbs. As the concentration of the solution increases more light is absorbed (Biology Department, 2011). The purpose of this experiment is to test and observe the effects of concentration, pH, and temperature on enzyme activity. Methods In part I of the lab obtain six small glass tubes in a test tube rack. After the six small tubes are obtained, add fifteen drops of distilled water to tube 1, ten drops to tube 2 and 3, five drops to tube 4, and no drops to tubes 5 and 6. Once distilled water is added five drops of the substrate solution were then added to tube 2, 4 and 6. There were no drops of substrate solution added to tubes 1 and 3, and ten drops were added to tube 6. After the substrate solution was added, five drops of the enzyme were quickly placed in tubes 3, 4 and 5. There were no drops of enzyme added in tubes 1 and 2 and in tube 6 ten drops were added. Once the enzyme solution has been added the tubes were then left to incubate for ten minutes and after five drops of DNSA solution were added to tubes 1 to 6. The tubes were then placed in a hot block at 80-90oC for five minutes. They were then taken out after the five minute period and using a 5 ml pipette, 5 ml of distilled water were added to the 6 tubes and mixed by inversion. Once everything was complete the 6 tubes were then taken to the Milton Roy Company Spectronic 21 and the absorbance of each tube was tested. In part II of the lab six small glass tubes were obtained in a test tube rack. Ten drops of distilled water were then added to test tube 1, five drops to tubes 2-4, and no drops in tubes 5 and 6. Five drops of 0. 1M HCl were added to test tube 5 and five drops of 0. 1M NaOH to test tube 6. Five drops of enzyme were then added to all tubes except tube 1. Tube 3 was then placed in the ice bucket and tube 4 was placed in the hot bucket at 80-900C for five minutes, the remaining tubes were left in the test tube rack. After the five minutes five drops of 1% starch was added to every tube and left to sit for ten minutes. After ten minutes five drops of DNSA were then added to all the tubes. All the tubes were then taken and placed in the hot bucket at 80-900C and left to incubate for five minutes. After the five minutes, take a 5 ml pipette and add 3 ml of distilled water to each tube and mix with inversion. Once everything is complete the tubes were then taken to the Milton Roy Company Spectronic 21 and the absorbance of each tube was tested. Results In part I tubes 1-3 had a very low absorbance. In tube 4 when the enzyme and substrate were present the absorbance increased substantially from below 0. 1 to a mean of 0. 53. When two times the amount of substrate was added in tube 5 the absorbance increased again from a mean of 0. 53 to 0. 57. Finally when two times the amount of enzymes was added the absorbance increased a final time from 0. 57 to 0. 63. Table 1. The effects of different concentrations on the absorbance of solutions Lab Group |Tube 1 Abs. |Tube 2 Abs. |Tube 3 Abs. |Tube 4 Abs. |Tube 5 Abs. |Tube 6 Abs. | |Our Group |0 |0. 05 |0. 09 |0. 55 |0. 68 |0. 66 | |Group 2 |0 |0 |0 |0. 61 |0. 725 |0. 75 | |Group 3 |0. 01 |0. 02 |0. 01 |0. 42 |0. 3 |0. 49 | |Mean |0. 0033 |0. 023 |0. 33 |0. 53 |0. 57 |0. 63 | |SD |0. 0058 |0. 025 |0. 049 |0. 097 |0. 23 |0. 13 | |SE |0. 0033 |0. 015 |0. 029 |0. 056 |0. 14 |0. 076 | Tube 1 was the control and recorded a low absorbance of approximately 0. 01. Tube 2 contained the enzyme and substrate and the absorbance rose to a mean of 0. 54. When tube three was heated and tube 4 was cooled the absorbance ecreased to 0. 32 and 0. 38. Finally solution of 0. 1M HCl was added to tube 5 and the absorbance decreased to 0. 0025, and solution of 0. 1M NaOH was added to tube 6 and the absorbance decreased to 0. 13. Table 2. The effects of pH and temperature on the absorbance of different solutions |Lab Group |Tube 1 Abs. |Tube 2 Abs. |Tube 3 Abs. |Tube 4 Abs. |Tube 5 Abs. |Tube 6 Abs. | |Our Group |0 |0. 63 |0. 39 |0 |0 |0. 4 | |Group 2 |0 |0. 15 |0. 9 |0 |0 |0. 01 | |Group 3 |0. 05 |0. 85 |0. 49 |0. 11 |0. 01 |0. 08 | |Group 4 |0 |0. 54 |0. 31 |0. 04 |0 |0. 03 | |Mean |0. 013 |0. 54 |0. 32 |0. 038 |0. 0025 |0. 13 | |SD |0. 025 |0. 29 |0. 17 |0. 52 |0. 005 |0. 18 | |SE |0. 013 |0. 15 |0. 085 |0. 026 |0. 0025 |0. 091 | Discussion Enzymes are biological catalysts that reduce the activation energy in order to increase the rate of the reaction. Increases in concentration increase the rate of the reaction, change in pH from the optimum will decrease the rate of a reaction, and increasing temperature will also increase the rate of reaction until a certain point is reached (Worthington Biochemical Corporation. 1972). Part I of the lab focused on the effects of concentration on pH. When we look at table I we can see that tubes 1-3 had very low absorbances. Tube 1 was the control that contained only water and no reaction occurred. In tube 2 the enzyme was not present which meant that the reaction occurred spontaneously without any help, thus a low absorbance. Tube 3 contained the enzyme but lacked the substrate, which meant nothing was bonding to the active sites and reaction could not occur. In tube 4 both substrate and enzyme were present and the absorbance rose greatly from approximately 0 to a mean of around 0. 3. This perfectly demonstrates that with the addition of an enzyme the product concentration increases and so does the rate of reaction. To tube 5, two times the amount of substrate was added and absorbance increased again to a mean of 0. 57. This shows that more substrate was present and readily available to bind to the active sites. Last was tube 6 which contained two times the amount of enzyme and again the absorbance rose to approximately 0. 63. The increase of enzymes allowed for more active sites to be readily available to bind to the molecules (Worthington Biochemical Corporation. 1972). When viewing the data obtained and comparing it to what is known about concentration effects on enzyme activity it can be accurately concluded that the data obtained is fairly accurate. As the enzyme concentration is kept the same and the substrate concentration increases the rate of reaction will also increase. This makes sense since now there are more molecules of substrate available to bond to the active sites. Increasing concentration will only increase the rate of reaction until a certain point is met. This point occurs when too much substrate is added and all available enzymes are already working. When this occurs the concentration increase no longer has an effect on the reaction rate. This is also true with the increase in concentration of the enzyme. The more enzymes there are the more active sites available to bond to the molecules. The increase in enzyme concentration will also increase the rate of reaction. This concludes effectively that the data obtained effectively demonstrates the effects of concentration on the rates of reactions (Worthington Biochemical Corporation. 1972). Part II of the lab focused on the effects of temperature and pH on enzyme activity. When viewing table II it can be seen that tube 1 had a very low absorbance, due to it being the control and not containing any substrate or enzyme. Tube 2 contained the substrate and enzyme and thus the absorbance increased greatly to a mean of 0. 54. When looking at the changes of pH in tubes 5 and 6 the absorbance decreased for both to 0. 003 and 0. 1. The optimum pH is around 7 and with this the reaction rate is at its best. As stated before any change in pH away from the optimum will decrease the rate of reaction. HCl has a lower pH than 7 and is below optimum, which means that it will have more unstable charges and the absorbance will lower, which is what was seen in tube 5. The same happens for NaOH, which is on the other side of the pH spectrum and above the optimum pH of 7 as seen in tube 6. From this it can be concluded that any change in pH away from the optimum will cause an unbalance in charges and cause the reaction rate to decrease (Worthington Biochemical Corporation. 1972). The second part of part II involves the effects of temperature. When looking at tube 3 that was placed in the ice bucket the reaction rate decreased from tube 2 with mean absorbance of 0. 54 to a mean of 0. 32. A decrease in temperature will slow down the activity of the substrate and enzymes and will reduce the speed and amount of collisions occurring. With less collisions occurring the reaction rate will then decrease. Tube 4 was placed in heat and the absorbance dropped as well to a mean of 0. 38. Stated before it was said that an increase in temperature would cause the speed and number of collisions to increase. This would then increase the rate of the reaction. However, an increase in heat will only increase the rate of reaction until a certain temperature is reached. This temperature is approximately between 40-50OC. Tube 4 was placed in temperatures ranging from 80-90OC, which is much higher than the max of 40-50. When this max is surpassed the hydrogen bonds will begin to break and the enzymes will unfold. When the enzyme unfolds the active site will then be destroyed and become deformed and no longer usable. When this happens the enzymes stop functioning and the reaction rate will decrease, which is what was seen (Worthington Biochemical Corporation. 972). The living cell is a site for activity known as metabolism. This can include the build-up or repair of tissues, turning food into energy, getting rid of waste products, and all the activities of life. Many of these processes do not occur spontaneously and this is why enzymes are needed. Without enzymes life itself would not be possible (Cooper. 2000). It can be concluded that concentr ation, pH, and temperature have great effects on enzyme activity. The increase in concentration of substrates increases the reaction rate until the point where all enzymes are being used. The increases in enzyme concentration will increase the rate of reaction. Any change in pH away from the optimum will cause an unbalance in charges and will lower the reaction rate (Worthington Biochemical Corporation. 1972). Finally the increase in temperature will increase the reaction rate until around 40-50OC when hydrogen bonds begin to break (Russel et al,. 2010). By understanding more about enzyme catalysts advances in medicine and life sciences are able to occur and help us understand more about life itself. References: Russell, P. J. , S. L. Wolfe, P. E. Hertz, C. Starr, M. B. Fenton, H. Addy, D. Maxwell, T. Haffie, and K. Davey. 2010. Biology: Exploring the Diversity of life, first Canadian edition. Nelson Education Ltd. , Toronto. Biology Department. 2011. Introductory Biology: BIOL 1003 Lab Manual. Carleton University Press, Ottawa. Worthington Biochemical Corporation. 1972. Introduction to Enzymes. http://www. worthington-biochem. com/introbiochem/effectspH. html. November 22, 2011. Geoffrey M Cooper. 2000. The Cell: A Molecular Approach, Second Edition. Sinauer Associates Inc, Boston University.

Essay about Time and Poem

Essay about Time and Poem Essay about Time and Poem Immigrants at Central Station, 1951 The understandings and range of immigrants and their experiences highlights a range of issues they encounter such as rights, freedoms, beliefs, power, etc. All this issues a emphasized and focused in Peter Skrynecki’s poem â€Å"Immigrants at Central Station, 1951†. The experiences faced by Peter and his family is highlighted in this poem and this helps us to understand the immigrants experiences towards the new world of which displays the integrity, emotion and suffering towards the new world and we as the readers are engaged into these aspects of life through trains, time, control and journeys. The experiences that is faced by Peter Skrynecki and other immigrants are conveyed in this poem through use of literature technique. One of his main techniques he uses in this poem is writing the poem in first person. Through this, he displays to his readers that it’s him that has experienced this painful and sorrowful journey and the things that have resulted from the journey which makes the experience more real. The second technique that was present in his poem was imagery and onomatopoeia. ‘‘It was sad to hear The train's whistle this morning’’ The imagery used in this poem reflects the train and represent the physical aspect towards the new world. The poem starts off with â€Å"It was sad to hear, the train’s whistle this morning† using onomatopoeia, to give the train a human or living like characteristic with the use of ‘whistle’ but also using the tone of the poem towards a negative tone using the word â€Å"sad†. The other example that is used in this poem is simile and allusion could be when he describes him and his family as being: â€Å"Space hemmed us against each other like cattle bought for slaughter† This is when everyone is waiting to catch the train that will take them to a unknown destination and could hold there future. He tries to make the normal events he experienced as dramatic sounding as possible to show people how uncomfortable the journey made him feel, which is another way of communicating what he meant when writing this poem. This line also conveys the fear of immigrants relating to there unknown future to this new land. The allusion in this line is reflected on WWII and the Holocaust during that period. The stanza continues to portray a sense of loss, sadness and hardship through the use of imagery as they await the train with the line: â€Å"All night it had rained† ... â€Å"But we ate it all, the silence, the cold and the benevolence of empty streets† This symbolize that the surrounding around them is filled with fear, sadness and a sense of dislocation. This set the emotion of the poem and the

Yemen Nation Profile - Geography, Climate, and History

Yemen Nation Profile - Geography, Climate, and History The ancient nation of Yemen lies at the southern tip of the Arabian Peninsula. Yemen has one of the oldest civilizations on Earth, with ties to the Semitic lands to its north, and to the cultures of the Horn of Africa, just across the Red Sea. According to legend, the Biblical Queen of Sheba, consort of King Solomon, was Yemeni. Yemen has been colonized at various times by other Arabs, Ethiopians, Persians, Ottoman Turks, and most recently, the British. Through 1989, North and South Yemen were separate nations. Today, however, they are united into the Republic of Yemen - Arabias only democratic republic. Capital and Major Cities of Yemen Capital: Sanaa, population 2.4 million Major Cities: Taizz, population 600,000 Al Hudaydah, 550,000 Aden, 510,000 Ibb, 225,000 Yemeni Government Yemen is the only republic on the Arabian Peninsula; its neighbors are kingdoms or emirates. The Yemeni executive branch consists of a president, a prime minister and a cabinet. The president is directly elected; he appoints the prime minister, with legislative approval. Yemen has a two-part legislature, with a 301-seat lower house, the House of Representatives, and a 111-seat upper house  called the Shura Council. Prior to 1990, North and South Yemen had separate legal codes. The highest court is the Supreme Court in Sanaa. The current President (since 1990) is Ali Abdullah Saleh. Ali Muhammad Mujawar is Prime Minister. Population of Yemen Yemen is home to 23,833,000 people (2011 estimate). The overwhelming majority are ethnic Arabs, but 35% have some African blood as well. There are small minorities of Somalis, Ethiopians, Roma (Gypsies) and Europeans, as well as South Asians. Yemen has the highest birthrate in Arabia, at about 4.45 children per woman. This is probably attributable to early marriages (the marriageable age for girls under Yemeni law is 9), and lack of education for women. The literacy rate among women is only 30%, while 70% of men can read and write. Infant mortality is almost 60 per 1,000 live births. Languages of Yemen Yemens national language is standard Arabic, but there are several different regional dialects in common use. Southern variants of Arabic spoken in Yemen include Mehri, with about 70,000 speakers; Soqotri, spoken by 43,000 island residents; and Bathari, which has only about 200 surviving speakers in Yemen. In addition to the Arabic languages, some Yemeni tribes still speak other ancient Semitic languages closely related to the Ethiopian Amharic and Tigrinya languages. These languages are a remnant of the Sabean Empire (9th century BCE to 1st century BCE) and the Axumite Empire (4th century BCE to 1st century CE). Religion in Yemen The Constitution of Yemen states that Islam is the official state religion of the country, but it also guarantees freedom of religion. The majority by far of Yemenis are Muslim, with some 42-45% Zaydi Shias, and about 52-55% Shafi Sunnis. A tiny minority, some 3,000 people, are Ismaili Muslims. Yemen is also home to an indigenous population of Jews, now numbering only about 500. In the mid-20th century, thousands of Yemenite Jews moved to the new state of Israel. A handful each of Christians and Hindus also live in Yemen, although most are foreign ex-patriots or refugees. Geography of Yemen:Yemen has an area of 527,970 square kilometers, or 203,796 square miles, at the tip of the Arabian Peninsula. It borders Saudi Arabia to the north, Oman to the east, the Arabian Sea, the Red Sea and the Gulf of Aden. Eastern, central and northern Yemen are desert areas, part of the Arabian Desert and Rub al Khali (Empty Quarter). Western Yemen is rugged and mountainous. The coast is fringed with sandy lowlands. Yemen also possesses a number of islands, many of which are actively volcanic. The highest point is the Jabal an Nabi Shuayb, at 3,760 m, or 12,336 feet. The lowest point is sea level. Climate of Yemen Despite its relatively small size, Yemen includes several different climate zones due to its coastal location and variety of elevations. Yearly average rainfall ranges from essentially none in the inland desert to 20-30 inches in the southern mountains. Temperatures also range widely. Winter lows in the mountains can approach freezing, while summer in the tropical western coastal areas can see temperatures as high as 129 ° F (54 °C). To make matters worse, the coast is also humid. Yemen has little arable land; only roughly 3% is suitable for crops. Less than 0.3% is under permanent crops. Yemen's Economy Yemen is the poorest nation in Arabia. As of 2003, 45% of the population was living below the poverty line. In part, this poverty stems from gender inequality; 30% of teenage girls between 15 and 19 are married with children, and most are undereducated. Another key is unemployment, which stands at 35%. The per capita GDP is only about $600 (2006 World Bank estimate). Yemen imports food, livestock, and machinery. It exports crude oil, qat, coffee, and seafood. The current spike in oil prices may help alleviate Yemens economic distress. The currency is the Yemeni rial. The exchange rate is $1 US 199.3 rials (July 2008). History of Yemen Ancient Yemen was a prosperous place; the Romans called it Arabia Felix, Happy Arabia. Yemens wealth was based on its trade in frankincense, myrrh, and spices. Many sought to control this rich land over the years. The earliest known rulers were the descendants of Qahtan (Joktan from the Bible and Koran). The Qahtanis (23rd c. to 8th c. BCE) established the crucial trade routes and built dams to control flash-flooding. The late Qahtani period also witnessed the emergence of written Arabic, and the reign of the legendary Queen Bilqis, sometimes identified as the Queen of Sheba, in the 9th c. BCE. The height of ancient Yemeni power and wealth came between the 8th c. BCE and 275 CE, when a number of small kingdoms coexisted within the countrys modern borders. These included the following: the western Kingdom of Saba, the southeastern Hadramaut Kingdom, the city-state of Awsan,  the central trading hub of Qataban, the southwestern Kingdom of Himyar, and the northwestern Kingdom of Main. All of these kingdoms grew prosperous selling spices and incense all around the Mediterranean, to Abyssinia, and as far away as India. They also regularly launched wars against one another. This squabbling left Yemen vulnerable to manipulation and occupation by a foreign power: Ethiopias Aksumite Empire. Christian Aksum ruled Yemen from 520 to 570 A.D. Aksum was then pushed out by the Sassanids from Persia. Sassanid rule of Yemen lasted from 570 to 630 CE. In 628, the Persian satrap of Yemen, Badhan, converted to Islam. The Prophet Muhammad was still living when Yemen converted and became an Islamic province. Yemen followed the Four Rightly-guided Caliphs, the Umayyads, and the Abbasids. In the 9th century, many Yemenis accepted the teachings of Zayd ibn Ali, who founded a splinter Shia group. Others became Sunni, particularly in south and west Yemen. Yemen became known in the 14th century for a new crop, coffee. Yemeni Coffee arabica was exported all over the Mediterranean world. The Ottoman Turks ruled Yemen from 1538 to 1635  and returned to North Yemen between 1872 and 1918. Meanwhile, Britain ruled South Yemen as a protectorate from 1832 on. In the modern era, North Yemen was ruled by local kings until 1962, when a coup established the Yemen Arab Republic. Britain finally pulled out of South Yemen after a bloody struggle in 1967, and the Marxist Peoples Republic of South Yemen was founded. In May of 1990, Yemen reunified after relatively little strife.

Causas frecuentes de deportacin en EEUU

Causas frecuentes de deportacin en EEUU En el aà ±o fiscal 2018, Estados Unidos deportà ³ o expulsà ³ a ms de 256.085 extranjeros. No sà ³lo indocumentados sino tambià ©n legales e incluso residentes permanentes.   Las causas de la deportacià ³n son fundamentalmente: Una o varias violaciones migratoriasCondena por una o varias felonà ­as o faltas (misdemeanors)Ser un peligro para la salud pà ºblica o la seguridad nacional Deportacià ³n por violacià ³n migratoria Aunque varias causas son posibles las ms frecuentes son: la entrada ilegal en Estados Unidos (la ms comà ºn)ser un fugitivo de una corte de inmigracià ³nUtilizar documentos falsos para obtener una visaDeterminadas mentiras a un oficial de inmigracià ³n o uno consular Aquà ­ puedes consultar una lista ms completa y con mayor explicacià ³n de lo que son las violaciones migratorias. Tener en cuenta que las và ­ctimas indocumentadas de ciertos delitos podrà ­an evitar en algunos casos las deportaciones. Por ejemplo: violencia domà ©stica  trata de personas  asalto sexualdelitos violentos cuando se colabore con las autoridades ya que se podrà ­a  calificar para la visa U o el programa SIJ para jà ³venes menores de 21 aà ±os que han sido abusados o abandonados. Deportacià ³n por delitos y/o faltas Excluyendo los migrantes expulsados porque han sido agarrados en la frontera o cerca, la mayorà ­a del resto de deportados tiene un rà ©cord. Lo que pasa es que puede haber una enorme diferencia entre un caso y otro. Asà ­, los condenados por un delito agravado eran prioridad nivel 1 para ser deportados en el à ºltimo aà ±o fiscal, en el que todavà ­a gobernaba el presidente Obama. Son ejemplos de delito agravado: asesinatoviolacià ³ntrfico de drogas.  trfico de armas, etc. Puedes ver aquà ­ un listado ms completo de los delitos agravados. Pero haber sido condenado por un sà ³lo crimen aunque no sea agravado tambià ©n es causa de deportacià ³n. En general puede decirse que hablamos de un crimen (felonà ­a) cuando la sentencia mxima que pueda ser impuesta es superior a un aà ±o de prisià ³n, aunque al condenado se le imponga una de menos tiempo. Incluso los condenados por una falta (misdemeanor) pueden ser deportados. En general puede decirse que es un misdemeanor la accià ³n cuya pena mxima no puede superar el aà ±o de prisià ³n. Incluso a veces ni hay crcel, o es suspendida, o hay sà ³lo una sentencia a prestar un servicio comunitario o una multa. Son ejemplos de misdemeanors: Robo de un servicio o una propiedad de poco valor, en la mayorà ­a de los estados, menos de $500, es lo que se conoce como petty thief.Entrar sin permiso en la propiedad de otra persona.Exhibicià ³n indecenteDesà ³rdenes pà ºblicosMostrarse borracho en pà ºblicoTambià ©n pueden incluirse violaciones de trfico, como por ejemplo, manejar sin licencia, etc. Especial atencià ³n al delito o falta de violencia domà ©stica Desde el 30 de septiembre de 1996 cualquier extranjero condenado por violencia domà ©stica puede ser deportado. Adems, segà ºn cada caso puede ser calificado de delito agravado o inmoral  o falta grave, lo que tendrà ­a consecuencias adicionales. Aunque la regulacià ³n cambia de estado a estado en là ­neas generales puede decirse que la violencia domà ©stica es un crimen cuando se da entre dos personas que viven juntas como pareja, no es necesario que exista un matrimonio vlido. Adems, hay violencia domà ©stica cuando hay golpes pero tambià ©n cuando hay sà ³lo abuso psicolà ³gico o amenazas. Adems, fuera del mbito de la violencia domà ©stica hay que saber que las relaciones sexuales con menores de edad, aunque sean consentidas e incluso sean con el novio/a pueden dar lugar a situaciones muy problemticas y pueden ser consideradas un delito o una falta. Quà © se debe hacer si se tiene acusacià ³n de delito o falta Si hay una acusacià ³n por un delito o falta es importantà ­simo lucharla. Contratar a un abogado (en corte criminal pueden poner uno de oficio si no se tiene dinero). Pero lo fundamental es evitar una condena. Y si no se puede, entender bien las posibles consecuencias migratorias. Si lo que se abre es un procedimiento de deportacià ³n ante un juez de inmigracià ³n por una violacià ³n migratoria, aquà ­ sà ­ que el gobierno no pone un abogado si no se puede pagar. Pero es fundamental acudir a las citas con una persona preparada para dar buen consejo legal y luchar,y si se puede la deportacià ³n. Una vez que se han agotado todas las posibilidades de pelear una orden de deportacià ³n o ya no se desea seguir en la lucha es posible que se necesite un tiempo extra por alguna razà ³n grave antes de salir de Estados Unidos. En estos casos la opcià ³n es solicitar un aplazamiento o suspensià ³n temporal de la deportacià ³n (stay). Quà © hay que saber si se produce la deportacià ³n Las consecuencias no son las mismas segà ºn la causa de la remocià ³n. No es lo mismo una deportacià ³n por un delito agravado o por uno inmoral que otra cuando te acaban de agarrar intentando cruzar por primera vez ilegalmente la frontera y eres objeto de una expulsià ³n inmediata. Es asimismo muy importante informarse correctamente sobre en quà © casos  se puede pedir un perdà ³n, conocido tambià ©n como waiver o permiso. De interà ©s para migrantes Como se ha dicho al principio de este artà ­culo, los residentes permanentes pueden ser deportados. Para evitar estos riesgos lo mejor es convertirse en ciudadano por naturalizacià ³n tan pronto como sea posible. Estos son los tiempos de espera para los residentes para aplicar por la ciudadanà ­a americana. Finalmente, los indocumentados deben informarse sobre los caminos realistas para su  legalizacià ³n e incluso si les alcanza la  proteccià ³n 245(i) para migrantes con peticiones antiguas que fueron aprobadas pero que no finalizaron los trmites. Este artà ­culo es meramente informativo. No es asesorà ­a legal.

Globalization is good. Discuss Essay Example | Topics and Well Written Essays - 1750 words

Globalization is good. Discuss - Essay Example (Appadurai, 1996). Industrial Global production markets started surfacing and provided wider access to the international goods for the companies as well as for the customers, more specifically the movement of products and materials within and between state boundaries. In the last fifty years a raise of manufactured products greater than 100 times was recorded since 1950 in global trade. Rise of sevenfold during 2000-2007 was recorded for China's trade with Africa. Financial International financial markets emerged and provided enhanced entrance to external financing for lenders were traded each day for the purpose of increasing investments and business. The port of Shanghai held the title of the busiest port worldwide between 2005 and 2007. (Appadurai, 2001). Economic A world-wide common market was recognized which was based on the exchange of capital and goods. Approximately all renowned international IT companies are located in India and four top IT companies from all over the world were from India and they belonged to the top ten wealthy people and the combined worth of their wealth amounted to 1$160 billion. Compared to China in 2007, India had had 123,000 millionaires while China has 415,000 millionaires. Job Market In the previous years there was no competition in the job market worldwide and the destiny of the employees were tied to the destiny of state economies. However, the case is different today since after the introduction of information era enhancements in communication. As the employees compete in an international market, remunerations are not much reliant on the breakdown or achievement of the economies and this had a huge impact on the income and distribution. Political According to number of people, globalization is the development of the global government that controls the relationship with the other governments and also supports them by providing the rights that occur due to the social and economic globalization. Among all the global powers w orldwide, US is very influential politically because of its strong economy as well as wealth and China has experienced a lot of growth because of the US support. Moreover, US is also playing a major role in the development of the other economies because of its support and contribution in terms of dollars which it is providing to those economies. A number of scholars name globalization as the alteration sovereignty and they say that it reduces taxonomy and the control of national sovereign powers. (Appadurai, 2006). Informational Satellites and communication being done through fibre optic has increased the number of telephones and internet available because of which the flow of information between the distant areas has also increased. Language The most spoken language is Mandarin followed by Spanish and English and 40% of the radio programs are in English which shows that the language is very dominant and this is the most common language which is found on the Internet. Competition In order to survive the competition in the

MIH514 - Cross-Cultural Perspectives Module 2 - SLP Essay

MIH514 - Cross-Cultural Perspectives Module 2 - SLP - Essay Example They are able to guide proceedings in the household, although in the present set up, with wives also playing more important earning roles in the household, the overall dominance of the male has dramatically reduced in modern times. However, according to South Korean culture, the traditional dictums of male supremacy is slowly declining, especially when women are as adept in seeking and pursing gainful employment for the upkeep and maintenance of the family. While traditionally, it has been the eldest male who is bestowed the honor of being the earning head of the family and controls the purse strings, in the modern changing context, this has become more flexible and the role of the fairer gender is also assuming greater importance. The major goal, obviously, is the sustenance of family values and its enrichment. Besides, it is also necessary to take good care of the family bonding and economic growth and development. There is need to take an overall view of family goals and priorities in terms of education, heath care and seeking interventions that go to improve living standards of families in South Korean context. This country has been endowed with very hardworking people with strong character and valued principles in life, and has been able to hold its own, despite being split from North Korea. â€Å"Koreas population is one of the most ethnically and linguistically homogenous in the world. Except for a small Chinese community (about 20,000), virtually all Koreans share a common cultural and linguistic heritage. With 48.6 million people, South Korea has one of the worlds highest population densities. Major population centers are located in the northwest, southeast, and in the plains south of the Seoul-Incheon area.† (Background note: South Korea, 2009). The development tasks that have been undertaken by South Korea at grassroots individual, family and community levels are indeed exemplary. Moreso, in the

FACTORY LIVES PAPER Essay Example | Topics and Well Written Essays - 1000 words

FACTORY LIVES PAPER - Essay Example The working conditions in the factories had become worse as the industrial revolution took place. Workers had long working hours, poor working conditions, and instability of their jobs. There were no effective government regulations to prevent unsafe and dangerous conditions for workers. A great number of accidents used to take place in factories. One such accident is narrated by William Dodd who was a factory cripple. William worked for 18 hours in an English textile factory and was given a job as a piecer which led to great pressure on his right knee, leaving him crippled. He attended his evening classes and was later given the job of a clerk in the factory which made him badly crippled1. Another story is the Factory Girl written by Ellen Johnston telling about her experiences as a child worker in a factory. She writes how she was physically abused and so was her mother. She was a writer but she worked in factories all her life which also lead to her bad health and eventually she had to shift to Scotland as the doctor suggested change of air2. Women and children were made to work for long hours in dangerous conditions that cost people their lives. William Dodd led a bachelor’s life because no woman wanted to marry a cripple. The Cry of the Children by Elizabeth Barrett demonstrates the tough working conditions for children as they had to work in mines and manufactories. The factory workers’ lives weren’t just torturous while at work, they struggled with a working life outside factories too. Ellen explains in her autobiography how she suffered physical abuse at the hands of her mother when she tried to run away from the factory work. She also received a bad reputation in the society just because she wanted to run away from the tough factory working life her mother was living. These workers lived a tough life as they had to spend long hours at work, their wages were low, and they had low

Young goodman brown Essay Example | Topics and Well Written Essays - 250 words

Young goodman brown - Essay Example Eventually, I was able to understand its implication effectively; where I unveiled, the author had strategically twisted each aspect to bring out puritans’ Christianity hypocrisy (Zhu 60). The account is allegorical, whereby its implication entails humanity’s evil and immense desire to keep God’s precepts that, would enable people attain the promised heavenly rewards affirmed by the scriptures. The account’s protagonist besides being unable to retrace his former Christian path, he cannot deem all the people whom he esteems to be holy still venture in witchcraft (Zhu 60). This is inclusive of his wife Faith whom he had left behind, but to his surprise, she is already ahead of him. The application of diverse symbols in the entire account meant to represent diverse aspects enabled me to unveil its meaning coupled with a night journey in the forest, which represents evil. This is because witchcraft mostly its activities occur during the night, whereby darkness is an effective hiding blanket for the evil doers to conceal their true self (Zhu

Teenage Pregnancy Essay Example | Topics and Well Written Essays - 3500 words

Teenage Pregnancy - Essay Example Worldwide, rates of teenage pregnancy range from 143 per 1000 in some sub-Saharan African countries to 2.9 per 1000 in South Korea. (Treffers, 2003, UNICEF. (2001) ).Among OECD developed countries, the United States and United Kingdom have the highest level of teenage pregnancy, while Japan and South Korea have the lowest.( national master, 2008) In countries such as India the majority of teenage births occur within marriage.( Mehta, 1998, UNICEF, 2001) in developed countries this is mostly outside a marriage and is regarded to be an illegal pregnancy but in US and UK a huge number of these pregnancies though occurring at teenage are taken to term and children are delivered. Age at the first child birth is very important prognostically for a woman's gynecological history as well as other general health issues but this aspect has not been addressed the way it is needed. Most of the developing countries where early marriages are very common are the ones have a higher maternal and infan t mortality and morbidity rates due to prenatal, antenatal and postnatal complication. With pregnancy there are a number of risks associated and they all have an impact on the outcome of the pregnancy and most of those disorders like pregnancy induced hypertension, gestational diabetes, and low birth weight babies occur if the mother's age is less than 15 years. In UK young girls mostly have poor intake of nutritional food and they are more for putting their self on diet and for that reason their bodies are not prepared for conceiving. If we see for a woman to turn into a healthy mother she needs time to get prepared for becoming a mother and if she becomes a mother all of sudden without prepreparation she will obviously not be ready to handle the responsibilities. Pregnancy needs a close follow ups for antenatal care but if the mother is immature to the extent that she does not understand the importance f this aspect then how can a pregnancy be helped with antenatal care provision That is so important for a pregnancy to go healthy till its term. Child bearing duration of a female has a significant impact on a family's structure, economic status, health of that family, and even its particular social class and if taken at a larger scale it has a profound impact on a country's economy. If a woman starts producing children at the age of 15 she is getting 25 plus potential years to be fertile which can potentially be leading to a good number of increases in a nation's population. Pregnancy at an early age is very unhealthy in terms of its hazardous impact on the mother's and child's health, its impact on country's economy and the social issues associated to this phenomenon. Pregnancy is regarded to be a medical condition and it has to be given the due attention of a potential killer if not taken care of properly. Pregnancy is a much altered state of physiology of a woman. Pregnancy itself carried a significant risk to a mother's health whether at occurs at any age or later. However; there are additional medical concerns for younger mothers, particularly those under 15 and those living in developing countries. (Mayor, 2004) A pregnant mother undergoes through a transition for 40 plus weeks and then gets able to give birth to a child. During all these nine months of continues transition the first three months are very important for a few medical conditions like pregnancy induced hypertension

American History Essay Example | Topics and Well Written Essays - 250 words - 2

American History - Essay Example tilize the division and hatred that existed at the time within the halls of power in Europe to advance the nascent position that the United States engendered.1 As a case in point, Washington and others actively courted France and sought to curry favor within the halls of French power as a means of securing both financial and military support during and after the American Revolution.2   So great was the level of love displayed for the French during this time that citizens of the newly formed United States sought to divorce themselves fully of nearly every attribute and facet that connected them to England.   Again, although Nicole makes a valuable point with regards to the extent that Washington sought to distance the United States from European squabbles that so often devolved into far flung imperial wars, he was not opposed to massaging the other side of the issue and seeking to work shared distaste, distrust, and hatred for England towards his, and the nation’s,

Teenage Pregnancy Essay Example | Topics and Well Written Essays - 3500 words

Teenage Pregnancy - Essay Example Worldwide, rates of teenage pregnancy range from 143 per 1000 in some sub-Saharan African countries to 2.9 per 1000 in South Korea. (Treffers, 2003, UNICEF. (2001) ).Among OECD developed countries, the United States and United Kingdom have the highest level of teenage pregnancy, while Japan and South Korea have the lowest.( national master, 2008) In countries such as India the majority of teenage births occur within marriage.( Mehta, 1998, UNICEF, 2001) in developed countries this is mostly outside a marriage and is regarded to be an illegal pregnancy but in US and UK a huge number of these pregnancies though occurring at teenage are taken to term and children are delivered. Age at the first child birth is very important prognostically for a woman's gynecological history as well as other general health issues but this aspect has not been addressed the way it is needed. Most of the developing countries where early marriages are very common are the ones have a higher maternal and infan t mortality and morbidity rates due to prenatal, antenatal and postnatal complication. With pregnancy there are a number of risks associated and they all have an impact on the outcome of the pregnancy and most of those disorders like pregnancy induced hypertension, gestational diabetes, and low birth weight babies occur if the mother's age is less than 15 years. In UK young girls mostly have poor intake of nutritional food and they are more for putting their self on diet and for that reason their bodies are not prepared for conceiving. If we see for a woman to turn into a healthy mother she needs time to get prepared for becoming a mother and if she becomes a mother all of sudden without prepreparation she will obviously not be ready to handle the responsibilities. Pregnancy needs a close follow ups for antenatal care but if the mother is immature to the extent that she does not understand the importance f this aspect then how can a pregnancy be helped with antenatal care provision That is so important for a pregnancy to go healthy till its term. Child bearing duration of a female has a significant impact on a family's structure, economic status, health of that family, and even its particular social class and if taken at a larger scale it has a profound impact on a country's economy. If a woman starts producing children at the age of 15 she is getting 25 plus potential years to be fertile which can potentially be leading to a good number of increases in a nation's population. Pregnancy at an early age is very unhealthy in terms of its hazardous impact on the mother's and child's health, its impact on country's economy and the social issues associated to this phenomenon. Pregnancy is regarded to be a medical condition and it has to be given the due attention of a potential killer if not taken care of properly. Pregnancy is a much altered state of physiology of a woman. Pregnancy itself carried a significant risk to a mother's health whether at occurs at any age or later. However; there are additional medical concerns for younger mothers, particularly those under 15 and those living in developing countries. (Mayor, 2004) A pregnant mother undergoes through a transition for 40 plus weeks and then gets able to give birth to a child. During all these nine months of continues transition the first three months are very important for a few medical conditions like pregnancy induced hypertension

Synthesis Essay Example | Topics and Well Written Essays - 1000 words - 2

Synthesis - Essay Example reporter with the Associated Press, David Crary, brings to focus the conflict of interest that is linked with advertising particularly in relation to healthy living in his article: Group Wants Shrek off Anti-Obesity Campaign. All these articles focus on the different effects of advertising on the population, especially the advertising that does not focus on its effects on the population. The degree of increase in wealth as well as impact on culture that the international companies have attained in the past two decades can be linked to one innocent notion that was established by the management theorists which maintained that for businesses to succeed, they are to create brands but not products (Klein, 1999). Before this time, the main focus of the manufacturers was to produce goods and at one point, it was argued that the reason why the economy of America had not made a recovery from the depression was because the nation no linger knew the importance of making things. This has led to an environment that is full of advertisements which are meant to market all kinds of products by different manufacturers with the aim of increasing their market bases and making as many people as possible know about their existence. Various companies use different forms of advertising including mounting televisions in schools which has been done by Channel one with conditions that all th e teachers should air and the students have to watch the satellite broadcast programs that are aired every day (Baker, 2011). These broadcasts are filled with commercials that have been sanctioned by the schools and the company that is lending the television sets to the schools claims to have an audience that is more than fifty times that of MTV. It rakes in profits from selling two minutes out of every twelve programming minutes to commercials as well as in call contests. Some of these commercials include those that involve Shrek as the spokesman for an anti-obesity campaign. The advertisements that

Acc 556 Essay Example for Free

Acc 556 Essay Faculty and students/learners will be held responsible for understanding and adhering to all policies contained within the following two documents: †¢University policies: You must be logged into the student website to view this document. †¢Instructor policies: This document is posted in the Course Materials forum. University policies are subject to change. Be sure to read the policies at the beginning of each class. Policies may be slightly different depending on the modality in which you attend class. If you have recently changed modalities, read the policies governing your current class modality. Course Materials Louwers, T. J. , Ramsay, R. J. , Sinason, D. H. , Strawser, J. R. , Thibodeau, J. C. (2011). Auditing assurance services (4th ed. ). New York, NY: McGraw-Hill/Irwin. Mulford, C. W. , Comiskey, E. E. (2002). The financial numbers game: Detecting creative accounting practices. New York, NY: John Wiley Sons. Silverstone, H. , Sheetz, M. (2007). Forensic accounting and fraud investigation for non-experts (2nd ed. ). Pearson. Singleton, T. W. , Singleton, A. J. (2010). Fraud auditing and forensic accounting (4th ed. ). Hoboken, NJ: John Wiley Sons. Wells, J. (2011). Principles of fraud examination (3rd ed. ). Hoboken, NJ: Wiley. All electronic materials are available on the student website. Supplemental Resources Apollo Shoes Casebook Web-Based Version http://highered. mcgraw-hill. com/sites/0078136644/student_view0/apollo_shoes_case. html Week One: Overview of Fraud and Abuse DetailsDuePoints Objectives1. 1Identify the impact of occupational fraud and abuse on the organization. 1. 2Describe U. S. governmental oversight of accounting fraud and abuse. 1. Define categories of corruption. 1. 4Assess the types of accounting evidence. ReadingRead the section â€Å"Fraud Examination Methodology† in Ch. 1 of Principles of Fraud Examination. ReadingRead Ch. 10 of Principles of Fraud Examination. ReadingRead Ch. 16 of Principles of Fraud Examination. ReadingRead Ch. 4 of The Financial Numbers Game. ReadingRead Ch. 11 of Fraud Auditing and Forensic Accounting. ParticipationParticipate in class discus sion. See Policies2 Discussion QuestionsRespond to weekly discussion questions. DQ1 – Day 2 DQ2 – Day 4 DQ3 – Day 62 Individual Internal Accountant’s Report to ManagementYou are the internal accountant at a company that is preparing for an upcoming government contract bid. The management in your company is deciding if it is necessary for the company to perform a full financial status review prior to the bid. As an internal accountant, prepare a report for management that provides supporting information for a full financial status review prior to the bid. Write a paper of no more than 1,050 words that includes the following sections: †¢Section I: The effect of occupational fraud and abuse on the company †¢Section II: U. S. overnmental oversight of accounting fraud and abuse and its effect on the company †¢Section III: Potential corruption schemes to be aware of in the company †¢Section IV: Recommendation of types of accounting evidence and methods of gathering such evidence to support the financial status review Format your paper consistent with APA guidelines. Day 714 Week Two: Fore nsic Evidence DetailsDuePoints Objectives2. 1Explain procedures for collecting accounting evidence. 2. 2Explain the use of sampling in performing an examination. 2. 3Evaluate accounting evidence using analytical and inferential tools. ReadingRead Ch. of Forensic Accounting and Fraud Investigation for Non-Experts. ReadingRead Ch. 9 of Forensic Accounting and Fraud Investigation for Non-Experts. ReadingRead Ch. 10 of Forensic Accounting and Fraud Investigation for Non-Experts. ReadingRead Ch. 11 of Forensic Accounting and Fraud Investigation for Non-Experts. ReadingRead Ch. 12 of Forensic Accounting and Fraud Investigation for Non-Experts. ReadingRead Module E of Auditing Assurance Services. ReadingRead Module F of Auditing Assurance Services. ReadingRead Module G of Auditing Assurance Services. ReadingRead the Apollo Shoes Casebook Road Map. ReadingReview the Apollo Shoes Casebook. ParticipationParticipate in class discussion. See Policies1. 5 Discussion QuestionsRespond to weekly discussion questions. DQ1 – Day 2 DQ2 – Day 4 DQ3 – Day 61. 5 Individual Procedures in Collecting Forensic EvidenceAs corporate controller for Apollo Shoes, you are tasked to find and explain any irregularities in the Apollo Shoes Case. Resource: Apollo Shoes Casebook Define the process you will use and address the following questions: †¢What procedures will you use to collect accounting evidence? †¢What sampling tools and techniques will you use for the examination? How will you use analytical and inferential tools to evaluate accounting evidence? Submit your assignment to the facilitator. Note. APA formatting is not required for this assignment. Use a title and reference page where appropriate. Consider using a checklist or flowchart to outline your process. Day 78 Learning Team Weekly ReflectionDiscuss this wee k’s objectives with your team. Your discussion should include the topics you feel comfortable with, any topics you struggled with, and how the weekly topics relate to application in your field. Prepare a 350- to 1,050-word paper detailing the findings of your discussion. Day 71 Week Three: Substantive Procedures for Cash Outflow Irregularities DetailsDuePoints Objectives3. 1Design substantive procedures for detecting irregularities in cash. 3. 2Design substantive procedures for detecting irregularities in accounts payable. 3. 3Design substantive procedures for detecting irregularities in payroll. ReadingsRead Ch. 2 of Principles of Fraud Examination. ReadingsRead Ch. 3 of Principles of Fraud Examination. ReadingsRead Ch. 5 of Principles of Fraud Examination. ReadingsRead Ch. 6 of Principles of Fraud Examination. ReadingsRead Ch. 7 of Principles of Fraud Examination. ReadingsRead Ch. of Principles of Fraud Examination. ReadingsRead the sections â€Å"Audit Programs† â€Å"Audit Procedures for Obtaining Audit Evidence† in Ch. 3 of Auditing Assurance Services. ReadingsReview the Apollo Shoes Casebook. ParticipationParticipate in class discussion. See Policies1. 5 Discussion QuestionsRespond to weekly discussion questions. DQ1 – Da y 2 DQ2 – Day 4 DQ3 – Day 61. 5 Individual CPA Examination ReviewResource: Week Three Student Guide Access the Wiley CPA Examination Review website from the link on the student website. Use the Week Three Student Guide to complete the Wiley CPA Examination assignment. Day 72 Learning Team Substantive Procedures for Cash Outflow IrregularitiesResource: Apollo Shoes Casebook Outline substantive procedures by using the Apollo Shoes Casebook for detecting irregularities in each of the following audit cycles: †¢Cash †¢Accounts payable †¢Payroll Design an audit program for the cycle in no more than 1,050 words. Consider using a checklist or flowchart to outline your process. Format your audit program consistent with APA guidelines. Day 712 Week Four: Substantive Procedures for Cash Asset Irregularities DetailsDuePoints Objectives4. 1Design substantive procedures for detecting irregularities in accounts receivable. 4. Design substantive procedures for detecting inventory irregularities. 4. 3Design substantive procedures for detecting irregularities in fixed assets. ReadingsRead Ch. 4 of Principles of Fraud Examination. ReadingsRead Ch. 9 of Principles of Fraud Examination. ReadingsRead Ch. 7 of The Financial Numbers Game: Detecting Creative Accounting Practice s. ReadingsReview the Apollo Shoes Casebook. ParticipationParticipate in class discussion. See Policies1. 5 Discussion QuestionsRespond to weekly discussion questions. DQ1 – Day 2 DQ2 – Day 4 DQ3 – Day 61. 5 Learning Team Substantive Procedures for Asset IrregularitiesResource: Apollo Shoes Casebook Outline substantive procedures by using the Apollo Shoes Casebook for detecting irregularities in each of the following audit cycles: †¢Accounts receivable †¢Inventory †¢Fixed assets Design an audit program for the cycle in no more than 1,050 words. Consider using a checklist or flowchart to outline your process. Format your audit program consistent with APA guidelines. Day 711 Week Five: Financial Statement Fraud DetailsDuePoints Objectives5. 1Analyze the relationship between financial accounting principles and fraud. 5. 2Analyze schemes used in financial statement fraud. ReadingsRead Ch. 11 of Principles of Fraud Examination. ReadingsRead Ch. 12 of Principles of Fraud Examination. ReadingsReview the Apollo Shoes Casebook. ParticipationParticipate in class discussion. See Policies1. 5 Discussion QuestionsRespond to weekly discussion questions. DQ1 – Day 2 DQ2 – Day 4 DQ3 – Day 61. 5 Individual Financial Statement Fraud SchemesYou are the investigator assigned to Apollo Shoes. Based on the nature of the company and the evidence provided to you, you must determine which financial statement fraud schemes would likely be present in the company. Resource: Apollo Shoes Casebook Identify potential financial statement fraud schemes by using the Apollo Shoes Casebook. Describe the types of evidence you would look for to determine whether fraud is occurring. Write a business brief of no more than 1,050 words that outlines how you will use the substantive procedures discussed in Weeks Three and Four to analyze potential schemes. Format your business brief consistent with APA guidelines. Day 720 Learning Team Weekly ReflectionDiscuss this week’s objectives with your team. Your discussion should include the topics you feel comfortable with, any topics you struggled with, and how the weekly topics relate to application in your field. Prepare a 350- to 1,050-word paper detailing the findings of your discussion. Day 71 Week Six: Examination Reporting DetailsDuePoints Objective6. 1Create documentation to present investigation findings. ReadingsRead Ch. 13 of Forensic Accounting and Fraud Investigation for Non-Experts. ReadingsRead the section â€Å"Attestation Engagements† in Module A of Auditing Assurance Services. ParticipationParticipate in class discussion. See Policies2 Discussion QuestionsRespond to weekly discussion questions. DQ1 – Day 2 DQ2 – Day 4 DQ3 – Day 62 Individual CPA Examination ReviewResource: Week Six Student Road Map Access the Wiley CPA Examination Review website from the link on the student website. Use the Week Six Student Guide to complete the Wiley CPA Examination assignment. Day 72 Individual Report on Financial Statement Fraud SchemeResource: Ch. 12 of Principles of Fraud Examination Choose one of the following financial fraud scheme cases from Ch. 12 of Principles of Fraud Examination. (You may also choose a fraud scheme case that is not in the text, with instructor approval. ) †¢Case Study: That Way Lies Madness †¢Case Study: The Importance of Timing †¢Case Study: All on the Surface Write a letter or memo in no more than 1,050 words to the organization’s management and communicate the examination findings explained in the case. Refer to this week’s assigned readings for assistance with formatting a letter or memo to management. Include the following in your letter or memo: †¢A summary of the matter under investigation †¢The scope of the examination †¢A summary of conclusions †¢The factors that aided the examination †¢The limitations on the examination Format your assignment consistent with APA guidelines. Day 78 Learning Team Weekly ReflectionDiscuss this week’s objectives with your team. Your discussion should include the topics you feel comfortable with, any topics you struggled with, and how the weekly topics relate to application in your field. Prepare a 350- to 1,050-word paper detailing the findings of your discussion. Day 71 Copyright University of Phoenix ® is a registered trademark of Apollo Group, Inc. in the United States and/or other countries. Microsoft ®, Windows ®, and Windows NT ® are registered trademarks of Microsoft Corporation in the United States and/or other countries. All other company and product names are trademarks or registered trademarks of their respective companies. Use of these marks is not intended to imply endorsement, sponsorship, or affiliation. Edited in accordance with University of Phoenix ® editorial standards and practices.

Portfolio Management Essays -- GCSE Business Marketing Coursework

Portfolio Management Introduction: Portfolio management is a conglomeration of securities as whole, rather than unrelated individual holdings. Portfolio management stresses the selection of securities for inclusion in the portfolio based on that security’s contribution to the portfolio as a whole. This purposes that there some synergy or some interaction among the securities results in the total portfolio effect being something more than the sum of its parts. When the securities are combined in a portfolio, the return on the portfolio will be an average of the returns of the securities in the portfolio. For example, if a portfolio was comprised on equal positions in two securities, whose returns are 15% and 20%, the return on the portfolio, will the average of the returns of the two securities in the portfolio, or 17.5%. From this we will discuss the process of creating a diversified portfolio. The diversified portfolio is a theory of investing that reduces the risk of losing all your money when â€Å"al l your eggs† are not in one basket. Diversification limits your risk an over the long run, can improve your total returns. This is achieved by putting assets in several categories of investments. Portfolio Process: The portfolio process is as follows: 1. Designing an investment objective; 2. Developing and implementing an asset mix; 3. Monitoring the economy and the markets; 4. Adjusting the portfolio and measuring the performance Due to the intensity of each of the four items, we will be covering only the first two. 1. Investment Objective: This topic is broad and contains three major divisions. They are foundation objectives, constraints and major objectives. Foundation Objectives: These objectives generally receive the most attention from investors and are determined by thorough determination of your needs, preferences and resources. ï‚ · Return – you need to determine whether you prefer a strategy of return maximization, where assets are invested to make the greatest return possible while staying within the risk tolerance level, or whether a required minimum return with certainty is preferable, generating only as much return with emphasis on risk reduction. ï‚ · Risk – There are many ways to assess the risk tolerance of any particular investor, from the least knowledgeable of investments to the very sophisticated investor. Beside... ...the market as a whole. Diversifying among a number of securities can reduce nonsystematic risk. Both of these types of risk can be avoided when you correctly evaluate your risk guidelines and determine the maximum amount of risk that you are willing to handle. Conclusion: Once your portfolio has been established then next step in the management is to evaluate your portfolio’s performance. The success of your portfolio is determined by comparing the total rate of return of the portfolio to the average total return of comparable portfolios. It is essential to develop a system to monitor the appropriateness of the securities that comprise the portfolio and the strategies governing it. The process is twofold as it involves monitoring: ï‚ · The changes in your goals, financial position and preferences; ï‚ · Expectations in capital markets and individual companies; Remember that diversification is more than placing your eggs in different baskets. It is also making sure that all your baskets aren’t made from the same material. References: Wall Street 101, www.familyinternet.com Learning to Invest, www.learningtoinvest.com Your Money Coach, www.yourmoneycoach.com