Historical Tradition Changes: New Policy on the Death Penalty for Minors

Historical Tradition Changes: New Policy on the Death Penalty for Minors

Order Description

Read the following article in the Kaplan Library.

(2009). Roper, Superintendent, Potosi Correctional Center v. Simmons: certiorari to the Supreme Court of Missouri. Supreme Court Cases: The Twenty-first Century (2000 – Present), 1–5.

After you have read the article, write a 3–5 page summary of the article addressing the questions below:

• In Roper v. Simmons, what was basis of the U.S. Supreme Courts’ opinion?
• What was the dissenting opinion?
• What policy and treatment implications can you envision as a result of this decision?
• Do you believe that juveniles should be put to death? Why, or why not?

Use appropriate APA citations and other research to support your claims.

Review Description. Thoroughly discuss and answer all Questions 1-9. Included Proper in-text citation. Using the Attached Contract Assessment Matrix Template.Use Attached AIUAPAWordTemplate2014. Use attached grade rubric.

Review Description. Thoroughly discuss and answer all Questions 1-9. Included Proper in-text citation. Using the Attached Contract Assessment Matrix Template.Use Attached AIUAPAWordTemplate2014. Use attached grade rubric.

Order Description

Review Description. Thoroughly discuss and answer all Questions 1-9. Included Proper in-text citation. Using the Attached Contract Assessment Matrix Template.Use Attached AIUAPAWordTemplate2014. Use attached grade rubric.

Q1. Select an educational environment of interest (e.g., K–12, higher education, or corporations).
Q2. Using the Internet resources, or independent research, locate a sample collective bargaining agreement/union contract that is representative of something you could encounter in this organization.
Q3. Evaluate the agreement/contract from the viewp01oint of the organization’s management and human resources perspectives.
Q4. Select key provisions of particular interest to management or HR.
Q5. Create a business matrix (table) in Word, using the Attached Contract Assessment Matrix Template:
Q6. Use the template to summarize your analysis of key provisions and potential impact on management of the organization.

Q7. Finally, focus on three of the potential challenges.

Q8. Conclude your matrix product with a brief discussion of your suggestions for addressing the three challenges.

Q9. Document your sources, and include APA-formatted in-text citations as well as a reference list following the matrix.

Contract Assessment Matrix Template

Organization: ____________________________  Bargaining Group: ________________________  Contract Effective Dates: From _______ To _______

Matrix  with examples
Contract Requirement    Hiring
Practices    Compensation    Operations    Contract
Administration    Implementation Challenges
Recruiting    Must start with union local        Open position to be filled temporarily by most senior qualified person         May restrict pool of qualified applicants and slow the recruiting and selection process. Definition of “qualified person” not specific.
Supervisor monitoring            Supervisors will only monitor workers during actual shift hours and in the workers’ assigned work locations, not before or after shift times or in other locations.        Supervisors may be forced to overlook behavioral issues in or around the job site.

Discussion

Reference List

Legalizing the Trade of Rhino Horn

Legalizing the Trade of Rhino Horn

Order Description

Use the attached persuasive essay on the legalization of the trade of rhino horn and expand on it in order to turn its four pages into ten.

Paper must be ten pages long and include at least twelve scholarly sources. Copies of sources used MUST be provided.

Paper must follow the following criteria:

1. Documentation according to MLA style: There are citations for all ideas that are not common knowledge. There are at least twelve sources that match those references. The more scholarly the sources, the better.

2. Standard English and overall appearance: Standard English, formal written style, must be used and be free of grammar, punctuation and spelling errors.

3. Organization: The whole paper should follow a pattern, including a thesis statement and carefully organized paragraphs.

4. Evidence: The thesis should be proven with evidence, balancing opinions, examples and statistics. Fallacies must be avoided.

5. Persuasive Content: The tone should be reasonable and academic. Opposing positions should not just be mentioned but responded to. Strive for a balance of credibility, emotion and logic.
After drafting your paper, read it out loud and check yourself for each of the above items.

Review Description. Thoroughly discuss and answer all Questions PART 2. Question1-10.Included Proper in-text citation. Apply Attached AIUAPAWordTemplate2014. Use attached grade rubric.

Review Description. Thoroughly discuss and answer all Questions PART 2. Question1-10.Included Proper in-text citation. Apply Attached AIUAPAWordTemplate2014. Use attached grade rubric.

Order Description

Review Description. Thoroughly discuss and answer all Questions PART 2. Question1-10.Included Proper in-text citation. Apply Attached AIUAPAWordTemplate2014. Use attached grade rubric.

Part II
Q1.Take a moment to reflect on your personal bias regarding the use of a collective bargaining agreement and what impact it may have on you in your current position.
Q2.Would you be interested in working in a union environment?
Q3.Would you be supportive of a union coming into your working environment?
Q4.Would you be supportive of removing a union from your working environment? Why or why not?
Q5.Carefully form your own viewp01oint regarding unions.
Q6.Now ask yourself these same questions from the viewp01oint of a leader and manager and union in the education or training industry.
Q7.Ponder the challenges that you may be faced with in a leadership role or as a member of a union if you are operating in a collective bargaining environment.
Q8. Write a discussion of your opinion when you looked at it from a management angle versus your own opinion.
Q9.Were they the same?
Q10.What challenges did you discover?

proof the the general L

proof the the general L

Paper details:
for the question , please I need a full proof up to the general L-1 not only L=1 and m=0

Question : For ` 1, prove that K = 0 if
K =
X`??1
m=0
(??1)m+1
m!(2` ?? m)!

(2` ?? m)Xm Y2`??m??1 + mXm??1 Y2`??m
#
+
X`??1
m=0
(??1)m+1
m!(2` ?? m)!

(2` ?? m) Ym X2`??m??1 + mYm??1 X2`??m
#
+ (??1)`+1 1
(`!)2Y`X`
1

Proof of the General L
(Name)
(Institution)
K= ?_(m=0)^(l-1)¦(-1^(m+1))/(m!(2l-m)) [(2l-m)(xmy2l-m-1+ymx2l-m-1)+(mxm-1y2l-m+mym-1x2l-m)] + (-1)l+1 1/((l!)^2)ylxl

Relation recursion formula

(-1)l+1 1/((l!)^2)ylxl + K =  [(2l-m)(xmy2l-m-1+ymx2l-m-1)+(mxm-1y2l-m+mym-1x2l-m)]

Taking l=1 such that m=0K=0
Let l= 1, m=0
1/1    y1x1=- (x0y1+y0x1)
1x-1=-1×1+0x1
1=1 hence k=0
Let l=2
(-1)/4    y2x2 = (-1)/6   (x0y3+y0x3)
(-1)/4    2x-1 = (-1)/6   (-1×3+0x+1)
1/2    =1/2
Hence k=0
L=3, m=0
1/36    x2y2 = 6/720   x0y5 + y0x5
1/36    x2y2 = 1/120   x0y5 + y0x5
K= ½ x2 (x0y2+y0x2) + ¼ y1x1
Taking integrals of both sides
?_0^(l-1)¦?¼ y1x1 ?= ?_0^(l-1)(x0y2+y0x2)
= 1/4 x y12x1/4 = x0y22/2 + x02 y2/2 + y02x2/2 + x22y0

Business Leadership

Business Leadership

Module Syllabus

Learner experience

To be successful companies need to be effectively led and, in today’s challenging and volatile global business environment, this requires character, intelligence, creativity and ‘people skills’ of a high order. Are these attributes that are inborn and beyond the scope of academic enquiry, or can they be teased out, analysed and developed through training? During the coming 8 weeks you will study recent thinking on this important management area and learn how to apply appropriate methodologies to assess leadership potential, identify skill gaps that need to be filled and measure improvements in leadership performance.

Module description and aims

The module is designed to introduce the student to modern theories and models of leadership and explain its importance in motivating improved performance and the achievement of greater business success. Leadership is defined and various methods for assessing potential leaders are considered.  You will explore the sources of power within organisations and the tactics leaders use to influence followers. You will also study the personality traits and distinctive behaviours that leaders display. The module focuses on the effective leadership of teams and the role of charismatic and transformational leadership in bringing about successful organisational change.

Aims

The specific aims of this module are to ensure that students can:

•    Appreciate the importance of the concept of leadership in the context of effective business management
•    Gain a working knowledge and understanding of contemporary theories of business leadership
•    Learn how to apply academic ideas of leadership to real business situations

Learning outcomes

By the end of the module the student will be able to:

•    Understand the role of leadership in business organisations
•    Interpret the main contemporary definitions of leadership
•    Identify the situations in which business leadership emerges
•    Analyse selected models and theories of leadership
•    Apply theories of leadership to practical business situations
•    Evaluate examples of leadership in modern companies

Learning strategies

You will be studying this module through a combination of self-study and online interactions. The self-study materials introduce the full range of topics that need to be covered, although some additional detail will arise through discussion and collaboration between students and instructors. One of the strengths of an online learning program such as this is the high level of student interaction, where students are encouraged to share their own experiences online for the benefit of the others.

Each week of the module has detailed learning objectives, indicating the topics and level of competence that you should achieve on completion of that part. Assignments include Discussion questions, hand-in assessment exercises, and a longer project.

Self-study
The self-study part of the course includes:

•    Written and recorded lecture notes covering five topics within each of the 8 weekly themes in the module
•    Hyperlinks to Web-based materials about the topics within each weekly theme
•    Links to slides and other media offering additional insights
•    Recommended reading relating to the topics within the weekly theme

Lecture notes
Each week’s theme is made up of several topics. These are introduced and explained in turn in the recorded lecture notes, which are also available as a printed text. You can listen to the lecture notes as many times as you want and download the file to your computer or other devices.

Web-based materials
You have been provided with links to excellent materials available on the Web that will support your study of the topics within each weekly theme covered in the module. These materials include presentations, videos, audio clips, and diagrams, as well as articles and academic papers. They are provided for reference, so that you can follow up on any areas where you need more help or explanation or wish to increase your understanding of the topic.

Recommended reading
We have indicated the pages in your textbook that you should read with each topic in the weekly theme. There are also important journal articles for you to study. These are available in the online library. You will find that it is important to complete the recommended reading because your online interactions and your assessed work depend on it.

Online interactions
You will have regular online interaction with other students and the instructor in order to help consolidate your understanding of theoretical concepts and to develop your skills through discussion and exercises. The content of these online contact sessions will relate to the materials covered for each week and will include Discussion Questions set by the module instructor and Hand-in Assignment questions, both of which will be assessed.

Text and software
The required texts for the Business Leadership module are provided in the weekly Readings folder as module content.

The core texts is:

Textbook

Northouse, P.G. (2013) Leadership: theory and practice. 6th ed. London: Sage. ISBN 978-4522-0340-9

Journal articles

The articles are listed below and numbered by the week when you need to study them. You can access all of them online in the University of Liverpool Library at http://www.liv.ac.uk/library/ohecampus/index.htm.

Week 1:         Pasmore, W. (2009) ‘Developing a leadership strategy: A critical ingredient for organizational success.’ Retrieved from http://www.ccl.org/leadership/pdf/research/LeadershipStrategy.pdf

Week 2:         Owens, B. P., &Hekman, D. R. (2012) ‘Modeling how to grow an inductive examination of humble leader behaviors, contingencies and outcomes’, Academy of Management Journal 55 (4), pp. 787-818.

Week 3:         Houghton, J.D., & Yoho, S.K. (2005) ‘Toward a Contingency Model of Leadership and Psychological Empowerment: When Should Self-Leadership Be Encouraged?’,Journal of Leadership & Organizational Studies, 11 (4), pp. 65–83.

Week 4:         Samnani, A. & Singh, P. (2013) ‘When leaders victimize: The role of charismaticleaders in facilitating group pressures’, Leadership Quarterly 24 (1), pp. 189-202. http://www.sciencedirect.com.ezproxy.liv.ac.uk/science/article/pii/S1048984312000951

Week 5:         Mittal, R. &Dorfman, P. W. (2012) ‘Servant leadership across cultures’, Journal of World Business 47 (4), pp. 555–570. http://www.sciencedirect.com.ezproxy.liv.ac.uk/science/article/pii/S1090951612000107

Week 6:         Knights, D., & O’Leary, M. (2006) ‘Leadership, ethics and responsibility to the other’, Journal of Business Ethics, 67 (2), pp. 125–137.

Week 7:         The Hofstede Center (n.d.) ‘Cultural dimensions’. Retrieved from http://geert-hofstede.com/dimensions.html

The Hofstede Center (n.d.) ‘Countries’. Retrieved from http://geert-hofstede.com/countries.html

Week 8:         Allio, R.J. (2005) ‘Leadership development: teaching versus learning’, Management Decision, 43 (7/8), pp. 1071–1077.

Software

No special software is needed for this module.

Audio files

You will need an audio player, such as Windows Media Player, if you want to listen to the downloadable version of the recorded lecture notes. (The text version is also provided and you do not have to listen to the audio files if you prefer the written text).

Overview of module work
Students are required to submit in Weeks 1–8
• Individual Discussion Question answers (DQI)
• 3–5 meaningful Discussion Question Follow-on postings (DQF) in response to fellow student submissions plus general participation on the topics in a “round-table”-style informal format
• Hand-in Assignments (HA) in Weeks 1, 2, 3, and 4
• A project proposal (IP) in Week 5, a project outline (IP) in Week 7, and a completed Individual Project (FP) in Week 8
Discussion Questions
You must submit your initial response to the Discussion Question by the end of day 3 (Saturday). A typical answer should have about 500 words, but it is the quality of the answer that matters, not the number of words.
Responding to discussion questions:
You are reminded that a good (C grade) mastery of this presumes the following:
•    Prescribed reading has been well analysed and material relevant to discussion presented.
•    Some evidence of outside reading/research (via the University of Liverpool Online Library).
•    No more than minor referencing or citation errors
•    Develops alternative or original concepts or theories in one or two areas of knowledge.
•    Shows ability to apply concepts to practical examples, or to other areas of knowledge than those learned in the current week.
•    Understands different, opposing views on the topic. Clearly presents some original thinking.
Simply summarizing text chapters or weekly readings does not earn above D grade. Explaining information in your own words in a manner that critiques, thinks through and challenges the views presented is the core of graduate level studies. The depth to which this is accomplished differentiates C from B from A grades.
When submitting to Turnitin as well as the Discussion Board, include all of your references, as per the Harvard Referencing System, but do not include the question itself.
Following the 3 out of 7 days rule, you are required to participate with follow-on postings to your peers’ answers, making 3–5 significant discussion question follow-up postings in addition to your initial response for each Discussion Question by the end of day 7 (Wednesday).

Hand-in Assignments
You must submit your answer to the Hand-in Assignment (HA) for four of the eight weeks by the end of day 7 (Wednesday). A typical answer should have between 500 and 1,000 words, but it is once again the quality of the answer that matters, not the number of words. Answers will be submitted to the Assignments Turnitin link, but are not to be posted in the module Discussion Board.

For both the DQ and the HA, satisfactory answers will demonstrate clear understanding of the topics and issues related to the assignment. Good answers will be able to explain the reasons in more depth. Excellent answers will be able to raise appropriate critical questions. Weak answers will demonstrate only a partial grasp of what is important in the context of the assignment. Instructors will provide feedback about these assignments in their weekly feedback to students.

Final Project
Individual Project
End of module assessment:
1,500–2,000 word assignment (35 percent total module grade)

The purpose of the Final Project is to apply the concepts and techniques of the module to the analysis of real-world situations or problems. Students will develop a project that examines outstanding examples of leadership, providing an analysis of the leaders’ styles and effectiveness. Students need to choose two leaders (contemporary leaders relevant to your profession) to research with regards to their leadership traits, styles, ability to inspire change, etc. The analysis and evaluation of these leadership examples must be based on the concepts acquired throughout the module, through text readings, articles, and Personal Journal entries. It is important to connect the theories and concepts to the reality of the business world today.
Students will also be required to maintain a weekly journal, documenting important aspects of leadership they encounter over the duration of the module. Entries into the journal may include examples of leadership personally witnessed or insights gained through readings or class discussions. Students are expected to make at least 18–20 entries into their journal. Entries into the journal should begin in Week 1 and will be included in the appendix of the Final Project.
Students will then analyse and evaluate the information and insights from their journal entries against the research conducted on the two exemplary leaders. The goal is to connect what students have learned through research to their everyday and professional life.

Module readings
Students are provided with weekly reading assignments, which can be found in the weekly Readings folder.
Students are encouraged to make use of related academic and professional journals to supplement the course materials and to assist in the preparation of assignments. Many of these journals can be accessed through the University of Liverpool online library resources at http://www.liv.ac.uk/library/ohecampus/index.htm.

Assessment
The table below outlines the mandatory contribution in each category and the weight that applies to each component.
Week     Weight
1     2     3     4     5     6     7     8     %
Discussion Question
Initial Response     X     X    X    X    X    X    X    X    15
Discussion Question
Follow-on(DQF) and Participation      X    X    X    X    X    X    X    X    15
Hand-in Assignment     X    X    X    X    –    –    –    –    35
Individual Project     –    –    –    –    X     –    X     –    5
Final Project     –    –    –    –    –    –    –    X    30
Individual Projects (IP) refers to the individual projects. Your individual project submissions will form the basis of your work for the Final Project. Please note, activity is required for the IP in Week 6, although there is no submission or grading allocated to the work, as it contributes to the IP submission in Week 7.

DQ Initial Response (DQIR) refers to the initial Discussion Question posting.
DQ Follow-on and Participation (DQFP) refers to student replies to fellow classmates’ Discussion Question postings.
Hand-in Assignments (HA) refers to homework hand-in assignments.
Individual Projects(IP) refers to individual student projects. Your individual project submissions will form the basis of your work for the Final Project.

The module grade will be calculated from the component parts using the following weightings:
15% Discussion Question Initial Response
15% Discussion Question Follow-on (DQF) and Participation
35% Hand-in Assignment
5% Individual Project
30% Individual Project–Final Project

You are required to participate on at least 3 of the 7 days of the week, unless you are excused by your instructor for legitimate reasons.

The module grade will be determined with 30 percent based upon contributions to the class Discussion (15 percent for the initial answer and 15 percent for the follow-on Discussion), 35 percent based upon weekly assignments, and a cumulative 35 percent based upon individual project work. There is no graded group project for this module.

For general information on assessment and grading, please consult the Student Handbook section pertaining to Grading at http://success.ohecampus.com/index.php?mod=dcp&act=navigationindex&navigationid=3691

Syllabus by Week

—————-
Week 1
—————-

What is leadership?

Topics

•         Concepts of leadership
•         Different views of leadership
•         The idea of leadership emergence
•         Leadership and power
•         Management and leadership

Workload

Self-study for Week 1:
o   Read and/or listen to the lecture notes for each topic
o   Read the textbook pages indicated under each topic
o   Browse the links to Web-based materials under each topic
o   Review the additional media materials for the week
o   Study the online journal article
Discussion Questions:
o   Submit your response to the Turnitin link and also post it on the Discussion Board
o   Review responses by other students and make 3–5 meaningful comments plus informal participation.
Hand-in Assignments:
o   Submit responses to Hand-in Assignments to the weekly Assignments Turnitin link
Personal Journal:
o  Make entries into your Personal Journal

—————-
Week 2
—————-

Theories of leadership 1

Topics

•         Leadership theory
•         The trait approach
•         The skills approach
•         The style approach
•         The situational approach

Workload

Self-study for Week 2:
o   Read and/or listen to the lecture notes for each topic
o   Read the textbook pages indicated under each topic
o   Browse the links to Web-based materials under each topic
o   Review the additional media materials for the week
o   Study the online journal article
Discussion Questions:
o   Submit your response to the Turnitin link and also post it on the Discussion Board
o   Review responses by other students and make 3–5 meaningful comments plus informal participation.
Hand-in Assignments:
o   Submit responses to Hand-in Assignments to the weekly Assignments Turnitin link
Personal Journal:
o  Make entries into your Personal Journal

—————-
Week 3
—————-

Theories of leadership 2

Topics

•         Leadership styles
•         Evaluation of contingency theory
•         Leader behaviours
•         Evaluation of path-goal theory
•         Leader–member exchange theory

Workload

Self-study for Week 3:
o   Read and/or listen to the lecture notes for each topic
o   Read the textbook pages indicated under each topic
o   Browse the links to Web-based materials under each topic
o   Review the additional media materials for the week
o   Study the online journal article
Discussion Questions:
o   Submit your response to the Turnitin link and also post it on the Discussion Board
o   Review responses by other students and make 3–5 meaningful comments plus informal participation.
Hand-in Assignments:
o   Submit responses to Hand-in Assignments to the weekly Assignments Turnitin link
Personal Journal:
o  Make entries into your Personal Journal

—————-
Week 4
—————-

Theories of leadership 3

Topics

•         Charismatic leaders
•         Transformational leadership
•         Evaluation of the transformational approach
•         The team leadership model
•         Leadership action and team effectiveness

Workload

Self-study for Week 4:
o   Read and/or listen to the lecture notes for each topic
o   Read the textbook pages indicated under each topic
o   Browse the links to Web-based materials under each topic
o   Review the additional media materials for the week
o   Study the online journal article
Discussion Questions:
o   Submit your response to the Turnitin link and also post it on the Discussion Board
o   Review responses by other students and make 3–5 meaningful comments plus informal participation.
Hand-in Assignments:
o   Submit responses to Hand-in Assignments to the weekly Assignments Turnitin link
Personal Journal:
o  Make entries into your Personal Journal

—————-
Week 5
—————-

Distributed and co-produced leadership

Topics

•       Shared leadership theory
•       The distributed leadership model
•       What is authentic leadership?
•       The concept of servant leadership
•       Leadership as co-production

Workload

Self-study for Week 8:
o   Read and/or listen to the lecture notes for each topic
o   Read the textbook pages indicated under each topic
o   Browse the links to Web-based materials under each topic
o   Review the additional media materials for the week
o   Study the online journal article
Discussion Questions:
o   Submit your response to the Turnitin link and also post it on the Discussion Board
o   Review responses by other students and make 3–5 meaningful comments plus informal participation.
Individual Project:
o    Submit your Proposal to the weekly Assignments Turnitin link

Personal Journal:
o  Make entries into your Personal Journal
—————-
Week 6
—————-

Power, values and ethics in leadership

Topics

•         Power and values
•         Ethical theories
•         The importance of ethics in leadership
•         Perspectives on ethical leadership
•         Principles of ethical leadership

Workload

Self-study for Week 5:
o   Read and/or listen to the lecture notes for each topic
o   Read the textbook pages indicated under each topic
o   Browse the links to Web-based materials under each topic
o   Review the additional media materials for the week
o   Study the online journal article
Discussion Questions:
o   Submit your response to the Turnitin link and also post it on the Discussion Board plus informal participation.
o   Review responses by other students and make 3–5 meaningful comments
Personal Journal:
o  Make entries into your Personal Journal

—————-
Week 7
—————-

Leadership and culture

Topics

•         Concepts of culture
•         Dimensions of culture
•         Characteristics of cultural clusters
•         Comparative leadership profiles
•         Evaluation of the GLOBE study

Workload
Self-study for Week 6:
o   Read and/or listen to the lecture notes for each topic
o   Read the textbook pages indicated under each topic
o   Browse the links to Web-based materials under each topic
o   Review the additional media materials for the week
o   Study the online journal article
Discussion Questions:
o   Submit your response to the Turnitin link and also post it on the Discussion Board
o   Review responses by other students and make 3–5 meaningful comments plus informal participation.
Individual Project:
o    Submit your Outline to the weekly Assignments Turnitin link
Personal Journal:
o  Make entries into your Personal Journal

—————-
Week 8
—————-

Developing and assessing leadership

Topics

•    The action-observation reflection model
•    Leadership development through experience
•    Leadership development through education and training
•    Assessing leadership potential
•    Measuring the effects of leadership

Workload

Self-study for Week 7:
o   Read and/or listen to the lecture notes for each topic
o   Read the textbook pages indicated under each topic
o   Browse the links to Web-based materials under each topic
o   Review the additional media materials for the week
o   Study the online journal article
Discussion Questions:
o   Submit your response to the Turnitin link and also post it on the Discussion Board
o   Review responses by other students and make 3–5 meaningful comments plus informal participation.
Final Project:
o   Submit your completed Final Project to the Turnitin link.

case study report

case study report

Order Description

The case study has three parts:
Part A). Draft a properly formatted academic report to investigate any TWO key areas. ( 2500 words)

Part B). Write a draft email to Babcock International identifying the issues arising ( one page only).

Part C). Reflective Practitioner CIT Reflection (one page only).

You are asked to focus on Preparing for Change, Resistance to Change and Communication as the issues in your Literature Review and Analysis.

To help you write best I am including the core text book reference for this module:

Palmer, I., Dunford, R. and Akin, G. (2008) Managing Organizational Change: a multiple perspectives approach McGraw Hill International

You must format as an academic report to investigate TWO key areas of the case study.
Your report should include:
Model of culture and change related to relevant national cultures.

Method of communication to successfully manage HPWTs (high performance work teams)

The report must include 15 journal references not before 2009 related to your investigations

Viable recommendations for Babcock international should be offered.

Report must have the following format:

• One page executive summary
• Content page
• Introduction
• Literature Review
• Method
• Analysis
• Conclusion
• Recommendations.
• References

Please read the report format in details:

ASSIGNMENT

This is an individual piece of work which You should consider the change process undertaken, the outcomes both immediate and over time. Evaluate the impact that the change has had both at an individual and organisational level. The case study given offers a range of presenting problems around change, which you will have to examine, link to theory and research and define some solutions for as well as demonstrating an awareness of the change process and the difficulties inherent in implementing it

This investigation will take a report format (see attached guidelines) and will require independent peer reviewed journal research to support your observations. We are expecting you to refer to the models and research in the Literature Review which you later rely on during your Analysis section. Unreferenced work will fail.
Using models of diagnosis and change should help you to analyse the situation more effectively.
Please see the guidance on the Harvard Referencing system which is the only one accepted

CASE STUDY ASSIGNMENT
a) full report: HR Changes for Babcock 60
Include:
i) Selected areas from those listed in the email that you have investigated
ii) what you intend to do to address the problems outlined
iii) suggest a diagnostic and a change model to aid the transfer from theory to practice
iv) potential problems with their implementation.
[The report should contain a minimum of 15 journal references to support the points you are making]

You may get some preparatory Question at the end of case study which is only for your preparation for your reports and you don not have to answer these questions, it is just for you to be able answer them to help you write the report.

Format

EXECUTIVE SUMMARY
This summarises the entire report including your aims and objectives, results, analysis, conclusions and recommendations. It is short and factual and is not included in your wordage.
Written in the past tense, it is usually written last; although it appears first.
A useful way to write it is to summarise each chapter in one sentence and then work on them until they flow into a coherent paragraph.
The most common mistake here is to write it as if it were an introduction instead of a summary.
Ensuring that your findings and recommendations are included to avoid this common pitfall.
Your ES should be about 200-500 words and is a concise overview of the entire report.

1. INTRODUCTION
This sets out the aims and scope of the report. You must clearly define what your objectives are in writing this report. State the presenting problems and ensure that they are relevant to the module content.
An example of an Introduction might look like this:
1. Introduction
1.1 Definition of change
1.2 Background to the organisation: Babcock
1.3 presenting problems as you see them
1.4 Scope of the report: what will/will not be covered in this report
(you cannot focus on all the issues highlighted in your email)
2. A LITERATURE REVIEW
Do bear in mind that you will have to continuously link your journal research with your practical observations and methods in the analysis section, to achieve a coherent theory to practice link. Do not see the literature review section as compartmentalised but rather as a primer for the reader to acclimatise to your sources so that they can recognise them at a glance when you refer to them later in the analysis section. You will have several subheadings to include in this chapter
A Literature Review accounts for 33% of the total report wordage.
Extensive quotations are discouraged, as paraphrasing will ensure that you are engaging with the material and aware of its relevance to the area of change under discussion. All statements must be referenced in the text (name, year) and again in full in the reference section. References from 2009+ are expected and where this is not possible a more recent article indicating that the theory is still being currently considered should be cited eg Kolb (1974; Simmonds 2008).
Journal references are expected to dominate here.

An example of what a Literature Review might look like:
2.1 General literature relating to change & its historical roots
2.2 Specific literature on the subsection of the areas you have identified as requiring attention eg communication, culture etc
3. METHOD
Here you should outline the models you will use to effect the change. You will require
i) a diagnostic model &
ii) a change model
It is short and factual and can be put in a table if you prefer

4. RESULTS / FINDINGS
Give a brief overview of your findings.
As this is a case study these may relate to how the organization fits with the literature in how it carried out its change.
Again this is a brief and factual section which could be put into a table.

5. DISCUSSION/ ANALYSIS
Discuss your findings and compare the organization and changes under consideration against the models and literature cited. It is crucial that you link your findings to current academic theory/journal research (already mentioned in lit review) and models (identified in the methodology). Whether your findings bear these theories out or contradict them; they will still give scope for discussion.
Suggest why certain findings may have occurred

A subheading on the limitations of your report is also useful.

An example of what an analysis chapter might look like:
5. Analysis
5.1 Relate findings to the models identified in the Methodology
5.2 Relate your findings to the literature
5.3 differences between theory (from the literature) and practice
5.4 what might be the impediments to implementing any of the ideas discussed. Support with appropriate references on RTC
6. EVALUATION* (some may choose to integrate this into analysis)
Evaluate how effective the change experience was both at an individual and an organizational level.
Consider how it could have been improved.
Suggest what might support or hinder the new change process
Refer to literature and theoretical models for support see lecture refs and reading list for guidance as well as your independent study week materials.

7. CONCLUSION
This summarises your findings and is present or past focused
It offers no new material but sums up what has gone before.
Just as the Discussion flows from the Results so the Conclusions are drawn from the discussion material and pave the way for the Recommendations to follow
Conclusions look back at the report and recommendations look forward to offer solutions

7 Conclusions
7.1 Summarise your findings from the report overall in one paragraph

8. RECOMMENDATIONS
This offers practical and academic recommendations and is future focused.
i) Practical recommendations could be practices or procedures which could be adopted or adapted to suit the individual & organizational needs you observed.
ii) An academic recommendation could be for further research into a particular area. Recommendations are required for both individual and organizational levels.
All recommendations should be specific as vague recommendations do not earn any marks.
An example of how a recommendations chapter might be formatted

8. Recommendations
8.1Practical Recommendations for the organization you have examined to adopt with suggestions of how they might be rolled out
8.2 Academic recommendations of areas for further research .
You may also deliver these as a table if you choose:

Recommendation Who to
Execute Steps to Execution
Timings
for
Rollout Notional
costings Intended
benefits

REFERENCES
All references must follow the Harvard Referencing System.

For this assignment we are asking for a reference list and not a bibliography of material, which may have been formative.
All references should both be quoted in the text (surname, year) and appear on the reference list. To avoid plagiarism, refer to the templates included in this hand out.
Journal references are preferred as the most reliable academic source.
You can access these through your library account both on and off campus. Limit website references and research the original source of lecture or newspaper reports.

ICA- Diploma in Applied Anti Money Laundering and Counter Terrorism Financing Management.

ICA- Diploma in Applied Anti Money Laundering and Counter Terrorism Financing Management.

Question

Many money remitters with links to Iraq and Syria use neighbouring countries in order to transact with customers and physically move money to these locations. Analysis of international funds transfer instructions (IFTIs) from Australia to Syria and Iraq has supported this displacement of funds – although they appear to reach recipients within Syria and/or Iraq. Australia notes that many legitimate recipients would be included in this funds flow displacement, as would those individuals who have been displaced to refugee camps – also displacing the location of beneficiaries. Analysis has discovered that some remitters have less control/ability to conduct due diligence over end recipients when their former channels of funds delivery are no longer available due to the circumstances in Syria and Iraq. This situation presents a more challenging TF risk environment when it comes to cross border remittances to Syria and Iraq.

An example was noted where the remittance business needed its new counterpart to physically move cash across borders to deliver to end recipients – while highly practicable, it does raise concerns for misuse of some or all of those funds in support of ISIL. FATF (2015), Financing of the terrorist organisation Islamic State in Iraq and the Levant (ISIL).

Both the banking and remittance sectors in Australia are regularly utilised to transfer funds internationally, sometimes to ‘high-risk’ countries. Significant research has been conducted on the funding of terrorism, including by AUSTRAC.

Terrorist financing (TF) can be difficult for a reporting entity to detect.

(a)    Identify five key indicators that may suggest a reporting entity is being utilised to transfer funds, as part of a TF scheme. Examine how the indicators would assist the reporting entity to identify, manage and monitor potential TF.

Note: you are expected to refer to the following publications in your response:

FATF (2015) Financing of the terrorist organisation Islamic State in Iraq and the Levant (ISIL)
http://www.fatf-gafi.org/topics/methodsandtrends/documents/financing-of-terrorist-organisationisil.html AUSTRAC (2014)

Terrorism Financing in Australia 2014 http://www.austrac.gov.au/publications/corporate-publications-and-reports/terrorism-financingaustralia-2014
(Word limit – 875 words) (25 marks)

(b)    Critically evaluate the importance of the following control factors for mitigating the risks associated with TF as part of an effective AML/CTF framework within an Australian reporting entity:

• Customer identification – including some of the different customer types and the ML/TF risk levels associated with each.
• Ongoing customer due diligence.
• Transaction monitoring.
• Record keeping.
• Reporting potentially suspicious activity.
• Staff training and awareness program.

Note: you are expected to reference the relevant obligations under the AML/CTF Act rules and regulations for each element.

http://www.austrac.gov.au/businesses/legislation/amlctf-act

http://www.austrac.gov.au/businesses/legislation/registered-amlctf-rules

Summary of an article;Ba rry Glass ner Narrative Techni ues oq fFea r Mon eri n 9 9

Summary of an article;Ba rry Glass ner Narrative Techni ues oq fFea r Mon eri n 9 9

Ba rry Glass ner
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Fea r Mon eri n

9 9
amsalcsus LIva m rsanars THE sarasr TIME IN HUMAN HISTDRY, so
how has it come about that there are so many fears and scares in the air,
and so many of them are unfounded? Why, as crime rates plunged over
the past decade, did substantial numbers of Americans say in surveys that
they believe the crime rate is rising or remaining stead}? Why, despite
numerous studies showing that the number of drug users declined
substantially during past two decades, did large numbers of Americans
rank drug use as the greatest danger to America‘s youth? Why, at a time
when most Americans are living longer and healthier, do many people
feel they are at great risk of early death from obscure disorders?

1 suggest that the answer to these and related questions lies, in
large measure, in the immense power and money that await individu-
als and organizations who can tap into Americans’ moral insecurities
for their own benefit. By fear mongering, politicians sell themselves
to voters, TV and print newsmagaaines sell themselves to viewers and
readers. advocacy groups sell memberships. quacks sell treatments,
lawyers sell class-action lawsuits, and corporations sell consumer prod-
ucts. A particularly illustrative current example of the last of these is
the highly successful marketing of antibaCterial soaps, which tend to
be more expensive than conventional soaps, confer no greater protec-
tion in normal household settings, and may well contribute to the
emergence of antibiotic-resistant bacteria,

Much of the answer to why there are so many misbegotten fears
in the air resides in how fear mongers sell their scares. In no small

Indonesian Rainforest

Indonesian Rainforest

Paper details:
Indonesian Rainforest Assignment. Go to http://www.abc.net.au/4corners/content/2002/timber_mafia/default.htm (Links to an external site.) and study the variety of materials on the present state of Indonesia’s rainforests (don’t overlook the additional sources as the end of the site for supporting materials). Submit your answers to the following questions in a 4-page, double-spaced essay: What are the major effects of forestry activity in Indonesia? How can the rainforests be protected yet Indonesia gain economic benefit from this great natural resource?

Attention!

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  1. As a source for additional understanding of the subject
  2. As a source of ideas / reasoning for your own research (if properly referenced)
  3. For proper paraphrasing (see your educational institution's definition of plagiarism and acceptable paraphrase)
  4. Direct citing (if referenced properly)

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