International Financial Accounting Financial statement analysis
Select a non-UK company and obtain its latest annual financial reporting documents.
(a) (i) Prepare a table showing the breakdown between mandatory and voluntary content and between numerical, narrative and visual disclosures. (30 marks)
(ii) Discuss the nature of your findings and their implications for impression management. (10 marks)
(b) Discuss the external influences on the company’s financial reporting (legal, taxation, corporate finance, the accounting profession). (30 marks)
(c) With reference to Hofstede, Gray and other relevant research, discuss any signs of culture within the financial reporting documents . (30 marks)
Refer to relevant regulation and research.
(Total 100 marks)
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How the aboriginal people were affected by the mecury contamination of the wabigoon river by the paper mill , and they are being affected regarding that situation by the government as well.
Your assignment must follow these formatting requirements:
Be typed, double spaced, using Times New Roman font (size 12), with one-inch margins on all sides; citations and references must follow APA or school-specific format. Check with your professor for any additional instructions.
Include a cover page containing the title of the assignment, the student’s name, the professor’s name, the course title, and the date. The cover page and the reference page are not included in the required assignment page length.
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The course involves completing a term project in groups or 2-3 students. Each group will work on a marketing research study for their project. The primary objective of the project is to provide you with experience in applying the concepts, framework, and research approaches discussed in class to a real marketing problem. It involves:
1. Selecting a product or service that is being offered by an organization (or a new product/service that an organization may wish to offer).
2. Defining the Decision Problem and Research Problem: This will involve defining the marketing decision problem faced by the organization and the research problem (what information will be needed to help answer the manager’s question). You should also outline your broad research strategy (e.g., segmentation study, conjoint study) for this project.
3. Analyzing the organizational and marketing context to understand the market opportunity and landscape of the business.
4. Identifying the marketing decision(s) that need(s) to be made regarding this product/service. And outline your Study Objectives.
5. Designing a questionnaire (or discussion guide) to obtain the necessary information to address the problem/decision at hand.
6. Collecting, coding and analyzing the data.
7. Writing a report and presenting the findings.
There are many different types of studies that can be conducted for this course. Some examples are:
• Segmentation studies: developing profiles of “heavy users” and “light users” (users/non-users) of a product/service based on demographics, lifestyles, shopping behavior, attitudes, benefits sought, and media habits.
• Attitude/preference studies: studying consumers’ preferences and attitudes about competing products/services, identifying the attributes that are important, and determining whether consumer segments differ in their attitudes or in the attributes they consider important (e.g., conjoint studies).
• Image studies: comparing the brand image of competing products or services along a number of dimensions, and determining whether different consumer segments have different images of the products/services (e.g., perceptual mapping, laddering).
• Customer usage/satisfaction studies: useful in studying the purchase/usage patterns and importance of different attributes of product /service quality on customer satisfaction and loyalty.
These studies are useful for making a variety of marketing decisions, e.g., in product positioning and re-positioning, new product introductions, marketing mix decisions, market targeting, etc. You may choose any kind of product or service as long as it is not too difficult to get primary data about it.
Once you select a product/service and an organization, you should examine secondary sources such as magazines, newspapers and trade journals to get background information on the nature of the industry, the range of products being offered, and consumer characteristics, to analyze the organization and market opportunity. This may give you some ideas regarding the questions that need to be researched, and will also give you some basic information that
BUS 4260 – Sport Marketing – Syllabus (Spring 2019) Page 6 of 6 you may need for designing the questionnaire, such as the major competitors for your product/service, the attributes
along which products are evaluated, etc.
You should plan on collecting data from at least 50 respondents if using a survey (though you would need fewer respondents if using a qualitative approach). Note that this need not be a random sample or even a representative sample of the target population. A convenience sample may be used. Regardless of the type of study, the product class and the sample size, you must link the research to some managerial decision that needs to be made (with respect to the 4Ps). In other words, you must be clear about the purpose of the study: what decision will this research help the organization make? This is important because after the data have been analyzed and interpreted, you must make your recommendations to the organization regarding what actions it should take.
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As you learned in this unit, work settings are strongly linked to social interactions, perceptions, and decision-making. For this assignment, you will compose a reflection paper in which you will consider how topics studied in social psychology influence these concepts in the real world.
To complete your paper, first, pick a topic you previously learned about in this course. Then, address the following points.
Define your chosen topic as it was presented in the prior unit.
Describe how your topic could be applied in a work setting. In your description, be sure to mention the similarities and the differences you would expect in applying your topic to the real world.
Would your chosen topic be perceived as beneficial or detrimental if you were in the role of employee? Why?
How would your perspective on the topic change if you were in a nonpaid position, such as a volunteer or intern?
Think about the concepts of behavioral economics. What is a rational course of action to protect (if a detriment) or promote (if a benefit) yourself, as an individual employee? How does this compare to actions that protect or promote the company at large? How could you balance the two?
Your response should be at least two pages in length. You must use at least one source as a reference in your paper. All sources used, including the textbook, must be referenced; paraphrased and quoted material must have accompanying citations. Please format your paper and all citations in accordance with APA guidelines.
Diffusion of Responsibility
Cortney Gunter
Columbia Southern University
DIFFUSION OF RESPONSIBILITY
Sometimes we find or have seen people or situations in open public areas, e.g., in the market, requiring urgent assistance from us but the hesitation to act fast from everyone leads to the case escalation to worst and even loss of life. This happens not because people lack compassion, but it’s because of the sense of responsibility eases with the number of people around. It’s a feeling that someone else has seen and is taking or has already taken action of, e.g., calling for an ambulance.
To exhibit how the phenomenon occurs in real life, I conducted a social experiment in different settings where I staged it to appear to need public help and noted down the reactions from places with large groups of people and places with just a few or one person.
The first experiment was conducted on a bus stop. I carried a backpack that I deliberately left zip open, exposing in it some personal belongings such as a laptop, some notebooks, and wallet. The items are important and leaving my bag open exposed them getting lost through dropping or even theft. The laptop could be damaged if it happened to drop. There was a big crowd of at least ten people at the bus stop and where I stood my open backpack was easily noticeable. We waited for the bus for 15 minutes and even boarded the bus but all along no one, despite noticing that my things were exposed to loss or dropping, said a thing or notified me to close it. Only one person notified me while alighting at the next bus stop. On the next bus stop, there were only two bystanders also waiting to catch a bus heading in the opposite direction. Immediately one of them walked towards me and told me my backpack was open. She asked me to check if the zip was faulty or something but secure what was inside.
In the first group that was of more than ten people, most saw the problem with my backpack and the risk it exposed to my belongings, but they chose not to act and inform or warn me. The decision to act is diffused by the belief that other people in the group have seen the problem and one of them will respond or have acted already. In the end, no one acts because they all think that the next person will act. The second group had only two people and immediately upon noticing my open backpack, they acted without hesitance. The smaller group maybe felt that they are responsible for acting before I lost the items inside my bag. There was no one else to help except them. These illustrations demonstrates diffused responsibility of what may happen; the bystander effect which suggests that the high the number of people present, the less likely it is for them to help a person in distress (John M. Darley, 2002). In a crowd, individuals think someone has helped or too can help or, since no one else is taking action, it may be nothing serious. A few individuals take action since there is no one to “transfer” responsibility to.
In some cases, the response to a situation may be aggressive. This may be from how people analyze the situation based on various factors such as threatening safety, a race among others. If I dressed like people of Islamic religion and in my open bag exposes something suspicious to a big group, I would expect people to react faster and aggressively. This reaction is triggered by the past security issues that were concluded to be conducted by some of the individuals belonging to that religion. The motivation to that response would be pressured if the majority of people had the same opinion about my religion, race and the potentiality to for example disrupt peace. In a smaller group, however, if I dressed and exposed the same, I am likely not to receive an aggressive response and maybe get away with it. The small group may not have enough opinions pressure to aggressively react and bear the responsibility of guilt if any case they judged the situation wrongly causing harm to the individual.
The patterns between helping and aggressive responses are complete to each other. A bigger crowd having a similar opinion will react faster aggressively to a situation than it would when a help response is required. On the other hand, a small group responds faster in helping than in aggressive situations. From these case observations, large groups seem to rely on similar collective opinion to react, and these opinions tend to form faster in aggressive response while in a small group, the decision to help response is not reliant collectiveness, but aggressive reaction response is slower with the small group.
Reference
Heinzen, T., & Goodfriend, W. (2019). Social psychology. Thousand Oaks, CA: Sage.
John M. Darley, G. B. (2002). Crowded Minds: The Implicit Bystander Effect. Journal of Personality and Social Psychology, 843-853.
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Criminal offending and society’s reaction to crime
Criminal offending and society’s reaction to crime
Directions: Each student should develop an essay response to both exam questions.
Appropriate internal and external citations should be included for each essay. The whole exam
should be no longer than 8 pages (excluding external references) when typed and employing 1
and ½ or double spacing. See the “exam” link on bb to learn a few additional expectations.
Section One—ILLUSTRATING KNOWLEDGE OF BASIC CONCEPTS: For 20 points, answer the
following making sure to integrate at least 5 of the 16 of the readings thus far discussed in support of your argument.
The purpose of the course, to:
focus on a series of questions such as: How does the social construction of gender influence criminal offending and society’s reaction to crime? How does an intersectional approach help better answer the above question? Which theories best explain female offending? How is punishment differentially experienced or applied depending on the gender of the offender (more specifically: What is the experience of prison and interaction with the criminal justice system like for women)? How does
gender &/or sexual orientation affect crime portrayal, experience with the system, and
the experience of institutionalization specifically?
To begin, select one of the three questions appearing above in bold. Next, use material from Mod 1 to describe a “type of evidence” or “way of knowing” which you believe would best allow us to answer the question you have selected. Finally, answer the question using course material being sure to critically examine the quality of that answer based on the evidence used in the material you incorporate. FYI, it is fine to blend your 1) answer to the question and 2)
the type of information you believe is appropriate to support the argument you make.
Section Two—APPLYING KNOWLEDGE OF COURSE CONCEPTS: For 30 points, answer the
following making sure to integrate at least 8 of the 16 readings thus far discussed. Gender Gap: Based on the material presented thus far, offer an explanation for the “gender
gap.” Specifically, after using course material to describe the phenomenon of “gender gap,” I
expect your argument to integrate course material pertaining to both “the structure of
society/crime” (Lorber, Lenning, Belknap, Messerschmidt, etc.) and the bio social approach
introduced in Week 5.
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How does the social environment in schools affect youth with mental health issues?
Format of Literature Review should be in this order: Introduction, Method, Results, Discussion, & Conclusion
> Each page should be numbered
> There must be a minimum of 25 primary sources (original articles)
> In-text citation must be used
> On 11th page please list words/word combinations used to search articles found; & which search engines used to search articles (i.e. EBSCOHost)
> Double-space after punctuation
Use at least three (3) quality references Note: Wikipedia and other related websites do not qualify as academic resources.
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You recently completed an accident investigation involving a worker injured by an unguarded blade on a table saw.
The investigation revealed that the guard had been removed some months before by persons unknown. Propose one corrective action for each of the first six levels in the hazard control pre-cedence that would help prevent the accident from happening again. Which one(s) would you recommend, and why?
Use at least three (3) quality references Note: Wikipedia and other related websites do not qualify as academic resources.
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Socialization is the process though which individuals learn their culture and become accepted members of their society. We are all born genetically as humans; however, sociologists argue that we have to be taught to behave like humans. In other words, what would be described as human behaviors are not necessarily instinctual. Rather, we learn to assimilate into the society around us through the process of socialization. Just how important is this process, and what would happen if a person was denied a traditional socialization experience?
Interpretation and Reflection
For this unit, you viewed the video on feral children. Respond to the following prompts in a 1–2-page paper:
Describe typical socialization agents that most people are exposed to from a young age and how primary socialization agents change as people grow.
What are some of the things people learn through the socialization process across their life span?
What do feral children reveal about the importance of nurture when considering the nature vs. nurture debate?
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Question 1: By now, you have learned from different professors about the intelligence cycle or as I call it the intelligence process. Identify in cinema a scene or number of scenes in which you have identified a phase of the intelligence cycle/process. Describe the scene for the class and describe step within the intelligence cycle/process that the scene takes place. I gave you an example in the lecture (think Rogue One and A New Hope).
Question 2: Conduct additional research on Dofang “Greg” Chung case. Identify 1-2 ways in which Chung exploited vulnerabilities. Discussed the techniques he used and what you would do to counter his activities (Hint: Refer to lecture CI: the basics).
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The reflective journal should consist of Four (4)
entries using the template provided in Appendix A to
evidence the development of your understanding of self via
your engagement with the learning and activities on this module.The four skill that I chose is:1.FOCUS AND ATTENTION 2.
RESEARCHING AND INFORMATION FINDING. 3.ASSERTIVENESS/CONFLICT RESOLUTION 4.TIME MANAGEMENT
Re-sit Assessment Brief
Instructions for Re-sit
The requirements for the re-assessment are as follows:-
1. You are required to re-work your original submission in line with the original assessment brief and criteria (re-stated below)
To pass this re-sit your re-submission must address the feedback comments provided on the original submission:
2. You must provide a brief commentary on one side of A4 that explains how your amendments have addressed the feedback comments received on the first submission of work. Use the comments from your tutor to help you do this.
Academic year and term: 2018/19 (Semester 1)
Module title: Understanding Self and Others
Module code: QABO20C413A
Module Convener: Riz Pirzada
Learning outcomes assessed within this piece of work as agreed at the programme level meeting Knowledge:
1. Demonstrate an understanding of the range of personal and interpersonal skills and knowledge required to work effectively with others
Intellectual/Transferable:
2. Apply a range of approaches to develop your self-awareness and self-confidence within diverse teams and contexts
Business Readiness outcomes assessed within this piece of work as agreed at the programme level meeting
Being an independent thinker with confidence in their own potential and values, and the ability to express their views sensitively and effectively.
X4 Reflective journal comprising 4 core skills from the list provided – 2000 words
Summary highlighting 3 areas for development – 500 words
Assessment Deadline Wednesday 13th March 2019, 2pm
Instructions for assessment
1. Reflective Personal Development Plan Journal (60%)
The reflective journal should consist of Four (4) entries using the template provided in Appendix A to evidence the development of your understanding of self via your engagement with the learning and activities on this module. You will be assessed on your ability to reflect on what you have learned and the depth and breadth of your academic reading (word count 2000 words, approx. 500 words per entry).
You should:
• Identify four (4) different skills or attributes which you have explored as part of this module. (In total, there are 10 core skills, which you can select your 4 from – please see Information Box 1.)For each of the four skills/attributes you select you should:-
o Define and describe the core skill/attribute
o Discuss why you might possess this skill/attribute
o Explore the importance of this skill/attribute and provide evidence via self-assessment tools and seminar sessions to demonstrate your current level of competence. This should include referring to feedback from peers and your tutor
o Identify any contradictions with regard to this skill/attribute
o Identify its relevance to your future career
• Evidence your wide reading and familiarity with theoretical concepts
• Demonstrate your ability to reflect on practice
2. Summary and Action Plan (30%)
Summarise the major strengths and weaknesses that you have identified from your reflective journal entries. Demonstrate your ability to review the current levels of competence in order to identify and address appropriate areas for development (word count 500 words).
You should:
• Outline your strengths and weaknesses identified from the journal entries.
• Identify three (3) areas of personal development and demonstrate how you plan to deal with the development needs in preparation for year 2 of your study
• Ensure that identified areas of development are linked to the reflections from your journal entries
3. The final 10% of marks will be awarded for the presentation and structure of your assignment and the accurate referencing of your sources using the Roehampton Harvard format.
How we will support you with your assessment (Re-sit)
You will receive email regarding the resit revision sessions, with details on time and location, and you will have an opportunity to discuss your draft submission and receive formative feedback during those sessions.
How will your work be assessed?
Your work will be assessed by your module tutor who will use the marking grid provided in this assessment brief. Feedback will be structured in terms of the Stop, Start, and Continue review approach. When you access your marked work it is important that you reflect on the feedback so that you can use it to improve future assignments
Referencing
You MUST use the Harvard System. The Harvard System is very easy to use once you have become familiar with it.
Assignment submissions
The Business School requires a digital version of all assignment submissions. These must be submitted via Turnitin on the module’s Moodle site. They must be submitted as a Word file (not as a pdf) and must not include scanned in text or text boxes. They must be submitted by 2pm on the given date. For further general details on coursework preparation refer to the online information via StudentZone. http://studentzone.roehampton.ac.uk/howtostudy/index.html
Mitigating circumstances/what to do if you cannot submit a piece of work or attend your presentation
The University Mitigating Circumstances Policy can be found on the University website – Mitigating Circumstances Policy
Marking and feedback process
Between you handing in your work and then receiving your feedback and marks within 20 days, there are a number of quality assurance processes that we go through to ensure that students receive marks which reflects their work. A brief summary is provided below.
• Step One – The module and marking team meet to agree standards, expectations and how feedback will be provided.
• Step Two – A subject expert will mark your work using the criteria provided in the assessment brief.
• Step Three – A moderation meeting takes place where all members of the teaching and marking team will review the marking of others to confirm whether they agree with the mark and the feedback that has been provided.
• Step Four – Work at Levels 5 and 6 then goes to an external examiner who will review a sample of work to confirm that the marking between different staff is consistent and fair and then we engage with external examiners who moderate the marking further.
• Step Five – Your mark and feedback is processed by the Office and made available to you.
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