Day: April 27, 2018

How would the financial statements be useful to managers and employees? How would the financial statements be useful to investors and creditors?

Financial statements alert investors of the risk that is involved in investing in the company. The information from these reports also allow investors to judge what type of return they will receive on their investment and it also helps them to determine whether to hold, buy, or sell. Creditors are concerned with any statistical financial information that helps them to determine the financial stability of the organization and whether the business will repay the loan payments on time. Creditors also want to determine the stability of the organization and understand where the money is coming in and where it is going out.

Managers need financial statements so that they can determine what activities within the organization are profitable or not. Managers also use this information to guide decisions, resources, and if operations should continue in the present manner…

Week 8 Final Project – Strategic Assessment Project (PowerPoint presentation plus References page)

Goal: Develop and present via PowerPoint a strategic plan for your organization, integrating various concepts, components and processes presented throughout this course.  Submit the presentation (ppt or pptx) along with a References page (.doc) that verifies sources used.

Introduction: Managers who want to improve the effectiveness of the future outcomes of their organization employ strategic planning. In a 20-25-slide PowerPoint presentation, present a strategic plan for your organization, accompanied by a References-only page as a Word.doc that contains the minimum 10 sources used in the development of the presentation. Your presentation may be a re-developed plan based on the plan your organization already uses. If you are in the military, you may elect to choose a company where you previously worked, or select a company that is not detailed in the text in this course, or in any of the materials used thus far in the course. In any case, you will need to begin by providing a brief history of the company, and then delve into the process detailed more fully below, and which draw from various elements contained in our textbook. Accompany your writing with a minimum five scholarly journal articles that support the assertions made in your strategic plan. You will also need to use at least five other sources—books, magazines, websites, and even interviews—to augment your data support for the presentation.

Your strategic plan should address [Suggested number of PPT slides in brackets]:

The Name of the Company/Firm  [1 PPT slide]

Brief History of the Company (or Organization), its Mission and Vision [2-3 PPT slides]

Organizational Analysis [5-6 PPT slides] : This section will present your identification of the firm’s strengths and weaknesses, which emanate from your value chain and functional analyses. There is a maximum of five strengths and five weaknesses and your presentation of them should be prioritized. Exhibits are effective tools to provide strong support for each strength and weakness. Please be as specific as possible and quantify your analysis where appropriate. This section will provide the first part of the foundation for your identification of strategic issues and related recommendations through your analysis of the organization’s core competencies, competitive advantages and organizational weaknesses.

Environmental Analysis [5-6 PPT slides]: This section will present your identification of the major external threats and opportunities currently facing the organization. These will be generated from your analysis of the industry and general environmental factors in light of the organization’s strengths and weaknesses. A maximum of five threats and five opportunities should be identified and should be presented in a prioritized order. Use power point exhibits to support your analysis, be specific and quantify your analysis where possible. This section will provide the second part of the foundation for your identification of a strategic issue and the formulation of related recommendations through your analysis of driving forces, key success factors and industry attractiveness.

Strategic Issues And Recommendations [6-7 PPT slides]: Identify (with support) the most important strategic issue facing your organization. It is extremely important that you clearly integrate the strategic issue with your analysis to the organization’s SWOT. There may be interrelationships between particular weaknesses and threats or missed opportunities, which should be recognized. It may be possible that 2 different weaknesses, 1 threat and 1 opportunity could be combined, due to their relatedness, to form one strategic issue. Similarly, your recommendations should attempt to capitalize and build upon strengths, competitive advantages and opportunities that you identified. The point is to clearly ground your issue and recommendations with the internal and external analyses so that the presentation is clear.

Conclusion/Summary [1-2 PPT slides]

PowerPoint Suggestions:

• The slides need to be detailed, ready for presentation, and professional in appearance. View the example in the attachment provided (below). Note how the citations are placed directly on the slides. Be sure to provide a separate references page that links to the citations on the PowerPoint. An example of how a references page should look is not provided, since you already should be able to construct that document as you would any other references page in APA.
• The scholarship required for this project must be cited on the slides, i.e., 10 overall sources minimum, as specified in the Introduction above.
• The PowerPoint rubric will be used instead of the Writing Rubric for all PPTs.
• Upload your PPT and references (.doc) in the Assignment section, just as you would any other assignment.
• NOTE about the use of pictures—the website upload limit per PPT is 25MB.
• Always present in “third person”
• Do not forget to upload your separate references-only page to support the citations that appear on the PowerPoint.

Week 1 Discussion Questions

                                                                            DQ1

What are the four basic financial statements? What is the primary purpose of each of the four basic financial statements? In your opinion, which financial statement is the most important? Explain why.

The four basic financial statements are income, retained earnings, balance, and statement of cash flows. Financial statements provide a means for the business to judge the results of their operational or financial performance over a period of time. Income statements provide investors and the business a description of how profitable the business is performing within a specific period in time. Retained earnings are income that is left in the company (reinvested) that was not distributed to the stockholders. This statement explains why the retained earnings increased or decreased during a specific period in time. Balance sheets relay the financial status of the business at a specific period in time. The balance sheet lists the business assets, liabilities, and stockholder equity or assets = liabilities + stockholder equity. Statement of cash flows shows the gross receipts and gross payments or liquidity, over a specific period in time..

Liberty University BIOL 101 Individual Assignment 4 complete solutions correct answers key

Ecological Encounters

 

1. Should stewardship principles be taught in the Church?

 

Following a morning church service, you enter the foyer and overhear a discussion that you decide to join.

 

Bert: …so we really, really need to get the message out to the world that we are selfishly ruining our environment. Politically important people are exploiting poor people and the environment itself. This is not what Jesus would do.

 

Herbie: Well, I think Jesus went about teaching the Kingdom of God, not saving the environment. When people are walking down a road that leads to continuous torment and death, how much time should you spend teaching them to repair the road they’re walking on? These issues are distracting.

 

Sally: Well, regardless of which road you’re walking on, you make little choices each day about how you will walk that road.

 

Bert: Good point. Jesus walked that road. He probably had one suit, simple food, a borrowed mattress to sleep on, and no recreational vehicle to drive. So He was making choices that we don’t think about enough.

 

Herbie: (sigh…) To get people to think about those choices, you have to change their hearts first. You must communicate the gospel to people. When they are healed, then the Spirit of Christ will point them to less ecologically extravagant choices.

 

Sally: But Herbie, is that really happening in our churches? Are new converts just naturally choosing more environmentally responsible patterns? Don’t we need to help them with this? Jesus said to make disciples. Doesn’t that mean teaching them on a variety of issues?

 

Bert: If we’re visibly out there being environmentally protective and responsible, people will ask: “Why is your church doing this stuff?” It will just be natural to share our story of conversion to following Christ and caring about the new priorities He builds into our hearts.

 

Herbie: Bert, I don’t think people will ask that question. They will assume we’re selfishly trying to save the turf we live on just like some of them do. It’s like, you’re doing a good thing but there’s nothing particularly spiritual about it. The world wants to save the planet. We want to save people.

 

Sally: Herbie, I think God wants us to do both. So, how do we get the world to see us making good environmental choices while they hear us proclaiming salvation through Christ and new life in Him?

 

 

You decide to chime in, but which response below is yours, a) or b)?

 

a)      We really need to focus on our original mandate from Jesus: preaching the gospel. As people come to faith in Christ, many questions including some regarding environmental issues may arise and we can answer their questions naturally as they come up, one-on-one.

 

b)      We need to “go into the world and make disciples.” As people come to faith in Christ, we must begin to disciple them. They must be taught how their faith in Christ as Redeemer and Creator applies to their use of the environment. This is just part of the whole picture.

 

In Blackboard, open the assignment link. Within the text box, type a “1.” followed by either a) or b) above, depending on which response you agree with. Then, add a single densely-crafted sentence (about 20 words) defending your choice while modifying it slightly if you wish to. Then, keep reading:

 

Herbie has left the discussion a bit frustrated. His wife is anxious to get to the restaurant they have reservations at. Ethel hears people talking and decides to come over and join in.

 

1. How would you teach stewardship principles in the Church?

 

Sally: What if we start a new Sunday morning focus group before church where we could talk about these issues—you know—define them a bit and air them out?

 

Bert: No, no, no, no…The worst offenders will not join that group. We need to get Pastor Bob to do a sermon series on it so that the right people get the message. This has to be a revolution in the church’s consumerist thinking. The point has to be boldly made and made to everybody.

 

Sally: Well, why Pastor Bob? He has to live with us. Why don’t we get in a special speaker like Sleeth or DeWitt and have them do a series of three or four talks on a Sunday evening? We could add food and other enticements to get people out.

 

Ethel: Wait a minute…wait…just a minute! If you’re going to try to get everybody to wear blue jeans and old shirts and live in a tent in February, you’re going to divide this church right down the middle. And I know which side I’ll be on. Why should I stop wearing makeup because some biblical illiterate has just pronounced it wrong!

 

Bert: No, no, no…Ethel, we’re not talking about stepping on people’s biblical freedoms. This can’t be a “style” issue. But there are very basic stewardship principles that have to be taught. It’s the principles that need exposure. God’s Spirit will then lead individual people further into applying those principles.

 

Sally: Bert….that sounds like Herbie. Don’t we need to present at least some specifics?

 

Bert: So you want Amish buggies instead of cars because a horse is more efficient than an engine?

 

Sally: Well…maybe we could start with some easy things everyone could do, like buying less stuff and finding ways to reduce power consumption at home.

 

Ethel: OK…yeah…I could see a bit of that. It would save some money too, probably. George keeps saying we should give more to the missionaries…I get sick of hearing it.

 

Bert: But, Herbie has a point. How can we forcefully get basic stewardship principles out there to the entire congregation without making seekers and new converts think that this is our central focus? There must be a way to do this.

 

Sally: Bert, I was thinking: most of the poorer people in town that we say we want to reach for Christ are probably living more simply than many of us. I think they resent us for our extravagance. Our gospel needs some credibility in this area. I think we look selfish.

 

Ethel: Well…well…maybe you could work the whole environment thing into a focus on helping some Ugandan orphanage or something. George breaks my heart with these orphan stories. We could save money here and donate it there along with the gospel. If it has anything to do with missions, George will drag me to it. Well actually…that’s not fair. I’d be interested in it myself.

 

You (chiming in again with one of the comments below): “I have an idea.”

 

a)      Let’s get together at Herbie’s place and discuss it further. He had some good points and I fear that this new teaching will get us all distracted from a bigger evangelistic goal that we’re really not dealing with very well.

 

b)      I found this Christian website called Woodlakebooks.com. They’ve got good special group studies we could adopt for a “come if you want” 9-week focus group. We could meet just with interested people during a non-worship-service time. We could start our own little stewardship project and get the pastor to update the congregation on what we’re doing.

 

c)      Hey, Parish Publishing in New England makes weekly bulletin inserts that we could use over the long term. Everybody would get them, so we could sort of press the issue on people a bit. We could use them to invite interested people to an ongoing focus group on the subject. A missions project could be an outlet for the money we save.

 

d)     We need to get Pastor Bob excited about this or it will appear divisive. Phil knows him really well. Phil could get him to do some topical sermons on stewardship and how it relates to our message of salvation, maybe in a special Sunday night teaching series.

 

e)      Hey, Phil has graduate degrees from seminary and from Liberty University in environmental management. Maybe Pastor Bob would let Phil do a few successive Sunday morning teaching sessions during the worship hour. We could get the congregation to understand a little of the science behind caring for the earth.

 

f)       We need Pastor Bob and Phil to build a money bridge. They need to use worship service time to get us involved with a third-world evangelism and service project. They could convince people that our own environmental stewardship could help fund it all. Once people see the connection, we can start the stewardship classes to show people how to save money and contribute.

 

In the assignment text box, type a “2.” followed by 1 of the lettered choices above, depending on which response you agree with. Then, add a single densely-crafted sentence (about 20 words) that either

 

·         explains why you have selected this option

or

·         improves on the position you have selected

 

Bert has left the discussion reluctantly. His wife reminded him that the walk home takes 10 minutes and the bean casserole has now started cooking. The kids are hungry. Cal Lorrie, a nutritionist, has been listening to this conversation and decides to join in.

 

1. Does environmental stewardship affect what I eat?

 

Ethel: Gee, maybe those third-world orphans I spoke of are already the environmentally responsible people. I mean, they surely lean less heavily on the environment than we do. Don’t they? Really, I just couldn’t live like that…

 

Cal: One huge area of environmental stewardship involves what you choose to eat. Some third-world tribal groups probably eat mostly what they hunt and kill and do very little with vegetation unless the hunting fails for some reason.

 

Sally: Why would you mention that? Isn’t a vegetarian diet just a choice you make because it may be healthier for you?

 

Ethel: Oh, here we go…celery and water…

 

Cal: It’s more than nutrition. It’s a food web concept. When you get your protein from beef, or worse, from shellfish, you eat higher and higher in the food web. More calories are expended to get protein from shrimp than from beans and rice.

 

Ethel: Oh Cal, protein is protein. Doesn’t it cost the same amount to make the same quantity of protein?

 

Sally: I should have taken that BIOL 101 online course that Liberty University was offering…

 

Cal: The shrimp swims around, actively feeds, escapes predators, and has a high metabolic rate. It uses lots more calories than a bean plant just getting its protein to you.

 

Ethel: (sigh…) You want the church to do beans and rice at the next church dinner? With perhaps a bit of water?

 

Cal: The issue is balance. An uncritical vegetarian will actually be malnourished in certain ways. But most of our church members probably do way too much with meat. You have to give a whole lot of “Corn-Flake-level calories and protein” to a steer to get far less steak protein. So with the steak, you are taking far more from the environment.

 

Sally: My cousin Atkins is on a high-protein diet to try to lose weight. Are you saying that’s misguided?

 

Cal: Oh, he’ll probably lose some weight for biochemical reasons. But ecologically, the high-protein diets are most successful in America because we have the money to spend to eat higher in the food web.

 

Sally: We really need to get this information into the hands of our church people. This would give them two independent reasons to do a more balanced diet.

 

Ethel: Sorry. Talk all you want to. My George will have a good-sized piece of beef every night for dinner. We’re past the hot dog stage of life and he certainly won’t let me switch out beef with veggie burgers!

 

You (make another choice; what would you like to say?): “Hmmm…”

 

a)      Sally, I think Ethel’s right. We really ought to look for less intrusive ways to become ecologically friendly. Pushing on people about their diets is just going to dump a whole lot of unbiblical guilt on people, but they won’t budge. The Bible says we can do either meat or vegetables…

 

b)      I know! There are lots of good recipes/cookbooks out there that are done by people who want to eat lower in the food web. We could wholesale a bunch of them and put them on a stand in the church lobby. That would make a neat statement and income could go toward a third-world help project.

 

c)      Well, Ethel, what about just sharing basic food web concepts that Phil would know about? Then individual members can respond as God leads them to. That might only take 3–4 sessions. We could do it as part of a weekend thing, but have the last session be a review session on Sunday morning so exposure is broad.

 

d)     Ethel, you mentioned church suppers. Let’s have a seminar series on eating carefully within our food web and show people, calorie for calorie, how their restraint would feed orphan children in Uganda. The last seminar would be a church dinner using recipes that are lower on the food web. That way, lots of people could make a choice that keeps little children alive.

 

 

There are differing degrees of dietary stewardship implied in the choices above. In the assignment text box, type a “3.” followed by 1 of the lettered choices above, depending on which response you agree with. Then, add a single densely-crafted sentence (about 20 words) that either

 

·         explains why you have selected this option

or

·         improves on the position you have selected

 

Submit your assignment when finished.

 

Note: Many food consumption variables exist which have not been discussed:

 

a)      If I eat some raw foods, energy isn’t needed to cook them.

 

b)      If I eat at a restaurant, the environment has to support the staff that waits on me, the builders who built the restaurant, the workers who maintain the facility, etc.

 

c)      If I buy locally, less energy is used to get the food to me.

 

d)     If I eat simpler foods, less energy is used to process the foods (corn and chicken vs. “corndogs” manufactured two states away and refrigerated all the way

Imagine you have inherited a restaurant. The restaurant has been out of operation for a bit so this is a blank slate for you to start a new career as a restaurateur and to open a new restaurant. Imagine that you own a upscale restaurant. Write a six to eight (6) page paper in which you: Create a statement describing the value your restaurant will bring your upscale clientele. Determine the pricing strategy that will benefit your restaurant the most. Explain why you chose this strategy. Choose a value communication strategy that you will use to attract potential customers and keep customers coming back. You are contemplating adding a daily special that is unique from the regular menu. Decide and then justify your answer to whether it makes more sense to go upscale and offer a higher priced item than is on your current menu, the same price that aligns to the other menu items, or a lower- priced item compared to your current menu.

What are the four basic financial statements? What is the primary purpose of each of the four basic financial statements? In your opinion, which financial statement is the most important? Explain why.

The four basic financial statements are income, retained earnings, balance, and statement of cash flows. Financial statements provide a means for the business to judge the results of their operational or financial performance over a period of time. Income statements provide investors and the business a description of how profitable the business is performing within a specific period in time. Retained earnings are income that is left in the company (reinvested) that was not distributed to the stockholders. This statement explains why the retained earnings increased or decreased during a specific period in time. Balance sheets relay the financial status of the business at a specific period in time. The balance sheet lists the business assets, liabilities, and stockholder equity or assets = liabilities + stockholder equity..

The subject of this assignment is Professional Development in Business. There are 4 parts in total, but you only need to do entry 1 (a speech for me to read in my video presentation, approx. 200 words), entry 2, and entry 4. Entry 3 is done by myself and is attached (Summary.docx), you can use entry 3 as a reference to write the speech for entry 1, entry 2, and entry 4.

The following are the instructions (the original document of the instructions are attached(Ass 4 SP5 2016.docx), you can find the feedback sheet for marking this assignment in the bottom of the document):

BUSS 1060: Assignment, Portfolio, 40%
IMPORTANT NOTE: Late submissions will NOT be accepted. In a real life situation, presenting your application for a real job even 1 minute late means it would NOT be accepted.

ENTRY 1 (Nothing to do with the video but I need you to write me a speech to read in my video recording for this part. approx. 200 words): Introducing yourself (approx. 90 seconds)
This component must be submitted as a video file. Please upload your video file in MP4 format to the link provided. More information will be provided closer to the submission due date. Because this is a video representation of your professional self, please remember to dress smartly (for business).
There are three parts to this entry

1. Elevator Pitch
Provide a one paragraph introduction which describes you in terms of your professional experience, skills and aspirations. Imagine that you might use this description to describe yourself at a networking event. Refer to notes from your tutorial on developing an %u0432%u0402˜elevator pitch%u0432%u0402%u2122.
2. Career Inspirations
Provide one paragraph on who has or continues to inspire you. They do not need to be a business person but may inspire you in terms of their view on life or business. Explain why they are an inspiration.
3. Career Aspirations
Describe your career aspirations in your chosen field. Refer to your notes from Assignment One about the type of organisation and/or field you are hoping to work in. Have your aspirations changed during the course? Please explain.

ENTRY 2: Self-analysis against industry/professional standards (approx. 500 words)

1. Analyse your current level of development against standards for professional practice (Lectures 1 & 2 or any other industry/professional standards relevant to your profession).

%u0432%u0402%u045E Clearly identify the industry/professional standards that relate to your future profession. Remember, more than one set of standards might apply to your future profession. Eg an HR manager working in the medical field needs to meet or comply with standards relating to the medical profession as well as management standards. It is a good idea to be quite specific here.
2. Present a simple SWOT analysis: Outline your Strengths, Weaknesses, Opportunities and Threats to demonstrate how you currently meet (or don%u0432%u0402%u2122t meet) the requirements of your identified industry/professional standards.

ENTRY 3: Networking (attachment: Summary.docx)
This entry consists of two parts:
Part 1: LinkedIn
%u0432%u0402%u045E Set up a Professional Networking Profile, using LinkedIn (www.linkedin.com) or a similar professional networking tool. It is important to note Facebook, Google + and MySpace are not acceptable – it must be a professional networking site, not a social networking site.

The following minimum profile fields must be completed:
%u0432%u0402%u045E Photo – note, this should be a professional representation of you, not a photo taken at a party, at the beach etc. If for any reason, you do not feel comfortable uploading a photo of yourself, please speak to your tutor. (Formal business dress required, NOT evening wear)
%u0432%u0402%u045E Summary – a summary of ‘who you are’ professionally, and your career goal for the next two years (i.e. when you graduate, what kind of a role will you be looking for)
%u0432%u0402%u045E Work Experience – including Employer’s name, employment dates and your responsibilities
%u0432%u0402%u045E Education – including your current course of education, and prior studies (including High School and the years of completion)
%u0432%u0402%u045E Honours and Awards – any awards you have received, such as the Dean’s Merit List, School Captain in High School, Sporting Team Captain etc. including relevant details such as the date & name of the award
%u0432%u0402%u045E You may choose to complete additional fields as applicable to you.

As this is your professional profile, and you will be using it to contact potential employers and professional contacts, you will need to ensure your profile is well written, structured and edited, and uses professional language with correct grammar and spelling. A strong emphasis is placed on correct use of language and grammar which is reflected in marks allocation.

Once your profile is complete, take a screen shot of your profile (including your photo) and include as an appendix in this portfolio. Assignments submitted without this screen shot will be penalised by 5 marks.
Part 2: Curriculum Vitae/Resume
Using the information in your LinkedIn profile, format a concise Curriculum Vitae as a word document , following the advice provided by Career Services.
The following minimum profile fields must be completed:
%u0432%u0402%u045E Photo – note, this should be a professional representation of you, not a photo taken at a party, at the beach etc. If for any reason, you do not feel comfortable uploading a photo of yourself, please speak to your tutor. (Formal business dress required, NOT evening wear). ***Normally you would not include a photo; however, to ensure you promote yourself appropriately, we are requesting a photo for this assignment only.

%u0432%u0402%u045E Summary – a summary of ‘who you are’ professionally, and your career goal for the next two years (i.e. when you graduate, what kind of a role will you be looking for)

%u0432%u0402%u045E Work Experience – including Employer’s name, employment dates and your responsibilities

%u0432%u0402%u045E Education – including your current course of education, and prior studies (also High School)

%u0432%u0402%u045E Honours and Awards – any awards you have received, such as the Dean’s Merit List, School Captain in High School, Sporting Team Captain etc. including relevant details such as the date & name of the award

%u0432%u0402%u045E You may choose to complete additional fields as applicable to you.

As this is your professional profile, and you will be using it to contact potential employers and professional contacts, you will need to ensure your profile is well written, structured and edited, and uses professional language. A strong emphasis is placed on correct use of language and grammar which is reflected in marks allocation.

Please note, you may choose to submit a Linked in profile or a CV.
Whichever you do choose, please remember to use appropriate formatting for the different documents.

ENTRY 4: Career Management Plan

This entry consists of two parts:

Part 1: Career Action Plan (approx. 750 words)
Find a position which you believe you will be qualified for and well suited to five years after graduation. This could be the same position you used for the information interview or something different. Following the example provided on the course homepage, write an Action Plan which details the steps you will take to ensure that you would be the successful candidate for this position five years after you graduate. Scan the advertisement and job description for this position and attach it to the documentation already completed. You may need to contact someone in the organisation to request a position description, or check the organisation%u0432%u0402%u2122s website. (Consider the organisation you referred to in Assignments 1 and 2.)

Part 2: Responses to Selection Criteria (approx. 750-1000 words)
When applying for positions throughout your career, you will commonly be asked to address certain ‘selection criteria’ as part of submitting your application, along with a cover letter and curriculum vitae (CV). There are many common selection criteria that can be asked, either as part of your written application, or during an interview process.

For Part 3 of this assessment, you are required to address all four selection criteria below as they relate to the skills, knowledge and experience that you have now, as a current University student (i.e. don’t write your responses as if you are applying for the position you found in your action plan, write them as if you are applying for a position now. This position could be any position suitable to your current qualifications and experience.)

Please address the following criteria:
%u0432%u0402%u045E Highly developed written communication skills, including the ability to draft clear and concise documentation;

%u0432%u0402%u045E Demonstrated organisational ability and initiative, including experience in prioritising and meeting deadlines, often with competing demands;

%u0432%u0402%u045E Strong interpersonal skills and a demonstrated ability to successfully communicate with a diverse range of people at all levels of an organisation;

%u0432%u0402%u045E Demonstrated experience in working collaboratively in a team based environment.

Note: The above selection criteria have been sourced from real position descriptions for entry level positions within a corporate environment.

The response to each selection criteria should be around 250 words in length, and use the STAR model to address your suitability in each criteria. The STAR model follows the following format:

1. Situation – Outline a specific circumstance where you developed the particular experience or
used the required skills or qualities. Set the context of the situation.
2. Task – What was your role? What did you have to do?
3. Actions – What did you do and how did you do it?
4. Results – What did you achieve? What were the results of what you did?

The above model should be written using an appropriate (paragraph) format and should succinctly describe a particular situation that provides clear and concise evidence to demonstrate where you have used the particular skill or knowledge in real life, with a tangible, reportable outcome. You may choose to format this information using a table format. If so, landscape page layout is recommended.

Please note that the experience you draw from to address the criteria can include experiences at university, in part-time/full time work, community roles such as in a church group, volunteer positions or in sporting teams.

Your response should be very carefully edited to ensure no grammatical or spelling errors – with increasingly high numbers of applicants for positions, employers will disregard an application immediately if errors such as spelling are present, no matter how good the content!

The STAR model will be covered in the career management topic in the course, and you can also find more information at the following websites (and many others):
http://jobaccess.gov.au/content/how-write-selection-criteria

http://www.bom.gov.au/careers/guide2SC.shtml (this provides good advice for how to address the criteria, and steps to take to assist with the STAR model)

*I need about 4~5 pages draft paper by anytime before Oct 25th 9:00AM*
HISTORY OF INDUSTRIAL DESIGN
History of Art & Design Fall semester, 2016
HD361/1, 2 credits
Final Paper Deadlines
Week 10 (Oct. 25): Draft papers due
Week 14 (Nov. 22): Final papers due
Interrogate an Object
The final paper for this course will require each student to research and write a history of a
designed object. You may choose to expand on your typology from the museum project in
written format or you can propose another object of interest from design history. Using concepts
from our readings, discussion, lectures, and beyond, investigate that object within its broader
social and cultural context.
Use both primary and secondary sources to research the ways in which your subject matter was
affected by the culture from which it came. Ask yourself the following questions to help situate
your subject historically:
Understand the Object.
Collect images of your object.
Describe the basics of this object.
1. What is it?
2. What is it called?
3. When was it made?
4. Where is or was the object available?
Describe what it looks like. (Formal Analysis)
5. What are the parts?
6. How are the parts composed (consider line, shape, form, balance, emphasis/focus,
movement, pattern, repetition, unity)?
7. What materials are used?
8. What colors are used?
9. What textures are used?
Describe what this object does. (Functional Analysis)
10. What does it do?
11. How does it work?
12. Does it also have a social function?
13. Does it have a patent?
14. Is it used conspicuously or privately?
Describe the user.
15. Who is the user?
16. What is specific about the user (consider geography, social class, income, gender, ability,
age, etc.)?
17. Are there unintended or other users?
Describe the designer.
18. Who designed this object?
19. Is there a team of designers?
20. Where was it designed?
21. Is the designer also the producer?
Describe production.
22. Who produced it?
23. Where was it produced?
24. What methods were used to produce this object?
25. Who paid to make it (company, manufacturer, commissioner, client, patron)?
26. Were there pieces or parts from other places?
27. Were there any constraints on its production (legal, political)?
Understand the Context and History of the Object
Collect images of alternative objects.
Describe the alternatives and what came before and after:
28. How are the objects the same (cost, availability, materials, manufacturing/production)?
29. How are the objects different (cost, availability, materials, manufacturing/production)?
30. Who would use the alternative (consider genders, geographies, abilities, age)?
31. Do the two objects appeal to the same taste?
32. When were the alternatives made?
33. How has the object changed over time?
34. How has the use of the object changed over time?
35. How has the user of the object changed over time?
36. Where have these objects been used over time?
37. How did technology or new materials change this object?
38. Did changing social structures affect the use of this object?
39. Did changing social structures affect the perception of this object?
40. Did legal requirements or trade agreements change these objects over time?
Summary
Use images and text to write 3,000 words (approximately 8 pages). Keep track of all of your
sources to compile a bibliography. Use in-text citations wherever appropriate.
Draft and final papers are due in class (hard copy) and by email ***
9:30am (on Oct. 25 for drafts, on Nov. 22 for finals). No late papers will be accepted.
Final Paper Guidelines
Length: 3,000 words (approx. 8 pages) plus SEVERAL IMAGES.
Format: Papers are to be typed, double-spaced, using a readable font and 1-inch margins.
Writing Matters: DO proofread and edit these before handing in.
Bibliography: Be consistent. The following format is fine:
Lambert, Tiffany. “How to Write a Draft Paper.” In LMS Resources for HID 361, pp. 35–
40. Brooklyn: Pratt Institute Publishing.
Sources: Cite web-based resources; provide urls and say me when they were accessed. Use a
minimum of 8–10 books or academic journal articles.
You are expected to quote directly from your sources, or to paraphrase material rather than
making direct quotes. Paraphrasing is when you use the ideas or research of someone other
than yourself. For example, if you rely upon some of the information in the required readings,
and you employ those ideas in your essay, you are expected to cite the source even if you are
not making a direct quotation. In general, it is preferable to paraphrase, using too many quotes
as “fillers” in a paper can lead to a lower grade. When citing sources, please use the following
formats (from the Chicago Manual of Style). If using a different format, please be consistent.
You must use formal citations (footnotes or endnotes) in your paper. Please refer to the Writing
and Citing Resources tab on the Campus Guide for more details. Students must keep a copy of
their papers.
** Late papers will not be accepted.** A research paper is designed to unite your ideas with
extensive research. It should be carefully planned, well-organized, and well-written.

Assignment 1: Permissions Oversight and Overview

Suppose you were contracted by a local medium-sized business to speak with its business unit leaders about the importance of resource permissions in organizations. In your first moments on the job, you learn from a senior-level employee that the company just experienced a data theft incident at the hands of an employee, primarily due to the lack of permissions and resource segregation in the company. You later learn that there are multiple file servers on the network on which full control permissions are applied for the domain %u0432%u0402%u045AEveryone%u0432%u0402%u045C group.
Write a two (2) page paper in which you:
1. Explain the basic need for and concepts of file / folder permissions and business unit resource segregation in organizations so the company leaders will understand the importance of each.
2. Specify the strategy you would utilize for leveraging the business unit leaders to gain the necessary buy-in to implement your plan for resource and data segregation in the company.
3. Justify the use of NTFS permissions for the folders / files on the network and explain the top two to three (2-3) reasons this is the most reliable option at the business unit leaders%u0432%u0402%u2122 disposal.
4. Prepare a plan for utilizing Active Directory and Group Policy Objects to achieve the goals of setting secure permissions on business unit resources.
5. Use at least three (3) quality resources in this assignment. Note: Wikipedia and similar Websites do not qualify as quality resources.
Your assignment must follow these formatting requirements:
%u0432%u0402%u045E 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.
%u0432%u0402%u045E Include a cover page containing the title of the assignment, the student%u0432%u0402%u2122s name, the professor%u0432%u0402%u2122s name, the course title, and the date. The cover page and the reference page are not included in the required assignment page length.
The specific course learning outcomes associated with this assignment are:
%u0432%u0402%u045E Explain the various types of servers and services required within organizations.
%u0432%u0402%u045E Describe the need for and benefits of hardware and software integration in a server environment.
%u0432%u0402%u045E Demonstrate the ability to prepare, install, configure, maintain, and update a computer system for use as a server.
%u0432%u0402%u045E Demonstrate the ability to configure networking, file, remote management, and print services.
%u0432%u0402%u045E Describe the major functional challenges and configuration solutions associated with data storage.
%u0432%u0402%u045E Describe and configure secure systems, networks, and computing applications.
%u0432%u0402%u045E Analyze the creation, configuration, and maintenance of virtual servers, storage, and networks.
%u0432%u0402%u045E Use technology and information resources to research issues in server environments.
%u0432%u0402%u045E Write clearly and concisely about server administration topics using proper writing mechanics and technical style conventions.