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Refer to exercise 1 on page 62 of Accounting & Auditing Research: Tools and Strategies text. Assume the role of a financial consultant asked to research conformity of R&D accounting at Daimler Auto Parts Inc. Write a memo to Daimler Auto Parts, Inc.’s management team responsible for registering the company with the SEC, making sure to cover the following aspects:
Establish purpose for the written communication
Identify applicable guidance over accounting for R&D under IFRS and under U.S. GAAP
Indicate possible consequences for incorrect reporting of R&D costs
Recommend whether or not Daimler Auto Parts Inc. may continue capitalizing most of its R&D costs.
Support your recommendation with a reasonable rationale based on research of authoritative sources.
Accounting related 2 pages memo
This lab is designed to walk you through the process of analyzing the characteristics of an enzyme that is designed to become a part of a process for producing biofuels. Since you cannot actually do the lab, the data that you would have generated is included in the Skill Check worksheet. In order to complete the lab, you will need to:Read all of the prelab and Lab instructions so that you understand how the data was generated and what each Activity of the lab is trying to accomplish. The Skill Check Worksheet has the data for each of the different activities. Activity 1 will examine the rate of reaction with and without enzyme. You will need to produce a graph that will have two lines; one for the reaction with enzyme, and one without enzyme. You will be able to determine the quantity of p-nitrophenol produced based on the information that is in the lab and the data that is present in the skill check worksheet.For each additional activity you will need to produce a graph in Excel or a similar program. These are simple bar graphs that will allow you to visualize what is happening with each of these reactions so that you will be able to discuss the results.Complete all of the questions on the Skill Check worksheet.Ideally you should compile all of the graphs onto one document that will be uploaded along with the skill check worksheet. You can cut and past the graphs from Excel into a word document, or you can produce all three graphs in one Excel document.
CCC Determining the Reaction Rate in The Presence or Absence of Cellobiase Lab Report
Now is the time to think like an economist! Using your knowledge of economics and fiscal policy, you will evaluate a particular government direct payment program for its impact on the federal budget and the economy in general. Direct payments are cash payments to individuals or groups for a specific purpose.Members of Congress listen to economic analysts as one source of information before making fiscal policy decisions, such as whether to increase funding to a direct payment program. Ultimately, Congress votes on specific government programs and the President must approve them. Budget decisions require careful thought and justification to the public. Keep this in mind because you will need to support your opinion with valid research data.Step One:Identify a government program to analyze—one where the government makes direct payments to citizens. Examples include economic stimulus checks, small business grants, farm subsidies, disaster relief, renewable energy projects, housing grants, social security, and many more.Step Two:Gather research information about your program. Provide citation information for every source you use. Include the following information:What is the history of the program?Who benefits from this program and how?What is the yearly cost to the American taxpayer? What is the historical cost data?What percent of the total federal budget is spent on this program relative to other programs?What is the impact of this program on price stability, full employment, and economic growth?What is the potential impact beyond the direct payment recipient? (For example, a small business grant could lead to lowering the unemployment rate in a particular area.)What are the professional opinions in support of and against the program?Step Three: Put it all togetherImagine that Congress is trying to balance the budget and cutting spending for many programs. Create a persuasive presentation or essay that persuades members of Congress to either support or not support continued funding for the payment program. There are many 21st century tools available for effective collaboration and communication in the online environment. For more information about tools your school recommends, please visit the resource tools area in your course or contact your instructor. Include a list of citations for your sources. Be sure to include your sources in MLA format.
Support for Funding of a Payment Program Small Business Grants Questionnaire
– Please conduct a detailed analysis and be able to explain what cellular/subcellular phenomena are captured in the image. The details should be found in the text. Please be able to help your classmates be able to understand the key features in the video better and also describe other potential/actual applciations for this imaging tecnology.- talk only about Movie 10. Cancer cell migration in a zebrafish xenograft model. take a careful look of the video and develop an explanation of what is happening in as much details as you can (I have to talk for about 3 to 5 minutes) you can talk about specific tissue that were developed and etc and talk a bout the technique. – Talk about Eric Betzig his name is in the article – you can talk about his history he won a nobel prize
Cell and Tissue Engr – Movie 10. Cancer cell migration in a zebrafish xenograft model.
The Handoff Communication Experiences Of Nurses Nursing Essay
Share this: Facebook Twitter Reddit LinkedIn WhatsApp This thesis is a phenomenology study about the experiences of the nurses related to handoff communication. This thesis is divided in to five chapters. This chapter comprises of four sections. Section one provides the background of the study topic. Section two presents the study purpose. Section three lists the study question. Section four elaborates on the significance of the study to nursing. Background of the Study Problem The process of transferring pertinent patient information from one caregiver to another is called handoff (Shaw, 2009). In the literature, different words are used as synonyms of handoff and those are patient care handover, transfer of accountability, bedside reporting, and shift handover (Alvarado et al., 2006). Throughout this thesis, the word handoff will be used to refer to the process of handoff which can take place between two individuals, or between group of people with an aim to maintain the continuity of patient care (Riesenberg, Leitzsch,
Chamberlain College of Nursing Week 6 Transformational Leadership Discussion
custom essay Chamberlain College of Nursing Week 6 Transformational Leadership Discussion.
Week 6 Discussion: Transformational Leadership (graded)PurposeThis week’s graded topic relates to the following Course Outcome (CO).CO2: Proposes leadership and collaboration strategies for use with consumers and other healthcare providers in managing care and/or delegating responsibilities for health promotion, illness prevention, health restoration and maintenance, and rehabilitative activities. (PO#2)Due DateAnswer post due by Wednesday 11:59 PM MT in Week 6Two replies to classmates and/or instructor due by Sunday 11:59 PM MT at the end of Week 6DirectionsDiscussions are designed to promote dialogue between faculty and students, and students and their peers. In discussions students:Demonstrate understanding of concepts for the weekIntegrate scholarly resourcesEngage in meaningful dialogue with classmatesExpress opinions clearly and logically, in a professional mannerUse the rubric on this page as you compose your answers.Discussion QuestionsTransformational leaders influence those around them and therefore have the potential to alter the culture of a unit or organization. Please address the following topics:Summarize your general beliefs of what makes a good leader.Regarding the transformational leadership skills discussed in our required article reading, how do you think your leadership style is perceived by others?What aspect of the TEACH values discussed in the lesson do you think would most benefit your work environment if adopted?
Chamberlain College of Nursing Week 6 Transformational Leadership Discussion
CCMH 510CA CSUB Week 2 Ethic Genogram and Analysis Report
CCMH 510CA CSUB Week 2 Ethic Genogram and Analysis Report.
I’m working on a social work writing question and need a sample draft to help me understand better.
CCMH/510CA: Multicultural Issues In Mental Health CounselingWk 2 – Ethnic Genogram and AnalysisWk 2 – Ethnic Genogram and AnalysisAssignment ContentPart of becoming a multiculturally-competent counselor requires you to explore your own culture and how it was derived. This assignment will help you examine different aspects of your personal cultural background to help bring awareness of how you developed your current cultural viewpoints.Create a genogram that identifies the racial or ethnic characteristics and changing worldviews of your family over three to four generations, to be used in future assignments throughout this course. This tool differs from a standard genogram because the focus is on how and when prejudice or bias may be learned.Use the following instructions to construct your genogram:Begin by constructing a genogram of your family, with the bottom node representing you. Go as far back as you can remember and include anyone whose racial or ethnic views you remember.Males are represented by squares, and females are represented by circles. A horizontal line connecting the two indicates a family. Children are placed below the horizontal family line from the oldest to the youngest, left to right.Using the following color guide, fill in the squares or circles based on the race or ethnicity of the individual. Represent individuals of multiple races or ethnicities by dividing the circle or square into as many designations as needed.Green: CaucasianPurple: Hispanic, Latino, or Spanish OriginBlue: American Indian or Alaska NativeOrange: Black or African AmericanBrown: Native Hawaiian and Other Pacific IslanderLight Blue: Asian IndianPink: AsianLavender: Specify Other Race or EthnicityWrite each person’s culturally significant data beside his or her square or circle. Culturally significant data, in this context, means events or views the person held regarding culture or ethnicity. Consider, for example, if your aunt married someone who practiced a different religion, or your mother was proud of being part American Indian.Include information regarding at least three characteristics or core values of family members, religion or faith, birthplace, nationality, and an urban or rural location.Write a 350- to 700-word analysis of your genogram. Include the following:Analyze your family history to determine how you developed your own racial and cultural identity.Describe the effects of your cultural upbringing on your worldview.Explain how learning about your cultural upbringing can affect your effectiveness as a multicultural counselor.Describe how you will consider cultural and contextual differences between you and your clients to be an effective multicultural counselor.Support your analysis with research from a minimum of two sources.Format your analysis according to appropriate course-level APA guidelines.Submit your assignment.ResourcesCenter for Writing ExcellenceReference and Citation GeneratorGrammar and Writing Guides
CCMH 510CA CSUB Week 2 Ethic Genogram and Analysis Report
Cultural Revolution in China
The Cultural Revolution left an imprint on China for Decades and really shaped and influenced all political things that took place in China and also to an extent left a large direct effect on China itself and a lasting legacy that resonated in mainland China and outside China that influenced many different things. This will be proven by first going through what exactly is the Cultural Revolution, because it is important to look at what the Cultural Revolution actually is. This will lead into the next part of having a look at the direct impact of the Cultural Revolution on China. Following that this essay will move onto looking at the exact legacy the Cultural Revolution has left on China by breaking it down into individual parts. The Cultural Revolution or as it is known as the “Great Proletarian Cultural Revolution” (Clark, 2008) was a socio political event that began in the People’s Republic of China in 1966 and ran for ten years until 1976. The Revolution was set into motion by Mao Zedong, the leader of China and the head of the Communist Party based in China. The set goal of the revolution was the reinforcement of Chinese Communism by removing all capitalist, traditional and cultural elements from the Chinese society and enforcing Maoist orthodoxy within the Communist Party. The Revolution was officially launched in May 1966 after Mao had alleged that wealthy elements in Chinese Society were infiltrating the Chinese Government and Society with the aim of restoring capitalism. He insisted that these elements be completely removed though a violent class struggle. In response to his calls, Chinese youth formed Red Guard groups around the country and began their campaign. Mao in support of this ordered the party and the army not to interfere. The movement though spread into all aspects of Chinese culture, politics and military. This resulted in wide spread factional struggles in all aspects of Chinese life. It resulted in the near decimation of the Chinese Communist Party leadership to such an extent that only four of the seventeen members of the 1956 Politburo survived to the Ninth Congress in April 1969 – Mao himself, his acolyte Lin Biao, Zhou Enlai and Li Xiannian all the rest been either imprisoned or killed. Additionally millions of people were arrested in these violent factional struggles that took place across the country. These people were subject to a wide arrange “of abuses including public humiliation, arbitrary imprisonment, torture, sustained harassment, and seizure of property.” (Johnston, 2010) As well as this a large portion of the public were forcibly displaced, most noticeable was the transfer of pretty much all urban youth in the final stages of the Cultural Revolution to the rural regions during the Down to the Countryside Movement, to learn from the peasants. On top of this sticking to the gaol of wiping out all traditional Chinese Culture numerous historical relics, artefacts were destroyed and Cultural and religious sites were either ransacked or destroyed. While Mao declared the Revolution over in 1969, its active phase lasted until 1976. From 1969 to 1976 there was a gradual return to normalcy as China really began to take the right course after realising the damage the Cultural Revolution had caused. Following Mao’s death and the arrest of the gang of four in 1976, reformers led by Deng Xiaoping gained power and by 1978 most of the Maoist reforms that were associated with the Cultural Revolution had being abandoned and any mention or evidence of the Cultural Revolution been highly censored and hidden from the public. Since the end of the Cultural Revolution it has been treated widely as a negative phenomenon that damaged China for decades afterwards. Essentially the Cultural Revolution directly impacted all of China’s population in one form or another. During the Revolution, all economic activity in any form was virtually halted, with the revolution been the primary objective of the country. At the beginning of the Cultural revolution large numbers of red guards were brought to Beijing with all expenses paid by the government, these large numbers resulted in the railway system been thrown into turmoil. As per the Revolutions goals countless ancient Chinese buildings, antiques, artefacts, books and paintings were destroyed by the Red Guards. In addition to the economic damage, the ten years of the Cultural Revolution brought the Chinese education system to a virtual standstill. University entrance exams were abolished in the early stages of the revolution and not restabilised until 1977 under Deng Xiaoping. Most intellectuals were viewed as a threat to the revolution and were sent to “rural labour camps and many of those who survived left China shortly after the revolution ended. Many survivors and independent observers suggest that almost anyone with skills over that of the average person was made the target of political struggle in some way.” (Dirlik, 1993) In the view of Western observers from the US and followers of Deng Xiaoping, the revolution resulted in almost an entire generation of Chinese people being inadequately educated. An example of this is when measurements of literacy resumed in the 1980s.When they did resume it painted a bleak picture of the impact the revolution had on China’s education system, “Some counties in Zhanjiang had illiteracy rates as high as 41% some 20 years after the revolutionâ€¦This effect may have been less if not for the by the elimination of qualified teachers” (Johnston, 2010) Which forced many of the districts to rely solely upon chosen students to re-educate the next generation. Overall the direct impact of the Cultural Revolution was that basically everything economic stopped and there was a total breakdown of almost everything and China pretty much lost all of the intelligent workforce which meant they had no high level educated workers like doctors, teachers etc. The first legacy the Cultural Revolution left on China was on the Chinese communist party itself. To try and make sense of Mao’s leadership of the Cultural Revolution while limiting any damage to the party and their legitimacy to remain in power, the successors that followed Mao needed to really give a historical judgement that worked in Mao’s and the communist parties favour. On June 27th 1981, the central committee released the “Resolution on Certain Questions in the History of Our Party since the Founding of the People’s Republic of China,” an official assessment of major historical events since 1949.” (Myers, 1995) This Resolution while noting Mao’s leadership in the Revolution, stated that the “chief responsibility for the grave ‘Left’ error of the ‘Cultural Revolution,’ an error comprehensive in magnitude and protracted in duration, lies with Comrade Mao Zedong” (Myers, 1995). It lessened the blame on him by “asserting that the revolution was manipulated by the counterrevolutionary groups of both Lin Biao and Jiang Qing, who both caused worst problems and Mao never played a direct part in any of this” (Myers, 1995). This official view was primarily aimed at separating Mao’s actions during the Cultural Revolution from his activities during the Chinese Civil War. This was quite nicely summed up by Deng Xiaoping when he stated that “Mao was 70% good, 30% bad” (Kilfi, 1999)This has resulted in Mainland China, the history of this time been based solely on the Party line which manages to not solely blame Mao for any of the problems that occurred during this time. As if any of the blame for the Cultural Revolution was placed solely at the feet on Mao, it would cause questions to be asked about the Communist Party’s legitimacy to power. The next legacy it has left on China is impacting on Contemporary China itself this legacy on Contemporary China is linked to the legacy left on the Communist party to an extent that the party line on what happened during the Cultural Revolution has spread into contemporary China. The legacy has been left to such an impact that the revolution itself has been actively covered up and any mention of it has been removed. Any sort of Public discussion on the Cultural Revolution in public is strictly limited in China. To this day the Chinese government continues to block news organisations from mentioning any details from the Cultural Revolution, and any sort of online discussions and books about the revolution are subject to high levels of scrutiny. Education materials on the Revolution continue to abide by the official view of the events, blocking younger people from learning the truth about the revolution. Almost all of the government documents from the time of the Cultural Revolution remain classified and are not open to the public or inspection by independent academics. At the national museum of China in Beijing, the Cultural Revolution is not mentioned much at all in any of its historical exhibits. The reason the government really actively tries to remove the Cultural revolution from Chinese history is the it still considers itself at least in one part or another an inheritor of its legacy . Which really means that the government is worried that continued academic probing and popular widespread discussions will eventually lead “ideological conflict and increase social instability and it may threaten the foundations of Communist rule.” (Johnston, 2010) This has led to the maintenance of Political and Social Stability been the highest priory of the Chinese government since the Tiananmen crackdown in 1989, this includes the securing of the Communist party as well. This has led the government to really adopt the line that it “has no interest in re-evaluating any issue that might lead to a split in the Chinese leadership, or which might polarize the Party on ideological grounds.” (Slavicek, 2010) Overall the Legacy of the Cultural Revolution on contemporary China is that the government basically fears any knowledge of the revolution in today’s world may once again stir up trouble for the Communist Party Outside of mainland China it has left a legacy of inspiring events in Hong Kong, Taiwan and other places around the world. In Hong Kong an anti-colonial pro-communist strike was launched was launched in 1967, which was directly inspired by the Cultural Revolution. In Taiwan a Chinese Cultural Renaissance was launched to counter what was considered to be a destruction of traditional Chinese values by the Communists on the mainland. Worldwide, Mao as a response of the Cultural Revolution emerged as a “symbol of the anti-establishment, grassroots populism, and self-determination. His revolutionary philosophies found adherents in the Shining Path of Peru, the U.S.-based Black Panther Party” (Slavicek, 2010) In Modern times, matters surrounding the Cultural Revolution raised again in 2007, when the Hong Kong Chief Executive remarked that the Cultural Revolution “represented the ‘dangers of democracy’, remarking “People can go to the extreme like what we saw during the Cultural Revolution […], when people take everything into their own hands, then you cannot govern the place” (Johnston, 2010) The evidence is there that the Cultural Revolution has of course left a legacy on China’s Special territories and has spread to the rest of the world as well in one aspect or another and acts as a symbol of anti-establishment around the world Concluding the Cultural Revolution even though it happened decades ago has and will continue to leave a legacy and will continue to impact China and influence events around the world. It has also made in a way the Chinese worried of fully integrating modern democracy into China’s political system as it would cause them to come clean about the Cultural Revolution and damage Communist rule