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Geometry Cube Cross Sections

Geometry Cube Cross Sections.

The edge of a cube is 4 inches.The area of a cross section perpendicular to one face is       8   12   16   24   square inches, and its perimeter is       8   12   16   32   inches.
Geometry Cube Cross Sections

ENC 3250 USF Professional Writing Communication Discussion.

I would like you to write one memo to your supervisor. In the scenario you must follow up on a task you had been assigned.The second memo is to one of your subordinates. This memo is to document a directive you have made to him/her. Make sure that you are specific outlining the task, time line, and offer assistance if needed.It’s fictional accounting firmA personal letter would be to one of your subordinates who performed an exceptional task exceptionally well. This could be somewhat of a congratulatory letter.Remember, many people, including the person to whom it was sent, will judge all of your writing in the professional arena. Incorrect grammar, syntax, word choice, level of formality, content, etc. may come back on you when you least expect it. Be very careful with your construction of each sentence. Sometimes you might be ridiculed behind your back, and sometimes you might use an incorrect choice of words that may be used against you, especially at evaluation (yours) time. All I can say is that you need to be very formal and very correct. The memos are usually a few short paragraphs, but they are high-powered forms of communication. The letters, while apparently informal, need to remain very formal, or there will be confusion as to the relationship between the sender and receiver.
ENC 3250 USF Professional Writing Communication Discussion

Annotated Bibliography.

Annotated Bibliography – Resource ThreeFor the Final Paper in Week Five, you are required to complete a
literature review. For your literature review, you will continue to
develop your chosen theme by reviewing another scholarly source.This week, you will choose an article from the resources provided in
the course or find a scholarly source that is of interest to you and
connect to your one chosen theme:Anti-Bias CurriculumYou will complete an annotated bibliography for your chosen source.
The annotated bibliography will be submitted each week as a component of
your literature review. Your annotated bibliography must:Summarize the content and focus of the article. Be sure to include
the main ideas and provide supporting evidence from the article. The
summary must be in your own words. Describe the relevance of the source to your chosen theme and its real-world classroom application.Evaluate the information presented in the article. What is your
reaction to this source? Has it changed your thinking about your topic?
Why, or why not?
Annotated Bibliography

Mba Y De La Educación Ejecutiva

Publicado: Sábado, 14 de febrero de 2009 a las 06:00 Las escuelas de negocios replantean la enseñanza de valores tras la crisis y los fraudes recientes; la actual debacle económica es la primera que protagonizan los graduados de estos programas. expansion Estafas como la de Bernard Madoff revigorizaron la discusión. (Foto: Jorge Garaiz)Estafas como la de Bernard Madoff revigorizaron la discusión. (Foto: Jorge Garaiz) ARTÍCULOS RELACIONADOS IPADE e ITAM, los mejores MBA en 2009 La escuela de negocios de la Universidad Panamericana corona de nuevo el ranking de Expansión. MBA de Harvard lidera ranking global 6 escuelas de EU, 3 inglesas y una española son la más prestigiadas en la lista 2009 de Expansión. Los mejores MBA de México 2008 El IPADE es la mejor opción para estudiar una Maestría en Administración de Negocios en el país Los mejores MBA globales 2008 El Master de Stanford es el ganador del ranking de Expansión 2008 y Harvard le pisa los talones OTROS ENLACES enfoques Testimonios y tips enfoques 17 opciones en México Por: Gustavo Stok y Marco Appel BUENOS AIRES/BRUSELAS — La crisis puso en evidencia las carencias de muchos ejecutivos y de su formación. Mientras asimilan el daño a su imagen, las escuelas de negocios empiezan a debatir y ensayan cambios en sus programas y métodos de enseñanza. La sucesión de escándalos financieros, desde las acusaciones al CEO de Lehman Brothers, Richard Fuld Jr, por el presunto ocultamiento de información sobre el estado financiero del banco, hasta la estafa por unos 50,000 MDD de Bernard Madoff, ex presidente del Nasdaq, revigorizó una discusión que no es nueva. “Esta reflexión sobre la importancia de la ética, del gobierno corporativo y de la responsabilidad social ya nos la hemos hecho cuando se produjo la debacle de Enron y las puntocom. Pero no fue suficiente: al cabo de unos años, volvimos a las andadas”, dice Joan Fontrodona, director del departamento de Ética de la IESE Business School, la escuela de dirección de la Universidad de Navarra, en Barcelona. No obstante, el gran cambio para las escuelas de negocios es que, a diferencia de lo que sucedía hace casi una década, esta discusión sobre la ética ejecutiva ya no constituye un mero ejercicio intelectual reflejado en casos de análisis. Ahora, encontrar respuestas es una necesidad imperiosa para limitar los daños a la imagen de los centros de estudios. Esa necesidad fue uno de los motores que impulsaron a más de 250 decanos de escuelas de negocios de todo el mundo a reunirse por primera vez el 6 de diciembre pasado en la sede de las Naciones Unidas, en Nueva York, para discutir cómo pueden enseñar a las nuevas generaciones de líderes corporativos el valor global de la responsabilidad social. El Global Forum for Responsible Management Education tiene su origen en una iniciativa de varias escuelas que arrancó en 2007, cuando la crisis financiera ya era un hecho. “Inclusión y economía global sustentable son palabras nuevas en las escuelas de negocios; hay que volverlas habituales”, dijo en aquel encuentro Ángel Cabrera, presidente de la Thunderbird School of Global Management y titular de la fuerza de tarea internacional que delineó los principios éticos que se difundieron en esa reunión. Cambios en marcha A fines de noviembre pasado, Harvard publicó una profunda investigación sobre cuál es el futuro de los MBA y de la educación ejecutiva. El informe, en el que participaron 30 decanos de las escuelas más prestigiosas del mundo, pone sobre la mesa tres cuestiones que los centros de estudios deberían incluir en sus programas para hacer frente a los desafíos actuales: globalización, enseñanza experimental y desarrollo del liderazgo. Este último ítem es, precisamente, uno de los déficits que dejó más en evidencia la crisis. Los especialistas sostienen que, en los últimos años, buena parte de los MBA giró hacia un tipo de educación calificada en el ámbito cuantitativo, pero sin una buena formación en las llamadas ‘habilidades blandas’. ¿Resultado? Carencia de líderes con capacidad para gestionar, comunicar y solucionar problemas más allá de sus funciones. A esto se sumó la tendencia creciente a formar directivos cuya exclusiva preocupación pasa por otorgar beneficios a los accionistas, y lograr para sí mismos los jugosos incentivos. “Con la crisis actual hemos quebrado también una idea acerca del objetivo de las escuelas de negocios”, dijo Edward Freeman, profesor de Ética de la Darden School of Business, de la Universidad de Virginia, en un panel, el pasado 24 de septiembre. “Lo que hacen es capacitar a los estudiantes para convertirlos en especialistas funcionales, pero por lo que deberían estar preocupadas, antes que nada, es por entender cómo formar líderes que generen valor para los consumidores, proveedores, trabajadores, la comunidad y también para los inversionistas. Esos elementos van unidos, no separados. Si yo fuera profesor de Finanzas, me sentiría humillado porque da la impresión que hicimos mal las cosas”. Las escuelas de negocios estadounidenses que vieron salir a sus egresados de Lehman, Merril Lynch y otras firmas en crisis, no accedieron a las solicitudes de entrevista formuladas por Expansión. Harvard no respondió los pedidos, en NYU Stern señalaron que tenían “otras prioridades urgentes que atender” y desde Wharton invitaron a consultar el análisis realizado sobre el origen de la crisis financiera en su página de internet. Ética y catarsis En América Latina, las principales escuelas de negocios creen que los ajustes en sus programas y métodos de enseñanza no serán tan profundos como los que se esperan en EU. ¿La razón? “(en América Latina) la preocupación por temas éticos ya había sido consistente en los últimos años”, dice Leonidas Montes, profesor de Economía, Instituciones e Ideas Políticas y Ética de los Negocios de la Universidad Adolfo Ibáñez, en Santiago de Chile. En todo caso, en tiempos de crisis, la apuesta pasa por fortalecer las discusiones de corte formativo, de ética y balance de vida. En México, el IPADE, que siempre se ha enfocado en los valores, lo está haciendo mediante el análisis de casos emblemáticos. Uno de ellos es el de Vicente, un financiero egresado de esta escuela, de 32 años, con voracidad por el dinero, que duerme poco, toma medicamentos y está distanciado de su esposa y amigos. “Todo eso conforma una problemática oculta, de la que no se habla con los jefes. A veces porque los mismos jefes son ‘Vicentes’ que tienen a cargo a otros ‘Vicentes’. La crisis económica es consecuencia de esos individualismos, de los problemas de personas y grupos de personas… y a ese tipo de gente se le ha formado en las escuelas de negocios”, dice Carlos Alejandro Armenta Pico, profesor de Ética del IPADE. Además de Vicente, esta institución trabaja con otros casos paradigmáticos, como el de un ejecutivo enredado en un sistema que premia al que trabaja 16 horas por día, entre otros ejemplos. En Argentina, el IAE Business School, en tanto, incluyó en su oferta una serie de seminarios utilizados para catarsis de los ejecutivos. “En tiempos de crisis, los tres grandes ejes temáticos de las escuelas de negocios debieran ser valores éticos, gobierno corporativo y, el más importante, cómo motivar a la gente en situaciones como la crisis”, dice José María Corrales, profesor y director del área académica de Sistemas de Dirección y Control del IAE, en Buenos Aires. “La escuela (…es) también el ámbito para que altos directivos hagan una suerte de catarsis, compartir experiencias. Hay mucha inquietud, mucha desazón, y eso está generando una alta demanda en los seminarios”. Los especialistas advierten que esto tendrá efectos globales. “Los MBA no tendrán la misma influencia si se les ve como boletos automáticos a ciertos empleos”, comenta Philippe Haspeslagh, decano de la Vlerick Leuven Gent Management School, en Bélgica. En tanto, para el argentino Claudio Fernández Aráoz, socio de la firma de cazatalentos Egon Zehnder Internacional, una de las consecuencias pasará por imponer criterios más rigurosos de selección del personal. “La demanda de los MBA no debería disminuir, si bien las compañías tendrán que ser mucho más cuidadosas y selectivas en sus contrataciones”, dice. Avaricia y falta de ética, ausencia de liderazgo e individualismo. La crisis dejó al desnudo las carencias de muchos ejecutivos y, por extensión, de su formación. “Nos guste o no, las escuelas de negocios nos veremos afectadas (…) Eso sí, es probable que, en primer término, se observe más hacia las escuelas estadounidenses, más enfocadas en finanzas”, comenta Camino de Paz, directora ejecutiva de programas MBA de la IE-Instituto de Empresa Business School, en España. Las escuelas europeas, incluso, esperan que crezca el interés por estudiar en Europa por sobre EU. A Katia Muñoz Serrano le ofrecieron una beca para estudiar un MBA en Boston, “pero lo rechacé porque culturalmente no encontraba valor agregado en Estados Unidos”, dice. Ella escogió la Vlerick Leuven Gent Management School porque era la única que tenía un enfoque en la Responsabilidad Social Corporativa. Las escuelas europeas confían en que casos como éste se multipliquen e intentan marcar distancias con las estadounidenses. “Hay una gran diferencia entre las escuelas que orientan sus MBA a una enseñanza más amplia del management, y las otras que llamamos ‘fábricas de MBA’, que están dirigidas a (satisfacer) a Wall Street o Londres: más de 60% de los estudiantes de MBA están trabajando en el sector financiero”, señala Haspeslagh, de la Vlerick Leuven Gent Management School. “El prestigio de nuestras escuelas podría verse un poco menos dañado que el de las estadounidenses, y aunque todavía es muy pronto para determinar si más candidatos latinoamericanos van a volver la vista a las escuelas europeas, si el debate y la polémica sobre los valores crecen, es posible que haya más interesados en Latinoamérica por nuestras escuelas”, prevé Camino de Paz, de la IE.

Arizona State University Policing Paradox Discussion

essay help online Arizona State University Policing Paradox Discussion.

DQ1- Policing is not an easy job; some say it is a dangerous job and the data will concur with such notions. However, it is just the tip of the iceberg when it comes to describing the dangers of police work. Police officers risk their lives everyday and may subsequently partake in unmoral behavior due to stressors during work hours. Many will numb their pain with alcohol and unhealthy addictions in the attempt to survive acute conditions such as generalized anxiety disorder coupled with PTSD. With that said I will illustrate the four paradoxes of policing that may further complicate matters of community relations. The first one is the paradox of danger, in which police officers must deal with a dangerous environment. The way police officers perceive danger is the key word. Officers should not be numb to danger, but perhaps deal with stress and danger in an efficient manner. The second element is the paradox of excitement. Many officers join the police department due to high expectations depicted by show’s on media outlets making police work extremely exciting. According to Hunter, Barker, and Guzman (2017) “In numerous studies about police activity, most of the new officers found that more than majority of time is spent on free time and non-existing events” (pg.123). The third element is the paradox of crime, most police officers join the force for self- actualization and consider enforcing the law on an everyday basis, however, there will be times police officers will have to wear different hats depending on the call.Many according to (Hunter et al., 2017) “some officers were dissatisfying by initiating in social workers roles, and rather overreact to situations that call for their crime fighter role” (pg. 124). Lastly, the paradox of force suggest that the main aspect of police is to use coerce force, further explained as absolute and non-negotiable powers to reinforce their authority. In essence, all these paradoxes are especially important elements of police perceptions and insights, however, all of them are precisely important, but the perception of police not being incline towards social work when needed is against their legal obligation to deal with society when needed. In times of stress many criminals are going through tough times and at times would like to be mentor, counsel or bargained with. This is especially important with community relations because police officers should be able to adjust to civil society and help as needed when needed in any way, shape or form.Hunter, R. D., Barker, T. D., & Guzman, M. C. (2017). Police community relations and the administration of justice (9th ed.). Upper Saddle River, NJ: Pearson ISBN-13: 9780134548043DQ2-There are numerous things that can complicate things further when it comes to community relations. However, one thing that could do this quicker than others and that is the four paradoxes of policing. Policing presents decisions that involve a number of conflicting or paradxical situations. These paradoxes present inconsistencies in their working environment and ideals that, in turn, heightened the uncertainties of the individual police officer. Inconsistent or conflicting beliefs lead to disharmony, which people strive to avoid. The paradoxes in policing are as follows, the paradox of danger, the paradox of excitement, the paradox of crime and the paradox of force (Hunter, Barker, & Guzman, 2017). These four paradoxes of policing is most definitely something that can or will, given the oppourtunity further complicate matters of community relations. All four of these are dangerous in terms of community relations in one way or another however, if I were to pick one that I believed was the most problematic for the police today overall, it would have to be the paradox of danger. This paradox is closer in proximity to modern day events. The relationship between the police and the community is at a all time low, especially the minority community. The last few years have heightened the perception about the dangers of policing. The recent spate of hate-motivated killing by cops in Dallas, Texas and the shooting of three police officers in Baton Rouge, Louisiana certainly will further strengthen the belief that policing is a dangerous job (Hunter, Barker, & Guxman, 2017). This is something that has been a serious problem for police and their relationship with their communities all over the country.Hunter, R. D., Barker, T. D., & Guzman, M. C. (2017). Police community relations and the administration of justice (9th ed.). Upper Saddle River, NJ http://www.gcumedia.com/digital-resources/pearson/2017/police-community-relations-and-the-administration-of-justice_9e.phpDQ3-It might be difficult for a police officer who typically patrols high crime gang territory to switch gears and speak at a neighborhood watch meeting or shake hands at a meet-and-greet type community relations event because because of the types of crimes or things that those police officers mainly have to deal with over in those high crime areas. High crime gang areas tend to be where police officers have to be more aggressive with their clients and requires intense and extreme dedication to the area due to the types of crimes that evolve around those specific areas. During neighborhood watch meetings and other community relations events, the citizens of the community that are part of those events are expecting the dedication and determination of police officers to be kind and courteous as the public asks questions to the officers and as the officers and community work together in coming up with ways to protect and keep their community safe. Hunter, Barker, and Guzman (2017) states “by police officers seeking to become a part of each community, attending specific meetings within the communities, talking or speaking with residents of the communities, seeking input of the communities into consistent decision making of the police, etc., it is hoped that all of the communities will often become way more accepting of police officers in law enforcement and that those police officers will feel even less isolated from each community they become a part of” (p. 139). Specific aspects of the job that makes such transitions particularly difficult are the idea that police officers mainly deal with drugs, prostitutions, assaults, and many other types of aggressive and harmful crimes. Dealing with these types of crimes almost every day makes the transition difficult because members of community meetings and watch programs expects the police officers to be kind and respectful and for them to potentially get the aggressiveness out of their mind and for them to accumulate the desires of what members of the community expect from them. In other words, community members of these specific meetings expect police officers to use their listening and communication skills in hearing what they have to say and expect from them as police to help protect and serve their community successfully.Hunter, R. D., Barker, T. D., & Guzman, M. C. (2017). Police community relations and the administration of justice (9th ed.). Upper Saddle River, NJ: Pearson ISBN-13: 9780134548043. Retrieved fromhttp://www.gcumedia.com/digital-resources/pearson/…150+ words each, APA style required. reference added after each response
Arizona State University Policing Paradox Discussion

Copyright Visual Glossary Paper

Copyright Visual Glossary Paper.

you will build a visual glossary of 2 key terms from the images that will enhance your understanding of the vocabulary. 1.find 2 key terms from the images (first 2 files)2.write the definition of the key terms (according to the textbook, because they are relate to art, you cannot just google the definition online because it might have different meaning) 200 words for each key terms, so there will be 400 words total 3.find a image that can be use for a example for the key term, cannot be the image in the textbook!(one image for each key term, so it will be 2 images total)4.explains why the image you find can be a example for the key term. the image, which cannot exceed 3″ in height Each image requires proper citation. Include the name of the author, title of image, year in which it was made, medium, and where it was originally or most significantly published or displayed.
Copyright Visual Glossary Paper

Florida International University North Country Film Analysis Discussion HW

Florida International University North Country Film Analysis Discussion HW.

Respond to two classmates about the film NOrth Countryby Sanjay RammanamMorals and ethics play a major role in business leadership. After watching the film North Country I found many moral and ethic breaches. But the moral breach that stuck out to me was the locker room scene. It’s when the women go into their locker room before their shifts, to find words written in blood on the walls. This takes place a day after Josey meets with the corporate managers of the mining plant, to express her thoughts on the problems with the men in the workplace. And that didn’t sit well with the men at all. I believe this is a moral breach because, instead of the men talking about how they feel they took a very childish and what can be viewed as threatening approach. I think a remedy for this breach is to have an investigation to find which men were involved in the vandalism and fire them immediately. Another thing they can do is implement a security measurement. It seems like anybody can come and go in the women’s locker room. There should be keys are access cards given to only the women. Because it should be a right to have privacy and a place free of distractions. A place to prepare and wind down before and after work.An ethic breach would be when Josey repeatedly tried to tell the branch manager whats going on. But he shrugged it off and said “boys will be boys”. The company did not take action on the issues. Even when Josey went as far up as the corporate managers, they acted like nothing happened. Then instead of finding a solution they ask Josey to resign. To ensure there was no settlement or bad name on the company. This is very ethically wrong, for the top managers to just look the other way on a serious problem. A remedy would be to separate the workers by putting them on different shifts. Or punish anyone who can’t control their actions. Wether thats suspension with out pay or firing them. By Christopher UrbinaIn the film North country there are many instances of ethical and moral breaches. During this time, working women were rooted to the stereotype that they should be say at home moms and not workers. And since this film was taken place around the 1980’s women’s workers rights weren’t considered, often stepped on and pushed to the side. This frequently led to gender-based violence and unequal opportunities for women.Morals is defined as an individual’s ideas about right or wrong, i.e a persons beliefs. Moral breaches found in this movie are; the adult toy in Josey’s locker, blood all over the women’s locker room, when the men flipped over Josey while she was in the restroom portable, and when Bobby pushes Josey to the ground. Although all of these breaches were unjust, the locker room scenes stuck out the most. In order to protect the company from liability I would reprimand any male employee that has gone into the females locker room without proper reason. Then I would take the necessary steps to ensure that all women in the workplace has their right to privacy and not fall victim to gender-based violence or discrimination.Ethics is defined as a set of rules that people tend to follow, for example; In the workplace it is ethical for a boss or superior to provide guidance/ help when a lower division employee seeks it. One ethical breach found in the film is when Josey’s superior assures her that she will get help when she needed it but then refuses Josey’s request when she claims that she has been sexually harassed in the workplace. Consequently, Josey brings this claim past her boss all the way to the corporate managers of the company. This ethical breach should have been stopped from when Josey first brought up sexual harassment with her boss at the mine. This could have prevented the company from deeper allegations. If higher officials were ethically and morally veracious (unlike in the movie) then the situation wouldn’t have stooped to an higher level of jurisdiction.At this moment it was in the companies best interest to clean house and remove anyone that partook in this breach. Implementing sexual harassment and discrimination contracts that every employee must sign (similar to the contracts we have in the workforce today) to prevent any future accusations or contentions.ReferencesThe World of Business in Movies https://businessmovies.wordpress.com/2008/02/12/north-country/ (Links to an external site.)Women’s Rights in the Workplace https://smallbusiness.chron.com/womens-rights-workplace-706.html#:~:text=Women’s%20rights%20in%20the%20workplace%20include%20many%20facets%2C%20such%20as,as%20she%20can%20perform%20satisfactorily.&text=Women%20should%20report%20all%20advances,Opportunity%20Commission%20or%20a%20supervisor.
Florida International University North Country Film Analysis Discussion HW