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Getting a better understanding of both FICA and Social Security.

Getting a better understanding of both FICA and Social Security.. I don’t know how to handle this Management question and need guidance.

Within the Discussion Board area, write 400–600 words that respond to the following questions with your thoughts, ideas, and comments. This will be the foundation for future discussions by your classmates. Be substantive and clear, and use examples to reinforce your ideas.

What role does Social Security play in employee retirement?
What is the relationship between FICA, ERISA, and Social Security? Include an example of fiduciary responsibility under ERISA.
Describe an example of a retirement planning program that could be implemented for Green Branch Coffee’s employees.

Getting a better understanding of both FICA and Social Security.

Australians who spend time abroad will feel the need to answer questions about the kind of society that exists in the antipodes. It is usually easy enough to think of a few clichés about the wonderful Land of Oz or alternatively, to uncover a few myths about stereotypical Australian behaviour. Either way, the images converge on icons such as Bondi Beach, The red dirt outback, the MCG, kangaroos and crocodiles, meat pies, militant trade unions and so on. However sometimes we are confronted by a questioner who wants to probe a little deeper in order to uncover something of the identity of Australia, its people, and therefore the texts that they write. There may have been a time when it was relatively easy to give the sort of answer that would have commanded the assent of the vast majority of Australians. The content of such a description is now beside the point. Of far more significance is the question of Australian identity, our texts are recognised by their representations of iconic landmarks and stereotypical Australian behaviour. Could this be simply because apart from these things, Australia has nothing to separate itself from mediocrity? One such example of a text that can be identified as Australian due to its use of the stereotypical ideas of Australian identity is Clancy of the Overflow, a poem by AB Banjo Paterson. This text is written from the point of view of a city-dweller who once met the title character, a shearer and drover, and now envies the imagined pleasures of Clancy’s lifestyle, which he compares favourably to life in “the dusty, dirty city” and “the round eternal of the cashbook and the journal”. The title comes from the address of a letter the city-dweller sends, “The Overflow” being the name of the sheep station where Clancy was working when they met. The poem is based on a true story that was experienced by Banjo Paterson. He was working as a lawyer when someone asked him to send a letter to a man named Thomas Gerald Clancy, asking for a payment that was never received. Banjo sent the letter to “The Overflow” and soon received a reply that read “Clancy’s gone to Queensland droving and we don’t know where he are” The imagery that is used within the poem allows us to see the landscape that we now except to be Australian, the language used also allows us to appreciate the behaviour that we have come to adopt as our own ‘Australian way’. For example “In my wild erratic fancy visions come to me of Clancy, Gone a-droving `down the Cooper’ where the Western drovers go; As the stock are slowly stringing, Clancy rides behind them singing, For the drover’s life has pleasures that the townsfolk never know.” The real question is, without these so called ‘Australian’ images would we be able to recognise the text as an Australian one? The answer is no, Australian texts cannot afford to let their setting be ambiguous. Australia has few attributes that separate it from mediocrity and its setting is one of them. As well as Australia’s aesthetic attributes it also has its behavioural attributes that can be referred to as individual. Australian is renowned as being a masculine society, in which the sporting arena is worshiped; now this occurs other countries but this aspect of Australian life adds to overall individuality of Australian society. Bruce Dawe’s Life Cycle is an example of this obsession that Australians have with sport in our masculine society. The diction in the poem plays the largest role in creating the ideas and the sense of obsession. The ability to create a poem which covers a life-cycle of a person through the game of AFL would not be possible without the choice of diction. For instance in the line “For possession of a Rusk: Ah he is a little Tiger!” It uses particular words like possession, which would be a term used in a game of AFL, or Tiger, the name of a team. Ideas are also conveyed through the word choice, for instance “You bludger and the covenant is sealed”- creates the sense that the poet is saying AFL is almost a religion. People live their life according to the success of the team they follow. The word covenant being a commonly used religious term portrays ideas of religion. The word choice and words chosen prove the obsession as they bring in direct ideas and terms from AFL, and relating them to many stages of life and deeper ideas such as religion. Australia being the young nation that it is has not forged its own identity fully as yet, although many different sources contribute to the country’s social amalgam. It is possible for different understandings, representing different starting points, to be grafted onto a common stock of images and beliefs. And we see this done within Dawe’s poem, which we identify as an Australian text. Perhaps Australia suffers from these deeper identity issues because of the relatively ignoble cause of European settlement in this country. No tales of Pilgrim Fathers escaping from religious persecution for us. Instead there is the ball and chain and the ignominy of a convict settlement consciously designed to house what were considered to be the dregs of another society. Or perhaps the difference lies in the fact of the ease of our attaining self government and independence. Whatever the case, we do know that Australian texts are recognised by their unambiguous imagery and setting. There are very few texts that show this better than Peter Allen’s ‘Tenterfield Sadler’. The highly stereotypical imagery that is used throughout the song is the kind that separates Australia from mediocrity and allows the text to be viewed as a unique ‘Australian ‘text. Some examples of this are, “52 years he sat on his verandah, made his saddles, and if you had questions about sheep or flowers or doves, you just asked the saddler, he lived without sin, There building a library for him” These words used are typically Australian, meaning that they appear nowhere else in the world, the use of these words, i.e. ‘verandah’ indicates the uniqueness of the Australian lifestyle and also the individuality of Australian texts. The typical Aussie has been described as “male, easy going, fair and democratic, having a healthy disrespect for authority, and a dry laconic humour”. In the song, Peter Allen describes his characters as these types of people. The problem with defining Australian identity is that there are so many different sources contributing to the country’s social amalgam. This in itself does not cause an insuperable problem. It is possible for different understandings, representing different starting points, to be grafted onto a common stock of images and beliefs. And perhaps the matter is more simply explained as an absence of time since settlement coupled with such rapid change that there has been no opportunity to generate an Australian identity that can be consciously articulated and shared by all. We could argue all day about what the Australian identity should be but in the end the identity that we have, in the eyes of those who look in from the outside, is the well known stereotypical, cliché identity. And yes, any text that you read that is Australian will be identified so, due to the unambiguous fashion in which the setting and images have been constructed. The suit this ‘stereotypical’ identity we have acquired. ‘Clancy of the Overflow’, ‘Life Cycle’ and ‘Tenterfiel Sadler’ are all examples of how Australian texts use the things we have, and the things we do to separate us from the rest of the world.
Development Informatics Research Case Analysis Exercise Paper.

Research paper: Mattke, J., Maier, C., Reis, L. and Weitzel, T. (2020). Bitcoin investment: a mixed methods study of investment motivations. European Journal of Information Systems, 17: 1-25.In no more than 1500 words, critically analyse the research paper below from a methods perspective. Ensure that you address the following in your analysis:§ What are the case/paper aims and have they been met?§ How was the study designed and conducted?§ What research method(s) was used to produce the data for this paper, and why (i.e. on the basis of what analytical framework)?§ Identify best practice in applying this research method and analyse whether the best practice was used in the research paper.§ Critically evaluate the suitability of the methods used and the justifications provided, and suggest what alternative research methods might have been used?Brief introduction including: a brief explanation as what is the purpose of your essay and what paper is being critically analysed overview of the aims/objectives of the paper could the researchers achieve the aims of the study – focus on the key findings of the paperResearch Design Focus on the outer layers of the research onion by Saunders et al. (2019) – e.g. what are the methodological choices, research strategy? Is this study cross-sectional or longitudinal?Research methods explain the data collection and analysis methods. explain why they had been chosen. what was the sampling strategy? Do think if the sampling strategy was appropriate. and explain how the chosen framework informed the data collection and analysis.
Development Informatics Research Case Analysis Exercise Paper

peer response 1# and #2. Paper details Initial Discussion Question/Prompt Due Wednesday by 11:59 pm How can we identify health risks, strengths, and needs in our comprehensive health assessment? Give two examples with rationale for each. Discussion Peer/Participation Prompt Due Sunday by 11:59 pm Instructions: Please respond to at least 2 of your peer’s posts. To ensure that your responses are substantive, use at least two of these prompts: Do you agree with your peers’ assessment? Take an opposing view to a peer and present a logical argument supporting an alternate opinion. Share your thoughts on how you support their opinion and explain why. Present new references that support your opinions. Responses need to address all components of the question, demonstrate critical thinking and analysis, and include peer-reviewed journal evidence to support the student’s position. Please be sure to validate your opinions and ideas with in-text citations and corresponding references in APA format. Please review the rubric to ensure that your response meets the criteria. Please use updated reference for each respond to peer post provided below 1 and 2 #1 Briana Campbell MondayMay 24 at 9:49am Unit 3 Discussion – Health Assessment How can we identify health risks, strengths, and needs in our comprehensive health assessment? Give two examples with rationale for each. The comprehensive health assessment of patients in the primary care setting allows providers to examine the whole patient, identifying the patient’s health status and potential health risks. The systematic collection of health information permits healthcare teams to identify potentially harmful health behaviors and encourage changes as well as identify and support beneficial health behaviors (Fernald et al., 2013). The entire health assessment has the ability to identify these behaviors but sections such as health promotion and personal/social history really highlight health risks, strengths, and needs in a particular patient. The health maintenance portion of the comprehensive health assessment focuses on aspects of health maintenance such as immunizations and screenings (Bickleypeer response 1# and #2

Note: I had done Part 1, you can do part 2. Instructions Brief Description Through this two-part project you will develop your personal ethical vision statement. Over the course of several units, yo

Instructions Brief Description Through this two-part project you will develop your personal ethical vision statement. Over the course of several units, you will construct your ethical vision statement to assist you in future and present encounters you are faced with in both your personal and professional life. Part 2. Discovering Your Beliefs and Practices and Clarifying Why Identify your beliefs and how these beliefs impact your ethical behavior. Identify what the most important five beliefs you have are. Clarify your belief and practices in terms of acting ethically. Present an argument why you chose these ethical principles. What makes these important to you and in your future business dealings. Identify what your core values are that guide the way you work and make decisions. What challenges you face or anticipate facing in living these beliefs. The statement should articulate what you strive to be as a business professional, including: What influences your actions and interactions with others and your organization; Demonstrate how you would put these guiding ideals into practice; and How this statement will serve as a guidepost for decision making The paper should follow the APA guidelines for format and citation. Submission Instructions Each report should include an introduction, reccomendation and a conclusion, should be 4-6 pages (double spaced), 2.54 cm margins (the default on MS Word), and 12 pts size font. Please consider following while answering the above: Identify at least five important values and how this impacts your ethical behaviour. Identify your core values and how they guide you in your work or decision making. Articulate the challenges you anticipate in living out your beliefs and core values. State what you will strive to be as a business professional. Note: Please include atleast 2 academic resources.

Critical Thinking Assignment: Comcast Case Study

term paper help Critical Thinking Assignment: Comcast Case Study.

This assignment asks you to think critically about strategic and organizational issues that affect Comcast. Start by reading this article https://hbr.org/2014/07/how-comcast-sets-its-customer-service-reps-up-to-fail to understand an overview of the situation. Some of the questions within the assignment will ask you to read specific additional materials, and you may find that you need information beyond that provided to answer the questions. Your answers should be in the form of paragraphs, and the assignment should not exceed 5 typed, double-spaced pages (excluding references section). You are expected to cite the provided materials and any additional information you seek appropriately within the body of your paper (in-text citations) and provide a references section (bibliography) at the end. All papers will be run through the TurnItIn plagiarism checker, so take extra care to be sure you’re citing quotes appropriately.THE REST OF ISTRUCTIONS IN THE ATTCHMENT
Critical Thinking Assignment: Comcast Case Study

University of the Cumberlands Management of the Project Risk Questions

University of the Cumberlands Management of the Project Risk Questions.

Reflect on the assigned readings for Week 2 and then type a two page paper regarding what you thought was the most important concept(s), method(s), term(s), and/or any other thing that you felt was worthy of your understanding. Define and describe what you thought was worthy of your understanding in half a page, and then explain why you felt it was important, how you will use it, and/or how important it is in project planning. Also, please answer the following:What factors make a project high risk?What are the three types of project risk?How do you write a good project risk?
University of the Cumberlands Management of the Project Risk Questions

EEC 1200 FSUJ Multiculturalism Development Characteristics of Children Discussion

EEC 1200 FSUJ Multiculturalism Development Characteristics of Children Discussion.

Read the National Council for Social Studies’ Social Studies for Early Childhood Elementary School Children: Preparing for the 21st Century excerpt:A report from the National Association for the Education of Young Children (NAEYC) provides a helpful summary of the significant literature on the development characteristics of children.Most five-year-olds can begin to combine simple ideas into more complex relations. They have a growing memory capacity and fine motor physical skills. They have a growing interest in the functional aspects of written language, such as recognizing meaningful words and trying to write their names (NAEYC 1986). They need an environment rich in printed materials that stimulates the development of language and literacy skills in a meaningful context. They also need a variety of direct experiences to develop cognitively, physically, emotionally, and socially. Since five-year-olds come to school with an interest in the community and the world outside their own, curriculum can expand beyond the child’s immediate experience of self, home, and family (NAEYC 1986).Six-year-olds are active learners and demonstrate considerable verbal ability. They are interested in games and rules and develop concepts and problem-solving skills from these experiences. Hands-on activity and experimentation are necessary for this age group (NAEYC 1986). Seven-year-olds become increasingly able to reason, listen to others, and show social give-and-take. Spatial relationships and time concepts are difficult for them to perceive. Flexibility, open-mindedness, and tolerance of unfamiliar ideas essential in social studies are formed to a remarkable extent by the interactions of the four- to that by age nine or ten children have well-established racial and ethnic prejudices and these are highly resistant to change (Joyce 1970); therefore, teachers must go beyond studies of other cultures and celebrations of their holidays and include studies of families, music, shelter, customs, beliefs, and other aspects common to all cultures (NAEYC 1986).As an early childhood teacher, how would you address multiculturalism in your classroom knowing that it is vital for children to be exposed to racial and ethnic discussions by age nine? State at least three different ways that you would address race and ethnicity within the context of social studies. You must cite at least 1 source. **initial postingPlease respond to these two classmates post. In your responses, you may ask classmates questions, expand on their ideas, ask for clarity on one of their points, and maybe even politely disagree and explain why.1. Exposing children to a variety of different cultures has many important benefits. We must learn to accept and get along with people of all cultures, races, and religions to become productive citizens of the world. “If you show respect for their worth as human beings and encourage them to respect one another, they will begin the long process of learning to celebrate human differences.” (Mayesky, pg. 534) To provide them multicultural experiences, we can use books, celebrate holidays, and do passport traveler activity.Books with characters of color is a wonderful way to teach readers about different cultures and promote diversity to help them to see the beauty in kids of other races. I would read them books such as Corduroy or The Snowy Day. “Books are one of the best ways to teach children about the importance of the race, equity, diversity, and inclusion. The world we wish to see is easier to show than tell.” (MotherMag)I will teach my student about all different holidays not just Christmas, but Hanukkah and Kwanzaa. It teaches children to expand their worldview on different cultures and religions that families come together to celebrate their tradition. Passport traveler activity is fun for children to introduce to their classmate’s diverse backgrounds. I would ask my students’ parents to send family pictures, their favorite snacks, or their country’s flag. Once they “visit” each different classmate’s background, they all can earn a new stamp on their passport. It helps children to understand that we come from various background but we all are the same. “This theme helps learners develop their spatial views and perspectives of the world, to understand where people, places, and resources are located and why they are there, and to explore the relationship between human beings and the environment.” (Mayesky, pg. 533)2.“The racial and ethnic profile of Americans will continue to shift – with non-Hispanic whites losing their majority status.” (Population Reference Bureau, 2020). With our classrooms everchanging, it is important that we, as teachers, work hard to ensure that every student understands multiculturalism. I did not know that children could understand this at such a young age – because of this, it is important to implement it into the classroom. “Diversity can affect psychosocial development during early childhood by helping children create positive self-images, form strong relationships with peers, and develop positive attitudes towards other children from both similar and different backgrounds.” (VanDonge, 2015). In order to bring awareness of multiculturalism, I will implement this into my lesson plans as a future teacher. In Bobbi Kates’ book “We’re Different, We’re the Same”,there are illustrations of features and how they are different on each person. For example, it mentions how everyone noses are different, yet they all function the same way. From this book, children can learn that although so many of our features are different, we are really the same. The overall lesson is to explain that no matter how different we are on the outside, we are all human on the inside. This book could be a great addition to any elementary education classroom as it has great illustrations, easy to understand words, and a wonderful lesson. After reading this book in a classroom, you could ask students to share a bit about their culture at home – almost like a show and tell. When I was younger, we had to come up with a few things unique about our life at home and bring an item or draw a picture related to that. Then, we would discuss family roles, traditions, holidays, etc. As a teacher, you could break the class into small groups and discuss these things – children love to learn more about each other and it will implement the understanding that we are all different and should appreciate it and respect it. I recently read about a wonderful activity through an article by Christine VanDonge, done by a class that promotes multiculturalism. Have students build a house by giving two small groups of students a ton of materials and two other small groups of students not so many materials. When students present their houses, students will realize that your house does not define who you are. This ties into stereotyping, which we ,as adults, are all guilty of; and, if we realize it or not, children learn this right off the bat and follow in their parent or guardian’s footsteps. There are so many activities we can implement to show students how different we are and how we should treat everyone with kindness, regardless of how different they are from us. Resources:
EEC 1200 FSUJ Multiculturalism Development Characteristics of Children Discussion