Author: chris

Research proposal:

The Nanjing Massacre, also known as the Rape of Nanking, was a mass murder and war rape

that occurred during the six-week period following the Japanese capture of the city of

Nanjing, the former capital of the Republic of China, on December 13, 1937. What caused

this massacre? Are these causes adequate to do justice to what has occurred? The historical

scars left by Japan’s wartime occupation remain a flash point in relations between the two

east Asian powers. Despite compelling documentary evidence, eyewitness accounts,

including some by Japanese soldiers, and photographic evidence, Japanese revisionists

continue to reject charges that war crimes and atrocities that occurred there. Recently, Mayor

of Japanese city of Nagoya outraged Chinese people by saying only “conventional acts of

combat” took place there and that Nanjing massacre “probably never happened”. On this

paper, I wish to view Nanjing massacre from Japanese perspectives. What is the reason for

Japan’s continuing denial on the atrocity? It is significant because Nanjing massacre remains

the biggest obstacle between the relations of China and Japan. The debate continues as many

Japanese find it difficult to accept the past actions of the Imperial Army while some search

for the truth.

Details:

This assignment uses a grading rubric. Instructors will be using the rubric to grade the assignment; therefore, students should review the rubric prior to beginning the assignment to become familiar with the assignment criteria and expectations for successful completion of the assignment.

Develop a pamphlet to inform parents and caregivers about environmental factors that can affect the health of infants.

Use “Pamphlet Template,” to create your brochure. Include the following in the pamphlet:

1. For your topic, select an environmental factor that poses a threat to the health or safety of infants.

2. Explain how the environmental factor you selected can potentially affect the health or safety of infants.

3. Offer recommendations on accident prevention and safety promotion as they relate to the selected environmental factor and the health or safety of infants.

4. Offer examples, interventions, and suggestions from evidence-based research.

5. Provide readers with two community resources, a national resource, and a Web-based resource. Include a brief description of and contact information for each resource.

Take into consideration the health care literacy level of the target audience when developing the pamphlet.

While APA format is not required for the body of this assignment, solid academic writing is expected and in-text citations and references should be presented using APA documentation guidelines, which can be found in the APA Style Guide, located in the Student Success Center.

Please do not add any copyright pictures as you do not have the author’s permission. Please use “Clip Art” for pictures you insert. Also, do not copy text from a resource or brochure that is copyrighted.

Recently graduated from Macquarie University, you have just joined the financial
reporting unit of a company* which applies the national equivalents of IFRS/IAS. On
your first day, you are introduced to the Chief Financial Officer (CFO) who looks
somewhat depressed. “You know”, she says, “I have just reviewed our latest financial
report. All those $ amounts! What do they really mean?” You are a bit shocked hearing
such doubts from the CFO. Shouldn’t she know what they mean? “But isn’t money the
most objective and therefore best measure for business performance? At least, that is
what we learned at University” you reply a bit shyly. “That’s what I used to believe, too.
But I give you just three reasons of many which made me question the meaning of
money.”
“Firstly, did you know that money is not backed by any real value? In October 1976, the
United States government officially changed the definition of the dollar; any references
to gold were removed. From this point, the international monetary system was made of
pure fiat money that has no intrinsic value at all. Fiat money only works as a means of
exchange and a store of value as long as people who are offered money in exchange
for their labour or goods believe that they can easily find other people who also believe
in money and therefore will accept it in exchange for their goods and services. Those
other people will only believe in money if they in turn can easily find again other people
who also believe in money and so forth. What if this belief-chain breaks and people
realise that money has no value on its own?”
“So what you are really saying is that by creating a system based on fiat money any
reference to real values has been removed? Rather, our whole monetary system is
now built on trust?” you reply.
“Exactly. Further, did you know that out of every $100 of foreign exchange transactions
in A$ roughly only A$1 is traded for real goods and services? In other words, the
volume of purely financial transactions is 100 times the volume of transactions in A$ for
imported or exported real goods and services.”
At this point you begin to really question – “So, how can the value of A$ be connected
to any real value in a meaningful way?”
“This is what I have been asking myself of late. Did you also know, and that is my third
reason, that the central banks in the so-called ‘developed’ western countries have,
since the Global Financial Crisis in 2008, pumped trillions of $ into the monetary
system to avoid the collapse of financial institutions (so-called quantitative easing)? A
great deal of this money ended up in the share markets around the world with new
record highs of share prices leaving far behind the real growth of listed companies,
another disconnect between money and real values.”
“So, how about writing a research report for me as your first task to search for any
alternative ways of reporting our performance and value creation?” she ends our
conversation and turns back to her numbers.
ACCG224 Intermediate Financial Accounting S2, 2014
please turn over →
Required:
Based on your conversation, the CFO asks you later in an email to prepare a business
research report addressed to her and a brief presentation of your findings (5 minutes +
2 minutes for questions) to her and your colleagues on the following:
a. Critically discuss how the current IASB Conceptual Framework for Financial
Reporting (CF) forces entities to report in monetary terms. In your discussion, you
need to refer to the objective of general purpose financial reporting (OB1-OB21)
and the concepts of measurement, capital and capital maintenance (4.54 – 4.65)
as outlined in the CF. (15 marks)
b. Based on any information made publicly available by your company for the most
recent reporting period, draft a qualitative section to be potentially incorporated into
the annual report depicting your company’s performance and value creation in
non-monetary terms. This section should include the five, in your opinion, biggest
achievements in the last reporting period, describing the resources used and the
value created in non-monetary terms. (15 marks)
c. In the form of a conclusion, make concrete recommendations on how your
company could provide more meaningful reports to stakeholders who require
increasingly more non-financial information on a company’s performance and
value creation in a world of climate change, natural resource scarcity and
overpopulation. (10 marks)

1. St. Louis County, Missouri Emergency Operation Plan (January, 2013); or

2. State of Florida 2012 Comprehensive Emergency Management Basic Plan

Question 1

Discuss the following elements found in the plan:

1. The most important mission, goal or objective of the plan and why.
2. The legislative authority for the planand what it accomplishes.
3. The command and control structure,and why it is essential to the plan.
4. The levels of activation. Provide an example of an emergency and discuss each activation level from the plan as it would relate to events in the emergency you selected.

Question 2

Using the emergency you chose in Question 1(d), discuss specific activities within the plan related to the four phases of emergency management:

1. Hazard mitigation
2. Emergency response
3. Disaster recovery
4. Emergency preparedness

Question 3

Discuss the scope of operations foundin the plan.  Identify the most important strength to its operational planandits greatest weakness.  Explain why you chose this strength and weakness supporting your explanation with current research.

Question 4

Discuss the following:

1. What important assumptions were built into the plan?
2. Why did the planner(s) include them?
3. Why are they significant to the success of the plan?

Question 5

Select ONE of these two Emergency Support Functions associated with your plan: Communication or Energy.  For this ESF, discuss the following:

1. Primary agency and primary responsibilities
2. Scope, purpose, or objectives
3. Organization and the complications it may present
4. Specific actions related to mitigation, response, recovery and preparedness under the ESF
5. Strengths and weaknesses (Do not accept the assumption there are none.)

1 Propose the items to be covered in a pre-university study skills course for international students for whom English is not a first language. Justify your suggestions in terms of the three outer circles of the curriculum design model.

2 Identify and justify the key principles you would apply when designing an introductory course in Korean to NZ junior secondary students (Years 9-10, ages approximately 13-14). Illustrate the effect of your choices in terms of classroom practice.

3 Identify a curriculum innovation that you would like to introduce in a specific teaching and learning context. Design and justify a short in-service course (from half a day to two days’ duration) for teachers to ensure the innovation’s acceptance and successful use in that context.

4 Choose a unit from a commercially available course book. Identify ways in which you would adapt this unit for use in a particular teaching and learning situation. Explain and justify the changes you would make with reference to the language curriculum design model.

Use ONE ethical decision-making model from the literature provided to identify how they would determine the competing ethical dimensions or principles inherent in the case, what professional positions and values are demonstrated by key stakeholders, what resources would be required to assist a decision-making process, what alternative courses of action are available, and what decision should ultimately be made about what to do. Justification should be provided for the final decision. The assignment should conclude with a personal reflection on the dynamics of interdisciplinary professional ethics.

Details of task: The essay is intended as a substantial investigation, according to academic essay protocol, of contemporary critical practice. It can focus on art journals and magazines such as Artforum, Frieze, Art & Australia, Broadsheet and un Magazine, or newspaper reviewing practices such as those found in major metropolitan dailies (The Age, The Australian, etc.) Alternatively, it might focus on exhibition catalogues, websites, or published artist writings or statements. You could choose to focus on an area of the arts industry, such as art schools, grant structures, art  prizes or artist-run spaces. You might even wish to engage in interviews with curators, critics, artists, etc.

The purpose of the essay is to step back and comparatively discern the patterns and motives of particular examples of critical practice in action. How do notions of history, place, ethnicity, gallery context, media, the market and so on inflect and determine the ways in which critical discourse about art is produced and received? If you prefer, you can focus on a critical issue such as censorship, or the impact of new media technology on the visual arts, or the role of feminist or post-colonial criticism in an Australian or international context. Since there is immense scope in this unit for developing creative inquiries, you are strongly encouraged to discuss your essay topic with your tutor. The Research Essay is your opportunity to show your comprehensive application of original research capabilities as well as evidence of your grasp of at least some aspects of contemporary practice. To this end, emphasis will be placed not just on your choice of subject matter but also your ability to demonstrate effectively a grasp of critical language.

Module 1: Theory

Reading Materials: (Race, Class, and Gender…)

• Part I Introduction: The Social Construction of Difference: Race, Class, Gender, and Sexuality, Paula Rothenberg, pp. 7

• Imagine a Country, 2012, Holly Sklar, pp. 324-334

• Domination & Subordination, Jean Baker Miller, pp. 110-116

• Defining Racism: “Can We Talk?”, Beverly Daniel Tatum, pp. 125-132

• Constructing Race, Creating White Privilege, Pem Davidson Buck, pp. 33-38

• White Privilege: Unpacking the Invisible Knapsack, Peggy McIntosh, pp. 175–179

• Unequal Childhoods: Class, Race, and Family Life, Annette Lareau, pp. 180-188

Q1: According to Rothenberg, how is difference socially constructed?

Use examples from other readings in Module 1 to exemplify Rothenberg’s argument.

Q2: How do social class and race influence childrearing in Lareau’s study?

____________________________________________________________________________

Module 2: Class

Reading Materials: (Race, Class, and Gender…)

• Class in America: 2012, Gregory Mantsios, pp. 189-207

• Deconstructing the Underclass, Herbet Gans, pp. 104-109

• Cause of Death: Inequality, Alejandro Reuss, pp. 389-393

• Still Separate, Still Unequal: America’s Educational Apartheid, Jonathan Kozol, pp. 627-640

• College Choices Are Limited for Students From Needy Familes, Report Says, Stephen Burd, pp. 308-309

• The Making of the American 99% and the Collapse of the Middle Class, Barbara Ehrenreich and John Ehrenreich, pp. 350-354

• Wealth Gaps Rise To Record Highs Between Whites, Blacks, Hispanics: Twenty-to-One, Kochhar, Fry, & Taylor, pp. 355-361

Q3: Mantsios describes seven realities to refute the myth that the U.S. is a fundamentally classless society. Discuss any two.

* As a class, please make sure that all seven realities have been addressed and are fully discussed.

Q4: Why do Ehrenreich and Ehrenreich say that the Middle Class has collapsed in the U.S.?

______________________________________________________________________________

Module 3: Race: Creating and Maintaining the Color Line.

Reading Materials: (Race, Class, and Gender…)

• The Ethics of Living Jim Crow: An Autobiographical Sketch, Richard Wright, pp. 23-32

• C.P. Ellis, Studs Terkel, pp. 482-492

• The Black Codes, W.E.B. Du Bois, pp. 532

• Dred Scott v. Sandford, 1857, pp. 524–527

• Brown v. Board of Education of Topeka, 1954, pp. 556–560

Q5: In the readings for Units 1 and 2, we have looked at numerous important ideas for understanding how race operates in U.S. Society, past and present.

Show how any two or three of these ideas are reflected in the real life experiences of Richard Wright, a Southern African-American man.

Q6: In the readings for Units 1 and 2, we have looked at numerous important ideas for understanding how race operates in U.S. Society, past and present.

Show how any two or three of these ideas are reflected in the real life experiences of C.P. Ellis, a Southern White man.

_______________________________________________________________________________________

Module 4: Race: Ethnicity and Nationality

Reading Materials: (Race, Class, and Gender…)

• Racial Formations, Michael Omi and Howard Winant, pp. 13-22

• Impossible Subjects: Illegal Aliens and the Making of America, Mae Ngai, pp. 224-234

• Smells Like Racism, Rita Chaudhry Sethi, pp. 141-148

• Immigration’s Aftermath, Alejandro Portes, pp. 397-400

• Color-Blind Racism, Eduardo Bonilla-Silva, pp. 133-140

• Part VII Introduction: How it Happened: Race and Gender Issues in U.S. Law, pp. 493-50

• Civilize Them with a Stick, Mary Brave Bird (Crow Dog) and Richard Erodes, pp. 410-413

• Indian Tribes: A Continuing Quest . . ., U.S. Commission on Human Rights, p. 501-505

• For Many Latinos, Racial Identity is More Culture than Color, Mireya Navarro, pp. 238-241

• People v. Hall, 1854, pp. 522-523

• Yellow, Frank Wu, pp. 422-425

• How Jews Became White Folks: and What That Says About Race in America, Karen Brodkin, 39-53

• Then Came the War, Yuri Kochiyama, pp. 414-421

• The Arab Woman and I, Mona Fayad, pp. 426-427

Q7: Omi and Winant say that race is a social concept, not a biological one. Explain this idea and how it relates to the readings by Ngai, Sethi, Portes or Navarro.

Q8: How has the racial category “white” changed over time in the U.S., according to Brodkin?

Directions: Current references less than 10 years within 5 years.

People seeking asylum and refugees are more likely to experience health problems such as chronic disease, mental health issues, musculoskeletal conditions and infectious diseases. This assessment task can take on the form of an individual/family or a community health promotion project.

You are required to consider an individual, family or community who has come from a refugee or asylum background to address the immigration health issues.

Using the social model of health, critically analyse the health services in your community in relation to the client/group needs to create a health promotion activity for your client/group.

Please feel free to discuss your health promotion idea with your unit coordinator.

The case report will:

• Explore health issues and implications for individual/group health care

• Demonstrate understanding of the social model of health

• Apply health promotion principles to develop a health promotion activity

• Communicate in academic writing

Task: This subject has a major individual assignment consisting of a number of tasks (parts) and has been designed with the aim of providing you a practical case where you could apply the various quality (planning and analysis) tools and techniques covered in this subject.
As the topic of your assignment, you are free to choose one of the following options:

i) Design and production of a DEVICE (e.g. household devices, electronic devices, clothing and shoes, transportation equipment, etc.),
ii) Design and provision of a SERVICE (e.g. travelling, education, hospitality, health care, etc.) or
iii) Design and completion of a WORK (e.g. constructing a house, bridge or road, etc.)

Part 1: Introduction (2 marks)
Write an introduction about your PRODUCT, SERVICE or WORK including its key functions and characteristics. (1-2 pages).
Part 2: Customer Satisfaction (9 marks)
2.1. Stakeholder Analysis
Identify at least 10 stakeholders for your chosen product, service or work and minimum 2 expectations from each stakeholder towards the company regarding their product or service (approx. half page)
2.2. Capturing the Customer Needs
Describe briefly at least five (5) methods which can be used for capturing customer needs. (1-3 pages)
2.3. Customer Needs Analysis (Kano Analysis)
Pick one of the methods you decribed above and capture at least 25 customer needs (10 WANTs, 10 MUSTs, and 5 DESIRABLEs). You must demonstrate (e.g. with a template) how you have identified those customer needs. In addition to the template, you must also include the actual information or data that was used to identify those 25 needs. This data does not need to be real and can be fictitious
(made up). (1-3 pages)
Part 3: Design Requirements (8 marks)
3.1. Translating Customer Needs into Design Requirements (QFD)
Tranfer the previously identified 25 customer needs into minimum 10 design requirements using the Quality Function Deployment (QFD) method. The QFD form can be downloaded from the subject website at UTSOnline. (1 page)
3.2. Design Risk Analysis (FMEA)
Pick the five (5) highest scoring design requirements identified in the previous section and carry out a risk analysis using the Failure-Mode-and-Effect-Analysis method. The FMEA form can be downloaded from the subject website at UTSOnline. (1 page)

Part 4: Supplier Selection and Evaluation (6 marks)
4.1. Identifying the Components, Elements, Parts Identify at least 10 major components, parts or sections of your product or service that could be sourced from outside of your company. (approx. 1 page).
4.2. Developing the Supplier Selection Critera
Select one of the components, parts or sections identified above and list at least 10 criteria that could be used for selection of suppliers of that component, part or section. (approx. 1 page).
4.3. Constructing and Using a Supplier Selection System
Using the previously identified 10 criteria develop a complete supplier selection system. Apply this
system to 3 suppliers using made-up data (1-2 pages).
4.4. Write a report on the outcome of suppler selection process and provide an explanation for your
choice. (approx. 1 page).
Part 5: Statistical Process Control (9 marks)
5.1. Identifying the Processes
Identify at least 10 processes that could be used to produce your product or to provide your service. (approx. 1 page)
5.2. Monitoring Processes using SPC Charts
Describe at least five (5) statistical process control charts typically used for process monitoring. (2-3 pages)
5.3. Constructing and Using a SPC Chart
Select one of the ten processes identified under 5.1 and determine which SPC chart you wish to use. Then, make up a set of data (appropiate to your SPC chart) which should include minimum 15 units of time or batch intervals. Using the appropriate formulae, calculate CL, UCL, and LCL. (approx. 1 page)
Plot the complete chart which should include the specification limits. (approx. 1 page) Finally, provide an interpretation of your findings in regards to process control rules. (approx. half page)
Part 6: Problem Solving (6 marks)
6.1. Identifying the Problems and Problem Solving Tools
Identify at last five (5) problems that could occur during the use of your product or service and list at least seven (7) tools that could be used for problem-solving. (approx. half page)
6.2. Constructing and Using the Problem Solving Tools
Select one of the five (5) problems identified under 6.1 and apply at least four (4) of the seven (7) tools identified above to rectify that problem. (2-3 pages)