Friday, February 7, 2020

Week 5 Discussion Coursework Example | Topics and Well Written Essays - 250 words

Week 5 Discussion - Coursework Example Roger Wilson approved the bill from Mr. Griesedeck despite being aware that the funds had been used for political donation. In 2009, Douglas Morgan made request for a $3,000 donation that would be recovered in the same manner as the first one (Lippmann, 2012). Fortunately, the company legal team noticed the bill was strange during a routine review of all legal matters. As a result, Wilson was forced to give Mr. Griesedeck the money back using his personal savings. The type of fraud was done using the expenditure cycle. Legal fees for the company are part of the expenditures that are regularly paid. The use of the expenditure cycle was meant to help hide the fraud due to the routine nature of meeting legal bills. Expenditure cycle is full of loopholes that many people use to misappropriate funds. Lippmann, R. (2012, April 12). Former Mo. Gov. Wilson pleads guilty to misappropriating insurance co. funds. Retrieved from St. LouisPublicRadio:

Wednesday, January 29, 2020

Medieval University Essay Example for Free

Medieval University Essay Everything that is going on around us was developed in some point during history. We can assume that all ideas had to come from some prior idea. As students of history, it is in our ability to wonder what cultural and social constructions are still present today from the any other time in historical period. What particular concepts still exist within the world or specifically the United States? An idea that is still very present in America is the university. When did the idea of schools first come into full importance? What was taught and when did the concept expand into colleges and universities? The first universities were commenced in Paris during the Early Middle Ages. This is where the first concepts of higher learning were instituted and based off. In chapter seven of Discovering the Western Past: A Look at the Evidence Volume 1, the book explains the history of colleges and universities, they were simpler than modern schools but took hold of what general is taught today. In Europe during the medieval period, most education was handled in the small schools, where they taught Latin to male children. Students who would go to become clergymen were taught more advance subjects in cathedral schools. When the schooling community grew too large, colleges were set in place for student housing. Most modern university or college has housing for students. Student housing was strict and much regulated in the middle ages. These students, most of them, were to go on and become part of the clergy. Those who ran the colleges wanted to keep watch of the behavior being displayed by students of their institution. Compared to the rules of most residence halls in American universities, these restrictions seem preposterous. Rules included no one shall have loud shoes or clothing by which scandal might be generated in any way also no fellow shall presume to sleep outside of the house in town, and if he did so for reason, he shall take pains to submit his excise to the bearer of the roll†¦ also no women of any sort shall eat in the private rooms. If anyone violates this rule, he shall pay assessed penalty, namely, sixpence. You can see how important the curriculum was important during college in medieval life. There was no trace of extra activities and such like there are today. Clubs and leagues are western concepts that came later. Residence halls now are still very strict but some can be lenient towards student desires. Then learning was the highest priority. In source 11, a description of student life in Paris during the Middle Ages is explained more clearly. It says, Almost all the students at Paris, foreigners and natives, did absolutely nothing except learn or hear something new. Clearly now, the college of the university is not just the resident halls. Colleges are considered an institution in which a liberal arts degree can be acquired. The difference between a college and a university is that a college just presents a set of degrees in specific areas while a university is a collection of colleges. Content and teaching styles varied during the middle ages, as they do now. Degrees for teaching were given out to people who could right acquire them, Believing that the chancellor often either granted the right teach to unqualified parties or simply sold licenses outright, they began to require that prospective teachers pass an examination set by the university besides getting the chancellors approval. Many of these instructors had their own style teaching. In source five of the chapter sevens content, one teacher lays out his expectations like how modern day professors give out syllabi, he says, All writings belonging to this class are to be read with full freedom to criticize, and with no obligation to accept unquestioningly; otherwise the way would be blocked to all discussion, and posterity be deprived of the excellent intellectual exercise of debating difficult questions of language and presentation. The content of school was not very far off from what most places teach today. James Hannam of the University of Cambridge says, A great deal of the business of natural philosophy, mathematics and medicine during the Late Middle Ages and Early Modern period took place in the setting of the universities What almost all universities had in common was that they were self governing corporations that were supported by both church and state. Their major purpose was to train men to be lawyers, theologians and physicians but they were also  increasingly used by the gentry to educate their sons in the cultural skills necessary for courtly life. Some universities like the University of Bologna specialized in certain categories of learning. The University of Bologna would be considered a law school. The university is historically notable for its teaching of canon and civil law; indeed, it was set up in large part with the aim of studying the Digest, a central text in Roman law, which had been rediscovered in Italy in 1070, and the university was central in the development of medieval Roman law. says universities Wikipedia page. The differences between universities of the middle Ages in Europe and modern day universities in America are quite apparent but their similarities suggest that some customs were brought to the west. These universities like Cambridge, Bologna, Paris, and Oxford are the models of what higher education is today. They are what came before what we have today. That is why it is important to study history as a whole thus we can see what aspects are being used in society today. [ 1 ]. Merry E. Wiesner, Julius R. Ruff, William Bruce Wheeler. Discovering the Western Past: A Look at the Evidence. V1. Ed:6th. pp 147. [ 2 ]. Merry E. Wiesner, Julius R. Ruff, William Bruce Wheeler. Discovering the Western Past: A Look at the Evidence. V1. Ed:6th. pp 158-9. [ 3 ]. Merry E. Wiesner, Julius R. Ruff, William Bruce Wheeler. Discovering the Western Past: A Look at the Evidence. V1. Ed:6th. pp 166. [ 4 ]. Merry E. Wiesner, Julius R. Ruff, William Bruce Wheeler. Discovering the Western Past: A Look at the Evidence. V1. Ed:6th. pp 147. [ 5 ]. Merry E. Wiesner, Julius R. Ruff, William Bruce Wheeler. Discovering the Western Past: A Look at the Evidence. V1. Ed:6th. pp 160 [ 6 ]. http://www. hps. cam. ac. uk/research/memu. html [ 7 ]. http://en. wikipedia. org/wiki/University_of_Bologna.

Tuesday, January 21, 2020

Risks and Benefits of Plastic Surgery Essay -- Cosmetic Surgery essays

Risks and Benefits of Plastic Surgery Plastic surgery is a growing entity which needs to be assessed more carefully. Messages within the media indirectly contribute to the rising rate of plastic surgery. Desires to meet the idealisms of media representations are often so consuming that people demand plastic surgery despite all of its associated risks and controversies. To compensate for this up and coming surgical trend, technology has developed more reasonable and attainable options for the public. Millions of operations are now able to be performed on those wishing to fulfill specific gratifcations toward their own personal appearance and/or self-esteem. This is a serious problem in that people are unaware or just simply disregard the risks and controversies associated with unnecessary surgeries. Physical: In order to understand how plastic surgery is detrimental, it is necessary to look at the negative impact it can leave on a person or persons. The most obvious of the problems associated within the industry is the unnecessary risk it poses to one's physical health and well-being. Mybodypart.com, the largest network of Plastic Surgeons backed by the American Board of Plastic Surgery, claims that there are a great deal of potential risks which are associated with aesthetic surgeries. These include complications from bleeding, suture reaction and wound separation, Necrosis, nerve damage, allergic reactions to anesthesia, scarring, and any other complications associated with routine surgical procedures. Bleeding normally continues up to 3 days post surgery and can cause problems clotting, or hemotoma, making the patient(s) susceptible to infection or seromas, which is a collection of tissue fluid. Sutures are foreign... ...ducation/procedures/psychological_aspects.cfm Cosmetic Surgery. (2004). In The new Harvard guide to women's health (p. 179). Cambridge , MA & London , England : Harvard University Press Mybodypart.com (2006) Plastic Surgery – Virtual Plastic Surgery. Retrieved March 12, 2006, from http://www.mybodypart.com/plastic-surgery.html National Research Center for Women & Families, (2006). What you need to know . . before you get breast implants. Retrieved March 5, 2006, from http://www.breastimplantinfo.org/what_know_3.html ( U.S. Food and Drug Administration, FDA/Office of Public Affairs, FDA Consumer, 2000). Retrieved on March 5, 2006 from http://www.fda.gov/fdac/features/2000/300_laser.html http://www.worth1000.com/entries/209000/209256fKmj_w.jpg http://www.epregnancy.com/images/plastic_surgery_hdr.jpg http://www.campaignforrealbeauty.com/index.asp

Sunday, January 12, 2020

Miller v. Alabama (2012) Supreme Court Case Essay

Introduction The Supreme Court reviewed the constitutionality of mandatory life sentences without parole enforced upon persons aged fourteen and younger found guilty of homicide. The court declared unconstitutional a compulsory sentence of life without parole for children. The states have been barred from routinely imposing sentences based on the crime committed. There is a requirement for individual consideration of the child life circumstance or the defendant status as a child. The court rejected the definite ban on life sentences without parole. This is because in some cases the instances may be uncommon, but jurors can find irreparably corrupted children. The Supreme Court declined to decide the subject whether there is age below which children with life sentences without parole is unconstitutional. Background of the case The judgment of the court is mainly based on consolidation of two cases. In Jackson vs. Hobbs, Jackson was at the age of fourteen when he and other two youth went to a store in Arkansas planning to steal from it. In this case, Jackson got charged as an adult and given a life term with no parole. In Miller v. Alabama, Miller was a fourteen year of age. Jackson and another boy set fire to a trailer where they had purchased drugs. Miller was convicted of murder and given a mandatory life sentence with no parole. The decision was reversed by the Supreme Court. The review of the above cases was approved by the Supreme Court presenting the subject of constitutionality of a life sentence without parole for fourteen year olds who committed murder crimes. The two cases follow two previous cases before the Supreme Court. In the case of Roper v. Simmons, it was held that imposition of death penalty on defendants below the age of eighteen violated the eighth amendment. In the case of Graham v Florida, it was held sentencing defendants below the age of eighteen to life without parole violated the eighth amendment. It was held juveniles are less liable in light of changeability, vulnerability and immaturity. Facts of the case In each of the cases above, a fourteen year old was found guilty of murder and sentenced to a mandatory life imprisonment with no parole. In the case of Jackson, the petitioner had accompanied two other boys went to a video store to commit robbery. Jackson learned that one of the boys was having a shot gun. He was on the lookout, once he entered the store one of the boys shot the store clerk. Therefore, Jackson was charged by Arkansas as an adult with aggravated robbery and capital felony murder. He was convicted by the jury of both crimes. A statutory sentence of life imprisonment was issued by the court with no parole. Jackson argued life imprisonment without parole for a fourteen year old violated the eighth amendment. In Miller case, after an evening of drug use and drinking the petitioner and a friend beat Millers neighbor and set fire to his trailer. The neighbor died in the process. At first, Miller was charged as a juvenile. The case was removed and moved to an adult court where he was charged with murder in course of arson. Miller was found guilty by the jury and a statutory life sentence without parole was imposed. The court of criminal appeal of Alabama stated that Millers sentence was not harsh compared to his crime. The mandatory nature was allowed under the eighth amendment. TheDecision The Supreme Court held that the eighth amendment outlaw sentencing system that direct life imprisonment with no parole for juvenile murder offender. The eighth amendment prohibits unusual and cruel punishment and provides assurance of individual right not to be put under extreme sanctions. In Roper v. Simons, it was established that the right stems from perception of justice, therefore punishment should be proportionate to the offence and the offender. There were two precedents that reflected on fair punishment. There was one that adopted definite ban on sentencing system based on differences in severity of penalty and culpability of the offenders. That is why in Roper v. Simons, capital punishment for children was prohibited by the eighth amendment. In Graham v. Florida the eighth amendment also prohibited life sentence without parole for juvenile found guilty of non-homicide cases. This case further associated life sentence without parole for juvenile to death sentence. This suggested the second line of precedent that the court requires sentencing system to consider the details of the offence and characteristics of the defendant before sentencing him or her to death. The two line of precedents guide the court to conclude that life sentence without parole for juveniles in fringeon theeighthamendment. The court decision was influenced by Graham and Roper cases that established for sentencing reasons children are different from adults under the constitution. Children lack maturity and have no developed sense of responsibility. This leads them to be impulsive and reckless. In Roper it was held children are exposed to outside pressure and negative influences from friends. Therefore, they have less control of their environment because the child’s nature is not2 well informed. Graham and Roper emphasized distinguishing traits of children weakening justification for inflicting harsh sentences to juveniles even when they commit outrageous crimes. The court held in 5-4 majority that the eighth amendment forbids unusual and cruel punishment. Justice Kagan reversed Alabama and Arkansas Supreme court decisions. It was held under the constitutionally children are different from adults when it comes to sentencing. Justice Breyer had a concurring opinion arguing there is need for further determination if the offender intended to kill or killed the victim during the robbery. Justice Sotomayor supported the argument. However, Justice Roberts had a dissenting opinion. He argued that the court duty is to apply the law accordingly and not answer questions of social policy and morality. He argued the majority did not prove the punishment to be unusual. In his opinion, he did not find the punishment infringing on the eighth amendment. The dissent was joined by Justices Antonin Scalia, Samuel A, and Clarence Thomas. My Opinion of the Case I personally think the ruling by the Supreme Court on Miller v. Alabama is a welcome decision. I concur with Justice Kagan that mandatory life imprisonment for juvenile is like a sentence children to die in prison. Mandatory life sentence also infringes on the eighth amendment. It is true youths lack maturity and have no sense of responsibility. They are exposed to outside pressure and negative influences from friends and therefore their reasoning is not the same as adults. In wake of my support for Miller v. Alabama decision, I am sensitive to family victims who want retribution. However, I must reiterate that sentencing juveniles for life is not the way3 to go. There is need to think about this juveniles who have been given life without parole as our children. They need to be given an opportunity to come out and prove themselves as better people in society. Friend and families of victims would ask me why they deserve a second chance. It is true they may be mourning but no matter how painful the mourning can be, that cannot change the reality that children are different from adults in society. Children have a great potential for growth, understanding and change. Our sentencing system should not be characterized with vengeance. There may be a need recognize the potential for change. The opportunity should be given to juveniles to experience joy, life, and find meaning. The ban on mandatory life sentence without parole will ensure juveniles become educated, be creative and impact on the society positively.

Saturday, January 4, 2020

Hard Rock Cafe Case Essay - 789 Words

Jennifer Varavithaya September 21, 2012 MISM Hardrock Cafà © Case: 1. What problems did the Rank Group find with the Hard Rock’s three main internal information systems (restaurant operations, merchandising, and financial)? Why was this a problem? [table – indented white bullets answer why] Restaurant Operations | Merchandising | Financial | * Different owners/franchisers implemented own restaurant management systems * No standards = hard for corporate to analyze sales * Processes broken communication worse * Different experiences at different Hard Rock Cafà ©s, any bad experience from one might mean losing potential return customer | * Relied on restaurant mangers w/o merchandising experience telling†¦show more content†¦What’s the solution? [list] * 500 exclusive concerts a year shown in the cafà © via webcasts * Hard rock memorabilia section on eBay (also links back to hard rock website) * New CRM system aims to strengthen customer-restaurant relationship building online community * Send e -mail to visitor when he/she visits a Hard Rock Cafà © elsewhere to come experience it locally * Customer can fill out survey asking about their demographics, bands/music they like etc. w/ unique ID number on receipt. Get $5 gift certificate in return (encourages them to go back captures data for corporate) * send e-mails w/bands customer likes if playing at nearby Hard Rock Cafà © * Take photos of customers at Cafà ©s and post them on Hard Rock website for them to claim * Allow customers to purchase merchandise from a Cafà © they been to in past * Unifying brand name under singular ownership * Multi-million dollar data warehouse system – stores all restaurant POS customer data * Chain-wide merchandise system – allows corporate to know when to send orders for restocking which Cafà ©s/current inventory of cafà ©s * New Financial system – auto reconciles numbers for every cafà © and reports them on daily basis * Reduced finance staff from 90 to 30 because ofShow MoreRelatedHard Rock Cafe Case Study5950 Words   |  24 PagesQ1.Identify the strategy changes that have taken place at Hard Rock Cafà © since its founding in 1971. The first Hard Rock Cafe opened its doors to the public on June 14, 1971, in London, England. Founded by Isaac Tigrett and Peter Morton, two enterprising and music-loving Americans, beginning with a guitar, it is only a joke among the friends at first, later on founder of the band - Cream and Derek the Dominoes sent a guitar of his here, and has booked a desk for a long time. From then on, theRead MoreHard Rock Cafe Case Study1435 Words   |  6 PagesHard Rock Cafà ©, a successful theme restaurant, a global competitor, and a phenomenon opened on June 14, 1971 in England. After a decade, in 1988, Hard Rock Cafà © relocated its headquarters to Orlando, Florida and has since then, expanded its location to more than 40 Cafà © and employee 75% of their employees throughout the United State. 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The Cafà ©Ã¢â‚¬â„¢s of the Hard Rock chain are located in: Hawai, North America, Mexico/Central America, Caribbean, South America, Europe, Middle East, Asia, Japan and Australia/Oceania. Hard Rock Hotels are located in the following cities throughout the world: Bali, Chicago, Orlando, Pattaya and San Diego. In the near future (2010-2012) new Hard Rock Cafà ©Ã¢â‚¬â„¢s will be opened in Atlanta, HungaryRead MoreHow to Hard Rock Cafe Success1396 Words   |  6 PagesHard Rock Cafà © is a success story in operation management. From its very first London pub in 1971, after 39 years of existence Hard Rock cafà © continued expanding and succeeding in many different countries. This paper will discuss how the 10 decisions of the Operation management were made on Hard Rock Cafà © as well as operation management challenges and opportunities confronting Hard Rock Cafà © when considering an expansion of its business in Hanoi. 1. Critically evaluate the operations managementRead MoreEssay on The Hard Rock Company2194 Words   |  9 PagesThe Hard Rock Cafà © (HRC) and the Hard Rock Hotels / Casinos is a highly successful series of ventures that serves up fun, music, food, nostalgia and beverage. The HRC is also famous for its music collectibles, including guitars used by icons in the industry (i.e. Madonna, Jimi Hendrix, etc), fashion merchandise, live concerts, and Hard Rock Live performance venues. The first Hard Rock Cafà © was opened on June 14, 1971, in London, England. Founded by Isaac Tigrett and Peter Morton, HRC became wellRead MoreHi Guys677 Words   |  3 PagesAnswering the questions on the text: Hard Rock Cafe - Forecasting 1. Describe three different forecasting applications at Hard Rock. Name three other areas in which you think Hard Rock could use forecasting models. Hard rock cafà © divide the forecast in long term methods where the expectations are to establish a better capacity plan and short term methods where they look for good contracts with suppliers for leather goods (clothes etc.) and definately to be more negotiable with the suppliersRead MoreForecasting at Hard Rock Cafe Essay739 Words   |  3 PagesFor the following case: †¢ View the Video Case for Chapter 3 for OMMyLab †¢ Bulletize the following (so that the case can be understood fully from your bullets and not have to read the case) †¢ Clearly articulate the question(s) you are answering before providing you answer †¢ Quantitative Issue The manager is trying to evaluate how a new advertising campaign affects guest counts. Using data for the past 10 months (see the table) develop a least squares regression relationship and then forecast

Friday, December 27, 2019

Creighton University Acceptance Rate, SAT/ACT Scores, GPA

Creighton University is a private Jesuit university with an acceptance rate of 71%. Located on a 108-acre campus near downtown Omaha, Nebraska, Creighton undergraduates can choose from over 50 academic programs. Creighton has an impressive 11-to-1  student/faculty ratio. On the athletic front, the Creighton Bluejays compete in the NCAA Division I  Big East Conference. Considering applying to Creighton University? Here are the admissions statistics you should know, including average SAT/ACT scores and GPAs of admitted students. Acceptance Rate During the 2017-18 admissions cycle, Creighton University had an acceptance rate of 71%. This means that for every 100 students who applied, 71 students were admitted, making Creightons admissions process somewhat competitive. Admissions Statistics (2017-18) Number of Applicants 10,112 Percent Admitted 71% Percent Admitted Who Enrolled (Yield) 16% SAT Scores and Requirements Creighton University requires that all applicants submit either SAT or ACT scores. During the 2017-18 admissions cycle, 28% of admitted students submitted SAT scores. Note that beginning with the 2019-20 admissions cycle, Creighton University will become test-optional. SAT Range (Admitted Students) Section 25th Percentile 75th Percentile ERW 580 670 Math 570 680 ERW=Evidence-Based Reading and Writing This admissions data tells us that most of Creightons admitted students fall within the  top 35% natIonally  on the SAT. For the evidence-based reading and writing section, 50% of students admitted to Creighton scored between 580 and 670, while 25% scored below 580 and 25% scored above 670. In the math section, 50% of admitted students scored between 570 and 680, while 25% scored below 570 and 25% scored above 680. Applicants with a composite SAT score of 1350 or higher will have particularly competitive chances at Creighton. Requirements Creighton does not require the SAT writing section. Note that Creighton participates in the score choice program, which means that the admissions office will consider your highest score from each individual section across all SAT test dates. ACT Scores and Requirements Creighton requires that all applicants submit either SAT or ACT scores. During the 2017-18 admissions cycle, 84% of admitted students submitted ACT scores. Note that beginning with the 2019-20 admissions cycle, Creighton University will become test-optional. ACT Range (Admitted Students) Section 25th Percentile 75th Percentile English 24 32 Math 24 29 Composite 24 30 This admissions data tells us that most of Creightons admitted students fall within the  top 26% nationally  on the ACT. The middle 50% of students admitted to Creighton University received a composite ACT score between 24 and 30, while 25% scored above 30 and 25% scored below 24. Requirements Creighton University does not require the ACT writing section. Unlike many universities, Creighton superscores ACT results; your highest subscores from multiple ACT sittings will be considered. GPA In 2018, the average high school GPA of Creighton Universitys incoming freshmen class was 3.74, and over 63% of incoming students had average GPAs of 3.75 and above. These results suggest that most successful applicants to Creighton have primarily A grades. Self-Reported GPA/SAT/ACT Graph Creighton University Applicants Self-Reported GPA/SAT/ACT Graph. Data courtesy of Cappex. The admissions data in the graph is self-reported by applicants to Creighton University. GPAs are unweighted. Find out how you compare to accepted students, see the real-time graph, and calculate your chances of getting in  with a free Cappex account. Admissions Chances Creighton University, which accepts fewer than three-quarters of applicants, has somewhat competitive admissions. Creighton also has a  holistic admissions  process and admissions decisions are based on much more than numbers. A strong  application essay  and optional glowing letters of recommendation  can strengthen your application, as can participation in meaningful  extracurricular activities  and a  rigorous course schedule. The college is looking for students who will contribute to the campus community in meaningful ways, not just students who show promise in the classroom. Students with particularly compelling stories or achievements can still receive serious consideration even if their grades and scores are outside of Creightons average range. In the graph above, the blue and green dots represent accepted students. Most successful applicants had high school averages of B or higher, combined SAT scores of 1100 or higher (ERWM), and ACT composite scores of 22 or better. Many Creighton students had high school GPAs in the A range. All admissions data has been sourced from the National Center for Education Statistics and Creighton University Undergraduate Admissions Office.

Thursday, December 19, 2019

Gender Inequality What s The Right Thing - 1283 Words

Robyn Mendoza Ms. Bergen English 10- 2 26 April 2013 Gender Inequality Gender inequality is an on going topic in society today. Women continue to struggle in finding equality next to men. Women should have the exact same rights as men, no matter what the differences are between the two genders. In the book Justice: What s the Right Thing to Do, Aristotle’s theory of justice is â€Å"giving people what they deserve† (Sandel 9). Women should not be restricted or constrained from anything that men have the free will and power to do. Instead, women should be treated no less than men and have the same freedoms. Gender inequality is an injustice because it treats women differently opposed to the equality both men and women deserve as human†¦show more content†¦This is because they do not have a voice in society, and they do not want to cause problems. Women are required to do things that men are not because of their gender and this is an injustice. Women are constantly under the constraint of men who have the str ength and power to physically harm women who are much weaker than them. In recent years, complaints have increased in frequency about aggression by men who are not part of the women’s family (Bose and Kim 51). Not only are men hurting women but men who have no absolute relation to a certain woman is hurting her. This clearly shows that men do not take ownership in their wives but they allow other men who to treat her just as poorly as he himself. This violence continues to enforce the large impact men have on women. They can have every right to any women and abuse her. Men see themselves of having this over powering right to hurt anybody including somebody much fragile than themselves. But women because of their small figures and feminine qualities have no thought of doing the same. Not only is injury something women face but having less rights than their husbands. A law in Iran states, â€Å"The general rule in Islamic Shari’a is that divorce is the husband s unilate ral right and he can end his marriage by following a simple procedure: reciting the divorce formula in the presence of two witnesses. He does not need any grounds and