Assignment 1: Whistleblowing and Sarbanes-Oxley

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Use the Internet or Strayer Library to research instances of whistleblowing in publicly traded companies within the last 12 months.

Write a two to three (2-3) page paper in which you:

  1. Describe the key characteristics of a whistleblower, and briefly summarize one (1) researched instance of whistleblowing in one (1) publicly traded company within the last 12 months. Include the details of the issue that the whistleblower reported and the effect of the whistleblower’s actions on both the whistleblower himself and the company.
  2. Decide whether or not the whistleblower was justified in reporting the company’s actions. Provide a rationale for your response.
  3. Examine the extent to which the whistleblower would be protected under the Sarbanes-Oxley Act. Justify your response.
  4. Use at least two (2) quality resources in this assignment. Note: Wikipedia is not an acceptable reference and proprietary Websites do not qualify as academic resources.

Your assignment must follow these formatting requirements:

  • Be typed, double spaced, using Times New Roman font (size 12), with one-inch margins on all sides; citations and references must follow APA or school-specific format. Check with your professor for any additional instructions.
  • Include a cover page containing the title of the assignment, the student’s name, the professor’s name, the course title, and the date. The cover page and the reference page are not included in the required assignment page length.

The specific course learning outcomes associated with this assignment are:

  • Determine the underlying causes for passage of the Sarbanes-Oxley Act and determine protections afforded to whistleblowers.
  • Use technology and information resources to research issues in law, ethics, and corporate governance.
  • Write clearly and concisely about law, ethics, and corporate governance using proper writing mechanics.

 

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Drama Essay – custom papers – The Nursing Hub

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Topic: Drama EssayOrder DescriptionPlease choose ONE of the following prompts to complete for a final paper1. Trifles by Susan Glaspell2. Death of a Salesman by Arthur Miller3. “The Swimmer” by John Cheever
 
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2.4 reflection | Management homework help

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Submit a 500-750 word referenced reflection on what you feel were the key items covered during the week and how they might apply to your present or future education, life, or ministry. This is a very important part of the learning experience each week and should contain significant reflection on what you have learned.

Specifically, you should report on:

  1. What significant insights did I gain this week?
  2. How did what I learned affect my thinking about this week’s topic?
  3. What previous experiences relate to what I read and learned?
  4. How will I use (or have I used) this knowledge in my work, ministry, or life?
  5. What could I additionally learn or explore about this week’s topic?

The above five (5) weekly reflection questions are independent of each other, meaning that your response to each question may or may not be a continued discussion of the previous question. It is possible to have five (5) entirely different responses to five (5) different aspects of what you learned this week.

To score well, the reflection must make reference to the assigned reading (including parenthetical references), will include suggested real-world manifestations of the course material, and will include a plan for implementing the material in a personal and/or professional setting. Adhere to the following for this assignment:

Assignment 1: addressing biased behavior about race and gender | EDUC 6358 – Strategies for Working With Diverse Children | Walden University

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This week’s resources provide insights on how to effectively address diversity issues related to race and gender differences. As you have learned, children’s attitudes and beliefs about race and gender directly affect how they feel about themselves and how they treat others. Helping children develop a healthy sense of self without feeling superior to others is a crucial aspect of the work you do with children.

For this assignment, develop an action plan to help young children feel good about their racial/gender identities while supporting the development of positive behaviors and attitudes about those who are different.

To begin, print and review the “Creating an Anti-Bias Learning Community: Diversity of Race and Gender” form. As noted in earlier weeks of the course, consider how you would build help children get to know themselves better, build respect for others, and combat stereotypes and prejudices that arise in the setting in which you work with young children and their families through the four aspects of creating an anti-bias learning community:

  • Positive interactions with children
  • Positive relationships with and among families
  • The visual and material environment
  • Curriculum planning

Next, read through the statements below that reflect children’s misconceptions about race or gender differences and may signify the beginnings of internalized privilege or internalized oppression. Select one statement (either race or gender-related) to be the focus of your analysis.

Race:

  • “Am I red, teacher? That girl said I’m a Red Indian. Why did she say that I’m not red!!” (Boy, 6)
  • “I don’t like dark people – dark people are bad guys!” (Girl, 3)
  • “People with slanty eyes are scary. I’m glad I don’t have slanty eyes.” (Girl, 5)

Gender:

  • To a boy wearing boots with a flower pattern: “Tommy is a girl! Tommy is a girl!” (boys, 5)
  • “Rosie is big and ugly! She looks like a boy!” (Girl, 3½)
  • “Only boys can play with the big trucks!” (Boy, 3 )

Now, consider how you could use the statement you chose to proactively challenge stereotyping and address the diversity issue(s) in order to help children in the process of learning to honor and respect race or gender differences.

Using the “Creating an Anti-Bias Learning Community: Diversity of Race and Gender” form, record the child’s statement you selected in the upper right-hand box. Then, for each of the four anti-bias learning community elements listed on the left side of the form, develop at least two action items that will address the misconceptions or biases indicated in the child’s statement.