PSYCH 610 Week 1 Individual Assignment Research Studies Questionnaire
PSYCH 610 Week 2 Individual Assignment Week Two Homework Exercise
PSYCH 610 Week 2 Learning Team Assignment Analysis of Ethical Dilemma
PSYCH 610 Week 3 Individual Assignment Week Three Homework Exercise
PSYCH 610 Week 3 Learning Team Assignment Qualitative vs. Quantitative Research
PSYCH 610 Week 4 Individual Assignment Week Four Homework Exercise
PSYCH 610 Week 4 Learning Team Assignment Survey Questions
PSYCH 610 Week 4 Individual Assignment Critical Analysis of Research Article
PSYCH 610 Week 5 Individual Assignment Week Five Homework Exercise
PSYCH 610 Week 5 Individual Assignment Outline of Research Proposal
PSYCH 610 Week 5 Learning Team Assignment The Hawthorne Effect
PSYCH 610 Week 6 Individual Assignment Week Six Homework Exercise
PSYCH 610 Week 6 Learning Team Assignment Developmental Research
PSYCH 610 Week 7 Individual Assignment Week Seven Homework Exercise
PSYCH 610 Week 7 Learning Team Assignment Correlation
PSYCH 610 Week 8 Individual Assignment Research Proposal
PSYCH 610 Week 8 Individual Assignment Week Eight Homework Exercise
PSYCH 610 Week 8 Learning Team Assignment Course Summary
Reference : ( http://homeworklance.com/downloads/psych-610-entire-course/ )
Thursday, 11 September 2014
Wednesday, 10 September 2014
CRJ 311 Entire Course A Graded
CRJ 311 Week 1 Assignment The CSI Effect
CRJ 311 Week 1 DQ 1 Peer
CRJ 311 Week 1 DQ 2 Your First Scene
CRJ 311 Week 1 Journal You’re an Expert
CRJ 311 Week 2 Assignment Conducting Your Own Field Sobriety Test
CRJ 311 Week 2 DQ 1 Drugs and Scheduling
CRJ 311 Week 2 DQ 2 Field Sobriety Tests
CRJ 311 Week 2 Journal SANE or Not
CRJ 311 Week 3 Assignment Case Study Analysis The Enrique Camarena Case
CRJ 311 Week 3 DQ 1 Hair Evidence
CRJ 311 Week 3 DQ 2 Hair Evidence
CRJ 311 Week 3 Journal Professional Painter
CRJ 311 Week 4 Assignment What’s Your Impression
CRJ 311 Week 4 DQ 1 Bite Mark Evidence
CRJ 311 Week 4 DQ 2 Fingerprint Evidence
CRJ 311 Week 4 Journal Cold Case Investigation
CRJ 311 Week 5 Assignment Final Paper
CRJ 311 Week 5 DQ 1 Blood Patterns
CRJ 311 Week 5 DQ 2 DNA Evidence,
CRJ 311 Week 5 Journal Cold Case Investigation,
Reference : ( http://homeworklance.com/downloads/crj-311-entire-course-graded/ )
CRJ 311 Week 1 DQ 1 Peer
CRJ 311 Week 1 DQ 2 Your First Scene
CRJ 311 Week 1 Journal You’re an Expert
CRJ 311 Week 2 Assignment Conducting Your Own Field Sobriety Test
CRJ 311 Week 2 DQ 1 Drugs and Scheduling
CRJ 311 Week 2 DQ 2 Field Sobriety Tests
CRJ 311 Week 2 Journal SANE or Not
CRJ 311 Week 3 Assignment Case Study Analysis The Enrique Camarena Case
CRJ 311 Week 3 DQ 1 Hair Evidence
CRJ 311 Week 3 DQ 2 Hair Evidence
CRJ 311 Week 3 Journal Professional Painter
CRJ 311 Week 4 Assignment What’s Your Impression
CRJ 311 Week 4 DQ 1 Bite Mark Evidence
CRJ 311 Week 4 DQ 2 Fingerprint Evidence
CRJ 311 Week 4 Journal Cold Case Investigation
CRJ 311 Week 5 Assignment Final Paper
CRJ 311 Week 5 DQ 1 Blood Patterns
CRJ 311 Week 5 DQ 2 DNA Evidence,
CRJ 311 Week 5 Journal Cold Case Investigation,
Reference : ( http://homeworklance.com/downloads/crj-311-entire-course-graded/ )
FIN 402 Entire Course ( Investment Fundamentals and Portfolio Management )
FIN 402 Week 1 Assignment Capital Markets and Investment Banking Process Paper
FIN 402 Week 1 Discussion Question 1
FIN 402 Week 1 Discussion Question 2
FIN 402 Week 1 Discussion Question 3
FIN 402 Week 2 Learning Team Assignment Portfolio Selection Paper
FIN 402 Week 2 Assignment Asset Classes Paper
FIN 402 Week 2 Discussion Question 1
FIN 402 Week 2 Discussion Question 2
FIN 402 Week 2 Discussion Question 3
FIN 402 Week 3 Individual Assignment CAPM Web Exercise
FIN 402 Week 3 Assignment Relative Performance Paper
FIN 402 Week 3 Discussion Question 1
FIN 402 Week 3 Discussion Question 2
FIN 402 Week 3 Discussion Question 3
FIN 402 Week 4 Learning Team Assignment Risk and Return Analysis Paper
FIN 402 Week 4 Individual Assignment Risk and Return Tradeoff Memo
FIN 402 Week 4 Discussion Question 1
FIN 402 Week 4 Discussion Question 2
FIN 402 Week 4 Discussion Question 3
FIN 402 Week 5 Assignment Investment Portfolio Paper
FIN 402 Week 5 Individual Assignment Investment Enhancement Paper
FIN 402 Week 5 Discussion Question 1
FIN 402 Week 5 Discussion Question 2
FIN 402 Week 5 Discussion Question 3
Tuesday, 9 September 2014
BSHS 452 Entire Course Version 2 Program Design and Proposal Writing
BSHS 452 Week 1 Complete DQ
What are the components of a complete grant proposal? Please provide a brief description or summary of each component. Describe which component you feel would be the most difficult to complete and why.
Why is critical to complete both an organizational and community needs and strengths assessment? What would you do if the two assessments were not compatible?
BSHS 452 Week 1 Summary
BSHS 452 Week 2 Complete DQ
In preparing the evaluation section of a proposal, what questions should you ask yourself?
What do you see as the most critical elements of an evaluation plan and how would you apply these?
What are qualitative and quantitative evaluation methods? Define and explain their differences.
How do you determine which type of evaluation method you would use?
Explain the concept of “Chasing Mission, Not Money.” How does program evaluation relate to program design?
BSHS 452 Week 2 Individual Worksheet 3.1A
BSHS 452 Week 2 Summary
BSHS 452 Week 2 Team Assignment Assessment Process and Needs Statement
BSHS 452 Week 3 Complete DQ
What is the definition of a goal? What is the definition of an objective?
Please provide an example of each (either for a personal or work related).
What is the purpose of the sustainability component of the proposal?
What goes into the sustainability component of the proposal?
For the sustainability component of the proposal, what are some potential sources of future funding?
Explain the design components and strategies of effective proposal budgets.
Explain the match between human service agency goals and funding guidelines. Why is this match critical?
Explain what an RFP is and when you might see one.
Generate a list of at least two potential compatible funding sources (from online) for your program or project that you are working with in your Learning Team Assignment). Use APA when listing the sources.
Explain the design components and strategies of effective proposal budgets.
Explain the match between human service agency goals and funding guidelines. Why is this match critical?
Explain what an RFP is and when you might see one.
BSHS 452 Week 3 Summar
BSHS 452 Week 3 Individual Worksheet 5.1A Methods Exercise
BSHS 452 Week 3 Team Program Design and Timeline and Program Evaluation
BSHS 452 Week 4 Complete DQ
Every part of a grant proposal should be written with the goal of furthering your organization’s mission. How can the budget promote your organization’s mission?
What part do technical writing skills play in acquiring grant funding? What processes would you use to assure that the grant is written well prior to submitting?
What is a logic model? How can a logic model help keep your grant proposal consistent?
BSHS 452 Week 4 Summary
BSHS 452 Week 4 Team Proposal Budget
BSHS 452 Week 4 Team Proposal Goals and Objectives
BSHS 452 Week 5 Complete DQ
Funder’s typically use a process termed “Due Diligence” when reviewing grant proposals. Research this term and discuss in detail what you believe it to mean, why and how it would be used by a funding reviewer.
What aspect(s) of the grant proposal was the most difficult for you? Why?
What skills did you learn during the grant proposal development process that will be useful to you in the future? How and Why?
BSHS 452 Week 5 Summary
BSHS 452 Week 5 Individual Grant Review and Evaluation
BSHS 452 Week 5 Team Final Proposal Power Point Presentation
BSHS 452 Week 5 Team Final Written Proposal
Reference : ( http://homeworklance.com/downloads/bshs-452-complete-course-material/ )
What are the components of a complete grant proposal? Please provide a brief description or summary of each component. Describe which component you feel would be the most difficult to complete and why.
Why is critical to complete both an organizational and community needs and strengths assessment? What would you do if the two assessments were not compatible?
BSHS 452 Week 1 Summary
BSHS 452 Week 2 Complete DQ
In preparing the evaluation section of a proposal, what questions should you ask yourself?
What do you see as the most critical elements of an evaluation plan and how would you apply these?
What are qualitative and quantitative evaluation methods? Define and explain their differences.
How do you determine which type of evaluation method you would use?
Explain the concept of “Chasing Mission, Not Money.” How does program evaluation relate to program design?
BSHS 452 Week 2 Individual Worksheet 3.1A
BSHS 452 Week 2 Summary
BSHS 452 Week 2 Team Assignment Assessment Process and Needs Statement
BSHS 452 Week 3 Complete DQ
What is the definition of a goal? What is the definition of an objective?
Please provide an example of each (either for a personal or work related).
What is the purpose of the sustainability component of the proposal?
What goes into the sustainability component of the proposal?
For the sustainability component of the proposal, what are some potential sources of future funding?
Explain the design components and strategies of effective proposal budgets.
Explain the match between human service agency goals and funding guidelines. Why is this match critical?
Explain what an RFP is and when you might see one.
Generate a list of at least two potential compatible funding sources (from online) for your program or project that you are working with in your Learning Team Assignment). Use APA when listing the sources.
Explain the design components and strategies of effective proposal budgets.
Explain the match between human service agency goals and funding guidelines. Why is this match critical?
Explain what an RFP is and when you might see one.
BSHS 452 Week 3 Summar
BSHS 452 Week 3 Individual Worksheet 5.1A Methods Exercise
BSHS 452 Week 3 Team Program Design and Timeline and Program Evaluation
BSHS 452 Week 4 Complete DQ
Every part of a grant proposal should be written with the goal of furthering your organization’s mission. How can the budget promote your organization’s mission?
What part do technical writing skills play in acquiring grant funding? What processes would you use to assure that the grant is written well prior to submitting?
What is a logic model? How can a logic model help keep your grant proposal consistent?
BSHS 452 Week 4 Summary
BSHS 452 Week 4 Team Proposal Budget
BSHS 452 Week 4 Team Proposal Goals and Objectives
BSHS 452 Week 5 Complete DQ
Funder’s typically use a process termed “Due Diligence” when reviewing grant proposals. Research this term and discuss in detail what you believe it to mean, why and how it would be used by a funding reviewer.
What aspect(s) of the grant proposal was the most difficult for you? Why?
What skills did you learn during the grant proposal development process that will be useful to you in the future? How and Why?
BSHS 452 Week 5 Summary
BSHS 452 Week 5 Individual Grant Review and Evaluation
BSHS 452 Week 5 Team Final Proposal Power Point Presentation
BSHS 452 Week 5 Team Final Written Proposal
Reference : ( http://homeworklance.com/downloads/bshs-452-complete-course-material/ )
BSA 310 ( Version 8 Business Systems ) Complete Course
BSA 310 Week 1 DQ 1 And 2
A “business system”, as defined by Georgetown University, is “a combination of people and automated applications organized to meet a particular set of business objectives. Describe a business system you use in your work environment. What is the business objective of the business system?
A companies “Business Model” serves to (1) articulate the value proposition, (2) identify a market segment, (3) define the structure of the firm’s “value chain”, (4) specify the revenue generation mechanisms, (5) describe the position of the firm within the value network, and (6) to formulate the competitive strategy.
BSA Week 1 Individual Assignment System Inventory)
BSA 310 Week 1 Supporting Activity
BSA 310 Week 2
BSA 310 Week 2 DQ
1. Review Chapter 3 in the eBook. Apply Porter’s competitive forces model to your organization. Who are the new market entrants, substitute products, etc.
2. Review Chapter 4 in the eBook. Explain how informed consent, legislation, industry self-regulation, and technology tools help protect the individual privacy of Internet users.
Describe common threats against contemporary information systems in your organization. What can be done to mitigate the risks imposed?
Security isn’t simply a technology issue, it’s a business issue. Discuss.
BSA 310 Week 2 Individual Assignment
BSA 310 Week 2 Supporting Activity
BSA 310 Week 3 DQ
The text identified three common legal forms of business organizations: sole proprietorships, partnerships, and corporations. IF you were to start or your business (or if you already have started your own business) what type of legal form would you use? Why did you choose this legal form?
Or
Financial statements (balance sheet, income statement, statement of cash flows, and statement of stockholders’ equity) are the primary means accountants use to communicate financial information to investors, creditors, regulatory agencies,
and others. Choose one of these financial statements and provide an example of the statement from your current organization, if possible. Provide a brief analysis of what is contained on the statement.
The text identified three common legal forms of business organizations: sole proprietorships, partnerships, and corporations. IF you were to start or your business (or if you already have started your own business) what type of legal form would you use? Why did you choose this legal form?
Review Chapter 2 in your eBook. Choose two different types of companies (or UOP virtual organizations) with which you are familiar and provide examples of an operating revenue, a nonoperating revenue, and an operating expense for that company. Define these terms
Review Chapter 9 in your eBook. Choose three of the key terms defined within or at the end of the chapter and provide the definition for these terms.
BSA 310 Week 3 Individual Assignment Accounting System Paper
BSA 310 Week 3 Learning Team Assignment
BSA 310 Week 3 Supporting Activity
BSA 310 Week 4 DQ
1. Review chapter one in your eBook. The marketing process involves five steps, the first four of which involve the steps to create value for customers. Discuss how your organization creates value through the marketing process.
or
2. Review chapter two in your eBook. Managing the marketing function begins with a complete analysis of the company’s situation.The marketer should conduct a SWOT analysis, by which it evaluates the company’s overall strengths (S), weaknesses (W), opportunities (O), and threats (T). Conduct a SWOT analysis for your organization.
Review chapter 14 in your eBook. Direct marketing is rich in tools, from traditional old favorites such as direct mail, catalogs, and telemarketing to the Internet and other new digital approaches. What direct marketing tools does your organization use? Which, in your opinion, are the most effective, least effective?
Review chapter 16 in your eBook. Sustainable marketing goes beyond caring for the needs and wants of customers today. It means having concern for tomorrow’s customers in assuring the survival and success of the business, shareholders, employees, and the broader world in which we live. How is your organization using sustainable marketing to ensure long term success?
BSA 310 Week 4 Individual Assignment McBride Marketing Paper
BSA 310 Week 4 Learning Team Assignment
BSA 310 Week 4 Supporting Activity
BSA 310 Week 5 DQ
Review chapter one in your eBook. Distinguish between data and information and between information systems literacy and computer literacy.
Review chapter two in your eBook. Choose two of the following systems, define the system, provide an example of its use in a company, and describe the business benefits.
–enterprise systems,
–supply chain management systems,
–customer relationship management systems,or
–knowledge management systems.
Review chapter eight in your eBook. If you were developing a business continuity plan for your company, where would you start? What aspects of the business would the plan address?
Review chapter thirteen in your eBook. What are three key considerations when building an information system?
BSA 310 Week 5 Learning Team Assignment
BSA 310 Week 5 Learning Team Presentation
BSA 310 Week 5 Supporting Activity
Reference : ( http://homeworklance.com/downloads/bsa-310-business-systems-complete-course/ )
A “business system”, as defined by Georgetown University, is “a combination of people and automated applications organized to meet a particular set of business objectives. Describe a business system you use in your work environment. What is the business objective of the business system?
A companies “Business Model” serves to (1) articulate the value proposition, (2) identify a market segment, (3) define the structure of the firm’s “value chain”, (4) specify the revenue generation mechanisms, (5) describe the position of the firm within the value network, and (6) to formulate the competitive strategy.
BSA Week 1 Individual Assignment System Inventory)
BSA 310 Week 1 Supporting Activity
BSA 310 Week 2
BSA 310 Week 2 DQ
1. Review Chapter 3 in the eBook. Apply Porter’s competitive forces model to your organization. Who are the new market entrants, substitute products, etc.
2. Review Chapter 4 in the eBook. Explain how informed consent, legislation, industry self-regulation, and technology tools help protect the individual privacy of Internet users.
Describe common threats against contemporary information systems in your organization. What can be done to mitigate the risks imposed?
Security isn’t simply a technology issue, it’s a business issue. Discuss.
BSA 310 Week 2 Individual Assignment
BSA 310 Week 2 Supporting Activity
BSA 310 Week 3 DQ
The text identified three common legal forms of business organizations: sole proprietorships, partnerships, and corporations. IF you were to start or your business (or if you already have started your own business) what type of legal form would you use? Why did you choose this legal form?
Or
Financial statements (balance sheet, income statement, statement of cash flows, and statement of stockholders’ equity) are the primary means accountants use to communicate financial information to investors, creditors, regulatory agencies,
and others. Choose one of these financial statements and provide an example of the statement from your current organization, if possible. Provide a brief analysis of what is contained on the statement.
The text identified three common legal forms of business organizations: sole proprietorships, partnerships, and corporations. IF you were to start or your business (or if you already have started your own business) what type of legal form would you use? Why did you choose this legal form?
Review Chapter 2 in your eBook. Choose two different types of companies (or UOP virtual organizations) with which you are familiar and provide examples of an operating revenue, a nonoperating revenue, and an operating expense for that company. Define these terms
Review Chapter 9 in your eBook. Choose three of the key terms defined within or at the end of the chapter and provide the definition for these terms.
BSA 310 Week 3 Individual Assignment Accounting System Paper
BSA 310 Week 3 Learning Team Assignment
BSA 310 Week 3 Supporting Activity
BSA 310 Week 4 DQ
1. Review chapter one in your eBook. The marketing process involves five steps, the first four of which involve the steps to create value for customers. Discuss how your organization creates value through the marketing process.
or
2. Review chapter two in your eBook. Managing the marketing function begins with a complete analysis of the company’s situation.The marketer should conduct a SWOT analysis, by which it evaluates the company’s overall strengths (S), weaknesses (W), opportunities (O), and threats (T). Conduct a SWOT analysis for your organization.
Review chapter 14 in your eBook. Direct marketing is rich in tools, from traditional old favorites such as direct mail, catalogs, and telemarketing to the Internet and other new digital approaches. What direct marketing tools does your organization use? Which, in your opinion, are the most effective, least effective?
Review chapter 16 in your eBook. Sustainable marketing goes beyond caring for the needs and wants of customers today. It means having concern for tomorrow’s customers in assuring the survival and success of the business, shareholders, employees, and the broader world in which we live. How is your organization using sustainable marketing to ensure long term success?
BSA 310 Week 4 Individual Assignment McBride Marketing Paper
BSA 310 Week 4 Learning Team Assignment
BSA 310 Week 4 Supporting Activity
BSA 310 Week 5 DQ
Review chapter one in your eBook. Distinguish between data and information and between information systems literacy and computer literacy.
Review chapter two in your eBook. Choose two of the following systems, define the system, provide an example of its use in a company, and describe the business benefits.
–enterprise systems,
–supply chain management systems,
–customer relationship management systems,or
–knowledge management systems.
Review chapter eight in your eBook. If you were developing a business continuity plan for your company, where would you start? What aspects of the business would the plan address?
Review chapter thirteen in your eBook. What are three key considerations when building an information system?
BSA 310 Week 5 Learning Team Assignment
BSA 310 Week 5 Learning Team Presentation
BSA 310 Week 5 Supporting Activity
Reference : ( http://homeworklance.com/downloads/bsa-310-business-systems-complete-course/ )
ACCT 504 Accounting and Finance Managerial Use and Analysis
ACCT 504 Week 1 , An Overview of Financial Statements and the Environment of Financial Reporting
What is GAAP? What is the purpose of GAAP?
What is the purpose of a Balance Sheet? What information does it provide?
ACCT 504 Week 2, The Accounting Information System and Accrual Accounting Concepts
What is the role of the accounting equation in the analysis of business transactions?
ACCT 504 Week 3, Merchandising Operations and Inventory – Discussions Questions
ACCT 504 Week 3, Case Study 1 Flower Landscaping Corporation – Discussions Questions
ACCT 504 Week 4, Internal Control, Cash and Receivables – Discussion Questions
ACCT 504 Week 4, Midterm Quiz
ACCT 504 Week 5: Long-Lived Assets and Liabilities, and Time Value of Money
ACCT 504 Week 5, Case Study 2 Internal Control – LJB Company
ACCT 504 Week 6, Stockholders’ Equity and Statement of Cash Flows
ACCT 504 Week 6 Case Study 3 – Cash Budgeting – LBJ Company
ACCT 504 Week 7, Financial Analysis: The Big Picture
ACCT 504 Week 7 Course Project Financial Statement Analysis Project — A Comparative Analysis of Kohl’s Corporation and J.C. Penney Corporation
Earning per share
Current ratio
Gross Profit Ratio
Profit margin ratio
Inventory Turnover
Days in Inventory
Receivable Turnover Ratio
Average Collection Period
Assets Turnover Ratio
Return on Assets Ratio
Debt to Total Assets Ratio
Times Interest Earned Ratio
Payout ratio
Return on Common Stockholders’ Equity
Free cash flow Current
cash debt coverage ratio
Price -Earnings ratio
Reference : ( http://homeworklance.com/downloads/acct-504-accounting-finance-managerial-use-analysis/ )
What is GAAP? What is the purpose of GAAP?
What is the purpose of a Balance Sheet? What information does it provide?
ACCT 504 Week 2, The Accounting Information System and Accrual Accounting Concepts
What is the role of the accounting equation in the analysis of business transactions?
ACCT 504 Week 3, Merchandising Operations and Inventory – Discussions Questions
ACCT 504 Week 3, Case Study 1 Flower Landscaping Corporation – Discussions Questions
ACCT 504 Week 4, Internal Control, Cash and Receivables – Discussion Questions
ACCT 504 Week 4, Midterm Quiz
ACCT 504 Week 5: Long-Lived Assets and Liabilities, and Time Value of Money
ACCT 504 Week 5, Case Study 2 Internal Control – LJB Company
ACCT 504 Week 6, Stockholders’ Equity and Statement of Cash Flows
ACCT 504 Week 6 Case Study 3 – Cash Budgeting – LBJ Company
ACCT 504 Week 7, Financial Analysis: The Big Picture
ACCT 504 Week 7 Course Project Financial Statement Analysis Project — A Comparative Analysis of Kohl’s Corporation and J.C. Penney Corporation
Earning per share
Current ratio
Gross Profit Ratio
Profit margin ratio
Inventory Turnover
Days in Inventory
Receivable Turnover Ratio
Average Collection Period
Assets Turnover Ratio
Return on Assets Ratio
Debt to Total Assets Ratio
Times Interest Earned Ratio
Payout ratio
Return on Common Stockholders’ Equity
Free cash flow Current
cash debt coverage ratio
Price -Earnings ratio
Reference : ( http://homeworklance.com/downloads/acct-504-accounting-finance-managerial-use-analysis/ )
NTC 249 Entire Course Wide Area Networking Concepts
Discussion Question 1
Write a 250- to 300-word short-answer response to the following:
· What are two WANs that you have used? What equipment or devices were used? Describe the network design and configuration? Respond to your classmates, and discuss how your examples differ.
Discussion Question 2
Write a 250- to 300-word short-answer response to the following:
· Chou (2009) discusses a very common situation in business, communications between branch offices, and the home office data center. The author presents two methodologies to improve throughput between the offices and the data center: data compression and caching. Analyze and discuss the common types of data used in your company to test the suitability of these methods. Additionally, discuss where, in general, data compression can be used and where data compression cannot be used.
Discussion Question 3
Write a 250- to 300-word short-answer response to the following:
· Soares, et al. (2008) review all the present protocol segments necessary for VoIP telephony. Protocol such as Session Initiation Protocol (SIP) and H.323 are prevalent but have limitations. Analyze and discuss the limitations of SIP and H.323 as presently used and include in your discussion effects of the proposed Advanced Multimedia System (AMS) protocol and whether it will fix the existing problems.
Discussion Question 1
Write a 250- to 300-word short-answer response to the following:
· What are the advantages and disadvantages of VoIP? What VoIP services exist? What equipment may be necessary in a small office/home office (SOHO) and large enterprise environment?
Discussion Question 2
Write a 250- to 300-word short-answer response to the following:
· The Internet does not guarantee delivery. Multimedia services such as Internet Protocol television (IPTV) require levels of quality of service (QoS) for acceptable performance. Doverspike et al. (2009) have created a set of internal protocols that help create a QOS scenario to allow IPTV signals to be delivered in an acceptable fashion. Pick any two of the author’s techniques and show how they contribute to the creation of a data stream with QOS.
Discussion Question 3
Write a 250- to 300-word short-answer response to the following:
· Based on the Khan and Tahboub (2009) article, analyze and discuss the advantages and disadvantage of the MPLS protocol and what services are most likely to use that protocol in the network.
Learning Team Instructions
Network Design for Acme Manufacturing Network Draft
Draft a logical network drawing for Acme to depict the recommended WAN. Include the recommendations for the type of leased lines the company should choose at each location.
Draft recommendations on the type of telecommunications systems that would work best for Acme: private branch exchange (PBX) or VoIP.
Individual
OSI Model Paper
Write a 3-4 page paper (400 words per page) describing the open systems interconnection (OSI) model and how it relates to a network. Your response should include answers to the following:
· On which layers of the OSI model do WAN protocols operate?
· What are some of these protocols?
· On which OSI layers do switches and routers operate?
· If routers reside at more than one layer, what is the difference between the OSI layers?
Discussion Question 1
Write a 250- to 300-word short-answer response to the following:
· Conduct an Internet search to locate an example of a private network and a public network. How is each network used? What are the pros and cons of each?
Discussion Question 2
Write a 250- to 300-word short-answer response to the following:
·Explain sub-netting in a way a nontechnical client would understand. Add clarification to other student explanations.
Discussion Question 3
Find a web site, an article on a web site or a peer reviewed article that is related to this weeks material. Write a 250-300 word synopsis what you have found and explain why you think it is relevant. Make sure you include the references and links to the article or web site.
Learning Team Instructions
Network Design for Acme Manufacturing Address Draft
Draft the IP address scheme, including the range of IP addresses, broadcast addresses, and subnets.
Draft a VLAN to appropriately address Acme’s concerns that departments that are not grouped together are logically connected.
Monday
Individual
Short Answers
Provide answers to each of the following questions:
Identify the functions of a CSU/DSU. How are they used in a corporate environment? Integrated services digital networks (ISDN) are sometimes used in locations that do not support DSL or cable modem connections. Your choices may be analog modems or an ISDN connection in those remote locations. Describe three benefits ISDNs have over regular dial-up modem connections. Compare and contrast packet and circuit switching. Which is more commonly used? What are the advantages and disadvantages of each? Describe the three main types of firewalls. Explain how each type protects the network. Determine which firewall is the most efficient and why.
Your answers should be 3-4 pages long in total (400 words per page).
Discussion Question 1
Write a 250- to 300-word short-answer response to the following:
· What are some of the greatest security risks to a WAN? Provide an example of one risk and discuss the potential consequences and possible precautions.
Discussion Question 2
Write a 250- to 300-word short-answer response to the following:
· Network attacks come in many forms. Broadley, et al. (2009) point out a new method where the attacker creates a covert communication channel by changing the timing of part of a real signal and sneaking in. Analyze and discuss whether your system at work could be attacked by this methodology and if you think so what are you going to do about it?
Discussion Question 3
Find a web site, an article on a web site or a peer reviewed article that is related to this weeks material. Write a 250-300 word synopsis what you have found and explain why you think it is relevant. Make sure you include the references and links to the article or web site.
Learning Team Instructions
Network Design for Acme Manufacturing Equipment Draft
Draft recommendations on network equipment that should be placed at each location. Also consider equipment based on the teleconferencing needs.
Draft a recommendation on how to secure the network. Make appropriate recommendations for wireless at Acme.
Monday
Individual
VLAN Paper
Consider the following scenario:
Your Company moves into a new building. Marketing is on the first floor, engineering is on the second floor, operations are on the third floor, and the call center is on the fourth floor. The LAN is organized neatly, with each floor having its own switch. Some of the groups on the floor are connected through hubs and the network is planned for orderly growth. The company grows faster and much differently than was planned, however, and the call center must be expanded. Some of the engineering department employees on the second floor and operations employees on the fourth floor move offsite, and the call center expands. Space is compressed and users move to other parts of the building, but their communities of interest do not change. The same users still need to communicate with the same services.
Write a 3-4 page plan (400 words per page) explaining how a VLAN could be implemented so that bandwidth is not consumed. Your plan must ensure that the network is not flooded with packets, and that members of the same VLAN can be located in different buildings or cities. Include the following:
· The benefit of creating a VLAN.
· A plan to segment the network into different broadcast domains to avoid bandwidth consumption.
· A plan to improve security.
· The type of VLAN membership and the value of that choice over other options.
· The type of switch to be used, layer 2 or layer 3, and why you would choose it over the other.
· The types of trunking configured on the switch.
· The purpose and benefit of using the VLAN trunk protocol (VTP).
· A definition of the VTP mode used to configure the switches.
· Backup plan.
Your answers should be 4-5 pages long (400 words per page).
Discussion Question 1
Write a 250- to 300-word short-answer response to the following:
· How can wireless interface with a WAN? Discuss security concerns with wireless and best practices to protect a wireless system?
Discussion Question 2
Write a 250- to 300-word short-answer response to the following:
· Worldwide Interoperability for Microwave Access (WiMAX) is a very popular topic today since it offers the possibility of wireless broadband signal capability over large geographic areas. WLAN signals suffer from a number of potential degradations such as multipath and fading. Balakrishnan, et al. (2009) analyzes the WiMAX technology in these conditions. An interesting side note to recognize is that this analysis was done via computer simulation using software called OPNET. Analyze and discuss the potential for the use of WiMAX in your corporate environment. Do you see WiMAX becoming the predominant WAN wireless technology of the future? If so, why? If not, why?
Discussion Question 3
Write a 250- to 300-word short-answer response to the following:
· Li, et al. (2009) have provided a brief review of early network structures and are also providing their view of the future generations of wireless networking out to the 7th generation. Analyze and discuss you personal view of either agreement or disagreement with the authors. In either case present support or alternatives.
Learning Team
Network Design for Acme Manufacturing
As a Learning Team, finalize the network design for Acme Manufacturing.
The final presentation should be 10-12 pages (400 words per page) plus any diagrams or charts needed to explain the design.
Submit to instructor.
Reference ; ( http://homeworklance.com/downloads/ntc-249-entire-course-wide-area-networking-concepts/ )
Write a 250- to 300-word short-answer response to the following:
· What are two WANs that you have used? What equipment or devices were used? Describe the network design and configuration? Respond to your classmates, and discuss how your examples differ.
Discussion Question 2
Write a 250- to 300-word short-answer response to the following:
· Chou (2009) discusses a very common situation in business, communications between branch offices, and the home office data center. The author presents two methodologies to improve throughput between the offices and the data center: data compression and caching. Analyze and discuss the common types of data used in your company to test the suitability of these methods. Additionally, discuss where, in general, data compression can be used and where data compression cannot be used.
Discussion Question 3
Write a 250- to 300-word short-answer response to the following:
· Soares, et al. (2008) review all the present protocol segments necessary for VoIP telephony. Protocol such as Session Initiation Protocol (SIP) and H.323 are prevalent but have limitations. Analyze and discuss the limitations of SIP and H.323 as presently used and include in your discussion effects of the proposed Advanced Multimedia System (AMS) protocol and whether it will fix the existing problems.
Discussion Question 1
Write a 250- to 300-word short-answer response to the following:
· What are the advantages and disadvantages of VoIP? What VoIP services exist? What equipment may be necessary in a small office/home office (SOHO) and large enterprise environment?
Discussion Question 2
Write a 250- to 300-word short-answer response to the following:
· The Internet does not guarantee delivery. Multimedia services such as Internet Protocol television (IPTV) require levels of quality of service (QoS) for acceptable performance. Doverspike et al. (2009) have created a set of internal protocols that help create a QOS scenario to allow IPTV signals to be delivered in an acceptable fashion. Pick any two of the author’s techniques and show how they contribute to the creation of a data stream with QOS.
Discussion Question 3
Write a 250- to 300-word short-answer response to the following:
· Based on the Khan and Tahboub (2009) article, analyze and discuss the advantages and disadvantage of the MPLS protocol and what services are most likely to use that protocol in the network.
Learning Team Instructions
Network Design for Acme Manufacturing Network Draft
Draft a logical network drawing for Acme to depict the recommended WAN. Include the recommendations for the type of leased lines the company should choose at each location.
Draft recommendations on the type of telecommunications systems that would work best for Acme: private branch exchange (PBX) or VoIP.
Individual
OSI Model Paper
Write a 3-4 page paper (400 words per page) describing the open systems interconnection (OSI) model and how it relates to a network. Your response should include answers to the following:
· On which layers of the OSI model do WAN protocols operate?
· What are some of these protocols?
· On which OSI layers do switches and routers operate?
· If routers reside at more than one layer, what is the difference between the OSI layers?
Discussion Question 1
Write a 250- to 300-word short-answer response to the following:
· Conduct an Internet search to locate an example of a private network and a public network. How is each network used? What are the pros and cons of each?
Discussion Question 2
Write a 250- to 300-word short-answer response to the following:
·Explain sub-netting in a way a nontechnical client would understand. Add clarification to other student explanations.
Discussion Question 3
Find a web site, an article on a web site or a peer reviewed article that is related to this weeks material. Write a 250-300 word synopsis what you have found and explain why you think it is relevant. Make sure you include the references and links to the article or web site.
Learning Team Instructions
Network Design for Acme Manufacturing Address Draft
Draft the IP address scheme, including the range of IP addresses, broadcast addresses, and subnets.
Draft a VLAN to appropriately address Acme’s concerns that departments that are not grouped together are logically connected.
Monday
Individual
Short Answers
Provide answers to each of the following questions:
Identify the functions of a CSU/DSU. How are they used in a corporate environment? Integrated services digital networks (ISDN) are sometimes used in locations that do not support DSL or cable modem connections. Your choices may be analog modems or an ISDN connection in those remote locations. Describe three benefits ISDNs have over regular dial-up modem connections. Compare and contrast packet and circuit switching. Which is more commonly used? What are the advantages and disadvantages of each? Describe the three main types of firewalls. Explain how each type protects the network. Determine which firewall is the most efficient and why.
Your answers should be 3-4 pages long in total (400 words per page).
Discussion Question 1
Write a 250- to 300-word short-answer response to the following:
· What are some of the greatest security risks to a WAN? Provide an example of one risk and discuss the potential consequences and possible precautions.
Discussion Question 2
Write a 250- to 300-word short-answer response to the following:
· Network attacks come in many forms. Broadley, et al. (2009) point out a new method where the attacker creates a covert communication channel by changing the timing of part of a real signal and sneaking in. Analyze and discuss whether your system at work could be attacked by this methodology and if you think so what are you going to do about it?
Discussion Question 3
Find a web site, an article on a web site or a peer reviewed article that is related to this weeks material. Write a 250-300 word synopsis what you have found and explain why you think it is relevant. Make sure you include the references and links to the article or web site.
Learning Team Instructions
Network Design for Acme Manufacturing Equipment Draft
Draft recommendations on network equipment that should be placed at each location. Also consider equipment based on the teleconferencing needs.
Draft a recommendation on how to secure the network. Make appropriate recommendations for wireless at Acme.
Monday
Individual
VLAN Paper
Consider the following scenario:
Your Company moves into a new building. Marketing is on the first floor, engineering is on the second floor, operations are on the third floor, and the call center is on the fourth floor. The LAN is organized neatly, with each floor having its own switch. Some of the groups on the floor are connected through hubs and the network is planned for orderly growth. The company grows faster and much differently than was planned, however, and the call center must be expanded. Some of the engineering department employees on the second floor and operations employees on the fourth floor move offsite, and the call center expands. Space is compressed and users move to other parts of the building, but their communities of interest do not change. The same users still need to communicate with the same services.
Write a 3-4 page plan (400 words per page) explaining how a VLAN could be implemented so that bandwidth is not consumed. Your plan must ensure that the network is not flooded with packets, and that members of the same VLAN can be located in different buildings or cities. Include the following:
· The benefit of creating a VLAN.
· A plan to segment the network into different broadcast domains to avoid bandwidth consumption.
· A plan to improve security.
· The type of VLAN membership and the value of that choice over other options.
· The type of switch to be used, layer 2 or layer 3, and why you would choose it over the other.
· The types of trunking configured on the switch.
· The purpose and benefit of using the VLAN trunk protocol (VTP).
· A definition of the VTP mode used to configure the switches.
· Backup plan.
Your answers should be 4-5 pages long (400 words per page).
Discussion Question 1
Write a 250- to 300-word short-answer response to the following:
· How can wireless interface with a WAN? Discuss security concerns with wireless and best practices to protect a wireless system?
Discussion Question 2
Write a 250- to 300-word short-answer response to the following:
· Worldwide Interoperability for Microwave Access (WiMAX) is a very popular topic today since it offers the possibility of wireless broadband signal capability over large geographic areas. WLAN signals suffer from a number of potential degradations such as multipath and fading. Balakrishnan, et al. (2009) analyzes the WiMAX technology in these conditions. An interesting side note to recognize is that this analysis was done via computer simulation using software called OPNET. Analyze and discuss the potential for the use of WiMAX in your corporate environment. Do you see WiMAX becoming the predominant WAN wireless technology of the future? If so, why? If not, why?
Discussion Question 3
Write a 250- to 300-word short-answer response to the following:
· Li, et al. (2009) have provided a brief review of early network structures and are also providing their view of the future generations of wireless networking out to the 7th generation. Analyze and discuss you personal view of either agreement or disagreement with the authors. In either case present support or alternatives.
Learning Team
Network Design for Acme Manufacturing
As a Learning Team, finalize the network design for Acme Manufacturing.
The final presentation should be 10-12 pages (400 words per page) plus any diagrams or charts needed to explain the design.
Submit to instructor.
Reference ; ( http://homeworklance.com/downloads/ntc-249-entire-course-wide-area-networking-concepts/ )
BUS 433 Entire Course Business Strategy
Nature of Strategic Planning. In a 250-300 word post, answer
the following questions: What is strategic planning? How does it differ
from other forms of planning? Why is the strategic planning process
important to entrepreneurs in starting a new venture? Respond to at
least two of your classmates’ postings.
Strategic and Entrepreneurial Thinking. In a 250-300 word post, respond to the following: Provide a definition of entrepreneurial thinking. What role does entrepreneurial thinking play in strategic planning? Respond to at least two of your classmates’ postings.
Week One Quiz. Complete the quiz on the assigned readings for the week.
Internal Competencies. In planning, one component to explore is how an entrepreneurial organization’s internal competencies help to achieve a strategic advantage in the marketplace. In a 250-300 word response, answer the following: What steps/actions would an entrepreneur take to determine whether the entrepreneurial venture has the appropriate internal competencies to achieve competitive advantage? Respond to at least two of your classmates’ postings.
External Feedback. Select a company and in a 250-300 word response, identify what you believe are the company’s “listening posts” (key opportunities) for getting feedback from the external environment. Could the company expand its listening posts? How? Respond to at least two of your classmates’ postings.
Week Two Quiz. Complete the quiz on the assigned readings for the week.
New Opportunities. Most successful businesses are focused on existing markets and may not have the vision to spot new products and services. Respond to the following in a 250 -300 word post: Is this happening where you work? Does this lack of vision provide you an opportunity to develop an entrepreneurial venture? Respond to at least two of your classmates’ postings.
Expansion. Identify an entrepreneurial venture and in a 250-300 word response, answer the following questions: What circumstances might encourage the entrepreneur to enter into a new business area by acquisition? What different circumstances would encourage the same entrepreneur to merge with another company? Respond to at least two of your classmates’ postings.
Week Three Quiz. Complete the quiz on the assigned readings for the week.
Strategy Change. In a 2-3 page paper, identify an organization that has changed its strategy
(example: moving from differentiation to low cost) in the marketplace. Why do you think the company has
made its strategic change? How did it determine the appropriate time to make the change? What have been
the results? Use at least three references, two from ProQuest.
Process of Innovation. Respond to the following in a 250 -300 word post: Discuss the four main elements needed to bring an innovative idea to the marketplace. What are then some of the difficulties facing successful innovation? Respond to at least two of your classmates’ postings.
Global Expansions. In a 250-300 word post, answer the following questions: Are
there different ethical risks an entrepreneur faces if entering a market in a developed country as compared to a
market in an undeveloped country? Identify those ethical risks. What recommendations would you make to such an entrepreneur about ethical risks? Respond to at least two of your classmates’ postings.
Week Four Quiz. Complete the quiz on the assigned readings for the week.
Challenges to Industry Giants. In your lifetime, do you think companies such as Coke, McDonald’s, or Google will be overtaken by new, entrepreneurial companies? In a 200-250 word response, indicate why you selected your answer. Respond to at least two of your classmates’ postings.
Industry Change. Select an industry. In a 250-300 word response, describe the strategic turning points that caused change in the industry. Identify and describe how one company within the industry successfully reacted to the need for change. Respond to at least two of your classmates’ postings.
Focus of the Final Paper
Imagine that you are the entrepreneur who has created a successful new venture. The venture is posed to expand domestically and internationally. In a 6-8 page paper, excluding title and reference pages, address the following:
1. Identify what strategic leadership skills are needed for your entrepreneurial venture to take it to the next growth level. How will you evaluate the leaders in your venture to determine if they have the strategic leadership skills needed?
2. In planning to take the entrepreneurial venture to another country, identify the challenges/problems the venture may face. What guidelines will you provide for managers to deal with the challenges/problems?
3. What is the current level of entrepreneurial activities in the United States? Overall, is the climate for entrepreneurship improving or worsening? Your evaluation will determine whether strategic moves will be made to expand the venture domestically.
4. As you work on your strategic plan for expansion, what kind of expansion model will you use: internal venturing, acquisitions, mergers, etc? What were the circumstances that influenced your choice?
Reference : ( http://homeworklance.com/downloads/bus-433-entire-course-business-strategy/ )
Strategic and Entrepreneurial Thinking. In a 250-300 word post, respond to the following: Provide a definition of entrepreneurial thinking. What role does entrepreneurial thinking play in strategic planning? Respond to at least two of your classmates’ postings.
Week One Quiz. Complete the quiz on the assigned readings for the week.
Internal Competencies. In planning, one component to explore is how an entrepreneurial organization’s internal competencies help to achieve a strategic advantage in the marketplace. In a 250-300 word response, answer the following: What steps/actions would an entrepreneur take to determine whether the entrepreneurial venture has the appropriate internal competencies to achieve competitive advantage? Respond to at least two of your classmates’ postings.
External Feedback. Select a company and in a 250-300 word response, identify what you believe are the company’s “listening posts” (key opportunities) for getting feedback from the external environment. Could the company expand its listening posts? How? Respond to at least two of your classmates’ postings.
Week Two Quiz. Complete the quiz on the assigned readings for the week.
New Opportunities. Most successful businesses are focused on existing markets and may not have the vision to spot new products and services. Respond to the following in a 250 -300 word post: Is this happening where you work? Does this lack of vision provide you an opportunity to develop an entrepreneurial venture? Respond to at least two of your classmates’ postings.
Expansion. Identify an entrepreneurial venture and in a 250-300 word response, answer the following questions: What circumstances might encourage the entrepreneur to enter into a new business area by acquisition? What different circumstances would encourage the same entrepreneur to merge with another company? Respond to at least two of your classmates’ postings.
Week Three Quiz. Complete the quiz on the assigned readings for the week.
Strategy Change. In a 2-3 page paper, identify an organization that has changed its strategy
(example: moving from differentiation to low cost) in the marketplace. Why do you think the company has
made its strategic change? How did it determine the appropriate time to make the change? What have been
the results? Use at least three references, two from ProQuest.
Process of Innovation. Respond to the following in a 250 -300 word post: Discuss the four main elements needed to bring an innovative idea to the marketplace. What are then some of the difficulties facing successful innovation? Respond to at least two of your classmates’ postings.
Global Expansions. In a 250-300 word post, answer the following questions: Are
there different ethical risks an entrepreneur faces if entering a market in a developed country as compared to a
market in an undeveloped country? Identify those ethical risks. What recommendations would you make to such an entrepreneur about ethical risks? Respond to at least two of your classmates’ postings.
Week Four Quiz. Complete the quiz on the assigned readings for the week.
Challenges to Industry Giants. In your lifetime, do you think companies such as Coke, McDonald’s, or Google will be overtaken by new, entrepreneurial companies? In a 200-250 word response, indicate why you selected your answer. Respond to at least two of your classmates’ postings.
Industry Change. Select an industry. In a 250-300 word response, describe the strategic turning points that caused change in the industry. Identify and describe how one company within the industry successfully reacted to the need for change. Respond to at least two of your classmates’ postings.
Focus of the Final Paper
Imagine that you are the entrepreneur who has created a successful new venture. The venture is posed to expand domestically and internationally. In a 6-8 page paper, excluding title and reference pages, address the following:
1. Identify what strategic leadership skills are needed for your entrepreneurial venture to take it to the next growth level. How will you evaluate the leaders in your venture to determine if they have the strategic leadership skills needed?
2. In planning to take the entrepreneurial venture to another country, identify the challenges/problems the venture may face. What guidelines will you provide for managers to deal with the challenges/problems?
3. What is the current level of entrepreneurial activities in the United States? Overall, is the climate for entrepreneurship improving or worsening? Your evaluation will determine whether strategic moves will be made to expand the venture domestically.
4. As you work on your strategic plan for expansion, what kind of expansion model will you use: internal venturing, acquisitions, mergers, etc? What were the circumstances that influenced your choice?
Reference : ( http://homeworklance.com/downloads/bus-433-entire-course-business-strategy/ )
ACC 556 Entire course Forensic accounting
ACC 556 Week 1 Individual Assignment: Internal Accountant’s Report to Management
You are the internal accountant at a company that is preparing for an upcoming government contract bid. The management in your company is deciding if it is necessary for the company to perform a full financial status review prior to the bid. As an internal accountant, prepare a report for management that provides supporting information for a full financial status review prior to the bid.
Write a paper of no more than 1,050 words that includes the following sections:
o Section I: The impact of occupational fraud and abuse on the company
o Section II: U.S. governmental oversight of accounting fraud and abuse and its affect on the company
o Section III: Potential corruption schemes to be aware of within the company
o Section IV: Recommendation of types of accounting evidence and methods of gathering such evidence to support the financial status review
· Format your paper according to APA standards.
ACC 556 Week 2 Individual Assignment Procedures in Collecting Forensic Evidence
As corporate controller for Apollo Shoes you are tasked to find and explain any irregularities in
the Apollo Shoes Case.
·
Resource: Apollo Shoes Casebook
·
questions:
Define the process you will use and address the following assessed classroom discussion
o
What procedures will be used to collect accounting evidence?
o
What sampling tools and techniques will be used for the examination?
o
How will you use analytical and inferential tools to evaluate accounting
ACC 556 Week 3 Substantive Procedures for Asset Irregularities
You are the internal accountant at a company that is preparing for an upcoming government contract bid. The management in your company is deciding if it is necessary for the company to perform a full financial status review prior to the bid. As an internal accountant, prepare a report for management that provides supporting information for a full financial status review prior to the bid.
Write a paper of no more than 1,050 words that includes the following sections:
o Section I: The impact of occupational fraud and abuse on the company
o Section II: U.S. governmental oversight of accounting fraud and abuse and its affect on the company
o Section III: Potential corruption schemes to be aware of within the company
o Section IV: Recommendation of types of accounting evidence and methods of gathering such evidence to support the financial status review
· Format your paper according to APA standards.
ACC 556 Week 4 Learning Team Assignment: Substantive Procedures for Asset Irregularities
Resource: Apollo Shoes Casebook
Outline substantive procedures by using the Apollo Shoes Casebook for detecting irregularities in each of the following audit cycles:
o Accounts receivable
o Inventory
o Fixed Assets
Design an audit program for the cycle in no more than 1,050 words. Consider using a checklist or flowchart to outline your process.
Format your audit program according to APA standards.
ACC 556 Week 5 Financial Statement Fraud Schemes
You are the investigator assigned to Apollo Shoes. Based on the nature of the company and the evidence provided to you, you must determine which financial statement fraud schemes would likely be present in the company.
Resource: Apollo Shoes Casebook
Identify potential financial statement fraud schemes by using the Apollo Shoes Casebook.
Describe the types of evidence you would look for to determine whether fraud is occurring.
Write a business brief of no more than 1,050 words that outlines how you will use the substantive procedures discussed in Weeks Three and Four to analyze potential schemes.
Format your business brief according to APA standards
ACC 556 Week 6: Report on Financial Fraud Scheme
Choose one of the following financial fraud scheme cases from Ch. 12 of Principles of Fraud Examination. (You may also choose a fraud scheme case that is not in the text, with instructor approval.)
· Case Study: That Way Lies Madness
· Case Study: The Importance of Timing
· Case Study: All on the Surface
Write a letter or memo in no more than 1,050 words to the organization’s management, and communicate the examination findings explained in the case. Refer to this week’s assigned readings for assistance with formatting a letter or memo to management. Include the following in your letter or memo:
· A summary of the matter under investigation
· The scope of the examination
· A summary of conclusions
· The factors that aided the examination
· The limitations on the examination
Source : ( http://homeworklance.com/downloads/acc-556-entire-course-forensic-accounting-2/ )
You are the internal accountant at a company that is preparing for an upcoming government contract bid. The management in your company is deciding if it is necessary for the company to perform a full financial status review prior to the bid. As an internal accountant, prepare a report for management that provides supporting information for a full financial status review prior to the bid.
Write a paper of no more than 1,050 words that includes the following sections:
o Section I: The impact of occupational fraud and abuse on the company
o Section II: U.S. governmental oversight of accounting fraud and abuse and its affect on the company
o Section III: Potential corruption schemes to be aware of within the company
o Section IV: Recommendation of types of accounting evidence and methods of gathering such evidence to support the financial status review
· Format your paper according to APA standards.
ACC 556 Week 2 Individual Assignment Procedures in Collecting Forensic Evidence
As corporate controller for Apollo Shoes you are tasked to find and explain any irregularities in
the Apollo Shoes Case.
·
Resource: Apollo Shoes Casebook
·
questions:
Define the process you will use and address the following assessed classroom discussion
o
What procedures will be used to collect accounting evidence?
o
What sampling tools and techniques will be used for the examination?
o
How will you use analytical and inferential tools to evaluate accounting
ACC 556 Week 3 Substantive Procedures for Asset Irregularities
You are the internal accountant at a company that is preparing for an upcoming government contract bid. The management in your company is deciding if it is necessary for the company to perform a full financial status review prior to the bid. As an internal accountant, prepare a report for management that provides supporting information for a full financial status review prior to the bid.
Write a paper of no more than 1,050 words that includes the following sections:
o Section I: The impact of occupational fraud and abuse on the company
o Section II: U.S. governmental oversight of accounting fraud and abuse and its affect on the company
o Section III: Potential corruption schemes to be aware of within the company
o Section IV: Recommendation of types of accounting evidence and methods of gathering such evidence to support the financial status review
· Format your paper according to APA standards.
ACC 556 Week 4 Learning Team Assignment: Substantive Procedures for Asset Irregularities
Resource: Apollo Shoes Casebook
Outline substantive procedures by using the Apollo Shoes Casebook for detecting irregularities in each of the following audit cycles:
o Accounts receivable
o Inventory
o Fixed Assets
Design an audit program for the cycle in no more than 1,050 words. Consider using a checklist or flowchart to outline your process.
Format your audit program according to APA standards.
ACC 556 Week 5 Financial Statement Fraud Schemes
You are the investigator assigned to Apollo Shoes. Based on the nature of the company and the evidence provided to you, you must determine which financial statement fraud schemes would likely be present in the company.
Resource: Apollo Shoes Casebook
Identify potential financial statement fraud schemes by using the Apollo Shoes Casebook.
Describe the types of evidence you would look for to determine whether fraud is occurring.
Write a business brief of no more than 1,050 words that outlines how you will use the substantive procedures discussed in Weeks Three and Four to analyze potential schemes.
Format your business brief according to APA standards
ACC 556 Week 6: Report on Financial Fraud Scheme
Choose one of the following financial fraud scheme cases from Ch. 12 of Principles of Fraud Examination. (You may also choose a fraud scheme case that is not in the text, with instructor approval.)
· Case Study: That Way Lies Madness
· Case Study: The Importance of Timing
· Case Study: All on the Surface
Write a letter or memo in no more than 1,050 words to the organization’s management, and communicate the examination findings explained in the case. Refer to this week’s assigned readings for assistance with formatting a letter or memo to management. Include the following in your letter or memo:
· A summary of the matter under investigation
· The scope of the examination
· A summary of conclusions
· The factors that aided the examination
· The limitations on the examination
Source : ( http://homeworklance.com/downloads/acc-556-entire-course-forensic-accounting-2/ )
University of Phoenix Launches Military Families Counseling Certificate
The University's College of Social Sciences offers specialized training that addresses the needs of military families
The strain on the military to provide essential services to military families has increased as a result of recent global conflicts, and as more service members return home from the wars in Iraq and Afghanistan. Therefore, the Military Family Counseling Certificate program is designed for mental health practitioners who want in-depth information and training to prepare them for working with the unique challenges these military service members and their families face. The University's 18-credit certificate program includes two foundational courses in family counseling and addictions, and four courses that focus on military family life, military culture, major issues and concerns that military families face, and assessment of and appropriate interventions for working with military families.
"There is an undeniable need for counseling services that are specialized to serve the families of our military," said Constance St. Germain, Ed.D., executive dean for University of Phoenix College of Social Sciences. "Understanding the military culture and the unique challenges presented to families of service members is the first step in addressing issues and providing a greater and more effective level of services to those who need it."
Dr. St. Germain recently joined University of Phoenix and brings a unique perspective to the College and the military families counseling profession. A former Major in the U.S. Army's Judge Advocate General's Corps, Dr. St. Germain understands the challenges many families face. In addition to her military service, she is a mother and military widow and understands the unique demands on service members and their families when it comes to balancing family life with military responsibilities.
"The everyday logistical challenges Military families face are complex and multi-faceted," added Dr. St. Germain. "Training that exposes the Counseling profession to the nuances of military culture provides it with a deeper understanding of the challenges these families are experiencing today. Many people don't understand the complex issues that come with being a military family. From active duty and permanent change of stations to losing a loved one, all members of the family are affected in very different ways."
To learn more about the Military Families Counseling program or University of Phoenix, visit http://www.phoenix.edu/programs/continuing-education/certificate-programs/human-services/cert-mlfc.html.
About the College of Social Sciences
University of Phoenix College of Social Sciences offers programs in human services, psychology and counseling. The college's curriculum seeks to empower individuals who wish to enhance their skills for career entry or advancement in the helping professions. Curriculum is regularly updated to meet accreditation and/or national and state professional standards. University of Phoenix College of Social Sciences faculty members are experienced professionals, holding advanced degrees. Many sit on state licensure and accreditation boards as well as professional committees. For more information, visit www.phoenix.edu/socialsciences.
About University of Phoenix
University of Phoenix is constantly innovating to help working adults move efficiently from education to careers in a rapidly changing world. Flexible schedules, relevant and engaging courses, and interactive learning can help students more effectively pursue career and personal aspirations while balancing their busy lives. As a subsidiary of Apollo Education Group, Inc. (Nasdaq: APOL), University of Phoenix serves a diverse student population, offering associate, bachelor's, master's and doctoral degree programs from campuses and learning centers across the U.S. as well as online throughout the world. For more information, visit www.phoenix.edu.
This certificate program is available to Master in Counseling program graduates or current mental health professionals. This program does not lead to professional certification or licensure as a mental health provider.
For more information about each of these programs, including on-time completion rates, the median debt incurred by students who completed the program and other important information, please visit: phoenix.edu/programs/gainful-employment.
PHOENIX--(BUSINESS WIRE)--August 19, 2014--The College of Social Sciences at University of Phoenix, Inc., a subsidiary of Apollo Education Group, Inc. (Nasdaq: APOL), today announced it is launching a new Military Family Counseling Certificate program that will help military families better cope with a variety of elements and challenges associated with a military life.
The strain on the military to provide essential services to military families has increased as a result of recent global conflicts, and as more service members return home from the wars in Iraq and Afghanistan. Therefore, the Military Family Counseling Certificate program is designed for mental health practitioners who want in-depth information and training to prepare them for working with the unique challenges these military service members and their families face. The University's 18-credit certificate program includes two foundational courses in family counseling and addictions, and four courses that focus on military family life, military culture, major issues and concerns that military families face, and assessment of and appropriate interventions for working with military families.
"There is an undeniable need for counseling services that are specialized to serve the families of our military," said Constance St. Germain, Ed.D., executive dean for University of Phoenix College of Social Sciences. "Understanding the military culture and the unique challenges presented to families of service members is the first step in addressing issues and providing a greater and more effective level of services to those who need it."
Dr. St. Germain recently joined University of Phoenix and brings a unique perspective to the College and the military families counseling profession. A former Major in the U.S. Army's Judge Advocate General's Corps, Dr. St. Germain understands the challenges many families face. In addition to her military service, she is a mother and military widow and understands the unique demands on service members and their families when it comes to balancing family life with military responsibilities.
"The everyday logistical challenges Military families face are complex and multi-faceted," added Dr. St. Germain. "Training that exposes the Counseling profession to the nuances of military culture provides it with a deeper understanding of the challenges these families are experiencing today. Many people don't understand the complex issues that come with being a military family. From active duty and permanent change of stations to losing a loved one, all members of the family are affected in very different ways."
To learn more about the Military Families Counseling program or University of Phoenix, visit http://www.phoenix.edu/programs/continuing-education/certificate-programs/human-services/cert-mlfc.html.
About the College of Social Sciences
University of Phoenix College of Social Sciences offers programs in human services, psychology and counseling. The college's curriculum seeks to empower individuals who wish to enhance their skills for career entry or advancement in the helping professions. Curriculum is regularly updated to meet accreditation and/or national and state professional standards. University of Phoenix College of Social Sciences faculty members are experienced professionals, holding advanced degrees. Many sit on state licensure and accreditation boards as well as professional committees. For more information, visit www.phoenix.edu/socialsciences.
About University of Phoenix
University of Phoenix is constantly innovating to help working adults move efficiently from education to careers in a rapidly changing world. Flexible schedules, relevant and engaging courses, and interactive learning can help students more effectively pursue career and personal aspirations while balancing their busy lives. As a subsidiary of Apollo Education Group, Inc. (Nasdaq: APOL), University of Phoenix serves a diverse student population, offering associate, bachelor's, master's and doctoral degree programs from campuses and learning centers across the U.S. as well as online throughout the world. For more information, visit www.phoenix.edu.
This certificate program is available to Master in Counseling program graduates or current mental health professionals. This program does not lead to professional certification or licensure as a mental health provider.
For more information about each of these programs, including on-time completion rates, the median debt incurred by students who completed the program and other important information, please visit: phoenix.edu/programs/gainful-employment.
How the University of Phoenix Exploits the GI Bill
The
gushing tones of ads for the University of Phoenix belie the fact that
the for-profit institution has graduation rates that are among the
lowest in the nation. In fact, the University of Phoenix was red-flagged
last year by USA Today, which conducted a study of institutions like it
whose loan default rates were higher than its graduation rates.
At some campuses like the University of Phoenix at San Diego, only 10% of students actually graduate. What is remarkable is that the vast majority of its students are veterans, whose higher education is paid for by tax payers through the GI Bill.
The Center for Investigative Reporting just released a report citing that the university appeared to be in violation of a federal rule called the 85/15 rule in several undergraduate and graduate programs. The rule, intended to prevent schools from exploiting the GI Bill, prohibits more than 85% of all students from being veterans.
Congressional attempts to close loopholes allowing companies like University of Phoenix from relying so heavily on GI bill money, have been instantly quashed, in the face of their massive and unprecedented lobbying. In a recent example, Republican Congressman Joe Kline of Minnesota, who has received nearly $50,000 in campaign contributions from University of Phoenix’s parent company, scuttled a bill that would have prevented it from double dipping into federal funds.
- See more at: http://uprisingradio.org/home/2014/08/12/how-the-university-of-phoenix-exploits-the-gi-bill/#sthash.ZKJmnmFU.dpuf
At some campuses like the University of Phoenix at San Diego, only 10% of students actually graduate. What is remarkable is that the vast majority of its students are veterans, whose higher education is paid for by tax payers through the GI Bill.
The Center for Investigative Reporting just released a report citing that the university appeared to be in violation of a federal rule called the 85/15 rule in several undergraduate and graduate programs. The rule, intended to prevent schools from exploiting the GI Bill, prohibits more than 85% of all students from being veterans.
Congressional attempts to close loopholes allowing companies like University of Phoenix from relying so heavily on GI bill money, have been instantly quashed, in the face of their massive and unprecedented lobbying. In a recent example, Republican Congressman Joe Kline of Minnesota, who has received nearly $50,000 in campaign contributions from University of Phoenix’s parent company, scuttled a bill that would have prevented it from double dipping into federal funds.
- See more at: http://uprisingradio.org/home/2014/08/12/how-the-university-of-phoenix-exploits-the-gi-bill/#sthash.ZKJmnmFU.dpuf
The
gushing tones of ads for the University of Phoenix belie the fact that
the for-profit institution has graduation rates that are among the
lowest in the nation. In fact, the University of Phoenix was red-flagged
last year by USA Today, which conducted a study of institutions like it
whose loan default rates were higher than its graduation rates.
At some campuses like the University of Phoenix at San Diego, only 10% of students actually graduate. What is remarkable is that the vast majority of its students are veterans, whose higher education is paid for by tax payers through the GI Bill.
The Center for Investigative Reporting just released a report citing that the university appeared to be in violation of a federal rule called the 85/15 rule in several undergraduate and graduate programs. The rule, intended to prevent schools from exploiting the GI Bill, prohibits more than 85% of all students from being veterans.
Congressional attempts to close loopholes allowing companies like University of Phoenix from relying so heavily on GI bill money, have been instantly quashed, in the face of their massive and unprecedented lobbying. In a recent example, Republican Congressman Joe Kline of Minnesota, who has received nearly $50,000 in campaign contributions from University of Phoenix’s parent company, scuttled a bill that would have prevented it from double dipping into federal funds.
- See more at: http://uprisingradio.org/home/2014/08/12/how-the-university-of-phoenix-exploits-the-gi-bill/#sthash.ZKJmnmFU.dpuf
At some campuses like the University of Phoenix at San Diego, only 10% of students actually graduate. What is remarkable is that the vast majority of its students are veterans, whose higher education is paid for by tax payers through the GI Bill.
The Center for Investigative Reporting just released a report citing that the university appeared to be in violation of a federal rule called the 85/15 rule in several undergraduate and graduate programs. The rule, intended to prevent schools from exploiting the GI Bill, prohibits more than 85% of all students from being veterans.
Congressional attempts to close loopholes allowing companies like University of Phoenix from relying so heavily on GI bill money, have been instantly quashed, in the face of their massive and unprecedented lobbying. In a recent example, Republican Congressman Joe Kline of Minnesota, who has received nearly $50,000 in campaign contributions from University of Phoenix’s parent company, scuttled a bill that would have prevented it from double dipping into federal funds.
- See more at: http://uprisingradio.org/home/2014/08/12/how-the-university-of-phoenix-exploits-the-gi-bill/#sthash.ZKJmnmFU.dpuf
The
gushing tones of ads for the University of Phoenix belie the fact that
the for-profit institution has graduation rates that are among the
lowest in the nation. In fact, the University of Phoenix was red-flagged
last year by USA Today, which conducted a study of institutions like it
whose loan default rates were higher than its graduation rates.
At some campuses like the University of Phoenix at San Diego, only 10% of students actually graduate. What is remarkable is that the vast majority of its students are veterans, whose higher education is paid for by tax payers through the GI Bill.
The Center for Investigative Reporting just released a report citing that the university appeared to be in violation of a federal rule called the 85/15 rule in several undergraduate and graduate programs. The rule, intended to prevent schools from exploiting the GI Bill, prohibits more than 85% of all students from being veterans.
Congressional attempts to close loopholes allowing companies like University of Phoenix from relying so heavily on GI bill money, have been instantly quashed, in the face of their massive and unprecedented lobbying. In a recent example, Republican Congressman Joe Kline of Minnesota, who has received nearly $50,000 in campaign contributions from University of Phoenix’s parent company, scuttled a bill that would have prevented it from double dipping into federal funds.
- See more at: http://uprisingradio.org/home/2014/08/12/how-the-university-of-phoenix-exploits-the-gi-bill/#sthash.ZKJmnmFU.dpuf
At some campuses like the University of Phoenix at San Diego, only 10% of students actually graduate. What is remarkable is that the vast majority of its students are veterans, whose higher education is paid for by tax payers through the GI Bill.
The Center for Investigative Reporting just released a report citing that the university appeared to be in violation of a federal rule called the 85/15 rule in several undergraduate and graduate programs. The rule, intended to prevent schools from exploiting the GI Bill, prohibits more than 85% of all students from being veterans.
Congressional attempts to close loopholes allowing companies like University of Phoenix from relying so heavily on GI bill money, have been instantly quashed, in the face of their massive and unprecedented lobbying. In a recent example, Republican Congressman Joe Kline of Minnesota, who has received nearly $50,000 in campaign contributions from University of Phoenix’s parent company, scuttled a bill that would have prevented it from double dipping into federal funds.
- See more at: http://uprisingradio.org/home/2014/08/12/how-the-university-of-phoenix-exploits-the-gi-bill/#sthash.ZKJmnmFU.dpuf
Education Department Launches Review of the University of Phoenix
While the analysis of the nation's largest student financial aid recipient is standard practice, it comes at a time of increased scrutiny for the for-profit college sector.
Students study with their laptop
computers in the Pedagogical Library at the Freie Universitaet
university on September 20, 2011 in Berlin, Germany.(Sean Gallup/Getty)
August 11, 2014
Last week, the U.S. Education Department began a regularly scheduled
review of the Apollo Education Group, the publicly traded company that
owns and operates the University of Phoenix. Federal authorities began
examining how Apollo distributed federal student-aid dollars, whether it
returned funds associated with students no longer enrolled, and how it
reported on-campus crimes during the 2012-13 and 2013-14 school years.
While the review is a standard practice—the agency conducted more than 300 similar reviews last year—it comes at a time of increased scrutiny and regulatory activity directed at the for-profit college sector. The volume of financial aid collected by Apollo and the role that financial-aid funds play in the company's balance sheet also significantly raise the stakes of this review.
Public interest in the for-profit industry has grown as more Americans have pursued nontraditional paths to a college education. As enrollment has grown, state and federal investigators have examined recruiting and marketing practices as well as academic activities at a number of for-profit schools. In 2012, a U.S. Senate investigation found widespread evidence that for-profit schools often appear to prioritize business concerns over educational quality or student progress, with most producing low graduation rates but double-digit profit margins for publicly traded companies.
The corporations behind for-profit colleges together reaped 86 percent of their revenue from federal student-aid programs, the Senate investigation found, but they have not faced congressional regulation or consistent oversight that might protect the interests of students and taxpayers. In fact, during the 2008-09 school year, half the students attending for-profit colleges left school without a degree, according to the Senate report. Many of these students were drawn to the schools by multimillion-dollar ad campaigns and high-stakes recruiting practices and then left school with life-altering amounts of debt, the Senate report found.
The industry has often countered criticisms with claims that for-profit colleges provide educational services to working adults and low-income and minority students—populations they say traditional nonprofit colleges and universities have long neglected or underserved. And officials at Apollo describe their schools as institutions that bolster the country and its most important economic goals.
"A
few years ago, the president said he wanted to have a 2020 goal of
getting additional people into and through college," Mark Brenner,
Apollo's chief of staff, told National Journal recently. "To do
that through the community college system alone, an additional $13.1
million [people] would need to graduate. So we know that the University
of Phoenix has a role to play in that big goal for the country and for
our students."
Brenner also stressed that the University of Phoenix network, while an industry leader, is not synonymous with the entire for-profit college sector. The University of Phoenix has made efforts to improve the services provided to students—changes that Brenner said will ultimately boost graduation and loan-repayment rates.
Still, Apollo—which operates for-profit schools under a variety of names in the United States, United Kingdom, Mexico, India, Australia, and South Africa—and its University of Phoenix division have remained the subject of particular public attention. The investigators behind the 2012 Senate probe used pointed language to describe Apollo's operations:
At the time, Apollo officials including Brenner responded to the Senate investigation by describing the changes the University of Phoenix had already made in methods used to recruit and retain students. Brenner also denied that the company employed "high pressure" sales tactics, and described recruiter compensation as "regulated."
In 2009, the company did agree to pay a $67.5 million settlement to the federal government and another $11 million in legal fees after former employees filed a suit alleging that the company tied recruiter pay to the number of students recruited or enrolled, a violation of federal law. Under the terms of the settlement the company admitted no wrongdoing. "Apollo Group is committed to rigorous regulatory and compliance systems to serve and protect the academic innovations for which we are known," Gregory Cappelli, then co-chief executive officer of Apollo Group, said in a statement issued by the company. Cappelli, who is now the company's sole CEO, made more than $25 million in 2011.
Apollo
had also previously paid a $9.8 million settlement after Education
Department officials found evidence in 2004 that the company violated federal rules regarding the role that student enrollment can play in recruiter pay. In that case, the company denied any wrongdoing as well.
Attorneys general in Massachusetts and Florida continue to investigate the company, according to Apollo's most recent quarterly report to the Securities and Exchange Commission. And in March, the company received a subpoena from the Education Department's Office of the Inspector General related to a range of activities including "marketing, recruitment, enrollment, financial aid processing, fraud prevention, student retention, personnel training, attendance, academic grading and other matters," according to the same quarterly report.
The University of Phoenix faces additional scrutiny from its academic accrediting agency, the Higher Learning Commission of the North Central Association of Colleges and Schools. In 2013, the organization reaccredited the college network for 10 years but placed it on a two-year notice plan due to concerns "regarding governance, student assessment and faculty scholarship/research for doctoral programs," according to Apollo's most recent annual report. A school is put on notice status when it appears that without changes the institution will fall out of compliance with the accrediting agency's standards.
Adding to the pressure faced by the University of Phoenix and the entire for-profit college industry is a proposed Education Department rule that could leave schools that have low levels of alumni employment or income levels and high student default rates unable to access the federal aid program. Federal data indicate that the median income of for-profit college graduates who were working and not in school in 2012 was $54,000, more than the $47,500 earned by graduates of private nonprofits and $45,000 for public nonprofit alumni. However, for-profit college graduates typically emerge with far more student-loan debt than students who attend nonprofit schools, according to a 2012 Project on Student Debt analysis.
Continued access to federal financial-aid dollars has already proven critical for some of Apollo's competitors. In late June, Corinthian Colleges—the nation's second-largest for-profit education provider—announced that it would soon enter bankruptcy, sell 85 of its campuses, and close at least 12 other campuses operating in 26 states. Like the University of Phoenix, the vast majority of Corinthian's revenue came from taxpayer-financed student financial aid. When a series of federal and state probes into Corinthian led the Education Department to withhold federal student-aid funds, the company's operations became unsustainable, Corinthian officials said.
In response to concerns raised by federal regulators and the Higher Learning Commission, as well as the company's educational goals, the University of Phoenix has hired more full-time faculty, reshaped the sequence of courses that students must complete, invested in a new online learning platform, and created a free, multi-week orientation period that aims to help students better understand and navigate the university, Brenner said.
In April, the University of Phoenix also hired Timothy P. Slottow, a former executive vice president and chief financial officer at the University of Michigan, to serve as the school's president. Apollo's most recent annual and quarterly reports to the SEC describe a company that has cut staff members, but is moving to align its academic programs with employer needs to help ensure that graduates find work with good pay. The company is also altering its student-body mix by recruiting more veterans and those seeking bachelor's or graduate degrees.
Financial aid dollars made available to veterans are not subject to the rule restricting the portion of a company's revenue that can come from federal financial aid. Students seeking bachelor's and advanced degrees are more likely to graduate, according to Apollo's annual report.
The entire suite of changes are expected to boost student graduation rates, Brenner said. Such a change could be good for the school, its students, and taxpayers because students who complete their degrees or certificate programs are far less likely than others to default on student loans.
Apollo continues to generate the vast majority of its operating revenue from the University of Phoenix, according to its 2013 annual report. And a large slice of the University of Phoenix's revenue—83 percent—comes from federal financial aid. To remain eligible to participate in the federal financial-aid programs available to most students, for-profit colleges can not derive more than 90 percent of their revenue from these programs.
While the University of Phoenix operates below that limit, it remains the nation's single largest recipient of publicly financed federal student-aid dollars, according to federal education data. In fact, Apollo took in $3.4 billion in federal student loans and grants during the 2012-13 school year, the most recent federal data available. The nation's second-largest recipient, the Education Management Corporation, took in $2 billion during that same period. Education Management operates the Art Institutes and other for-profit colleges in states across the country.
Today, the University of Phoenix's for-profit college network continues to be the largest operation of its kind in the country, serving 269,000 students in December 2013 despite several years of declining enrollment. Brenner told National Journal that the school has topped the list of schools with large student bodies for several years. And while the University of Phoenix receives substantial revenue via taxpayer-funded financial aid, nonprofit public colleges and universities do the same while also depending on state governments for annual funding. Both private and public nonprofit colleges also typically do not pay property taxes to state or local governments, Brenner said.
While the review is a standard practice—the agency conducted more than 300 similar reviews last year—it comes at a time of increased scrutiny and regulatory activity directed at the for-profit college sector. The volume of financial aid collected by Apollo and the role that financial-aid funds play in the company's balance sheet also significantly raise the stakes of this review.
Public interest in the for-profit industry has grown as more Americans have pursued nontraditional paths to a college education. As enrollment has grown, state and federal investigators have examined recruiting and marketing practices as well as academic activities at a number of for-profit schools. In 2012, a U.S. Senate investigation found widespread evidence that for-profit schools often appear to prioritize business concerns over educational quality or student progress, with most producing low graduation rates but double-digit profit margins for publicly traded companies.
The corporations behind for-profit colleges together reaped 86 percent of their revenue from federal student-aid programs, the Senate investigation found, but they have not faced congressional regulation or consistent oversight that might protect the interests of students and taxpayers. In fact, during the 2008-09 school year, half the students attending for-profit colleges left school without a degree, according to the Senate report. Many of these students were drawn to the schools by multimillion-dollar ad campaigns and high-stakes recruiting practices and then left school with life-altering amounts of debt, the Senate report found.
The industry has often countered criticisms with claims that for-profit colleges provide educational services to working adults and low-income and minority students—populations they say traditional nonprofit colleges and universities have long neglected or underserved. And officials at Apollo describe their schools as institutions that bolster the country and its most important economic goals.
Brenner also stressed that the University of Phoenix network, while an industry leader, is not synonymous with the entire for-profit college sector. The University of Phoenix has made efforts to improve the services provided to students—changes that Brenner said will ultimately boost graduation and loan-repayment rates.
Still, Apollo—which operates for-profit schools under a variety of names in the United States, United Kingdom, Mexico, India, Australia, and South Africa—and its University of Phoenix division have remained the subject of particular public attention. The investigators behind the 2012 Senate probe used pointed language to describe Apollo's operations:
Apollo Group, Inc. has the potential to be the industry leader in student success. Instead the investigation demonstrates that, at least during the period examined, the company invested relatively little in students and struggled to retain Associate degree students. While the company has started to take positive steps in the right direction, more remains to be done.The Senate report also concluded that under its former corporate leadership, Apollo was a company fixated on increasing profits and share prices.
At the time, Apollo officials including Brenner responded to the Senate investigation by describing the changes the University of Phoenix had already made in methods used to recruit and retain students. Brenner also denied that the company employed "high pressure" sales tactics, and described recruiter compensation as "regulated."
In 2009, the company did agree to pay a $67.5 million settlement to the federal government and another $11 million in legal fees after former employees filed a suit alleging that the company tied recruiter pay to the number of students recruited or enrolled, a violation of federal law. Under the terms of the settlement the company admitted no wrongdoing. "Apollo Group is committed to rigorous regulatory and compliance systems to serve and protect the academic innovations for which we are known," Gregory Cappelli, then co-chief executive officer of Apollo Group, said in a statement issued by the company. Cappelli, who is now the company's sole CEO, made more than $25 million in 2011.
Don't Miss Today's Top Stories
“
I find them informative and appreciate the daily news updates and enjoy the humor as well."
Richard, VP of Government Affairs
Attorneys general in Massachusetts and Florida continue to investigate the company, according to Apollo's most recent quarterly report to the Securities and Exchange Commission. And in March, the company received a subpoena from the Education Department's Office of the Inspector General related to a range of activities including "marketing, recruitment, enrollment, financial aid processing, fraud prevention, student retention, personnel training, attendance, academic grading and other matters," according to the same quarterly report.
The University of Phoenix faces additional scrutiny from its academic accrediting agency, the Higher Learning Commission of the North Central Association of Colleges and Schools. In 2013, the organization reaccredited the college network for 10 years but placed it on a two-year notice plan due to concerns "regarding governance, student assessment and faculty scholarship/research for doctoral programs," according to Apollo's most recent annual report. A school is put on notice status when it appears that without changes the institution will fall out of compliance with the accrediting agency's standards.
Adding to the pressure faced by the University of Phoenix and the entire for-profit college industry is a proposed Education Department rule that could leave schools that have low levels of alumni employment or income levels and high student default rates unable to access the federal aid program. Federal data indicate that the median income of for-profit college graduates who were working and not in school in 2012 was $54,000, more than the $47,500 earned by graduates of private nonprofits and $45,000 for public nonprofit alumni. However, for-profit college graduates typically emerge with far more student-loan debt than students who attend nonprofit schools, according to a 2012 Project on Student Debt analysis.
Continued access to federal financial-aid dollars has already proven critical for some of Apollo's competitors. In late June, Corinthian Colleges—the nation's second-largest for-profit education provider—announced that it would soon enter bankruptcy, sell 85 of its campuses, and close at least 12 other campuses operating in 26 states. Like the University of Phoenix, the vast majority of Corinthian's revenue came from taxpayer-financed student financial aid. When a series of federal and state probes into Corinthian led the Education Department to withhold federal student-aid funds, the company's operations became unsustainable, Corinthian officials said.
In response to concerns raised by federal regulators and the Higher Learning Commission, as well as the company's educational goals, the University of Phoenix has hired more full-time faculty, reshaped the sequence of courses that students must complete, invested in a new online learning platform, and created a free, multi-week orientation period that aims to help students better understand and navigate the university, Brenner said.
In April, the University of Phoenix also hired Timothy P. Slottow, a former executive vice president and chief financial officer at the University of Michigan, to serve as the school's president. Apollo's most recent annual and quarterly reports to the SEC describe a company that has cut staff members, but is moving to align its academic programs with employer needs to help ensure that graduates find work with good pay. The company is also altering its student-body mix by recruiting more veterans and those seeking bachelor's or graduate degrees.
Financial aid dollars made available to veterans are not subject to the rule restricting the portion of a company's revenue that can come from federal financial aid. Students seeking bachelor's and advanced degrees are more likely to graduate, according to Apollo's annual report.
The entire suite of changes are expected to boost student graduation rates, Brenner said. Such a change could be good for the school, its students, and taxpayers because students who complete their degrees or certificate programs are far less likely than others to default on student loans.
Apollo continues to generate the vast majority of its operating revenue from the University of Phoenix, according to its 2013 annual report. And a large slice of the University of Phoenix's revenue—83 percent—comes from federal financial aid. To remain eligible to participate in the federal financial-aid programs available to most students, for-profit colleges can not derive more than 90 percent of their revenue from these programs.
While the University of Phoenix operates below that limit, it remains the nation's single largest recipient of publicly financed federal student-aid dollars, according to federal education data. In fact, Apollo took in $3.4 billion in federal student loans and grants during the 2012-13 school year, the most recent federal data available. The nation's second-largest recipient, the Education Management Corporation, took in $2 billion during that same period. Education Management operates the Art Institutes and other for-profit colleges in states across the country.
Today, the University of Phoenix's for-profit college network continues to be the largest operation of its kind in the country, serving 269,000 students in December 2013 despite several years of declining enrollment. Brenner told National Journal that the school has topped the list of schools with large student bodies for several years. And while the University of Phoenix receives substantial revenue via taxpayer-funded financial aid, nonprofit public colleges and universities do the same while also depending on state governments for annual funding. Both private and public nonprofit colleges also typically do not pay property taxes to state or local governments, Brenner said.
NRF Announce 20 Recipients Of Full-Tuition ‘Dream BIG' Scholarships
Retail employees earn scholarships to advance their careers through education
The National Retail Federation, in collaboration with University of Phoenix, recently announced the 20 retail employees selected to receive full-tuition scholarships to help advance their retail careers.
Hundreds of individuals from more than 75 retailers across the country applied for NRF’s “Dream BIG” Scholarship, and a panel of top retail executives selected the 20 deserving recipients. The full-tuition scholarships for undergraduate or master’s degree programs at University of Phoenix will allow retail employees to pursue a wide array of career paths available in the industry, with the flexibility to continue to work while advancing their education. The Dream BIG scholarship program is open to any individual working part-time or full-time for a retail company.
“Retail is full of big dreamers, who don’t just have a vision, but an ability to roll up their sleeves, work hard, and get the job done. Each of the scholarship recipients has already made a positive impact on the industry, but the best is yet to come. By furthering their education, they’re opening up a new world of career opportunities and NRF can’t wait to see what they accomplish,” said NRF President and CEO Matthew Shay. “Retail is a better place because of the passion, hard work, and dedication of the Dream BIG recipients and so many others like them who work every day to provide exceptional value to their customers.”
“The retail environment gets more fast-paced and analytical every day, and education is critical for individuals who want to take leadership roles in their organizations and achieve career progression,” said Ruth Veloria, executive dean of University of Phoenix School of Business. “The collaboration between University of Phoenix and the National Retail Federation emphasizes the diverse and significant growth opportunities that exist in retail careers. The University is proud to bring additional attention to this important sector and to help the scholarship recipients realize their full leadership potential.”
The 2014 recipients of the Dream BIG scholarships are:
Executives from some of the industry’s most well-known companies,
including Bed Bath & Beyond, Hudson’s Bay Company and Neiman Marcus
Group served on the Dream BIG executive judging committee.
NRF surprised six retail employees at work with their big news. See the video here (https://www.youtube.com/watch?v=qVU0HRSbx-A&feature=youtu.be).
The Dream BIG Scholarship program is provided through a partnership between NRF’s nonprofit arm, the NRF Foundation and University of Phoenix. NRF Foundation and University of Phoenix will offer the Dream BIG Scholarship again in 2015; applications are expected to open in January. View recipient profiles (https://nrf.com/career-center/scholarships/dream-big-scholarship/class-of-2014) and learn more (https://nrf.com/career-center/scholarships/dream-big-scholarship) about the Dream BIG Scholarship.
University of Phoenix is constantly innovating to help working adults move efficiently from education to careers in a rapidly changing world. Flexible schedules, relevant and engaging courses, and interactive learning can help students more effectively pursue career and personal aspirations while balancing their busy lives. As a subsidiary of Apollo Education Group, Inc. (Nasdaq: APOL), University of Phoenix serves a diverse student population, offering associate, bachelor’s, master’s and doctoral degree programs from campuses and learning centers across the U.S. as well as online throughout the world. For more information, visit www.phoenix.edu.
About NRF
NRF is the world’s largest retail trade association, representing discount and department stores, home goods and specialty stores, Main Street merchants, grocers, wholesalers, chain restaurants and Internet retailers from the United States and more than 45 countries. Retail is the nation’s largest private sector employer, supporting one in four U.S. jobs – 42 million working Americans. Contributing $2.5 trillion to annual GDP, retail is a daily barometer for the nation’s economy. NRF’s This is Retail campaign highlights the industry’s opportunities for life-long careers, how retailers strengthen communities, and the critical role that retail plays in driving innovation. For more information, visit www.nrf.com.
SOURCE: NRF
The National Retail Federation, in collaboration with University of Phoenix, recently announced the 20 retail employees selected to receive full-tuition scholarships to help advance their retail careers.
Hundreds of individuals from more than 75 retailers across the country applied for NRF’s “Dream BIG” Scholarship, and a panel of top retail executives selected the 20 deserving recipients. The full-tuition scholarships for undergraduate or master’s degree programs at University of Phoenix will allow retail employees to pursue a wide array of career paths available in the industry, with the flexibility to continue to work while advancing their education. The Dream BIG scholarship program is open to any individual working part-time or full-time for a retail company.
“Retail is full of big dreamers, who don’t just have a vision, but an ability to roll up their sleeves, work hard, and get the job done. Each of the scholarship recipients has already made a positive impact on the industry, but the best is yet to come. By furthering their education, they’re opening up a new world of career opportunities and NRF can’t wait to see what they accomplish,” said NRF President and CEO Matthew Shay. “Retail is a better place because of the passion, hard work, and dedication of the Dream BIG recipients and so many others like them who work every day to provide exceptional value to their customers.”
“The retail environment gets more fast-paced and analytical every day, and education is critical for individuals who want to take leadership roles in their organizations and achieve career progression,” said Ruth Veloria, executive dean of University of Phoenix School of Business. “The collaboration between University of Phoenix and the National Retail Federation emphasizes the diverse and significant growth opportunities that exist in retail careers. The University is proud to bring additional attention to this important sector and to help the scholarship recipients realize their full leadership potential.”
The 2014 recipients of the Dream BIG scholarships are:
| Name | Title | Employer | Degree pursuing |
| Damion Butler | Assistant Store Manager | Microsoft Stores | Bachelor’s |
| Angelo Chavez | District Loss Prevention Manager/ORC Manager | Albertsons | Master’s |
| Joel Cosme Jr. | Customer Relations Representative | Express, Inc. | Master’s |
| Samantha Couture | Sales Professional | Tiffany & Co. | Bachelor’s |
| Leigh Deal | Store Manager – Training | The Container Store | Master’s |
| Marissa De La Cruz | Area Manager | Mattress Firm, Inc. | Master’s |
| Rebecca Fox | Store Manager | Dollar General Corporation | Bachelor’s |
| Dawn Justen | Senior Analyst, Research and Analysis | HSN | Master’s |
| Melissa Karrer | Area Designer | Crate and Barrel | Master’s |
| Althea Kearney | Sales Trainer | The Container Store | Master’s |
| Ronald Kozak | LAN Coordinator | Boscov’s Department Store, LLC | Bachelor’s |
| Traci Merrick | General Manager | Crate and Barrel | Master’s |
| Laura Muro | Server | Red Lobster | Bachelor’s |
| Rowetta Roberson | Interim District Manager | Mattress Firm, Inc. | Bachelor’s |
| Addie Romanowski | Sales Representative | HSN | Bachelor’s |
| Cassandra Ross | Store Manager | Kroger | Bachelor’s |
| Lina Sabic | Associate Store Operations Specialist | PacSun | Master’s |
| Mike Templeton | Digital Marketing Manager | Kum & Go | Master’s |
| Kristi Webb | Store Sales Lead | Sur La Table | Master’s |
| Bryan Winter | Operational Sales | The Container Store | Master’s |
NRF surprised six retail employees at work with their big news. See the video here (https://www.youtube.com/watch?v=qVU0HRSbx-A&feature=youtu.be).
The Dream BIG Scholarship program is provided through a partnership between NRF’s nonprofit arm, the NRF Foundation and University of Phoenix. NRF Foundation and University of Phoenix will offer the Dream BIG Scholarship again in 2015; applications are expected to open in January. View recipient profiles (https://nrf.com/career-center/scholarships/dream-big-scholarship/class-of-2014) and learn more (https://nrf.com/career-center/scholarships/dream-big-scholarship) about the Dream BIG Scholarship.
University of Phoenix is constantly innovating to help working adults move efficiently from education to careers in a rapidly changing world. Flexible schedules, relevant and engaging courses, and interactive learning can help students more effectively pursue career and personal aspirations while balancing their busy lives. As a subsidiary of Apollo Education Group, Inc. (Nasdaq: APOL), University of Phoenix serves a diverse student population, offering associate, bachelor’s, master’s and doctoral degree programs from campuses and learning centers across the U.S. as well as online throughout the world. For more information, visit www.phoenix.edu.
About NRF
NRF is the world’s largest retail trade association, representing discount and department stores, home goods and specialty stores, Main Street merchants, grocers, wholesalers, chain restaurants and Internet retailers from the United States and more than 45 countries. Retail is the nation’s largest private sector employer, supporting one in four U.S. jobs – 42 million working Americans. Contributing $2.5 trillion to annual GDP, retail is a daily barometer for the nation’s economy. NRF’s This is Retail campaign highlights the industry’s opportunities for life-long careers, how retailers strengthen communities, and the critical role that retail plays in driving innovation. For more information, visit www.nrf.com.
SOURCE: NRF
University Of Phoenix Announce 20 Recipients Of Full-Tuition ‘Dream BIG' Scholarships
Retail employees earn scholarships to advance their careers through education
The National Retail Federation, in collaboration with University of Phoenix, recently announced the 20 retail employees selected to receive full-tuition scholarships to help advance their retail careers.
Hundreds of individuals from more than 75 retailers across the country applied for NRF’s “Dream BIG” Scholarship, and a panel of top retail executives selected the 20 deserving recipients. The full-tuition scholarships for undergraduate or master’s degree programs at University of Phoenix will allow retail employees to pursue a wide array of career paths available in the industry, with the flexibility to continue to work while advancing their education. The Dream BIG scholarship program is open to any individual working part-time or full-time for a retail company.
“Retail is full of big dreamers, who don’t just have a vision, but an ability to roll up their sleeves, work hard, and get the job done. Each of the scholarship recipients has already made a positive impact on the industry, but the best is yet to come. By furthering their education, they’re opening up a new world of career opportunities and NRF can’t wait to see what they accomplish,” said NRF President and CEO Matthew Shay. “Retail is a better place because of the passion, hard work, and dedication of the Dream BIG recipients and so many others like them who work every day to provide exceptional value to their customers.”
“The retail environment gets more fast-paced and analytical every day, and education is critical for individuals who want to take leadership roles in their organizations and achieve career progression,” said Ruth Veloria, executive dean of University of Phoenix School of Business. “The collaboration between University of Phoenix and the National Retail Federation emphasizes the diverse and significant growth opportunities that exist in retail careers. The University is proud to bring additional attention to this important sector and to help the scholarship recipients realize their full leadership potential.”
The 2014 recipients of the Dream BIG scholarships are:
Executives from some of the industry’s most well-known companies,
including Bed Bath & Beyond, Hudson’s Bay Company and Neiman Marcus
Group served on the Dream BIG executive judging committee.
NRF surprised six retail employees at work with their big news. See the video here (https://www.youtube.com/watch?v=qVU0HRSbx-A&feature=youtu.be).
The Dream BIG Scholarship program is provided through a partnership between NRF’s nonprofit arm, the NRF Foundation and University of Phoenix. NRF Foundation and University of Phoenix will offer the Dream BIG Scholarship again in 2015; applications are expected to open in January. View recipient profiles (https://nrf.com/career-center/scholarships/dream-big-scholarship/class-of-2014) and learn more (https://nrf.com/career-center/scholarships/dream-big-scholarship) about the Dream BIG Scholarship.
University of Phoenix is constantly innovating to help working adults move efficiently from education to careers in a rapidly changing world. Flexible schedules, relevant and engaging courses, and interactive learning can help students more effectively pursue career and personal aspirations while balancing their busy lives. As a subsidiary of Apollo Education Group, Inc. (Nasdaq: APOL), University of Phoenix serves a diverse student population, offering associate, bachelor’s, master’s and doctoral degree programs from campuses and learning centers across the U.S. as well as online throughout the world. For more information, visit www.phoenix.edu.
About NRF
NRF is the world’s largest retail trade association, representing discount and department stores, home goods and specialty stores, Main Street merchants, grocers, wholesalers, chain restaurants and Internet retailers from the United States and more than 45 countries. Retail is the nation’s largest private sector employer, supporting one in four U.S. jobs – 42 million working Americans. Contributing $2.5 trillion to annual GDP, retail is a daily barometer for the nation’s economy. NRF’s This is Retail campaign highlights the industry’s opportunities for life-long careers, how retailers strengthen communities, and the critical role that retail plays in driving innovation. For more information, visit www.nrf.com.
SOURCE: NRF
The National Retail Federation, in collaboration with University of Phoenix, recently announced the 20 retail employees selected to receive full-tuition scholarships to help advance their retail careers.
Hundreds of individuals from more than 75 retailers across the country applied for NRF’s “Dream BIG” Scholarship, and a panel of top retail executives selected the 20 deserving recipients. The full-tuition scholarships for undergraduate or master’s degree programs at University of Phoenix will allow retail employees to pursue a wide array of career paths available in the industry, with the flexibility to continue to work while advancing their education. The Dream BIG scholarship program is open to any individual working part-time or full-time for a retail company.
“Retail is full of big dreamers, who don’t just have a vision, but an ability to roll up their sleeves, work hard, and get the job done. Each of the scholarship recipients has already made a positive impact on the industry, but the best is yet to come. By furthering their education, they’re opening up a new world of career opportunities and NRF can’t wait to see what they accomplish,” said NRF President and CEO Matthew Shay. “Retail is a better place because of the passion, hard work, and dedication of the Dream BIG recipients and so many others like them who work every day to provide exceptional value to their customers.”
“The retail environment gets more fast-paced and analytical every day, and education is critical for individuals who want to take leadership roles in their organizations and achieve career progression,” said Ruth Veloria, executive dean of University of Phoenix School of Business. “The collaboration between University of Phoenix and the National Retail Federation emphasizes the diverse and significant growth opportunities that exist in retail careers. The University is proud to bring additional attention to this important sector and to help the scholarship recipients realize their full leadership potential.”
The 2014 recipients of the Dream BIG scholarships are:
| Name | Title | Employer | Degree pursuing |
| Damion Butler | Assistant Store Manager | Microsoft Stores | Bachelor’s |
| Angelo Chavez | District Loss Prevention Manager/ORC Manager | Albertsons | Master’s |
| Joel Cosme Jr. | Customer Relations Representative | Express, Inc. | Master’s |
| Samantha Couture | Sales Professional | Tiffany & Co. | Bachelor’s |
| Leigh Deal | Store Manager – Training | The Container Store | Master’s |
| Marissa De La Cruz | Area Manager | Mattress Firm, Inc. | Master’s |
| Rebecca Fox | Store Manager | Dollar General Corporation | Bachelor’s |
| Dawn Justen | Senior Analyst, Research and Analysis | HSN | Master’s |
| Melissa Karrer | Area Designer | Crate and Barrel | Master’s |
| Althea Kearney | Sales Trainer | The Container Store | Master’s |
| Ronald Kozak | LAN Coordinator | Boscov’s Department Store, LLC | Bachelor’s |
| Traci Merrick | General Manager | Crate and Barrel | Master’s |
| Laura Muro | Server | Red Lobster | Bachelor’s |
| Rowetta Roberson | Interim District Manager | Mattress Firm, Inc. | Bachelor’s |
| Addie Romanowski | Sales Representative | HSN | Bachelor’s |
| Cassandra Ross | Store Manager | Kroger | Bachelor’s |
| Lina Sabic | Associate Store Operations Specialist | PacSun | Master’s |
| Mike Templeton | Digital Marketing Manager | Kum & Go | Master’s |
| Kristi Webb | Store Sales Lead | Sur La Table | Master’s |
| Bryan Winter | Operational Sales | The Container Store | Master’s |
NRF surprised six retail employees at work with their big news. See the video here (https://www.youtube.com/watch?v=qVU0HRSbx-A&feature=youtu.be).
The Dream BIG Scholarship program is provided through a partnership between NRF’s nonprofit arm, the NRF Foundation and University of Phoenix. NRF Foundation and University of Phoenix will offer the Dream BIG Scholarship again in 2015; applications are expected to open in January. View recipient profiles (https://nrf.com/career-center/scholarships/dream-big-scholarship/class-of-2014) and learn more (https://nrf.com/career-center/scholarships/dream-big-scholarship) about the Dream BIG Scholarship.
University of Phoenix is constantly innovating to help working adults move efficiently from education to careers in a rapidly changing world. Flexible schedules, relevant and engaging courses, and interactive learning can help students more effectively pursue career and personal aspirations while balancing their busy lives. As a subsidiary of Apollo Education Group, Inc. (Nasdaq: APOL), University of Phoenix serves a diverse student population, offering associate, bachelor’s, master’s and doctoral degree programs from campuses and learning centers across the U.S. as well as online throughout the world. For more information, visit www.phoenix.edu.
About NRF
NRF is the world’s largest retail trade association, representing discount and department stores, home goods and specialty stores, Main Street merchants, grocers, wholesalers, chain restaurants and Internet retailers from the United States and more than 45 countries. Retail is the nation’s largest private sector employer, supporting one in four U.S. jobs – 42 million working Americans. Contributing $2.5 trillion to annual GDP, retail is a daily barometer for the nation’s economy. NRF’s This is Retail campaign highlights the industry’s opportunities for life-long careers, how retailers strengthen communities, and the critical role that retail plays in driving innovation. For more information, visit www.nrf.com.
SOURCE: NRF
NRF And University Of Phoenix Announce 20 Recipients Of Full-Tuition ‘Dream BIG' Scholarships
Retail employees earn scholarships to advance their careers through education
The National Retail Federation, in collaboration with University of Phoenix, recently announced the 20 retail employees selected to receive full-tuition scholarships to help advance their retail careers.
Hundreds of individuals from more than 75 retailers across the country applied for NRF’s “Dream BIG” Scholarship, and a panel of top retail executives selected the 20 deserving recipients. The full-tuition scholarships for undergraduate or master’s degree programs at University of Phoenix will allow retail employees to pursue a wide array of career paths available in the industry, with the flexibility to continue to work while advancing their education. The Dream BIG scholarship program is open to any individual working part-time or full-time for a retail company.
“Retail is full of big dreamers, who don’t just have a vision, but an ability to roll up their sleeves, work hard, and get the job done. Each of the scholarship recipients has already made a positive impact on the industry, but the best is yet to come. By furthering their education, they’re opening up a new world of career opportunities and NRF can’t wait to see what they accomplish,” said NRF President and CEO Matthew Shay. “Retail is a better place because of the passion, hard work, and dedication of the Dream BIG recipients and so many others like them who work every day to provide exceptional value to their customers.”
“The retail environment gets more fast-paced and analytical every day, and education is critical for individuals who want to take leadership roles in their organizations and achieve career progression,” said Ruth Veloria, executive dean of University of Phoenix School of Business. “The collaboration between University of Phoenix and the National Retail Federation emphasizes the diverse and significant growth opportunities that exist in retail careers. The University is proud to bring additional attention to this important sector and to help the scholarship recipients realize their full leadership potential.”
The 2014 recipients of the Dream BIG scholarships are:
Executives from some of the industry’s most well-known companies,
including Bed Bath & Beyond, Hudson’s Bay Company and Neiman Marcus
Group served on the Dream BIG executive judging committee.
NRF surprised six retail employees at work with their big news. See the video here (https://www.youtube.com/watch?v=qVU0HRSbx-A&feature=youtu.be).
The Dream BIG Scholarship program is provided through a partnership between NRF’s nonprofit arm, the NRF Foundation and University of Phoenix. NRF Foundation and University of Phoenix will offer the Dream BIG Scholarship again in 2015; applications are expected to open in January. View recipient profiles (https://nrf.com/career-center/scholarships/dream-big-scholarship/class-of-2014) and learn more (https://nrf.com/career-center/scholarships/dream-big-scholarship) about the Dream BIG Scholarship.
University of Phoenix is constantly innovating to help working adults move efficiently from education to careers in a rapidly changing world. Flexible schedules, relevant and engaging courses, and interactive learning can help students more effectively pursue career and personal aspirations while balancing their busy lives. As a subsidiary of Apollo Education Group, Inc. (Nasdaq: APOL), University of Phoenix serves a diverse student population, offering associate, bachelor’s, master’s and doctoral degree programs from campuses and learning centers across the U.S. as well as online throughout the world. For more information, visit www.phoenix.edu.
About NRF
NRF is the world’s largest retail trade association, representing discount and department stores, home goods and specialty stores, Main Street merchants, grocers, wholesalers, chain restaurants and Internet retailers from the United States and more than 45 countries. Retail is the nation’s largest private sector employer, supporting one in four U.S. jobs – 42 million working Americans. Contributing $2.5 trillion to annual GDP, retail is a daily barometer for the nation’s economy. NRF’s This is Retail campaign highlights the industry’s opportunities for life-long careers, how retailers strengthen communities, and the critical role that retail plays in driving innovation. For more information, visit www.nrf.com.
SOURCE: NRF
The National Retail Federation, in collaboration with University of Phoenix, recently announced the 20 retail employees selected to receive full-tuition scholarships to help advance their retail careers.
Hundreds of individuals from more than 75 retailers across the country applied for NRF’s “Dream BIG” Scholarship, and a panel of top retail executives selected the 20 deserving recipients. The full-tuition scholarships for undergraduate or master’s degree programs at University of Phoenix will allow retail employees to pursue a wide array of career paths available in the industry, with the flexibility to continue to work while advancing their education. The Dream BIG scholarship program is open to any individual working part-time or full-time for a retail company.
“Retail is full of big dreamers, who don’t just have a vision, but an ability to roll up their sleeves, work hard, and get the job done. Each of the scholarship recipients has already made a positive impact on the industry, but the best is yet to come. By furthering their education, they’re opening up a new world of career opportunities and NRF can’t wait to see what they accomplish,” said NRF President and CEO Matthew Shay. “Retail is a better place because of the passion, hard work, and dedication of the Dream BIG recipients and so many others like them who work every day to provide exceptional value to their customers.”
“The retail environment gets more fast-paced and analytical every day, and education is critical for individuals who want to take leadership roles in their organizations and achieve career progression,” said Ruth Veloria, executive dean of University of Phoenix School of Business. “The collaboration between University of Phoenix and the National Retail Federation emphasizes the diverse and significant growth opportunities that exist in retail careers. The University is proud to bring additional attention to this important sector and to help the scholarship recipients realize their full leadership potential.”
The 2014 recipients of the Dream BIG scholarships are:
| Name | Title | Employer | Degree pursuing |
| Damion Butler | Assistant Store Manager | Microsoft Stores | Bachelor’s |
| Angelo Chavez | District Loss Prevention Manager/ORC Manager | Albertsons | Master’s |
| Joel Cosme Jr. | Customer Relations Representative | Express, Inc. | Master’s |
| Samantha Couture | Sales Professional | Tiffany & Co. | Bachelor’s |
| Leigh Deal | Store Manager – Training | The Container Store | Master’s |
| Marissa De La Cruz | Area Manager | Mattress Firm, Inc. | Master’s |
| Rebecca Fox | Store Manager | Dollar General Corporation | Bachelor’s |
| Dawn Justen | Senior Analyst, Research and Analysis | HSN | Master’s |
| Melissa Karrer | Area Designer | Crate and Barrel | Master’s |
| Althea Kearney | Sales Trainer | The Container Store | Master’s |
| Ronald Kozak | LAN Coordinator | Boscov’s Department Store, LLC | Bachelor’s |
| Traci Merrick | General Manager | Crate and Barrel | Master’s |
| Laura Muro | Server | Red Lobster | Bachelor’s |
| Rowetta Roberson | Interim District Manager | Mattress Firm, Inc. | Bachelor’s |
| Addie Romanowski | Sales Representative | HSN | Bachelor’s |
| Cassandra Ross | Store Manager | Kroger | Bachelor’s |
| Lina Sabic | Associate Store Operations Specialist | PacSun | Master’s |
| Mike Templeton | Digital Marketing Manager | Kum & Go | Master’s |
| Kristi Webb | Store Sales Lead | Sur La Table | Master’s |
| Bryan Winter | Operational Sales | The Container Store | Master’s |
NRF surprised six retail employees at work with their big news. See the video here (https://www.youtube.com/watch?v=qVU0HRSbx-A&feature=youtu.be).
The Dream BIG Scholarship program is provided through a partnership between NRF’s nonprofit arm, the NRF Foundation and University of Phoenix. NRF Foundation and University of Phoenix will offer the Dream BIG Scholarship again in 2015; applications are expected to open in January. View recipient profiles (https://nrf.com/career-center/scholarships/dream-big-scholarship/class-of-2014) and learn more (https://nrf.com/career-center/scholarships/dream-big-scholarship) about the Dream BIG Scholarship.
University of Phoenix is constantly innovating to help working adults move efficiently from education to careers in a rapidly changing world. Flexible schedules, relevant and engaging courses, and interactive learning can help students more effectively pursue career and personal aspirations while balancing their busy lives. As a subsidiary of Apollo Education Group, Inc. (Nasdaq: APOL), University of Phoenix serves a diverse student population, offering associate, bachelor’s, master’s and doctoral degree programs from campuses and learning centers across the U.S. as well as online throughout the world. For more information, visit www.phoenix.edu.
About NRF
NRF is the world’s largest retail trade association, representing discount and department stores, home goods and specialty stores, Main Street merchants, grocers, wholesalers, chain restaurants and Internet retailers from the United States and more than 45 countries. Retail is the nation’s largest private sector employer, supporting one in four U.S. jobs – 42 million working Americans. Contributing $2.5 trillion to annual GDP, retail is a daily barometer for the nation’s economy. NRF’s This is Retail campaign highlights the industry’s opportunities for life-long careers, how retailers strengthen communities, and the critical role that retail plays in driving innovation. For more information, visit www.nrf.com.
SOURCE: NRF
Subscribe to:
Posts (Atom)