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1. Identify job description and job specification for following positions: a. Public transport bus driver b. Athletic coach c. Assembly work d. University instructor

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[Q] Identify job description and job specification for the following positions:

[a.] A public transport bus driver - Job Description – As a Public Transport Bus Driver you must be prudent and patient so as to manage individuals from general society and adapt to a position that can somehow be monotonous. You must move travelers to and from destinations on a predefined path making planned stops to get-in and drop-off travelers as indicated by time plan: helps travelers with baggage and gathers tickets or cash fares. You can likewise move medical clinic patients, elderly individuals, and schoolchildren to various destinations. You should likewise clearly be a cautious and skilled driver who can navigate substantial traffic by detailing mishaps or delays and ensure the travelers arrive securely. Job Specification – [i.] Requirements – Education - Most frequently, people need secondary school recognition or equal to meet all requirements for a public transport bus driver positions. Licensing - Public transport bus driver needs to get a Passenger Carrying Vehicle license [PCV] subsequently filling out an application procedure and clinical procedure. [ii.] Skills - Being mindful and dependable. Being ready to work under tension. Having great information about paths and geography. Interpersonal abilities – Bus drivers must have the option to consciously communicate with travelers of assorted types. Communication abilities – Bus drivers must have the option to discuss adequately with travelers and their bosses and should know about security and medical problems. [ii.] Responsibilities – Following the planned direction and timetable for takeoff times and stops. Obey transit regulations and state and government travel guidelines. Perform fundamental maintenance [check the tires, lights, and oil]. Responding to crisis and non-crisis circumstances. Enforcing behavior and wellbeing rules on the bus. [b.] Athletic coach – Job Description – As an Athletic Coach, your essential employment will be to give master training for athletes. You'll be helping their abilities improvement and guaranteeing top execution and wellness are accomplished during vital occasions, for example, competitions, matches, preliminaries, and qualifying events. Job Specification – [i.] Requirements – Education – A bachelor's degree in any wellbeing related course in physiology with exceptional prominence on physical training would be the base required educational capability. A master’s degree with an exhibited work experience would end up being a preferred position. Work Hours - is required to work outside for extended periods of time [12 hours every day during the competition season and training meetings] which are variable relying upon the calendars of various occasions. Training - a great deal of your training must self-initiated. To be a really effective athletic coach, you have to submerge yourself in the game and stay up with the latest on all the most recent developments and creative training strategies and methods. [ii.] Skills - Familiarity with training and strengthening strategies and methods. Strong communication and interpersonal skills and the capacity to work adequately with student-athletes. [ii.] Responsibilities – To plan the transportation facilities for different game challenges and occasions. To survey, assess the performance of the athletes during the challenges and training. To counsel, guide, and insight the athletes on their wellbeing, nourishment, safety, and the utilization of different athletic gear. To adequately impart the principles and methods of the pertinent games by leading training workshops to empower better learning. [c.] Assembly work - Job Description – Our tool fabricating organization is looking for Assembly Work. We're searching for devoted people who consistently appear for work at the given time and who flourish in a team-oriented workplace. Fruitful applicants will have some related knowledge in assembly and be equipped for understanding schematics and blueprints accurately. We offer both shifts [day and night] plans, however, we acknowledge applicants with adaptable schedules. We reimburse for the variable work routines in astounding advantages. Job Specification – [i.] Requirements – Education – High school recognition required Training - 2+ years' experience in general specialized training or assembly work. [ii.] Skills - Ability to lift in any event 50 lbs. Outstanding hand-eye synchronization. Willing to perform tedious activities while standing or sitting expanded timeframes. Must have great vision, including fringe vision, a depth observation, and the capacity to separate between colors. [ii.] Responsibilities – Double-check associations with the guarantee they match and record any disparities in the assembly log. Assemble parts precisely, altogether, and rapidly to affirmed particulars. Read blueprints and confirm the parts required before assembly. Preserve assets and supplies to encourage the least waste. Maintain and administer all gear when essential. [d.] University instructor – Job Description – As a University Instructor, you should create and structure the educational program that intends to encourage students learning, stimulate class conversations, and guarantees student commitment. Being an Instructor you have to give mentoring and scholarly guidance to students while evaluating student coursework and keeping up classes’ related records. Additionally, you must likewise team up and bolster colleagues with respect to explore interests and co-curricular exercises. Job Specification – [i.] Requirements – Education [Preferred] – Master’s degree in an applicable discipline. Work Schedules - by and large are adaptable. Full-time University Instructors should be nearby to teach classes and have available time. Else, they are allowed to set their timetable. They may likewise invest energy doing administrative obligations, for example, serving on boards. [ii.] Skills – Good communication and critical-thinking skills. Resourcefulness - should have the option to introduce information such that students will comprehend. They have to adjust to the distinctive learning styles of their students and focus on students who have practically zero involvement in the subject. [ii.] Responsibilities – Ability to inspire students toward scholastic undertakings. Ability to create an inventive educational program in accordance with course targets. Proficiency in the academic region and utilization of technology in the classroom.

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a. For the following position go through the human resources process of A) Recruitment, B) Selection C) Developing and D) evaluation

i. Public transport bus driver

ii. Athletic coach

iii. Assembly work

iv. University instructor

b. For two of the above positions discuss advantages and disadvantages of internal or external recruitment?

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Part 3:

Based on the analysis, you are required to make conclusions and recommendation which will answer the following questions:

1. Which business would you expect to be a better short-term credit risk?
   2. Do you think both companies have adequate cash resources?
   3. Assess both companies’ ability to survive in the longer term.
   4. Which company is better at generating cash from their sales revenue?

““Monopolist is a person, group or organization with a monopoly. In other words, an individual or company that controls all of the market for a particular good or service.”

Your task is to write a paragraph explain in details, how the producer, in Monopoly, can determine the Price-Quantity combination that will lead to maximum profit?

(introduction, body text and conclusion)

1. Define the market structures that exist

2. Define Monopoly and w hat are the characteristics of monopoly

3. Explain profitability in Monopoly

4. Explain the main differences between Competitive market and monopoly

1) Identify one chronic condition/ illness that can affect an individual and define the problem:
(minimum 50 words)
2) The impact of identified chronic condition / illness on individual, family and community:
(minimum 100 words):
Individual: ……………………
……3)…The role of nurse in coping with chronic illness, management and prevention of
complications(minimum 200 words):
……4) Reflection: (minimum 200 words
referances i want to write the References

Condition : . Turner Syndrome (45, XO) in XO individual (compare with typical XX)

1.a) compare what type of external genitals develop in the condition you chose versus typical development of individual with the same genotype (sex chromosomes):

1.b) compare what type of secondary sexual characteristics develop in the condition you chose versus typical development of individual with the same genotype (sex chromosomes):

4. If the price of one of the products associated with indifference curves increases, all else the same, what is the result? Prices will be lower,  The individual is able to get to a lower level of utility. The individual is able to get to about the same level of utility. The individual is able to get to a higher level of utility.

5. If the price of one of the products associated with indifference curves decreases, all else the same, what is the result? Prices will be higher. The individual is able to get to about the same level of utility. The individual is able to get to a lower level of utility. The individual is able to get to a higher level of utility.

6. Which of the following statements best describes how individuals maximize their utility given a constraint? None of these possible answers make sense, This can be shown when the budget constraint is tangent to the lowest indifference curve possible, This can be shown when the budget constraint is tangent to the highest indifference curve well above the constraint, This can be shown when the budget constraint is tangent to the highest indifference curve

7. Whenever marginal benefit is less than marginal cost, the decision maker should do _____ of the activity. less, none, that exact amount, more

Explain the components of the Fraud Triangle.

Donald R. Cressey, a noted criminologist, is mostly credited with coming up with the concept of a Fraud Triangle. Albrecht points out that, while researching his doctoral thesis in the 1950s, Cressey developed a hypothesis of why people commit fraud. He found that trusted persons become trust violators when they conceive of themselves as having a financial problem that is nonsharable, are aware that this problem can be secretly resolved by violation of the position of financial trust, and are able to apply to their contacts in that situation verbalizations which enable them to adjust their conceptions of themselves as users of the entrusted funds or property.⁶ (Links to an external site.)

Edwin Sutherland, another criminologist, argued that persons who engage in criminal behavior have accumulated enough feelings and rationalizations in favor of law violation that outweigh their pro-social definitions. Criminal behavior is learned and will occur when perceived rewards for criminal behavior exceed the rewards for lawful behavior or perceived opportunity. So, while not directly introducing the Fraud Triangle, Sutherland did introduce the concepts of rationalizations and opportunities. It is interesting to think about how Sutherland’s thesis relies on a utilitarian analysis of harms and benefits of criminal behavior.⁷ (Links to an external site.)

The Fraud Triangle in auditing is discussed in AU-C Section 240. The deception that encompasses fraudulent financial reporting is depicted in Exhibit 5.2 (Links to an external site.).⁸ (Links to an external site.)

Three conditions generally are present when fraud occurs. First, management or other employees have an incentive or are under pressure, which provides the motivation for the fraud. Second, circumstances exist that provide an opportunity for a fraud to be perpetrated. Examples include the absence of, or ineffective, internal controls and management’s override of internal controls. Third, those involved are able to rationalize committing a fraudulent act.

As noted in the auditing standard, some individuals possess an attitude, character, or set of ethical values that allow them to commit a dishonest act knowingly and intentionally. For the most part, this is the exception rather than the rule. However, even honest individuals can commit fraud in an environment that imposes sufficient pressure on them. The greater the incentive or pressure, the more likely that an individual will be able to rationalize the acceptability of committing fraud.⁹ (Links to an external site.)

It is important for students to understand the link between elements of the Fraud Triangle and our earlier discussions about cognitive development. The disconnect between one’s values and actions may be attributable to motivations and incentives to act unethically, perhaps because of a perceived gain or as a result of pressures imposed by others who might try to convince us it is a one-time request or standard practice, or to be loyal to one’s supervisor or the organization. These also become rationalizations for unethical actions invoked by the perpetrator of the fraud.

Incentives/Pressures to Commit Fraud

The incentive to commit fraud typically is a self-serving one. Egoism drives the fraud in the sense that the perpetrator perceives some benefit by committing the fraud, such as a higher bonus or promotion. The fraud may be caused by internal budget pressures or financial analysts’ earnings expectations that are not being met. Personal pressures also might lead to fraud if, for example, a member of top management is deep in personal debt or has a gambling or drug problem. In a “60 Minutes” interview with Dennis Kozlowski, the former CEO of Tyco, Kozlowski said his motivation to steal from the company was to keep up with “the masters of the universe.” This meant keeping up with other CEOs of large and successful companies that had pay packages in the hundreds of millions. Kozlowski was generous with his lieutenants because he thought they would be loyal to the boss. In 2005, a jury found that Kozlowski and ex-CFO Marc Swartz stole about $137 million from Tyco in unauthorized compensation and made $410 million from the sale of inflated stock.

Opportunity to Commit Fraud

The second side of the Fraud Triangle connects the pressure or incentive to commit fraud with the opportunity to carry out the act. Employees who have access to assets such as cash and inventory should be monitored closely through an effective system of internal controls that helps safeguard assets. For example, the company should segregate cash processing responsibilities, including the opening of mail that contains remittance advices, along with checks for the payment of services; the recording of the Page 278receipts as cash and a reduction of receivables; the depositing of the money in the bank; and the reconciling of the balance in cash on the books with the bank statement balance. Obviously, when the fraud is perpetrated by the CEO and CFO, as was the case with Tyco, access is a given. Then, it is just a matter of circumventing the controls or overriding them or, in the case of Kozlowski, enlisting the aid of others in the organization to hide what was going on.

Rationalization for the Fraud

Fraud perpetrators typically try to explain away their actions as acceptable. For corporate executives, rationalizations to commit fraud might include thoughts such as “We need to protect our shareholders and keep the stock price high,” “All companies use aggressive accounting practices,” “It’s for the good of the company,” or “The problem is temporary and will be offset by future positive results.” In the Tyco case, Kozlowski stated in his “60 Minutes” interview that he wasn’t doing anything different from what was done by his predecessor. He took the low road of ethical behavior and rationalized his actions by essentially claiming that everyone (at least at Tyco) did what he did by misappropriating company resources for personal purposes. The fact is he established the culture that condoned such behavior.

Other rationalizations might include “My boss doesn’t pay me enough” or “I’ll pay the money back before anyone notices it’s gone.” The underlying motivation for the fraud in these instances may be dissatisfaction with the company and/or personal financial need. AU-C Section 240 (AU-C 240) provides an extensive list of risk factors that can contribute to the likelihood that fraudulent financial reporting will occur. These are presented in Exhibit 5.3 (Links to an external site.).

1. For discussion purposes: how can the fraud triangle help you identify and prevent fraud?

2. What are the 10-Q and 10-K used to report?

Exercise 15-19 Shown below is the liabilities and stockholders’ equity section of the balance sheet for Splish Company and Blossom Company. Each has assets totaling $4,327,000. Splish Co. BlossomCo. Current liabilities $285,000 Current liabilities $855,000 Long-term debt, 9% 1,220,000 Common stock ($20 par) 2,740,000 Common stock ($20 par) 2,090,000 Retained earnings (Cash dividends, $333,000) 732,000 Retained earnings (Cash dividends, $229,000) 732,000 $4,327,000 $4,327,000 For the year, each company has earned the same income before interest and taxes. Splish Co. Blossom Co. Income before interest and taxes $1,250,000 $1,250,000 Interest expense 109,800 0 1,140,200 1,250,000 Income taxes (45%) 513,090 562,500 Net income $627,110 $687,500 At year end, the market price of Splish’s stock was $101 per share, and Blossom’s was $63.50. Assume balance sheet amounts are representative for the entire year. (a) Calculate the return on total assets? (Round answers to 2 decimal places, e.g. 16.85%.) Return on total assets Splish Company % Blossom Company % Which company is more profitable in terms of return on total assets? (b) Calculate the return on common stock equity? (Round answers to 2 decimal places, e.g. 16.85%.) Return on common stock equity Splish Company % Blossom Company % Which company is more profitable in terms of return on common stockholders’ equity? (c) Calculate the Net income per share. (Round answers to 2 decimal places, e.g. $6.85.) Net income per share Splish Company $ Blossom Company $ Which company has the greater net income per share of stock? Neither company-issued or reacquired shares during the year. (d1) From the point of view of net income, is it advantageous to the stockholders of Splish Co. to have the long-term debt outstanding? (e) What is the book value per share for each company? (Round answers to 2 decimal places, e.g. $6.85.) Book value per share Splish Company $ Blossom Company $