Comparison of way of The samurai

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Comparison of way of the samurai (see Tsunetomo Yamamoto, Hagakure, which is sometimes called the “way of the samurai”) with the way of the medieval knight (for example in the Song of Roland).

Financial Strategies for The Sustainability Initiative

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Competency Assessment Title: Financial Strategies for the Sustainability Initiative. Assignment Directions Your Financial Strategies Summary provides organization executives with reasons why they should approve financial strategies for your sustainability initiative. It demonstrates your ability to critically think through financial strategy development and presents your financial petition to leadership for resources for implementation.

Prepare the Financial Strategies Summary for your sustainability initiative in 6 to 8 pages.

Include the following in your summary:

• A brief summary of your sustainability initiative proposal

• A minimum of 3 financial strategies to fund implementation of your initiative o An analysis of the strengths, weaknesses, opportunities, and threats of each of your financial strategies for implementation of your

initiative o An evaluation of how each of the following impacts those financial strategies within your initiative:

o Proposed community partnerships o Proposed waste reduction efforts o Proposed improved patient care outcomes

• Petition to the leadership for approval of your financial strategies to enact the initiative

• Cite 3 reputable references to support your assignment (e.g., trade or industry publications, government or agency websites, scholarly works, or other sources of similar quality).

 

Format your references according to APA guidelines.

Submit your assignment.

Resources

• Center for Writing Excellence

• Reference and Citation Generator

• Grammar Assistance

• Annotated Bibliography Template

 

 

MHACB/560 Competency 3 Rubric Page 2 of 2

 

Copyright 2022 by University of Phoenix. All rights reserved.

Competency Assessment Rubric

Assignment/Performance Criteria

Mastery 100%

Meets Expectations 85%

Not Met 0%

1. Sustainability Initiative Proposal Summary

(weight 10%)

The summary included a thorough summation of the sustainability initiative proposal.

The summary included an adequate summation of the sustainability initiative proposal.

The summary did not include a summation of the sustainability initiative proposal.

2. Financial Strategies to Fund Implementation

(weight 40%)

The summary included a thorough analysis of the strengths, weaknesses, opportunities, and threats for a minimum of 3 financial strategies to fund the initiative implementation; and a comprehensive evaluation of how the proposed community partnerships, proposed waste reduction efforts, and the proposed improved patient care outcomes impact the financial strategies within the initiative.

The summary included an adequate analysis of the strengths, weaknesses, opportunities, and threats for a minimum of 3 financial strategies to fund the initiative implementation; and a satisfactory evaluation of how the proposed community partnerships, proposed waste reduction efforts, and the proposed improved patient care outcomes impact the financial strategies within the initiative.

The summary did not include the analysis of the strengths, weaknesses, opportunities, and threats for a minimum of 3 financial strategies to fund the initiative implementation, or the evaluation of how the proposed community partnerships, proposed waste reduction efforts, and the proposed improved patient care outcomes impact the financial strategies within the initiative.

3. Petition for Approval of the Financial Strategies

(weight 40%)

The summary included a comprehensive petition to the leadership for approval of the financial strategies necessary to enact the initiative.

The summary included a partial petition to the leadership for approval of the financial strategies to enact the initiative.

The summary did not include the petition to the leadership for approval of the financial strategies to enact the initiative.

4. Research Support

(weight 5%)

The student cited 3 reputable references to support the assignment (e.g., trade or industry publications, government or agency websites, scholarly works, or other sources of similar quality).

The student cited 2 reputable references to support the assignment (e.g., trade or industry publications, government or agency websites, scholarly works, or other sources of similar quality).

The student did not cite any references.

5. Grammar and Writing Mechanics

(weight 5%)

Accuracy in grammar, sentence structures, sentence boundaries, and word choice enhanced content.

Rare inaccuracies/errors in grammar, sentence structures, sentence boundaries, and word choice did not detract from the content.

Occasional or frequent inaccuracies/errors in grammar, sentence structures, sentence boundaries, and word choice detracted from the content.

 

 

  • Assignment Directions
  • Competency Assessment Rubric

How to Build Work Breakdown Structures

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How to Build Work Breakdown Structures Additional Lecture Material from Garrett Rowley, Adjunct Professor, UMGC

 

WBS Overview

To begin, here is how the PMBOK® defines the WBS: “The WBS is a hierarchical decomposition of the total scope of work to be carried out by the project team to accomplish the project objectives and create the required deliverables. The WBS organizes and defines the total scope of the project and represents the work specified in the current approved project scope statement.” (Project Management Institute, 2017)

Notice the emphasis placed on project scope. It is the starting point for getting from a high-level concept down to the details of the work needed to execute the project and ultimately satisfy the scope. That happens through something called decomposition.

“Decomposition is a technique used for dividing and subdividing the project scope and project deliverables into smaller, more manageable parts. The work package is the work defined at the lowest level of the WBS for which cost, and duration can be estimated and managed.” (Project Management Institute, 2017)

IMPORTANT:

• A WBS is not a schedule

• A schedule is not a WBS

• Neither a WBS nor a schedule is an unordered checklist

It is important for you to understand how all this works before you begin Week 3. A correctly structured WBS will enable you to produce the results expected from ITP-1 Project WBS with Durations, TTP-4 Project Costs and Resources and TPP-6 Project Execution, Tracking and Changes.

Top-Down WBS Creation

• Step 1: Identify the final products of the project – what must be delivered to achieve project success. A thorough review of high-level project scope documents is recommended to ensure consistency between the WBS and the project requirements.

• Step 2: Define the project’s major deliverables, which are often interim deliverables (such as a design specification) necessary for the project, but which in themselves do not satisfy a business need.

• Step 3: Decompose major deliverables to a level of detail appropriate for management and integrated control. These WBS elements are normally tied to clear and discrete identification of stand-alone deliverable products. The sum of the elements at each level should represent 100% of the work in the element above it (the 100% Rule). Each work package of the WBS should contain only one deliverable.

• Step 4: Review and refine the WBS until project stakeholders agree that project planning can be successfully completed, and that execution and control will successfully produce the desired deliverables and results.

(Project Management Institute, 2006)

 

 

Page 2 of 9 June 2021

Definitions

This is where Microsoft Project® diverges from Haugan, PMI, and other project management experts. PMI uses three descriptors in the WBS:

1. WBS Element

2. Work Package

3. Activity

Project® uses only two:

1. Summary Task

2. Subtask

Since we are using Project® in this class, we will use Microsoft’s descriptors. (Microsoft Office Support, n.d.) Summary Task:

• Is the Project® equivalent of a WBS element1

• Is made up of subtasks (or other summary tasks) indented below it

• Shows a rollup of the combined information from subtask(s)

• Never has work or resources assigned

• Named using adjective/noun format (represents a deliverable)

• Does not use verbs in the name (no action is performed)

Subtask:

• Is the Project® equivalent of an activity

• Is a component of work performed during the course of a project

• Named using verb, adjective, and noun format (conveys action)

• Has defined start and finish points

• Has expected duration, cost, and resource requirements

• Has a single person or organization responsible for the work

• Has tangible output or product at completion

• Fits logically under an existing Summary Task

WBS Example

Here is a hypothetical project from Haugan. Watch as I decompose it into smaller parts. Assume the objective statement goes something like, “Develop a Time-Sharing System (TSS)”. Rather simple, but I like it. As an experienced TSS project manager, I know we need to deliver:

1) A requirements specification

2) A design specification

3) The TSS software

 

1 At the lowest level of the WBS, the summary task is equivalent to a work package and provides a logical basis for defining activities as

subtasks.

 

 

Page 3 of 9 June 2021

Figure 1: TSS Project at WBS Level 1

When building the WBS, you must understand how WBS numbering works. Figure 1 shows WBS Level 1 for the TSS project. This level represents the major deliverables of the project. Now we can decompose the WBS into lower levels. As you might suspect, there is a convention for structuring WBS levels:

• The high-level product elements, or major deliverables, belong at Level 1

• The Project Management element also belongs at Level 1

o This is for the managerial responsibilities and activities of the project including such items as reports, project reviews and other activities of the project manager and staff

o The WBS always has a Project Management element

• The decomposition of the Level 1 elements belongs at Level 2 or lower

• Decomposition of a WBS branch ends with a Work Package element (no more decomposition allowed)

• Use an outline numbering scheme, a simple hierarchy of numbers and decimals representing WBS levels2

 

Figure 2: TSS Project at WBS Level 2

That’s it! My WBS is finished. Notice:

1) I did not indent any WBS elements

2) I used Excel® to build my WBS3

Here are several points to take into consideration when building your WBS:

• The WBS structure is not based on timing or sequence dependencies among components. Timing, sequencing, and dependencies are project schedule concerns.

• The WBS is not strictly structured by process or organization.

2 For example: 1, 1.1, 1.1.1, 1.1.2, 1.2, 1.2.1, 1.2.2, 1.2.3, etc. 3 Since Project® manages WBS numbering, I will only copy the WBS elements into Project® – not the WBS numbers.

 

 

Page 4 of 9 June 2021

• The WBS defines the logical relationships among all components of the project.

• All WBS elements are deliverable-oriented.

• Project activities are not listed, as these are components of the project schedule, not the WBS.

• All WBS element names are nouns. Verbs are not used to identify WBS elements.

• The WBS includes only sufficient and necessary deliverables as defined in the project scope.

• All project deliverables (i.e., regulatory permits, packaging, distribution, or marketing, as well as preliminary, interim, internal, external, or final deliverables) are identified and detailed.

• There are no WBS elements with overlapping responsibilities. Each WBS element must have one person who is clearly accountable for its completion.

The WBS is NOT the same as your project schedule. Over the years, I have seen a lot of Project Managers confuse the two. Don’t be that PM! On the other hand, the WBS will be used in the project schedule. That is why I did not indent any WBS elements. I am going to copy the list of WBS elements (but not the WBS numbers) and paste them into Project®.

Schedule Development Process

Starting with the WBS: 1) Enter the WBS in Project® 2) List all deliverable end items or services under their appropriate WBS element 3) Define and list tasks (activities) under each lowest-level summary task (WBS element, i.e., the

work package) 4) Establish task durations and, if applicable, task resources 5) Identify predecessor – successor relationships between tasks 6) Iterate steps 3 and 4 as necessary to achieve a workable schedule

(Haugan, 2002) Notice the WBS numbering in Figure 3. It has no decimals yet because the WBS elements are not indented. (Microsoft Office Support, n.d.)

Figure 3: WBS Entered in Project

 

 

Page 5 of 9 June 2021

Figure 4 shows the result of Steps 1 and 2 of the schedule development process. In this project, the finished WBS goes to WBS level 2 where the work packages show outlined in red.

Figure 4: WBS Level 2 work packages

 

 

Page 6 of 9 June 2021

Completing Step 3 of the process adds subtasks (activities) at WBS level 3 indented under the WBS level 2 summary tasks (work packages). Figure 5 shows the resulting project with subtasks outlined in red4.

Figure 5: WBS Level 3 activities

 

4 It is normal and usual to add two milestones to a project – one for Project Start and one for Project Complete, I placed them at WBS level 1.

 

 

Page 7 of 9 June 2021

Completing steps 4 (establish task durations) and 5 (identify predecessor – successor relationships) of the Schedule Development Process results in the fully loaded project shown in Figure 6.

Figure 6: The TSS project schedule

 

 

 

Page 8 of 9 June 2021

The “Hidden” Level There is a WBS Level that I have not yet explained. It is Level 0, also known as the Project Level of the WBS. Project® automatically creates it for you, based on the file name used when saving the project file. By default, Project® defaults to hiding Level 0 but you can (and should) reveal it:

• From the ribbon, open the Format tab

• From the Show/Hide group, select Project Summary Task

Here is what you get:

 

WBS Final Thoughts As you go through your assignments, it is important to get the terminology right. Since the beginning, Microsoft has called every row in a project schedule a task. This is not consistent with the PMBOK® Guide or with Haugan or with practically any career project manager. If you fall into the habit of thinking everything is a task instead of distinguishing between WBS elements and activities, your project schedules will not work as intended.

 

 

Page 9 of 9 June 2021

References Haugan, G. (2002). Effective Work Breakdown Structures. Vienna, VA: Management Concepts.

Microsoft Office Support. (n.d.). Create and work with subtasks and summary tasks in Project desktop.

Retrieved from support.office.com: https://support.office.com/en-us/article/create-and-work-

with-subtasks-and-summary-tasks-in-project-desktop-b3ff64ce-b121-42cc-905b-cb9b8ce0255f

Microsoft Office Support. (n.d.). Outline Level fields. Retrieved from support.office.com:

https://support.office.com/en-us/article/outline-level-fields-0453d348-d9ec-4172-9b00-

77702c18ce73

Project Management Institute. (2006). Practice Standard for Work Breakdown Structures, 2nd ed.

Newtown Square, PA: PMI.

Project Management Institute. (2017). PMBOK Guide – 6th Edition. Newtown Square, PA: PMI.

Working thesis statement

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Thesis Statement: Write your working thesis statement here. Follow the guidelines in the Module 3 Presentation for how to write a good thesis statement and what to avoid in doing so.

Outline: Only if your assignment instructions from your other course do not provide ideas for outline points, please use or rearrange this structure for your outline and add to it or delete as necessary. Regardless of the outline points you create, every main point should have at least two supporting points or evidence (A & B) below it. Consult the presentation in Module 3 for more outlining guidelines.

I. Introduction

A. Attention-grabbing opening sentences that motivate your readers to continue

B. Brief background of issue or controversy

C. Thesis statement

II. First Supporting Reason or Argument (backing up your thesis)

A. Statistic, data, quote or paraphrase from source

B. Statistic, data, quote or paraphrase from source

III. Second Supporting Reason or Argument (backing up your thesis)

A. Statistic, data, quote or paraphrase from source

B. Statistic, data, quote or paraphrase from source

IV. Third Supporting Reason or Argument (backing up your thesis)

A. Statistic, data, quote or paraphrase from source

B. Statistic, data, quote or paraphrase from source

V. Opposing Viewpoints

A. Statistics, data, quotes or paraphrases from sources

B. Acknowledgement of strengths of opposing views

C. Analysis of weaknesses of opposing views

VI. Conclusion

A. Summarize main supporting points

B. Restate thesis in strong and unique way

 

Annotated Bibliography: A good annotated bibliography should include the citations for each source (at least four) you plan to cite in your paper (all should be credible, scholarly sources), a 1-2 sentence summary of the source, a 1-2 sentence evaluation of the source (accuracy, recency, bias, reliability, etc.), and how the source is relevant to your paper (what point would it help support or opposing views does it reveal?).

Review the Read: Annotated Bibliography in APA Format: pp. 3 – 4 in the Learn section. This will provide you with an example of how to structure your bibliography, though be sure to use your discipline’s own citation style. No abstract needed prior to your annotations.

 

Page 2 of 3

 

 

Develop a Thesis statement

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You will develop a thesis statement, outline, and annotated bibliography for your Course Paper based on the guidelines in the Learn section Read and Watch items. Submit the thesis statement, outline, and annotated bibliography in one Word document using the Thesis Statement, Outline, and Annotated Bibliography Template.

Assignment Goals: Plan your Course Paper by clearly stating your main point, structuring your supporting reasons and evidence, and evaluating your scholarly sources. Doing so will prepare you to draft your Course Paper, which must be submitted to your GRST 501 instructor and the Online Writing Center (OWC).

Next, you must submit a final, improved revision of your Course Paper based on the feedback from these two sources. You will pass the Course Paper Revision assignment if your revised draft earns a 3 or higher in each category of the Course Paper Rubric. Planning out your paper will make the drafting step easier.

Specific Requirements: Download the Thesis Statement, Outline, and Annotated Bibliography Template. Use the template to develop your thesis statement, outline, and annotated bibliography.

Your thesis statement may not refer to yourself, your paper, or your readers. Simply state the point that your paper will argue or demonstrate.

Your outline must either follow points outlined by your assignment instructions from your other course or must follow the sample provided below by brainstorming ideas or points that include your thesis statement, two or more supporting main points with at least two pieces of evidence (statistics, data, or source quotes) for each of those points, and a conclusion that sums up the main supporting points and restates your thesis.

Your annotated bibliography must include a citation, a summary, an analysis, and the relevance of at least four scholarly sources. *Note: Your assignment will be checked for originality via the Turnitin plagiarism tool.

 

Page 2 of 3

 

 

Sustainability Regulation 

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Reflect on the following in a minimum of 500 words:Sustainability Regulation If a community rejects non-legislative efforts to adopt sustainable practices, should it be forced upon them through laws or regulation? Defend your response.

Sustainability Tools and Resources 

  • Find 2 to 3 tools or resources available to health care leaders to help guide their efforts toward sustainable operations and explain the benefits of these tools or resources.

Adverse Drug Events in the elderly

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Topic: Adverse Drug Events in the elderly.

Based on how you will evaluate your EBP project, which independent and dependent variables do you need to collect? Why?

 

Sustainability Initiative Stakeholder Engagement

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Competency Assessment Title: Sustainability Initiative Stakeholder Engagement Analysis and Strategy. Assignment Directions It is important to identify both internal and external stakeholders for your sustainability initiative. It is through identification of and communication with these stakeholders that you will understand what partnerships might benefit the initiative. These can include community leaders, organizations, and even patients, their families, and friends.

The top leadership of your selected organization has requested that you prepare a stakeholder engagement analysis and strategy for your sustainability initiative.

Part I: Stakeholder identification analysis:

Prepare a 350- to 400-word identification and analysis of the key internal and external stakeholders essential to your initiative’s success. Include the following:

• Identify key internal and external stakeholders who are essential to the success of your initiative. Provide evidence for your choices.

• Identify partnerships that can be formed between organizations to foster collaboration or healthy competition. Provide evidence for your choices.

• Identify community leaders who can use power and influence to further the initiative on your behalf. Provide evidence for your choices.

Part II: Patient engagement strategy

Develop a 350- to 400-word strategy for how you will engage patients and their friends or family to participate in your initiative (directly or indirectly).

Part III: Promotional media strategy

Develop a 350- to 400-word promotional media strategy and promotional elements for your sustainability initiative that will be used to reach your identified stakeholders. Include the following:

• A 90- to 175-word script for a 30- to 60-second online advertisement that promotes your sustainability initiative, advocates for sustainable health care practices, and invites the community to action.

• A storyboard that outlines the advertisement. Complete the Script and Storyboard Template for this part of the assignment.

• Four social media posts in the platform of your choosing that promotes your initiative and invites the community to get involved.

 

 

MHACB/560 Competency 2 Rubric Page 2 of 3

 

Copyright 2022 by University of Phoenix. All rights reserved.

 

Note: You do not have to actually post these online but indicate on which platform you would post them.

Submit your assignment.

Resources

• Center for Writing Excellence

• Reference and Citation Generator

• Grammar Assistance

 

 

MHACB/560 Competency 2 Rubric Page 3 of 3

 

Copyright 2022 by University of Phoenix. All rights reserved.

Competency Assessment Rubric

Assignment/Performance Criteria

Mastery 100%

Meets Expectations 85%

Not Met 0%

1. Part 1: Stakeholder Identification Analysis

(weight 30%)

The student included appropriate and detailed evidence to support the clearly identified key internal and external stakeholders who are essential to the success of the initiative, partnerships that can be formed between organizations to foster collaboration or healthy competition, and community leaders who can use power and influence to further the initiative.

The student included adequate evidence to support the identified key internal and external stakeholders who are essential to the success of the initiative, partnerships that can be formed between organizations to foster collaboration or healthy competition, and community leaders who can use power and influence to further the initiative.

The student did not include evidence or clearly identify key internal and external stakeholders who are essential to the success of the initiative, partnerships that can be formed between organizations to foster collaboration or healthy competition, or community leaders who can use power and influence to further the initiative.

2. Part II: Patient Engagement Strategy

(weight 30%)

The student developed an innovative and thorough strategy to engage the patients and their friends or family to participate in the initiative (directly or indirectly).

The student developed a general strategy to engage the patients and their friends or family to participate in the initiative (directly or indirectly).

The student did not include a strategy to engage the patients and their friends or family to participate in the initiative (directly or indirectly).

3. Part III: Promotional Media Strategy

(weight 35%)

The student developed an innovative and comprehensive promotional media strategy and promotional elements for the sustainability initiative that will be used to reach the identified stakeholders; the script and storyboard for the online advertisement and the four social media posts were appropriate and creative; the Script and Storyboard Template was complete.

The student developed an adequate promotional media strategy and promotional elements for the sustainability initiative that will be used to reach the identified stakeholders; the script and storyboard for the online advertisement and the four social media posts were mostly appropriate and complete; the Script and Storyboard Template was mostly complete.

The student did not submit the promotional media strategy or promotional elements; the student did not complete the script or storyboard for the online advertisement, the Script and Storyboard Template, or the four social media posts.

4. Grammar and Writing Mechanics

(weight 5%)

Accuracy in grammar, sentence structures, sentence boundaries, and word choice enhanced content.

Rare inaccuracies/errors in grammar, sentence structures, sentence boundaries, and word choice did not detract from the content.

Occasional or frequent inaccuracies/errors in grammar, sentence structures, sentence boundaries, and word choice detracted from the content.

 

 

  • Assignment Directions
  • Competency Assessment Rubric

Issues associated with Four types of Business entities

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Write a 2-3-page briefing of potential factors and issues associated with four types of business entities in the context of U.S. contract law.

Introduction

One of the most common ways in which business managers are involved with business law is in relation to contracts. Organizations of almost any size will most likely need to create, negotiate, review, approve, adhere to, and resolve conflicts associated with contracts. A business determines its legal standing by determining what type of legal entity it should be identified as. The type of legal entity can significantly impact:

  • How lawsuits can be brought.
  • How contracts are handled.
  • How the courts interpret contract.
  • How the organization enters into contracts.
  • How the income from the organization’s contracts is taxed.
  • How liability for breach of contract is assigned.
  • How the business is sold.

Preparations

For this assessment, assume that you work as a manager in a relatively small, privately-owned U.S. business. The company president (who is also the owner) inherited the company from his mother and has never started a business. He is considering creating a spin-off business (possibly with one or two associates) but is unsure about what form of business entity would be best to use for the new business.

It is expected that contracts will play a major role in the success of the business as it utilizes numerous suppliers and distributors. The president knows you took a university-level business law class and has asked you to write a paper analyzing the four most common business entities in the context of contracts to help him decide which type of organization to choose for the new operation.

Research each of the following forms of business entities:

  • Sole proprietorship.
  • General partnership.
  • Corporation.
  • Limited liability company (LLC).

Instructions

Write a 3-page executive briefing of potential factors and issues associated with four types of business entities in the context of U.S. contract law.

Analyze the following for each type of business entity.

Step 1: Explain creation, negotiation, and approval of contracts for the most common types of business entities.

  • Analyze the pros and cons of each entity in this context.
  • For each type of business form, indicate who or what in the legal structure of the business has the authority to perform these functions: create, negotiate, and approve contracts.
  • Explain the advantages and disadvantages inherent in each of the four business forms with regard to contract creation, negotiation, and approval of contracts.

Step 2: Explain contract liability for the most common types of business entities.

  • Analyze the pros and cons of each entity in this context.
  • For each of the four business types, who or what has liability associated with the contract? If the business breaches a contract and is found liable for damages, who in the business might bear personal liability, and what are the consequences for that individual? What liability might the business itself bear, if any?
  • Explain the advantages and disadvantages inherent in each of the four business forms with regard to contract liability.

Step 3: Explain how the income of each type of business entity is taxed, specifying whether the entity, the owner, or both, are taxed.

  • Analyze the advantages and disadvantages of each entity in this context.
  • What are the income tax implications for each type of business? How is the income of the business and its owners taxed?
  • Analyze the advantages and disadvantages inherent in each of the four business forms with regard to taxation of income.

Step 4: Explain the effects of the type of business entity on the ability to contract for the sale of the business.

  • Can the business be sold, in whole and/or in part?
  • How is ownership of the business transferred in terms of what is sold?
  • Explain the advantages and disadvantages inherent in each of the four business forms with regard to selling the business.
Additional Requirements

Based on your executive audience, your executive briefing should be no more than three pages, in addition to a References page, and should be well organized and written in clear, succinct language. Follow APA rules for attributing sources that support your analysis and conclusions.

Your submission should meet the following requirements:

  • Written communication: Write in complete sentences free from errors that detract from the overall message.
  • Font and font size: Arial, 12 point.
  • Format and length: Double-spaced, 2-3 pages.
  • Citations: Include complete citations of your sources along with a References page. Review Evidence and APA for more information on how to cite your sources.

Review the assessment scoring guide for details on how your assessment will be graded.

Competencies Measured

By successfully completing this assessment, you will demonstrate your proficiency in the course competencies through the following assessment scoring guide criteria:

  • Competency 3: Evaluate legal options to create a business entity.
    • Explain creation, negotiation, and approval of contracts for the most common types of business entities.
    • Explain contract liability for the most common types of business entities.
    • Explain how the income of each type of business entity is taxed, specifying whether the entity, the owner, or both, are taxed.
    • Explain the effects of the type of business entity on the ability to contract for the sale of the business.
  • Competency 5: Convey purpose, in an appropriate tone and style, incorporating supporting evidence and adhering to organizational, professional, and scholarly writing standards.
    • Convey purpose, in an appropriate tone and style, incorporating supporting evidence and adhering to organizational, professional, and scholarly writing standards.

The Controlled Substances Act

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1. What is the Controlled Substances Act? Please provide an in-depth discussion on its purpose and how regulated substances are placed in each schedule? Should it be revamped? Why or why?

2. What is the role of the toxicologist in a criminal investigation?