Books on the topic 'Company recognition'

The textbook divides the concepts used in the assessment, — the right to claim the liability (debt), accounts receivable. Solved what is the object of evaluation from the point of view of the legislation on appraisal activity. Describes the specifics of the receivable and its financing in the company. The peculiarities of accounting of accounts receivable. The questions of inventory of receivables, its recognition, the used chart of accounts and procedures for cancellation. The features of the procedure of the analysis of the quality of receivables. Considers the current methodology of assessment of claims. Attention is paid to issues of mass valuation of receivables, the evaluation of business value, as well as the problem of calculating the discount rate. Meets the requirements of Federal state educational standards of higher education of the last generation. For students of higher educational institutions enrolled in the fields of study within the bachelor — 38.03.01 "Economics", within the master's program — 38.04.01 "Economy" and 38.04.08 "Finance and credit", and also for students of professional retraining programs "Valuation of enterprise (business)".

There were positive and negative developments during this time. However, demographic data became much fuller. Despite famines and epidemics, there was appreciable population growth. By 1871 India’s population was about 255 million. The chapter considers the evidence for the growth and discusses the population’s demographic characteristics, the occurrence of famines, epidemics, migration, and changes in the urban sector. There are few reasons to think that there was significant de-urbanization. By 1871 around 8–11 per cent of the population lived in places with 5,000 people or more. The most likely explanation for the growth of 1821–71 is that there was a slight reduction in mortality. The reasons were undoubtedly complex, but they probably included greater vaccination and improvements in communication. Influenced by the developing principles of ‘sanitary science’, attitudes to dealing with demographic crises and ill health, and recognition of the need for relevant data, were gradually becoming more systematic.

AT CHRISTMASTIME ACROSS America, hundreds of nonprofit companies mount performances of The Nutcracker, the Franco-Russian ballet originally choreographed by Lev Ivanov and Marius Petipa in 1892 to music composed by Pyotr Ilyich Tchaikovsky. The Russian emigré George Balanchine reinterpreted the ballet for American audiences in 1954, centering it around a magically growing Christmas tree, with spectacular success. Broadcast nationwide by CBS in 1957 and 1958, performances by Balanchine’s New York City Ballet introduced millions of American children and adults to the world of classical ballet. In recognition of its achievement, the Ford Foundation awarded the company $6 million in 1963, enabling a bigger and more lavish production of ...

Titles in the Core Text series take the reader straight to the heart of the subject, providing focused, concise, and reliable guides for students at all levels. This chapter deals with corporate management, focusing on those individuals who are responsible for making key strategic decisions within the company, namely the members of the board of directors. It begins by tracing the emergence of the professional managerial organ, with emphasis on the separation of ownership and control and the recognition of directorial autonomy. It then considers the relationship between directors and the general meeting, how directors are appointed, categories of directors, principle and policy governing directors’ remuneration, and the fiduciary nature of the office. The issues surrounding corporate governance are also examined, along with the approach of company law in the UK with regards to the structure and functions of the board of directors. Finally, the chapter discusses vacation, removal from office, and disqualification of directors as well as recent statutory reforms (the Small Business, Enterprise and Employment Act 2015) aimed at bolstering the disqualification regime.

Titles in the Core Text series take the reader straight to the heart of the subject, providing focused, concise, and reliable guides for students at all levels. This chapter deals with corporate management, focusing on those individuals who are responsible for making key strategic decisions within the company, namely the members of the board of directors. It begins by tracing the emergence of the professional managerial organ, with emphasis on the separation of ownership and control and the recognition of directorial autonomy. It then considers the relationship between directors and the general meeting, how directors are appointed, categories of directors, principle and policy governing directors’ remuneration, and the fiduciary nature of the office. The issues surrounding corporate governance are also examined, along with the approach of company law in the UK with regards to the structure and functions of the board of directors. Finally, the chapter discusses vacation, removal from office, and disqualification of directors as well as recent statutory reforms (the Small Business, Enterprise and Employment Act 2015) aimed at bolstering the disqualification regime.

This chapter introduces more fully union activists and their organizations, and relates their stories about the origins and purposes of the caucuses as they told the author. It also lays out the agenda and perspectives of these activists regarding Boeing and the International Association of Machinists and Aerospace Workers (IAMAW) and its leadership. The themes of these stories include the rejection of cooperation with management in the form of joint programs; the identification of union leaders as “Boeing managers”; the desire to retain and restore labor gains of previous generations (which they view as having been squandered by union leaders); and the recognition of the ways in which race, gender, and sexual orientation influence the working experience. The overall goal of this chapter is to understand more fully the critique, resounding in these accounts, of the practices of both the union and the company.

With the expectation that innovation, insight, and discovery will come from researching neglected topics, this chapter explores human instincts, including yawning, laughing, vocal crying, emotional tearing, coughing, nausea and vomiting, itching and scratching, and changes in scleral color. The critical change approach is exploited to analyze recently evolved, uniquely human traits (e.g., human-type laughter and speech, emotional tearing, scleral color cues) and compare them with thir primate antecendents, seeking the specific neurological, glandular, and muscular processes responsible for their genesis. Particular attention is paid to contagious behaviors, with the anticipation that they may reveal the roots of sociality and empathy. Few of these curious behaviors are traditionally considered in the context of facial expression or emotion, but they deserve recognition for what they can contribute to behavioral neuroscience and social biology.

This chapter analyses the role of relationship responsibility in the law of divorce and parenthood, using a framework that distinguishes historical and prospective responsibility. The former is concerned with attributing blame, the latter with defining roles. For divorce, it argues there are strong reasons why the legal process should not seek to assess blame for marital breakdown. Prospective responsibility is recognized through property and financial allocations after divorce. The grounds for allocating responsibility to specified adults towards children are also examined, including in cases of surrogacy and assisted reproductive technology. It concludes that while people have a responsibility to comply with the law, a fuller sense of responsibility will sometimes demand that people refrain from enforcing their legal rights, or act beyond their legal duties, out of recognition of ‘the other’ and the interests of the community.

This chapter outlines the conduct of the tribunal and the parties during arbitration proceedings. In general, an arbitral tribunal must conduct the arbitration in accordance with the procedure agreed by the parties. If it fails to do so, the award may be set aside, or refused recognition and enforcement. However, the freedom of the parties to dictate the procedure to be followed in an international arbitration is not unrestricted. The procedure must comply with any mandatory rules and public policy requirements of the law of the juridical seat of the arbitration. It must also take into account the provisions of the international rules on arbitration, such as those of the ICC, which aim to ensure that arbitral proceedings are conducted fairly. Accordingly, a balance must be struck between the parties’ wishes concerning the procedure to be followed and any overriding requirements of the legal regime that governs the arbitration.

Cochlear Ltd, together with its university partner and many other collaborators, has returned hearing to over 160 000 people thanks to the development of its hearing implant. This book documents the human story behind that development. It delves into the commercial planning and implementation that led to the product’s success in an international, highly competitive market, and the human drama that was experienced in achieving it. Chapters are structured around the development of the science. Woven within that structure are the personal and business stories that have enabled successful outcomes in the relatively new age of biomedical engineering. The Cochlear Story aims to put this Australian development on the world map in recognition of Australian medicine, science, technology and business. New from CSIRO PUBLISHING, the Bright Ideas series explores the innovation, application and continuing impact of major scientific inventions throughout history. From the compass to the bionic ear, each book will provide a fascinating and accessible story on a single invention that has changed our everyday lives.

The research on comparative immigration policy is relatively recent, with the earliest dealing with significant immigrant inflows into Western Europe after World War II. Because of the difficulties in finding empirically grounded measures of immigration policy, the literature has grown primarily by adding to the theoretical literature. In terms of the immigration control literature, nativism (anti-immigrant preferences) has been complemented by approaches that include attention to the economic consequences of immigration, focus on how societal preferences are channeled, and focus on state national interest and state security. In terms of the immigrant integration literature, there has been a tendency to classify the immigrant reception environment of states according to historical nation building features of the state and to types of “immigration regimes.” More recently, in recognition of the static nature of these models of policy making, scholars have disaggregated integration policy into its component parts and incorporated aspects of politics that change over time. The research arena is, in short, theoretically rich, though both dimensions of research on immigration policy suffer from two flaws. The first is the inability to compare effectively policies across countries. The second is the research focus on Western Europe and advanced industrial countries, to the neglect of the remaining countries in the world.

A debate on public goods is urgently needed in health care. Care must be recognized as a social function, as an occupation and, at the same time, as a human right—which imposes binding obligations to comply with precise standards of quality, quantity, suitability, adaptability, and accessibility, among others. It is a complex and invisible task, that may be done as part of a medical treatment, post-surgical recovery process, or permanent support in cases of chronic illness, disability, or mental health conditions. And it tends to be provided mainly in the home, by women, without remuneration. In Latin America, care has not been included in a coordinated and specific public health policy agenda but has been advanced through isolated actions—in many cases highly fragmented and heterogeneous—without a clear awareness of the public nature of care and the associated responsibility of the State. Accordingly, this document takes a gender and rights-based approach. It starts with an analysis of the main definitions of unpaid work in the health sector, and then focuses on initiatives in three Latin American countries (Colombia, Costa Rica, and Uruguay) with regard to measurement, valuation, integration, and recognition in national health systems or policies, in care models, and in time-use surveys. The conclusions propose recommendations aimed at addressing unpaid care as an essential element of social policies in general, and health policies in particular, from a gender and rights-based perspective.

These Guidelines are one of the results of the four-year research project “Open Online Learning for Digital and Networked Society” (2017-2021). The project objective was to enable university teachers to design open and online learning through open and online learning curriculum and environment applying learning analytics as a metacognitive tool and creating open and online learning assessment and recognition practices, responding to the needs of digital and networked society. The research of the project resulted in 10 scientific publications and 2 studies prepared by Vytautas Magnus university Institute of Innovative Studies research team in collaboration with their international research partners from Germany, Spain and Portugal. The final stage of the research attempted creating open and online learning assessment and recognition practices, responding to the learner needs in contemporary digital and networked society. The need for open learning recognition has been increasing during the recent decade while the developments of open learning related to the Covid 19 pandemics have dramatically increased the need for systematic and high-quality assessment and recognition of learning acquired online. The given time also relates to the increased need to offer micro-credentials to learners, as well as a rising need for universities to prepare for micro-credentialization and issue new digital credentials to learners who are regular students, as well as adult learners joining for single courses. The increased need of all labour - market participants for frequent and fast renewal of competences requires a well working and easy to use system of open learning assessment and recognition. For learners, it is critical that the micro-credentials are well linked to national and European qualification frameworks, as well as European digital credential infrastructures (e.g., Europass and similar). For employers, it is important to receive requested quality information that is encrypted in the metadata of the credential. While for universities, there is the need to properly prepare institutional digital infrastructure, organizational procedures, descriptions of open learning opportunities and virtual learning environments to share, import and export the meta-data easily and seamlessly through European Digital Hub service infrastructures, as well as ensure that academic and administrative staff has digital competencies to design, issue and recognise open learning through digital and micro-credentials. The first chapter of the Guidelines provides a background view of the European Qualification Framework and National Qualification frameworks for the further system of gaining, stacking and modelling further qualifications through open online learning. The second chapter suggests the review of current European policy papers and consultations on the establishment of micro-credentials in European higher education. The findings of the report of micro-credentials higher education consultation group “European Approach to Micro-credentials” is shortly introduced, as well as important policy discussions taking place. Responding to the Rome Bologna Comunique 2020, where the ministers responsible for higher education agreed to support lifelong learning through issuing micro-credentials, a joint endeavour of DG Employment, Social Affairs and Inclusion and DG Research and Innovation resulted in one of the most important political documents highlighting the potential of micro-credentials towards economic, social and education innovations. The consultation group of experts from the Member States defined the approach to micro-credentials to facilitate their validation, recognition and portability, as well as to foster a larger uptake to support individual learning in any subject area and at any stage of life or career. The Consultation Group also suggested further urgent topics to be discussed, including the storage, data exchange, portability, and data standards of micro-credentials and proposed EU Standard of constitutive elements of micro-credentials. The third chapter is devoted to the institutional readiness to issue and to recognize digital and micro-credentials. Universities need strategic decisions and procedures ready to be enacted for assessment of open learning and issuing micro-credentials. The administrative and academic staff needs to be aware and confident to follow these procedures while keeping the quality assurance procedures in place, as well. The process needs to include increasing teacher awareness in the processes of open learning assessment and the role of micro-credentials for the competitiveness of lifelong learners in general. When the strategic documents and procedures to assess open learning are in place and the staff is ready and well aware of the processes, the description of the courses and the virtual learning environment needs to be prepared to provide the necessary metadata for the assessment of open learning and issuing of micro-credentials. Different innovation-driven projects offer solutions: OEPass developed a pilot Learning Passport, based on European Diploma Supplement, MicroHE developed a portal Credentify for displaying, verifying and sharing micro-credential data. Credentify platform is using Blockchain technology and is developed to comply with European Qualifications Framework. Institutions, willing to join Credentify platform, should make strategic discussions to apply micro-credential metadata standards. The ECCOE project building on outcomes of OEPass and MicroHE offers an all-encompassing set of quality descriptors for credentials and the descriptions of learning opportunities in higher education. The third chapter also describes the requirements for university structures to interact with the Europass digital credentials infrastructure. In 2020, European Commission launched a new Europass platform with Digital Credential Infrastructure in place. Higher education institutions issuing micro-credentials linked to Europass digital credentials infrastructure may offer added value for the learners and can increase reliability and fraud-resistant information for the employers. However, before using Europass Digital Credentials, universities should fulfil the necessary preconditions that include obtaining a qualified electronic seal, installing additional software and preparing the necessary data templates. Moreover, the virtual learning environment needs to be prepared to export learning outcomes to a digital credential, maintaining and securing learner authentication. Open learning opportunity descriptions also need to be adjusted to transfer and match information for the credential meta-data. The Fourth chapter illustrates how digital badges as a type of micro-credentials in open online learning assessment may be used in higher education to create added value for the learners and employers. An adequately provided metadata allows using digital badges as a valuable tool for recognition in all learning settings, including formal, non-formal and informal.