Impact of Corporate Scandals on Individuals, Entities Society The Case of Adelphia

In recent years, numerous organizations have captured public attention for their involvement in spectacular cases of corporate fraud, leading to a multiplicity of negative consequences at every level of society (Mishina et al., 2010). The present paper aims to use the 2002 corporate scandal involving executives of Adelphia Communications Corporation to demonstrate the negative impacts of corporate fraud on individuals, corporations, businesses and the society at large.Advertising We will write a custom research paper sample on Impact of Corporate Scandals on Individuals, Entities Society: The Case of Adelphia specifically for you for only $16.05 $11/page Learn More In 2002, family business owners John Rigas (co-founder and CEO), Michael Rigas (executive vice president for operations) and Timothy Rigas (chief financial officer) were accused of defrauding Adelphia in excess of $ 2.5 billion by engaging in a variety of conspiracies involving securities fra ud, wire fraud and bank fraud. In summary, the Rigas were accused of violating the RICO Act, breach of fiduciary duties, waste of corporate assets, abuse of financial control mechanisms, breach of contract, unjust self enrichment, and fraudulent conversion of corporate assets into private ownership (Diana, 2005). Researchers are in agreement that such illegal activities progressed by the very executives entrusted to safeguard the interests of the firm often result in adverse consequences for the individuals involved, the entity, as well as the society (Mishina et al., 2010). At the individual level, the culprits not only lose their jobs and earnings but also their professional reputation and social standing. In the case scenario, the Rigas were arrested and successfully prosecuted for defrauding the cable company, hence exposed to public shame and ridicule for their involvement. By extension, their ‘successful’ corporate careers were put to an abrupt end. Additionally, these individuals were exposed to immense physical and psychological anguish as they languish in prison. Corporate frauds are also known to negatively impact on the general population in various ways. For instance, there have been instances where taxpayers have been forced to bear the brunt of corporate scandals through taxation (Johnson et al., 2005), and also through increased costs of products and services (Pathak Wells, 2008). Although the U.S. federal government did not use taxpayers’ money to bail out the cable company as has happened with other companies involved in corporate frauds, it is highly possible that the general public suffered as they put up with inflated costs of services provided by Adelphi.Advertising Looking for research paper on business economics? Let's see if we can help you! Get your first paper with 15% OFF Learn More It is also important to note that the shareholders of the company must have been exposed to enormous physical, psycho logical, financial suffering and loss as they came to terms with the fall in share price and risk of losing their investments entirely due to the damaged firm reputation (Pathak Wells, 2008) The adverse impacts of corporate fraud are more severe at the entity level, particularly in terms of damaged firm performance, loss of image and reputation, loss of access to important resources, loss of net income leading to a reduction in shareholders’ equity, lowered credit rating, as well as eminent collapse and/or bankruptcy (Mishina et al., 2010). Although Adelphia did not collapse, the exists overbearing evidence to suggest that other big companies such as WorldCom and Enron were brought down to their knees and indeed collapsed under the heavy weight of corporate scandals (Johnson et al., 2005).  Lastly, the society at large is negatively affected by corporate scandals. For instance, while banks and other lending institutions are put in jeopardy as they are unlikely to retrieve the funds that were given to the firm in case it goes under, community members suffer the anguish of increased taxes to cover for fraudulent activities. Employees working for companies engaged in fraudulent activities are more likely to lose their employment and income, triggering a scenario whereby a sizeable number of community members have considerably reduced disposable income which bears a direct effect on the rest of the firms operating within the community as people will not be as inclined to eat out, purchase new vehicles or real estate, or spend money on anything else but the essentials (Pathak Wells, 2008). References Diana, T. (2005). Corporate executives and auditors try on SOX. Business Credit, 107(5), 24-30. Johnson, S.A., Ryan, H.E., Tian, Y.S. (2005). Executive compensation and corporate fraud. Web.Advertising We will write a custom research paper sample on Impact of Corporate Scandals on Individuals, Entities Society: The Case of Adelphia specifically for yo u for only $16.05 $11/page Learn More Mishina, Y., Dykes, B.J., Block, E.S., Pollock, T.G. (2010). Why â€Å"good† forms do bad things: The effects of high aspirations, high expectations, and prominence on the incidence of corporate illegality. Academy of Management Journal, 53(4), 701-722. Pathak, J., Wells, A. (2008). Financial Fraud: Causes, consequences and the accounting profession’s role – A Canadian perspective. ICFAI Journal of Audit Practice, 5(1), 24-35. This research paper on Impact of Corporate Scandals on Individuals, Entities Society: The Case of Adelphia was written and submitted by user Junior Hoover to help you with your own studies. You are free to use it for research and reference purposes in order to write your own paper; however, you must cite it accordingly. You can donate your paper here.

Chaining Forward and Chaining Backwards

Chaining Forward and Chaining Backwards When teaching life skills such as dressing, grooming or perhaps even cooking, a special educator often has to break down the task to be taught in small discrete steps. The first step for teaching a life skill is to complete a task analysis. Once the task analysis is complete, the teacher needs to decide how it is to be taught: chaining forward, or chaining backward? Chaining Whenever we do a complete, multistep task, we complete the component parts in a specific order (though there can be some flexibility.) We start at some point and complete each step, one step at a time. Since these tasks are sequential we refer to teaching them step-by-step as chaining. Chaining Forward When chaining forward, the instructional program starts with the beginning of the task sequence. After each step is mastered, instruction begins at the next step. Depending on how severely a students abilities are compromised by their disability will depend on what level of support the student will need for each step of instruction. If a child is unable to learn the step by having it modeled and then imitating it, it may be necessary to provide hand over hand prompting, fading instructional prompting to verbal and then gestural prompts. As each step is mastered, the student completes the step after begin given a verbal command (prompt?) and then begins instruction in the next step. Each time the student has completed the part of the tasks they have he or she has mastered, the instructor will complete the other steps, either modeling or hand over handing the tasks in the order you will be teaching the student. An Example of Chaining Forward Angela is pretty severely cognitively disabled. She is learning life skills with therapeutic support staff (TSS) aid provided by the county mental health organization. Rene (her aide) is working on teaching her independent grooming skills. She can wash her hands independently, with the simple command, Angela, its time to wash your hand. Wash your hands. She has just begun to learn how to brush her teeth. She will follow this forward chain: Angela gets the pink toothbrush from her cup and the toothpaste from the top vanity drawer.When she has mastered this step, she will unscrew the cap, she will wet the bristles and put the paste on the bristles.When she has mastered opening the toothpaste and squirting it on the brush, the child needs to open his, her mouth wide and begin to brush the top teeth. I would divide this into several steps and teach it over a couple of weeks: Up and down on the bottom and top on the side opposite the dominant hand, up and down on the same side, up and down in front and back of the front teeth. Once the whole sequence is mastered, the student can move on to:Rinsing the toothpaste out, front and back. This step will have to be modeled: there is no way to hand over hand this skill.Replace the toothpaste cap, put the cap, brush and rinsing cup away. An Example of Backward Chaining Jonathon, aged 15, lives at a residential facility. One of the goals in his residential IEP is to do his own laundry. In his facility, there is a two to one ratio of staff to students, so Rahul is the evening staff member for Jonathon and Andrew. Andrew is also 15, and also has a laundry goal, so Rahul has Andrew watch as Jonathon does his laundry on Wednesday, and Andrew does his laundry on Friday. Chaining Laundry Backwards Rahul completes each of the steps Jonathon will need to complete the laundry, modeling and reciting each step. i.e. First we separate the colors and the whites.Next we will put the dirty whites in the washing machine.Now we measure the soap (Rahul might choose to have Jonathon open the soap container if twisting off lids is one of Jonathons already acquired skills.)Now we choose the water temperature. Hot for whites, cold for colors.Now we turn the dial to regular wash.Now we close the lid and pull out the dial.Rahul gives Jonathon a couple of choices for waiting: Looking at books? Playing a game on the iPad? He may also stop Jonathon from his game and check out where the machine is in the process.Oh, the machine is done spinning. Lets put the wet clothing in the dryer.Lets set the drying for 60 minutes.(When the buzzer goes off.) Is the laundry dry? Lets feel it? Yes, lets take it out and fold it. At this point, Jonathon would assist in taking the dry laundry out of the dryer. With assistance, he would fold the clothing, matching socks and stacking white underwear and t-shirts in the correct pile s. In backward chaining, Jonathon would observe Rahul do the laundry and would begin by assisting with removing the laundry and folding it. When he has reached an acceptable level of independence (I wouldnt demand perfection) you would back up, and have Jonathon set the dryer and push the start button. After that is mastered, he would back up to removing the wet clothing from the washer and putting it in the dryer. The purpose of backward chaining is the same as that of forward chaining: to help the student gain independence and mastery in a skill that he or she can use for the rest of their life. Whether you, as the practitioner, choose forward or backward chaining will depend on the childs strengths and your perception of where the student will be most successful. His or her success is the real measure of the most effective way to chain, either forward, or backward.