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95 results on '"Seaman, James"'

1. INTERNAL CONTROLS

Author

Seaman, James

Subjects
Internal control (Accounting) -- Forecasts and trends -- Management -- Methods, Company business management, Market trend/market analysis, Banking, finance and accounting industries, Business, Government
Abstract

Proper internal controls keep your organization and its employees safe from fraud and its repercussions. Often, the key to success is prevention. This article looks at the different types of [...]

Published
2022

2. Reinventing the Image of CTE through Sustainability

Author

Bernardino, Ruben and Seaman, James

Abstract

Career and technical education (CTE) carries a long-held image misconception--an outdated observation harbored by students, parents and the general public that CTE lacks academic rigor and only leads students to low-skill jobs. Despite these misconceptions, CTE is often a perfect option for many students to discover their passions, and to develop skills to enter the workforce or to continue on to college. The Partnership for 21st Century Skills identifies skills such as critical thinking, problem solving, communication and collaboration as vital skills for the future. The hands-on approach to education in CTE equips students with all of these skills. Indeed, the CTE community has made excellent strides toward image change, but how can it become more prolific? How can CTE enhance its image so as to attract new students? One solution is through sustainability. Sustainability in education is about teaching students to be environmentally and socially responsible, therefore protecting the planet for future generations. An increasing number of global environmental challenges, combined with growing public awareness about the need for sustainability, provide CTE with an opportunity to develop programs that focus on the new green economy and set an example of best practice by greening CTE facilities.

Published
2011

3. Planning and Designing Today's Career Tech Facility

Author

Seaman, James

Abstract

During the past 20 years, career and technical education (CTE) has gone through significant changes. CTE has evolved in response to the changes technology has had on the job market. Preparing students for high-tech, high-skill job opportunities is the new focus. The facilities that house these programs, however, have not kept pace with these changes. Beyond that, older, out-of-date facilities can perpetuate the misconception that CTE spaces are "vo-tech" centers. In the planning and design stages of CTE facilities, administrators and their architects must consider these factors, as well as many others. This article discusses six design and planning concepts that will serve as inspiration for new or renovated CTE facilities: (1) the importance of image; (2) simulating the work environment; (3) creating flexibility; (4) integrating technology through layering; (5) letting the building serve as a teaching tool; and (6) designing green.

Published
2010

27. (Title Page to) A new general atlas, chiefly intended for the use of schools and private libraries; also calculated to accompany modern geographies and gazetteers. Containing twenty-six maps. New-York: Published by James V. Seaman, No. 296 Pearl-Street. 1821.

Author

Seaman, James V.

Subjects
New York, World
Abstract

An obscure little atlas with a nice map of the United States and most of the other maps apparently copied from Guthrie's atlas maps. Maps in outline color. Bound in marble paper-covered boards with half leather. "General Atlas" printed on spine., Cf P6045 (1820 edition)

Published
1821

30. Reinventing the image of CTE through sustainability

Author

Bernardino, Ruben and Seaman, James

Subjects
Sustainable development -- Planning, Vocational education -- Study and teaching -- Public opinion, Career education -- Aims and objectives, Educational programs -- Marketing, Company public relations, Company marketing practices, Company business planning, Education, Association for Career and Technical Education -- Planning -- Public relations
Abstract

Career and technical education (CTE) carries a long-held image misconception--an outdated observation harbored by students, parents and the general public that CTE lacks academic rigor and only leads students to [...]

Published
2011

31. What works best: a private university takes flight after selectively implementing best practices from the U.S. Sarbanes-Oxley Act

Author

Seaman, James K.

Subjects
Internal auditing -- Laws, regulations and rules, Government regulation, Banking, finance and accounting industries, Business, Sarbanes-Oxley Act of 2002
Abstract

BY ITS TERMS, THE U.S. SARBANES-OXLEY Act of 2002 applies only to publicly traded companies. But the act's goals--reliability, transparency, and accountability--are equally important in other organizational settings, including the [...]

Published
2006

33. Planning and designing today's Career Tech facility

Author

Seaman, James

Subjects
School construction -- Management, Trade schools -- Design and construction, Company business management, Education
Abstract

DURING THE PAST 20 YEARS, CAREER AND TECHNICAL EDUCATION (CTE) has gone through significant changes. CTE has evolved in response to the changes technology has had on the job market. [...]

Published
2010

34. Crime-free rental housing

Author

Seaman, James R. and Paxton, Steve

Subjects
Offenses against property -- Control, Rental housing -- Laws, regulations and rules, Government regulation, Government, Law
Abstract

The measures taken by Everett Police Department to prevent rental property related crimes are analyzed.

Published
2006

35. 'Dollarizing' audits

Author

Seaman, James K.

Subjects
Internal auditing -- Practice, Accounting departments -- Management, Banking, finance and accounting industries, Business, Company business management, Practice, Management
Abstract

Can the internal auditing department be a profit center? How many audit directors are willing to tell the audit committee that, given the freedom to operate freely, the audit department [...]

Published
1995

36. An inquiry into the adoption of the best practices of Sarbanes-Oxley in institutions of higher education

Author

Seaman, James K.

Subjects
Business education, Education, Higher, United States--Sarbanes-Oxley Act of 2002
Abstract

The Sarbanes-Oxley Act is legislation enacted as a result of the financial criminal wrongdoings of companies such as Enron and WorldCom. As a result of such wrongdoings, the government intervened and legislation was passed in 2002 (the Sarbanes-Oxley act of 2002).Although the act only applies to publicly traded companies, many institutions, including institutions of higher education, have adopted the "best practices" of the Sarbanes-Oxley Act. The concept underpinning the "best practices" is that transparency, accountability and ethical conduct in financial policies and practices are prevalent in every organization, and institutions of higher education are not exempt.The research findings from our inquiry into institutions of Higher Education indicated that many of the institutions of higher education that implemented the best practices did so because they thought it was the "correct thing to do"- implying that best practices of the Sarbanes-Oxley Act - transparency, accountability and ethical conduct in financial polices and practices should be adopted.As a second step, this study attempts to qualitatively determine why institutions of higher education decided to implement any of the best practices. What, if any perceived benefits were gained, and if the institutions believed that they have achieved those benefits as of the time of the interviews.The findings made it clear that there is a general sense that implementing the best practices of Sarbanes-Oxley is important and the right thing to do. The implications of implementing the best practices of Sarbanes-Oxley will show employees and others outside the institution that the institution wants to do the right thing, that accountability and transparency are important. Also, it will likely help establish an ethical culture within the institutions of higher education through the institution's code of conduct that improper behavior will not be tolerated.Based on current findings, we postulate that institutions of higher education that have implemented the best practices of Sarbanes-Oxley will be better poised should future regulation be enacted. Also, we expect that funding agencies will consider positively the fact that there are organizations that are exercising their fiduciary responsibilities by implementing the best practices of Sarbanes-Oxley.

Published
2009
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37. GUAR GUM

Author

GOLDSTEIN, ARTHUR M., primary, ALTER, EMIL N., additional, and SEAMAN, JAMES K., additional

Published
1973
Full Text
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43. REINVENTING sustainability the Image of CTE Through.

Author

Bernardino, Rubén and Seaman, James

Subjects
*SUSTAINABILITY, *VOCATIONAL education, *EDUCATIONAL programs, *UNITED States education system
Abstract

The article focuses on the importance of sustainability towards the enhancing the image of career and technical education (CTE) in the U.S. According to the article, sustainability in education is about teaching students to be environmentally and socially responsible and thus protecting the planet for future generations. It also notes that the obvious method in bringing sustainability to CTE is by introducing programs that focus on green economy.

Published
2011

48. An extension of the ADA

Author

Seaman, James G.

Subjects
United States. Equal Employment Opportunity Commission -- Laws, regulations and rules, Mentally ill -- Employment, Business, Business, general, Human resources and labor relations, Americans with Disabilities Act of 1990
Abstract

The Equal Employment Opportunity Commission (EEOC) issued an enforcement guidance for handling employees with psychiatric disabilities under the Americans with Disabilities Act (ADA). Employers should pay attention to this document because around 13% of ADA-related claims received by the EEOC from 1992 to 1996 involved psychiatric or emotional illnesses. According to the enforcement guidance, managers are not allowed to inquire about the mental health history of an applicant. However, psychiatric evaluations are allowed after a job offer has been made. The exams should apply equally to all applicants and should be confidential. Managers may take back the job offer if the evaluation reveals incapacity to perform due to a mental illness. The guidance also discusses issues relating to accessibility and accommodation for mentally ill individuals., If you fire an employee who is chronically late, shows poor judgment, or is hostile to coworkers and supervisors, you may get hit with an employment discrimination lawsuit alleging that [...]

Published
1997

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