Math 106 Final Examination Fall, 2012 Math 106 Finite Math.docx

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Math 106 Final Examination Fall, 2012 Math 106 Finite Mathematics Name______________________________ Final Examination: Fall, 2012 Instructor __________________________ Answer Sheet Instructions: This is an open-book exam. You may refer to your text and other course materials as you work on the exam, and you may use a calculator. Record your answers and work in this document. There are 25 problems. Problems #1-12 are multiple choice. Record your choice for each problem. Problems #13-15 are short answer. Record your answer for each problem. Problems #16-25 are short answer with work required. When requested, show all work and write all answers in the spaces allotted on the following pages. You may type your work using plain- text formatting or an equation editor, or you may hand-write your work and scan it. In either case, show work neatly and correctly, following standard mathematical conventions. Each step should follow clearly and completely from the previous step. If necessary, you may attach extra pages. You must complete the exam individually. Neither collaboration nor consultation with others is allowed. Your exam will receive a zero grade unless you complete the following honor statement. Please sign (or type) your name below the following honor statement: I have completed this final examination myself, working independently and not consulting anyone except the instructor. I have neither given nor received help on this final examination. Name _____________________ Date___________________ Math 106 Final Examination Fall, 2012 MULTIPLE CHOICE. Record your answer choices. 1. 7. 2. 8. 3. 9. 4. 10. 5. 11. 6. 12. SHORT ANSWER. Record your answers below. 13. 14. (a) (b) (c) (d) (e) 15. (a) (b) (c) Math 106 Final Examination Fall, 2012 SHORT ANSWER with Work Shown. Record your answers and work. Problem Number Solution 16 Answers: (a) (b) (c) (d) Work for (a), (b), (c), and (d): 17 Answer: Work: Math 106 Final Examination Fall, 2012 18 Answers: (a) (b) (c) Work for (a), (b), and (c): 19 Answers: (a) (b) (c) Work for (a) and (b): Math 106 Final Examination Fall, 2012 20 Answer: Work: 21 Answer: Work: Math 106 Final Examination Fall, 2012 22 Answers: (a) (b) Region I: Region II: Region III: Region IV: Work for (a): 23 Answers: (a) (b) (c) (d) Work for (b) and (d): Math 106 Final Examination Fall, 2012 24 Answer: Work: 25 Answer: Work: Math 106 Final ExaminationFall, 2012 Math 106 Finite MathematicsName__ ...

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$Math 106 Final Examination Fall, 2012 Math 106 Finite Mathematics Name______________________________ Final Examination: Fall, 2012 Instructor __________________________ Answer Sheet Instructions: This is an open-book exam. You may refer to your text and other course materials as you work on the exam, and you may use a calculator. Record your answers and work in this document. There are 25 problems. Problems #1-12 are multiple choice. Record your choice for each problem. Problems #13-15 are short answer. Record your answer for each problem. Problems #16-25 are short answer with work required. When requested, show all work and write all answers in the spaces allotted on the following pages. You may type your work using plain-$

text formatting or an equation editor, or you may hand-write
your work and scan it. In either
case, show work neatly and correctly, following standard
mathematical conventions. Each step
should follow clearly and completely from the previous step. If
necessary, you may attach extra
pages.
You must complete the exam individually. Neither
collaboration nor consultation with
others is allowed. Your exam will receive a zero grade unless
you complete the following
honor statement.
Please sign (or type) your name below the following honor
statement:
I have completed this final examination myself, working
independently and not consulting
anyone except the instructor. I have neither given nor received
help on this final examination.
Name _____________________ Date___________________
Math 106 Final Examination Fall, 2012

MULTIPLE CHOICE. Record your answer choices.
1. 7.
2. 8.
3. 9.
4. 10.
5. 11.
6. 12.
SHORT ANSWER. Record your answers below.
13.
14. (a)
(b)
(c)
(d)

(e)
15. (a)
(b)
(c)
Math 106 Final Examination Fall, 2012
SHORT ANSWER with Work Shown. Record your answers and
work.
Problem
Number

Solution
16
Answers:
(a)
(b)
(c)
(d)
Work for (a), (b), (c), and (d):

Math 106 Final Examination Fall, 2012
18
Answers:
(a)
(b)

(c)
Work for (a), (b), and (c):
19
Answers:

Math 106 Final Examination Fall, 2012
20
Answer:
Work:

Math 106 Final Examination Fall, 2012
22
Answers:
(a)

(b) Region I:
Region II:
Region III:
Region IV:
Work for (a):
23

Answers:
(a)
(b)
(c)
(d)
Work for (b) and (d):

Math 106 Final Examination Fall, 2012
24
Answer:
Work:

Math 106 Final ExaminationFall, 2012
Math 106 Finite
MathematicsName______________________________
Final Examination: Fall, 2012Instructor
__________________________
Answer Sheet
Instructions:
This is an open-book exam. You may refer to your text and
other course materials as you work on the exam, and you may

use a calculator.
Record your answers and work in this document.
There are 25 problems.
Problems #1-12 are multiple choice. Record your choice for
each problem.
Problems #13-15 are short answer. Record your answer for
each problem.
Problems #16-25 are short answer with work required. When
requested, show all work and write all answers in the spaces
allotted on the following pages. You may type your work using
plain-text formatting or an equation editor, or you may hand-
write your work and scan it. In either case, show work neatly
and correctly, following standard mathematical conventions.
Each step should follow clearly and completely from the
previous step. If necessary, you may attach extra pages.
You must complete the exam individually. Neither
collaboration nor consultation with others is allowed. Your
exam will receive a zero grade unless you complete the
following honor statement.
(
Please sign (or type) your name below the following honor
statement:
I have completed this
final examination

myself, working independently and not consulting anyone
except the instructor.
I have neither given nor received help on this final examination.
Name ____________
______
___
Date___________________
)
MULTIPLE CHOICE. Record your answer choices.
1.7.
2.8.
3.9.
4.10.
5.11.
6.12.
SHORT ANSWER. Record your answers below.
13.
14. (a)

SHORT ANSWER with Work Shown. Record your answers and
work.
Problem Number

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A. B. A. B. A.B.C.D. A. B. C. D. A. B. C. A. B. ( { } )A. B. A. B. C. A. B. A. B. A. B. A. B. Math 107 Final ExaminationSummer, 20151 Math 107 College AlgebraName______________________________ Final Examination: Summer, 2015Instructor __________________________ Answer Sheet Instructions: This is an open-book exam. You may refer to your text and other course materials as you work on the exam, and you may use a calculator. Record your answers and work in this document. There are 30 problems. Problems #1-12 are multiple choice. Record your choice for each problem. Problems #13-21 are short answer. Record your answer for each problem. Problems #22-30 are short answer with work required. When requested, show all work and write all answers in the spaces allotted on the following pages. You may type your work using plain-text formatting or an equation editor, or you may hand-write your work and scan it. In either case, show work neatly and correctly, following standard mathematical conventions. Each step should follow clearly and completely from the previous step. If necessary, you may attach extra pages. . Name _____________________Date___________________ MULTIPLE CHOICE. Record your answer choices. 1.7. 2.8. 3.9. 4.10. 5.11. 6.12. SHORT ANSWER. Record your answers below. 13. 14. 15. 16. 17. 18. 19. (a) (b) (c) 20. (a) (b) (c) (d) 21. (a) (b) (c) (d) SHORT ANSWER with Work Shown. Record your answers and work. Problem Number Solution 22 Answers: (a) (b) Work/for part (a) and explanation for part (b): 23 Answers: (a) (b) (c) Work for part (a): 24 Answer: Work: 25 Answer: Work: 26 Answers: (a) (b) Work for part (a) and for part (b): 27 Answer: Work: 28 Answer: Work: 29 Answers: (a) (b) Work for (b): 30 Answer: Work: College Algebra MATH 107 Summer, 2015, V3.1 Page 1 of 11 MATH 107 FINAL EXAMINATION This is an open-book exam. You may refer to your text and other course materials as you work on the exam, and you may use a calculator. You must complete the exam individually. Neither collaboration nor consultation with others is allowed. Record your answers and work on the separate answer sheet provided. There are 30 problems. Problems #1–12 are Multiple Choice. Problems #13–21 are Short Answer. (Work not required to be shown) Problems #22–30 are Short Answer with work required to be shown. MULTIPLE CHOICE 1. Determine the domain and range of the piecewise functi.

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MGMT 511 Location Problem George Heller was so successful in his previous assignment that he was promoted to the coveted position of Infrastructure Manager on the Mergers and Acquisitions Team. Again Agame has recently acquired a competitive company with a plant and a warehouse in a nearby city. Management has decided to keep the additional warehouse. However, they are unsure if they need to keep the additional manufacturing plant. All products can be manufactured in either plant and shipped from either warehouse. Each plant and each warehouse has sufficient capacity to meet the total forecasted demand individually. Prepare a report for management with your recommendation. Three possible choices exist. 1) Close the Competitor plant and satisfy all demand from the Again Agame plant; 2) Close the Again Agame plant and satisfy all demand from the Competitor plant; 3)Keep both plants open. Your recommendation should include a solution for each of the five years in question. Include your calculations and spreadsheets in support of your recommendations. Sales Forecast (cases) 2011 2012 2013 2014 2015 Competitor Warehouse (WH1) 15,000,000 20,000,000 26,000,000 34,000,000 44,000,000 Again Agame Warehouse (WH2) 6,000,000 7,000,000 10,000,000 15,000,000 21,000,000 Fixed Costs 2011 2012 2013 2014 2015 Competitor Plant (P1) 900,000 900,000 900,000 900,000 900,000 Again Agame Plant (P2) 800,000 800,000 800,000 800,000 800,000 Transportation Costs $1.00 / 1,000 cases / mile 4 Costs -- Both Plant Scenario 20112012201320142015 Transport P1 - WH1 Transport P2 - WH2 Fixed Cost - P1 Fixed Cost - P2 Total General Info.Infrastructure ExerciseDate: 28/10/97Situation:a) Package -RGBb) Nr. Plants -2c) Nr. WH -2d) Period -5 yearse) Sales Frcst. -DecreasingCapacity MM U/C per Year:Plant 1 -5avg. HK 70 (KS)Plant 2 -3avg. HK 42 (KS)Distance Matrix: (Km)WH1WH2P150600P2600100Diagram: &A Page &P WH2 Franchise 2 Franchise 1 P2 P1 WH1 Sales Frcst.Infrastructure ExerciseDate: 28/10/97Sales Forecast (M U.C)RGB'98'99'00'01'02WH15000.04000.03400.02800.02400.0WH23000.02400.02000.01600.01400.0Obs. Volume is Decreasing 15% per year. &A Page &P CostsInfrastructure ExerciseDate: 28/10/97Transport Costs:0.51,000 cases per KmFixed Costs:900,000P1 = $600,000/year800,000P2 = $500,000/year &A Page &P AnalysisInfrastructure ExerciseDate: 28/10/97Fixed Costs'98'99'00'01'02P1800,000800,000800,000800,000800,000P2700,000700,000700,000700,000700,000Total1,500,0001,500,0001,500,0001,500,0001,500,000Transportation Costs'98'99'00'01'02P1 - WH1125,000100,00085,00070,00060,000P2 - WH2150,000120,000100,00080,00070,000P1 - WH2900,000720,000600,000480,000420,000P2 - WH11,500,0001,200,0001,020,000840,000720,000Total 1275,000220,000185,000150,000130,000(both plants)Total 21,025,000820,000685 ...

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MGMT 464 From Snowboarders to Lawnmowers Case Study Case Analysis Worksheet #1 Case Analysis Session 1 : Focus on Inspiring a Shared Vision (Principle #2) Inspiring a shared vision has two main components [1] creating a vision through common purpose, and [2] enlisting or getting people ‘on board’ with the vision. In your small groups, discuss and document your group’s response to the following questions. Upload your typed document into one of your group member’s D2L dropbox by the assigned due date on your course schedule. Be sure to include on your worksheet all group member names. If present in class, all group members will receive the same grade for this case analysis assignment (maximum 30 pts). Group peer evaluations will be used to determine overall individual group member participation points for both of these case study discussions (maximum 15 pts). 1. In what specific ways did Michael fail and/or succeed in ‘listening deeply’ to his employees? 2. In what specific ways did Michael show that he was not “open to influence?” How would Michael being open to influence have made him more effective, ( i.e., who were the “local experts” and how could he have benefited from them)? 3. When you consider the employees of Bedford Mower as they were before Michael arrived, how would you characterize them in terms of what was personally meaningful to them? 4. When creating his vision for the company, in what specific ways did Michael fail and/or succeed in ‘determining what was meaningful’ to his employees, and what was the impact? 5. What specific mechanisms, or opportunities did Michael have available to him for enlisting others? 6. To what extent did Michael take advantage of these? To what extent were they effective in terms of getting everyone on board with the new vision? 7. In thinking about his attempts to enlist others, in what ways did or didn’t Michael incorporate common ideals into his communication with his employees as it related to the new vision? 8. How successful was Michael in “animating the vision”? How would you characterize him in terms of his use of symbolic language, providing imagery of the future, practicing positive communication, expressing emotion, and speaking from the heart, in his communications to his employees? 9. What would you have done differently with this group of employees in terms of inspiring a shared vision? Team Leadership Case  From Snowboards to Lawnmowers Michael Francis, a man in his late 30s, born and raised in Oregon, was an avid snowboarder. He was known among his many friends and associates as a risk-taker, highly intelligent, innovative, a bit of a rebel, but an extremely smart businessman. When he was in his early 20s, he started his own snowboarding company designing and manufacturing what became known as some of the most cutting edge boards available. Having recently married a woman who was raised on the East coast, he decided to sell his company and move to Vermont where h ...

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MGM316-1401B-01 Quesadra D. Goodrum Class Discussion Phase2 Colorado Technical University Professor: Edmund Winters 4/07/2014 In an ever-changing world, intercultural business communication is one of the most vital aspects of carrying out business in foreign countries. We are set up to fail if we enter into foreign business agreements blindly. In the absence of proper communication skills, cultural awareness comes into play knowing the culture in which we are dealing. All of your concepts you may have grown up with and ideas that you have formed beforehand need to be thrown away and cast to the side. Your concepts and ideas in these business meetings will only be as effective as your communication skills. If your communications skills are weak so will be your presentation of your projected business plan. If I was going to develop a training program on the same, my lesson plan would look as illustrated below: I. Class Objectives: The goals or objectives for class include understanding how language affects intercultural business communications and learning about different cultures and how they communicate when conducting business activities. II. Connection to Course Goals: The class’s daily objectives will connect to the overall course goals by dealing with one topic at a time. III. Anticipatory Set: What is usually involved in intercultural business communication and how should one behave if relocated to foreign countries such as United Arab Emirates, Mexico, China and Israel? IV. Cultural Awareness V. High vs. Low Context Cultures VI. Language: Verbal vs. Non-Verbal VII. Conversational Taboos VIII. Interaction: Ethical/Unethical awareness IX. Conclusion: connecting the objectives My developed training program will help my students target and grasp the importance of the concepts listed and how they connect to one another. You will need to know a number of things regarding Cultural Awareness, High vs. Low Context Cultures, and Verbal vs. Non-Verbal, Conversational Taboos, and Interaction Ethical/Unethical awareness, and connecting the objectives. “Low context language is where things are fully spelled out or made explicit where there is also considerable dependence on what is actually being said or written (Gibson, 2002).” Western cultures tend to be inclined more toward low context language while Eastern and Southern cultures are more inclined to use high context language (LeBaron, 2003).“High context language is whereby communicators assume a great deal of commonality of opinions and knowledge so that not much is made explicit (Novinger, 2001).” In other words, communication is in indirect ways. It is of crucial importance for business individuals venturing overseas to learn more about the business culture and etiquette present in countries such as Mexico, China, United Arab Emirates and Israel as they are not the same as the American business culture. International Business Communication Understanding other cultures tend to greatly enh ...

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METROPOLITAN PLANNING AND ENVIRONMENTAL ISSUES n May 2008, the Nobel Prize–winning economist Paul Krugman was in Berlin, and he wrote an Op-Ed piece for the New York Times that began, “I have seen the future, and it works.” He went on to extol “this marvelous urban environment” with its pitchperfect public transportation servicing medium height high-rise buildings embedded in a larger urban-scape of commercial service establishments and green areas. He then commented: “It’s the kind of neighborhood in which people don’t have to drive a lot, but it’s also a kind of neighborhood that barely exists in America, even in big metropolitan areas. Greater Atlanta has roughly the same population as greater Berlin—but Berlin is a city of trains, buses and bikes, while Atlanta is a city of cars, cars and cars.” The Nobel Prize winner is speaking here not as an objective scientist, but as another tourist from America, and one who subscribes to the subjective bias against suburban sprawl. As any other observant visitor to Berlin can attest, he leaves out other aspects of the experience: the mixed groups of drug addicts loitering around select public places including open-air heroin users and speed freaks; Nazi skinheads roaming the very community transportation corridors Krugman lauds; sectors of the city that could be called slums in the American style, except that the housing is better maintained and the streets are cleaner; and, despite the popularity of Berlin, an increasing and denser development of the region outside the city for the kind of single-family homes that are most characteristic of the United States and that he seems to dislike despite the fact that he probably lives in one back in Princeton, N.J., where he is a professor. To be sure, Krugman has an excellent point and his comparison between Berlin and Atlanta is well taken. However, any tourist comparing American and European urban development patterns for public consumption, such as this Op-Ed columnist, must be held responsible for pointing out the single most important reason for the contrast. Simply put, European cities have fought sprawl and have a more “rational” public mode of living that includes clustered high-rises and efficient public transportation precisely because in Europe planners have political power and leverage over land use built by profit seekers. America has nothing comparable because Americans 321 I dislike public housing and government planning and are generally opposed to government regulation and intervention. The fundamental ideological divide between these societies could not be more different. Witness the frustrating and irrational response average U.S. citizens have made in opposition to government-sponsored health insurance during the summer of 2009. European countries adopted universal health care, in contrast, scores of years ago. At about the same time, in the post–World War II era, they also sanctioned local and national planning schemes for housing and ...

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METHODS TO STOP DIFFERENT CYBER CRIMES .docx

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Mexico: The Third War Security Weekly Wednesday, February 18, 2009 - 13:23 Print Text Size By Fred Burton and Scott Stewart Mexico has pretty much always been a rough-and -tumble place. In recent years, however, the security environment has deteriorated rapidly, and parts of the country have become incredibly violent. It is now common to see military weaponry such as fragmentation grenades and assault rifles used almost daily in attacks. In fact, just last week we noted two separate strings of grenade attacks directed against police in Durango and Michoacan states. In the Michoacan incident, police in Uruapan and Lazaro Cardenas were targeted by three grenade attacks during a 12-hour period. Then on Feb. 17, a major firefight occurred just across the border from the United States in Reynosa, when Mexican authorities attempted to apprehend several armed men seen riding in a vehicle. The men fled to a nearby residence and engaged the pursuing police with gunfire, hand grenades and rocket-propelled grenades (RPGs). After the incident, in which five cartel gunmen were killed and several gunmen, cops, soldiers and civilians were wounded, authorities recovered a 60 mm mortar, five RPG rounds and two fragmentation grenades. Make no mistake, considering the military weapons now being used in Mexico and the number of deaths involved, the country is in the middle of a war. In fact, there are actually three concurrent wars being waged in Mexico involving the Mexican drug cartels. The first is the battle being waged among the various Mexican drug cartels seeking control over lucrative smuggling corridors, called plazas. One such battleground is Ciudad Juarez, which provides access to the Interstate 10, Interstate 20 and Interstate 25 corridors inside the United States. The second battle is being fought between the various cartels and the Mexican government forces who are seeking to interrupt smuggling operations, curb violence and bring the cartel members to justice. Then there is a third war being waged in Mexico, though because of its nature it is a bit more subdued. It does not get the same degree of international media attention generated by the running gun battles and grenade and RPG attacks. However, it is no less real, and in many ways it is more dangerous to innocent civilians (as well as foreign tourists and business travelers) than the pitched battles between the cartels and the Mexican government. This third war is the war being waged on the Mexican population by criminals who may or may not be involved with the cartels. Unlike the other battles, where cartel members or government forces are the primary targets and civilians are only killed as collateral damage, on this battlefront, civilians are squarely in the crosshairs. The Criminal Front There are many different shapes and sizes of criminal gangs in Mexico. While many of them are in some way related to the drug cartels, others have various types of c ...

Mexico The Third War Security Weekly Wednesday, February 18.docx

andreecapon

Mercy College Principles of Management Professor Tormey Shadow-A-Company Term Project The EXACT POWERPOINT sequence or order for your report should be as follows: 1. The Company’s Name 2. The Company’s Logo 3. The Company’s Mission Statement 4. Is the company living up to its stated objectives 5. What additional businesses should this company possibly explore entering? 6. The Company’s three (3) main competitors 7. A picture of, and the name of, the following: the Chairman, the President, the CEO and the CFO 8. The Stock Symbol and Exchange that it is traded on 9. The company’s recent stock price 10. The number of company employees worldwide 11. The location of the company’s corporate headquarters (city/state only) 12. The company’s yearly sales for 2012 in billions of dollars 13. The company’s yearly profit for 2012 in millions/billions of dollars 14. The company’s…STRENGTHS 15. The company’s…WEAKNESSES 16. The company’s…OPPORTUNITIES 17. The company’s…THREATS 18. Several of the company’s STAR product’s and or division’s 19. Several of the company’s CASH COW product’s and or division’s 20. The company’s QUESTION MARK’S product’s and or division’s 21. The company’s DOG product’s and or division’s 22. IMPORTANTLY… a statement from EACH student of exactly what each of you have learned while completing this research project Shadow-A-Company Analysis A process by which a student evaluates the products and businesses making up their assigned company. Portfolio AnalysisPurpose of portfolio analysis: Resources are directed toward more profitable businesses while weaker ones are phased out or dropped.Standard portfolio analysis evaluates SBUs on two important dimensions: Attractiveness of SBU’s market or industry. Strength of SBU’s position within that market or industry. Figure 2.2: The BCG Growth-Share Matrix BCG Growth-Share MatrixStars: High-share of high-growth market. Strategy: Build into cash cow via investment.Cash cows: High-share of low-growth market. Strategies: Maintain or harvest for cash to build STARS.Question marks: Low-share of high-growth market. Strategies: Build into STAR via investment OR reallocate funding and let slip into DOG status.Dogs: Low-share of low-growth market. Strategies: Maintain or divest. Figure 2.7: SWOT Analysis Mercy College Principles of Management Professor Tormey Shadow-A-Company Term Project Each student will be assigned a specific company to closely monitor and study throughout the duration of the semester. On our final class meeting date, you will be required to s ...

Mercy College .docx

andreecapon

Merger AnalysisMerger Analysis Case Study© 2007 South UniversityFranklin Teaching HospitalEnter appropriate input values in the cells colored red.INPUT DATA:KEY OUTPUT:(millions of $)(millions of $)Cash flow data:Pro forma net cash flows:Growth in gross revenues (2007-2011):2007$162.242Inpatient0.0%2008$162.242Outpatient0.0%2009$162.242Allowances and discount %0.0%2010$162.242Other op rev growth rate0.0%2011$0.000Patient services exp as a% of net patient rev0.0%2007 EBITDA$162.242Percent of net op CFAverage 5-yr EBITDA$0.000retained for growth0.0%Annual inputs:*Interest on**Cost SavingsAcquisition value:YearRequired Loansat Franklin2007$0.000$0.000DCF method$0.0002008$0.000$0.000Market multiple method:2009$0.000$0.000Applied to 2000 EBITDA$0.0002010$0.000$0.000Applied to avg EBITDA$0.0002011$0.000$0.000Applied to discharges$0.000Long-term (2008 and beyond)constant growth rate0.0%*Interest on required loans represents theMarket data:estimated interest payments on any borrowingsDiscount rate (cost of equity)0.0%required to fund the acquisition.EBITDA multiple0.0Market value to discharges ratio$0**Cost savings at Franklin represents anysynergistic benefits that will accrue atOperating data:the acquirer as opposed to at the target.Expected number of discharges0HISTORICAL DATA:Palmetto General HospitalIncome Statements:(Millions of Dollars)20022003200420052006Inpatient revenue$81.624$88.249$99.010$105.332$110.384Outpatient revenue22.86127.06734.62843.61650.810Gross patient revenue$104.485$115.316$133.638$148.948$161.194Allowances and discounts33.69938.62644.62251.19862.006Net patient revenue$70.786$76.690$89.016$97.750$99.188Other operating revenue1.9221.5151.3671.7251.048Total operating revenue$72.708$78.205$90.383$99.475$100.236Patient services expenses$60.245$73.858$81.525$90.645$89.505Interest expense3.0453.1473.0933.0022.980Depreciation3.4663.6894.3954.2586.031Total operating expense$66.756$80.694$89.013$97.905$98.516Net income$5.952($2.489)$1.370$1.570$1.720MODEL-GENERATED DATA:Palmetto General HospitalPro Forma Income Statements:(Millions of Dollars)20072008200920102011Inpatient revenue$110.384$110.384$110.384$110.384$110.384Outpatient revenue50.81050.81050.81050.81050.810Gross patient revenue$161.194$161.194$161.194$161.194$161.194Allowances and discounts0.0000.0000.0000.0000.000Net patient revenue$161.194$161.194$161.194$161.194$161.194Other operating revenue1.0481.0481.0481.0481.048Total operating revenue$162.242$162.242$162.242$162.242$162.242Patient services expenses$0.000$0.000$0.000$0.000$0.000Interest expense0.0000.0000.0000.0000.000Total operating expense$0.000$0.000$0.000$0.000$0.000Net operating cash flow$162.242$162.242$162.242$162.242$162.242Cost savings at University0.0000.0000.0000.0000.000Growth retentions0.0000.0000.0000.0000.000Terminal value0.000Net cash flow to equityholders$162.242$162.242$162.242$162.242$0.000EBITDA$162.242$162.242$162.242$162.242$0.000Valuation Results:Average 5-year EBITDA$0.000Value according to DCF ...

Merger AnalysisMerger Analysis Case Study© 2007 South UniversityFr.docx

andreecapon

MGMT 301 EOY “Group” Case Study and Power Point Presentation Grade Sheet- Group Name: _____________________________ Time of class__________________ Total Paper should be 8-10 pages in length- this includes preliminary or prefatory section No indentations for paragraphs- single spacing with double spacing in-between paragraphs APA citations need to be used as your guide for citing reference material! Preliminary or prefatory section- (this section has different page numbering, ii,iii,etc) Title Page Page ii-Table of Contents/ and List of Illustrations/Figures/Tables (10 points) ________ Page iii- Executive Summary- use bullets/ and bold headings (10 points) ________ Body of Paper and Analysis of Case Study and Questions and Answers – (starts w/page 1) Page 1- Introduction- Starts on Page 1 and is at least ¼ to ½ page (5 points) ________ Page Numbering- After Introduction start your research paper… Body of paper should be 5-8 pages in length Research used in your paper You will need to use at least “Five” different research cites! (50 points)________ You need to include “Five” different areas of analysis Example: Motivation, Communication, Leadership, etc. (Chapters from your book) Two Charts or Graphs in body of paper (5 points each) (10 points)________ They both need to be properly cited! (Heading)( Figure 1 or 2)(Source: citation) Recommendation/Conclusion – (10 points)________ Reference Page- cite all you references on a separate sheet (5 points)________ 100 POINTS TOTAL_________________ Points to be deducted in each category: Poor: Headings, Sub-Heading or lack of Bold Headings (5 points)_________ Poor: Grammar- Sentence Structure - Formatting of Paragraphs (5 points)_________ Poor: Citation of your research material (10 points)_________ WRITTEN PAPERWORTH 100 POINTS TOTAL _______________ Power point Presentation - NOT MORE THAN 10 MINUTES!- Please do voice-over or camera (Call eCampus or Tech-help or blackboard for assistance with your power point presentation) Appropriate Business Attire for Presentation--points will be taken off for poor attire Was there an opening statement? (10 points) ________ Clear - Easy to read - Eye appealing (10 points) ________ Not more than 7 lines per slide and 7 words in a line on a slide Did you engage your audience? Voice, clarity, clarity, volume, speed, poise and confidence (10 points) ________ Two graphs in your presentation- must be cited correctly (10 points)________ Was there a conclusion slide and statement? (10 points__________ Points will be taken off if: Speed of presentation, (too fast or too slow) (up to 5 points) ________ “UHMS” and “H’S” – (1 point for every 10)________ POWER POINTWORTH 50 POINTS TOTAL________ ENTIRE PAPERWORTH 150 POINTS TOTAL__________ CASE 3 Building a Coali ...

MGMT 301 EOY Group” Case Study and Power Point Presentation G.docx

andreecapon

MGMT 464 New Manager’s Case Study Case Analysis Worksheet #2 Team Case Analysis Session 2: Enable Others To Act (Principle # 4) Enabling others to act has two main components [1] fostering collaboration, and [2] strengthening others. In your small groups, discuss and document your group’s response to the following questions. Upload your typed document into one of your group member’s D2L dropbox by the assigned due date on your course schedule. Be sure to include on your worksheet all group member names. If present in class, all group members will receive the same grade for this case analysis assignment (maximum 30 pts). Group peer evaluations will be used to determine overall individual group member participation points for both these case discussions (maximum 15 pts). 1. In what specific ways did Mark create a climate of distrust? 2. In what ways did Mark fail to “set the example” in his work role? What was the impact of his failure to be a good role model for his employees? 3. What type of relevant information and resources did he not share with his employees? What was the impact? 4. In what ways had the former supervisor built his employees’ sense of competence? How did Mark later undermine the employees’ sense of competence? 5. In what ways did the employees demonstrate accountability before Mark took over? 6. What kind of expectations of his employees did Mark communicate, and how did this become a self-fulfilling prophecy (The Pygmalion Effect)? 7. What employee obstacles were apparent in the case that Mark ignored? What actions could he have taken to remove these obstacles? 8. In what sense did the employees have a sense of job meaning and impact before Mark arrived? How did Mark’s actions lead to a decreased sense of job meaning and impact for the employees? 9. What would you have done differently with this group of employees in terms of empowerment and fostering collaboration? Problems: Answer each question 1. A quality control expert is called in to determine whether a newly installed machine is meeting quality standards in producing a particular cotton cloth according to the specifications set by the manufacturer. The mean warp-breaking strength of this particular cotton cloth has been established to be 66 pounds. A random sample of 36 pieces of cotton cloth is obtained from a production run on this machine. The results of the sample reveal a mean warp-breaking strength of 64.5 pounds and a standard deviation of 5 pounds. Can the quality control expert make the decision that the cotton produced on the new machine meets the warp-breaking specification of the manufacturer at the .05 level of significance? 2. The personnel director of a large insurance company is interested in reducing the turnover rate of data processing clerks in the first year of employment. Past records indicate that 25% of all new hires in this area are no longer employed at the end of one year. Extensive new training approaches are im ...

MGMT 464New Manager’s Case Study Case Analysis Worksheet #.docx

andreecapon

META-INF/MANIFEST.MF Manifest-Version: 1.0 .classpath PriorityQueue.classpublicsynchronizedclass PriorityQueue { Heap q; public void PriorityQueue(int, java.util.Comparator); public Object peek(); public Object remove(); void add(Object); boolean isEmpty(); public int size(); } PriorityQueue.javaPriorityQueue.javaimport java.util.Comparator; publicclassPriorityQueue<E>{ Heap q; /** *PriorityQueue initializes the queue. * * @param initialCapacity an int that is the heaps initial size. * @param comparator the priority of various imputs. */ publicPriorityQueue(int initialCapacity,Comparator<?super E> comparator){ q=newHeap(initialCapacity,comparator); } /** * Peek, returns the next item in the queue without removing it. * * If it is empty then null is returned. * @return the next item in the queue. */ public E peek(){ if(q.size()==0){ returnnull; } return(E) q.findMax(); } /** * This removes the first item from the queue. * * It returns null if the queue is empty. * @return the first item in the queue. */ public E remove(){ if(q.size()==0){ returnnull; } return(E) q.removeMax(); } /** * This adds item to the queue * @param item that is added to the queue. */ void add(E item){ q.insert(item); } /** * isEmpty returns if the queue is empty or not. * * @return boolean if the queue is empty or not. */ boolean isEmpty(){ if(q.size()!=0){ returnfalse; } returntrue; } /** * size returns the size of the queue. * * @return int the size of the queue. */ publicint size(){ return q.size(); } } ArithmeticExpression.classpublicsynchronizedclass ArithmeticExpression { BinaryTree t; java.util.ArrayList list; String equation; void ArithmeticExpression(String) throws java.text.ParseException; public String toString(BinaryTree); public String toPostfixString(BinaryTree); void setVariable(String, int) throws java.rmi.NotBoundException; public int evaluate(BinaryTree); } ArithmeticExpression.javaArithmeticExpression.javaimport java.rmi.NotBoundException; import java.text.ParseException; import java.util.ArrayList; import java.util.Stack; /** * ArithmeticExpression takes equations in the form of strings creates a binary * tree, and can return either the regular or postfix equation. It also allows * them to be calculated. * * * Extra Credit: * ** it can handle spaces or no spaces in the string inputted. ** it can return * regular or postfix notation * * @author tai-lanhirabayashi * */ publicclassArithmeticExpression{ BinaryTree t; ArrayList list; String equation; /** * ArithmeticExpression is the construction which takes in a space * delimitated equation containing "*,/,+,-" symbols and converts it into a * binary tree. * * If the expression is not valid it will throw a ParseException. This is ...

META-INFMANIFEST.MFManifest-Version 1.0.classpath.docx

andreecapon

Menu Management Options · · APRN504 - 5886 - HEALTH POLICY AND LEADERSHIP - Spring2016 · Home Page · Announcements · Syllabus · Discussions · Weekly news update · Assignments · Sign up Wiki · Writing Information · Groups · Week One · PowerPoint Week #1 · PowerPoints Week #1 · Week Two: Information · Week Three · PowerPoint:Week #3 Policy · PowerPoint-Communication · PowerPoint: SS · Week Four · PowerPoint: Finances · PowerPoint-Ethics · Week Five · Week Six · Week Seven · Week Eight · PowerPoint: Lobbying · Week Nine · PowerPoint:Workplace · Week Ten · Week Eleven · PowerPoint:Centers · PP: Putting it Together · Week Twelve · Week Thirteen · Week Fourteen · Week Fifteen · APA Links · Help · Tools PowerPoint Week #1 Top of Form Bottom of Form Content · Social Determinants of Health · One view of the ACA · Another view of ACA Remember South Carolina did NOT take the Medicaid expansion. · South Carolina and Medicaid · The IOM and Nursing · Nursing and Politics · Mentoring · The Difference in Political Philosophy · Policy Process GRADING RUBRICS: Journals: The Journals should be a synopsis of ALL your required readings and PowerPoints. These papers are three to six pages long and include a reference page. Tell me what you learned. Failure to cover any aspect of the information will result is loss of points. APA format is required so remember your title page. The required APA textbook has examples from pages 41-59. Spelling and grammar issues will result in loss of points. Late Submissions: Minus 10 points/day. Forum: Discussion Board Organize Forum Threads on this page and apply settings to several or all threads. Threads are listed in a tabular format. The Threads can be sorted by clicking the column title or the caret at the top of each column. More Help Content Top of Form This is a 'post-first' discussion forum. There are currently 18 threads in this forum. Join the conversation by creating a thread! Create Thread Forum Description Introduce yourself. Tell us your background and what track you are currently in. Have you had any experience with politics, leadership or political events? What do you hope to gain from this course? What are your concerns about taking a hybid course? What do you wish other people knew about you? Where do you hope to be five years from now? What has been your experience in a Political Group (ANA, SCNA, ANCC, ACNP, SCMA, Republican Party, Democratic Party, etc) and the role they play in politics? Inform us of what district you live in, who is your current represenative and senator for your district. A meaningful response to two classmates and facilitation of a dialog is an expectation for the discussion board. You can not post "I agree" or "I disagree". A discussion is like a ball being tossed back and forth. If you ask questions of your classmates you facilitate dialog. The discussion Boards are open for two weeks and close on Sundays at 11:59 pm. Do not wait until the last minute to post becaus ...

Menu Management Options· · APRN504 - 5886 - HEALTH POLICY .docx

andreecapon

MGMT 673 Problem Set 5 1. For each of the following economic conditions, place an X in the table to indicate the appropriate range in the Aggregate Supply Curve Condition Keynesian Intermediate Classical Unemployment is above the historical average The nation’s factories are running at capacity Any increase in GDP will be accompanied by high inflation The nation is suffering through a severe recession A mid-point in the business cycle expansion phase GDP can increase without an increase in the Price Index 2. Many exogenous factors can cause a shift in the Aggregate Supply Curve. For each of the following factors, place an X in the table to indicate how the AS curve would shift. Factor AS shift right (increase in AS) AS shift left (decrease in AS) World oil prices increase substantially Environmental Protection Agency enacts broad pollution restrictions Business taxes are reduced Internal combustion engine fuel efficiencies are greatly increased Adverse winter weather persists for months more the normal New restrictions slow immigration Federal minimum wage is increased by 30% 3. Earlier we learned that Demand, which we now call Aggregate Demand, is comprised of 4 components: Consumption (C), Investment (I), Government spending (G), and Net Exports (NE). Any exogenous factor that increases any of the component(s) will also increase Aggregate Demand. For each of the following, place an X to indicate the component affected and an R (increase) or and L (decrease) to show whether the AD curve shifts Right or Left. Consider only the primary effect. Factor C I G NE R or L Real interest rate decreases Consumers and executives become more confident in the economic future The stock market rises China’s economic growth slows Congress increases spending for in the current fiscal year Tariffs are imposed by many countries to protect domestic employment The US Import/Export bank eliminates guarantees for loans to foreign airlines to purchase Boeing aircraft Congress enacts tax incentives for firms purchasing new equipment and facilities 4. For each of the following government economic actions, place an X in the table to indicate whether the action is fiscal or monetary policy. Action Monetary Fiscal Taxes are increased on the wealthiest 1% of households The Fed purchases Mortgage-backed securities (MBS) The US Treasury borrows money to finance increased government spending The federal government provides a rebate to first time home buyers The President signs and enacts the Affordable Care Act The Fed promises to keep interest rates near zero for an extended time 5. For each of the following government actions, insert the original and shifted AD curve. Insert an arrow to show the shift in the AD curve. Here’s an example: GDP Price Index Real GDP AS a. While in a steep recession, the federal government enacts a stimulus program of increased spending and r ...

MGMT 673 Problem Set 51. For each of the following economic cond.docx

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16. 25 Answer: Work:

17. Math 106 Final ExaminationFall, 2012 Math 106 Finite MathematicsName______________________________ Final Examination: Fall, 2012Instructor __________________________ Answer Sheet Instructions: This is an open-book exam. You may refer to your text and other course materials as you work on the exam, and you may

18. use a calculator. Record your answers and work in this document. There are 25 problems. Problems #1-12 are multiple choice. Record your choice for each problem. Problems #13-15 are short answer. Record your answer for each problem. Problems #16-25 are short answer with work required. When requested, show all work and write all answers in the spaces allotted on the following pages. You may type your work using plain-text formatting or an equation editor, or you may hand- write your work and scan it. In either case, show work neatly and correctly, following standard mathematical conventions. Each step should follow clearly and completely from the previous step. If necessary, you may attach extra pages. You must complete the exam individually. Neither collaboration nor consultation with others is allowed. Your exam will receive a zero grade unless you complete the following honor statement. ( Please sign (or type) your name below the following honor statement: I have completed this final examination

19. myself, working independently and not consulting anyone except the instructor. I have neither given nor received help on this final examination. Name ____________ ______ ___ Date___________________ ) MULTIPLE CHOICE. Record your answer choices. 1.7. 2.8. 3.9. 4.10. 5.11. 6.12. SHORT ANSWER. Record your answers below. 13. 14. (a)

20. (b) (c) (d) (e) 15. (a) (b) (c)

21. SHORT ANSWER with Work Shown. Record your answers and work. Problem Number

Math 106 Final Examination Fall, 2012 Math 106 Finite Math.docx

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