Assignment 2: Attentional Blink
There are many stimuli in your environment of which you are not aware. You use attention to filter out unimportant stimuli and focus on relevant stimuli. However, there are circumstances under which you cannot perceive stimuli, regardless of how hard you "pay attention." One situation is when visual stimuli are presented in quick succession. If the interval between the two stimuli is short enough, you do not perceive the second stimulus. This lapse in attention is known as attentional blink. In this assignment, you will experience the attentional blink for yourself and will also read about practical implications of the phenomenon.
Access the CogLab demonstrationAttentional Blink. Follow the instructions to complete the demonstration.
Read the following article:
· Livesey, E. J., Harris, I. M., & Harris, J. A. (2009). Attentional changes during implicit learning: Signal validity protects a target stimulus from the attentional blink. Journal of Experimental Psychology: Learning, Memory, and Cognition, 35(2), 408-408-422. doi:10.1037/a0014525 (ProQuest Document ID: 614494049)
Using the experience from the CogLab demonstration and information from the article, write a paper that addresses the following:
· Explain how the attentional blink relates to attention. Analyze how the variation in time influences the probability of seeing the second target letter. Explain the circumstances under which the attentional blink can be eliminated.
· In the CogLab demonstration, letters were used as targets. The target used can influence the duration of one’s attentional blink and whether the attentional blink even occurs. Complete the following tasks:
· Propose at least two other targets that could be used to induce the attentional blink.
· Predict the effect each of your suggested targets would have on the duration of one’s attentional blink as compared to the CogLab activity you completed.
· Explain the reasoning behind your predictions.
· Present and discuss at least three occupations in which workers’ performance could be adversely affected by attentional blink. Identify and explain the types of problems or mistakes that might occur in such occupations due to the attentional blink.
· Several years ago, some vehicle models came with a heads-up display (HUD). Instead of looking down at a panel on the dashboard, speed, distance traveled, fuel level, and time appeared to be displayed over the hood of the car. Discuss this design in terms of divided attention and attentional blink. Do you think the design was a good idea?
Write a 4-page paper in Word format. Apply APA standards to citation of sources. Use the following file naming convention: LastnameFirstInitial_M2_A2.doc.
By Wednesday, April 22, 2015, deliver your assignment to the M2: Assignment 2 Dropbox.
Assignment 2 Grading Criteria
Maximum Points
Explained the phenomenon of attention, described how time between targets affects the probability of seeing the second target, an ...
Unit IV Web AssignmentThis assignment allows you to demonstrate .docxouldparis
Unit IV Web Assignment
This assignment allows you to demonstrate the following outcomes:
4. Identify the basic principles of marketing.
4.1 Identify both the potential target market and the potential market segment that a business intends to reach.
4.2 Identify the connection between a commercial’s message and the specific market segment.
4.3 Identify how marketing research contributes to reaching a specific audience.
Instructions: The purpose of this assignment is for you to identify the basic principles of marketing. First, locate two commercials by Coca-Cola that are available on your favorite video-hosting website (i.e., YouTube). Insert the links to each video in the table below. Then, view each commercial while considering the questions in the table, and complete the table by answering the questions as they pertain to each commercial. Finally, save all of your work to this template and submit it in Blackboard for grading.
Items to Identify
Commercial One
Commercial Two
1. Provide a link to each commercial.
2. What product/service is offered in the commercial?
3. What message does the commercial send to the audience?
4. How would you describe the general target market for the company? Be sure to include the following as you describe the target market:
· Age range
· Likes/dislikes
· Interests
· Life goals
5. How would you describe the specific market segment that the commercial is designed to reach? Be sure to include the following as you describe the market segment:
· Age range
· Likes/dislikes
· Interests
· Life goals
6. What is the connection between the commercial’s message and the specific market segment?
7. Prior to producing the commercial, how would utilizing a marketing research method(s) contribute to reaching the intended audience?
Page 1 of 2
Measuring Intelligence
INTRODUCTION
There is a good chance that you have had at least some experience being interviewed—perhaps a job interview or a college admittance interview. What do interviewers want to find out about you? You might have heard questions similar to these:
“What experience do you have waiting tables?”
“Why does studying literature interest you?”
“How would you react if you saw a kid struggling in the pool while you are the lifeguard?”
“So you’re Bill Hanson’s kid? What’s that old rascal up to these days?”
Except for the last question (and let’s face it; sometimes it’s more about who you know than whatyou know), these are questions meant to assess your skills as well as your intelligence—which is related to skill. But what is intelligence? Is it just one thing or a combination of things? Intelligence is defined as your ability to use knowledge to do many things:
• reason
• make decisions
• make sense of events
• solve problems
• understand complex ideas
• learn quickly
• adapt to environmental challenges
Interviews are used to gauge intelligence, but increasingly st ...
Chapter 5 – Improving Your Study SkillsIn Chapter 4 we explore.docxchristinemaritza
Chapter 5 – Improving Your Study Skills
In Chapter 4 we explored the power of the brain. It has the ability to:
remember unlimited amounts of information
reason, sense patterns, and analyze information
think critically and creatively, and solve problems
These are physiological functions (mechanical) that the brain performs. But for most people, the brain does not separate the process of thinking from emotion. So, how you think is influenced by how you feel.
Likewise, how you think and feel influence your ability to learn.
Feeling
Thinking
Learning
How Do We Learn – Learning Styles
People are diverse in both how they think and how they learn.
One of the most common models used to explain learning differences include the following styles:
Visual
Auditory
Kinesthetic/Tactile
Several researchers have challenged the theory of learning styles. These challenges are based on the fact that:
There is no definitive test that identifies an individual's unique learning style, and,
Efforts to customize learning toward a student's particular learning style have shown no significant improvement in achievement.
It is probably better to say that we all have many learning styles but have a preference for one of them when we are learning new information or specific types of information.
We may use a different learning style than our preference to reinforce or review something we have learned.
Challenges to the Learning Styles Theory
Challenges To Learning
In some cases a learning style is not a preference, but instead, is a concrete reality.
Students who have challenges to learning, such as dyslexia, ADHD, visual or hearing impairment, may require accommodations in order to fully and equally participate in traditional classroom environments.
A learning disability is not an indication of inferior intelligence.
In high school, accommodations are arranged for these students by the school.
In college it is up to the student to seek out this assistance and advocate for themselves.
The Division of Student Services at TSU assists students in achieving their academic goals and enhancing their personal, intellectual and social development through the provision of a broad range of programs and services.
Intelligence
Intelligence has been defined in many different ways - someone's capacity for logical thinking, abstract thought, understanding, self-awareness, communication, learning, emotional knowledge, memory, planning, creativity and problem solving (Wikipedia).
But what is less understood or agreed upon is what constitutes evidence of intelligence. How do you measure intelligence?
The IQ test is probably the most familiar assessment used to measure intelligence.
High IQ Score ≠ Future Success
Average to Low IQ Score ≠ Future Life of Failure
In his article on the significance of IQ Tests, titled Rational and Irrational Thought: The Thinking That IQ Tests Miss, Keith E. Stanovich proposes that dysrationalia - the inability to think and behave r ...
Updated 27 September 2019 MN 20546 Consumer Psychology .docxouldparis
Updated 27 September 2019
MN 20546: Consumer Psychology | Term 1 2019–20
Lectures: Weeks 1–11
Sec. A: Tues, 14:15–16:15 (4E 3.38)
Sec. B: Fri, 11:15–13:15 (5W 2.4)
Seminars: Weeks 2, 4, 6
Sec. A: Fri, 10:15 (8W 2.20), 11:15 (8W 2.20), 12:15 (8W 2.20)
Sec. B: Tues, 9:15 (CB 4.5), 10:15 (CB 4.5), 14:15 (8W 2.13)
Instructor: Dr. Sam Johnson ([email protected])
Seminar Leader: Mrs. Zarema Khon ([email protected])
Learning Objectives: Whatever direction your career takes you, one thing you can be sure
of is that you will be dealing with people—a lot. This module asks: How do people work? Using
cutting-edge research in cognitive and behavioral science, you will learn how humans make
choices. Our core objectives are:
1. To understand the psychological processes guiding human behavior, with particular
emphasis on consumers’ psychology.
2. To apply behavioral science to business decisions, especially marketing decisions, so that
you can translate ideas into practice.
3. To think critically about quantitative evidence about consumers’ behavior.
Assessment: This module is assessed by coursework (30%) and exam (70%). More details
about each of these assessments is provided at the end of the outline.
Coursework (30%). The coursework for this unit will be a consulting report (750–1250 words).
You have a choice of several different options for this assignment, which are linked to different
lectures and therefore to different due dates ranging from 1 Nov to 6 Jan. All options require
some data collection and synthesis of theory and practice. By 25 October, you will commit to
one of these options and due dates. These deadlines are binding, and changes to your project
that would affect your due date need to be supported by a sound argument and approved by me.
I aim to return feedback within 2 weeks of your deadline. If you feel you could use the feedback
to write an improved report, you will have the option to write a second report on a different
topic, and your final coursework mark will be the average of the marks for the two reports.
Exam (70%). The exam will be composed of short answer and multiple-choice questions. Content
will be drawn from lectures, seminars, and required readings.
Updated 27 September 2019
Seminars: Seminars meet in Weeks 2, 4, and 6 and are designed to help you with your
coursework project. Students in Section A have lectures on Tuesday and seminars on Friday,
whereas students in Section B have lectures on Friday and seminars on Tuesday. Seminar
allocations are being made by the timetabling office. These assignments have been posted to
Moodle. You must attend your assigned seminar each week.
Class Preparation Guides: The week prior to each class period (beginning with Lecture 2),
a class preparation guide will be posted to Moodle. This guide will include a series of thought
questions and exercises to prepare you for the following week’s lecture sessi ...
Report #1 Checks and Balances After reading Chapter 2 of your t.docxaudeleypearl
Report #1: Checks and Balances
After reading Chapter 2 of your text, “The Constitution,” and watching the C-Span video “Checks and Balances: Intentions of the Founders” (link to the video below, it is about an hour and a half long), write a brief report. The report should contain three separate sections that address all the points in each question. Notice the expected word count for each section (exceeding the word count will not negatively affect your grade, but please try to stay within the range).
1. Based on your reading of Chapter 2 of the text, describe the major checks and balances in the Constitution that are intended to limit the power of each of the three branches of government. Be specific in indicating how each branch checks the others. (approximately 200-250 words)
2. According to the discussion in the video, what makes some people worry that these checks and balances are not as effective as they once were in limiting power (particularly the power of the president)? What possible reforms or changes might be needed to restore the balance of power among the branches? (approximately 200-250 words)
3. List and describe two points made during the discussion on the video concerning checks and balances that you found particularly interesting, novel, or insightful. (approximately 100-150 words)
Be careful not to plagiarize. If you want to quote directly from your book or from the video, do so by using quotation marks and by indicating the page number (if available). But try to do this sparingly and simply use your own words in addressing the questions.
In your writing, use an analytical tone that is free of your personal opinions. In other words, try to answer the questions in a straightforward and objective manner.
Link to the video: CSPAN Video on Checks and Balances
Article Critique Guidelines and Rubric
Overview
Articles are written to inform, misinform, influence, or misdirect, among other reasons. Sometimes they serve as nothing more than a vehicle for an author to
achieve fame, notoriety, and wealth. You should never take at face value the elements of any article you read, but you should be able to:
• Differentiate between fact and opinion
• Recognize and evaluate author bias and rhetoric
• Determine cause-and-effect relationships
• Determine accuracy and completeness of information presented
• Recognize logical fallacies and faulty reasoning
• Compare and contrast information and points of view
• Develop inferential skills
• Make judgments and draw logical conclusions
When writing an article critique, you will need to summarize, evaluate, and offer critical comment on the ideas and information that the author(s) presents in
the article.
Starting in Module Two, you are assigned two articles to read, which are located in Module Resources for that specific module. You have to select one of the two
articles and write a critique of it. In your paper, cite any and all information taken f ...
Leadership Self-StudyAs the assignment handout states, the grade.docxsmile790243
Leadership Self-Study
As the assignment handout states, the grade for this Self-Study encompasses the following parts:
Elements
Points Possible
Points Received
Comments
Identification of participants – 4-6 people whose opinions you value, support why you chose them)
15
Discussion:
1) What questions did you ask and why?
2) What themes emerged (eliminating own filters and biases, does not include analysis)
30
Analysis of themes:
1) Based on the 4-6 themes that emerged, explore patterns and insights that encourage a new way of understanding of how you lead and impact others. Themes should be supported using direct quotes.
2) What are people saying about your strengths and challenges? Do you agree/disagree with their perceptions?
40
Quality of writing and organization – spelling, grammar, sentence structure, and overall organization of the paper
15
Additional Points Deducted
Late (5 pts/first day, 1 pt./day every day following)
TOTAL SCORE
100
Question 11
Discuss the ALARA principle as it applies to control of ionizing radiation. Demonstrate how this principle is used during industrial radiography to protect workers during the testing of weld seams in a tank or pipeline.
Your response should be at least 200 words in length. APA Format
Question 12
You are the site safety officer at a hazardous waste site and have been asked to develop a program to prevent heat stress. The workers at the site are required to wear semi-impermeable clothing, nitrile gloves, hard hat, safety boots, and an air purifying respirator. Describe the steps you would take to control heat stress at this site.
Your response should be at least 200 words in length. APA Format
Question 11
A local chemical manufacturing plant contacted you to assist with OSHA compliance matters. Describe how you would go about determining if the plant must comply with the OSHA Methylene Chloride standard. Note: The plant uses methylene chloride in the manufacture of a specialty paint stripper for the DOD.
your response should be at least 200 words in length.
Question 12
You are the safety professional at a small chemical processing plant and have responsibility for the confined space program. The confined spaces at the site include several large aboveground storage tanks that hold petroleum distillates like xylene and toluene. Discuss the type of direct reading instrument that you would need to use as part of an OSHA compliant confined space atmospheric testing program.
Your response should be at least 200 words in length.
WASHBURN UNIVERSITY
LE 100/HN202: Exploring Leadership
Leadership Self-Study
** This assignment will be utilized as an Appendix for your Personal Leadership Puzzle (PLP), as described in the PLP project description. The Self-Study accounts for 15% of your total grade.
A 360 Degree View
This exercise intends to enable you to gather insight into your strengths, behaviors, how people experience working with you and relating to you, and a ...
Unit IV Web AssignmentThis assignment allows you to demonstrate .docxouldparis
Unit IV Web Assignment
This assignment allows you to demonstrate the following outcomes:
4. Identify the basic principles of marketing.
4.1 Identify both the potential target market and the potential market segment that a business intends to reach.
4.2 Identify the connection between a commercial’s message and the specific market segment.
4.3 Identify how marketing research contributes to reaching a specific audience.
Instructions: The purpose of this assignment is for you to identify the basic principles of marketing. First, locate two commercials by Coca-Cola that are available on your favorite video-hosting website (i.e., YouTube). Insert the links to each video in the table below. Then, view each commercial while considering the questions in the table, and complete the table by answering the questions as they pertain to each commercial. Finally, save all of your work to this template and submit it in Blackboard for grading.
Items to Identify
Commercial One
Commercial Two
1. Provide a link to each commercial.
2. What product/service is offered in the commercial?
3. What message does the commercial send to the audience?
4. How would you describe the general target market for the company? Be sure to include the following as you describe the target market:
· Age range
· Likes/dislikes
· Interests
· Life goals
5. How would you describe the specific market segment that the commercial is designed to reach? Be sure to include the following as you describe the market segment:
· Age range
· Likes/dislikes
· Interests
· Life goals
6. What is the connection between the commercial’s message and the specific market segment?
7. Prior to producing the commercial, how would utilizing a marketing research method(s) contribute to reaching the intended audience?
Page 1 of 2
Measuring Intelligence
INTRODUCTION
There is a good chance that you have had at least some experience being interviewed—perhaps a job interview or a college admittance interview. What do interviewers want to find out about you? You might have heard questions similar to these:
“What experience do you have waiting tables?”
“Why does studying literature interest you?”
“How would you react if you saw a kid struggling in the pool while you are the lifeguard?”
“So you’re Bill Hanson’s kid? What’s that old rascal up to these days?”
Except for the last question (and let’s face it; sometimes it’s more about who you know than whatyou know), these are questions meant to assess your skills as well as your intelligence—which is related to skill. But what is intelligence? Is it just one thing or a combination of things? Intelligence is defined as your ability to use knowledge to do many things:
• reason
• make decisions
• make sense of events
• solve problems
• understand complex ideas
• learn quickly
• adapt to environmental challenges
Interviews are used to gauge intelligence, but increasingly st ...
Chapter 5 – Improving Your Study SkillsIn Chapter 4 we explore.docxchristinemaritza
Chapter 5 – Improving Your Study Skills
In Chapter 4 we explored the power of the brain. It has the ability to:
remember unlimited amounts of information
reason, sense patterns, and analyze information
think critically and creatively, and solve problems
These are physiological functions (mechanical) that the brain performs. But for most people, the brain does not separate the process of thinking from emotion. So, how you think is influenced by how you feel.
Likewise, how you think and feel influence your ability to learn.
Feeling
Thinking
Learning
How Do We Learn – Learning Styles
People are diverse in both how they think and how they learn.
One of the most common models used to explain learning differences include the following styles:
Visual
Auditory
Kinesthetic/Tactile
Several researchers have challenged the theory of learning styles. These challenges are based on the fact that:
There is no definitive test that identifies an individual's unique learning style, and,
Efforts to customize learning toward a student's particular learning style have shown no significant improvement in achievement.
It is probably better to say that we all have many learning styles but have a preference for one of them when we are learning new information or specific types of information.
We may use a different learning style than our preference to reinforce or review something we have learned.
Challenges to the Learning Styles Theory
Challenges To Learning
In some cases a learning style is not a preference, but instead, is a concrete reality.
Students who have challenges to learning, such as dyslexia, ADHD, visual or hearing impairment, may require accommodations in order to fully and equally participate in traditional classroom environments.
A learning disability is not an indication of inferior intelligence.
In high school, accommodations are arranged for these students by the school.
In college it is up to the student to seek out this assistance and advocate for themselves.
The Division of Student Services at TSU assists students in achieving their academic goals and enhancing their personal, intellectual and social development through the provision of a broad range of programs and services.
Intelligence
Intelligence has been defined in many different ways - someone's capacity for logical thinking, abstract thought, understanding, self-awareness, communication, learning, emotional knowledge, memory, planning, creativity and problem solving (Wikipedia).
But what is less understood or agreed upon is what constitutes evidence of intelligence. How do you measure intelligence?
The IQ test is probably the most familiar assessment used to measure intelligence.
High IQ Score ≠ Future Success
Average to Low IQ Score ≠ Future Life of Failure
In his article on the significance of IQ Tests, titled Rational and Irrational Thought: The Thinking That IQ Tests Miss, Keith E. Stanovich proposes that dysrationalia - the inability to think and behave r ...
Updated 27 September 2019 MN 20546 Consumer Psychology .docxouldparis
Updated 27 September 2019
MN 20546: Consumer Psychology | Term 1 2019–20
Lectures: Weeks 1–11
Sec. A: Tues, 14:15–16:15 (4E 3.38)
Sec. B: Fri, 11:15–13:15 (5W 2.4)
Seminars: Weeks 2, 4, 6
Sec. A: Fri, 10:15 (8W 2.20), 11:15 (8W 2.20), 12:15 (8W 2.20)
Sec. B: Tues, 9:15 (CB 4.5), 10:15 (CB 4.5), 14:15 (8W 2.13)
Instructor: Dr. Sam Johnson ([email protected])
Seminar Leader: Mrs. Zarema Khon ([email protected])
Learning Objectives: Whatever direction your career takes you, one thing you can be sure
of is that you will be dealing with people—a lot. This module asks: How do people work? Using
cutting-edge research in cognitive and behavioral science, you will learn how humans make
choices. Our core objectives are:
1. To understand the psychological processes guiding human behavior, with particular
emphasis on consumers’ psychology.
2. To apply behavioral science to business decisions, especially marketing decisions, so that
you can translate ideas into practice.
3. To think critically about quantitative evidence about consumers’ behavior.
Assessment: This module is assessed by coursework (30%) and exam (70%). More details
about each of these assessments is provided at the end of the outline.
Coursework (30%). The coursework for this unit will be a consulting report (750–1250 words).
You have a choice of several different options for this assignment, which are linked to different
lectures and therefore to different due dates ranging from 1 Nov to 6 Jan. All options require
some data collection and synthesis of theory and practice. By 25 October, you will commit to
one of these options and due dates. These deadlines are binding, and changes to your project
that would affect your due date need to be supported by a sound argument and approved by me.
I aim to return feedback within 2 weeks of your deadline. If you feel you could use the feedback
to write an improved report, you will have the option to write a second report on a different
topic, and your final coursework mark will be the average of the marks for the two reports.
Exam (70%). The exam will be composed of short answer and multiple-choice questions. Content
will be drawn from lectures, seminars, and required readings.
Updated 27 September 2019
Seminars: Seminars meet in Weeks 2, 4, and 6 and are designed to help you with your
coursework project. Students in Section A have lectures on Tuesday and seminars on Friday,
whereas students in Section B have lectures on Friday and seminars on Tuesday. Seminar
allocations are being made by the timetabling office. These assignments have been posted to
Moodle. You must attend your assigned seminar each week.
Class Preparation Guides: The week prior to each class period (beginning with Lecture 2),
a class preparation guide will be posted to Moodle. This guide will include a series of thought
questions and exercises to prepare you for the following week’s lecture sessi ...
Report #1 Checks and Balances After reading Chapter 2 of your t.docxaudeleypearl
Report #1: Checks and Balances
After reading Chapter 2 of your text, “The Constitution,” and watching the C-Span video “Checks and Balances: Intentions of the Founders” (link to the video below, it is about an hour and a half long), write a brief report. The report should contain three separate sections that address all the points in each question. Notice the expected word count for each section (exceeding the word count will not negatively affect your grade, but please try to stay within the range).
1. Based on your reading of Chapter 2 of the text, describe the major checks and balances in the Constitution that are intended to limit the power of each of the three branches of government. Be specific in indicating how each branch checks the others. (approximately 200-250 words)
2. According to the discussion in the video, what makes some people worry that these checks and balances are not as effective as they once were in limiting power (particularly the power of the president)? What possible reforms or changes might be needed to restore the balance of power among the branches? (approximately 200-250 words)
3. List and describe two points made during the discussion on the video concerning checks and balances that you found particularly interesting, novel, or insightful. (approximately 100-150 words)
Be careful not to plagiarize. If you want to quote directly from your book or from the video, do so by using quotation marks and by indicating the page number (if available). But try to do this sparingly and simply use your own words in addressing the questions.
In your writing, use an analytical tone that is free of your personal opinions. In other words, try to answer the questions in a straightforward and objective manner.
Link to the video: CSPAN Video on Checks and Balances
Article Critique Guidelines and Rubric
Overview
Articles are written to inform, misinform, influence, or misdirect, among other reasons. Sometimes they serve as nothing more than a vehicle for an author to
achieve fame, notoriety, and wealth. You should never take at face value the elements of any article you read, but you should be able to:
• Differentiate between fact and opinion
• Recognize and evaluate author bias and rhetoric
• Determine cause-and-effect relationships
• Determine accuracy and completeness of information presented
• Recognize logical fallacies and faulty reasoning
• Compare and contrast information and points of view
• Develop inferential skills
• Make judgments and draw logical conclusions
When writing an article critique, you will need to summarize, evaluate, and offer critical comment on the ideas and information that the author(s) presents in
the article.
Starting in Module Two, you are assigned two articles to read, which are located in Module Resources for that specific module. You have to select one of the two
articles and write a critique of it. In your paper, cite any and all information taken f ...
Leadership Self-StudyAs the assignment handout states, the grade.docxsmile790243
Leadership Self-Study
As the assignment handout states, the grade for this Self-Study encompasses the following parts:
Elements
Points Possible
Points Received
Comments
Identification of participants – 4-6 people whose opinions you value, support why you chose them)
15
Discussion:
1) What questions did you ask and why?
2) What themes emerged (eliminating own filters and biases, does not include analysis)
30
Analysis of themes:
1) Based on the 4-6 themes that emerged, explore patterns and insights that encourage a new way of understanding of how you lead and impact others. Themes should be supported using direct quotes.
2) What are people saying about your strengths and challenges? Do you agree/disagree with their perceptions?
40
Quality of writing and organization – spelling, grammar, sentence structure, and overall organization of the paper
15
Additional Points Deducted
Late (5 pts/first day, 1 pt./day every day following)
TOTAL SCORE
100
Question 11
Discuss the ALARA principle as it applies to control of ionizing radiation. Demonstrate how this principle is used during industrial radiography to protect workers during the testing of weld seams in a tank or pipeline.
Your response should be at least 200 words in length. APA Format
Question 12
You are the site safety officer at a hazardous waste site and have been asked to develop a program to prevent heat stress. The workers at the site are required to wear semi-impermeable clothing, nitrile gloves, hard hat, safety boots, and an air purifying respirator. Describe the steps you would take to control heat stress at this site.
Your response should be at least 200 words in length. APA Format
Question 11
A local chemical manufacturing plant contacted you to assist with OSHA compliance matters. Describe how you would go about determining if the plant must comply with the OSHA Methylene Chloride standard. Note: The plant uses methylene chloride in the manufacture of a specialty paint stripper for the DOD.
your response should be at least 200 words in length.
Question 12
You are the safety professional at a small chemical processing plant and have responsibility for the confined space program. The confined spaces at the site include several large aboveground storage tanks that hold petroleum distillates like xylene and toluene. Discuss the type of direct reading instrument that you would need to use as part of an OSHA compliant confined space atmospheric testing program.
Your response should be at least 200 words in length.
WASHBURN UNIVERSITY
LE 100/HN202: Exploring Leadership
Leadership Self-Study
** This assignment will be utilized as an Appendix for your Personal Leadership Puzzle (PLP), as described in the PLP project description. The Self-Study accounts for 15% of your total grade.
A 360 Degree View
This exercise intends to enable you to gather insight into your strengths, behaviors, how people experience working with you and relating to you, and a ...
1 Portfolio Drexel University Critical Reasoning Ph.docxjoyjonna282
1
Portfolio
Drexel University
Critical Reasoning
Philosophy 105
Patrick Denehy
This document provides more information about the portfolio project and guidelines to complete each
content area to the best of your ability. Use the information here and contained in the syllabus to answer
initial questions you may have. And don’t forget to include citations for every piece of text you reference
or use to help you formulate your own work. You can either include a short works cited/bibliography at the
end of each content area, or one large works cited/bibliography encompassing all content areas. Any style
is fine so long as it is consistent.
Meeting
You need to schedule a 30-minute meeting with me during the term. You should bring two content areas of
your choosing with you for review. These need to be full first drafts, not merely ideas or notes. I will read
as much as time permits to provide you feedback on how to improve these pieces of writing and approach
the remaining content areas. I will also give you a sense of where you stand with your APC grade.
Fallacies
For the fallacies content area, you should find examples of fallacies committed in texts or videos.* If all
else fails, create a dialogue between different persons that represents fallacious arguments you have heard
in the past or in which you were personally involved. After providing the fallacy, you should identify the
fallacy and then explain how this text, video, or dialogue commits this fallacy.
Students usually complete this section in one of three ways. One option is to provide a number of
examples with brief explanations (roughly 5-8 fallacies). The second option discusses fewer fallacies in
more depth (roughly 2-3 fallacies). Finally, other students take up some issue of the day and locate a
number of fallacies in arguments surrounding that issue. This third option usually involves discussing
fewer fallacies in depth as well, thereby overlapping with the second option.
Morals and Markets
While some people attempt to respond to the overall claims of Sandel’s book – and this is all well and good
– I encourage everyone to focus on at least two concrete cases or scenarios he raises. This will allow you
to provide a more in-depth response or investigate a case even further. Some people also use this as an
opportunity to perform light research in order to substantiate or criticize various points in the book. Feel
free to bring in other cases that display a dilemma of norms in a market-driven culture.
* You should not simply repeat fallacies from our textbook, another logic textbook, or some website
dedicated to explaining fallacies. There would be no point to such an exercise. The purpose is to display
that you can apply the concept of a fallacy to real-world cases, not ones already identified by others.
Finally, if you are wondering why I have included thi ...
Question 1Learning About Cookies as Spyware.Research what k.docxaudeleypearl
Question 1:
Learning About Cookies as Spyware.
Research what kind of information cookies store. You might find the following websites helpful:
· www.allaboutcookies.org/
· www.howstuffworks.com/cookie1.htm
Using WORD, write an ORIGINAL brief essay of 300 words or more describing cookies and the way they can invade privacy.
Safe Assign is software that verifies the originality of your work against on-line sources and other students.
Note your Safe Assign score. Continue submitting until your Safe Assign score is less than 25. For your first written assignment, you have unlimited times to retry your assignment.
Attach your WORD doc and then hit SUBMT.
Question 2
Using the Web or other resources, find out what your state's laws are regarding cyber stalking.
Write a brief essay describing those laws and what they mean.
Question 3:
Learn About Defending Against DDoS
Using WORD, write an ORIGINAL brief essay of 300 words or more:
· Find a DoS attack that has occurred in the last six months
· You might find some resources at www.f-secure.com.
· Note how that attack was conducted.
· Write a brief explanation of how you might have defended against that specific attack.
Question 4:
Use a search engine to find the names of five different cyber viruses.
Using WORD, write a short paragraph on each.
Question 5:
Use the Web to search for examples of hacks that made the news.
Write a brief description of the attack indicating what type of hack was involved.
Question 6:
Consider this hypothetical situation:
David Doe is a network administrator for the ABC Company. David is passed over for promotion three times. He is quite vocal in his dissatisfaction with this situation. In fact, he begins to express negative opinions about the organization in general. Eventually, David quits and begins his own consulting business. Six months after David’s departure, it is discovered that a good deal of the ABC Company’s research has suddenly been duplicated by a competitor. Executives at ABC suspect that David Doe has done some consulting work for this competitor and may have passed on sensitive data. However, in the interim since David left, his computer has been formatted and reassigned to another person. ABC has no evidence that David Doe did anything wrong.
What steps might have been taken to detect David’s alleged industrial espionage?
What steps might have been taken to prevent his perpetrating such an offense?
Question 7:
1). Using the Web or other resources, write a brief paper about RSA, its history, its methodology, and where it is used.
2). Send a brief message (ten words minimum) using the Caesar Cypher.
Question 8:
Using the Web or other resources, do a bit of research on the methodologies that Microsoft Windows firewall uses. Consider the strengths and weaknesses of that approach.
Question 9:
Using the guidelines provided in this week's chapter (and other resources as needed), create a step-by-step IT security policy for handling user accounts/rights ...
For more classes visit
www.snaptutorial.com
PSY 352 Week 1 Assignment Attention and Perception
Attention and Perception. Due by Day 7. Prior to completing this assignment, please read Chapter 3 carefully.
For more course tutorials visit
www.tutorialrank.com
PSY 352 Week 1 Assignment Attention and Perception
Attention and Perception. Due by Day 7. Prior to completing this assignment, please read Chapter 3 carefully.
Framework for Case Analysis (Adapted from the original document .docxshericehewat
Framework for Case Analysis (Adapted from the original document published by the UMass College of Management)
Part I – Analyzing a Case
What is this document?
You will be asked throughout your Graduate experience to analyze cases. Because there are many ways to approach cases, the CM faculty has agreed upon a framework for case analysis that you will be asked to learn in MGT 650. This framework will help you throughout your Graduate experience in thinking about cases as well as in preparing written reports.
UC Note: The SL and DEL curricula are not “case-based.” This document is intended to illustrate and explain my two-step case study assignment. My notes appear in bold blue font throughout.
What is a case?
A case is a story---usually a true story, but not always---that illustrates business and management theories and concepts you are studying in a course and/or presents a problem or series of problems for you to solve. A case usually ends with a dilemma or critical issue faced by a particular character or organization depicted in the case. Sometimes a case will be accompanied by a set of questions, usually theory-based, that your instructor expects you to answer. Some questions will be devoted to figuring out the problems imbedded in the case and the causes of those problems; others will ask you to determine a course of action to take in the future. These questions will be provided between steps one and two. More complex cases usually contain a variety of types of information, e.g. industry and economic data, financial reports, policies and procedures, market share and pricing data, descriptions of personnel and other resources, job descriptions, individual perceptions, and dialogue. Due to their complex nature, these cases demand your careful, sustained attention; indeed, each case contains subtleties that are likely to be discerned only by several re-readings and discussions with other students.
Why do professors ask students in the Graduate Programs to analyze cases?
Through the process of analyzing cases, professors believe that Graduate students can learn the value of: [1] responding actively and constructively to the conflicts of organizational life by: suspending judgment about personalities as well as about courses of action; differentiating between facts and opinions; graciously giving up an opinion if it is shown to be inadequate; integrating what one learns through discussions with others in order to progress in one’s own thinking; examining the total situation rather than focusing on the most obvious or pressing elements of that situation; gaining multiple perspectives on a situation by using theory, concepts and research findings; understanding the continually evolving interrelationships among the factors in a situation; acknowledging what is not known or understood by the student analyst about a situation; explicitly assessing and acknowledging the degree of confidence the student analyst is able to have in what ...
Framework for Case Analysis (Adapted from the original document SusanaFurman449
Framework for Case Analysis (Adapted from the original document published by the UMass College of Management)
Part I – Analyzing a Case
What is this document?
You will be asked throughout your Graduate experience to analyze cases. Because there are many ways to approach cases, the CM faculty has agreed upon a framework for case analysis that you will be asked to learn in MGT 650. This framework will help you throughout your Graduate experience in thinking about cases as well as in preparing written reports.
UC Note: The SL and DEL curricula are not “case-based.” This document is intended to illustrate and explain my two-step case study assignment. My notes appear in bold blue font throughout.
What is a case?
A case is a story---usually a true story, but not always---that illustrates business and management theories and concepts you are studying in a course and/or presents a problem or series of problems for you to solve. A case usually ends with a dilemma or critical issue faced by a particular character or organization depicted in the case. Sometimes a case will be accompanied by a set of questions, usually theory-based, that your instructor expects you to answer. Some questions will be devoted to figuring out the problems imbedded in the case and the causes of those problems; others will ask you to determine a course of action to take in the future. These questions will be provided between steps one and two. More complex cases usually contain a variety of types of information, e.g. industry and economic data, financial reports, policies and procedures, market share and pricing data, descriptions of personnel and other resources, job descriptions, individual perceptions, and dialogue. Due to their complex nature, these cases demand your careful, sustained attention; indeed, each case contains subtleties that are likely to be discerned only by several re-readings and discussions with other students.
Why do professors ask students in the Graduate Programs to analyze cases?
Through the process of analyzing cases, professors believe that Graduate students can learn the value of: [1] responding actively and constructively to the conflicts of organizational life by: suspending judgment about personalities as well as about courses of action; differentiating between facts and opinions; graciously giving up an opinion if it is shown to be inadequate; integrating what one learns through discussions with others in order to progress in one’s own thinking; examining the total situation rather than focusing on the most obvious or pressing elements of that situation; gaining multiple perspectives on a situation by using theory, concepts and research findings; understanding the continually evolving interrelationships among the factors in a situation; acknowledging what is not known or understood by the student analyst about a situation; explicitly assessing and acknowledging the degree of confidence the student analyst is able to have in what ...
Arguments of DefintionChapter 9Arguments of Defi.docxjewisonantone
Arguments of Defintion
Chapter 9
Arguments of DefinitionThese arguments are particularly powerful in that they help determine what something or someone is. Thus, they can result in inclusion or exclusion.They help us recognize that classifications change over time and are the result of cultural, social, and political forces.Definitions often serve group agendas while ignoring or attempting to silence others.Often evolve from daily life.
Arguments of DefinitionWe rely on definition for successful, efficient communication.As you have experienced with the Fact Paper, our ability to make an argument is limited when we cannot appeal to values.Contrary to the belief that values diminish the validity of an argument by rendering it mere opinion, values are a necessary part of the argument.Indeed, they are the very heart of an argument.Thus, evaluative terms are notoriously difficult to define.
Formal Definitions
(pp.200-201)Questions related to genus:Is assisting in suicide a crime?Is NASCAR a sport?Is rap poetry?What is an X [insert your own choice here]
Questions related to species:Is marijuana a relatively harmless drug or a dangerous, addictive one?Is Saudi Arabia an ally or an opponent of the USA?Is TV’s “Survivor” a reality show or a game show?Is X a Y or a Z [Insert your own topic}
Questions related to conditions:Should a woman be held to the same physical requirements as a man in order to join the military?Should everyone pay the same percentage of their income taxes regardless of their income?Are high scores on the SAT’s a fair condition for entrance into universities?Must X occur in order for Y? [Insert your topic]
Questions related to the fulfillment of conditions:Should academic scholarships count as taxable income?Should nontraditional educated experiences, such as semesters abroad and internships, count for college credit?Should X be counted as Y for the purposes of Z? [Insert your topic]
In summary, keep in mind that you can approach an argument of definition by:
Formulating a definition (What is X?): “Terrorism is any non-wartime act of violence undertaken for political gain.”Negative definition (Y is not X.): “Violence undertaken as part of a revolt against an oppressive regime is not terrorism.”Definition by Example (Y is/is not X): “The Irish Republican Army is/is not a terrorist organization.”
Other items to consider:Who is your specific audience?What are the counter-arguments to your proposed definition?In other words, anticipate oppositional stances.How would you refute those stances?Do not forget about visuals and design of arguments of definition.Matching claims to definitions is critical.
8PROCEEDINGS OF THE IRE
Steps Toward Artificial Intelligence*
MARVIN MINSKYt, MEMBER, IRE
The work toward attaining "artificial intelligence" is the center of considerable computer research, design,
and application. The field is in its starting transient, characterized by many varied and independent efforts.
.
Part 1 Think an example speak up anythingPart 2 exampleInte.docxsherni1
Part 1 Think an example speak up anything
Part 2 example
Intern at the accounting company, my manager was absence during her work time, but the partner didn’t know and manager didn’t report that she was going out. I didn’t speak up anything
The Logic and Practice of Financial Management
Ninth Edition
Foundations of Finance
The Pearson Series in Finance
Berk/DeMarzo
Corporate Finance*
Corporate Finance: The Core*
Berk/DeMarzo/Harford
Fundamentals of Corporate Finance*
Brooks
Financial Management: Core Concepts*
Copeland/Weston/Shastri
Financial Theory and Corporate Policy
Dorfman/Cather
Introduction to Risk Management and
Insurance
Eakins/McNally
Corporate Finance Online*
Eiteman/Stonehill/Moffett
Multinational Business Finance*
Fabozzi
Bond Markets: Analysis and Strategies
Foerster
Financial Management: Concepts and
Applications*
Frasca
Personal Finance
Gitman/Zutter
Principles of Managerial Finance*
Principles of Managerial Finance—Brief
Edition*
Haugen
The Inefficient Stock Market: What Pays Off
and Why
Modern Investment Theory
Holden
Excel Modeling in Corporate Finance
Excel Modeling in Investments
Hughes/MacDonald
International Banking: Text and Cases
Hull
Fundamentals of Futures and Options Markets
Options, Futures, and Other Derivatives
Keown
Personal Finance: Turning Money into
Wealth*
Keown/Martin/Petty
Foundations of Finance: The Logic and
Practice of Financial Management*
Madura
Personal Finance*
Marthinsen
Risk Takers: Uses and Abuses of Financial
Derivatives
McDonald
Derivatives Markets
Fundamentals of Derivatives Markets
Mishkin/Eakins
Financial Markets and Institutions
Moffett/Stonehill/Eiteman
Fundamentals of Multinational Finance
Nofsinger
Psychology of Investing
Pennacchi
Theory of Asset Pricing
Rejda/McNamara
Principles of Risk Management and Insurance
Smart/Gitman/Joehnk
Fundamentals of Investing*
Solnik/McLeavey
Global Investments
Titman/Keown/Martin
Financial Management: Principles and
Applications*
Titman/Martin
Valuation: The Art and Science of Corporate
Investment Decisions
Weston/Mitchel/Mulherin
Takeovers, Restructuring, and Corporate
Governance
*Denotes MyFinanceLab titles. Log onto www.myfinancelab.com to learn more.
http://www.myfinancelab.com
The Logic and Practice of Financial Management
Ninth Edition
Boston Columbus Indianapolis New York San Francisco
Amsterdam Cape Town Dubai London Madrid Milan Munich Paris Montreal Toronto
Delhi Mexico City Sao Paulo Sydney Hong Kong Seoul Singapore Taipei Tokyo
Foundations of Finance
Arthur J. Keown
Virginia Polytechnic Institute and State University
R. B. Pamplin Professor of Finance
John D. Martin
Baylor University
Professor of Finance
Carr P. Collins Chair in Finance
J. William Petty
Baylor University
Professor of Finance
W. W. Caruth Chair in Entrepreneurship
Vice President, Business Publishing: Donna Battista
Editor-in-Chief: Adrienne D’Ambrosio
Acquisitions Editor: Kate Fernandes
Editorial Assis.
Part 1 Progress NoteUsing the client from your Week 3 Assignmen.docxsherni1
Part 1: Progress Note
Using the client from your Week 3 Assignment, address the following in a progress note (without violating HIPAA regulations):
Treatment modality used and efficacy of approach
Progress and/or lack of progress toward the mutually agreed-upon client goals (reference the Treatment plan—progress toward goals)
Modification(s) of the treatment plan that were made based on progress/lack of progress
Clinical impressions regarding diagnosis and/or symptoms
Relevant psychosocial information or changes from original assessment (i.e., marriage, separation/divorce, new relationships, move to a new house/apartment, change of job, etc.)
Safety issues
Clinical emergencies/actions taken
Medications used by the patient (even if the nurse psychotherapist was not the one prescribing them)
Treatment compliance/lack of compliance
Clinical consultations
Collaboration with other professionals (i.e., phone consultations with physicians, psychiatrists, marriage/family therapists, etc.)
Therapist’s recommendations, including whether the client agreed to the recommendations
Referrals made/reasons for making referrals
Termination/issues that are relevant to the termination process (i.e., client informed of loss of insurance or refusal of insurance company to pay for continued sessions)
Issues related to consent and/or informed consent for treatment
Information concerning child abuse, and/or elder or dependent adult abuse, including documentation as to where the abuse was reported
Information reflecting the therapist’s exercise of clinical judgment
Part 2: Privileged Note
Based on this week’s readings, prepare a privileged psychotherapy note that you would use to document your impressions of therapeutic progress/therapy sessions for your client from the Week 3 Practicum Assignment.
The privileged note should include items that you would not typically include in a note as part of the clinical record.
Explain why the items you included in the privileged note would not be included in the client’s progress note.
Explain whether your preceptor uses privileged notes, and if so, describe the type of information he or she might include. If not, explain why.
.
Part 1 Older Adult InterviewInterview an older adult of you.docxsherni1
Part 1: Older Adult Interview
Interview an older adult of your choice (they may be your parents, relatives, or friends) and have a discussion about the factors that influenced their development. Address the following as part of the interview:
Cognitive, physical, and psychosocial development during the interviewee's Maturity Stage of Adulthood (age 65 or older).
How peers influenced the interviewee during his or her adolescent/young adult stage.
What people and/or events influenced the interviewee's development of morals such as faith, ethics, and culture?
How the interviewee's experiences, positive or negative, have formulated who he or she is as a mature adult.
Part 2: Reflection
From the perspective of your specific discipline, write a paper of 750-1,000 words, discussing the Erik Erickson’s Integrity vs. Despair theory and how it relates to your interview. Include the following in your paper:
A description of the selected theory.
A description of your interviewee (gender, age, ethnicity, etc.).
How the interviewee's responses illustrate the selected theory. Support your response with examples.
Discuss the ethical and cultural strategies for promoting resilience, optimum development, and wellness in older adults in general.
Include at least three scholarly references in addition to a personal communication reference for the interviewee.
Prepare this assignment according to the guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is not required. Please use APA Headings.
This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.
You are required to submit this assignment to LopesWrite.
.
PART 1 OVERVIEWIn this project you are asked to conduct your own.docxsherni1
PART 1 OVERVIEW
In this project you are asked to conduct your own research into two variables that interest you. This project will give you an opportunity to apply the skills and techniques you learn in this class and to produce a professional report using appropriate technology. This is a MAJOR, on-going assignment and is worth 15% of your grade; the equivalent of one unit exam grade.
Your projects will be graded in stages (Part 1, Part 2, Part 3) according to the attached rubrics.
To be successful on your project you must:
· Read and follow instructions carefully.
· Work according to the timeline provided and submit work on time.
· 10% will be deducted for each calendar day the project is submitted after the due date. A project is considered “submitted” when it is available for the professor to view on Canvas. No credit is given after 5 days late.
· Students who fail to submit earlier parts of the project may still submit later parts of the project as long as their topic has been approved by their instructor and as long as they collect their own data. Points will still be taken away for lack of completeness unless those prior sections are completed and included.
· Write clearly, using appropriate terminology and accurate mathematical notation. College-level writing is expected, as is the use of correct grammar.
· If you need help with writing, feel free to use the HCC Writing Center: For further information, see the HCC Web page under the heading “Writing Center” or call the Writing Center at (443) 518-4101. PGCC students at the Laurel College Center should see the PGCC Writing Center for assistance.
· Submit a neat, professional report typed using your choice of word processing software (including a mathematical notation package) and including printouts and diagrams from your choice of statistical software/technology.
· In particular, embedded graphs or charts and/or computer printouts will be expected as part of the report. Hand-drawn graphs are not acceptable.
· Please note: Excel should be used only with caution as it does not consistently follow accepted statistical practices.
· Original work is expected. This means that students who are repeating the course are expected to create an entirely new project using two new variables of interest.
· For example, you might watch a YouTube video on how to use StatCrunch or have a peer show you how to create a histogram using a different data set (not the one in your project), then try it yourself with your data set. You might consult your textbook or your instructor about a concept, but then put the explanation into your own words.
· Getting Help:
· For this project, you may consult any resource for general help and advice (including your instructor, tutors (LAC, HR230), classmates, or the internet) provided that your write-up (computations, explanations, and embedded diagrams) are your own work.
· Submission guidelines:
· You should submit your project via the Canvas link as a PDF or Word.
More Related Content
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1 Portfolio Drexel University Critical Reasoning Ph.docxjoyjonna282
1
Portfolio
Drexel University
Critical Reasoning
Philosophy 105
Patrick Denehy
This document provides more information about the portfolio project and guidelines to complete each
content area to the best of your ability. Use the information here and contained in the syllabus to answer
initial questions you may have. And don’t forget to include citations for every piece of text you reference
or use to help you formulate your own work. You can either include a short works cited/bibliography at the
end of each content area, or one large works cited/bibliography encompassing all content areas. Any style
is fine so long as it is consistent.
Meeting
You need to schedule a 30-minute meeting with me during the term. You should bring two content areas of
your choosing with you for review. These need to be full first drafts, not merely ideas or notes. I will read
as much as time permits to provide you feedback on how to improve these pieces of writing and approach
the remaining content areas. I will also give you a sense of where you stand with your APC grade.
Fallacies
For the fallacies content area, you should find examples of fallacies committed in texts or videos.* If all
else fails, create a dialogue between different persons that represents fallacious arguments you have heard
in the past or in which you were personally involved. After providing the fallacy, you should identify the
fallacy and then explain how this text, video, or dialogue commits this fallacy.
Students usually complete this section in one of three ways. One option is to provide a number of
examples with brief explanations (roughly 5-8 fallacies). The second option discusses fewer fallacies in
more depth (roughly 2-3 fallacies). Finally, other students take up some issue of the day and locate a
number of fallacies in arguments surrounding that issue. This third option usually involves discussing
fewer fallacies in depth as well, thereby overlapping with the second option.
Morals and Markets
While some people attempt to respond to the overall claims of Sandel’s book – and this is all well and good
– I encourage everyone to focus on at least two concrete cases or scenarios he raises. This will allow you
to provide a more in-depth response or investigate a case even further. Some people also use this as an
opportunity to perform light research in order to substantiate or criticize various points in the book. Feel
free to bring in other cases that display a dilemma of norms in a market-driven culture.
* You should not simply repeat fallacies from our textbook, another logic textbook, or some website
dedicated to explaining fallacies. There would be no point to such an exercise. The purpose is to display
that you can apply the concept of a fallacy to real-world cases, not ones already identified by others.
Finally, if you are wondering why I have included thi ...
Question 1Learning About Cookies as Spyware.Research what k.docxaudeleypearl
Question 1:
Learning About Cookies as Spyware.
Research what kind of information cookies store. You might find the following websites helpful:
· www.allaboutcookies.org/
· www.howstuffworks.com/cookie1.htm
Using WORD, write an ORIGINAL brief essay of 300 words or more describing cookies and the way they can invade privacy.
Safe Assign is software that verifies the originality of your work against on-line sources and other students.
Note your Safe Assign score. Continue submitting until your Safe Assign score is less than 25. For your first written assignment, you have unlimited times to retry your assignment.
Attach your WORD doc and then hit SUBMT.
Question 2
Using the Web or other resources, find out what your state's laws are regarding cyber stalking.
Write a brief essay describing those laws and what they mean.
Question 3:
Learn About Defending Against DDoS
Using WORD, write an ORIGINAL brief essay of 300 words or more:
· Find a DoS attack that has occurred in the last six months
· You might find some resources at www.f-secure.com.
· Note how that attack was conducted.
· Write a brief explanation of how you might have defended against that specific attack.
Question 4:
Use a search engine to find the names of five different cyber viruses.
Using WORD, write a short paragraph on each.
Question 5:
Use the Web to search for examples of hacks that made the news.
Write a brief description of the attack indicating what type of hack was involved.
Question 6:
Consider this hypothetical situation:
David Doe is a network administrator for the ABC Company. David is passed over for promotion three times. He is quite vocal in his dissatisfaction with this situation. In fact, he begins to express negative opinions about the organization in general. Eventually, David quits and begins his own consulting business. Six months after David’s departure, it is discovered that a good deal of the ABC Company’s research has suddenly been duplicated by a competitor. Executives at ABC suspect that David Doe has done some consulting work for this competitor and may have passed on sensitive data. However, in the interim since David left, his computer has been formatted and reassigned to another person. ABC has no evidence that David Doe did anything wrong.
What steps might have been taken to detect David’s alleged industrial espionage?
What steps might have been taken to prevent his perpetrating such an offense?
Question 7:
1). Using the Web or other resources, write a brief paper about RSA, its history, its methodology, and where it is used.
2). Send a brief message (ten words minimum) using the Caesar Cypher.
Question 8:
Using the Web or other resources, do a bit of research on the methodologies that Microsoft Windows firewall uses. Consider the strengths and weaknesses of that approach.
Question 9:
Using the guidelines provided in this week's chapter (and other resources as needed), create a step-by-step IT security policy for handling user accounts/rights ...
For more classes visit
www.snaptutorial.com
PSY 352 Week 1 Assignment Attention and Perception
Attention and Perception. Due by Day 7. Prior to completing this assignment, please read Chapter 3 carefully.
For more course tutorials visit
www.tutorialrank.com
PSY 352 Week 1 Assignment Attention and Perception
Attention and Perception. Due by Day 7. Prior to completing this assignment, please read Chapter 3 carefully.
Framework for Case Analysis (Adapted from the original document .docxshericehewat
Framework for Case Analysis (Adapted from the original document published by the UMass College of Management)
Part I – Analyzing a Case
What is this document?
You will be asked throughout your Graduate experience to analyze cases. Because there are many ways to approach cases, the CM faculty has agreed upon a framework for case analysis that you will be asked to learn in MGT 650. This framework will help you throughout your Graduate experience in thinking about cases as well as in preparing written reports.
UC Note: The SL and DEL curricula are not “case-based.” This document is intended to illustrate and explain my two-step case study assignment. My notes appear in bold blue font throughout.
What is a case?
A case is a story---usually a true story, but not always---that illustrates business and management theories and concepts you are studying in a course and/or presents a problem or series of problems for you to solve. A case usually ends with a dilemma or critical issue faced by a particular character or organization depicted in the case. Sometimes a case will be accompanied by a set of questions, usually theory-based, that your instructor expects you to answer. Some questions will be devoted to figuring out the problems imbedded in the case and the causes of those problems; others will ask you to determine a course of action to take in the future. These questions will be provided between steps one and two. More complex cases usually contain a variety of types of information, e.g. industry and economic data, financial reports, policies and procedures, market share and pricing data, descriptions of personnel and other resources, job descriptions, individual perceptions, and dialogue. Due to their complex nature, these cases demand your careful, sustained attention; indeed, each case contains subtleties that are likely to be discerned only by several re-readings and discussions with other students.
Why do professors ask students in the Graduate Programs to analyze cases?
Through the process of analyzing cases, professors believe that Graduate students can learn the value of: [1] responding actively and constructively to the conflicts of organizational life by: suspending judgment about personalities as well as about courses of action; differentiating between facts and opinions; graciously giving up an opinion if it is shown to be inadequate; integrating what one learns through discussions with others in order to progress in one’s own thinking; examining the total situation rather than focusing on the most obvious or pressing elements of that situation; gaining multiple perspectives on a situation by using theory, concepts and research findings; understanding the continually evolving interrelationships among the factors in a situation; acknowledging what is not known or understood by the student analyst about a situation; explicitly assessing and acknowledging the degree of confidence the student analyst is able to have in what ...
Framework for Case Analysis (Adapted from the original document SusanaFurman449
Framework for Case Analysis (Adapted from the original document published by the UMass College of Management)
Part I – Analyzing a Case
What is this document?
You will be asked throughout your Graduate experience to analyze cases. Because there are many ways to approach cases, the CM faculty has agreed upon a framework for case analysis that you will be asked to learn in MGT 650. This framework will help you throughout your Graduate experience in thinking about cases as well as in preparing written reports.
UC Note: The SL and DEL curricula are not “case-based.” This document is intended to illustrate and explain my two-step case study assignment. My notes appear in bold blue font throughout.
What is a case?
A case is a story---usually a true story, but not always---that illustrates business and management theories and concepts you are studying in a course and/or presents a problem or series of problems for you to solve. A case usually ends with a dilemma or critical issue faced by a particular character or organization depicted in the case. Sometimes a case will be accompanied by a set of questions, usually theory-based, that your instructor expects you to answer. Some questions will be devoted to figuring out the problems imbedded in the case and the causes of those problems; others will ask you to determine a course of action to take in the future. These questions will be provided between steps one and two. More complex cases usually contain a variety of types of information, e.g. industry and economic data, financial reports, policies and procedures, market share and pricing data, descriptions of personnel and other resources, job descriptions, individual perceptions, and dialogue. Due to their complex nature, these cases demand your careful, sustained attention; indeed, each case contains subtleties that are likely to be discerned only by several re-readings and discussions with other students.
Why do professors ask students in the Graduate Programs to analyze cases?
Through the process of analyzing cases, professors believe that Graduate students can learn the value of: [1] responding actively and constructively to the conflicts of organizational life by: suspending judgment about personalities as well as about courses of action; differentiating between facts and opinions; graciously giving up an opinion if it is shown to be inadequate; integrating what one learns through discussions with others in order to progress in one’s own thinking; examining the total situation rather than focusing on the most obvious or pressing elements of that situation; gaining multiple perspectives on a situation by using theory, concepts and research findings; understanding the continually evolving interrelationships among the factors in a situation; acknowledging what is not known or understood by the student analyst about a situation; explicitly assessing and acknowledging the degree of confidence the student analyst is able to have in what ...
Arguments of DefintionChapter 9Arguments of Defi.docxjewisonantone
Arguments of Defintion
Chapter 9
Arguments of DefinitionThese arguments are particularly powerful in that they help determine what something or someone is. Thus, they can result in inclusion or exclusion.They help us recognize that classifications change over time and are the result of cultural, social, and political forces.Definitions often serve group agendas while ignoring or attempting to silence others.Often evolve from daily life.
Arguments of DefinitionWe rely on definition for successful, efficient communication.As you have experienced with the Fact Paper, our ability to make an argument is limited when we cannot appeal to values.Contrary to the belief that values diminish the validity of an argument by rendering it mere opinion, values are a necessary part of the argument.Indeed, they are the very heart of an argument.Thus, evaluative terms are notoriously difficult to define.
Formal Definitions
(pp.200-201)Questions related to genus:Is assisting in suicide a crime?Is NASCAR a sport?Is rap poetry?What is an X [insert your own choice here]
Questions related to species:Is marijuana a relatively harmless drug or a dangerous, addictive one?Is Saudi Arabia an ally or an opponent of the USA?Is TV’s “Survivor” a reality show or a game show?Is X a Y or a Z [Insert your own topic}
Questions related to conditions:Should a woman be held to the same physical requirements as a man in order to join the military?Should everyone pay the same percentage of their income taxes regardless of their income?Are high scores on the SAT’s a fair condition for entrance into universities?Must X occur in order for Y? [Insert your topic]
Questions related to the fulfillment of conditions:Should academic scholarships count as taxable income?Should nontraditional educated experiences, such as semesters abroad and internships, count for college credit?Should X be counted as Y for the purposes of Z? [Insert your topic]
In summary, keep in mind that you can approach an argument of definition by:
Formulating a definition (What is X?): “Terrorism is any non-wartime act of violence undertaken for political gain.”Negative definition (Y is not X.): “Violence undertaken as part of a revolt against an oppressive regime is not terrorism.”Definition by Example (Y is/is not X): “The Irish Republican Army is/is not a terrorist organization.”
Other items to consider:Who is your specific audience?What are the counter-arguments to your proposed definition?In other words, anticipate oppositional stances.How would you refute those stances?Do not forget about visuals and design of arguments of definition.Matching claims to definitions is critical.
8PROCEEDINGS OF THE IRE
Steps Toward Artificial Intelligence*
MARVIN MINSKYt, MEMBER, IRE
The work toward attaining "artificial intelligence" is the center of considerable computer research, design,
and application. The field is in its starting transient, characterized by many varied and independent efforts.
.
Part 1 Think an example speak up anythingPart 2 exampleInte.docxsherni1
Part 1 Think an example speak up anything
Part 2 example
Intern at the accounting company, my manager was absence during her work time, but the partner didn’t know and manager didn’t report that she was going out. I didn’t speak up anything
The Logic and Practice of Financial Management
Ninth Edition
Foundations of Finance
The Pearson Series in Finance
Berk/DeMarzo
Corporate Finance*
Corporate Finance: The Core*
Berk/DeMarzo/Harford
Fundamentals of Corporate Finance*
Brooks
Financial Management: Core Concepts*
Copeland/Weston/Shastri
Financial Theory and Corporate Policy
Dorfman/Cather
Introduction to Risk Management and
Insurance
Eakins/McNally
Corporate Finance Online*
Eiteman/Stonehill/Moffett
Multinational Business Finance*
Fabozzi
Bond Markets: Analysis and Strategies
Foerster
Financial Management: Concepts and
Applications*
Frasca
Personal Finance
Gitman/Zutter
Principles of Managerial Finance*
Principles of Managerial Finance—Brief
Edition*
Haugen
The Inefficient Stock Market: What Pays Off
and Why
Modern Investment Theory
Holden
Excel Modeling in Corporate Finance
Excel Modeling in Investments
Hughes/MacDonald
International Banking: Text and Cases
Hull
Fundamentals of Futures and Options Markets
Options, Futures, and Other Derivatives
Keown
Personal Finance: Turning Money into
Wealth*
Keown/Martin/Petty
Foundations of Finance: The Logic and
Practice of Financial Management*
Madura
Personal Finance*
Marthinsen
Risk Takers: Uses and Abuses of Financial
Derivatives
McDonald
Derivatives Markets
Fundamentals of Derivatives Markets
Mishkin/Eakins
Financial Markets and Institutions
Moffett/Stonehill/Eiteman
Fundamentals of Multinational Finance
Nofsinger
Psychology of Investing
Pennacchi
Theory of Asset Pricing
Rejda/McNamara
Principles of Risk Management and Insurance
Smart/Gitman/Joehnk
Fundamentals of Investing*
Solnik/McLeavey
Global Investments
Titman/Keown/Martin
Financial Management: Principles and
Applications*
Titman/Martin
Valuation: The Art and Science of Corporate
Investment Decisions
Weston/Mitchel/Mulherin
Takeovers, Restructuring, and Corporate
Governance
*Denotes MyFinanceLab titles. Log onto www.myfinancelab.com to learn more.
http://www.myfinancelab.com
The Logic and Practice of Financial Management
Ninth Edition
Boston Columbus Indianapolis New York San Francisco
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Foundations of Finance
Arthur J. Keown
Virginia Polytechnic Institute and State University
R. B. Pamplin Professor of Finance
John D. Martin
Baylor University
Professor of Finance
Carr P. Collins Chair in Finance
J. William Petty
Baylor University
Professor of Finance
W. W. Caruth Chair in Entrepreneurship
Vice President, Business Publishing: Donna Battista
Editor-in-Chief: Adrienne D’Ambrosio
Acquisitions Editor: Kate Fernandes
Editorial Assis.
Part 1 Progress NoteUsing the client from your Week 3 Assignmen.docxsherni1
Part 1: Progress Note
Using the client from your Week 3 Assignment, address the following in a progress note (without violating HIPAA regulations):
Treatment modality used and efficacy of approach
Progress and/or lack of progress toward the mutually agreed-upon client goals (reference the Treatment plan—progress toward goals)
Modification(s) of the treatment plan that were made based on progress/lack of progress
Clinical impressions regarding diagnosis and/or symptoms
Relevant psychosocial information or changes from original assessment (i.e., marriage, separation/divorce, new relationships, move to a new house/apartment, change of job, etc.)
Safety issues
Clinical emergencies/actions taken
Medications used by the patient (even if the nurse psychotherapist was not the one prescribing them)
Treatment compliance/lack of compliance
Clinical consultations
Collaboration with other professionals (i.e., phone consultations with physicians, psychiatrists, marriage/family therapists, etc.)
Therapist’s recommendations, including whether the client agreed to the recommendations
Referrals made/reasons for making referrals
Termination/issues that are relevant to the termination process (i.e., client informed of loss of insurance or refusal of insurance company to pay for continued sessions)
Issues related to consent and/or informed consent for treatment
Information concerning child abuse, and/or elder or dependent adult abuse, including documentation as to where the abuse was reported
Information reflecting the therapist’s exercise of clinical judgment
Part 2: Privileged Note
Based on this week’s readings, prepare a privileged psychotherapy note that you would use to document your impressions of therapeutic progress/therapy sessions for your client from the Week 3 Practicum Assignment.
The privileged note should include items that you would not typically include in a note as part of the clinical record.
Explain why the items you included in the privileged note would not be included in the client’s progress note.
Explain whether your preceptor uses privileged notes, and if so, describe the type of information he or she might include. If not, explain why.
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Part 1 Older Adult InterviewInterview an older adult of you.docxsherni1
Part 1: Older Adult Interview
Interview an older adult of your choice (they may be your parents, relatives, or friends) and have a discussion about the factors that influenced their development. Address the following as part of the interview:
Cognitive, physical, and psychosocial development during the interviewee's Maturity Stage of Adulthood (age 65 or older).
How peers influenced the interviewee during his or her adolescent/young adult stage.
What people and/or events influenced the interviewee's development of morals such as faith, ethics, and culture?
How the interviewee's experiences, positive or negative, have formulated who he or she is as a mature adult.
Part 2: Reflection
From the perspective of your specific discipline, write a paper of 750-1,000 words, discussing the Erik Erickson’s Integrity vs. Despair theory and how it relates to your interview. Include the following in your paper:
A description of the selected theory.
A description of your interviewee (gender, age, ethnicity, etc.).
How the interviewee's responses illustrate the selected theory. Support your response with examples.
Discuss the ethical and cultural strategies for promoting resilience, optimum development, and wellness in older adults in general.
Include at least three scholarly references in addition to a personal communication reference for the interviewee.
Prepare this assignment according to the guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is not required. Please use APA Headings.
This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.
You are required to submit this assignment to LopesWrite.
.
PART 1 OVERVIEWIn this project you are asked to conduct your own.docxsherni1
PART 1 OVERVIEW
In this project you are asked to conduct your own research into two variables that interest you. This project will give you an opportunity to apply the skills and techniques you learn in this class and to produce a professional report using appropriate technology. This is a MAJOR, on-going assignment and is worth 15% of your grade; the equivalent of one unit exam grade.
Your projects will be graded in stages (Part 1, Part 2, Part 3) according to the attached rubrics.
To be successful on your project you must:
· Read and follow instructions carefully.
· Work according to the timeline provided and submit work on time.
· 10% will be deducted for each calendar day the project is submitted after the due date. A project is considered “submitted” when it is available for the professor to view on Canvas. No credit is given after 5 days late.
· Students who fail to submit earlier parts of the project may still submit later parts of the project as long as their topic has been approved by their instructor and as long as they collect their own data. Points will still be taken away for lack of completeness unless those prior sections are completed and included.
· Write clearly, using appropriate terminology and accurate mathematical notation. College-level writing is expected, as is the use of correct grammar.
· If you need help with writing, feel free to use the HCC Writing Center: For further information, see the HCC Web page under the heading “Writing Center” or call the Writing Center at (443) 518-4101. PGCC students at the Laurel College Center should see the PGCC Writing Center for assistance.
· Submit a neat, professional report typed using your choice of word processing software (including a mathematical notation package) and including printouts and diagrams from your choice of statistical software/technology.
· In particular, embedded graphs or charts and/or computer printouts will be expected as part of the report. Hand-drawn graphs are not acceptable.
· Please note: Excel should be used only with caution as it does not consistently follow accepted statistical practices.
· Original work is expected. This means that students who are repeating the course are expected to create an entirely new project using two new variables of interest.
· For example, you might watch a YouTube video on how to use StatCrunch or have a peer show you how to create a histogram using a different data set (not the one in your project), then try it yourself with your data set. You might consult your textbook or your instructor about a concept, but then put the explanation into your own words.
· Getting Help:
· For this project, you may consult any resource for general help and advice (including your instructor, tutors (LAC, HR230), classmates, or the internet) provided that your write-up (computations, explanations, and embedded diagrams) are your own work.
· Submission guidelines:
· You should submit your project via the Canvas link as a PDF or Word.
Part 1 Financial AcumenKeeping abreast of the financial mea.docxsherni1
Part 1: Financial Acumen
Keeping abreast of the financial measures and metrics employed by a company allows employees to better understand its health and position at any given time. Using Campbellsville University library link or other libraries and the Internet:
1. Review at least three (3) articles on financial acuity. Summarize the articles in 800 words. Use APA formatting throughout including in-text citations and references.
2. Discuss the benefits of establishing solid financial acumen in a company? Discuss your personal experiences in a situation where financial acumen was either not supported as an organizational hallmark or, conversely, was built into the company's culture.
Part 2:
Sarbanes-Oxley
(SOX)
Write a 400-word commentary on Sarbanes Oxley and the importance this act has for American businesses today. Your commentary should include the following:
A. Rationale for SOX
B. Provisions of SOX
C. Enforcement of SOX
.
Part 1 Legislation GridBased on the health-related bill (pr.docxsherni1
Part 1: Legislation Grid
Based on the health-related bill (proposed, not enacted) you selected, complete the Legislation Grid Template. Be sure to address the following:
Determine the legislative intent of the bill you have reviewed.
Identify the proponents/opponents of the bill.
Identify the target populations addressed by the bill.
Where in the process is the bill currently? Is it in hearings or committees?
Part 2: Legislation Testimony/Advocacy Statement
Based on the health-related bill you selected, develop a 1-page Legislation Testimony/Advocacy Statement that addresses the following:
.
Part 1 Financial Acumen1. Review at least three (3) articles on.docxsherni1
Part 1: Financial Acumen
1. Review at least three (3) articles on `. Summarize the articles in 400 – 600 words. Use APA formatting throughout including in-text citations and references.
2. Discuss the benefits of establishing solid financial acumen in a company? Discuss your personal experiences in a situation where financial acumen was either not supported as an organizational hallmark or, conversely, was built into the company's culture.
Part 2:
Sarbanes-Oxley
(SOX)
Write a 200-word commentary on Sarbanes Oxley and the importance this act has for American businesses today. Your commentary should include the following:
A. Rationale for SOX
B. Provisions of SOX
C. Enforcement of SOX
.
Part 1 Parent NewsletterAn article explaining the school’s po.docxsherni1
Part 1: Parent Newsletter
An article explaining the school’s policy for MTSS and the role of family–school partnerships within the MTSS
At least two school-wide interventions in place at school along with strategies parents can use at home to support their children
A list of the top five resources for families with respect to being involved and supporting MTSS along with explaining why the resources are the top five
At least two strategies for addressing family–school partnership challenges across tiers
Citations for specific research related to the topics and interventions mentioned in your newsletter
Any additional information you would like to include that will assist in fostering and sustaining a positive relationship with all families
Part 2: Behavior Contract
Create
a 1-page behavior contract that includes the following:
An outline of your school’s behavior expectations and the consequences for students who do not follow these expectations
A place at the bottom of the page on the contract for both the student and parent/guardian to sign to show that they have read and understand the school’s expectations
References have to be between 2017-2021.
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Part 1 ResearchConduct some independent research. Using Rasmus.docxsherni1
Part 1: Research
Conduct some independent research. Using Rasmussen and other resources, locate an article that supports your personal values and professional communication style.
Part 2: Reflect
For this assignment, you will use your critical thinking skills and reflect upon your personal values and
professional communication style.
In a minimum of two-pages (not counting the title page and reference page) address the following:
Discuss how you will show your personal values through the professional communication style you will use with clients.
Identify concepts such as boundaries, respect, body language, the role of humor and support, and disclosure.
Explain correlations between the student's personal values and their own professional communication style.
Incorporate one (1) credible resource to support your communication style. Cite source used.
Use professional language including complete sentences and proper grammar, spelling, and punctuation throughout your paper. Be sure to cite any research sources in APA format.
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Part 1 What are some challenges with syndromic surveillance P.docxsherni1
Part 1 What are some challenges with syndromic surveillance?
Part 2 : Critique a team presentation topic
SIMULATION TRAINING IN EDUCATION
and include what the presentation taught you and what you see as far as its effect on patient safety and healthcare technology.
What changes in the presentation would you recommend, and why? Please see attach
Remember to include sources of literature in your posts to back up the statements you make. Remember, we are all about evidence-based practice!
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Part 1 Procedure and purpose 10.0 Procedures are well-develop.docxsherni1
Part 1: Procedure and purpose
10.0
Procedures are well-developed, realistic for the identified grade, and expertly related to the purpose.
Part 1: Procedure steps and activity
10.0
Procedure steps or activity are comprehensive and proficiently described
Part 1: Procedure introduced, modeled, practiced, assessed
10.0
Explanation of how procedures will be introduced, modeled, practiced, assessed is thorough.
Part 1: Rationale
10.0
Explanation of how procedures will minimize distractions and maximize instructional time is specific.
Part 2: Rules and Consequences
10.0
Rules are skillfully crafted and consequences are creative.
Part 2: Reward System
10.0
Reward system is effective and documentation is reasonable.
Part 2: Rationale
10.0
Explanation of how the system will help create a safe and productive learning environment is proficient.
Organization
10.0
The content is well-organized and logical. There is a sequential progression of ideas that relate to each other. The content is presented as a cohesive unit and provides the audience with a clear sense of the main idea.
Mechanics of Writing (includes spelling, punctuation, grammar, language use)
20.0
Writer is clearly in command of standard, written, academic English.
ELM-250 Topic 4: Procedures, Rules, Rewards and Consequences
Grade Level:___________
Part 1: Procedures
Procedure Example:
Entering the Classroom
Purpose of procedure
Procedure steps
or activity
When the procedure will be:
Assessment
/Feedback
Introduced
Modeled
Practiced
To create a classroom environment that is conducive to learning the moment class begins.
1. Walk in quietly (entering a new zone).
2. Get organized before the bell (sharpen pencil, homework ready …).
3. Begin working quietly on the warm-up (in your notebook with paper labeled).
Teacher will introduce the procedure on the first day of school.
The teacher will model the procedure at the beginning of class for the first week of school.
Teacher and students will repeat when reinforcement is needed or when new students join the class.
Teacher will watch for students who follow the steps correctly and will positively reinforce the students.
Procedure #1
Purpose of procedure
Procedure steps
or activity
When the procedure will be:
Assessment
/Feedback
Introduced
Modeled
Practiced
Procedure #2
Purpose of procedure
Procedure steps
or activity
When the procedure will be:
Assessment
/Feedback
Introduced
Modeled
Practiced
Procedure #3
Purpose of procedure
Procedure steps
or activity
When the procedure will be:
Assessment
/Feedback
Introduced
Modeled
Practiced
Procedure #4
Purpose of procedure
Procedure steps
or activity
When the procedure will be:
Assessment
/Feedback
Introduced
Modeled
Practiced
Procedure #5
Purpose of procedure
Procedure steps
or activity
When the procedure will be:
Assessment
/Feedback
Introduced
Modeled
Practiced
Rationale
Write a 100-150 word .
Part 1 Post your own definition of school readiness (and offer .docxsherni1
Part 1: Post your own definition of school readiness (and offer support for your definition from the readings; Remember to use APA style citations to identify the sources of this support)? Be sure to discuss specific screening tools, instruments, or other tools/approaches to assess the preparedness of children entering Kindergarten. These should be directly related to your definition.
Part 2: Given what you’ve learned about intellectual disability, discuss at least 3 challenges to school readiness young children with intellectual disabilities face when entering Kindergarten.
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Part 1 Art selectionInstitute Part 1 Art sel.docxsherni1
Part 1: Art selection
Institute
Part 1: Art selection
·
· These are the work of the arts from the ancients to modern art. The reason for the selection of this theme of the art is the association of the ideas behind the sculptures is the religion. Like in the first one is the sculpture of the Ares, who was the God of Greece, he was considered to be the God of war. This sculpture was made by the Scopas who was the ancient Greek sculpture. The second work of art is Moses which was for the Tomb of Pope II, which was made by Michelangelo who made this piece of art in the early 16th century (1506). The third piece of art is also related to the religion, in which the wall depicts the Biblical figures, this was made by Claus Sluter, who was the artist from the Dutch origin.
The most engaging part of these arts is the religious depiction which evolved through the times. From Ares to Jesus in the arts.
· The common theme is the religious personalities of the times in which they were made.
· It is important to vary the themes through the times, as it describes the artistic preferences of the people, and how this had been addressed by the artists.
· Ares: Vatican, Rome, Italy. Statue of Ares, Scopas's influence. Brooklyn Museum Archives, Goodyear Archival Collection (Rens Ottema, 2020)
Moses: (wga.hu, 2020)
The Well of Moses(onlineschoolscenter.com, 2020)
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Part 1 Post a ResponseVarious reform groups with various causes.docxsherni1
Part 1: Post a Response
Various reform groups with various causes developed in the US in the late 1800s and early 1900s; these are loosely called “Progressives” as they aimed to use government policies or science to improve and advance society. Also, this period was a time when the US started as a major player in international conflicts—first in the “Spanish American War and then in World War I. There were deep isolationist sentiments about such overseas entanglements, and President Wilson first has one position and then the other.
Choose and discuss (in a full paragraph or two) one of the following two topics related to the late 1800s and early 1900s.
In the Progressive Era (roughly 1890–1920), multiple groups advocated for reforms in various aspects of government, society, and the economy. Discuss here the “muckrakers” and Taylor’s “scientific management”.
Explain briefly the approach and aim of the “muckrakers” and that of F. W. Taylor.
Compare their approaches and describe your feelings about them, and relate some modern situation that reminds you of one of these approaches and reform causes.
Identify the source(s) where you read about the reform cause.
From the text, Wilson did not maintain his own campaign slogan (“He kept us out of war”).
Explain with some specifics why Wilson became pro-war. Describe your own feelings on that issue when you look back at it, and whether he was right to change.
Briefly, identify a similar international consideration today—or of the last 20 years, and what lesson might be drawn from the example in Wilson’s time.
Identify the source(s) where you read about Wilson.
Part 2: Respond to a Peer
Read a post by one of your peers and respond, making sure to extend the conversation by asking questions, offering rich ideas, or sharing personal connections.
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Part 1 Assessment SummaryIn 500-750-words, summarize the fo.docxsherni1
Part 1: Assessment Summary
In 500-750-words, summarize the following:
What areas should an AAC assessment evaluate?
What areas of communication do AAC assessments address?
How do assessment results inform AAC strategies/techniques?
Identify AAC assessments used within your school or district and explain when each assessment would most appropriately be used.
Support your assessment summary with 1-3 scholarly resources.
Part 2: Case Studies
Read the following case studies to inform Part 2 of the assignment.
Case Study 1: Mandy
Mandy is a 3-year-old preschool student who has been diagnosed with ASD and is nonverbal. She is sensitive to loud noises and certain textures. She was recently referred to a child study team by the family physician. Her family doctor described her as having low muscle tone, delayed communication, and delayed motor skills. She uses her behavior and physicality for communicating needs. Mandy does point and reach for desired items, but she has not been able to reproduce any signs, despite her parents' attempts to teach her sign language for the past year. She often appears to be disengaged when playing or when her parents are encouraging her to sign. Her eye contact is minimal, tantrums are common, crying happens daily, and change is very difficult for her.
Case Study 2: Wilson
Wilson is an 11-year-old boy who was diagnosed with ASD as a toddler. He is physically healthy, but he is very sensitive to hot, cold, noises, and pain. He does not like crowds or lines and struggles with class assemblies, lunch time periods, and recesses. He is in a self-contained special education classroom on a public school campus and attends general education class for music only. He is capable of doing some general education class work, but his behavior is far too unpredictable to make further placement in a general education classroom feasible at this time. He can be impulsive and destructive when frustrated or overwhelmed. He is quite social and enjoys interacting with his peers in both settings; however, it can be difficult to discern when he will have a meltdown. He has tantrums and destroys property, and his participation in some aspects of school is limited. When changes in the schedule occur, such as school assemblies or fire drills, Wilson has a hard time adjusting and oftentimes tips over desks or kicks. He has not been able to attend the last two field trips due to his parents’ concerns for his safety.
Case Study 3: Cole
Cole is a 16-year-old boy with ASD and cognitive delays. He was born three weeks premature and required intensive neonatal care for six weeks after birth, but he is currently in good health. He passed all hearing and vision screenings. Cole uses gestures and a few verbal words to express his needs and wants; for example yes/no and hungry. He uses a few sign language gestures and some picture symbols, but mostly relies on a communication device in order to communicate with teachers, peers, and parents.
Part 1 Post a ResponseDuring the Reconstruction Era, the So.docxsherni1
Part 1: Post a Response
During the Reconstruction Era, the Southern states created many laws and policies of their own. These “Black Codes” either tried to minimize federal laws and policies or were in retaliation to them.
Suppose you were a former slave during this era, which one of the following restrictions would you find the most offensive?
Restrictions or prohibitions on voting
Restrictions such as those on job, land purchase, and mobility
Inability to serve on juries or accuse a white person in court
Then, in a full paragraph or two:
Discuss the immediate and long-term consequences from your chosen restriction.
Identify any lessons we can learn today from this restriction and its impact.
Identify the source(s) where you read about the restriction.
.
Part 1 Financial AcumenKeeping abreast of the financial measure.docxsherni1
Part 1: Financial Acumen
Keeping abreast of the financial measures and metrics employed by a company allows employees to better understand its health and position at any given time. Using Campbellsville University library link or other libraries and the Internet:
1. Review at least three (3) articles on financial acuity. Summarize the articles in 300 words. Use APA formatting throughout including in-text citations and references.
2. Discuss the benefits of establishing solid financial acumen in a company? Discuss your personal experiences in a situation where financial acumen was either not supported as an organizational hallmark or, conversely, was built into the company's culture.
Part 2:
Sarbanes-Oxley
(SOX)
Write a 100-word commentary on Sarbanes Oxley and the importance this act has for American businesses today. Your commentary should include the following:
A. Rationale for SOX
B. Provisions of SOX
C. Enforcement of SOX
.
Part 1 Do an independently guided tour of news and media coverage.docxsherni1
Part 1
: Do an independently guided tour of news and media coverage of the monolith found in Utah. Consult a range of news and social media sources to construct a timeline, but, more importantly, to track and analyze the different audiences and forms of interest in this object. Be sure to do a search on whatever social media you typically use, and, try to depart from major news media outlets in your search. Summarize your findings, highlighting details that you find especially telling or interesting.
Part 2
: In a thoughtful way, compare the monolith to at least one other artwork from this class (or, learn about John McCracken and compare to his work). Think about materials, placement, time period, intent (for the work we discussed). Be as specific as you can.
Part 3
: Finally, why do you think this work captured worldwide attention? What do you think people found interesting? What do you make of the current outcome of the work? If you had an opportunity to see the object would you? If you had the ability to remove it, would you?
.
Part 1 Describe the scopescale of the problem. Problemado.docxsherni1
Part 1: Describe the scope/scale of the problem. Problem:
adolescent incarceration and recidivism
in New Haven, CT and USA.
Part: 2
Name one program doing relevant work on the issue describe above in NYC or elsewhere.
.
Part 1 Art CreationSelect one of the visual art pieces from Cha.docxsherni1
Part 1: Art Creation
Select one of the visual art pieces from Chapters 1-6 or the lessons from Weeks 1-3 to use as a point of inspiration. Create a painting, sculpture, drawing, or work of architecture inspired by your selected art piece.
Part 2: Reflection
Write a reflection about the relationship between your art production and the inspiration piece. Include the following in the reflection paper:
Introduction
Inspiration Piece
Include image.
Record the title, artist, year, and place of origin.
Briefly explain the background of the inspiration piece.
Your Art Piece
Include image.
Provide a title.
Explain the background of your piece.
Connection
Explain the thematic connection between the two pieces.
How are they similar and different?
Are they the same medium? How does the medium impact what the viewer experiences?
How do the formal elements of design compare to one another?
Original Artwork Requirements
Methods: paint, watercolor, pencil, crayon, marker, collage, clay, metal, or wood (Check with your instructor about other methods you have in mind.)
No computer-generated pieces
Writing Requirements (APA format)
Length: 1.5-2 pages (not including title page, references page, or image of artwork)
1-inch margins
Double spaced
12-point Times New Roman font
Title page
References page (minimum of 1 scholarly source)
Grading
This activity will be graded based on the W3 Art Creation & Reflection Grading Rubric.
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Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
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Personal development courses are widely available today, with each one promising life-changing outcomes. Tim Han’s Life Mastery Achievers (LMA) Course has drawn a lot of interest. In addition to offering my frank assessment of Success Insider’s LMA Course, this piece examines the course’s effects via a variety of Tim Han LMA course reviews and Success Insider comments.
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The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
Adversarial Attention Modeling for Multi-dimensional Emotion Regression.pdf
Assignment 2 Attentional BlinkThere are many stimuli in your en.docx
1. Assignment 2: Attentional Blink
There are many stimuli in your environment of which you are
not aware. You use attention to filter out unimportant stimuli
and focus on relevant stimuli. However, there are circumstances
under which you cannot perceive stimuli, regardless of how
hard you "pay attention." One situation is when visual stimuli
are presented in quick succession. If the interval between the
two stimuli is short enough, you do not perceive the second
stimulus. This lapse in attention is known as attentional blink.
In this assignment, you will experience the attentional blink for
yourself and will also read about practical implications of the
phenomenon.
Access the CogLab demonstrationAttentional Blink. Follow the
instructions to complete the demonstration.
Read the following article:
· Livesey, E. J., Harris, I. M., & Harris, J. A.
(2009). Attentional changes during implicit learning: Signal
validity protects a target stimulus from the attentional
blink. Journal of Experimental Psychology: Learning, Memory,
and Cognition, 35(2), 408-408-422. doi:10.1037/a0014525
(ProQuest Document ID: 614494049)
Using the experience from the CogLab demonstration and
information from the article, write a paper that addresses the
following:
· Explain how the attentional blink relates to attention. Analyze
how the variation in time influences the probability of seeing
the second target letter. Explain the circumstances under which
the attentional blink can be eliminated.
· In the CogLab demonstration, letters were used as targets. The
target used can influence the duration of one’s attentional blink
and whether the attentional blink even occurs. Complete the
following tasks:
· Propose at least two other targets that could be used to induce
the attentional blink.
2. · Predict the effect each of your suggested targets would have
on the duration of one’s attentional blink as compared to the
CogLab activity you completed.
· Explain the reasoning behind your predictions.
· Present and discuss at least three occupations in which
workers’ performance could be adversely affected by attentional
blink. Identify and explain the types of problems or mistakes
that might occur in such occupations due to the attentional
blink.
· Several years ago, some vehicle models came with a heads-up
display (HUD). Instead of looking down at a panel on the
dashboard, speed, distance traveled, fuel level, and time
appeared to be displayed over the hood of the car. Discuss this
design in terms of divided attention and attentional blink. Do
you think the design was a good idea?
Write a 4-page paper in Word format. Apply APA standards to
citation of sources. Use the following file naming convention:
LastnameFirstInitial_M2_A2.doc.
By Wednesday, April 22, 2015, deliver your assignment to
the M2: Assignment 2 Dropbox.
Assignment 2 Grading Criteria
Maximum Points
Explained the phenomenon of attention, described how time
between targets affects the probability of seeing the second
target, and analyzed how it can be eliminated or reduced in
other conditions showing understanding and application of
cognitive psychology concepts.
20
Applied knowledge of cognitive psychology concepts to propose
other targets appropriate for experiment, predict their effects on
attentional blink, and provide an explanation for predictions
showing understanding and application of cognitive psychology
concepts.
20
Identified three occupations that could adversely be affected by
attentional blink and explained the types of problems or
3. mistakes that might occur in such occupations due to attentional
blink showing understanding and application of cognitive
psychology concepts.
24
Related the concepts of divided attention and attentional blink
to explain the heads-up display (HUD) design.
16
Wrote in a clear, concise, and organized manner; demonstrated
ethical scholarship in accurate representation and attribution of
sources; displayed accurate spelling, grammar, and punctuation.
20
Total:
100
Week 3
Assignment 1: Discussion—Memory Models
Learning about the structure of memory can improve your study
skills. In this assignment, you will discuss the academic
applications of memory models and try to apply the principles
to yourself. Use the readings for the module and the
terminology of the subject and respond to these questions:
· You are a teaching assistant for an undergraduate history class
and need to prepare a test. You want evidence to show that
students know the material well. What kind of test would you
prepare? What kind of test do you think requires the most in-
depth knowledge? Why?
· As Dan took his history test, he could not recollect many of
the dates he had studied. Dan had memorized some important
dates just before the test. While he was doing this, he was also
talking on the phone. Which of Dan's memory stores—sensory
memory, short-term memory (STM), or long-term memory
(LTM)—do you think were most affected by his phone
conversation? Why? Could Dan have done something differently
to prevent forgetting the dates? Explain.
· Identify two different kinds of mnemonic devices that could
help Dan remember dates for his history test. Explain how they
4. could be used.
· Melissa is disappointed that she received yet another “D” on a
test. She studied for several hours by reading and rereading her
textbook and class notes. Based on the levels-of-processing
memory theory, explain why Melissa’s method of studying was
not very effective? What could she have done differently?
· Using Baddeley’s working memory model, give an example of
two tasks that could successfully be performed simultaneously
(For example, can you listen to music while studying at the
same time?). Discuss two other tasks that probably would
interfere with each other. Make sure to discuss your answers in
terms of the visuospatial scratchpad, the phonological loop, and
the central executive.
Write your initial response in 4–5 paragraphs. Apply APA
standards to citation of sources.
By Saturday, April 25, 2015, post your response to the
appropriate Discussion Area. Through Wednesday, April 29,
2015, review and comment on at least two peers’ responses.
Discussion Grading Criteria and Rubric
This discussion assignment is worth 40 points and will be
graded using the discussion rubric.
Assignment 2: LASA 1: False Memories
The US legal system places a lot of importance on eyewitness
memory. Most people would report that they can accurately
convey what they saw in a particular situation. However, these
ideas are not supported by research. Instead, research shows
that memory is quite malleable and is affected by many factors.
This research repeatedly demonstrates that people do not
remember exactly what they experienced. This module’s
experiment will show you firsthand how memory for events is
not always one hundred percent accurate.
Access the CogLab demonstration False Memory. Follow the
instructions to complete the demonstration to familiarize
yourself with false memory. Then locate at least one research
study from a peer-reviewed journal that examined how
5. eyewitness memory can be affected by false memories.
Based on your research, respond to the following situation:
You are considered to be an expert in false memories, and a
local district attorney has therefore requested your expertise on
the following case:
On Tuesday, March 6, 2007, a bank was robbed in Slidell, LA.
It was just after opening time, 9:04 a.m., and there were barely
any customers, when a car arrived and parked in the side
parking lot of the bank. Two men came out of the car and
walked to the entrance. Both wore dark clothing. Upon entering
the bank, they held out guns and asked for the manager. When
the manager identified herself, the smaller of the two robbers
ordered her to open the safe. Meanwhile, the other robber, a
tall, and burley man, walked around holding his gun in his
outstretched arm, and threatening the remaining employees and
customers. The manager complied and the smaller robber
collected all the money and valuables from the safe. After five
minutes, the big robber asked if his companion was ready to go.
When he was, the two ran back to their car, and drove away.
The district attorney has asked that you create a presentation
about false memory and explain how it might influence this
case. He asks that you specifically address the following:
· Describe false memory and false memory experiments. Use the
CogLab experiment to illustrate false memory experiments,
special distracters, and normal distracters.
· Describe at least one research study from a peer-reviewed
journal that investigated how eyewitness memory can be
affected by false memories.
· Explain how false memory might influence this particular
case. Use specifics from the description of the case, the CogLab
experiment, and research to support your answer.
· Using evidence from the case, the CogLab experiment, and
outside research, justify why eyewitness testimonies should or
should not carry weight in criminal proceedings.
· Discuss any procedures which can increase or reduce the
occurrence of false memories when reporting eyewitness events.
6. Remember, your presentation is designed to help the jury
understand false memory and how it might influence the
eyewitness testimony of this case. You will have ten minutes to
present.
Since this is a legal case, you must include formally written
slide notes (proper grammar, proper paragraphs, APA
formatting, and academic tone) with research to support your
claims. The presentation will be a legal document in this case,
so make it worthy of being legally binding!
Develop an 5–6-slide presentation in PowerPoint format. Apply
APA standards to citation of sources. Use the following file
naming convention: LastnameFirstInitial_M3_A2.ppt.
By Wednesday, April 29, 2015, deliver your assignment to
the M3: Assignment 2 Dropbox.
Course Project Grading Criteria and Rubric
Assignment 2 Grading Criteria
Maximum Points
Describe false memory and false memory experiments. Use the
CogLab experiment to illustrate false memory experiments,
special distracters, and normal distracters.
(Course Objective [CO] 1)
28
Describe at least one research study from a peer-reviewed
journal that investigated how eyewitness testimony can be
affected by false memory.
(CO 2)
28
Explain how false memory might influence this particular case.
Use specifics from the description of the case, the CogLab
experiment, and research to support your answer.
(CO 3)
32
Using evidence from the case, the CogLab experiment, and
outside research, justify why eyewitness testimonies should or
should not carry weight in criminal proceedings.
(CO 3)
7. 36
Discuss any procedures which can increase or reduce the
occurrence of false memories when reporting eyewitness
events.
(CO 2, CO 3)
32
Presentation Components:
Organization (12)
Style (12)
Usage and Mechanics (16)
APA Elements (4)
44
Total:
200
Week 4
Assignment 1: Discussion—Speech Acquisition
You have learned about the different aspects of memory in the
previous modules. Language is critical not only to communicate
with others but also to memory. Many memories are encoded
using language. Memory is much more rudimentary when
language skills are not present.
Research some of the general characteristics of language and
the concept of speech acquisition in infants using your
textbook, the Internet, and the Argosy University online library
resources before responding to these questions:
· Researchers describe language as having six different
properties. Describe the six properties. Which two properties do
you think are the most important? Explain your answers with
reasons.
· Jim and Sue just had a baby, and they are interested in
learning more about the process of language acquisition. They
have heard about the controversy surrounding the view that
speech is special. Do you think speech is special or is it
processed like other auditory stimuli? Explain your answer with
8. reasons.
· Several African languages use clicks as consonants. Jim and
Sue, who are English speaking, cannot hear the difference
between the different types of clicks and have a difficult time
learning one of these languages. If they were to move to Africa
when their baby is about one-year old, do you think the baby
would be able to hear the difference? Why or why not? Do you
think she would hear the difference if they moved to Africa
after her tenth birthday? Give reasons for your answers.
Write your initial response in 4–5 paragraphs. Apply APA
standards to the citation of sources.
By Saturday, May 2, 2015, post your response to the
appropriate Discussion Area. Through Wednesday, May 6, 2015,
review and comment on at least two peers’ responses.
Discussion Grading Criteria and Rubric
This discussion assignment is worth 40 points and will be
graded using the discussion rubric.
Assignment 2: Preparation for Generating a Policy Proposal
Although some states and cities have passed laws to ban texting
and using handheld phones while driving, there is no current
law to ban all cell phone use while driving. However, according
to the National Safety Council (2009), 28 percent of all
crashes—1.6 million per year—are caused by cell phone use and
texting by drivers. The mission of a new national nonprofit
organization called FocusDriven, patterned after Mothers
Against Drunk Driving, is to make phone use while driving as
illegal and socially unacceptable as drunk driving. US
Transportation Secretary Ray LaHood supports FocusDriven and
its efforts.
According to the Pittsburgh Post-Gazette, LaHood said that this
movement would become "an army of people traveling the
countryside" to push for bans on cell-phone use and tough
enforcement (Schmitz, 2010). As a political advocate interested
in this issue, you will be writing a policy proposal that utilizes
9. the current research to propose a solution to the issue and
submitting it in Module 5.
Annotated Bibliography: Effect of Cell Phone Use
Before you can write this proposal research, you will need to
conduct initial research on the science behind this initiative. For
this assignment, use the Argosy University online library
resources to locate research reports from peer-reviewed journals
that discuss the effects of cell phone use on vision, attention,
perception, or memory. In selecting at least five research
reports from peer-reviewed journals relevant to the topic, make
sure they address one or more of the following issues:
· How do texting, handheld phones, and hands-free phones
compare with each other in their effects on driving?
· How do other, traditional distractions compare to cell phone
use in their effects on driving (such as eating, attending to
children, talking to passengers, listening to music/news, etc.)?
· Can cell phone use while driving be compared with drunk
driving? Why or why not?
· What other variables (such as age) can affect driving while
using a cell phone?
Based on your reading of the five articles, create an annotated
bibliography for each of the five sources. Each annotation
should consist of the APA reference entry followed by a
paragraph-long summary of the articles. In your summary,
provide answers for the questions below. For the last question,
think about how the research results could be generalized to fit
other environments or not be generalized.
· Summarize the main ideas in the reference. What were they
investigating?
· How were the studies conducted? What was the sample size?
Is it appropriate?
· Were the studies conducted in the real world or was a
simulated environment used?
· How might these methodological considerations affect the
research findings and the conclusions drawn from them? How
does this article fit in with your paper? How did it influence
10. your own ideas about your paper?
Your annotated bibliography should be at 3–4 pages in
length. Click here for the annotated bibliography template. This
document will help you complete your paper more successfully.
Be sure to include a title page and reference page listing your
articles. Use the following file naming convention:
LastnameFirstInitial_M4_A2.doc.
By Wednesday, May 6, 2015, deliverthe assignment to the M4:
Assignment 2 Dropbox.
Assignment 2 Grading Criteria
Maximum Points
Identified five, relevant research reports that discussed the
effects of cell phone use on vision, attention, perception, or
memory.
20
Summarized each article and explained the relevance of each
article to the questions asked in an annotated bibliography.
60
Wrote in a clear, concise, and organized manner; demonstrated
ethical scholarship in accurate representation and attribution of
sources; displayed accurate spelling, grammar, and punctuation.
20
Total:
100
Schmitz, J. (2010, January 13). Cell phone ban for drivers is
focus of new group.Pittsburgh Post-Gazette. Retrieved from
http://www.post-gazette.com/pg/10013/1027757-147.stm
National Research Council. (2010). National Safety Council
estimates that at least 1.6 million crashes each year involve
drivers using cell phones and texting. Retrieved from
http://www.nsc.org/pages/
nscestimates16millioncrashescausedbydriversusingcellphonesan
dtexting.aspx
Week 5
Assignment 1: LASA 2: Generating a Policy Proposal
Although some states and cities have passed laws to ban texting
11. and using handheld phones while driving, there is no current
law to ban all cell phone use while driving. However, according
to the National Safety Council (2009), 28 percent of all
crashes—1.6 million per year—are caused by cell phone use and
texting by drivers. The mission of a new national nonprofit
organization called FocusDriven, patterned after Mothers
Against Drunk Driving, is to make phone use while driving as
illegal and socially unacceptable as drunk driving. US
Transportation Secretary Ray LaHood supports FocusDriven and
its efforts: According to the Pittsburgh Post-Gazette, LaHood
said this movement will become "an army of people traveling
the countryside" to push for bans on cell phone use and tough
enforcement (Schmit, 2010).
As a political advocate interested in this issue, you will be
writing a policy proposal that utilizes the current research to
propose a solution to the issue and submit it in this assignment.
Please note that your proposal is not an opinion/position paper,
and your conclusions need to be based on the scientific research
you reviewed earlier. Please follow the typical steps in proper
academic writing (planning, outlining, drafting, revising,
proofing, and editing) to generate the following proposal
structure:
Introduction
In the introduction, you should set up the purpose for the
proposal, provide a bit of background on the topic, and present
your thesis.
Policy
Now that you have researched a variety of studies (in M4:
Assignment 2), compile that information together to create a
recommendation for policy makers regarding cell phone use
while driving.
1: In a one-page summary, compare and contrast the results of
the various studies regarding the cognitive abilities that are
affected during cell phone use while driving.
2: Using that research, develop and explain particular
recommendations for policy makers. For instance, restrict
12. texting, or regulate the use of hand-held phones. All your
recommendations must be supported by your research findings.
3: Based on the gaps in current research, describe the variables,
populations, and situations which you would like to see future
research address.
Conclusion
Review the important current research, your conclusions from
that research, and how the future could look in both policy and
research. Keep your goal in mind: To convince the reader to
support your current policy proposal and future research to
examine this issue more closely.
Your proposal should be written in APA style (which includes a
title page with running header and a reference page), and free of
typographical and grammatical errors. The body of your
proposal should be 4–5 pages long.
By Monday, May 11, 2015, deliver your assignment to the M5:
Assignment 1 Dropbox.
Course Project Grading Criteria and Rubric
Assignment 1 Grading Criteria
Maximum Points
Analysis and comparison of current research on cognitive
effects of phone use, intoxication, age, and other factors while
driving. (Course Objectives [CO]1 CO2)
72
Recommendations for public policy.
(CO3)
72
Recommendations for future research.
(CO2, CO3)
92
Writing Components:
Organization (16)
Usage and Mechanics (16)
APA Elements (24)
Style (8)
64
13. Total:
300
Schmitz, J. (2010, January 13). Cell phone ban for drivers is
focus of new group.
Pittsburgh Post-Gazette. Retrieved from http://www.post-
gazette.com/pg/10013/1027757-147.stm.
National Research Council. (2010). National Safety Council
Estimates that At Least 1.6 Million Crashes Each Year Involve
Drivers Using Cell Phones and Texting. Available at
http://www.nsc.org/pages
/nscestimates16millioncrashescausedbydriversusingcellphonesa
ndtexting.aspx
Assignment 2: Discussion—Typical Reasoning
People often take shortcuts in problem solving and quickly
arrive at answers. Known as heuristics, these shortcuts may
increase the speed of decisions but may also decrease the
accuracy of those decisions. The experiment used in this
assignment deals with inaccurate decisions based on the
conjunction fallacy, where people think the chance of two
events happening at the same time is greater than just one event
occurring. However, the chance of one event occurring is
greater than two events occurring; hence, the fallacy.
Access the CogLab demonstration Typical Reasoning. Follow
the instructions to complete the demonstration. Next, answer the
following questions:
· For this demonstration, on average, do participants give higher
ratings for single events or conjunctions of events? Based on
the demonstration results, did you make your judgments by
using objective probabilities? Why or why not?
· What is a stereotype? How do stereotypes relate to the
findings of this demonstration?
· Respond to the following two situations:
· You and two of your coworkers have just interviewed a
candidate for a job opening at your law firm. Your boss asks
14. you what inferences you made about the candidate during the
interview. What can you do to maximize your likelihood of
making a correct inference?
· John is a young, energetic, muscular, and outgoing individual.
Estimate the following for him:
· He is tall and likes sports
· He is tall, likes sports, and has lots of friends
Write your initial response in 4–5 paragraphs. Apply APA
standards to citation of sources.
By Sunday, May 10, 2015, post your response to the
appropriate Discussion Area. Through Wednesday, May 13,
2015, review and comment on at least two peers’ responses.
Discussion Grading Criteria and Rubric
This discussion assignment is worth 40 points and will be
graded using the discussion rubric
925 North Spurgeon Street, Santa Ana, CA 92701
www.calcoast.edu
Phone: 714-547-9625 Fax: 714-547-5777
12/14
BAM 313
Introduction to Financial Management
iii
15. Tracking Your Academic Activities
Verifying an accurate course completion time is essential for
accreditation. To meet both
accreditation requirements and award academic credit,
educational institutions must document the
total number of hours students spend completing designated
academic activities related to their
coursework.
The total hours are then translated into academic credit based
on a prescribed method of measuring
educational attainment known as the Carnegie Unit. 90 hours of
student preparation time and 45
hours of student engagement time are required for a 3 credit
hour course.
Using the attached form as an example, keep track of the time
you spend on each lesson, pre-test,
self-test, unit test, writing assignment, reading assignment,
outside reading, final examination, etc.
You will not be required to turn in the worksheet; however, at
the end of the course you will receive
a Student Course Survey and the final question will ask how
long it took you to complete the course.
Your assistance in completing this requirement and providing
the university with this valuable data is
greatly appreciated.
As you fill out the worksheet, please keep in mind that your
Academic Engagement Activities should
total approximately 45 hours. Some examples of this type of
activity may include:
Lesson Review Exercises
Key Term Reviews
16. Analysis
Study Guide Review
Writing Assignments
Review Grading Rubric
Unit Examinations
Proctored Final Examination
Course Academic Online Discussions
Student/Instructor Interaction
Documents/Student Resources
As you fill out the Academic Preparation Activities, please keep
in mind that these should total
approximately 90 hours. Some samples of this type of activity
may include:
Pre-Test
Reading Assignments
Key Term Reviews
Studying for Examinations
Writing Assignments
Review Grading Rubric
17. Study Lesson Review Exercises
Internet/Web Research
Reading Websites
Suggested Outside Reading
Sample Worksheet for Tracking Your Academic Activities
Upon completion of this course, you will be asked to complete a
survey. The last question on the survey
will ask you the number of hours it took to complete the course.
The total hours are then translated into
academic credit based on a prescribed method of measuring
educational attainment known as the Carnegie
Unit. 90 hours of student preparation time and 45 hours of
student engagement time (135 hours) are
required for a 3 credit hour course.
This worksheet was developed as a tool to help track your time.
You are not required to turn it in.
length of
time to
complete
length of
time to
18. complete
length of
time to
complete
length of
time to
complete
Unit 1 Unit 2 Unit 3 Unit 4 Totals
Academic Engagement Activities
Lesson Review Exercises
Key Term Review Exercises
Study Guide Review
Documents/Student Resources
Writing Assignments
Review Grading Rubric
Unit Examinations
Proctored Final Examination
Case Studies/Critical Analysis
Course Academic Online Discussions
Student/Instructor Interactions
Total Academic Engagement required for a
3 unit course = 45 hours
Academic Preparation Activities
Pre-Test
Reading Assignments
Analyze Case Studies/Critical Analysis
Key Term Review Exercises
Study for Examinations
Suggested Outside Readings
19. Web Research
Writing Assignments
Review Grading Rubric
Reading Websites
Study Lesson Review Exercises
Total Academic Preparation required for a
3 unit course = 90 hours
Grand total of hours of various learning
activities in completing this course
vii
Pre-test Instructions
Thank you for taking the time to complete the required pre-test.
The purpose of the pre-test is to measure
your knowledge of the subject matter at the beginning of each
course.
Please be assured, your score on the pre-test will not be part of
your course grade. We do not want you to
try to study for it or be worried about doing well on the pre-test.
It is simply a measure of your “starting
place,” that will be used for improving course content and to
meet accreditation requirements.
If you receive your course materials online:
• Please log-in to your Coast
Connection student portal to complete your
pre-test.
20. If you receive your course materials by mail:
• You will receive your answer sheets
for the pre-test by mail.
• Onceyou have completedyour pre-test, please
mail or fax your answer sheetto the
University at:
California Coast University
925 N. Spurgeon Street
Santa Ana, CA 92701
Fax: 714-547-1451
If you have any questions, please feel free to contact the
Student Services Department. Thank you for your
cooperation.
Pre-test
ix
BAM 313 Introduction to Financial Management
Multiple Choice Questions (Enter your answers on the enclosed
answer sheet)
Which of the following categories of owners have unlimited
liability? 1)
general partners in a limited partnership a.
sole proprietors b.
shareholders of a corporation c.
21. both “a” and “b” d.
The CEO of High Tech International decides to change an
accounting method at the end of the 2)
current year. The change results in reported profits increasing
by 5%, but the company’s cash
flows are not changed. If capital markets are efficient, then:
The stock price will increase due to higher profits. a.
The stock price will not be affected by the accounting change.
b.
The stock price will decrease because accounting method
changes are not permitted c.
under generally accepted accounting principles.
The stock price will increase only if the accounting change will
also result in higher profits d.
in the next year.
All of the following securities are sold in money markets
except: 3)
6-month certificates of deposit a.
common stock b.
commercial paper c.
3-month U.S. Treasury Bills d.
Private placements are 4)
especially appealing to new, small, and medium-sized
companies. a.
limited to equity securities. b.
available for both debt and equity securities, but the market is
dominated by equity c.
22. issues.
limited to debt securities. d.
The real rate of return is the return earned above the 5)
variability of returns measured by standard deviation. a.
inflation risk premium. b.
default risk premium. c.
risk-adjusted return. d.
Pre-test
x
BAM 313 Introduction to Financial Management
What information does a firm’s balance sheet provide to the
viewing public? 6)
A complete listing of all of a firm’s cash receipts and cash
expenditures for a defined a.
period of time.
A report of revenues and expenses for a defined period of time.
b.
A report of investments made and their cost for a specific
period of time. c.
An itemization of all of a firm’s assets, liabilities, and equity as
of the balance sheet date. d.
Based on the information in Table 3-1, calculate the after tax
cash flow from operations for 7)
23. 2008 (no assets were disposed of during the year, and there was
no change in interest payable
or taxes payable).
$6,500 a.
$3,375 b.
$3,750 c.
$5,500 d.
The current ratio of a firm would be decreased by which of the
following? 8)
Inventories are sold on a long-term credit basis. a.
Equipment is purchased, financed by a long-term debt issue. b.
Inventories are sold for cash. c.
Land held for investment is sold for cash. d.
Pre-test
xi
BAM 313 Introduction to Financial Management
Table 4-3
Lesli
Corporation
Balance Sheet Income
Statement
Assets:
24. Cash $150,000 Sales (all
credit)
$6,000,000
Accounts receivable 350,000 Cost of goods
sold
(3,000,000)
Inventory 600,000 Operating
expenses
(900,000)
Net fixed assets 1,900,000 Interest
expense
(750,000)
Total assets 3,000,000 Income taxes (500,000)
Net income 850,000
Liabilities and owners’
equity:
Accounts payable $150,000
Notes payable 250,000
Long-term debt 1,200,000
Owners’ Equity 1,400,000
Total L. + O.E. 3,000,000
25. Based on the information in Table 4-3, assuming that the firm
has no preferred stock, and paid 9)
$250,000 in common dividends, the firm’s return on equity was:
61% a.
32% b.
43% c.
79% d.
Pre-test
xii
BAM 313 Introduction to Financial Management
It is your 5th birthday today. You have a
trust fund with $50,000 that is earning 8% per
10)
year. You expect to withdraw $20,000 per year for 4
years starting on your 21st birthday for
graduate school. How much money will be left in the trust fund
after your last withdrawal
(rounded to the nearest $10)?
$135,780 a.
$91,30 b.
$125,660 c.
You will not have enough money to pay for
graduate school. d.
26. If you put $10,000 in an investment that returns 14 percent
compounded monthly what 11)
would you have after 12 years (round to nearest $10)?
$11,490 a.
$53,140 b.
$48,180 c.
$61,270 d.
You are considering investing in a project
with the following possible outcomes:12)
Probability of Investment
States Occurrence Returns
State 1: Economic boom 18% 20%
State 2: Economic growth 42% 16%
State 3: Economic decline 30% 3%
State 4: Depression 10% -25%
Calculate the expected rate of return and standard deviation of
returns for this investment,
respectively.
2.18%, 1.69% a.
8.72%, 12.99% b.
7.35%, 12.99% c.
3.50%, 1.69% d.
27. Pre-test
xiii
BAM 313 Introduction to Financial Management
You are going to add one of the following
threeprojects to your already well-diversified
13)
portfolio.
PROJECT 1 PROJECT 2
Standard Standard
Probability Return Deviation Beta Probability Return Deviation
Beta
50% Chance 22% 12% 1.2 30% Chance 36% 19.5% 0.8
50% Chance -4% 40% Chance 10.5%
30% Chance -20%
PROJECT 3
Standard
Probability Return Deviation Beta
10% Chance 28% 12% 2.0
70% Chance 18%
20% Chance -8%
Assume the risk-free rate of return is 2% and the market risk
premium is 8%. If you are a risk
averse investor, which project should you choose?
Either Project 2 or Project 3 because the higher expected return
on project 3 offsets its a.
higher risk.
Project 2 b.
Project 1 c.
Project 3 d.
28. A corporate bond has a coupon rate of 9%, a face value of
$1,000, and matures in 15 years. 14)
Which of the following statements is most correct?
An investor with a required return of 10% will value the bond at
more than $1,000. a.
An investor who buys the bond for $900 will have a yield to
maturity on the bond greater b.
than 9%.
An investor who buys the bond for $900 and holds the bond
until maturity will have a c.
capital loss.
If the bond’s market price is $900, then the annual interest
payments on the bond will be d.
$81.
What is the value of a preferred stock that pays a $3.50
dividend to an investor with a 15)
required rate of return of 9% (round your answer to the nearest
$1)?
$23 a.
$39 b.
$31.50 c.
$17 d.
Pre-test
xiv
29. BAM 313 Introduction to Financial Management
I-Sage, whose common stock is currently selling for $12 per
share, is expected to pay a $1.80 16)
dividend, and sell for $14.40 one year from now. What are the
dividend yield, growth rate,
and total rate of return, respectively?
15% 12% 27% a.
20% 15% 35% b.
15% 20% 35% c.
10% 5% 15% d.
What is the net present value’s assumption about how cash
flows are re-invested? 17)
They are reinvested at the IRR. a.
They are reinvested only at the end of the project. b.
They are reinvested at the APR. c.
They are reinvested at the firm’s discount rate. d.
Yourcompany is considering the replacement of
an old delivery van with a new one that is
18)
more efficient. The old van cost $30,000 when it was purchased
5 years ago. The old van is
being depreciated using the simplified straight-line method over
a useful life of 10 years. The
old van could be sold today for $5,000. The new van has an
invoice price of $75,000, and
it will cost $5,000 to modify the van to carry the company’s
products. Cost savings from use
of the new van are expected to be $22,000 per year for 5 years,
at which time the van will
30. be sold for its estimated salvage value of $15,000. The new van
will be depreciated using
the simplified straight-line method over its 5-year useful life.
The company’s tax rate is 35%.
Working capital is expected to increase by $3,000 at the
inception of the project, but this
amount will be recaptured at the end of year five. What is the
incremental free cash flow for
year one?
$22,250 a.
$18,850 b.
$21,305 c.
$19,900 d.
Advantages of using simulation include: 19)
a range of possible outcomes presented. a.
is good only for single period investments since discounting is
not possible.b.
adjustment for risk in the resulting distribution of net present
values. c.
graphically displays all possible outcomes of the investment.
d.
Pre-test
xv
BAM 313 Introduction to Financial Management
Cost of capital is 20)
31. a hurdle rate set by the board of directors. a.
the average cost of the firm’s assets. b.
the rate of return that must be earned on additional investment
if firm value is to remain c.
unchanged.
the coupon rate of debt. d.
A firm’s optimal capital structure occurs where? 21)
Stock price is maximized, and WACC is maximized. a.
Stock price is maximized, and EPS are maximized. b.
EPS are maximized, and WACC is minimized. c.
WACC is minimized, and stock price is maximized. d.
High dividends may increase stock values due to all of the
following reasons except: 22)
higher dividends allow companies to increase their proportion
of external equity financing. a.
higher dividends are used to signal higher expected future
earnings. b.
dividends are more certain than capital gains. c.
dividends are used as a tool to minimize agency costs. d.
Use the “percent of sales method” of preparing pro forma
financial statements to determine 23)
the projection for next year’s inventory. Make the following
assumptions: current year’s sales
are $24,500,000; current year’s cost of goods sold is
$15,925,000; sales are expected to
rise by 25%. The firm’s investment in inventory in the current
year is $3,621,300. What is
32. the projection for next year’s inventory?
$5,555,000 a.
$6,125,000 b.
$4,526,600 c.
$3,981,250 d.
Pre-test
xvi
BAM 313 Introduction to Financial Management
Fielding Wilderness Outfitters had projected its sales for the
first six months of 2008 to be as 24)
follows:
Jan. $ 50,000 April $180,000
Feb. $ 60,000 May $240,000
Mar. $100,000 June $240,000
Cost of goods sold is 60% of sales. Purchases are made and paid
for two months prior to the
sale. 40% of sales are collected in the month of the sale, 40%
are collected in the month
following the sale, and the remaining 20% in the second month
following the sale. Total other
cash expenses are $40,000/month. The company’s cash balance
as of March 1st, 2008 is
projected to be $40,000, and the company wants to maintain a
minimum cash balance of
33. $15,000. Excess cash will be used to retire short-term
borrowing (if any exists). Fielding has
no short-term borrowing as of March 1st, 2008. Assume that the
interest rate on short-term
borrowing is 1% per month. What is Fielding’s projected total
receipts (collections) for April?
$36,000 a.
$124,000 b.
-$4,000 c.
$180,000 d.
Yourcompany buys supplies on credit terms of
2/10 net 45. Suppose the company makes a
25)
purchase of $20,000 today. Which of the following payment
options makes the most sense as
a general rule?
Pay the bill on day 45 due to the time value of money. a.
Pay the bill as soon as possible to keep the supplier happy. b.
Pay the bill on day 10 to get the discount. c.
Either pay the bill on day 10 to get the discount, or wait until
day 45d.
Text:
Authors:
Publisher:
34. Foundations of Finance: The Logic and Practice
of Financial Management
6th Edition, 2008
ISBN-13: 9780132339223
Arthur J. Keown, John D. Martin, J. William Petty, and David
F. Scott, Jr.
Pearson/Prentice Hall
925 N. Spurgeon Street, Santa Ana, CA 92701 Phone: 714-
547-9625 Fax: 714-547-5777
12/14
BAM 313
Introduction to Financial Management
S
tu
d
y
G
u
id
e
Attention Students:
35. If you are taking a quantitative course such as finance, you may
find it helpful to use a
financial calculator.
These calculators are inexpensive and may be purchased for
about $25 through Amazon
or other online sites. The HP 10BII, TI BAII Plus and Sharp EL-
733A are among the
most popular.
The following website provides detailed tutorials on how to use
a financial calculator. Go
to the website listed below and click on the calculator you have
chosen for step-by-step
instructions on how to successfully work through various
calculations.
www.tvmcalcs.com/calculator
For assistance, please contact California Coast University’s
Student Services Department
at (714) 547-9625.
Message From
the President
BAM 313 Introduction to Financial Management
Welcome to California Coast University. I hope you will find
this course interesting and useful throughout your career.
This course was designed to meet the unique needs of students
like you who are
both highly motivated and capable of completing a degree
36. program through
distance learning.
Our faculty and administration have been involved in distance
learning for over
forty years and understand the characteristics common to
successful students in
this unique educational environment.
This course was prepared by CCU faculty members who are not
only outstanding
educators but who have real world experience. They have
prepared these
guidelines to help you successfully complete your educational
goals and to get the
most from your distance learning experience.
Again, we hope that you will find this course both helpful and
motivating. We send
our best wishes as you work toward the completion of your
program.
Sincerely,
Thomas M. Neal
President
All rights reserved. No part of this book may be reproduced or
transmitted
in any form or by any means, electronic or mechanical,
including photocopying,
38. Units of Credit 3 Units of Credit
Course Objectives Upon successful completion of this course,
students will be able to:
• Understand the scope and environment of financial
management.
• Comprehend the valuation of financial assets.
• Confidently understand investment in long term assets.
• Analyze capital structure and dividend policy.
Learning Resources Textbook: Foundations of Finance: The
Logic and Practice of
Financial Management
6th Edition, 2008
Arthur J. Keown, John D. Martin, J. William Petty, David
F. Scott, Jr.
Pearson
ISBN-13: 9780132339223
All course examinations are based on the contents of the
textbook
required for this course. To successfully complete the
examinations,
you will need the textbook. You may rent the textbook
from the CCU
rental library or you may purchase the textbook from another
source.
Although this study guide is developed by California Coast
University,
it may contain materials provided by the publisher of the
39. textbook.
The Study Guide
The study guide was designed to help you further understand the
material in the textbook and master the course content. Each
study
guide chapter corresponds to a chapter in the textbook.
Syllabus
xxvi
Introduction to Financial Management
Additional Readings and Online Resources
To help you further understand this subject material, additional
readings and/or online resources related to this course are listed
in
this syllabus.
The Library Information and Resources Network, Inc. (LIRN)
Students are provided access to the Library and Information
Resources Network, Inc. (LIRN). LIRN provides a centralized
management of electronic information resources that allow
students
to access multiple research databases through one portal.
Detailed
information on the Library and Information Resources Network,
Inc.
is available on the California Coast University website under
the
40. Resources Tab. For additional information on using the
network,
LIRN provides a User Guide to help students search for the
needed
information. This helpful resource is available on the LIRN
website.
For information on accessing LIRN, please contact California
Coast
University - [email protected] or (714) 547-9625.
Supplementary Materials
Unit Examination Answer Sheets*
Final Examination Scheduling Form
*Master of Education and Doctor of Education students will not
receive unit exam answer sheets. These programs require
written
responses only.
Your Course Grade
Yourgrades on course examinations are determined
by the percentage
of correct answers. The university uses the following grading
system:
A = 90% – 100% correct
B = 80% – 89% correct
C = 70% – 79% correct
D = 60% – 69% correct
F = 59% and below correct
Yourgrade in this course will be based on
the number of points you
earn. Grades are based on the percentage of points you earned
41. out of
a total of 500 points:
Four Unit Examinations
100 points each 400 points total 80% of your grade
Final Examination
100 points 100 points total 20% of your grade
Syllabus
xxvii
Introduction to Financial Management
Mastering the Course Content
In order to successfully complete this course, we recommend
that
you do the following before beginning:
• Be sure that you
have the correct edition of the course
textbook. Check the ISBN number of your textbook
with the
ISBN number listed on the cover page of this study
guide.
• Review the table of
contents at the end of this syllabus.
You will only be responsible for the chapters in the
textbook
42. that are listed in the table of contents.
Each study guide contains several components selected and
developed by the faculty to help you master the content of the
course. Each chapter in the study guide corresponds to a chapter
in
the textbook. Study guides vary depending on the course, but
most
will include:
Learning Objectives
Overviews
Self Tests
Summaries
Key Terms
Critical Analysis Questions (graduate and doctoral
students only)
The most efficient way to complete this course is to read the
materials in both the study guide and textbook in the sequence
in
which it appears, generally from beginning to end.
Read the Overviews and Summaries
Before reading a chapter of your textbook, review the
corresponding
learning objectives, overview, key terms and summary sections
in
the study guide. These were prepared to give you an overview
of the
content to be learned.
Review the Self Test
After you have reviewed the study guide summaries, look at the
43. items
on the self test. As you identify your areas of relative strength
and
weakness, you will become more aware of the material you will
need
to learn in greater depth.
Review the Critical Analysis and/or Case Study Questions
(Graduate and Doctoral Students Only)
The critical analysis questions are designed to help you gain a
deeper
understanding and appreciation for the course subject matter.
This
section will encourage you to give additional thought to the
topics
discussed in the chapter by presenting vignettes or cases with
real
world relevance.
Syllabus
xxviii
Introduction to Financial Management
Read and Review the Chapter
Once you have the scope and organization of the chapter in
mind,
turn to the corresponding chapter in the textbook and read the
material carefully. Keep the learning objectives, self test,
critical
analysis questions and/or case study questions in mind as you
read.
44. Highlight important concepts and information in your study
guide and
write notes in the study guide as you read the textbook. These
notes
will help you study for the unit and final examinations.
Check Your Mastery of Each Chapter
When you feel that you have mastered the concepts presented in
the
chapter, complete the study guide self test and critical analysis
questions and/or case study questions without referring to the
textbook or your notes. Correct your responses using the answer
key
and solutions guide provided in the study guide.
Yourresults will help
you identify any areas you need to review.
Unit Examinations
Each course contains four unit examinations and a final
examination. Unit examinations usually consist of 25 objective
(multiple choice or true/false) test questions. For Master of
Education and Doctor of Education students, unit examinations
consist of writing assignments only.
Unit examinations may be found approximately every four to
six
chapters throughout your study guide. Unit examinations are
open-book, do not require a proctor and are not timed. This will
allow
you to proceed at your own pace.
It is recommended that you check your answers against the
material
45. in your textbook for accuracy.
Writing Assignments
Each unit examination includes a written component. This
assignment may be in the form of written questions or case
study
problems. The writing assignment affords the student an
opportunity
to demonstrate a level of subject mastery beyond the objective
unit
examinations, which reflects his/her ability to analyze,
synthesize,
evaluate and apply his/her knowledge. The writing assignment
materials are found immediately following each unit
examination.
Writing assignments are judged on the quality of the response in
regard to the question. Word count is NOT one of the criteria
that is
used in assigning points to writing assignments. However,
students
who are successful in earning the maximum number of points
tend to
submit writing assignments that fall in the following ranges:
Syllabus
xxix
Introduction to Financial Management
• Undergraduate courses: 350 - 500 words or 1 - 2 pages.
46. • Graduate courses: 500 - 750 words or 2 - 3 pages.
• Doctoral courses: 750 - 1000 words or 4 - 5 pages.
Plagiarism
All work must be free of any form of plagiarism. Put written
answers
into your own words. Do not simply cut and paste your answers
from
the Internet and do not copy your answers from the textbook.
Plagiarism consists of taking and using the ideas, writings or
inventions of another, without giving credit to that person and
presenting it as one’s own. This is an offense that the university
takes
very seriously. An example of a correctly prepared written
response
may be found by visiting the Coast Connection student portal.
Citation Styles
The majority of your response should be your own original
writing
based on what you have learned from the textbook. However,
students
may also use outside materials if applicable. Be sure to provide
a
reference (or citation) for any materials used, including the
required
textbook. The following points are designed to help you
understand
how to provide proper references for your work:
• References are listed in two places.
• The first reference is briefly listed within your answer. This
47. includes identifying information that directs the reader to
your list of references at the end of your writing
assignment.
• The second reference is at the end of your work in the list of
references section.
• All references cited should provide enough identifying
information so that the reader can access the original
material.
For more detailed information on the proper use of citations,
please
refer to the CCU Student Handbook located on the Coast
Connection
student portal.
Submitting Your Unit Examinations and Writing Assignments
via the Internet
Students may access the online testing features via the Coast
Connection student portal. Multiple choice unit examinations
may be
completed and submitted online.
Syllabus
xxx
Introduction to Financial Management
Go to the California Coast University homepage at
www.calcoast.edu
and click on the student login icon at the upper right hand
48. corner.
After logging into your account, click on My Academic Plan
and
select the course you are working on to complete the unit
examination. Remember to keep a copy of your answers for your
own
personal records.
Writing assignments may be submitted online as well. After
logging
into the student portal, click on My Academic Plan and select
the
course you are working on to complete the writing assignment.
Here,
you will find further information and instructions on how to
submit
writing assignments through the student portal. Remember to
keep a
copy of your writing assignments for your own personal
records.
Alternatively, if you experience diffulty submitting your writing
assignments through the student portal, then you may email
your
assignments as a Word document attachment to
[email protected] When doing so, please adhere to the following
guidelines:
• Always submit your name, student number, course number,
course title and unit number with your writing assignment.
• Begin each writing assignment by identifying the question
number you are answering followed by the actual question
itself (in bold type).
• Use a standard essay format for responses to all questions
49. (i.e., an introduction, middle paragraphs and conclusion).
• All responses must be typed double-spaced, using a
standard font (i.e. Times New Roman) and 12 point type
size for ease of reading and grading.
Submitting Your Unit Examinations by Mail
Send your completed unit examination along with any writing
assignments to the following mailing address:
California Coast University
Testing Department
925 N. Spurgeon Street
Santa Ana, CA 92701
Requests to retake a unit
examination will only be honored if the
final exam has NOT been
sent.
Syllabus
xxxi
Introduction to Financial Management
Students may retake one
unit examination per course, free of charge.
The cost for each
additional, repeated exam will be $90. Payment
must be paid in full to the
accounting department prior to repeating
unit exams.
50. Please contact Student
Services for a repeat unit examination form.
You may resubmit your
unit examination once the original grade has
been cleared from your
online degree plan.
Final Examination
Scheduling a Final Examination
Final examination requests can be submitted via U.S. mail,
online
through the Coast Connection student portal, or by calling the
Testing
Department at (714) 547-9625.
A final exam scheduling form is located on the last page of this
study guide. Please fill out ALL required fields and mail it to
the
university.
If you would like to request a final exam online, log into the
Coast
Connection student portal and click on My Academic Plan.
Select the
course you are working on and submit the Final Exam Request
form
located at the bottom of the page. ALL INFORMATION MUST
BE
51. FILLED IN.
Submitting Your Final Examination
Final Examinations can be submitted by mail, fax or online
through
the Coast Connection student portal.
After you have completed your exam, you or your proctor can
fax it to
the Grading Department at (714) 547-1451 or mail it to the
university. When faxing exams, please do not resize your fax.
For online submissions, once you have logged into the student
portal,
click on My Academic Plan and select the course you are
working on
to complete the final examination. You must inputthe
unique
password that was sent to your proctor in order to unlock your
final
examination questions. Remember to keep a copy of your
answers for
your own personal records.
Proctors
The university requires that all final examinations be completed
under
the supervision of a proctor.
A proctor can be anyone EXCEPT an immediate family member,
someone who resides with you or a current/former CCU student.
52. Syllabus
xxxii
Introduction to Financial Management
The purpose of the proctored final examination is to verify that
you
are, in fact, the person who is enrolled in the course of study. It
is
also to verify that you are completing the final examination
without
the aid of any outside assistance.
During the proctored final examination, you may use your
textbook
and any notes you have taken during the completion of your unit
examinations. Your designated proctor will verify
your identity and
that you have completed the final examination without any
outside
assistance.
Your Overall Grade Point Average (G.P.A.)
In addition to receiving a passing grade for each course, all
students
must maintain a required overall G.P.A. in order to graduate.
Undergraduate students need an overall G.P.A. of 2.0 (C) on a
4.0
scale. Graduate and doctoral students need an overall G.P.A. of
3.0
(B) on a 4.0 scale.
A = 4 grade points
B = 3 grade points
53. C = 2 grade points
D = 1 grade point
F = 0 grade points
Students who do not meet the overall G.P.A. requirement by the
end
of their program must pay the current cost of tuition to repeat
courses
until they improve their overall G.P.A.
Overall course grades of “F” will be displayed on your degree
plan
and count as 0 units completed. You must pay to
retake these
courses.
Doctoral students must repeat any courses in which the overall
course
grade is a “D” or “F”.
Be sure to keep a copy of all work you submit to the university.
Syllabus
xxxiii
Introduction to Financial Management
If you have any questions about how to proceed through the
course or regarding any California Coast
University policies and procedures, the easiest way to get help
is to send us a message through the
student portal, via email, or phone the university.
54. University office hours are Monday through Friday from 8:30
a.m. to 4:00 p.m., Pacific Standard Time.
California Coast University
925 N. Spurgeon Street, Santa Ana, California 92701
Phone: (714) 547-9625 Fax: (714) 547-5777
Test Answer Sheet Fax Line: (714) 547-1451
Email: [email protected]
Don’t forget: You are not alone! We are here to help you
achieve your dream!
BA
M
31
3
Syllabus
xxxiv
Introduction to Financial Management
Learning Objectives
The learning objectives for this course are listed below:
Chapter 1
• Identify the goal of the firm.
• Compare the various legal forms of
business organization and explain why the corpo-
55. rate form of business is the most logical choice for a
firm that is large or growing.
• Describe the corporate tax features
that affect business decisions.
• Explain the ten principles that form
the foundations of financial management.
• Explain what has led to the era of
the multinational corporation.
Chapter 2
• Describe key components of the
U.S. financial market system.
• Understand the role of the
investment-banking business in the context of
raising cor-
porate capital.
• Distinguish between privately placed
securities and publicly offered securities.
• Be acquainted with securities
flotation costsand securities markets regulations.
• Understand the rate-of-return
relationships among various classes of
financing vehicles
that persist in the financial markets.
• Be acquainted with recent interest
rate levels and the fundamentals of interest
rate
determination.
• Explain the popular theories of
the term structure of interest rates.
• Understand the relationships among
the multinational firm, efficient financial markets,
and inter-country risk.
Chapter 3
56. • Compute a company’s profits, as
reflected by its income statement.
• Determine a firm’s financial
position at a pointin time based on its
balance sheet.
• Measure a company’s cash flows.
Chapter 4
• Explain the purpose and importance
of financial analysis.
• Calculate and use a comprehensive
set of measurements to evaluate a company’s
performance.
• Describe the limitations of
financial ratio analysis.
Chapter 5
• Explain the mechanics of
compounding, that is, how money grows over
time when it is
invested.
• Be able to move money through
time using time value of money tables,
financial cal-
culators, and spreadsheets.
Syllabus
xxxv
57. Introduction to Financial Management
•
Discuss the relationship between
compounding and bringing the value of money
back
to the present.
• Define an ordinary annuity and
calculate its compoundor future value.
• Differentiate between an ordinary
annuity and an annuity due and determine the
fu-
ture and present value of an annuity due.
• Explain loan amortization.
• Determine the future or present
value of a sum when thereare non-annual
compound-
ing periods.
• Determine the present value of
an uneven stream of payments.
• Determine the present value of
a perpetuity.
• Explain how the international setting
complicates the time value of money.
Chapter 6
• Define and measure the expected
rate of return of an individual investment.
• Define and measure the riskiness of
an individual investment.
• Compare the historical relationship
between risk and rates of return in the capital
markets.
58. • Explain how diversifying investments
affects the riskiness and expected rate of return
of a portfolio or combination of assets.
• Explain the relationship between an
investor’s required rate of return on an
investment
and the riskiness of the investment.
Chapter 7
• Distinguish between different kinds
of bonds.
• Explain the more popular features of
bonds.
• Define the term value as used
for several different purposes.
• Explain the factors that determine
value.
• Describe the basicprocess for valuing
assets.
• Estimate the value of a bond.
• Compute a bondholder’s expected
rate of return.
• Explain threeimportant relationships
that exist in bond valuation.
Chapter 8
• Identity the basiccharacteristics of
preferred stock.
• Value preferred stock.
• Identify the basiccharacteristics of
common stock.
• Value common stock.
59. • Calculate a stock’s expected rate of
return.
Syllabus
xxxvi
Introduction to Financial Management
Chapter 9
• Discuss the difficulty encountered in
finding profitable projects in competitive markets
and the importance of the search.
• Determine whether a new project
should be accepted or rejected using the
payback
period, the net present value, the profitability index,
and the internal rate of return.
• Explain how the capital-budgeting
decision process changes when a dollar
limit is
placed on the capital budget.
• Discuss the problems encountered in
project ranking.
• Explain the importance of ethical
considerations in capital-budgeting decisions.
• Discuss the trends in the use of
different capital-budgeting criteria.
• Explain how foreign markets provide
opportunities for finding new capital-budgeting
projects.
60. Chapter 10
• Identify guidelinesby which we
measure cash flows.
• Explain how a project’s benefits
and costs—that is, its free cash flows—are
calculated.
• Explain the importance of
options, or flexibility, in capital budgeting.
• Explain what the appropriate
measure of risk is for capital-budgeting
purposes.
• Determine the acceptability of a
new project using the risk-adjusted discount
method
of adjusting for risk.
• Explain the use of simulation
for imitating the performance of a project
under evalua-
tion.
• Explain why a multinational firm
facesa more difficult time estimating cash flows
along with increased risks.
Chapter 11
• Describe the concepts underlying
the firm’s cost of capital (technically, its
weighted
average cost of capital) and the purpose for its
calculation.
• Calculate the after-tax cost of debt,
preferred stock, and common equity.
• Calculate a firm’s weighted average
61. cost of capital.
• Describe the procedure used by
PepsiCo to estimate the cost of capital for a
multidivi-
sional firm.
• Use the cost of capital to
evaluate new investment opportunities.
• Compute the economic profit earned
by the firm and use this quantity to calculate
incentive-based compensation.
• Calculate equivalent interest rates
for different countries.
Chapter 12
• Understand the difference between
business risk and financial risk.
• Use the technique of break-even
analysis in a variety of analytical settings.
Syllabus
xxxvii
Introduction to Financial Management
•
Distinguish among the financial concepts of
operating leverage, financial leverage, and
combined leverage.
• Calculate the firm’s degree of
operating leverage, financial leverage, and combined
leverage.
62. • Understand the concept of an
optimal capital structure.
• Explain the main underpinnings of
capital structure theory.
• Understand and be able to graph
the moderate position on capital structure impor-
tance.
• Incorporate the concepts of agency
costsand free cash flow into a discussion on
capi-
tal structure management.
• Use the basictools of capital
structure management.
• Understand how business risk and
global sales impact the multinational firm.
Chapter 13
• Describe the trade-off between paying
dividends and retaining the profits within the
company.
• Explain the relationship between a
corporation’s dividend policy and the market
price
of its common stock.
• Describe practical considerations that
may be important to the firm’s dividend policy.
• Distinguish among the types of
dividend policies corporations frequentlyuse.
• Specify the procedures a
company follows in administering the dividend
payment.
• Describe why and how a firm might
pay non-cash dividends (stock dividends and stock
splits) instead of cash dividends.
63. • Explain the purpose and procedures
related to stock repurchases.
• Understand the relationship
between a policy of low dividend payments
and interna-
tional capital budgeting opportunities that confront
the multinational firm.
Chapter 14
• Use the percent of sales method to
forecast the financing requirements of a firm.
• Describe the limitations of the
percent of sales forecast method.
• Prepare a cash budget and use it
to evaluate the amount and timing of a
firm’s financ-
ing needs.
Chapter 15
• Describe the risk–return trade-off
involved in managing a firm’s working capital.
• Explain the determinants of net
working capital.
• Calculate a firm’s cash conversion
cycle and interpret its determinants.
• Calculate the effective cost of short-
term credit.
• List and describe the basicsources of
short-term credit.
• Describe the special problems
encountered by multinational firms in
managing working
capital.
64. Syllabus
xxxviii
Introduction to Financial Management
Robert S. Pindyck, Microeconomics, 6th Ed. Prentice Hall,
2005.
Peter N. Ireland, “Long-term Interest Rate and Inflation: A
Fisherian Approach,” Federal Reserve
Bank of Richmond, Economic Quarterly, 82 (Winter 1996).
Richard Roll, The Behavior of Interest Rates: An Application
of the Efficient Market Model to
U.S. Treasury Bills, New York: Basic Books,
1970.
J. R. Hicks, Value and Capital, London: Oxford University
Press, 1946.
Jack and Suzy Welch, “How Healthy Is Your
company?,” Business Week, May 8, 2006.
Peter Bernstein, Against the Gods: the Remarkable Story of
Risk. John Wiley & Sons, Inc., New
York, 1996.
Ronald Fink, “Bondholder Backlash,” CFO Magazine, February
01, 2006.
John C. Kellecher and Justin J. MacCormack, “Internal Rate of
Return: A Cautionary Tale,” McK-
65. insey Quarterly, September 234, 2004.
John R. Graham and Campbell r. Harvey, “The theory and
Practice of Corporate Finance: Evi-
dence from the Field,” Journal of Financial Economics 60, 1-2
(May/June 2001).
Eugene F. Fama and Kenneth R. French, “Industry Costs of
Equity,” Journal of Financial Econom-
ics 43 (1997).
W. Carl Kester and Timothy A. Luehrman, “What
Makes You Think U.S. Capital Is So
Expensive?”
Journal of Applied Corporate Finance (Summer 1992).
A. A. Berle, Jr., and G.C. Means, The Modern
Corporation and Private Property, New
York: Mac-
millan, 1932.
Edward I. Altman and Marti G. Subrahmanyam, eds., Recent
Advances in Corporate Finance
(Homewood, IL: Irwin, 1985).
Joel M. Stern and Donald H. Chew, Jr., eds.,
The Revolution in corporate Finance (New
York: Basil
Blackwell, 1986).
Suggested Readings
Syllabus
66. xxxix
Introduction to Financial Management
Suggested Online Readings
Careers in Business
www.careers-in-business.com
Financial Scandals
www.ex.ac.uk/RDavies/arian/scandals/classic. html
Investopedia financial dictionary
www.investopedia.com
Executive Pay Watch
www.aflcio.org
Federal Reserve Statistical Releases
www.federalreserve.gov
Inflation Indices
www.stats.bls.gov
North American Industry Classification System
www.naics.com
Financenter
www.financenter.com
Find Bonds by name
http://bond.yahoo.com
Investing in preferred stock
www.jbv.com
67. Personal and Business finance
http://moneycentral.msn.com
Personal finance calculators
www.dinkytown.net
Treasury Management Web site – Current yield information
www.tmpages.com
Federal Reserve Bank of St. Louis
www.stlouisfed.org
Table of Contents
xl
Introduction to Financial Management
Syllabus . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . viii-xxiii
Unit One
Chapter 1: An Introduction to the Foundations of Financial
Management –
The Ties That Bind. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
. . . . . . .
1-11
Chapter 2: The Financial Markets and Interest Rates. . . . . . . . .
. . . . . . . 12-22
Chapter 3: Understanding Financial Statements and Cash Flows
. . . . . . . 23-35
70. xli
Introduction to Financial Management
Unit 4 Examination Instructions . . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . 185
Unit 4 Examination . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
. . . . . . 186-191
Unit 4 Essay Examination . . . . . . . . . . . . . . . . . . . . . . . . . . . .
. . . . . . 192-193
Final Examination Instructions . . . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . 194
Final Examination Scheduling Form . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . 195
Objectives
1
Introduction to Financial Management
Chapter Number One
An Introduction to the Foundations of Financial Management –
The Ties That Bind
Learning Objectives
Upon successful completion of this chapter, you should be able
to:
71. 1. Identify the goal of the firm.
2. Compare the various legal forms of business organization and
explain why the corporate form of business is the most logical
choice for a firm that is large or growing.
3. Describe the corporate tax features that affect business deci-
sions.
4. Explain the ten principles that form the foundations of finan-
cial management.
5. Explain what has led to the era of the multinational corpora-
tion.
Instructions to Students
• Read pages 4-29 of your textbook
• Reference: Foundations of Finance:
The Logic and Practice of Financial
Management, by Arthur J. Keown, John
D. Martin, J. William Petty, and David
F. Scott, Jr., 6th Edition 2008
Overview
2
Introduction to Financial Management
This chapter lays a foundation for what will follow. First, it
focuses on the goal of the firm, fol-
lowed by a review of the legal forms of business organization,
72. and a discussion of the tax implica-
tions relating to financial decisions. Ten Principles that form
the foundations of financial manage-
ment then follow.
Key Terms
3
Introduction to Financial Management
The key terms listed below are terms you should be familiar
with. Write your definition below each
item. Check your answers at the end of this chapter.
Sole proprietorship:
Partnership:
General partnership:
Limited partnership:
Corporation:
S-type corporation:
Limited liability company (LLC):
Taxable income:
Gross income:
Marginal tax rate:
73. Depreciation:
Capital gain (or loss):
Incremental cash flow:
Efficient market:
Agency problem:
Summary
4
Introduction to Financial Management
This chapter outlines the framework for the maintenance and
creation of shareholder wealth,
which should be the goal of the firm and its managers. The
commonly accepted goal of profit
maximization is contrasted with the more complete goal of the
maximization of shareholder wealth.
Because it deals well with uncertainty and time in a real-world
environment, the maximization of
shareholder wealth is found to be the proper goal for the firm.
The legal forms of business are examined. The sole
proprietorship is a business operation owned
and managed by an individual. Initiating this form of business
is simple and generally does not
involve any substantial organizational costs. The proprietor has
complete control of the firm but
must be willing to assume full responsibility for its outcomes.
74. The general partnership, which is simply a coming together or
two or more individuals, is similar
to the sole proprietorship. The limited partnership is another
form of partnership sanctioned by
states to permit all but one of the partners to have limited
liability if this is agreeable to all part-
ners.
The corporation increases the flow of capital from public
investors to the business community.
Although larger organizational costs and regulations are
imposed on this legal entity, the corpora-
tion is more conducive to raising large amounts of capital.
Limited liability, continuity of life, and
ease of transfer in ownership, which increase the marketability
of the investment, have contributed
greatly in attracting large numbers of investors to the corporate
environment. The formal control
of the corporation is vested in the parties who own the greatest
number of shares. However, day-
to-day operations are managed by the corporate officers, who
theoretically serve on behalf of the
firm’s stockholders.
The tax environment is presented insomuch as taxes affect our
business decisions. Three tax-
able entities exist: the individual, including partnerships; the
corporation; and the fiduciary. Only
information on the corporate tax environment is given here.
For the most part, taxable income for the corporation is equal to
the firm’s operating income plus
capital gains less any interest expense. The corporation is
allowed an income exclusion of 70
percent of the dividends received from another corporation.
75. Tax consequences, particularly marginal tax rates, have a direct
bearing on the decisions of the
financial manager.
An examination of the 10 principles on which finance is built is
presented. The techniques and
tools introduced in this text are all motivated by these 10
principles. They are:
1. The-Risk-Return Trade-Off – We won’t take on additional
risk unless we expect to be compen-
sated with additional return.
2. The Time Value of Money – A dollar received today is
worth more than a dollar received in the
future.
3. Cash – Not Profits – Is King.
4. Incremental Cash Flows – It’s only what changes that
counts.
Summary
5
Introduction to Financial Management
5. The Curse of Competitive Markets – Why it’s hard to find
exceptionally profitable projects.
6. Efficient capital markets – The markets are quick and the
prices are right.
7. The Agency Problem – Managers won’t work for the
firm’s owners unless it’s in their best
interest.
8. Taxes Bias Business Decisions
76. 9. All Risk is not Equal – Some risk can be diversified away,
and some can not.
10. Ethical behavior means doing the right thing, but ethical
dilemmas are everywhere in
finance.
With the collapse of communism and the acceptance of the free
market system in third world
countries, U.S. firms have been spurred on to look beyond their
own boundaries for new business.
The end result has been that it is not uncommon for major U.S.
companies to earn over half their
income from sales abroad. Foreign firms are also increasingly
investing in the United States.
Self Test
6
Introduction to Financial Management
Multiple Choice Questions (Circle the correct answer)
1) Joe is deciding whether or not to invest $10,000 in a
business that has pending law-
suits against it. If Joe invests and the business loses the
lawsuits, the most Joe can
lose is
a. $10,000 plus his share of the lawsuits if Joe is a limited
partner.
b. $10,000 if Joe is a limited partner.
c. $10,000 if Joe is a general partner.
d. $10,000 is Joe is a sole proprietor.
77. 2) Which of the following statements about the corporate form
of business organization
is true?
a. The corporate form has the disadvantage of double taxation
relative to a sole propri-
etorship.
b. The corporate form is preferred over the sole proprietorship
because a corporation is
easier to form and faces less regulation.
c. The corporate form has the advantage of unlimited liability.
d. Sole proprietorships are the most common form of business
organization because li-
ability is limited to the amount invested in the business by
the sole proprietor.
3) Which of the following categories of owners have unlimited
liability?
a. general partners in a limited partnership
b. sole proprietors
c. shareholders of a corporation
d. both A and B
4) A corporation has an average tax rate of 25% and a
marginal tax rate of 39%. The
corporation can invest in a tax-free project with an expected
before-tax return of
6.8% or in a taxable project with an expected before-tax
return of 10%. The corpora-
tion should
78. a. Invest in the taxable project because the return is greater.
b. Be indifferent between the two investments because the
after-tax returns are the
same.
c. Invest in the tax-free project because the after-tax return is
greater.
d. Invest in the taxable project because the after-tax return is
greater.
5) When evaluating an investment project, which of the
following best describes the
financial information needed by the decision maker?
a. After-tax accounting profits
b. Pre-tax accounting profits adjusted for any accounting
method changes
c. After-tax incremental cash flows to the company as a whole
d. Incremental cash flows before taxes so the decision will not
be biased by a tax code
that may change in the future
Self Test
7
Introduction to Financial Management
6) A corporation may normally exclude what percentage of
dividend income received
from another corporation?
a. 70%
b. 30%
79. c. 35%
d. 50%
7) Company A reports sales of $100,000 and net income of
$15,000. Company B re-
ports sales of $100,000 and net income of $10,000.
Therefore:
a. Company A’s cash flow is $5,000 more than Company B’s
cash flow.
b. Company B is creating less value for its shareholders than
Company A.
c. Company A’s cash flow may be higher or lower than
Company B’s cash flow even
though A’s net income is higher.
d. Company B’s accounts receivable must be higher than
Company A’s accounts receiv-
able.
8) Profits are down so the controller decides to change the
corporation’s accounting
policy relating to inventory costing. The change will allow
the corporation to report
higher income and higher assets, although the physical
inventory has not changed.
Which of the following statements is most correct?
a. If the stock price increases, the stock market is efficient.
b. The stock price is likely to decrease because reported
inventory is higher.
c. The stock price is likely to increase because income is
higher.
d. The stock price is likely to be unaffected because the stock
market is efficient.
80. 9) John invested $1,000 in a risky investment and Bill invested
$1,000 in a less risky
investment. One year later, Bill’s investment is worth
$1,030. Which of the following
statements is most correct?
a. If John’s investment is worth more than $1,030, then Bill
was irrational to invest in
the less risky investment.
b. If John’s investment is worth less than $1,030, then John
was irrational to invest in
the risky project.
c. John’s investment must be worth more than $1,030 because
of the risk-return
tradeoff, given that John’s investment was more risky.
d. The worth of John’s investment cannot be determined with
the information given.
10) High Tech Corp. cut its research and development budget in
2008 by $4,000,000
in order to improve its cash flow for the year. Which of the
following statements is
most correct?
a. The change will have no impact on stock price because the
company’s profits will not
change in 2008.
Self Test
8
81. Introduction to Financial Management
b. The stock price will increase only if reported profits in 2009
are also higher than
profits reported in 2007.
c. The stock price will likely increase because the value of
stock is based on reported
cash flow.
d. The stock price may decrease because investors may predict
that future cash flows
will decrease due to the lack of innovation and new
products.
Answer Keys
9
Introduction to Financial Management
Key Term Definitions
Sole proprietorship: A business owned by a single individual.
Partnership: An association of two or more individuals joining
together as co-owners to operate a
business for profit.
General partnership: A partnership in which all partners are
fully liable for the indebtedness in-
curred by the partnership.
Limited partnership: A partnership in which one or more of the
partners has limited liability, re-
82. stricted to the amount of capital he or she invests in the
partnership.
Corporation: An entity that legally functions separate and apart
from its owners.
S-type corporation: A corporation that, because of specific
qualifications, is taxed as though it
were a partnership.
Limited liability company (LLC): A cross between a
partnership and a corporation under which the
owners retain limited liability but the company is run and is
taxed like a partnership.
Taxable income: Gross income from all sources, except for
allowable exclusions, less any tax-
deductible expenses.
Gross income: A firm’s dollar sales from its product or services
less the cost of producing or ac-
quiring them.
Marginal tax rate: The tax rate that would be applied to the
next dollar of income.
Depreciation: The means by which an asset’s value is expensed
over its useful life for federal
income tax purposes.
Capital gain (or loss): As defined by the revenue code, a gain
or loss resulting from the sale or
exchange of a capital asset.
Incremental cash flow: The cash flows that result from the
acceptance of a project the firm takes
83. on.
Efficient market: A market in which the prices of securities at
any instant in time fully reflect all
publicly available information about the securities and their
actual public values.
Agency problem: Problems and conflicts resulting from the
separation of the management and
ownership of the firm.
Answer Keys
10
Introduction to Financial Management
Answers to Self Test
1) b
2) a
3) d
4) c
5) c
6) a
7) c
8) d
84. 9) d
10) d
Notes
11
Introduction to Financial Management
Objectives
12
Introduction to Financial Management
Chapter Number Two
The Financial Markets and Interest Rates
Learning Objectives
Upon successful completion of this chapter, you should be able
to:
1. Describe key components of the U.S. financial market sys-
tem.
2. Understand the role of the investment-banking business in
the context of raising corporate capital.
3. Distinguish between privately placed securities and publicly
85. offered securities.
4. Be acquainted with securities flotation costs and securities
markets regulations.
5. Understand the rate-of-return relationships among various
classes of financing vehicles that persist in the financial
markets.
6. Be acquainted with recent interest rate levels and the funda-
mentals of interest rate determination.
7. Explain the popular theories of the term structure of interest
rates.
8. Understand the relationships among the multinational firm,
efficient financial markets, and inter-country risk.
Instructions to Students
• Read pages 30-59 of your textbook
• Reference: Foundations of Finance:
The Logic and Practice of Financial
Management, by Arthur J. Keown, John
D. Martin, J. William Petty, and David
F. Scott, Jr., 6th Edition 2008
Overview
13
Introduction to Financial Management
As you read this chapter you will learn how funds are raised in
86. the financial markets. Key compo-
nents of the U.S. financial market system will be explored, as
well as will the differences between
privately placed securities and publicly offered securities. The
rate of return relationships among
various classes of financing vehicles that persist in the financial
markets will also be presented. By
the end of the chapter you should understand the basics of
acquiring financial capital in the funds
marketplace.
Key Terms
14
Introduction to Financial Management
Public offering:
Private placement:
Venture capital:
Primary markets:
Initial public offering, IPO:
Seasoned equity offering, SEO:
Secondary market:
Money market:
Capital market:
87. Organized security exchanges:
Over-the-counter markets:
Investment banker:
Underwriting:
Underwriter’s spread:
Syndicate:
Privileged subscription:
Dutch auction:
Direct sale:
Flotation costs:
Opportunity cost of funds:
Maturity premium:
Liquidity premium:
Nominal rate of interest:
Real rate of interest:
Term structure of interest rates:
Yield to maturity:
Unbiased expectations theory:
88. Liquidity preference theory:
Market segmentation theory:
The key terms listed below are terms you should be familiar
with. Write your definition below each
item. Check your answers at the end of this chapter.
Summary
15
Introduction to Financial Management
This chapter centers on the market environment in which
corporations raise long-term funds, in-
cluding the structure of the U.S. financial markets, the
institution of investment banking, and the
various methods for distributing securities. It also discusses the
role interest rates play in allocat-
ing savings to ultimate investment.
Corporations can raise funds through public offerings or private
placements. The public market is
impersonal in that the security issuer does not meet the ultimate
investors in the financial instru-
ments. In a private placement, the securities are sold directly to
a limited number of institutional
investors.
The primary market is the market for new issues. The
secondary market represents transactions in
currently outstanding securities. Both the money and capital
89. markets have primary and second-
ary sides. The money market refers to transactions in short-
term debt instruments. The capital
market, on the other hand, refers to transactions in long-term
financial instruments. Trading in
the capital markets can occur in either the organized security
exchanges or the over-the-counter
market. The money market is exclusively an over-the-counter
market.
The investment banker is a financial specialist involved as an
intermediary in the merchandising of
securities. He or she performs the functions of (1)
underwriting, (2) distributing, and (3) advising.
Major methods for public distribution of securities include the
negotiated purchase, the competi-
tive bid purchase, the commission or best-efforts basis,
privileged subscriptions, and direct sales.
The direct sale bypasses the use of an investment banker. The
negotiated purchase is the most
profitable distribution method to the investment banker. It also
provides the greatest amount of
investment-banking services to the corporate client.
Privately placed debt provides an important market outlet for
corporate bonds. Major investors in
this market are life insurance firms, state and local retirement
funds, and private pension funds.
Several advantages and disadvantages are associated with
private placements. The financial
officer must weight these attributes and decide if a private
placement is preferable to a public of-
fering.
Flotation costs consist of the underwriter’s spread and issuing
costs. The flotation costs of com-
90. mon stock exceed those of preferred stock, which, in turn,
exceed those of debt. Moreover, flota-
tion costs as a percent of gross proceeds are inversely related to
the size of the security issue.
On July 30, 2002, President Bush signed into law the Public
Company Accounting Reform and In-
vestor Protection Act. This act is commonly known as the
Sarbanes-Oxley Act of 2002. Its intend-
ed purpose as stated in the act is “to protect investors by
improving the accuracy and reliability of
corporate disclosures made pursuant to the securities laws, and
for other purposes.”
The financial markets give managers an informed indication of
investors’ opportunity costs. The
more efficient the market, the more informed the indication.
This information is a useful input
about the rates of return that investors require on financial
claims. In turn, this becomes useful
to financial mangers as they estimate the overall cost of capital
the firm will have to pay for its
financing needs.
From Principle 1: The risk-Return Trade-Off, you know that
the rates of return on various securi-
ties are based on the risks that investors face when they invest
in those securities. In addition to
a risk-free return, investors will want to be compensated for the
potential loss of purchasing power
resulting from inflation. Moreover, investors require a greater
return the greater the default risk,
maturity premium, and liquidity premium are on the securities
being analyzed.
91. Summary
16
Introduction to Financial Management
A system of robust and credible financial markets allows great
ideas to be financed and increases
the overall wealth of a given economy. The multinational firm
with cash to invest in foreign
markets will weigh heavily the integrity of both the financial
system and the political system of
the prospective foreign country where the proposed investment
project will be domiciled. A lack
of integrity on either the financial side or the political stability
side retards direct investment in a
less-developed nation.
Self Test
17
Introduction to Financial Management
Multiple Choice Questions (Circle the correct answer)
1) U.S. corporations finance their activities
a. mainly with equity because the U.S. tax system favors
equity over debt.
b. equally with debt and equity.
c. mainly with corporate debt, partially because the U.S. tax
system favors debt over
92. equity.
d. mainly with equity because equity does not expire or need
to be paid back.
2) Which of the following is an advantage of organized stock
exchanges?
a. screening companies to ensure only low risk stocks are sold
b. providing a continuous market
c. increased stock price volatility
d. Only profitable companies may issue new securities on an
organized exchange.
3) An example of a primary market transaction involving a
money market security is:
a. A new issue of a security with a very short maturity.
b. The transfer of a previously-issued security with a very long
maturity.
c. The transfer of a previously-issued security with a very
short maturity.
d. A new issue of a security with a very long maturity.
4) Capital market transactions include which of the following?
a. Common stock of a public corporation
b. All securities that are purchased in the open market
c. Any security that is purchased from a brokerage firm that is
well capitalized
d. U.S. Treasury bills
5) Which of the following statements concerning private
93. placements is most correct?
a. Private placements are limited to stocks, not bonds.
b. More than half of all private placements are sold to federal,
state, or local govern-
ments or government agencies.
c. Private placements do not involve investment bankers.
d. Although not selling the securities to the public, investment
bankers may provide ad-
vice on the evaluation of prospective buyers and the terms
of sale for private place-
ments.
6) All of the following are typically advantages of private
placements except
a. financial flexibility.
b. speed.
c. the possibility of future SEC registration.
d. reduced flotation costs.
Self Test
18
Introduction to Financial Management
7) Which of the following would not normally be considered a
“flotation cost?”
a. Dividends
b. Legal fees
c. Underwriter’s spread
94. d. Printing and engraving expenses
8) Over the period 1926 to 2005 the standard deviation of
returns has been the greatest
for which of the following:
a. Corporate bonds
b. Common stocks
c. Common stocks of small firms
d. Treasury bills
9) The real rate of return is the return earned above the
a. inflation risk premium.
b. variability of returns measured by standard deviation.
c. risk-adjusted return.
d. default risk premium.
10) The risk premium would be greater for an investment in an
oil and gas exploration in
unproven fields than an investment in preferred stock
because
a. oil and gas exploration investments have a greater
variability in possible returns.
b. the preferred stock is more liquid.
c. the inflation rate would vary more with oil and gas
exploration investments.
d. both A and B
Answer Keys
95. 19
Introduction to Financial Management
Key Term Definitions
Public offering: A security offering where all investors have
the opportunity to acquire a portion of
the financial claims being sold.
Private placement: A security offering limited to a small
number of potential investors.
Venture capital: Funds made available to start-up companies or
companies in the early stages of
business, as well as firms in “turnaround” situations. These are
risky investments, generally in in-
novative enterprises and many times in high-technology areas.
Primary markets: A market in which securities are offered for
the first time for sale to potential
investors.
Initial public offering, IPO: The first time a company issues its
stock to the public.
Seasoned equity offering, SEO: The sale of additional stock by
a company whose shares are al-
ready publicly traded.
Secondary market: A market in which currently outstanding
securities are traded.
Money market: All institutions and procedures that facilitate
transactions for short-term instru-
ments issued by borrowers with very high credit ratings.
96. Capital market: All institutions and procedures that facilitate
transactions in long-term financial
instruments.
Organized security exchanges: Formal organizations that
facilitate the trading of securities.
Over-the-counter markets: All security markets except
organized exchanges. The money market is
an over-the-counter market. Most corporate bonds also are
traded in this market.
Investment banker: A financial specialist who underwrites and
distributes new securities and
advises corporate clients about raising new funds.
Underwriting: The purchase and subsequent resale of a new
security issue. The risk of selling the
new issue at a satisfactory (profitable) price is assumed
(underwritten) by the investment banker.
Underwriter’s spread: The difference between the price the
corporation raising money gets and
the public offering price of a security.
Syndicate: A group of investment bankers who contractually
assist in the buying and selling of a
new security issue.
Privileged subscription: The process of marketing a new
security issue to a select group of inves-
tors.
Dutch auction: A method of issuing securities (common stock)
where investors place bids indicat-
97. ing how many shares they are willing to buy and at what price.
Answer Keys
20
Introduction to Financial Management
Direct sale: The sale of securities by a corporation to the
investing public without the services of
an investment-banking firm.
Flotation costs: The transaction cost incurred when a firm
raises funds by issuing a particular type
of security.
Opportunity cost of funds: The next-best rate of return
available to the investor for a given level of
risk.
Maturity premium: The additional return required by investors
in longer-term securities to com-
pensate them for the greater risk of price fluctuations on those
securities caused by interest rate
changes.
Liquidity premium: The additional return required by investors
for securities that cannot be
quickly converted into cash at a reasonably predictable price.
Nominal rate of interest: The interest rate paid on debt
securities without an adjustment for any
loss in purchasing power.
98. Real rate of interest: The nominal (quoted) rate of interest less
any loss in purchasing power of the
dollar during the time of the investment.
Term structure of interest rates: The relationship between
interest rates and the term to maturity,
where the risk of default is held constant.
Yield to maturity: The rate of return a bondholder will receive
if the bond is held to maturity.
Unbiased expectations theory: The theory that the shape of the
term structure of interest rates is
determined by an investor’s expectations about future interest
rates.
Liquidity preference theory: The theory that the shape of the
term structure of interest rates is
determined by an investor’s additional required interest rate in
compensation of additional risks.
Market segmentation theory: The theory that the shape of the
term structure of interest rates
implies that the rate of interest for a particular maturity is
determined solely by demand and sup-
ply for a given maturity. This rate is independent of the
demand and supply for securities having
different maturities.
Answer Keys
21
Introduction to Financial Management
99. Answers to Self Test
1) c
2) b
3) a
4) a
5) d
6) c
7) a
8) c
9) a
10) d
Notes
22
Introduction to Financial Management
Objectives
23
100. Introduction to Financial Management
Chapter Number Three
Understanding Financial Statements and Cash Flows
Learning Objectives
Upon successful completion of this chapter, you should be able
to:
1. Compute a company’s profits, as reflected by its income
statement.
2. Determine a firm’s financial position at a point in time based
on its balance sheet.
3. Measure a company’s cash flows.
Instructions to Students
• Read pages 61-93 of your textbook
• Reference: Foundations of Finance:
The Logic and Practice of Financial
Management, by Arthur J. Keown, John
D. Martin, J. William Petty, and David
F. Scott, Jr., 6th Edition 2008
Overview
24
Introduction to Financial Management