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Bob and Lisa are both married, working adults. They both plan for retirement and consider the $2,000 annual contribution a must. First, consider Lisa's savings. She began working at age 20 and began making an annual contribution of $2,000 at the first of the year beginning with her first year. She makes 13 contributions. She worked until she was 32 and then left full time work to have children and be a stay at home mom. She left her IRA invested and plans to begin drawing from her IRA when she is 65. Bob started his IRA at age 32. The first 12 years of his working career, he used his discretionary income to buy a home, upgrade the family cars, take vacations, and pursue his golfing hobby. At age 32, he made his first $2,000 contribution to an IRA, and contributed $2,000 every year up until age 65, a total of 33 years / contributions. He plans to retire at age 65 and make withdrawals from his IRA. Both IRA accounts grow at a 7% annual rate. Do not consider any tax effect. Write a two to three (2-3) paragraph summary in which you: Create a chart summarizing the details of the investment for both Bob and Lisa. Explain the results in terms of time value of money. .
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Bob and Lisa are both married, working adults. They both plan for re.docx
Bob and Lisa are both married, working adults. They both plan for retirement and consider the $2,000 annual contribution a must.
First, consider Lisa’s savings. She began working at age 20 and began making an annual contribution of $2,000 at the first of the year beginning with her first year. She makes 13 contributions. She worked until she was 32 and then left full time work to have children and be a stay at home mom. She left her IRA invested and plans to begin drawing from her IRA when she is 65.
Bob started his IRA at age 32. The first 12 years of his working career, he used his discretionary income to buy a home, upgrade the family cars, take vacations, and pursue his golfing hobby. At age 32, he made his first $2,000 contribution to an IRA, and contributed $2,000 every year up until age 65, a total of 33 years / contributions. He plans to retire at age 65 and make withdrawals from his IRA.
Both IRA accounts grow at a 7% annual rate. Do not consider any tax effect.
Write a two to three (2-3) paragraph summary in which you:
Create a chart summarizing the details of the investment for both Bob and Lisa.
Explain the results in terms of time value of money.
...
Complete the following homework scenarioBob and Lisa are both.docx
Complete the following homework scenario:
Bob and Lisa are both married, working adults. They both plan for retirement and consider the $2,000 annual contribution a must.
First, consider Lisa's savings. She began working at age 20 and began making an annual contribution of $2,000 at the first of the year beginning with her first year. She makes 13 contributions. She worked until she was 32 and then left full time work to have children and be a stay at home mom. She left her IRA invested and plans to begin drawing from her IRA when she is 65.
Bob started his IRA at age 32. The first 12 years of his working career, he used his discretionary income to buy a home, upgrade the family cars, take vacations, and pursue his golfing hobby. At age 32, he made his first $2,000 contribution to an IRA, and contributed $2,000 every year up until age 65, a total of 33 years / contributions. He plans to retire at age 65 and make withdrawals from his IRA.
Both IRA accounts grow at a 7% annual rate. Do not consider any tax effect.
Write a two to three (2-3) paragraph summary in which you:
Create a chart summarizing the details of the investment for both Bob and Lisa.
Explain the results in terms of time value of money
...
Complete the following homework scenario Bob and Lisa are.docx
Complete the following homework scenario:
Bob and Lisa are both married, working adults. They both plan for retirement and consider the $2,000 annual contribution a must.
First, consider Lisa's savings. She began working at age 20 and began making an annual contribution of $2,000 at the first of the year beginning with her first year. She makes 13 contributions. She worked until she was 32 and then left full time work to have children and be a stay at home mom. She left her IRA invested and plans to begin drawing from her IRA when she is 65.
Bob started his IRA at age 32. The first 12 years of his working career, he used his discretionary income to buy a home, upgrade the family cars, take vacations, and pursue his golfing hobby. At age 32, he made his first $2,000 contribution to an IRA, and contributed $2,000 every year up until age 65, a total of 33 years / contributions. He plans to retire at age 65 and make withdrawals from his IRA.
Both IRA accounts grow at a 7% annual rate. Do not consider any tax effect.
Write a two to three (2-3) paragraph summary in which you:
Create a chart summarizing the details of the investment for both Bob and Lisa.
Explain the results in terms of time value of money.
.
Complete the following homework scenarioBob and Lisa are both mar.docx
Complete the following homework scenario:
Bob and Lisa are both married, working adults. They both plan for retirement and consider the $2,000 annual contribution a must.
First, consider Lisa’s savings. She began working at age 20 and began making an annual contribution of $2,000at the first of the year beginning with her first year. She makes 13 contributions. She worked until she was 32 and then left full time work to have children and be a stay at home mom. She left her IRA invested and plans to begin drawing from her IRA when she is 65.
Bob started his IRA at age 32. The first 12 years of his working career, he used his discretionary income to buy a home, upgrade the family cars, take vacations, and pursue his golfing hobby. At age 32, he made his first $2,000 contribution to an IRA, and contributed $2,000 every year up until age 65, a total of 33 years / contributions. He plans to retire at age 65 and make withdrawals from his IRA.
Both IRA accounts grow at a 7% annual rate. Do not consider any tax effects.
Write a two to three (2-3) paragraph summary in which you:
Create a chart summarizing the details of the investment for both Bob and Lisa.
Explain the results in terms of time value of money.
...
Homework ScenarioBob and Lisa are both married, working adults. Th.docx
Homework Scenario
Bob and Lisa are both married, working adults. They both plan for retirement and consider the $2,000 annual contribution a must.
First, consider Lisa’s savings. She began working at age 20 and began making an annual contribution of $2,000 at the first of the year beginning with her first year. She makes 13 contributions. She worked until she was 32 and then left full time work to have children and be a stay at home mom. She left her IRA invested and plans to begin drawing from her IRA when she is 65.
Bob started his IRA at age 32. The first 12 years of his working career, he used his discretionary income to buy a home, upgrade the family cars, take vacations, and pursue his golfing hobby. At age 32, he made his first $2,000 contribution to an IRA, and contributed $2,000 every year up until age 65, a total of 33 years / contributions. He plans to retire at age 65 and make withdrawals from his IRA.
Both IRA accounts grow at a 7% annual rate. Do not consider any tax effect.
Answer:
Write a two to three (2-3) paragraph summary in which you:
Create a chart summarizing the details of the investment for both Bob and Lisa.
Explain the results in terms of time value of money.
.
Week 6 Homework 1 Textbook1. What is the interest rate
Week 6 Homework 1: Textbook
1.
What is the “interest rate,” and how is it determined?
Week 6 Homework 2: Custom
Complete the following homework scenario:
• Bob and Lisa are both married, working adults. They both plan for retirement and consider the $2,000 annual contribution a must.
First, consider Lisa's savings. She began working at age 20 and began making an annual contribution of $2,000 at the first of the year beginning with her first year. She makes 13 contributions. She worked until she was 32 and then left full time work to have children and be a stay at home mom. She left her IRA invested and plans to begin drawing from her IRA when she is 65.
Bob started his IRA at age 32. The first 12 years of his working career, he used his discretionary income to buy a home, upgrade the family cars, take vacations, and pursue his golfing hobby. At age 32, he made his first $2,000 contribution to an IRA, and contributed $2,000 every year up until age 65, a total of 33 years / contributions. He plans to retire at age 65 and make withdrawals from his IRA.
Both IRA accounts grow at a 7% annual rate. Do not consider any tax effect.
• Write a two to three (2-3) paragraph summary in which you:
o Create a chart summarizing the details of the investment for both Bob and Lisa.
o Explain the results in terms of time value of money.
...
I need this in 9hrs max, from now +- 30 minsLength 5 pages-.docx
- Jack and Jill need a financial plan to ensure adequate funds for their children Tracey and Travis as well as their retirement.
- Their current life insurance may not be sufficient to meet their goals. Additional insurance is likely needed and the type of insurance should be analyzed.
- Their risks related to disability, health costs, and investments need to be reviewed and recommendations provided to optimize their protection and savings.
Sergio and Malena were married for 10 years before Malena unexpected.pdf
Sergio and Malena were married for 10 years before Malena unexpectedly passed away in 2021.
Sergio has a qualifying child dependent, Tomas (age 6), who lived with him all year. Sergio pays
all the cost of maintaining the home for himself and Tomas. Sergio has not remarried. In 2021,
Sergio filed his tax return as married filing jointly. Provided Sergio does not remarry by
December 31 of the current tax year, what is Sergio's correct and most favorable filing status for
2022?
Which of the following taxpayers may file as a Qualifying surviving spouse for 2022?
Ling (53) is unmarried and pays 75% of the cost of maintaining a home for her father, Tao (79),
who had no taxable income and did not live with Ling. Tao is Ling's qualifying relative
dependent, and she will claim him on her tax return in 2022. What is Ling's correct and most
favorable filing status for 2022?
Which of the following statements regarding the "tiebreaker" rules for claiming benefits,
including the Earned Income Credit (EIC), is TRUE?
Ladonna and Gabe are divorced and have one child. Ladonna is the custodial parent. For 2022,
Ladonna signed Form 8332, Release/Revocation of Release of Claim to Exemption for Child by
Custodial Parent, and gave the child's exemption to Gabe. Assuming all other requirements are
met, which benefits may Ladonna claim for this dependent?
Freida is not married. Her son, Diego, lived with her all year. To claim the filing status of head
of household, Freida must:
Which taxpayer may file as head of household? (If the scenario states the dependent is a
qualifying child or qualifying relative, it means they have passed all the dependency
requirements.)
Terry and Sal divorced in 2019. During 2022, their son Nick lived with his mother, Terry,
Terry's mother (Andrea), and Terry's best friend (Vanna) from January 1 to November 1. During
that time, Nick visited Sal every other weekend for a total of 40 nights.
On November 2, Nick went to live with Sal for the rest of the year. After that time, Nick visited
Terry, Andrea, and Vanna every other weekend for a total of 16 nights.
Terry's adjusted gross income (AGI) was $33,100, Andrea's AGI was $21,500, Vanna's AGI was
$32,600, and Sal's AGI was $29,900.
Who has the superior claim to Nick's dependency?.
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Bob and Lisa are both married, working adults. They both plan for re.docx
Bob and Lisa are both married, working adults. They both plan for retirement and consider the $2,000 annual contribution a must.
First, consider Lisa’s savings. She began working at age 20 and began making an annual contribution of $2,000 at the first of the year beginning with her first year. She makes 13 contributions. She worked until she was 32 and then left full time work to have children and be a stay at home mom. She left her IRA invested and plans to begin drawing from her IRA when she is 65.
Bob started his IRA at age 32. The first 12 years of his working career, he used his discretionary income to buy a home, upgrade the family cars, take vacations, and pursue his golfing hobby. At age 32, he made his first $2,000 contribution to an IRA, and contributed $2,000 every year up until age 65, a total of 33 years / contributions. He plans to retire at age 65 and make withdrawals from his IRA.
Both IRA accounts grow at a 7% annual rate. Do not consider any tax effect.
Write a two to three (2-3) paragraph summary in which you:
Create a chart summarizing the details of the investment for both Bob and Lisa.
Explain the results in terms of time value of money.
...
Complete the following homework scenarioBob and Lisa are both.docx
Complete the following homework scenario:
Bob and Lisa are both married, working adults. They both plan for retirement and consider the $2,000 annual contribution a must.
First, consider Lisa's savings. She began working at age 20 and began making an annual contribution of $2,000 at the first of the year beginning with her first year. She makes 13 contributions. She worked until she was 32 and then left full time work to have children and be a stay at home mom. She left her IRA invested and plans to begin drawing from her IRA when she is 65.
Bob started his IRA at age 32. The first 12 years of his working career, he used his discretionary income to buy a home, upgrade the family cars, take vacations, and pursue his golfing hobby. At age 32, he made his first $2,000 contribution to an IRA, and contributed $2,000 every year up until age 65, a total of 33 years / contributions. He plans to retire at age 65 and make withdrawals from his IRA.
Both IRA accounts grow at a 7% annual rate. Do not consider any tax effect.
Write a two to three (2-3) paragraph summary in which you:
Create a chart summarizing the details of the investment for both Bob and Lisa.
Explain the results in terms of time value of money
...
Complete the following homework scenario Bob and Lisa are.docx
Complete the following homework scenario:
Bob and Lisa are both married, working adults. They both plan for retirement and consider the $2,000 annual contribution a must.
First, consider Lisa's savings. She began working at age 20 and began making an annual contribution of $2,000 at the first of the year beginning with her first year. She makes 13 contributions. She worked until she was 32 and then left full time work to have children and be a stay at home mom. She left her IRA invested and plans to begin drawing from her IRA when she is 65.
Bob started his IRA at age 32. The first 12 years of his working career, he used his discretionary income to buy a home, upgrade the family cars, take vacations, and pursue his golfing hobby. At age 32, he made his first $2,000 contribution to an IRA, and contributed $2,000 every year up until age 65, a total of 33 years / contributions. He plans to retire at age 65 and make withdrawals from his IRA.
Both IRA accounts grow at a 7% annual rate. Do not consider any tax effect.
Write a two to three (2-3) paragraph summary in which you:
Create a chart summarizing the details of the investment for both Bob and Lisa.
Explain the results in terms of time value of money.
.
Complete the following homework scenarioBob and Lisa are both mar.docx
Complete the following homework scenario:
Bob and Lisa are both married, working adults. They both plan for retirement and consider the $2,000 annual contribution a must.
First, consider Lisa’s savings. She began working at age 20 and began making an annual contribution of $2,000at the first of the year beginning with her first year. She makes 13 contributions. She worked until she was 32 and then left full time work to have children and be a stay at home mom. She left her IRA invested and plans to begin drawing from her IRA when she is 65.
Bob started his IRA at age 32. The first 12 years of his working career, he used his discretionary income to buy a home, upgrade the family cars, take vacations, and pursue his golfing hobby. At age 32, he made his first $2,000 contribution to an IRA, and contributed $2,000 every year up until age 65, a total of 33 years / contributions. He plans to retire at age 65 and make withdrawals from his IRA.
Both IRA accounts grow at a 7% annual rate. Do not consider any tax effects.
Write a two to three (2-3) paragraph summary in which you:
Create a chart summarizing the details of the investment for both Bob and Lisa.
Explain the results in terms of time value of money.
...
Homework ScenarioBob and Lisa are both married, working adults. Th.docx
Homework Scenario
Bob and Lisa are both married, working adults. They both plan for retirement and consider the $2,000 annual contribution a must.
First, consider Lisa’s savings. She began working at age 20 and began making an annual contribution of $2,000 at the first of the year beginning with her first year. She makes 13 contributions. She worked until she was 32 and then left full time work to have children and be a stay at home mom. She left her IRA invested and plans to begin drawing from her IRA when she is 65.
Bob started his IRA at age 32. The first 12 years of his working career, he used his discretionary income to buy a home, upgrade the family cars, take vacations, and pursue his golfing hobby. At age 32, he made his first $2,000 contribution to an IRA, and contributed $2,000 every year up until age 65, a total of 33 years / contributions. He plans to retire at age 65 and make withdrawals from his IRA.
Both IRA accounts grow at a 7% annual rate. Do not consider any tax effect.
Answer:
Write a two to three (2-3) paragraph summary in which you:
Create a chart summarizing the details of the investment for both Bob and Lisa.
Explain the results in terms of time value of money.
.
Week 6 Homework 1 Textbook1. What is the interest rate
Week 6 Homework 1: Textbook
1.
What is the “interest rate,” and how is it determined?
Week 6 Homework 2: Custom
Complete the following homework scenario:
• Bob and Lisa are both married, working adults. They both plan for retirement and consider the $2,000 annual contribution a must.
First, consider Lisa's savings. She began working at age 20 and began making an annual contribution of $2,000 at the first of the year beginning with her first year. She makes 13 contributions. She worked until she was 32 and then left full time work to have children and be a stay at home mom. She left her IRA invested and plans to begin drawing from her IRA when she is 65.
Bob started his IRA at age 32. The first 12 years of his working career, he used his discretionary income to buy a home, upgrade the family cars, take vacations, and pursue his golfing hobby. At age 32, he made his first $2,000 contribution to an IRA, and contributed $2,000 every year up until age 65, a total of 33 years / contributions. He plans to retire at age 65 and make withdrawals from his IRA.
Both IRA accounts grow at a 7% annual rate. Do not consider any tax effect.
• Write a two to three (2-3) paragraph summary in which you:
o Create a chart summarizing the details of the investment for both Bob and Lisa.
o Explain the results in terms of time value of money.
...
I need this in 9hrs max, from now +- 30 minsLength 5 pages-.docx
- Jack and Jill need a financial plan to ensure adequate funds for their children Tracey and Travis as well as their retirement.
- Their current life insurance may not be sufficient to meet their goals. Additional insurance is likely needed and the type of insurance should be analyzed.
- Their risks related to disability, health costs, and investments need to be reviewed and recommendations provided to optimize their protection and savings.
Sergio and Malena were married for 10 years before Malena unexpected.pdf
Sergio and Malena were married for 10 years before Malena unexpectedly passed away in 2021.
Sergio has a qualifying child dependent, Tomas (age 6), who lived with him all year. Sergio pays
all the cost of maintaining the home for himself and Tomas. Sergio has not remarried. In 2021,
Sergio filed his tax return as married filing jointly. Provided Sergio does not remarry by
December 31 of the current tax year, what is Sergio's correct and most favorable filing status for
2022?
Which of the following taxpayers may file as a Qualifying surviving spouse for 2022?
Ling (53) is unmarried and pays 75% of the cost of maintaining a home for her father, Tao (79),
who had no taxable income and did not live with Ling. Tao is Ling's qualifying relative
dependent, and she will claim him on her tax return in 2022. What is Ling's correct and most
favorable filing status for 2022?
Which of the following statements regarding the "tiebreaker" rules for claiming benefits,
including the Earned Income Credit (EIC), is TRUE?
Ladonna and Gabe are divorced and have one child. Ladonna is the custodial parent. For 2022,
Ladonna signed Form 8332, Release/Revocation of Release of Claim to Exemption for Child by
Custodial Parent, and gave the child's exemption to Gabe. Assuming all other requirements are
met, which benefits may Ladonna claim for this dependent?
Freida is not married. Her son, Diego, lived with her all year. To claim the filing status of head
of household, Freida must:
Which taxpayer may file as head of household? (If the scenario states the dependent is a
qualifying child or qualifying relative, it means they have passed all the dependency
requirements.)
Terry and Sal divorced in 2019. During 2022, their son Nick lived with his mother, Terry,
Terry's mother (Andrea), and Terry's best friend (Vanna) from January 1 to November 1. During
that time, Nick visited Sal every other weekend for a total of 40 nights.
On November 2, Nick went to live with Sal for the rest of the year. After that time, Nick visited
Terry, Andrea, and Vanna every other weekend for a total of 16 nights.
Terry's adjusted gross income (AGI) was $33,100, Andrea's AGI was $21,500, Vanna's AGI was
$32,600, and Sal's AGI was $29,900.
Who has the superior claim to Nick's dependency?.
BUSI 520Discussion Board Forum InstructionsThreadMarket.docx
BUSI 520
Discussion Board Forum Instructions
Thread
Market: Grubhub
You will create a thread and elaborate to one of the available topics for the forum and how it connects with the market of Grubub.
*Choose a topic below:
-Long-term customer loyalty and relationships
-Global marketing
-The importance of marketing research
-Creating brand equity
The thread must be at least 600 words, reference at least 2 scholarly sources in addition to the course textbook and a biblical integration in current APA format, and demonstrate course-related knowledge.
Copyright © 2016 Pearson Education, Inc. 12-*
Chapter
12
Addressing Competition and Driving Growth
Copyright © 2016 Pearson Education, Inc. 12-*
Learning Objectives
Why is it important for companies to grow the core of their business?
How can market leaders expand the total market and defend market share?
How should market challengers attack market leaders?
How can market followers or nichers compete effectively?
What marketing strategies are appropriate at each stage of the product life cycle?
How should marketers adjust their strategies and tactics during slow economic growth?
Copyright © 2016 Pearson Education, Inc. 12-*
Growth strategiesBuilding your market shareDeveloping committed customers and stakeholdersBuilding a powerful brandInnovating new products, services, and experiencesInternational expansionAcquisitions, mergers, and alliancesBuilding an outstanding reputation for social responsibilityPartnering with government and NGOs
An important function of marketing is to drive growth in sales and revenue for a company. Marketing is especially adept at doing so for a new product with many competitive advantages and much potential. Chapter 2 introduced how companies can grow through expansion with new products and new markets, the detailed
focus of Chapters 8 and 15. Along those lines, Phil and Milton Kotler stress the following strategies.
*
Copyright © 2016 Pearson Education, Inc. 12-*
Growing the Core
Make the core of the brand as distinctive as possible
Drive distribution through both existing and new channels
Offer the core product in new formats or versions
Although many different growth strategies are available to firms, some of the best opportunities come from growing the core—focusing on their most successful existing products and markets. UK marketing guru David Taylor advocates three main strategies, citing these examples:
1. Make the core of the brand as distinctive as possible. Galaxy chocolate has successfully competed with Cadbury by positioning itself as “your partner in chocolate indulgence” and featuring smoother product shapes, more refined taste, and sleeker packaging.
2. Drive distribution through both existing and new channels. Costa Coffee, the number-one coffee shop in the United Kingdom, has found new distribution routes using drive-thro.
BUSI 330Collaborative Marketing Plan Final Draft Instructions.docx
BUSI 330
Collaborative Marketing Plan Final Draft Instructions
Include the following in your Group Discussion Board Forum:
1. A report with the final Marketing Plan that includes the three previous drafts, attached as an MS Word file. In addition, this final MP must include the following sections:
· Marketing Programs & Financial Projections.
You should review pp. 54–55 of the text for examples of the key issues that should be discussed within these sections of the MP. You will need a comprehensive marketing program, which includes a discussion of: the Product Strategy, the Pricing Strategy, the Promotion Strategy and the Distribution (channels) Strategy.
The last section on Financial Projections should show a 5-year projection of expected revenues. In addition, you should present some type of idea when BE (break-even) will take place. Companies that introduce new products generally do not make a profit in “year 1” because of the high development and marketing costs required to test and launch the product. Obtaining costs will be difficult, but you should try to estimate costs.
· Executive Summary (ES)
Finally, once the MP is written, you will need to write the Executive Summary. The ES is written last but is placed right after the Table of Contents. You will want the reader to see the ES first. if they like it, they may read on. If it does not excite the reader, the MP will likely be discounted. The ES should contain only the most important findings, conclusions, and recommendations contained within your plan.
· The Table of Contents
The Table of Contents contains a list of the major sections of your marketing plan with the names of the group members that participated in the actual writing of each section. This will allow the instructor to evaluate each member’s contribution to the overall group project.
· Appendices
The only Appendix required is a reference list. Keep in mind that data and key information may need citations, but will surely require a reference list. A plan with no references will be considered marginal since information sources add considerable credibility to the ideas in your plan.
Your Collaborative Marketing Plan Final Draft must be submitted by 11:59 p.m. (ET) on Friday of Module/Week 8.
Running head: 1
4Group 4-Crystal ArzolaEdwin BrannanLevi ClarkJennifer HardyBrodee Whichard
Liberty UniversityDraft 1-Marketing Plan
1. Executive Summary
Our marketing plan is for the pediatric rack system used by g-tube patients to be distributed and sold through the Fortune 500 company, Owens & Minor.
2. Company Description
Owens and Minor was established by cofounders Otho O. Owens and G. Gilmer Minor in 1882 to provide healthcare services for the local Richmond community. What started as a drugstore, in a now historic landmark, quickly grew to buy out competitor drugstore Bodeker Drug Company in 1954. With this acquisition, the company briefly changed names to Owens, Minor & Bodeker, commonly known in that day as OMB. In pre.
BUSI 460 – LT Assignment Brief 1 ACADEMIC YEAR 2020 – S.docx
BUSI 460 – LT Assignment Brief 1
ACADEMIC YEAR 2020 – SPRING TERM
MBA
(MASTER OF BUSINESS ADMINISTRATION)
BUSI 460 – CONSLTING PRACTICE
INSTRUCTOR: DR. PAURIC P. O’ROURKE
LEARNING TEAM (LT) ASSIGNMENT BRIEF –
LAYERED
TOPIC: LT CONSULTING PROJECT CASE STUDY
35% OF TOTAL COURSE GRADE
(Part 1-5% -W6, Part 2-10% -W7, Part 3 - 15%-W10 &
Part 4 - 5%- W11)
SUBMISSION DATES: VARIES - WEEKS 6, 7, 10 &
11 ONLINE VIA STUDENT PORTAL(MOODLE)
TURNITIN LINK
Self-Selected Learning Team Group (LT Group)
N= Name. Cell = Mobile. e = E Mail Address. f/t/i = Facebook. or Twitter or Instagram Account
Members of Group Written Assignment Learning Team:
1.N:______________ C: __________ e: ___________f/t/i: ___________
2.N:______________ C: __________ e: ___________f/t/i: ___________
3.N:_______________ C: __________ e: ___________f/t/i: ___________
4.N:______________ C: __________ e: ___________f/t/i: ___________
If you change any of your contact details, such as cell number, you are obliged to let your team members know in advance asap.
Important: Sharing such personal contact details is totally optional and up to each individual student but it does make arranging
meetings outside of class time, which you will have to do in this subject must easier. Sharing of such information is on the strict basis
BUSI 460 – LT Assignment Brief 2
and understanding that such information will not be misused or passed on to third parties without the individual’s consent. Any breach
of this will be reported to the University Authorities.
Learning Outcomes:
On successful completion of this assignment the student will be able:
1. To develop abilities to gather, analyse, interpret and evaluate information on a
management consulting task and project related topic(s).
2. To strengthen conceptual and analytical skills in the study management
consulting.
3. To build tangible links between the theory and practice of management
consulting.
4. To heighten awareness and understanding of management consulting in action
and gain greater self-awareness of oneself as a consultant.
5. To develop and present thoughts, arguments, and informed opinions in a logical
and coherent way.
6. To develop creativity and critical management skills.
7. To develop skills in case study navigation and analysis.
8. To demonstrate academic and management research, proposal, report writing
and composition skills with academic and business integrity.
9. To consistently apply the APA system of academic referencing.
10. To demonstrate word processing and IT skills
11. To develop project and time management skills.
12. To develop team working skills in order to function as a high performance team.
13. To develop healthy and functional work habits in progressing confidently and
consistently towards a defined submission deadline date.
Learning Team (LT) Assignment – Overall Task
Usin.
BUS475 week#7Diversity in the work environment promotes accept.docx
BUS475 week#7
Diversity in the work environment promotes acceptance, respect, and teamwork despite differences in race, age, gender, language, political beliefs, religion, sexual orientation, communication styles, and other differences. Discuss the following:
If you were starting a business that required you to hire new personnel, would diversity be a priority? How important would it be to you on a list of other considerations? Explain.
.
BUS475week#5In Chapter 11 of your textbook, you explored import.docx
BUS475/week#5
In Chapter 11 of your textbook, you explored important areas of risk and opportunity for society and companies such as the role of technology in business and society, cybersecurity, privacy, robotics, genetically engineering and others.
Discuss questions or concerns or enthusiasm you have regarding one of these areas (or other similar area of your choice) that are changing due to technological advance
.
BUS475week#6Share a recent or current event in which a busine.docx
BUS475/week#6
Share a recent or current event in which a business or government failed to protect consumers. What were the failures? Who were the victims? What can or could be done to prevent such failures in the future? Do your findings change the way you will support the company in the future?
You are encouraged to share resources that introduce or illuminate the event.
.
BUS475v10Project PlanBUS475 v10Page 2 of 2Wk 4 – App.docx
BUS/475v10
Project Plan
BUS/475 v10
Page 2 of 2
Wk 4 – Apply: Project Plan
Project Title: Project Objectives:
· List project objective
· List project objective
· List project objective
Operational Step
Responsible Person
Timeline
Example
Project Title: Desert Taco Opportunity
Description: Based on initial feedback from customer surveys, online discussion/social media groups, and SWOT analyses, you’ve determined that there is an opportunity to increase your organization’s customer base through the introduction of desert tacos in your food truck menu.Project Objectives:
· Identify the top 3 potential customer groups for this opportunity and describe their characteristics and preferences
Operational Step
Responsible Person
Timeline
Review the organization’s customer database to determine potential customer groups
Leo (Market Research Manager)
9/30 (1 week)
Identify the top 3 groups to target based upon volume, brand loyalty, and location
Betty (Director of Marketing)
10/7 (2 weeks)
Survey customers regarding food preferences and potential menu items
Tom (Customer Service Representative)
10/21 (4 weeks)
Share customer feedback with inventory and operational teams
Betty/Tom
10/28 (5 weeks)
Determine the top 5 locations and times to complete a pilot study with your test market.
Operational Step
Responsible Person
Timeline
Review sales data to determine peak sales opportunities by location
Jim (Director of Sales)
9/30 (1 week)
Identify the top 5 locations in which to conduct the desert taco pilot
Jim
10/7 (2 weeks)
Create marketing collateral and social media communications to promote the desert taco pilot
Oliver (Media Relations Manager)
10/21 (4 weeks)
Provide expected volume and product information for the inventory team
Jim
10/7 (2 weeks)
Estimate the required inventory and supply chain needs necessary to support the desert taco pilot
Operational Step
Responsible Person
Timeline
Based on expected customer volume, locations, and times, determine the product inventory required to support the pilot.
Louise (Controller)
10/14 (3 weeks)
Source supply companies and obtain product pricing quotes and delivery timelines.
Louise
10/21 (4 weeks)
Determine shipment and storage needs to support the pilot.
Louise and Ben (Operations Manager)
10/21 (4 weeks)
Purchase product for the pilot and arrange transportation to support the desert taco pilot at the various locations.
Louise
10/28 (5 weeks)
Copyright 2019 by University of Phoenix. All rights reserved.
Copyright 2019 by University of Phoenix. All rights reserved.
Running head: TESLA EXPANSION 2
TESLA EXPANSION 2
Tesla Global Expansion
Shawn Cyr
BUS 475
31 March 2020
Mr. Simpson
The opportunity which Tesla needs to exploit is to go into expand its market into the developing countries. The reason for choosing this opportunity is that Tesla today operates in a small market. The company has the majority of its revenues from the United States with a small percentage from China. .
BUS472L – Unit 2 & 4 AssignmentStudent Name ___________________.docx
BUS472L – Unit 2 & 4 Assignment
Student Name: ______________________
Instructions:
Unit 2: Replace fields within [brackets] with applicable data for your project. First, list out deliverables and work packages; which align to your project scope. Feel free to add additional lines as applicable based on your project size. Ensure to update the WBS # and indent lines as applicable. Add in estimated start and completion dates, owners (person responsible for ensuring the activity is completed), and then shade the applicable columns to represent the length of each activity to create a Gantt chart. Ignore the predecessor column for Unit 2. Then fill in the Resource Chart, the resources should align to the activity owners that you assigned in your WBS.
Unit 4: Update your WBS below to include predecessors (this will be the WBS # of the activity that must be completed prior to starting that activity). Note be sure to check then your expected start and completion dates reflect properly based on your predecessors. Next, set at least two tasks to run in parallel. Finally, complete the below critical path and resource constraint/leveling instructions below.
Project WBS (Unit 2 & 4)
WBS #
Activity Name
Expected
Start
Expected Completion
Activity Owner
Predecessor
1st Quarter
2nd Quarter
3rd Quarter
4th Quarter
UNIT 4
Jan
Feb
Mar
Apr
May
Jun
Jul
Aug
Sep
Oct
Nov
Dec
1
[Project Name]
1.1
Initiate
1.1.1
[Deliverable 1]
[2/1/2020]
[3/15/2020]
[Bob Smith]
1.1.2
[Deliverable 2]
[3/15/2020]
[4/30/2020]
1.2
Planning
1.2.1
[Deliverable 3]
1.3
Execution
1.3.1
[Deliverable 4]
1.3.1.1
[Work Package 1]
1.3.1.2
[Work Package 2]
1.3.2
[Deliverable 5]
1.3.3
[Deliverable 6]
1.4
Close
1.4.1
[Deliverable 7]
Resource Chart: (Unit 2)
Name
Role
% of time dedicated to the project
[Bob Smith]
Project Manager
95%
Critical Path: (Unit 4)
The project critical path is important; because if an activity on the critical path delays; the project delays. In looking at your project, what activities are on your critical path (note all might be if you have your activities in serial sequence)? How could you work to limit the number of activities on the critical path? How could you proactively put measures in place so if an activity slips by a couple days the entire success of the project is not jeopardized? Respond with at least 5-6 sentences.
Response:
Resource Constraints: (Unit 4)
Your project may or may not have resource constraints. A resource constraint would be present if you have an individual working on one or multiple activities and do not have enough capacity in order to finish that activity on time. In reflection of your pr.
BUS308 Week 4 Lecture 1 Examining Relationships Expect.docx
BUS308 Week 4 Lecture 1
Examining Relationships
Expected Outcomes
After reading this lecture, the student should be familiar with:
1. Issues around correlation
2. The basics of Correlation analysis
3. The basics of Linear Regression
4. The basics of the Multiple Regression
Overview
Often in our detective shows when the clues are not providing a clear answer – such as
we are seeing with the apparent continuing contradiction between the compa-ratio and salary
related results – we hear the line “maybe we need to look at this from a different viewpoint.”
That is what we will be doing this week.
Our investigation changes focus a bit this week. We started the class by finding ways to
describe and summarize data sets – finding measures of the center and dispersion of the data with
means, medians, standard deviations, ranges, etc. As interesting as these clues were, they did not
tell us all we needed to know to solve our question about equal work for equal pay. In fact, the
evidence was somewhat contradictory depending upon what measure we focused on. In Weeks 2
and 3, we changed our focus to asking questions about differences and how important different
sample outcomes were. We found that all differences were not important, and that for many
relatively small result differences we could safely ignore them for decision making purposes –
they were due to simple sampling (or chance) errors. We found that this idea of sampling error
could extend into work and individual performance outcomes observed over time; and that over-
reacting to such differences did not make much sense.
Now, in our continuing efforts to detect and uncover what the data is hiding from us, we
change focus again as we start to find out why something happened, what caused the data to act
as it did; rather than merely what happened (describing the data as we have been doing). This
week we move from examining differences to looking at relationships; that is, if some measure
changes does another measure change as well? And, if so, can we use this information to make
predictions and/or understand what underlies this common movement?
Our tools in doing this involve correlation, the measurement of how closely two
variables move together; and regression, an equation showing the impact of inputs on a final
output. A regression is similar to a recipe for a cake or other food dish; take a bit of this and
some of that, put them together, and we get our result.
Correlation
We have seen correlations a lot, and probably have even used them (formally or
informally). We know, for example, that all other things being equal; the more we eat. the more
we weigh. Kids, up to the early teens, grow taller the older they get. If we consistently speed,
we will get more speeding tickets than those who obey the speed limit. The more efforts we put
into studying, the better grades we get. All of these are examples of correlations.
Correlatio.
BUS301 Memo Rubric Spring 2020 - Student.docxBUS301 Writing Ru.docx
BUS301 Memo Rubric Spring 2020 - Student.docx
BUS301 Writing Rubric
Performance Dimensions
N/A
Not Met
Met
Comments
Organization (OABC)
Opening gets attention, provides context, and introduces topic
0
1
Agenda previews content of the document
0
1
Body
0
2
Sound paragraphing decisions (length and development)
Paragraphs limited to one topic per paragraph
Complete discussion of one topic before moving to next topic
Transitions and flow between paragraphs smooth
The overall flow/logic/structure of document is apparent
Closing summarizes and concludes, recommends, if appropriate
0
1
Content
The content of the document is relevant; information meaningful
0
2
The document is developed with adequate support and examples
0
2
The content is accurate and appropriate, with insightful analysis
0
2
Proofreading
The grammar and spelling are correct (proofread)
0
3
Punctuation—comma usage, capitalization, etc.—used correctly
0
3
The sentence structure and length are appropriate
0
1
Format
Appropriate formatting is used for type of document written
0
1
Good use of font, margins, spacing, headings, and visuals
0
1
[11/2016]
Example - Good - Corrected student example Spring 2020.docx
TO: Professor __________
FROM: Suzy Student
DATE: February 1, 2020
SUBJECT: Out of Class Experience – Cybersecurity Conference
Cybersecurity is a topic everyone should be concerned about, so I attended the 3rd Annual Cybersecurity Event held in the Grawn Atrium. I gained insight and knowledge from listening to the speakers that came from different kinds of industries. In this memo, I will discuss what I learned from the speaker and two takeaways: 1) cybersecurity is everywhere, 2) personal identifiable information, and 3) cybersecurity for the business student.
Cybersecurity is Everywhere
The conference was an opportunity to learn about cybersecurity. The first speaker talked about how companies are attacked in many different ways every day. The “bad guys” are trying to steal company information as well as employee information. Both kinds of information are valuable on the black market. The second speaker talked about the internet of things (IoT). These are things that are attached to the internet. The speaker talked about autonomous cars and medical equipment (heart) that talks to the internet. She talked about how cyber can and should influence designs. “Things” must be created with cybersecurity included in every step of the design. The last speaker talked about how my information has value. The “bad guys” steal my information and people want to buy it. Making money is one reason hackers steal millions of records.
Personal Identifiable Information
Personal Identifiable Information (PII) is any information relating to an identifiable person. There are laws in place to help make sure this information is secure. This topic is a takeaway for me because I had no idea my data had any value t.
BUS 206 Milestone Two Template To simplify completi.docx
BUS 206 Milestone Two Template
To simplify completing this milestone, use this template to help you write your essay. You may use each
heading as a starter sentence and then discuss the legal issues presented in the case study using the
following guide, if you choose. Be sure to explain and elaborate on how each term applies to the story.
Be sure to incorporate the facts of the case into your explanation and analysis.
Remember that the document you submit should follow the formatting guidelines described in the
Milestone Two Guidelines and Rubric document.
A. Various elements must be present to prove that a valid contract exists between Sam and the
chain store.
The four elements to a contract are . (Chapter 13)
The first element of would be deemed to exist if [describe facts that
are or should be present].
The second element of would be deemed to exist if [describe facts
that are or should be present].
The third element of would be deemed to exist if [describe facts that
are or should be present].
The fourth element of would be deemed to exist if [describe facts
that are or should be present].
If the elements of a contract did exist between these parties, there could still be some
possible reasons why a contract might not be valid based on facts not present in the
scenario. For example, if Sam was a minor at the time he made the agreement with
the chain store, the contract would not be valid because . List
some other reasons and elaborate on why a contract might be invalid.
Discuss and explain any other information you deem relevant to this answer.
(Chapters 13, 14, 15, and 16)
B. Even if there is not a valid legal contract between Sam and the chain store, there may still be
a quasi-contract (Chapter 13) or elements of what is called a promissory estoppel. (Chapter
15)
A quasi-contract is defined as . In this case, a quasi-contract may exist
if the following facts are true: . (Chapter 13)
A promissory estoppel is defined as . This principle might apply to this
case if . (Chapters 13 and 16)
Discuss and explain any other information you deem relevant to this answer.
C. The rights and obligations of both the landlord and tenant depend upon the term of their
contract. Such a contract may be verbal or in writing under a standard residential lease
agreement. (Chapters 13 and 50)
Some facts that may support that Sam is in breach of that contract are
.
Some facts that may support that Sam is not in breach of that contract are
. (Chapters 16, 17, and 50)
Discuss and explain any other information you deem relevant to this answer.
D. Based upon those rights and obligations, Sam’s landlord has/does not have grounds to evict
because .
Elaborate and explain.
E. Some defenses Sam might raise if his landlord tries to evict him include
because .
Elaborate .
BurkleyFirst edition Chapter 14Situational InfluencesC.docx
Burkley
First edition
Chapter 14
Situational Influences
Copyright © 2018 Pearson Education, Inc. All Rights Reserved
1
Learning Objectives (1 of 2)
14.1 Explain how the environment impacts behavior
14.2 Explain human behavior using the behaviorist approach
14.2.1 Analyze the principles of behaviorism
14.2.2 Apply behaviorism principles to your own life
14.3 Explain the concept of drive
14.3.1 Explain the principles of Hull’s drive theory
14.3.2 Describe the criticisms of Hull's drive theory
14.4 Contrast between drive theory and arousal theory
14.4.1 Explain the principles of arousal theory
14.4.2 Describe the criticisms of arousal theory
Copyright © 2018 Pearson Education, Inc. All Rights Reserved
Slide 2 is list of textbook LO numbers and statements
2
Learning Objectives (2 of 2)
14.5 Analyze the way social situations impact motivation
14.5.1 Explain the concepts of social facilitation and inhibition in terms of motivation
14.5.2 Explain the concept of deindividuation in terms of motivation
14.5.3 Explain the concept of social loafing in terms of motivation
14.5.4 Explain the concept of social power in terms of motivation
14.6 Explain how variables interact to influence behavior
Copyright © 2018 Pearson Education, Inc. All Rights Reserved
Slide 2 is list of textbook LO numbers and statements
3
Introduction: Situational Influences
Key questions to be answered
The power of the situation
Behaviorism
Drive theory
Arousal theory
Social situations
Person-by-situation explanation
Copyright © 2018 Pearson Education, Inc. All Rights Reserved
Most motivational theories focus on internal factors, not external, but situations also have an impact.
Behaviorism asserts that behavior should be studied in an objective and systematic way without consideration of inner mental states.
Hull’s drive theory argues that behavior is a function of drive multiplied by habit.
Arousal is broadly defined and is thought to be responsible for consciousness, attention, and intensity.
Social facilitation refers to the tendency for the presence of others to improve task performance.
Person-by-situation explanations assert that person variables and situation variables interact with each other in a multiplicative way to influence behavior.
4
14.1: The Power of the Situation
14.1: Explain how the environment impacts behavior
The connection between environment and behavior
Fundamental attribution error
Environmental influences
Copyright © 2018 Pearson Education, Inc. All Rights Reserved
14.1: Explain how the environment impacts behavior
Point 1 – The connection between environment and behavior
We tend to focus on internal factors instead of external ones.
How can we control our diets using situational factors?
5
14.2: Behaviorism (1 of 2)
14.2: Explain human behavior using the behaviorist approach
What is behaviorism?
Behavior can (and should) be studied in an objective and systematic way without the consideration of inner mental states.
BurkleyFirst edition Chapter 7BelongingCopyright © 201.docx
Burkley
First edition
Chapter 7
Belonging
Copyright © 2018 Pearson Education, Inc. All Rights Reserved
1
Learning Objectives (1 of 2)
7.1 Analyze the concept of belonging as a core motive
7.1.1 Analyze how belonging elicits behaviors
7.1.2 Explain how belonging produces positive outcomes
7.1.3 Describe the universality of belonging
7.2 Describe how the sociometer theory is related to motivation
7.2.1 Explain the concepts that influence self-esteem
7.3 Analyze the ways people gain and maintain belonging
7.3.1 Explain the relationship between likeability and belonging
7.3.2 Explain the relationship between competence and belonging
7.4 Analyze theories that examine how groups help fulfill the need to belong
7.4.1 Describe social identity theory
Copyright © 2018 Pearson Education, Inc. All Rights Reserved
Slide 2 is list of textbook LO numbers and statements
2
Learning Objectives (2 of 2)
7.4.2 Explain terror management theory
7.4.3 Describe optimal distinctiveness theory
7.5 Compare the psychological outcomes of belonging in cyberspace versus real-world interactions
7.5.1 Explain how cyberspace affects belonging
7.5.2 Explain the relationship between cyberspace and face-to-face contact
7.6 Analyze how the loss of belonging can affect motivation
7.6.1 Describe how researchers study ostracism
7.6.2 Explain how internal reactions to rejection can affect motivation
7.6.3 Explain how behavioral reactions to rejection can affect motivation
7.6.4 Explain how long-term reactions to rejection can affect motivation
Copyright © 2018 Pearson Education, Inc. All Rights Reserved
Slide 2 is list of textbook LO numbers and statements
3
Introduction: Belonging
Key questions to be answered
The need to belong
Sociometer theory
How we gain and maintain belonging
Fulfilling our need to belong within groups
Fulfilling our need to belong within cyberspace
Reactions to loss of belonging
Copyright © 2018 Pearson Education, Inc. All Rights Reserved
Humans have a fundamental need to belong and to form and maintain lasting, positive relationships.
A person’s relational value reflects the degree to which other people value a relationship with them.
Self-presentation refers to our attempts to project a positive social impression.
Our group memberships are ones that fulfill our need to belong.
People often fulfill their need to belong through the use of the Internet and social media.
Ostracism occurs frequently, and it can result in many reactions, short term and long term.
4
7.1: The Need to Belong (1 of 3)
7.1: Analyze the concept of belonging as a core motive
Belonging as a core motive
Rejection
Pervasive drive to form and maintain lasting, positive interpersonal relationships
How do we know belonging is a core motive?
Babies
Pair bonding
Loners/hermits
Copyright © 2018 Pearson Education, Inc. All Rights Reserved
7.1: Analyze the concept of belonging as a core motive
Point 1 – Belonging as a core motive
71% of students report bullying as a problem; 42% re.
BurkleyFirst edition Chapter 5AutonomyCopyright © 2018.docx
Burkley
First edition
Chapter 5
Autonomy
Copyright © 2018 Pearson Education, Inc. All Rights Reserved
1
Learning Objectives (1 of 2)
5.1 Analyze the concept of autonomy as a core motive
5.1.1 Describe the panic button effect
5.1.2 Explain the relationship between control and money
5.1.3 Analyze how autonomy elicits behaviors
5.1.4 Explain how autonomy produces positive outcomes
5.1.5 Describe the universality of autonomy
5.2 Analyze the attribution theory
5.2.1 Describe the types of attributions
5.2.2 Analyze the factors that influence attributions
5.3 Evaluate the overjustification effect in relation to motivation
5.3.1 Describe examples of the overjustification effect
Copyright © 2018 Pearson Education, Inc. All Rights Reserved
Slide 2 is list of textbook LO numbers and statements
2
Learning Objectives (2 of 2)
5.3.2 Analyze the causes of the overjustification effect
5.4 Analyze the positive effects of the illusion of control
5.4.1 Explain how choice influences the illusion of control
5.4.2 Explain how outcome sequence influences the illusion of control
5.5 Contrast the different types of magical thinking
5.5.1 Explain the concept of tempting fate
5.5.2 Explain the concept of mind control
5.6 Analyze how the loss of autonomy can affect motivation
5.6.1 Describe the concept of reactance
5.6.2 Explain the concept of learned helplessness
5.7 Contrast the potential reasons people may desire a lack of control
5.7.1 Explain how choice can affect motivation
Copyright © 2018 Pearson Education, Inc. All Rights Reserved
Slide 2 is list of textbook LO numbers and statements
3
Introduction: Autonomy
Key questions to be answered
The need for autonomy
Attribution theory
Overjustification effect
Illusion of control
Magical thinking
Reaction to loss of autonomy
Desire for no control
Copyright © 2018 Pearson Education, Inc. All Rights Reserved
The need for autonomy represents a basic desire for personal control.
Attributions refer to people’s beliefs about the cause of a particular outcome and can be in a variety of forms.
The overjustification effect tells us that motivation decreases when people are given an extrinsic reward for a task that is already intrinsically rewarding.
Most people overestimate the amount of control they have in their lives.
The illusion of control leads to magical thinking, such as tempting fate.
When people feel their freedom is being taken away, they can be reactive and then possibly show learned helplessness.
Having too many options decreases motivation to do well.
4
5.1: The Need for Autonomy (2 of 4)
5.1: Analyze the concept of autonomy as a core motive
Autonomy as a core motive
Control
Basic need for autonomy
5.1.1: Panic Button Effect
5.1.1: Describe the panic button effect
What is the panic button effect?
Perception of control
Provides comfort
5.1.2: Is Control More Desirable Than Money?
5.1.2: Explain the relationship between control and money
Is control more desirable than money?
Ex.: Co.
Bunker Hill Community College MAT 093 Foundations of Mathema.docx
Ryan has monthly expenses of $1883 leaving her with $82 per month after paying all her bills. If she saves $150 per month, it will take her 12 months to save two months' salary of $3600 for an emergency fund. The document provides a multi-step math word problem to solve involving Ryan's monthly income and expenses. It then provides additional math word problems involving geometry, fractions, percentages, and other calculations to solve. The problems are from a midterm exam for a foundations of mathematics course and include a grading rubric.
BurkleyFirst edition Chapter 3Psychological Origins of M.docx
Burkley
First edition
Chapter 3
Psychological Origins of Motivation
Copyright © 2018 Pearson Education, Inc. All Rights Reserved
1
Learning Objectives (1 of 1)
3.1 Evaluate will as a psychological origin of motivation
3.1.1 Explain James's contribution to the study of will
3.1.2 Evaluate the contributions of Ludwig Lange and Narziss Ach to the study of will
3.2 Analyze how the concept of instinct played a role in the understanding of motivation
3.2.1 Explain Darwin's contribution to the study of instinct
3.2.2 Explain James' contribution to the study of instinct
3.2.3 Explain McDougall's contribution to the study of instinct
3.2.4 Describe alternate perspectives of instinct
3.2.5 Explain why instincts declined as an underlying concept of motivation
Copyright © 2018 Pearson Education, Inc. All Rights Reserved
Slide 2 is list of textbook LO numbers and statements
2
Learning Objectives (1 of 2)
3.3 Analyze the aspects of the concept of drive as it relates to motivation
3.3.1 Summarize Freud's contribution to the concept of drive
3.3.2 Describe Hull's contribution to the concept of drive
3.3.3 Contrast instinct and drive as they relate to motivation
3.4 Contrast the psychological theories of personality differences in motivation
3.5 Explain the role incentives play in regard to motivation
3.5.1 Describe Tolman's contribution to the concept of incentives
3.6 Evaluate how thoughts or cognitions play a central role in explaining behavior
3.6.1 Analyze the cognitive revolution in motivation
3.7 Analyze the causes that have popularized motivation science
3.7.1 Describe motivation in the modern era
Copyright © 2018 Pearson Education, Inc. All Rights Reserved
Slide 2 is list of textbook LO numbers and statements
3
Introduction: Psychological Origins of Motivation
Key questions to be answered
Will
Instinct
Drive
Incentives
Cognition
The Fall and Rise of Motivation Science
Copyright © 2018 Pearson Education, Inc. All Rights Reserved
Key questions to be answered
Early theories on motivation examined will, which is the ability of an agent to make choices free from constraints. A variety of theorists examined will in a variety of settings.
Determinism states that some predetermined cause determines all things, and that instincts are one form of determinism.
Other theorists argued that people (and animals) are motivated by drive, which is a form of arousal that arises when a need is deprived.
Incentives stemmed from behaviorism, which examined incentives and learning.
In the 1970s, cognition changed the way we understand motivation, removing it from other paradigms.
As with other disciplines, motivation has experienced rises and falls. Currently, there is an increased interest in motivation.
4
3.1: Will (1 of 2)
3.1: Evaluate will as a psychological origin of motivation
What is “will”?
Make choices free from constraint
Plato’s chariot rider
How did will emerge in the field?
Focus on internal control
Focus on resisting temptation.
Bullying and cyberbullying of adolescents have become increasingly p.docx
Bullying and cyberbullying of adolescents have become increasingly popular media topics. Why do you think schools are often ineffective in reducing rates of bullying and cyberbullying? Imagine you are an administrator at a middle or high school. What specific activities would you engage in to deter students from bullying their peers?
.
Building an Information Technology Security Awareness an.docx
Building an Information
Technology Security Awareness
and Training Program
Mark Wilson and Joan Hash
NIST Special Publication 800-50
C O M P U T E R S E C U R I T Y
Computer Security Division
Information Technology Laboratory
National Institute of Standards and Technology
Gaithersburg, MD 20899-8933
October 2003
U.S. Department of Commerce
Donald L. Evans, Secretary
Technology Administration
Phillip J. Bond, Under Secretary for Technology
National Institute of Standards and Technology
Arden L. Bement, Jr., Director
Reports on Computer Systems Technology
The Information Technology Laboratory (ITL) at the National Institute of Standards and Technology
(NIST) promotes the U.S. economy and public welfare by providing technical leadership for the Nation’s
measurement and standards infrastructure. ITL develops tests, test methods, reference data, proof of
concept implementations, and technical analyses to advance the development and productive use of
information technology. ITL’s responsibilities include the development of technical, physical,
administrative, and management standards and guidelines for the cost-effective security and privacy of
sensitive unclassified information in Federal computer systems. This Special Publication 800-series
reports on ITL’s research, guidance, and outreach efforts in computer security, and its collaborative
activities with industry, government, and academic organizations.
U.S. GOVERNMENT PRINTING OFFICE
WASHINGTON: 2003
For sale by the Superintendent of Documents, U.S. Government Printing Office
Internet: bookstore.gpo.gov — Phone: (202) 512-1800 — Fax: (202) 512-2250
Mail: Stop SSOP, Washington, DC 20402-0001
NIST Special Publication 800-50
Authority
This document has been developed by the National Institute of Standards and Technology (NIST) in
furtherance of its statutory responsibilities under the Federal Information Security Management Act
(FISMA) of 2002, Public Law 107-347.
NIST is responsible for developing standards and guidelines, including minimum requirements, for
providing adequate information security for all agency operations and assets, but such standards and
guidelines shall not apply to national security systems. This guideline is consistent with the requirements
of the Office of Management and Budget (OMB) Circular A-130, Section 8b(3), Securing Agency
Information Systems, as analyzed in A-130, Appendix IV: Analysis of Key Sections. Supplemental
information is provided A-130, Appendix III.
This guideline has been prepared for use by federal agencies. It may be used by nongovernmental
organizations on a voluntary basis and is not subject to copyright. (Attribution would be appreciated by
NIST.)
Nothing in this document should be taken to contradict standards and guidelines made mandatory and
binding on federal agencies by the Secretary of Commerce under statutory author.
Building a company with the help of IT is really necessary as most.docx
Building a company with the help of IT is really necessary as most of the daily things are running via technology these days and while using technology you must have some minimum criteria for all of those who are using it. Usually, the company must make some policies for internal use and external use, so that where someone crosses the line, they are able to catch hold of them and take a severe action as per the business policies. Now this is really important because due to an error from one person there are other people who would get affected, and there are multiple stages to those areas, that checks the severity of all of those mistakes.
Here some of them that is general while making policies, such as visiting pornographic web sites using company computer is not allowed, disrupting another’s data or computer system and sharing corporate database information. When employees make any of these mistakes, then companies have authorities to terminate employees from the business. Usually every employee is supposed work as per the basic rules or you can say acceptable usage policy. While using company materials and internet, because most of the office work is done over the internet, like using cloud or any other online applications. This allows you to have full access to outside world, but you must know what are the DO’s and Don’t’s. This will help you stick to the company for long time and also grow with the company as much as possible (Information Resources Management Association. International Conference).
These are made by looking at the history, because most of the employees have made some worst things in the history for personal benefits and ended sharing company details with outsiders, and hampered own company value. Using such valuable data, someone from outside can take over the company or misuse the data or they can do anything that can hurt the business directly. When the business owners are going under loss, the company can take actions against such activity or people who are committing those mistakes.
References
Information Resources Management Association. International Conference. Challenges of Information Technology Management in the 21st Century:
Primary
Source
Document
with
Questions
(DBQs)
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his
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daughter
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the
occasion
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her
marriage
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subsequently
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important
tutelary
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that
circulated
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elite
families.
By
the
time
this
text
was
written,
the
patterns
of
patrilocal
residence
and
patrilineal
descent
advocated
by
Neo‐
Confucian
reformers
early
in
the
Chosŏn
dynasty
had
become
well
established.
Document
Excerpt
with
Questions
(Longer
selection
follows
this
section)
From
Sources
of
Korean
Tradition,
edited
by
Yŏng‐ho
Ch’oe,
Peter
H.
Lee,
.
Building a Comprehensive Health HistoryBuild a health histor.docx
Building a Comprehensive Health History
Build a health history for a 55-year-old Asian female living in a high-density public housing complex –
Introduction of the paper, then explain
1. How would your communication and interview techniques for building a health history differ with each patient?
2. How might you target your questions for building a health history based on the patient’s social determinants of health?
3. What risk assessment instruments would be appropriate to use with the patient, or what questions would you ask the patient to assess his or her health risks?
4. Identify any potential health-related risks based upon the patient’s age, gender, ethnicity, or environmental setting that should be taken into consideration.
5. Select one of the risk assessment instruments presented in Chapter 1 or Chapter 5 of the Seidel's Guide to Physical Examination text, or another tool with which you are familiar, related to your selected patient.
6. Develop at least eight targeted questions you would ask the selected patient to assess his or her health risks and begin building a health history.
Resources
Ball, J. W., Dains, J. E., Flynn, J. A., Solomon, B. S., & Stewart, R. W. (2019). Seidel's guide to physical examination: An interprofessional approach (9th ed.). St. Louis, MO: Elsevier Mosby.
· Chapter 1, “The History and Interviewing Process”
· Chapter 5, “Recording Information” provides methods for maintaining clear and accurate records, also explore the legal aspects of patient records.
Sullivan, D. D. (2019). Guide to clinical documentation (3rd ed.). Philadelphia, PA: F. A. Davis.
· Chapter 2, "The Comprehensive History and Physical Exam" (pp. 19–29)
R Ryanne, W., & Lori A, O. (2015). Implementation of health risk assessments with family health history: barriers and benefits. Postgraduate Medical Journal, 1079, 508.
Lushniak, B. D. (2015). Surgeon general’s perspectives: family health history: using the past to improve future health. Public Health Reports, 1, 3.
Jardim, T. V., Sousa, A. L. L., Povoa, T. I. R., Barroso, W. K. S., Chinem, B., Jardim, L., Bernardes, R., Coca, A., & Jardim, P. C. B. V. (2015). The natural history of cardiovascular risk factors in health professionals: 20-year follow-up. BMC Public Health, 15, 1111.
ITS 832
Chapter 5
From Building a Model to Adaptive Robust
Decision Making Using Systems Modeling
InformationTechnology in a Global Economy
Professor Miguel Buleje
Introduction
• Modeling & Simulation
• Fields that develops and applies computational methods to
address complex system
• Addresses problems related to complex issues
• Focus on decision making abilities
• Opportunities to leverage interdisciplinary approach, and learn
across fields to understand complex systems.
• Legacy System Dynamics (SD) modeling and others
methods are presented
• Recent innovations
• What the future holds
• Examples
Systems Modeling
• Dynamic complexity
• Behavior evolves over time
• Mode.
Educational Technology in the Health Sciences
Plenary presentation at the NTTC Inter-university Workshop, 18 June 2024, Manila Prince Hotel.
Geography as a Discipline Chapter 1 __ Class 11 Geography NCERT _ Class Notes...
Geography as discipline
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BUSI 520Discussion Board Forum InstructionsThreadMarket.docx
BUSI 520
Discussion Board Forum Instructions
Thread
Market: Grubhub
You will create a thread and elaborate to one of the available topics for the forum and how it connects with the market of Grubub.
*Choose a topic below:
-Long-term customer loyalty and relationships
-Global marketing
-The importance of marketing research
-Creating brand equity
The thread must be at least 600 words, reference at least 2 scholarly sources in addition to the course textbook and a biblical integration in current APA format, and demonstrate course-related knowledge.
Copyright © 2016 Pearson Education, Inc. 12-*
Chapter
12
Addressing Competition and Driving Growth
Copyright © 2016 Pearson Education, Inc. 12-*
Learning Objectives
Why is it important for companies to grow the core of their business?
How can market leaders expand the total market and defend market share?
How should market challengers attack market leaders?
How can market followers or nichers compete effectively?
What marketing strategies are appropriate at each stage of the product life cycle?
How should marketers adjust their strategies and tactics during slow economic growth?
Copyright © 2016 Pearson Education, Inc. 12-*
Growth strategiesBuilding your market shareDeveloping committed customers and stakeholdersBuilding a powerful brandInnovating new products, services, and experiencesInternational expansionAcquisitions, mergers, and alliancesBuilding an outstanding reputation for social responsibilityPartnering with government and NGOs
An important function of marketing is to drive growth in sales and revenue for a company. Marketing is especially adept at doing so for a new product with many competitive advantages and much potential. Chapter 2 introduced how companies can grow through expansion with new products and new markets, the detailed
focus of Chapters 8 and 15. Along those lines, Phil and Milton Kotler stress the following strategies.
*
Copyright © 2016 Pearson Education, Inc. 12-*
Growing the Core
Make the core of the brand as distinctive as possible
Drive distribution through both existing and new channels
Offer the core product in new formats or versions
Although many different growth strategies are available to firms, some of the best opportunities come from growing the core—focusing on their most successful existing products and markets. UK marketing guru David Taylor advocates three main strategies, citing these examples:
1. Make the core of the brand as distinctive as possible. Galaxy chocolate has successfully competed with Cadbury by positioning itself as “your partner in chocolate indulgence” and featuring smoother product shapes, more refined taste, and sleeker packaging.
2. Drive distribution through both existing and new channels. Costa Coffee, the number-one coffee shop in the United Kingdom, has found new distribution routes using drive-thro.
BUSI 330Collaborative Marketing Plan Final Draft Instructions.docx
BUSI 330
Collaborative Marketing Plan Final Draft Instructions
Include the following in your Group Discussion Board Forum:
1. A report with the final Marketing Plan that includes the three previous drafts, attached as an MS Word file. In addition, this final MP must include the following sections:
· Marketing Programs & Financial Projections.
You should review pp. 54–55 of the text for examples of the key issues that should be discussed within these sections of the MP. You will need a comprehensive marketing program, which includes a discussion of: the Product Strategy, the Pricing Strategy, the Promotion Strategy and the Distribution (channels) Strategy.
The last section on Financial Projections should show a 5-year projection of expected revenues. In addition, you should present some type of idea when BE (break-even) will take place. Companies that introduce new products generally do not make a profit in “year 1” because of the high development and marketing costs required to test and launch the product. Obtaining costs will be difficult, but you should try to estimate costs.
· Executive Summary (ES)
Finally, once the MP is written, you will need to write the Executive Summary. The ES is written last but is placed right after the Table of Contents. You will want the reader to see the ES first. if they like it, they may read on. If it does not excite the reader, the MP will likely be discounted. The ES should contain only the most important findings, conclusions, and recommendations contained within your plan.
· The Table of Contents
The Table of Contents contains a list of the major sections of your marketing plan with the names of the group members that participated in the actual writing of each section. This will allow the instructor to evaluate each member’s contribution to the overall group project.
· Appendices
The only Appendix required is a reference list. Keep in mind that data and key information may need citations, but will surely require a reference list. A plan with no references will be considered marginal since information sources add considerable credibility to the ideas in your plan.
Your Collaborative Marketing Plan Final Draft must be submitted by 11:59 p.m. (ET) on Friday of Module/Week 8.
Running head: 1
4Group 4-Crystal ArzolaEdwin BrannanLevi ClarkJennifer HardyBrodee Whichard
Liberty UniversityDraft 1-Marketing Plan
1. Executive Summary
Our marketing plan is for the pediatric rack system used by g-tube patients to be distributed and sold through the Fortune 500 company, Owens & Minor.
2. Company Description
Owens and Minor was established by cofounders Otho O. Owens and G. Gilmer Minor in 1882 to provide healthcare services for the local Richmond community. What started as a drugstore, in a now historic landmark, quickly grew to buy out competitor drugstore Bodeker Drug Company in 1954. With this acquisition, the company briefly changed names to Owens, Minor & Bodeker, commonly known in that day as OMB. In pre.
BUSI 460 – LT Assignment Brief 1 ACADEMIC YEAR 2020 – S.docx
BUSI 460 – LT Assignment Brief 1
ACADEMIC YEAR 2020 – SPRING TERM
MBA
(MASTER OF BUSINESS ADMINISTRATION)
BUSI 460 – CONSLTING PRACTICE
INSTRUCTOR: DR. PAURIC P. O’ROURKE
LEARNING TEAM (LT) ASSIGNMENT BRIEF –
LAYERED
TOPIC: LT CONSULTING PROJECT CASE STUDY
35% OF TOTAL COURSE GRADE
(Part 1-5% -W6, Part 2-10% -W7, Part 3 - 15%-W10 &
Part 4 - 5%- W11)
SUBMISSION DATES: VARIES - WEEKS 6, 7, 10 &
11 ONLINE VIA STUDENT PORTAL(MOODLE)
TURNITIN LINK
Self-Selected Learning Team Group (LT Group)
N= Name. Cell = Mobile. e = E Mail Address. f/t/i = Facebook. or Twitter or Instagram Account
Members of Group Written Assignment Learning Team:
1.N:______________ C: __________ e: ___________f/t/i: ___________
2.N:______________ C: __________ e: ___________f/t/i: ___________
3.N:_______________ C: __________ e: ___________f/t/i: ___________
4.N:______________ C: __________ e: ___________f/t/i: ___________
If you change any of your contact details, such as cell number, you are obliged to let your team members know in advance asap.
Important: Sharing such personal contact details is totally optional and up to each individual student but it does make arranging
meetings outside of class time, which you will have to do in this subject must easier. Sharing of such information is on the strict basis
BUSI 460 – LT Assignment Brief 2
and understanding that such information will not be misused or passed on to third parties without the individual’s consent. Any breach
of this will be reported to the University Authorities.
Learning Outcomes:
On successful completion of this assignment the student will be able:
1. To develop abilities to gather, analyse, interpret and evaluate information on a
management consulting task and project related topic(s).
2. To strengthen conceptual and analytical skills in the study management
consulting.
3. To build tangible links between the theory and practice of management
consulting.
4. To heighten awareness and understanding of management consulting in action
and gain greater self-awareness of oneself as a consultant.
5. To develop and present thoughts, arguments, and informed opinions in a logical
and coherent way.
6. To develop creativity and critical management skills.
7. To develop skills in case study navigation and analysis.
8. To demonstrate academic and management research, proposal, report writing
and composition skills with academic and business integrity.
9. To consistently apply the APA system of academic referencing.
10. To demonstrate word processing and IT skills
11. To develop project and time management skills.
12. To develop team working skills in order to function as a high performance team.
13. To develop healthy and functional work habits in progressing confidently and
consistently towards a defined submission deadline date.
Learning Team (LT) Assignment – Overall Task
Usin.
BUS475 week#7Diversity in the work environment promotes accept.docx
BUS475 week#7
Diversity in the work environment promotes acceptance, respect, and teamwork despite differences in race, age, gender, language, political beliefs, religion, sexual orientation, communication styles, and other differences. Discuss the following:
If you were starting a business that required you to hire new personnel, would diversity be a priority? How important would it be to you on a list of other considerations? Explain.
.
BUS475week#5In Chapter 11 of your textbook, you explored import.docx
BUS475/week#5
In Chapter 11 of your textbook, you explored important areas of risk and opportunity for society and companies such as the role of technology in business and society, cybersecurity, privacy, robotics, genetically engineering and others.
Discuss questions or concerns or enthusiasm you have regarding one of these areas (or other similar area of your choice) that are changing due to technological advance
.
BUS475week#6Share a recent or current event in which a busine.docx
BUS475/week#6
Share a recent or current event in which a business or government failed to protect consumers. What were the failures? Who were the victims? What can or could be done to prevent such failures in the future? Do your findings change the way you will support the company in the future?
You are encouraged to share resources that introduce or illuminate the event.
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BUS475v10Project PlanBUS475 v10Page 2 of 2Wk 4 – App.docx
BUS/475v10
Project Plan
BUS/475 v10
Page 2 of 2
Wk 4 – Apply: Project Plan
Project Title: Project Objectives:
· List project objective
· List project objective
· List project objective
Operational Step
Responsible Person
Timeline
Example
Project Title: Desert Taco Opportunity
Description: Based on initial feedback from customer surveys, online discussion/social media groups, and SWOT analyses, you’ve determined that there is an opportunity to increase your organization’s customer base through the introduction of desert tacos in your food truck menu.Project Objectives:
· Identify the top 3 potential customer groups for this opportunity and describe their characteristics and preferences
Operational Step
Responsible Person
Timeline
Review the organization’s customer database to determine potential customer groups
Leo (Market Research Manager)
9/30 (1 week)
Identify the top 3 groups to target based upon volume, brand loyalty, and location
Betty (Director of Marketing)
10/7 (2 weeks)
Survey customers regarding food preferences and potential menu items
Tom (Customer Service Representative)
10/21 (4 weeks)
Share customer feedback with inventory and operational teams
Betty/Tom
10/28 (5 weeks)
Determine the top 5 locations and times to complete a pilot study with your test market.
Operational Step
Responsible Person
Timeline
Review sales data to determine peak sales opportunities by location
Jim (Director of Sales)
9/30 (1 week)
Identify the top 5 locations in which to conduct the desert taco pilot
Jim
10/7 (2 weeks)
Create marketing collateral and social media communications to promote the desert taco pilot
Oliver (Media Relations Manager)
10/21 (4 weeks)
Provide expected volume and product information for the inventory team
Jim
10/7 (2 weeks)
Estimate the required inventory and supply chain needs necessary to support the desert taco pilot
Operational Step
Responsible Person
Timeline
Based on expected customer volume, locations, and times, determine the product inventory required to support the pilot.
Louise (Controller)
10/14 (3 weeks)
Source supply companies and obtain product pricing quotes and delivery timelines.
Louise
10/21 (4 weeks)
Determine shipment and storage needs to support the pilot.
Louise and Ben (Operations Manager)
10/21 (4 weeks)
Purchase product for the pilot and arrange transportation to support the desert taco pilot at the various locations.
Louise
10/28 (5 weeks)
Copyright 2019 by University of Phoenix. All rights reserved.
Copyright 2019 by University of Phoenix. All rights reserved.
Running head: TESLA EXPANSION 2
TESLA EXPANSION 2
Tesla Global Expansion
Shawn Cyr
BUS 475
31 March 2020
Mr. Simpson
The opportunity which Tesla needs to exploit is to go into expand its market into the developing countries. The reason for choosing this opportunity is that Tesla today operates in a small market. The company has the majority of its revenues from the United States with a small percentage from China. .
BUS472L – Unit 2 & 4 AssignmentStudent Name ___________________.docx
BUS472L – Unit 2 & 4 Assignment
Student Name: ______________________
Instructions:
Unit 2: Replace fields within [brackets] with applicable data for your project. First, list out deliverables and work packages; which align to your project scope. Feel free to add additional lines as applicable based on your project size. Ensure to update the WBS # and indent lines as applicable. Add in estimated start and completion dates, owners (person responsible for ensuring the activity is completed), and then shade the applicable columns to represent the length of each activity to create a Gantt chart. Ignore the predecessor column for Unit 2. Then fill in the Resource Chart, the resources should align to the activity owners that you assigned in your WBS.
Unit 4: Update your WBS below to include predecessors (this will be the WBS # of the activity that must be completed prior to starting that activity). Note be sure to check then your expected start and completion dates reflect properly based on your predecessors. Next, set at least two tasks to run in parallel. Finally, complete the below critical path and resource constraint/leveling instructions below.
Project WBS (Unit 2 & 4)
WBS #
Activity Name
Expected
Start
Expected Completion
Activity Owner
Predecessor
1st Quarter
2nd Quarter
3rd Quarter
4th Quarter
UNIT 4
Jan
Feb
Mar
Apr
May
Jun
Jul
Aug
Sep
Oct
Nov
Dec
1
[Project Name]
1.1
Initiate
1.1.1
[Deliverable 1]
[2/1/2020]
[3/15/2020]
[Bob Smith]
1.1.2
[Deliverable 2]
[3/15/2020]
[4/30/2020]
1.2
Planning
1.2.1
[Deliverable 3]
1.3
Execution
1.3.1
[Deliverable 4]
1.3.1.1
[Work Package 1]
1.3.1.2
[Work Package 2]
1.3.2
[Deliverable 5]
1.3.3
[Deliverable 6]
1.4
Close
1.4.1
[Deliverable 7]
Resource Chart: (Unit 2)
Name
Role
% of time dedicated to the project
[Bob Smith]
Project Manager
95%
Critical Path: (Unit 4)
The project critical path is important; because if an activity on the critical path delays; the project delays. In looking at your project, what activities are on your critical path (note all might be if you have your activities in serial sequence)? How could you work to limit the number of activities on the critical path? How could you proactively put measures in place so if an activity slips by a couple days the entire success of the project is not jeopardized? Respond with at least 5-6 sentences.
Response:
Resource Constraints: (Unit 4)
Your project may or may not have resource constraints. A resource constraint would be present if you have an individual working on one or multiple activities and do not have enough capacity in order to finish that activity on time. In reflection of your pr.
BUS308 Week 4 Lecture 1 Examining Relationships Expect.docx
BUS308 Week 4 Lecture 1
Examining Relationships
Expected Outcomes
After reading this lecture, the student should be familiar with:
1. Issues around correlation
2. The basics of Correlation analysis
3. The basics of Linear Regression
4. The basics of the Multiple Regression
Overview
Often in our detective shows when the clues are not providing a clear answer – such as
we are seeing with the apparent continuing contradiction between the compa-ratio and salary
related results – we hear the line “maybe we need to look at this from a different viewpoint.”
That is what we will be doing this week.
Our investigation changes focus a bit this week. We started the class by finding ways to
describe and summarize data sets – finding measures of the center and dispersion of the data with
means, medians, standard deviations, ranges, etc. As interesting as these clues were, they did not
tell us all we needed to know to solve our question about equal work for equal pay. In fact, the
evidence was somewhat contradictory depending upon what measure we focused on. In Weeks 2
and 3, we changed our focus to asking questions about differences and how important different
sample outcomes were. We found that all differences were not important, and that for many
relatively small result differences we could safely ignore them for decision making purposes –
they were due to simple sampling (or chance) errors. We found that this idea of sampling error
could extend into work and individual performance outcomes observed over time; and that over-
reacting to such differences did not make much sense.
Now, in our continuing efforts to detect and uncover what the data is hiding from us, we
change focus again as we start to find out why something happened, what caused the data to act
as it did; rather than merely what happened (describing the data as we have been doing). This
week we move from examining differences to looking at relationships; that is, if some measure
changes does another measure change as well? And, if so, can we use this information to make
predictions and/or understand what underlies this common movement?
Our tools in doing this involve correlation, the measurement of how closely two
variables move together; and regression, an equation showing the impact of inputs on a final
output. A regression is similar to a recipe for a cake or other food dish; take a bit of this and
some of that, put them together, and we get our result.
Correlation
We have seen correlations a lot, and probably have even used them (formally or
informally). We know, for example, that all other things being equal; the more we eat. the more
we weigh. Kids, up to the early teens, grow taller the older they get. If we consistently speed,
we will get more speeding tickets than those who obey the speed limit. The more efforts we put
into studying, the better grades we get. All of these are examples of correlations.
Correlatio.
BUS301 Memo Rubric Spring 2020 - Student.docxBUS301 Writing Ru.docx
BUS301 Memo Rubric Spring 2020 - Student.docx
BUS301 Writing Rubric
Performance Dimensions
N/A
Not Met
Met
Comments
Organization (OABC)
Opening gets attention, provides context, and introduces topic
0
1
Agenda previews content of the document
0
1
Body
0
2
Sound paragraphing decisions (length and development)
Paragraphs limited to one topic per paragraph
Complete discussion of one topic before moving to next topic
Transitions and flow between paragraphs smooth
The overall flow/logic/structure of document is apparent
Closing summarizes and concludes, recommends, if appropriate
0
1
Content
The content of the document is relevant; information meaningful
0
2
The document is developed with adequate support and examples
0
2
The content is accurate and appropriate, with insightful analysis
0
2
Proofreading
The grammar and spelling are correct (proofread)
0
3
Punctuation—comma usage, capitalization, etc.—used correctly
0
3
The sentence structure and length are appropriate
0
1
Format
Appropriate formatting is used for type of document written
0
1
Good use of font, margins, spacing, headings, and visuals
0
1
[11/2016]
Example - Good - Corrected student example Spring 2020.docx
TO: Professor __________
FROM: Suzy Student
DATE: February 1, 2020
SUBJECT: Out of Class Experience – Cybersecurity Conference
Cybersecurity is a topic everyone should be concerned about, so I attended the 3rd Annual Cybersecurity Event held in the Grawn Atrium. I gained insight and knowledge from listening to the speakers that came from different kinds of industries. In this memo, I will discuss what I learned from the speaker and two takeaways: 1) cybersecurity is everywhere, 2) personal identifiable information, and 3) cybersecurity for the business student.
Cybersecurity is Everywhere
The conference was an opportunity to learn about cybersecurity. The first speaker talked about how companies are attacked in many different ways every day. The “bad guys” are trying to steal company information as well as employee information. Both kinds of information are valuable on the black market. The second speaker talked about the internet of things (IoT). These are things that are attached to the internet. The speaker talked about autonomous cars and medical equipment (heart) that talks to the internet. She talked about how cyber can and should influence designs. “Things” must be created with cybersecurity included in every step of the design. The last speaker talked about how my information has value. The “bad guys” steal my information and people want to buy it. Making money is one reason hackers steal millions of records.
Personal Identifiable Information
Personal Identifiable Information (PII) is any information relating to an identifiable person. There are laws in place to help make sure this information is secure. This topic is a takeaway for me because I had no idea my data had any value t.
BUS 206 Milestone Two Template To simplify completi.docx
BUS 206 Milestone Two Template
To simplify completing this milestone, use this template to help you write your essay. You may use each
heading as a starter sentence and then discuss the legal issues presented in the case study using the
following guide, if you choose. Be sure to explain and elaborate on how each term applies to the story.
Be sure to incorporate the facts of the case into your explanation and analysis.
Remember that the document you submit should follow the formatting guidelines described in the
Milestone Two Guidelines and Rubric document.
A. Various elements must be present to prove that a valid contract exists between Sam and the
chain store.
The four elements to a contract are . (Chapter 13)
The first element of would be deemed to exist if [describe facts that
are or should be present].
The second element of would be deemed to exist if [describe facts
that are or should be present].
The third element of would be deemed to exist if [describe facts that
are or should be present].
The fourth element of would be deemed to exist if [describe facts
that are or should be present].
If the elements of a contract did exist between these parties, there could still be some
possible reasons why a contract might not be valid based on facts not present in the
scenario. For example, if Sam was a minor at the time he made the agreement with
the chain store, the contract would not be valid because . List
some other reasons and elaborate on why a contract might be invalid.
Discuss and explain any other information you deem relevant to this answer.
(Chapters 13, 14, 15, and 16)
B. Even if there is not a valid legal contract between Sam and the chain store, there may still be
a quasi-contract (Chapter 13) or elements of what is called a promissory estoppel. (Chapter
15)
A quasi-contract is defined as . In this case, a quasi-contract may exist
if the following facts are true: . (Chapter 13)
A promissory estoppel is defined as . This principle might apply to this
case if . (Chapters 13 and 16)
Discuss and explain any other information you deem relevant to this answer.
C. The rights and obligations of both the landlord and tenant depend upon the term of their
contract. Such a contract may be verbal or in writing under a standard residential lease
agreement. (Chapters 13 and 50)
Some facts that may support that Sam is in breach of that contract are
.
Some facts that may support that Sam is not in breach of that contract are
. (Chapters 16, 17, and 50)
Discuss and explain any other information you deem relevant to this answer.
D. Based upon those rights and obligations, Sam’s landlord has/does not have grounds to evict
because .
Elaborate and explain.
E. Some defenses Sam might raise if his landlord tries to evict him include
because .
Elaborate .
BurkleyFirst edition Chapter 14Situational InfluencesC.docx
Burkley
First edition
Chapter 14
Situational Influences
Copyright © 2018 Pearson Education, Inc. All Rights Reserved
1
Learning Objectives (1 of 2)
14.1 Explain how the environment impacts behavior
14.2 Explain human behavior using the behaviorist approach
14.2.1 Analyze the principles of behaviorism
14.2.2 Apply behaviorism principles to your own life
14.3 Explain the concept of drive
14.3.1 Explain the principles of Hull’s drive theory
14.3.2 Describe the criticisms of Hull's drive theory
14.4 Contrast between drive theory and arousal theory
14.4.1 Explain the principles of arousal theory
14.4.2 Describe the criticisms of arousal theory
Copyright © 2018 Pearson Education, Inc. All Rights Reserved
Slide 2 is list of textbook LO numbers and statements
2
Learning Objectives (2 of 2)
14.5 Analyze the way social situations impact motivation
14.5.1 Explain the concepts of social facilitation and inhibition in terms of motivation
14.5.2 Explain the concept of deindividuation in terms of motivation
14.5.3 Explain the concept of social loafing in terms of motivation
14.5.4 Explain the concept of social power in terms of motivation
14.6 Explain how variables interact to influence behavior
Copyright © 2018 Pearson Education, Inc. All Rights Reserved
Slide 2 is list of textbook LO numbers and statements
3
Introduction: Situational Influences
Key questions to be answered
The power of the situation
Behaviorism
Drive theory
Arousal theory
Social situations
Person-by-situation explanation
Copyright © 2018 Pearson Education, Inc. All Rights Reserved
Most motivational theories focus on internal factors, not external, but situations also have an impact.
Behaviorism asserts that behavior should be studied in an objective and systematic way without consideration of inner mental states.
Hull’s drive theory argues that behavior is a function of drive multiplied by habit.
Arousal is broadly defined and is thought to be responsible for consciousness, attention, and intensity.
Social facilitation refers to the tendency for the presence of others to improve task performance.
Person-by-situation explanations assert that person variables and situation variables interact with each other in a multiplicative way to influence behavior.
4
14.1: The Power of the Situation
14.1: Explain how the environment impacts behavior
The connection between environment and behavior
Fundamental attribution error
Environmental influences
Copyright © 2018 Pearson Education, Inc. All Rights Reserved
14.1: Explain how the environment impacts behavior
Point 1 – The connection between environment and behavior
We tend to focus on internal factors instead of external ones.
How can we control our diets using situational factors?
5
14.2: Behaviorism (1 of 2)
14.2: Explain human behavior using the behaviorist approach
What is behaviorism?
Behavior can (and should) be studied in an objective and systematic way without the consideration of inner mental states.
BurkleyFirst edition Chapter 7BelongingCopyright © 201.docx
Burkley
First edition
Chapter 7
Belonging
Copyright © 2018 Pearson Education, Inc. All Rights Reserved
1
Learning Objectives (1 of 2)
7.1 Analyze the concept of belonging as a core motive
7.1.1 Analyze how belonging elicits behaviors
7.1.2 Explain how belonging produces positive outcomes
7.1.3 Describe the universality of belonging
7.2 Describe how the sociometer theory is related to motivation
7.2.1 Explain the concepts that influence self-esteem
7.3 Analyze the ways people gain and maintain belonging
7.3.1 Explain the relationship between likeability and belonging
7.3.2 Explain the relationship between competence and belonging
7.4 Analyze theories that examine how groups help fulfill the need to belong
7.4.1 Describe social identity theory
Copyright © 2018 Pearson Education, Inc. All Rights Reserved
Slide 2 is list of textbook LO numbers and statements
2
Learning Objectives (2 of 2)
7.4.2 Explain terror management theory
7.4.3 Describe optimal distinctiveness theory
7.5 Compare the psychological outcomes of belonging in cyberspace versus real-world interactions
7.5.1 Explain how cyberspace affects belonging
7.5.2 Explain the relationship between cyberspace and face-to-face contact
7.6 Analyze how the loss of belonging can affect motivation
7.6.1 Describe how researchers study ostracism
7.6.2 Explain how internal reactions to rejection can affect motivation
7.6.3 Explain how behavioral reactions to rejection can affect motivation
7.6.4 Explain how long-term reactions to rejection can affect motivation
Copyright © 2018 Pearson Education, Inc. All Rights Reserved
Slide 2 is list of textbook LO numbers and statements
3
Introduction: Belonging
Key questions to be answered
The need to belong
Sociometer theory
How we gain and maintain belonging
Fulfilling our need to belong within groups
Fulfilling our need to belong within cyberspace
Reactions to loss of belonging
Copyright © 2018 Pearson Education, Inc. All Rights Reserved
Humans have a fundamental need to belong and to form and maintain lasting, positive relationships.
A person’s relational value reflects the degree to which other people value a relationship with them.
Self-presentation refers to our attempts to project a positive social impression.
Our group memberships are ones that fulfill our need to belong.
People often fulfill their need to belong through the use of the Internet and social media.
Ostracism occurs frequently, and it can result in many reactions, short term and long term.
4
7.1: The Need to Belong (1 of 3)
7.1: Analyze the concept of belonging as a core motive
Belonging as a core motive
Rejection
Pervasive drive to form and maintain lasting, positive interpersonal relationships
How do we know belonging is a core motive?
Babies
Pair bonding
Loners/hermits
Copyright © 2018 Pearson Education, Inc. All Rights Reserved
7.1: Analyze the concept of belonging as a core motive
Point 1 – Belonging as a core motive
71% of students report bullying as a problem; 42% re.
BurkleyFirst edition Chapter 5AutonomyCopyright © 2018.docx
Burkley
First edition
Chapter 5
Autonomy
Copyright © 2018 Pearson Education, Inc. All Rights Reserved
1
Learning Objectives (1 of 2)
5.1 Analyze the concept of autonomy as a core motive
5.1.1 Describe the panic button effect
5.1.2 Explain the relationship between control and money
5.1.3 Analyze how autonomy elicits behaviors
5.1.4 Explain how autonomy produces positive outcomes
5.1.5 Describe the universality of autonomy
5.2 Analyze the attribution theory
5.2.1 Describe the types of attributions
5.2.2 Analyze the factors that influence attributions
5.3 Evaluate the overjustification effect in relation to motivation
5.3.1 Describe examples of the overjustification effect
Copyright © 2018 Pearson Education, Inc. All Rights Reserved
Slide 2 is list of textbook LO numbers and statements
2
Learning Objectives (2 of 2)
5.3.2 Analyze the causes of the overjustification effect
5.4 Analyze the positive effects of the illusion of control
5.4.1 Explain how choice influences the illusion of control
5.4.2 Explain how outcome sequence influences the illusion of control
5.5 Contrast the different types of magical thinking
5.5.1 Explain the concept of tempting fate
5.5.2 Explain the concept of mind control
5.6 Analyze how the loss of autonomy can affect motivation
5.6.1 Describe the concept of reactance
5.6.2 Explain the concept of learned helplessness
5.7 Contrast the potential reasons people may desire a lack of control
5.7.1 Explain how choice can affect motivation
Copyright © 2018 Pearson Education, Inc. All Rights Reserved
Slide 2 is list of textbook LO numbers and statements
3
Introduction: Autonomy
Key questions to be answered
The need for autonomy
Attribution theory
Overjustification effect
Illusion of control
Magical thinking
Reaction to loss of autonomy
Desire for no control
Copyright © 2018 Pearson Education, Inc. All Rights Reserved
The need for autonomy represents a basic desire for personal control.
Attributions refer to people’s beliefs about the cause of a particular outcome and can be in a variety of forms.
The overjustification effect tells us that motivation decreases when people are given an extrinsic reward for a task that is already intrinsically rewarding.
Most people overestimate the amount of control they have in their lives.
The illusion of control leads to magical thinking, such as tempting fate.
When people feel their freedom is being taken away, they can be reactive and then possibly show learned helplessness.
Having too many options decreases motivation to do well.
4
5.1: The Need for Autonomy (2 of 4)
5.1: Analyze the concept of autonomy as a core motive
Autonomy as a core motive
Control
Basic need for autonomy
5.1.1: Panic Button Effect
5.1.1: Describe the panic button effect
What is the panic button effect?
Perception of control
Provides comfort
5.1.2: Is Control More Desirable Than Money?
5.1.2: Explain the relationship between control and money
Is control more desirable than money?
Ex.: Co.
Bunker Hill Community College MAT 093 Foundations of Mathema.docx
Ryan has monthly expenses of $1883 leaving her with $82 per month after paying all her bills. If she saves $150 per month, it will take her 12 months to save two months' salary of $3600 for an emergency fund. The document provides a multi-step math word problem to solve involving Ryan's monthly income and expenses. It then provides additional math word problems involving geometry, fractions, percentages, and other calculations to solve. The problems are from a midterm exam for a foundations of mathematics course and include a grading rubric.
BurkleyFirst edition Chapter 3Psychological Origins of M.docx
Burkley
First edition
Chapter 3
Psychological Origins of Motivation
Copyright © 2018 Pearson Education, Inc. All Rights Reserved
1
Learning Objectives (1 of 1)
3.1 Evaluate will as a psychological origin of motivation
3.1.1 Explain James's contribution to the study of will
3.1.2 Evaluate the contributions of Ludwig Lange and Narziss Ach to the study of will
3.2 Analyze how the concept of instinct played a role in the understanding of motivation
3.2.1 Explain Darwin's contribution to the study of instinct
3.2.2 Explain James' contribution to the study of instinct
3.2.3 Explain McDougall's contribution to the study of instinct
3.2.4 Describe alternate perspectives of instinct
3.2.5 Explain why instincts declined as an underlying concept of motivation
Copyright © 2018 Pearson Education, Inc. All Rights Reserved
Slide 2 is list of textbook LO numbers and statements
2
Learning Objectives (1 of 2)
3.3 Analyze the aspects of the concept of drive as it relates to motivation
3.3.1 Summarize Freud's contribution to the concept of drive
3.3.2 Describe Hull's contribution to the concept of drive
3.3.3 Contrast instinct and drive as they relate to motivation
3.4 Contrast the psychological theories of personality differences in motivation
3.5 Explain the role incentives play in regard to motivation
3.5.1 Describe Tolman's contribution to the concept of incentives
3.6 Evaluate how thoughts or cognitions play a central role in explaining behavior
3.6.1 Analyze the cognitive revolution in motivation
3.7 Analyze the causes that have popularized motivation science
3.7.1 Describe motivation in the modern era
Copyright © 2018 Pearson Education, Inc. All Rights Reserved
Slide 2 is list of textbook LO numbers and statements
3
Introduction: Psychological Origins of Motivation
Key questions to be answered
Will
Instinct
Drive
Incentives
Cognition
The Fall and Rise of Motivation Science
Copyright © 2018 Pearson Education, Inc. All Rights Reserved
Key questions to be answered
Early theories on motivation examined will, which is the ability of an agent to make choices free from constraints. A variety of theorists examined will in a variety of settings.
Determinism states that some predetermined cause determines all things, and that instincts are one form of determinism.
Other theorists argued that people (and animals) are motivated by drive, which is a form of arousal that arises when a need is deprived.
Incentives stemmed from behaviorism, which examined incentives and learning.
In the 1970s, cognition changed the way we understand motivation, removing it from other paradigms.
As with other disciplines, motivation has experienced rises and falls. Currently, there is an increased interest in motivation.
4
3.1: Will (1 of 2)
3.1: Evaluate will as a psychological origin of motivation
What is “will”?
Make choices free from constraint
Plato’s chariot rider
How did will emerge in the field?
Focus on internal control
Focus on resisting temptation.
Bullying and cyberbullying of adolescents have become increasingly p.docx
Bullying and cyberbullying of adolescents have become increasingly popular media topics. Why do you think schools are often ineffective in reducing rates of bullying and cyberbullying? Imagine you are an administrator at a middle or high school. What specific activities would you engage in to deter students from bullying their peers?
.
Building an Information Technology Security Awareness an.docx
Building an Information
Technology Security Awareness
and Training Program
Mark Wilson and Joan Hash
NIST Special Publication 800-50
C O M P U T E R S E C U R I T Y
Computer Security Division
Information Technology Laboratory
National Institute of Standards and Technology
Gaithersburg, MD 20899-8933
October 2003
U.S. Department of Commerce
Donald L. Evans, Secretary
Technology Administration
Phillip J. Bond, Under Secretary for Technology
National Institute of Standards and Technology
Arden L. Bement, Jr., Director
Reports on Computer Systems Technology
The Information Technology Laboratory (ITL) at the National Institute of Standards and Technology
(NIST) promotes the U.S. economy and public welfare by providing technical leadership for the Nation’s
measurement and standards infrastructure. ITL develops tests, test methods, reference data, proof of
concept implementations, and technical analyses to advance the development and productive use of
information technology. ITL’s responsibilities include the development of technical, physical,
administrative, and management standards and guidelines for the cost-effective security and privacy of
sensitive unclassified information in Federal computer systems. This Special Publication 800-series
reports on ITL’s research, guidance, and outreach efforts in computer security, and its collaborative
activities with industry, government, and academic organizations.
U.S. GOVERNMENT PRINTING OFFICE
WASHINGTON: 2003
For sale by the Superintendent of Documents, U.S. Government Printing Office
Internet: bookstore.gpo.gov — Phone: (202) 512-1800 — Fax: (202) 512-2250
Mail: Stop SSOP, Washington, DC 20402-0001
NIST Special Publication 800-50
Authority
This document has been developed by the National Institute of Standards and Technology (NIST) in
furtherance of its statutory responsibilities under the Federal Information Security Management Act
(FISMA) of 2002, Public Law 107-347.
NIST is responsible for developing standards and guidelines, including minimum requirements, for
providing adequate information security for all agency operations and assets, but such standards and
guidelines shall not apply to national security systems. This guideline is consistent with the requirements
of the Office of Management and Budget (OMB) Circular A-130, Section 8b(3), Securing Agency
Information Systems, as analyzed in A-130, Appendix IV: Analysis of Key Sections. Supplemental
information is provided A-130, Appendix III.
This guideline has been prepared for use by federal agencies. It may be used by nongovernmental
organizations on a voluntary basis and is not subject to copyright. (Attribution would be appreciated by
NIST.)
Nothing in this document should be taken to contradict standards and guidelines made mandatory and
binding on federal agencies by the Secretary of Commerce under statutory author.
Building a company with the help of IT is really necessary as most.docx
Building a company with the help of IT is really necessary as most of the daily things are running via technology these days and while using technology you must have some minimum criteria for all of those who are using it. Usually, the company must make some policies for internal use and external use, so that where someone crosses the line, they are able to catch hold of them and take a severe action as per the business policies. Now this is really important because due to an error from one person there are other people who would get affected, and there are multiple stages to those areas, that checks the severity of all of those mistakes.
Here some of them that is general while making policies, such as visiting pornographic web sites using company computer is not allowed, disrupting another’s data or computer system and sharing corporate database information. When employees make any of these mistakes, then companies have authorities to terminate employees from the business. Usually every employee is supposed work as per the basic rules or you can say acceptable usage policy. While using company materials and internet, because most of the office work is done over the internet, like using cloud or any other online applications. This allows you to have full access to outside world, but you must know what are the DO’s and Don’t’s. This will help you stick to the company for long time and also grow with the company as much as possible (Information Resources Management Association. International Conference).
These are made by looking at the history, because most of the employees have made some worst things in the history for personal benefits and ended sharing company details with outsiders, and hampered own company value. Using such valuable data, someone from outside can take over the company or misuse the data or they can do anything that can hurt the business directly. When the business owners are going under loss, the company can take actions against such activity or people who are committing those mistakes.
References
Information Resources Management Association. International Conference. Challenges of Information Technology Management in the 21st Century:
Primary
Source
Document
with
Questions
(DBQs)
E X C E R P T S
F R O M
I N S T R U C T I O N S
T O
M Y
D A U G H T E R
By
Song
Siyŏl
Introduction
Song
Siyŏl
(1607‐1689)
was
a
prominent
scholar
and
official.
This
piece
was
written
for
his
oldest
daughter
on
the
occasion
of
her
marriage
and
subsequently
became
an
important
tutelary
text
that
circulated
among
elite
families.
By
the
time
this
text
was
written,
the
patterns
of
patrilocal
residence
and
patrilineal
descent
advocated
by
Neo‐
Confucian
reformers
early
in
the
Chosŏn
dynasty
had
become
well
established.
Document
Excerpt
with
Questions
(Longer
selection
follows
this
section)
From
Sources
of
Korean
Tradition,
edited
by
Yŏng‐ho
Ch’oe,
Peter
H.
Lee,
.
Building a Comprehensive Health HistoryBuild a health histor.docx
Building a Comprehensive Health History
Build a health history for a 55-year-old Asian female living in a high-density public housing complex –
Introduction of the paper, then explain
1. How would your communication and interview techniques for building a health history differ with each patient?
2. How might you target your questions for building a health history based on the patient’s social determinants of health?
3. What risk assessment instruments would be appropriate to use with the patient, or what questions would you ask the patient to assess his or her health risks?
4. Identify any potential health-related risks based upon the patient’s age, gender, ethnicity, or environmental setting that should be taken into consideration.
5. Select one of the risk assessment instruments presented in Chapter 1 or Chapter 5 of the Seidel's Guide to Physical Examination text, or another tool with which you are familiar, related to your selected patient.
6. Develop at least eight targeted questions you would ask the selected patient to assess his or her health risks and begin building a health history.
Resources
Ball, J. W., Dains, J. E., Flynn, J. A., Solomon, B. S., & Stewart, R. W. (2019). Seidel's guide to physical examination: An interprofessional approach (9th ed.). St. Louis, MO: Elsevier Mosby.
· Chapter 1, “The History and Interviewing Process”
· Chapter 5, “Recording Information” provides methods for maintaining clear and accurate records, also explore the legal aspects of patient records.
Sullivan, D. D. (2019). Guide to clinical documentation (3rd ed.). Philadelphia, PA: F. A. Davis.
· Chapter 2, "The Comprehensive History and Physical Exam" (pp. 19–29)
R Ryanne, W., & Lori A, O. (2015). Implementation of health risk assessments with family health history: barriers and benefits. Postgraduate Medical Journal, 1079, 508.
Lushniak, B. D. (2015). Surgeon general’s perspectives: family health history: using the past to improve future health. Public Health Reports, 1, 3.
Jardim, T. V., Sousa, A. L. L., Povoa, T. I. R., Barroso, W. K. S., Chinem, B., Jardim, L., Bernardes, R., Coca, A., & Jardim, P. C. B. V. (2015). The natural history of cardiovascular risk factors in health professionals: 20-year follow-up. BMC Public Health, 15, 1111.
ITS 832
Chapter 5
From Building a Model to Adaptive Robust
Decision Making Using Systems Modeling
InformationTechnology in a Global Economy
Professor Miguel Buleje
Introduction
• Modeling & Simulation
• Fields that develops and applies computational methods to
address complex system
• Addresses problems related to complex issues
• Focus on decision making abilities
• Opportunities to leverage interdisciplinary approach, and learn
across fields to understand complex systems.
• Legacy System Dynamics (SD) modeling and others
methods are presented
• Recent innovations
• What the future holds
• Examples
Systems Modeling
• Dynamic complexity
• Behavior evolves over time
• Mode.
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