IRP Week Two WorksheetThe Wal-Mart EffectChapters 3 and .docx
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IRP: Week Two Worksheet The Wal-Mart Effect Chapters 3 and 4, pages 51 – 97 1. Who is Jon Fleck and what is “Makin Bacon”? 2. What is it about Jon Fleck’s relationship with Wal-Mart that allows him to be successful? 3. List and briefly describe three of Wal-Mart’s “partners” or supply companies. 4. How would you describe the relationship between the suppliers mentioned in Chapter 3 and Wal-Mart? 5. What are pallets and what did Wal-Mart like about them? 6. What is the main idea of Chapter Three? Please explain in detail. 7. Chapter four starts out with a story about the gallon jar of pickles. What point is the author trying to illustrate with the price of these pickles at Wal-Mart? 8. List three companies that have felt the Wal-Mart “squeeze”. Briefly explain what happened to these companies. 9. What point is the author trying to make in the first part of Chapter four? CH-15/E15-15.JPG CH-15/E15-3.JPG CH-15/E15-7.JPG CH-15/P15-3/P15-03.xls Pr. 15-3Problem 15-3* represents an incorrect N answer =COUNTIF(A14:H27,"~*")Name:0Section:" " represents an unanswered N box - counts as an incorrect. =COUNTIF(A14:H27," ")49Score:0%" " represents a correct blank answer or N answer =COUNTIF(A14:H27," ")0Key Code:2Total SUM(AV13:AV15)Instructions49Answers are entered in the cells with gray backgrounds.Percentage =AD6/AD8Cells with non-gray backgrounds are protected and cannot be edited.0%A red asterisk (*) will appear beside, below or above an incorrect answer.Notes:" " represents an unanswered N box - counts as an incorrect." " represents a correct blank answer or N answer1.Total number of answers = sum of aboveProduct Line ExpansionConditional formatting might be used but wasn't here, to hide some of the error check return symbols. If A1 = "~*", then font = red, if something else, then font = background color.YearPresent Value of $1 at 15% Factor´Net Cash Flows=Present Value of Net Cash Flows1Steps:2Open this sheet and macro sheet3Open old templated, then change color palet to this sheet'sTotalInsert new header - change problem number and reformatAmount to be investedCopy these formulas (column AD) to new sheet.Net present valueUpdate to new edition's names and numbersCopy new error check formulas. For N-boxes=IF(sol.!$C$5="OFF","",IF(AC25=""," ",IF(AC25<>sol.!AC25,"*"," ")))Computer System UpgradeYearPresent Value of $1 at 15% Factor´Net Cash Flows=Present Value of Net Cash Flows1For B-Boxes2=IF(sol.!$C$5="OFF","",IF(AC30<>sol.!AC30,"*"," "))3TotalCopy Score formula from this template to new sheet.Amount to be invested=IF(sol.!$C$5="OFF","","Score:")=IF(sol.!$C$5="OFF","",AD10)Net present value=IF(sol.!$C$5="OFF","","*Since some answer boxes are correct when left blank, the beginning score is greater than 0%.")Internet Bill-PayYearPresent Value of $1 at 15% Factor´Net Cash Flows=Present Value of Net Cash Flows123TotalAmount to be investedNet present value2.Present Value Index=Total Present Value .
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Recommended
Link to Coffee Shop-- httpextmedia.kaplan.edubusinessMediaAB.docx
Link to Coffee Shop-- http://extmedia.kaplan.edu/business/Media/AB299/Tims_Coffee_Shop/index.html
Go to The Coffee Shop’s and look in the back office. Inside the file drawer labeled “Business” is the Coffee Shop’s Income Statement for the year for 2011. This is the most recent record the coffee shop has. This year, several large businesses are moving in around his coffee shop and he expects business to increase. You need to create a pro forma profit and loss (income) statement for this year, and you need to help him. In this assignment, discuss whether each area in the pro forma income statement will increase, decrease or stay the same due to large businesses moving into the neighboring buildings into his area and explain your rationale why that line item will increase, decrease or stay the same.
Remember, the coffee shop serves coffee to many people who work in the area, so he would certainly expect a major increase in his business volume.
This assignment is not looking for dollar figures, but primarily your justification on why the line items will change and what direction they will change, if any. You may make assumptions based on the increased sales volume and how it will affect income and expenses, if and when you do make these assumptions, please describe them and their effects on each line item.
These are the line items:
Income earned:
Expenses include:
Salaries
Rent
Depreciation
Supplies
Lease (on your refrigerator)
Tax
Interest (on loans currently held)
Insurance
Checklist:
If and when you made assumptions, based on the increased sales volume and how it will affect income and expenses, please describe them and their effects on each line item.
Given what you have assumed and projected, will the total expenses increase or decrease? Why?
Given what you have assumed and projected, will the net profit increase or decrease? Why?
Directions
Respond to the line items above and the Questions provided in a minimum of 2 pages double-spaced in a Word document, written in APA.
Cover PageComplete and copy the following to Word for your cover page. Be sure that the document is stapled properly. Do not use a plastic cover or folder.In the Footer of the Word documents, add the Now() function to show what day and time the documents were printed.Submit the Excel file to CANVAS as: lastname_firstname.xls. Hand-in the Word document immediately prior to Exam 1.Although students are encouraged to ask questions for clarification, this exercise is intended to be well within the capability of students at the 3000 level and studentsshould be able to complete the project with minimal assistance. Instructions are included on each worksheet but feel free to request clarification.ACG 3401 Accounting Information SystemsExcel AssignmentSubmitted By:Name Last: First:<-- Only use this for cover page.Spring 2015By submitting this document, I affirm that the work is the product of my own effo ...
Problem Set 5FIN 424, Winter 2017Robert Novy-MarxT.docx
Problem Set 5
FIN 424, Winter 2017
Robert Novy-Marx
This problem set is due before the start of class on Wednesday, February 22.
You should work as a study group, but every one should be involved in answer-
ing each question (this is really practice for the exams, which you will have to
do solo, so please do not just divide the problems up). Each group should hand in
one solution. If (and only if) you must all miss class that day, then please email
your group’s solutions before the start of class the day they are due.
Please think of your product/deliverable as something you might give your em-
ployer. If you email solutions, I will open one and only one electronic file, and
push the print button exactly once (i.e., I won’t print multiple Excel sheets). If you
do the problems in an Excel, please do your “scratch work” on back worksheets
and make sure that your answers are all organized onto the first sheet. Include
your names. No question is deliberately designed to trick or confuse you, or be
overly complex, so assume the obvious if you feel that sufficient detail is missing.
1. (Constructing a simple implied volatility trees.)
The current price of a non-dividend-paying stock is S0 D 50. The annual
interest rate (simple) is r D 2%. We also observe the market option prices,
c.K; T /, for three European calls on the stock (T in years):
c.50; 1/ D 12:67
c.30; 2/ D 25:92
c.80; 2/ D 6:91:
(a) Construct a two-year, two-step Derman-Kani (implied) tree consistent
with the observed stock price, interest rate, and option prices.
1
� You can solve the equations analytically if you want, but feel free
to use the Excel Solver tool to solve equations if you prefer (you’ll
need to use the “subject to constraint” function within the Solver
routine to deal with more than one equations).
S0
S11
S22
S0
S10
S20
q0
q11
q10
(b) What is the tree-implied volatility at each node (i.e., the “local volatil-
ities”), assuming the simple, annual expected return of the stock is
8%?
� Remember, the tree-implied volatility and annualized (continu-
ously compounded) expected rate of return for the underlying se-
curity are given by
�l oc D
p
p.1 � p/ ln Su
Sdp
�t
�c:c:l oc D
ln.p Su
S
C .1 � p/ Sd
S
/
�t
where S denotes the underlying price at the node, Su and Sd de-
note next period’s up and down prices, respectively, and p denotes
the objective probability (i.e., not the risk-neutral probability) of
the up-move at the node. Solving the first of those for p yields
e
�c:c:
l oc
�t D p Su
S
C .1 � p/ Sd
S
) p D
e�
c:c:
l oc
�t � Sd
S
Su
S
� Sd
S
D
1 C �l oc �
Sd
S
Su
S
� Sd
S
where �l oc D e�
c:c:
l oc
�t is the simple one period expected stock
return.
2
(c) Use the constructed tree to price a two-year ATM (i.e., K D 50)
American put option.
2. (The volatility “smile” for Cell Therapeutics (CTIC:Nasdaq) options.) Some-
times the lognormal assumption is worse than others, and sometimes it’s
really bad..
Ch05 P24 Build a Model Spring 1, 201372212Chapter 5. Ch 05 P24 B.docx
This document provides information about bond valuation and modeling bond prices using Excel functions. It includes examples of using the PRICE and PV functions to value a bond given its coupon rate, par value, maturity date, and market yield. It also shows how bond prices change over time as market interest rates change, rising to 15% or falling to 5% from the initial 10% rate. The document discusses modifications needed to the model for bonds that pay interest semiannually, such as dividing the coupon payment, years to maturity, and market yield by two.
Instructions be advised, the template workbooks and worksheets are
The document provides instructions for filling out template worksheets for challenges. It explains that highlighted cells should be filled in with relevant dates, account numbers, titles, values, formulas, or text depending on what is shown. It provides examples of how to enter different types of information, such as dates, account titles, values, formulas, and text. It also discusses how to enter negative values and notes which cells already contain values needed for formulas.
Unit 9AB224 MicroeconomicsUnit 9 Assignment Monopoly.docx
Unit 9
AB224 | Microeconomics
Unit 9 Assignment: Monopoly Pricing
Name:
Course Number and Section: AB224–0X
Date:
General Instructions for all Assignments
1. Unless specified differently by your course instructor, save this assignment template to your computer with the following file naming format: Course number_section number_Last_First_unit number
2. At the top of the template, insert the appropriate information: Your Name, Course Number and Section, and the Date
3. Insert your answers below, or in the appropriate space provided for in the question. Your answers should follow APA format with citations to your sources and, at the bottom of your last page, a list of references. Your answers should also be in Standard English with correct spelling, punctuation, grammar, and style (double spaced, in Times New Roman, 12–point, and black font). Respond to questions in a thorough manner, providing specific examples of concepts, topics, definitions, and other elements asked for in the questions.
4. Upload the completed Assignment to the appropriate Dropbox.
5. Any questions about the Assignment, or format questions, should be directed to your course instructor.
Assignment
In this Assignment, you will demonstrate your understanding of monopoly pricing, based on different management criteria, the impact of price regulation of monopolies, and provide detailed explanations of how price effect and quantity effect cause marginal revenue to be different from the price.
Questions
1. The Gulf Sea Turtle Conservation Group (GSTCG), a 501(c) (3) non–profit group of volunteers working to collect data on nesting sea turtles and to promote sea turtle conservation, is considering creating a video to educate people about sea turtle conservation. The cost of duplicating the video on a DVD and mailing the DVD is $6.58. In a GSTCG member meeting, the video plan was discussed. Table 1. shows the expected demand for the DVD at different suggested donation levels, and they can act as a single-price monopolist if they choose to. The receipts will be used to fund GSTCG supplies for their data collection and conservation work. At the end of each sea turtle nesting season, any excess funds are donated by the GSTCG to a local non-profit sea turtle research and rehabilitation facility.
Table 1.
Suggested Donation per DVD Request
Anticipated Number of DVD Requests
$19.00
0
$15.00
2
$9.50
4
$7.75
10
$3.00
15
$0.00
20
a. Complete Table 2. by computing the Total Revenue, Marginal Revenue, and Profit columns.
Table 2.
Suggested Donation per DVD Request
Anticipated Number of DVD Requests
Total Revenue
Marginal Revenue
PROFIT
$19.00
0
$15.00
2
$9.50
4
$7.75
10
$3.00
15
$0.00
20
b. The President wants the GSTCG to provide videos to generate the most possible donations (Total Revenue). What price is the President of the GSTCG favoring and how many people will receive the DVD if this becomes the price of the suggested donati ...
1.12 using breakeven analysis to make decisions
This document discusses break-even analysis, which is used to make decisions by assessing the sales revenue needed to cover costs. It defines key terms like contribution, contribution per unit, break-even output, and margin of safety. Tasks guide the reader through calculating break-even points, constructing break-even charts, and using them to evaluate how changes in costs, prices, or sales would impact profits. The benefits of break-even analysis are that it allows assessment of viability, risk, and target setting through "what if" scenarios in a quick and easy way. However, it also has weaknesses if the information used is unreliable or if costs and sales don't behave as assumed.
MASTER OF EARLY CHILDHOOD STUDIESCompetency Based LearningCh.docx
MASTER OF EARLY CHILDHOOD STUDIES
Competency Based Learning
Change Matrix for Competency “Not Achieved”
Student Name:
Competency: Example LD005 (Student: remove example and insert competency)
· For each objective you earned a 1 or a 0, please complete the table below.
· Please make sure any revisions you make to your paper are in a different colored font or made using track changes.
· Once you have completed the form and made revisions to your paper, return BOTH the matrix and your revised paper to the SME for review.
· After reviewing that changes have been made, the SME will submit this signed form to you and your Coach, which will indicate that the competency can be unlocked.
· When submitting your competency work, please also upload this form.
Note: You are responsible for making all changes suggested by the SME on this form. The SME’s signature does not ensure that the competency will be achieved.
Learning Objective:
Please state the number and the full objective
Learning Objective:
Assessor’s Comments:
Please add the assessor’s comments from the rubric
Revisions made:
Student:Please give page number and state what specific changes you have made.
SME’s Recommendations: (Section to be completed by the SME)
SME Signature: Date:
Please copy and paste this table and complete for each of the Learning Objectives that need to be addressed.
Final Exam, Introductory Macroeconomics (Econ 2)
Winter 2019
18 March 2019
Version A
DO NOT OPEN THIS TEST UNTIL YOU ARE INSTRUCTED TO DO SO.
This exam has 24 questions (some with multiple parts). There are 6 sheets of paper (including
this cover sheet). The last sheet is scrap paper. You may tear off the scrap paper but must leave
the rest of the exam stapled.
You should write your answers in the space provided for each question. No credit will be given
for answers written anywhere else. On every question you must show your work and circle
your final answer.
Before exam time starts, you must fill in the information below in the space provided:
1) Your name, AS RECORDED WITH THE REGISTRAR (do not write your nickname)
2) your numerical student ID
3) Circle your officially registered section time
Failure to do any of the above will result in a one-point deduction from your exam score
You will NOT be given extra time to do this after exam time is over. Do it now.
Please write:
Name (as given to Registrar): __________________________________________
Numerical ID: __________________________________________
Circle your Section Time:
Naresh Kumar Wed 2:40-3:45 Fri 10:40-11:45
Anirban Sanyal Wed 10:40-11:45 Wed 12:00-1:05
Ted Liu Mon 12:00-1:05 Mon 1:20-2:25
Harrison Shieh Mon 8:00-9:05 Mon 9:20-10:25
Guanghong “Michael” Xu Fri 12:00-1:05 Fri 1:20-2:25
YOU MUST USE A PEN
A. Gains from Trade War
The US has 200 million wo.
MASTER OF EARLY CHILDHOOD STUDIESCompetency Based LearningCh.docx
MASTER OF EARLY CHILDHOOD STUDIES
Competency Based Learning
Change Matrix for Competency “Not Achieved”
Student Name:
Competency: Example LD005 (Student: remove example and insert competency)
· For each objective you earned a 1 or a 0, please complete the table below.
· Please make sure any revisions you make to your paper are in a different colored font or made using track changes.
· Once you have completed the form and made revisions to your paper, return BOTH the matrix and your revised paper to the SME for review.
· After reviewing that changes have been made, the SME will submit this signed form to you and your Coach, which will indicate that the competency can be unlocked.
· When submitting your competency work, please also upload this form.
Note: You are responsible for making all changes suggested by the SME on this form. The SME’s signature does not ensure that the competency will be achieved.
Learning Objective:
Please state the number and the full objective
Learning Objective:
Assessor’s Comments:
Please add the assessor’s comments from the rubric
Revisions made:
Student:Please give page number and state what specific changes you have made.
SME’s Recommendations: (Section to be completed by the SME)
SME Signature: Date:
Please copy and paste this table and complete for each of the Learning Objectives that need to be addressed.
Final Exam, Introductory Macroeconomics (Econ 2)
Winter 2019
18 March 2019
Version A
DO NOT OPEN THIS TEST UNTIL YOU ARE INSTRUCTED TO DO SO.
This exam has 24 questions (some with multiple parts). There are 6 sheets of paper (including
this cover sheet). The last sheet is scrap paper. You may tear off the scrap paper but must leave
the rest of the exam stapled.
You should write your answers in the space provided for each question. No credit will be given
for answers written anywhere else. On every question you must show your work and circle
your final answer.
Before exam time starts, you must fill in the information below in the space provided:
1) Your name, AS RECORDED WITH THE REGISTRAR (do not write your nickname)
2) your numerical student ID
3) Circle your officially registered section time
Failure to do any of the above will result in a one-point deduction from your exam score
You will NOT be given extra time to do this after exam time is over. Do it now.
Please write:
Name (as given to Registrar): __________________________________________
Numerical ID: __________________________________________
Circle your Section Time:
Naresh Kumar Wed 2:40-3:45 Fri 10:40-11:45
Anirban Sanyal Wed 10:40-11:45 Wed 12:00-1:05
Ted Liu Mon 12:00-1:05 Mon 1:20-2:25
Harrison Shieh Mon 8:00-9:05 Mon 9:20-10:25
Guanghong “Michael” Xu Fri 12:00-1:05 Fri 1:20-2:25
YOU MUST USE A PEN
A. Gains from Trade War
The US has 200 million wo.
Recommended
Link to Coffee Shop-- httpextmedia.kaplan.edubusinessMediaAB.docx
Link to Coffee Shop-- http://extmedia.kaplan.edu/business/Media/AB299/Tims_Coffee_Shop/index.html
Go to The Coffee Shop’s and look in the back office. Inside the file drawer labeled “Business” is the Coffee Shop’s Income Statement for the year for 2011. This is the most recent record the coffee shop has. This year, several large businesses are moving in around his coffee shop and he expects business to increase. You need to create a pro forma profit and loss (income) statement for this year, and you need to help him. In this assignment, discuss whether each area in the pro forma income statement will increase, decrease or stay the same due to large businesses moving into the neighboring buildings into his area and explain your rationale why that line item will increase, decrease or stay the same.
Remember, the coffee shop serves coffee to many people who work in the area, so he would certainly expect a major increase in his business volume.
This assignment is not looking for dollar figures, but primarily your justification on why the line items will change and what direction they will change, if any. You may make assumptions based on the increased sales volume and how it will affect income and expenses, if and when you do make these assumptions, please describe them and their effects on each line item.
These are the line items:
Income earned:
Expenses include:
Salaries
Rent
Depreciation
Supplies
Lease (on your refrigerator)
Tax
Interest (on loans currently held)
Insurance
Checklist:
If and when you made assumptions, based on the increased sales volume and how it will affect income and expenses, please describe them and their effects on each line item.
Given what you have assumed and projected, will the total expenses increase or decrease? Why?
Given what you have assumed and projected, will the net profit increase or decrease? Why?
Directions
Respond to the line items above and the Questions provided in a minimum of 2 pages double-spaced in a Word document, written in APA.
Cover PageComplete and copy the following to Word for your cover page. Be sure that the document is stapled properly. Do not use a plastic cover or folder.In the Footer of the Word documents, add the Now() function to show what day and time the documents were printed.Submit the Excel file to CANVAS as: lastname_firstname.xls. Hand-in the Word document immediately prior to Exam 1.Although students are encouraged to ask questions for clarification, this exercise is intended to be well within the capability of students at the 3000 level and studentsshould be able to complete the project with minimal assistance. Instructions are included on each worksheet but feel free to request clarification.ACG 3401 Accounting Information SystemsExcel AssignmentSubmitted By:Name Last: First:<-- Only use this for cover page.Spring 2015By submitting this document, I affirm that the work is the product of my own effo ...
Problem Set 5FIN 424, Winter 2017Robert Novy-MarxT.docx
Problem Set 5
FIN 424, Winter 2017
Robert Novy-Marx
This problem set is due before the start of class on Wednesday, February 22.
You should work as a study group, but every one should be involved in answer-
ing each question (this is really practice for the exams, which you will have to
do solo, so please do not just divide the problems up). Each group should hand in
one solution. If (and only if) you must all miss class that day, then please email
your group’s solutions before the start of class the day they are due.
Please think of your product/deliverable as something you might give your em-
ployer. If you email solutions, I will open one and only one electronic file, and
push the print button exactly once (i.e., I won’t print multiple Excel sheets). If you
do the problems in an Excel, please do your “scratch work” on back worksheets
and make sure that your answers are all organized onto the first sheet. Include
your names. No question is deliberately designed to trick or confuse you, or be
overly complex, so assume the obvious if you feel that sufficient detail is missing.
1. (Constructing a simple implied volatility trees.)
The current price of a non-dividend-paying stock is S0 D 50. The annual
interest rate (simple) is r D 2%. We also observe the market option prices,
c.K; T /, for three European calls on the stock (T in years):
c.50; 1/ D 12:67
c.30; 2/ D 25:92
c.80; 2/ D 6:91:
(a) Construct a two-year, two-step Derman-Kani (implied) tree consistent
with the observed stock price, interest rate, and option prices.
1
� You can solve the equations analytically if you want, but feel free
to use the Excel Solver tool to solve equations if you prefer (you’ll
need to use the “subject to constraint” function within the Solver
routine to deal with more than one equations).
S0
S11
S22
S0
S10
S20
q0
q11
q10
(b) What is the tree-implied volatility at each node (i.e., the “local volatil-
ities”), assuming the simple, annual expected return of the stock is
8%?
� Remember, the tree-implied volatility and annualized (continu-
ously compounded) expected rate of return for the underlying se-
curity are given by
�l oc D
p
p.1 � p/ ln Su
Sdp
�t
�c:c:l oc D
ln.p Su
S
C .1 � p/ Sd
S
/
�t
where S denotes the underlying price at the node, Su and Sd de-
note next period’s up and down prices, respectively, and p denotes
the objective probability (i.e., not the risk-neutral probability) of
the up-move at the node. Solving the first of those for p yields
e
�c:c:
l oc
�t D p Su
S
C .1 � p/ Sd
S
) p D
e�
c:c:
l oc
�t � Sd
S
Su
S
� Sd
S
D
1 C �l oc �
Sd
S
Su
S
� Sd
S
where �l oc D e�
c:c:
l oc
�t is the simple one period expected stock
return.
2
(c) Use the constructed tree to price a two-year ATM (i.e., K D 50)
American put option.
2. (The volatility “smile” for Cell Therapeutics (CTIC:Nasdaq) options.) Some-
times the lognormal assumption is worse than others, and sometimes it’s
really bad..
Ch05 P24 Build a Model Spring 1, 201372212Chapter 5. Ch 05 P24 B.docx
This document provides information about bond valuation and modeling bond prices using Excel functions. It includes examples of using the PRICE and PV functions to value a bond given its coupon rate, par value, maturity date, and market yield. It also shows how bond prices change over time as market interest rates change, rising to 15% or falling to 5% from the initial 10% rate. The document discusses modifications needed to the model for bonds that pay interest semiannually, such as dividing the coupon payment, years to maturity, and market yield by two.
Instructions be advised, the template workbooks and worksheets are
The document provides instructions for filling out template worksheets for challenges. It explains that highlighted cells should be filled in with relevant dates, account numbers, titles, values, formulas, or text depending on what is shown. It provides examples of how to enter different types of information, such as dates, account titles, values, formulas, and text. It also discusses how to enter negative values and notes which cells already contain values needed for formulas.
Unit 9AB224 MicroeconomicsUnit 9 Assignment Monopoly.docx
Unit 9
AB224 | Microeconomics
Unit 9 Assignment: Monopoly Pricing
Name:
Course Number and Section: AB224–0X
Date:
General Instructions for all Assignments
1. Unless specified differently by your course instructor, save this assignment template to your computer with the following file naming format: Course number_section number_Last_First_unit number
2. At the top of the template, insert the appropriate information: Your Name, Course Number and Section, and the Date
3. Insert your answers below, or in the appropriate space provided for in the question. Your answers should follow APA format with citations to your sources and, at the bottom of your last page, a list of references. Your answers should also be in Standard English with correct spelling, punctuation, grammar, and style (double spaced, in Times New Roman, 12–point, and black font). Respond to questions in a thorough manner, providing specific examples of concepts, topics, definitions, and other elements asked for in the questions.
4. Upload the completed Assignment to the appropriate Dropbox.
5. Any questions about the Assignment, or format questions, should be directed to your course instructor.
Assignment
In this Assignment, you will demonstrate your understanding of monopoly pricing, based on different management criteria, the impact of price regulation of monopolies, and provide detailed explanations of how price effect and quantity effect cause marginal revenue to be different from the price.
Questions
1. The Gulf Sea Turtle Conservation Group (GSTCG), a 501(c) (3) non–profit group of volunteers working to collect data on nesting sea turtles and to promote sea turtle conservation, is considering creating a video to educate people about sea turtle conservation. The cost of duplicating the video on a DVD and mailing the DVD is $6.58. In a GSTCG member meeting, the video plan was discussed. Table 1. shows the expected demand for the DVD at different suggested donation levels, and they can act as a single-price monopolist if they choose to. The receipts will be used to fund GSTCG supplies for their data collection and conservation work. At the end of each sea turtle nesting season, any excess funds are donated by the GSTCG to a local non-profit sea turtle research and rehabilitation facility.
Table 1.
Suggested Donation per DVD Request
Anticipated Number of DVD Requests
$19.00
0
$15.00
2
$9.50
4
$7.75
10
$3.00
15
$0.00
20
a. Complete Table 2. by computing the Total Revenue, Marginal Revenue, and Profit columns.
Table 2.
Suggested Donation per DVD Request
Anticipated Number of DVD Requests
Total Revenue
Marginal Revenue
PROFIT
$19.00
0
$15.00
2
$9.50
4
$7.75
10
$3.00
15
$0.00
20
b. The President wants the GSTCG to provide videos to generate the most possible donations (Total Revenue). What price is the President of the GSTCG favoring and how many people will receive the DVD if this becomes the price of the suggested donati ...
1.12 using breakeven analysis to make decisions
This document discusses break-even analysis, which is used to make decisions by assessing the sales revenue needed to cover costs. It defines key terms like contribution, contribution per unit, break-even output, and margin of safety. Tasks guide the reader through calculating break-even points, constructing break-even charts, and using them to evaluate how changes in costs, prices, or sales would impact profits. The benefits of break-even analysis are that it allows assessment of viability, risk, and target setting through "what if" scenarios in a quick and easy way. However, it also has weaknesses if the information used is unreliable or if costs and sales don't behave as assumed.
MASTER OF EARLY CHILDHOOD STUDIESCompetency Based LearningCh.docx
MASTER OF EARLY CHILDHOOD STUDIES
Competency Based Learning
Change Matrix for Competency “Not Achieved”
Student Name:
Competency: Example LD005 (Student: remove example and insert competency)
· For each objective you earned a 1 or a 0, please complete the table below.
· Please make sure any revisions you make to your paper are in a different colored font or made using track changes.
· Once you have completed the form and made revisions to your paper, return BOTH the matrix and your revised paper to the SME for review.
· After reviewing that changes have been made, the SME will submit this signed form to you and your Coach, which will indicate that the competency can be unlocked.
· When submitting your competency work, please also upload this form.
Note: You are responsible for making all changes suggested by the SME on this form. The SME’s signature does not ensure that the competency will be achieved.
Learning Objective:
Please state the number and the full objective
Learning Objective:
Assessor’s Comments:
Please add the assessor’s comments from the rubric
Revisions made:
Student:Please give page number and state what specific changes you have made.
SME’s Recommendations: (Section to be completed by the SME)
SME Signature: Date:
Please copy and paste this table and complete for each of the Learning Objectives that need to be addressed.
Final Exam, Introductory Macroeconomics (Econ 2)
Winter 2019
18 March 2019
Version A
DO NOT OPEN THIS TEST UNTIL YOU ARE INSTRUCTED TO DO SO.
This exam has 24 questions (some with multiple parts). There are 6 sheets of paper (including
this cover sheet). The last sheet is scrap paper. You may tear off the scrap paper but must leave
the rest of the exam stapled.
You should write your answers in the space provided for each question. No credit will be given
for answers written anywhere else. On every question you must show your work and circle
your final answer.
Before exam time starts, you must fill in the information below in the space provided:
1) Your name, AS RECORDED WITH THE REGISTRAR (do not write your nickname)
2) your numerical student ID
3) Circle your officially registered section time
Failure to do any of the above will result in a one-point deduction from your exam score
You will NOT be given extra time to do this after exam time is over. Do it now.
Please write:
Name (as given to Registrar): __________________________________________
Numerical ID: __________________________________________
Circle your Section Time:
Naresh Kumar Wed 2:40-3:45 Fri 10:40-11:45
Anirban Sanyal Wed 10:40-11:45 Wed 12:00-1:05
Ted Liu Mon 12:00-1:05 Mon 1:20-2:25
Harrison Shieh Mon 8:00-9:05 Mon 9:20-10:25
Guanghong “Michael” Xu Fri 12:00-1:05 Fri 1:20-2:25
YOU MUST USE A PEN
A. Gains from Trade War
The US has 200 million wo.
MASTER OF EARLY CHILDHOOD STUDIESCompetency Based LearningCh.docx
MASTER OF EARLY CHILDHOOD STUDIES
Competency Based Learning
Change Matrix for Competency “Not Achieved”
Student Name:
Competency: Example LD005 (Student: remove example and insert competency)
· For each objective you earned a 1 or a 0, please complete the table below.
· Please make sure any revisions you make to your paper are in a different colored font or made using track changes.
· Once you have completed the form and made revisions to your paper, return BOTH the matrix and your revised paper to the SME for review.
· After reviewing that changes have been made, the SME will submit this signed form to you and your Coach, which will indicate that the competency can be unlocked.
· When submitting your competency work, please also upload this form.
Note: You are responsible for making all changes suggested by the SME on this form. The SME’s signature does not ensure that the competency will be achieved.
Learning Objective:
Please state the number and the full objective
Learning Objective:
Assessor’s Comments:
Please add the assessor’s comments from the rubric
Revisions made:
Student:Please give page number and state what specific changes you have made.
SME’s Recommendations: (Section to be completed by the SME)
SME Signature: Date:
Please copy and paste this table and complete for each of the Learning Objectives that need to be addressed.
Final Exam, Introductory Macroeconomics (Econ 2)
Winter 2019
18 March 2019
Version A
DO NOT OPEN THIS TEST UNTIL YOU ARE INSTRUCTED TO DO SO.
This exam has 24 questions (some with multiple parts). There are 6 sheets of paper (including
this cover sheet). The last sheet is scrap paper. You may tear off the scrap paper but must leave
the rest of the exam stapled.
You should write your answers in the space provided for each question. No credit will be given
for answers written anywhere else. On every question you must show your work and circle
your final answer.
Before exam time starts, you must fill in the information below in the space provided:
1) Your name, AS RECORDED WITH THE REGISTRAR (do not write your nickname)
2) your numerical student ID
3) Circle your officially registered section time
Failure to do any of the above will result in a one-point deduction from your exam score
You will NOT be given extra time to do this after exam time is over. Do it now.
Please write:
Name (as given to Registrar): __________________________________________
Numerical ID: __________________________________________
Circle your Section Time:
Naresh Kumar Wed 2:40-3:45 Fri 10:40-11:45
Anirban Sanyal Wed 10:40-11:45 Wed 12:00-1:05
Ted Liu Mon 12:00-1:05 Mon 1:20-2:25
Harrison Shieh Mon 8:00-9:05 Mon 9:20-10:25
Guanghong “Michael” Xu Fri 12:00-1:05 Fri 1:20-2:25
YOU MUST USE A PEN
A. Gains from Trade War
The US has 200 million wo.
Cis336 all i labs week 1 to week 7 devry university
The document provides instructions for a lab assignment to create a relational database for a student information system. Students are asked to:
1. Create a SQL script file to build the database tables from a given data model, including DROP, CREATE, and INSERT statements.
2. Populate the tables with sample data using INSERT statements.
3. Write SELECT statements to verify the data was inserted correctly.
Reference documents are provided to detail the table structures, relationships, and sample data. The goal is to transform a logical data model into a physical database implemented in SQL.
Cis336 all i labs week 1 to week 7 devry university
The document provides instructions for a lab assignment to create a relational database for a student information system. Students are asked to:
1. Create a SQL script file to build 7 tables from the metadata provided, including DROP statements to remove existing tables.
2. Insert sample data into the tables using INSERT statements.
3. Write SELECT statements to verify the data was populated correctly.
Reference materials include an entity relationship diagram, metadata table, and sample data to populate the tables.
Cis336 all i labs week 1 to week 7 devry university
The document provides instructions for a lab assignment to create a relational database for a student information system. Students are asked to:
1. Create a SQL script file to build 7 tables from the metadata provided, including primary and foreign keys.
2. Populate the tables using sample data and INSERT statements.
3. Write SELECT statements to verify the data was inserted correctly.
Cis336 all i labs week 1 to week 7 devry university
The document provides instructions for a lab assignment to create a relational database for a student information system. Students are asked to:
1. Create a SQL script file to build the database tables from a given data model, including DROP, CREATE, and INSERT statements.
2. Populate the tables with sample data using INSERT statements.
3. Write SELECT statements to verify the data was inserted correctly.
Reference documents are provided to detail the table structures, relationships, and sample data. The goal is to transform a logical data model into a physical database implemented in SQL.
Chapter 04
This chapter discusses various methods for summarizing and exploring data, including dot plots, stem-and-leaf displays, percentiles, box plots, and scatter plots. Dot plots and stem-and-leaf displays organize data in a way that shows the distribution while maintaining each data point. Percentiles such as the median and quartiles divide data into equal portions. Box plots graphically show the center, spread, and outliers of data. Scatter plots reveal relationships between two variables, while contingency tables summarize categorical data relationships.
Devry bis 155 i lab 8
bis 155 week 1 ilab data analysis with spreadsheets with lab,bis 155 week 1 quiz data analysis with spreadsheets with lab,bis 155 week 1 to week 5 all quiz,bis 155 week 1 to week 7 all discussions,devry bis 155 week 1,bis 155 week 1,devry bis 155,bis 155,devry bis 155 week 1 tutorial,devry bis 155 week 1 assignment,devry bis 155 week 1 help
ASSESSMENT CASE PAPER ANALYSIS / TUTORIALOUTLET DOT COM
A report broken down into the following sections:
Summary results and recommendations—up front, concise, and to the point.
Answers to the 6 questions asked—devote a paragraph to each, with individual headings
ECN211 Chapter 8 Worksheet – UnemploymentSection 8.1– How the Un.docx
ECN211 Chapter 8 Worksheet – Unemployment
Section 8.1– How the Unemployment Rate is Defined and Computed
1. Give examples of those individuals in the population who are not interested in working, and thus are considered out of the labor force.
2. Who is considered part of the labor force?
3. Give the formula for calculating the unemployment rate. Consider Table 8.1. What was the unemployment rate in February 2015 (or the date presented in your text)? How does that compare to the current unemployment rate?
4. Give two examples of those who are the hidden unemployed.
5. Give the formula for calculating the labor force participation rate. Consider Table 8.1 What was the labor force participation rate in February 2015 (or the date presented in your text)? How does that compare to the current labor force participation rate i?
6. What is the difference between the unemployment rate and labor force participation rate?
7. How is US unemployment data collected?
8. What are some criticisms of the way the unemployment rate is measured?
Section 8.2– Patterns of Unemployment
9. Describe the historical pattern of US Unemployment (Figure 8.3). What tends to be the range of unemployment rates over time?
10. Describe the differences in unemployment rates by sex, age, and by race and ethnicity (Figure 8.4).
11. Analyze the reasons for reported unemployment and the length of time unemployed (Tables 8.2 and 8.3).
12. Describe trends in US unemployment relative to other high income countries. Why is it more difficult to compare unemployment rates between rich countries and developing (poorer) countries?
Section 8.3– What Causes Changes in Unemployment over the Short Run
13. Define cyclical unemployment, and describe how the presence of it challenges the presumption of efficient labor markets (i.e., wages return to equilibrium quickly and all workers supplied are demanded, leaving a 0% unemployment rate).
14. Why might wages be sticky downwards? Describe the various arguments for why this may be:
a. Implicit contract
b. Efficiency wage theory
c. Adverse selection of wage cuts argument
d. Insider-outsider model
e. Relative wage coordination argument
15. Graph the impact of a labor market experiencing a surplus and sticky wages downwards. Should we expect wages to fall and thus more employers to hire?
Section 8.4– What Causes Changes in Unemployment over the Long Run
16. Describe what is meant by the natural unemployment rate.
17. Contrast frictional unemployment from structural unemployment, and how together they determine the natural unemployment rate.
18. Relate the natural unemployment rate with the idea of potential real GDP.
19. How could changes in labor productivity levels, and corresponding increases in wages, lead to unemployment? What will need to happen to productivity to solve the labor surplus (Figure 8.8)?
20. How can public policy impact the natural rate of unemployment?
21 ...
Assignment 2 lasa 1 the costs of production
Joseph Farms, Inc. is a small agricultural firm that has provided limited cost data to determine the profit maximizing output level. You are asked to complete two tables analyzing the cost and revenue data for output levels from 1 to 10 units. Table 1 requires calculating total, average, and marginal costs and revenues. Table 2 calculates total revenue, profit, and loss for each output level. You must also explain the marginal cost equals marginal revenue rule, identify the profit maximizing output, and explain why a purely competitive firm is a price taker.
Introduction to monte carlo simulation excel - office
Monte Carlo simulation allows businesses to model uncertain situations by simulating random outcomes thousands of times on a computer. It can be used to estimate probabilities, determine optimal decisions under risk, and evaluate investments. The document describes how to simulate random variables in Excel using functions like RAND(), VLOOKUP(), and NORMINV(). It provides an example of a greeting card company using Monte Carlo simulation over 1,000 iterations to determine the production quantity with the highest expected profit under variable demand.
Montecarlosimulation2
1) A business is introducing a new product and wants to forecast net profit, which depends on uncertain variables like sales volume, price, and costs.
2) Monte Carlo simulation is used to model uncertainty, introducing random market conditions that impact volume and price.
3) The simulation calculates net profit 1,000 times to generate a probability distribution, showing most likely outcomes and risks of loss.
Statement of Operations and Financial StatementsSubmit written r.docx
Statement of Operations and Financial Statements
Submit written responses to these questions.
This assignment needs to be in APA style, plagiarism free, and each to understand.
1. List several efforts that have been enacted by payors to control costs.
2. Explain the ramifications of allowing/disallowing an individual to be able to sue his or her HMO.
3. What are each of the financial statements commonly called in for-profit health care organizations and in not for-profit care organizations?
The following questions relate to the statement of operations of not for-profit health care organizations.
1. What is the analogous for-profit statement called? What are the main sections of the statement of operations?
2. What are revenues, gains, and other support?
3. What are expenses and losses?
4. Funds released from restricted net assets to unrestricted net assets are presented in what section of the statement of revenue, expenses and other activities?
The following questions relate to the statement of changes in net assets.
1. What is the traditional name for this statement?
2. What is the purpose of this statement?
3. What are the main sections of this statement?
4. Discuss the difference between permanently restricted and temporarily restricted net assets.
The following questions relate to the statement of cash flows of a not-profit health care organization.
1. What are its main sections?
2. What is the purpose of this statement?
3. Where in the financial statements would there be important explanatory information?
4. In what financial statement would one identify the purchase of long-term investments?
5. How does the accrual basis of accounting differ from the cash basis of accounting?
1
Foundations of Technical Programming
ASSIGNMENT (25%)
Q.1 Computers are often used for data analysis to compile and analyze the results of
surveys and opinion polls. You are asked to write a complete C program to use array
response initialized with 99 responses to a survey. Each response is a number from
1 to 9. The program computes the mean, median and mode of the 99 values. In your
program, you need to
(i) Define a function mean() to compute the mean by totalling 99 elements and
dividing the result by 99.
(ii) Define a function median(), to determine the median, that sorts the array of
responses into ascending order, then picking the middle element of the
sorted array.
(iii) Define a function mode() to determine the mode by counting the number of
responses of each type then selecting the value with the greatest count.
(iv) Print out the responses, frequencies and the corresponding histogram.
The following shows the sample run of your program:
The unsorted array of responses is
7875616546578352447
87987869874649352765
35798989872989787876
98798989877878939876
87878959879898789876
The sorted array is
9999999999999999999
88888888888888888888
88888887777777777777
77777777776666666665
55555554444433332.
Chapter 04
This chapter discusses various methods for describing and exploring data, including dot plots, percentiles, box plots, and scatter diagrams. Dot plots display each data point along a number line and are useful for small data sets. Percentiles divide a data set into equal percentages and are used to calculate quartiles. Box plots graphically depict the center, spread, and outliers of a data set. Scatter diagrams show the relationship between two variables by plotting one on the x-axis and one on the y-axis. Contingency tables organize counts of observations into categories to study relationships between nominal or ordinal variables.
Fin 351Project 2Derivation of the Efficient Frontier Part .docx
Fin 351
Project 2
Derivation of the Efficient Frontier
Part 1
1. Log into WRDS (Wharton) database, using the following information:
Userid: sseechar
Pwd: Plza.123
a. Choose CRSP (Center for the Research of Security Prices) database
b. Choose North America
c. Choose Equities
d. Choose Monthly data files
2. Download data on monthly returns (choose Holding Period Return variable) for the most recent 5-year period on four companies (or mutual funds, ETFs, etc.) from CRSP database into the Excel file. Choose companies from unrelated industries. Use your common sense here. For example, computer hardware and software industries are closely related, but computer hardware and food industries are not. Make sure that your dates are consistent across all four stocks, i.e. you select returns for the same 5-year period.
You can download similar data from Bloomberg
3. Using commands in the Excel Functions menu (click on fx button), calculate expected monthly returns on all three stocks (use AVERAGE function), their variances (VAR function), standard deviations (STDEV function), arrange them into variance-covariance matrix.
The more efficient way to calculate the variance-covariance matrix is using cov-matrix.xlam application, posted on BB. You need to download this application onto your computer and then open it within your Excel program. Don’t forget to enable macros.
In this example, Variance-Covariance is a 4 by 4 table. Suppose that it is located in cells (C98:F101), that is rows 98 through 101, columns C through F. On the diagonal of this matrix are variance estimates, on off-diagonal are covariance terms (we will use these addresses later in mmult command).
4. Now find the correlation coefficient between each pair of companies (CORREL function). Arrange them into the 4 by 4
· Correlation matrix
5. Annualize expected returns, variances and covariances. It means you have to multiply monthly expected returns, variances and covariances by 12. We can do this because we assume markets to be efficient at least in a weak form. Market efficiency means that monthly returns are independent of each other; that is the correlation coefficient between returns in one month and returns in any other month is 0. The annual standard deviation is just the square root of the annual variance. The annual correlation coefficient is the same as the monthly correlation coefficient.
You can multiply the entire variance-covariance matrix by 12. Below is the link to the excellent tutorial on matrix manipulations in excel:
http://facweb.cs.depaul.edu/mobasher/classes/csc575/assignments/MatrixOperations-Excel2007.pdf
6. Report monthly and annual statistics, calculated in (3) -- (5). Present annualized variances and covariances in the variance-covariance.
Part 2
7. In the next four columns specify weights of the four stocks in your portfolio. Remember, that the weight of the forth stock in the portfolio can be expressed as w4 = 1- w1 – w2– w3. Alternatively, ...
Dervy bis-155-i lab-8-week-7-descriptive-statistics-formatting--graphs-and-re...
This document provides instructions for completing iLab 8 activities in BIS 155. The activities include descriptive statistics, formatting, graphs, and regression analysis using temperature, marketing, income, and other sample data. Students are instructed to calculate descriptive statistics, create different graph types like bar charts and line graphs, perform regression analysis to examine relationships between variables, and sort data in various ways. The document emphasizes that while statistics are useful, they must be interpreted carefully and can be skewed depending on the questions asked and data collected.
100 Original WorkZero PlagiarismGraduate Level Writing Required.docx
This document provides instructions for a 1,250- to 1,400-word paper that is due on March 6, 2021. Students must choose between the topics of immigration, drug legislation, or three-strikes sentencing. For the selected topic, students must describe how each branch of the US government (executive, legislative, judicial) participates in the policy. The paper must follow APA formatting guidelines and include at least three peer-reviewed literature references, excluding sources like Wikipedia.
10.11771066480704270150THE FAMILY JOURNAL COUNSELING AND THE.docx
10.1177/1066480704270150THE FAMILY JOURNAL: COUNSELING AND THERAPY FOR COUPLES AND FAMILIES / January 2005Lambert / GAY AND LESBIAN FAMILIES
❖ Literature Review—Research
Gay and Lesbian Families:
What We Know and Where to Go From Here
Serena Lambert
Idaho State University
The author reviewed the research on gay and lesbian parents and
their children. The current body of research has been clear and con-
sistent in establishing that children of gay and lesbian parents are as
psychologically healthy as their peers from heterosexual homes.
However, this comparison approach to research design appears to
have limited the scope of research on gay and lesbian families, leav-
ing much of the experience of these families yet to be investigated.
Keywords: gay men; lesbians; parenting; families
The relationships and family lives of gay and lesbian peo-ple have been the focus of much controversy in the past
decade. The legal and social implications of gay and lesbian
parents appear to have clearly affected the direction that
researchers in the fields of psychology and sociology have
taken in regard to these diverse families. As clinicians, educa-
tors, and researchers, counselors need to be aware of and
involved with issues related to lesbian and gay family life for
several reasons. First, our professional code of ethics charges
us with the ethical responsibility to demonstrate a commit-
ment to gaining knowledge, personal awareness, sensitivity,
and skills significant for working with diverse populations
(American Counseling Association, 1995; International
Association of Marriage and Family Counselors, n.d.). Coun-
selors are also in a unique position to advocate for diverse
clients and families in their communities as well as in their
practices but must possess the knowledge to do so effectively
(Eriksen, 1999). It is believed that work in this area not only
has the potential to affect the lives of our gay and lesbian cli-
ents and their children but also influences developmental and
family theory and informs public policies for the future
(Patterson, 1995, 2000; Savin-Williams & Esterberg, 2000).
This article will review the recent research regarding fami-
lies headed by gay men and lesbians. Studies reviewed in-
clude investigations of gay or lesbian versus homosexual par-
ents, sources of diversity among gay and lesbian parents, and
the personal and sociological development of the children of
gay and lesbian parents. Implications for counselors as well
as directions for future research will also be discussed.
GAY AND LESBIAN PARENTS
How Many Are Out There?
Unfortunately, accurate statistics regarding the numbers
of families headed by gay men and lesbians in our culture are
difficult to determine. Due to fear of discrimination in one or
more aspects of their lives, many gay men and lesbians have
carefully kept their sexual orientation concealed—even from
their own children in some cases (Huggins, 1989). Patterson
(2000) noted that it is es.
10.11771066480703252339 ARTICLETHE FAMILY JOURNAL COUNSELING.docx
10.1177/1066480703252339 ARTICLETHE FAMILY JOURNAL: COUNSELING AND THERAPY FOR COUPLES AND FAMILIES / July 2003Fall, Lyons / ETHICAL CONSIDERATIONS
❖ Ethics
Ethical Considerations of Family Secret
Disclosure and Post-Session Safety Management
Kevin A. Fall
Christy Lyons
Loyola University—New Orleans
The ethical issues involved in the disclosure of family secrets in ther-
apy have been addressed in the literature, but the focus has typically
been on secrets disclosed in individual sessions. The literature
largely ignores the ethical issues surrounding in-session disclosure
and the concomitant liability of the family therapist for the post-ses-
sion well-being of the system’s members. This article explores types
of family secrets, provides a case example of in-session disclosure,
and presents ethical considerations and practice recommendations.
Keywords: family secrets; ethics; confidentiality; abuse; safety
A
family without secrets is like a two-year-old without
tantrums: a rarity. Virtually every family has secrets
involving academic problems, relationship dynamics, or even
various illegalities. Secrets permeate the family system
before therapy begins, but with the introduction of the thera-
pist, the system begins to change. The therapist ideally creates
an environment that challenges the boundaries and rules of
the system; this is the nature of therapy. As a result of the
sense of safety within the session, it is conceivable that a fam-
ily member may disclose information that has been hidden for
a wide variety of reasons. Any unearthing of hidden material
will create a disequilibrium within the system. Family thera-
pists are trained to handle the consequences of such a disclo-
sure in session and ethically lay the groundwork for timely
disclosures. Dealing with this disclosure and its impact on the
system often becomes the primary focus of the therapy, as the
perturbation caused by the disclosure can serve as a catalyst to
reorganize the system.
However, not all information is disclosed at the “perfect
time.” In fact, the idiosyncratic internal sensing of safety by
any member of the family may trigger a disclosure prema-
turely. Secrets are such an omnipresent dynamic in the life of
family systems that it seems unlikely that any family therapist
could avoid untimely disclosures. Even in these unpredict-
able moments, a disclosure creates a disequilibrium that can
be productive in the therapy process as the secret and the pro-
cess of maintaining the secret are worked through in an
atmosphere of trust and safety. The ethical question here is
two-fold: What is the therapist’s responsibility in preparing
the family members for the potential risks of counseling that
may arise from such disclosures, and what is the responsibil-
ity of the family therapist to maintain the safety of the mem-
bers after a disclosure?
Although the International Association of Marriage and
Family Counselors’ (IAMFC).
10.11770022427803260263ARTICLEJOURNAL OF RESEARCH IN CRIME AN.docx
This document summarizes competing theories on whether the perceived risk of punishment deters criminally prone individuals from committing crimes. It discusses three main perspectives: 1) that all individuals are equally deterred regardless of criminal propensity, 2) that criminally prone individuals are less deterred due to their impulsivity and focus on immediate gratification, and 3) that criminally prone individuals are more deterred since socialized individuals act based on moral obligations rather than costs/benefits. The article then analyzes data from a longitudinal study in New Zealand to test the relationship between criminal propensity, perceived punishment risks, and criminal behavior.
10.11770022487105285962Journal of Teacher Education, Vol. 57,.docx
10.1177/0022487105285962Journal of Teacher Education, Vol. 57, No. XX, XXX/XXX 2006Journal of Teacher Education, Vol. 57, No. XX, XXX/XXX 2006
CONSTRUCTING 21st-CENTURY TEACHER EDUCATION
Linda Darling-Hammond
Stanford University
Much of what teachers need to know to be successful is invisible to lay observers, leading to the view
that teaching requires little formal study and to frequent disdain for teacher education programs. The
weakness of traditional program models that are collections of largely unrelated courses reinforce this
low regard. This article argues that we have learned a great deal about how to create stronger, more ef-
fective teacher education programs. Three critical components of such programs include tight coher-
ence and integration among courses and between course work and clinical work in schools, extensive
and intensely supervised clinical work integrated with course work using pedagogies linking theory
and practice, and closer, proactive relationships with schools that serve diverse learners effectively
and develop and model good teaching. Also, schools of education should resist pressures to water
down preparation, which ultimately undermine the preparation of entering teachers, the reputation
of schools of education, and the strength of the profession.
Keywords: field-based experiences; foundations of education; student teaching; supervision; theo-
ries of teacher education
The previous articles have articulated a spectac-
ular array of things that teachers should know
and be able to do in their work. These include
understanding many things about how people
learn and how to teach effectively, including as-
pects of pedagogical content knowledge that in-
corporate language, culture, and community
contexts for learning. Teachers also need to un-
derstand the person, the spirit, of every child
and find a way to nurture that spirit. And they
need the skills to construct and manage class-
room activities efficiently, communicate well,
use technology, and reflect on their practice to
learn from and improve it continually.
The importance of powerful teaching is
increasingly important in contemporary soci-
ety. Standards for learning are now higher than
they have ever been before, as citizens and
workers need greater knowledge and skill to
survive and succeed. Education is increasingly
important to the success of both individuals and
nations, and growing evidence demonstrates
that—among all educational resources—teach-
ers’ abilities are especially crucial contributors
t o s t u d e n t s ’ le a r n i n g . F u r t h e r m o re , t h e
demands on teachers are increasing. Teachers
need not only to be able to keep order and pro-
vide useful information to students but also to
be increasingly effective in enabling a diverse
group of students to learn ever more complex
material. In previous decades, they were
expected to prepare only a small minority for
ambitious intellectual work, whereas they are
now expected to prep.
10.11770011000002250638ARTICLETHE COUNSELING PSYCHOLOGIST M.docx
10.1177/0011000002250638ARTICLETHE COUNSELING PSYCHOLOGIST / March 2003Westefeld, Heckman-Stone / CRISIS INTERVENTION
• PROFESSIONAL FORUM
The Integrated Problem-Solving
Model of Crisis Intervention:
Overview and Application
John S. Westefeld
The University of Iowa
Carolyn Heckman-Stone
Iowa State University
Crisis intervention is a role that fits exceedingly well with counseling psychologists’
interests and skills. This article provides an overview of a new crisis intervention model,
the Integrated Problem-Solving Model (IPSM), and demonstrates its application to a
specific crisis, sexual assault. It is hoped that this article will encourage counseling psy-
chologists to become more involved in crisis intervention itself as well as in research and
training in this important area.
Recently, significant crisis events (e.g., sexual assaults, school shootings,
terrorist attacks, and other violent crimes) have received major media atten-
tion. This has led, among other things, to an increased interest in this topic as
a subspecialty among human service providers (James & Gilliland, 2001). In
addition, it appears that we live in an increasingly fast-paced and technologi-
cal society in which individuals may be less connected with family and other
positive influences than in the past (Pitcher & Poland, 1992). Mental health
professionals need to be prepared to help society cope with such crises, and
counseling psychologists are particularly well suited for this type of interven-
tion. Coping with life transitions, a major focus of counseling psychology
throughout its history, sometimes involves the successful negotiation of cri-
ses (Brown & Lent, 2000). Counseling psychologists are particularly skilled
in promoting self-enhancement among relatively healthy individuals, which
is often the case in crisis situations. In addition, crisis intervention matches
well with counseling psychologists’ skills at implementing brief, problem-
solving, developmental, educational, and self-empowering intervention
approaches.
Relatively few articles have been published in The Counseling Psycholo-
gist concerning crisis intervention and the role of the counseling psycholo-
221
Correspondence concerning this article should be addressed to John S. Westefeld, Coun-
seling Psychology, 361 Lindquist Center, The University of Iowa, Iowa City, IA 52242;
e-mail: [email protected]
THE COUNSELING PSYCHOLOGIST, Vol. 31 No. 2, March 2003 221-239
DOI: 10.1177/0011000002250638
© 2003 by the Division of Counseling Psychology.
gist. Indeed, we believe that the field of counseling psychology has not his-
torically seen itself as working extensively in this area. Interestingly, in
1979—more than 20 years ago—Baldwin published an excellent manuscript
in The Counseling Psychologist, wherein he reviewed crisis theory, discussed
types of crises, and described his own stage model of crisis intervention.
Baldwin’s model consisted of the following major steps: catharsis/assess-
m.
10.1 What are three broad mechanisms that malware can use to propa.docx
10.1 What are three broad mechanisms that malware can use to propagate?
10.2 What are four broad categories of payloads that malware may carry?
10.3 What are typical phases of operation of a virus or worm?
10.4 What mechanisms can a virus use to conceal itself?
10.5 What is the difference between machine-executable and macro viruses?
10.6 What means can a worm use to access remote systems to propagate?
10.7 What is a “drive-by-download” and how does it differ from a worm?
10.8 What is a “logic bomb”?
10.9 Differentiate among the following: a backdoor, a bot, a keylogger, spyware, and a rootkit? Can they all be present in the same malware?
10.10 List some of the different levels in a system that a rootkit may use.
10.11 Describe some malware countermeasure elements.
10.12 List three places malware mitigation mechanisms may be located.
10.13 Briefly describe the four generations of antivirus software.
10.14 How does behavior-blocking software work?
10.15 What is a distributed denial-of-service system?
.
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Cis336 all i labs week 1 to week 7 devry university
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Section 8.2– Patterns of Unemployment
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This assignment needs to be in APA style, plagiarism free, and each to understand.
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ASSIGNMENT (25%)
Q.1 Computers are often used for data analysis to compile and analyze the results of
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response initialized with 99 responses to a survey. Each response is a number from
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❖ Literature Review—Research
Gay and Lesbian Families:
What We Know and Where to Go From Here
Serena Lambert
Idaho State University
The author reviewed the research on gay and lesbian parents and
their children. The current body of research has been clear and con-
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psychologically healthy as their peers from heterosexual homes.
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Keywords: gay men; lesbians; parenting; families
The relationships and family lives of gay and lesbian peo-ple have been the focus of much controversy in the past
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researchers in the fields of psychology and sociology have
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involved with issues related to lesbian and gay family life for
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us with the ethical responsibility to demonstrate a commit-
ment to gaining knowledge, personal awareness, sensitivity,
and skills significant for working with diverse populations
(American Counseling Association, 1995; International
Association of Marriage and Family Counselors, n.d.). Coun-
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clients and families in their communities as well as in their
practices but must possess the knowledge to do so effectively
(Eriksen, 1999). It is believed that work in this area not only
has the potential to affect the lives of our gay and lesbian cli-
ents and their children but also influences developmental and
family theory and informs public policies for the future
(Patterson, 1995, 2000; Savin-Williams & Esterberg, 2000).
This article will review the recent research regarding fami-
lies headed by gay men and lesbians. Studies reviewed in-
clude investigations of gay or lesbian versus homosexual par-
ents, sources of diversity among gay and lesbian parents, and
the personal and sociological development of the children of
gay and lesbian parents. Implications for counselors as well
as directions for future research will also be discussed.
GAY AND LESBIAN PARENTS
How Many Are Out There?
Unfortunately, accurate statistics regarding the numbers
of families headed by gay men and lesbians in our culture are
difficult to determine. Due to fear of discrimination in one or
more aspects of their lives, many gay men and lesbians have
carefully kept their sexual orientation concealed—even from
their own children in some cases (Huggins, 1989). Patterson
(2000) noted that it is es.
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10.1177/1066480703252339 ARTICLETHE FAMILY JOURNAL: COUNSELING AND THERAPY FOR COUPLES AND FAMILIES / July 2003Fall, Lyons / ETHICAL CONSIDERATIONS
❖ Ethics
Ethical Considerations of Family Secret
Disclosure and Post-Session Safety Management
Kevin A. Fall
Christy Lyons
Loyola University—New Orleans
The ethical issues involved in the disclosure of family secrets in ther-
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largely ignores the ethical issues surrounding in-session disclosure
and the concomitant liability of the family therapist for the post-ses-
sion well-being of the system’s members. This article explores types
of family secrets, provides a case example of in-session disclosure,
and presents ethical considerations and practice recommendations.
Keywords: family secrets; ethics; confidentiality; abuse; safety
A
family without secrets is like a two-year-old without
tantrums: a rarity. Virtually every family has secrets
involving academic problems, relationship dynamics, or even
various illegalities. Secrets permeate the family system
before therapy begins, but with the introduction of the thera-
pist, the system begins to change. The therapist ideally creates
an environment that challenges the boundaries and rules of
the system; this is the nature of therapy. As a result of the
sense of safety within the session, it is conceivable that a fam-
ily member may disclose information that has been hidden for
a wide variety of reasons. Any unearthing of hidden material
will create a disequilibrium within the system. Family thera-
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sure in session and ethically lay the groundwork for timely
disclosures. Dealing with this disclosure and its impact on the
system often becomes the primary focus of the therapy, as the
perturbation caused by the disclosure can serve as a catalyst to
reorganize the system.
However, not all information is disclosed at the “perfect
time.” In fact, the idiosyncratic internal sensing of safety by
any member of the family may trigger a disclosure prema-
turely. Secrets are such an omnipresent dynamic in the life of
family systems that it seems unlikely that any family therapist
could avoid untimely disclosures. Even in these unpredict-
able moments, a disclosure creates a disequilibrium that can
be productive in the therapy process as the secret and the pro-
cess of maintaining the secret are worked through in an
atmosphere of trust and safety. The ethical question here is
two-fold: What is the therapist’s responsibility in preparing
the family members for the potential risks of counseling that
may arise from such disclosures, and what is the responsibil-
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bers after a disclosure?
Although the International Association of Marriage and
Family Counselors’ (IAMFC).
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CONSTRUCTING 21st-CENTURY TEACHER EDUCATION
Linda Darling-Hammond
Stanford University
Much of what teachers need to know to be successful is invisible to lay observers, leading to the view
that teaching requires little formal study and to frequent disdain for teacher education programs. The
weakness of traditional program models that are collections of largely unrelated courses reinforce this
low regard. This article argues that we have learned a great deal about how to create stronger, more ef-
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and intensely supervised clinical work integrated with course work using pedagogies linking theory
and practice, and closer, proactive relationships with schools that serve diverse learners effectively
and develop and model good teaching. Also, schools of education should resist pressures to water
down preparation, which ultimately undermine the preparation of entering teachers, the reputation
of schools of education, and the strength of the profession.
Keywords: field-based experiences; foundations of education; student teaching; supervision; theo-
ries of teacher education
The previous articles have articulated a spectac-
ular array of things that teachers should know
and be able to do in their work. These include
understanding many things about how people
learn and how to teach effectively, including as-
pects of pedagogical content knowledge that in-
corporate language, culture, and community
contexts for learning. Teachers also need to un-
derstand the person, the spirit, of every child
and find a way to nurture that spirit. And they
need the skills to construct and manage class-
room activities efficiently, communicate well,
use technology, and reflect on their practice to
learn from and improve it continually.
The importance of powerful teaching is
increasingly important in contemporary soci-
ety. Standards for learning are now higher than
they have ever been before, as citizens and
workers need greater knowledge and skill to
survive and succeed. Education is increasingly
important to the success of both individuals and
nations, and growing evidence demonstrates
that—among all educational resources—teach-
ers’ abilities are especially crucial contributors
t o s t u d e n t s ’ le a r n i n g . F u r t h e r m o re , t h e
demands on teachers are increasing. Teachers
need not only to be able to keep order and pro-
vide useful information to students but also to
be increasingly effective in enabling a diverse
group of students to learn ever more complex
material. In previous decades, they were
expected to prepare only a small minority for
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10.1177/0011000002250638ARTICLETHE COUNSELING PSYCHOLOGIST / March 2003Westefeld, Heckman-Stone / CRISIS INTERVENTION
• PROFESSIONAL FORUM
The Integrated Problem-Solving
Model of Crisis Intervention:
Overview and Application
John S. Westefeld
The University of Iowa
Carolyn Heckman-Stone
Iowa State University
Crisis intervention is a role that fits exceedingly well with counseling psychologists’
interests and skills. This article provides an overview of a new crisis intervention model,
the Integrated Problem-Solving Model (IPSM), and demonstrates its application to a
specific crisis, sexual assault. It is hoped that this article will encourage counseling psy-
chologists to become more involved in crisis intervention itself as well as in research and
training in this important area.
Recently, significant crisis events (e.g., sexual assaults, school shootings,
terrorist attacks, and other violent crimes) have received major media atten-
tion. This has led, among other things, to an increased interest in this topic as
a subspecialty among human service providers (James & Gilliland, 2001). In
addition, it appears that we live in an increasingly fast-paced and technologi-
cal society in which individuals may be less connected with family and other
positive influences than in the past (Pitcher & Poland, 1992). Mental health
professionals need to be prepared to help society cope with such crises, and
counseling psychologists are particularly well suited for this type of interven-
tion. Coping with life transitions, a major focus of counseling psychology
throughout its history, sometimes involves the successful negotiation of cri-
ses (Brown & Lent, 2000). Counseling psychologists are particularly skilled
in promoting self-enhancement among relatively healthy individuals, which
is often the case in crisis situations. In addition, crisis intervention matches
well with counseling psychologists’ skills at implementing brief, problem-
solving, developmental, educational, and self-empowering intervention
approaches.
Relatively few articles have been published in The Counseling Psycholo-
gist concerning crisis intervention and the role of the counseling psycholo-
221
Correspondence concerning this article should be addressed to John S. Westefeld, Coun-
seling Psychology, 361 Lindquist Center, The University of Iowa, Iowa City, IA 52242;
e-mail: [email protected]
THE COUNSELING PSYCHOLOGIST, Vol. 31 No. 2, March 2003 221-239
DOI: 10.1177/0011000002250638
© 2003 by the Division of Counseling Psychology.
gist. Indeed, we believe that the field of counseling psychology has not his-
torically seen itself as working extensively in this area. Interestingly, in
1979—more than 20 years ago—Baldwin published an excellent manuscript
in The Counseling Psychologist, wherein he reviewed crisis theory, discussed
types of crises, and described his own stage model of crisis intervention.
Baldwin’s model consisted of the following major steps: catharsis/assess-
m.
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Presentation of information was exceptional and included all of the following elements: Identifies the role of concept analysis within theory development. Identifies the selected nursing concept. Identifies the nursing theory from which the selected concept was obtained. A nursing theory was used. Identifies the sections of the paper. Scholarly support from nursing literature was provided.
9.0 pts
Presentation of information was good, but was superficial in places and included all of the following elements: Identifies the role of concept analysis within theory development. Identifies the selected nursing concept. Identifies the nursing theory from which the selected concept was obtained. A nursing theory was used. Identifies the sections of the paper. Scholarly support from nursing literature was provided.
8.0 pts
Presentation of information was minimally demonstrated in the all of the following elements: Identifies the role of concept analysis within theory development. Identifies the selected nursing concept. Identifies the nursing theory from which the selected concept was obtained. A nursing theory was used. Identifies the sections of the paper. Limited scholarly support from nursing literature was provided.
4.0 pts
Presentation of information in one or two of the following elements fails to meet expectations: Identifies the role of concept analysis within theory development. Identifies the selected nursing concept. Identifies the nursing theory from which the selected concept was obtained. A nursing theory was used. Identifies the sections of the paper. Limited or no scholarly support from nursing literature was provided.
0.0 pts
Presentation of information is unsatisfactory in three or more of the following elements: Identifies the role of concept analysis within theory development. Identifies the selected nursing concept. Identifies the nursing theory from which the selected concept was obtained. A nursing theory was used. Identifies the sections of the paper. Limited or no scholarly support from nursing literature was provided.
10.0 pts
This criterion is linked to a Learning Outcome Definition/Explanation of Selected Concept
25.0 pts
Presentation of information was exceptional and included all of the following elements: Defines/explains the concept using scholarly literature (a dictionary maybe used for this section ONLY, and additional scholarly nursing references are required). Provides support from scholarly sources.
22.0 pts
Presentation of information was good, but was superficial in places and included all of the following elements: Defines/explains the concept using scholarly literature (a dictionary maybe used for this section ONLY, and additional scholarly nursing references are required). Provides support from scholarly sources.
20.0 pts
Presentation of information was minimally demonstrated in the all of the following elements: Defines/explains the concept using scholarly literature (a dictionary maybe used for thi.
10-K1f12312012-10k.htm10-KUNITED STATESSECURIT.docx
10-K
1
f12312012-10k.htm
10-K
UNITED STATES
SECURITIES AND EXCHANGE COMMISSION
Washington, DC 20549
FORM 10-K
(Mark One)
R
Annual report pursuant to Section 13 or 15(d) of the Securities Exchange Act of 1934
For the fiscal year ended December 31, 2012
or
o
Transition report pursuant to Section 13 or 15(d) of the Securities Exchange Act of 1934
For the transition period from __________ to __________
Commission file number 1-3950
Ford Motor Company
(Exact name of Registrant as specified in its charter)
Delaware
38-0549190
(State of incorporation)
(I.R.S. Employer Identification No.)
One American Road, Dearborn, Michigan
48126
(Address of principal executive offices)
(Zip Code)
313-322-3000
(Registrant’s telephone number, including area code)
Securities registered pursuant to Section 12(b) of the Act:
Title of each class
Name of each exchange on which registered*
Common Stock, par value $.01 per share
New York Stock Exchange
__________
* In addition, shares of Common Stock of Ford are listed on certain stock exchanges in Europe.
Securities registered pursuant to Section 12(g) of the Act: None.
Indicate by check mark if the registrant is a well-known seasoned issuer, as defined in Rule 405 of the Securities Act. Yes R No o
Indicate by check mark if the registrant is not required to file reports pursuant to Section 13 or Section 15(d) of the Act. Yes o No R
Indicate by check mark if the registrant (1) has filed all reports required to be filed by Section 13 or 15(d) of the Securities Exchange Act of 1934 during the preceding 12 months (or for such shorter period that the registrant was required to file such reports), and (2) has been subject to such filing requirements for the past 90 days. Yes R No o
Indicate by check mark whether the registrant has submitted electronically and posted on its corporate Web site, if any, every Interactive Data File required to be submitted and posted pursuant to Rule 405 of Regulation S-T (§232.405 of this chapter) during the preceding 12 months (or for such shorter period that the registrant was required to submit and post such files). Yes R No o
Indicate by check mark if disclosure of delinquent filers pursuant to Item 405 of Regulation S-K (§229.405 of this chapter) is not contained herein, and will not be contained, to the best of registrant’s knowledge, in definitive proxy or information statements incorporated by reference in Part III of this Form 10-K or any amendment to this Form 10-K. R
Indicate by check mark whether the registrant is a large accelerated filer, an accelerated filer, a non-accelerated filer, or a smaller reporting company. See definitions of "large accelerated filer," "accelerated filer," and "smaller reporting company" in Rule 12b-2 of the Exchange Act. Large accelerated filer R Accelerated filer o Non-accelerated filer o Smaller reporting company o
Indicate by check mark whether the registra.
10-K 1 f12312012-10k.htm 10-K UNITED STATESSECURITIES AN.docx
10-K 1 f12312012-10k.htm 10-K
UNITED STATES
SECURITIES AND EXCHANGE COMMISSION
Washington, DC 20549
FORM 10-K
(Mark One)
R Annual report pursuant to Section 13 or 15(d) of the Securities Exchange Act of 1934
For the fiscal year ended December 31, 2012
or
o Transition report pursuant to Section 13 or 15(d) of the Securities Exchange Act of 1934
For the transition period from __________ to __________
Commission file number 1-3950
Ford Motor Company
(Exact name of Registrant as specified in its charter)
Delaware 38-0549190
(State of incorporation) (I.R.S. Employer Identification No.)
One American Road, Dearborn, Michigan 48126
(Address of principal executive offices) (Zip Code)
313-322-3000
(Registrant’s telephone number, including area code)
Securities registered pursuant to Section 12(b) of the Act:
Title of each class Name of each exchange on which registered*
Common Stock, par value $.01 per share New York Stock Exchange
__________
* In addition, shares of Common Stock of Ford are listed on certain stock exchanges in Europe.
Securities registered pursuant to Section 12(g) of the Act: None.
Indicate by check mark if the registrant is a well-known seasoned issuer, as defined in Rule 405 of the Securities Act.
Yes R No o
Indicate by check mark if the registrant is not required to file reports pursuant to Section 13 or Section 15(d) of the Act.
Yes o No R
Indicate by check mark if the registrant (1) has filed all reports required to be filed by Section 13 or 15(d) of the Securities
Exchange Act of 1934 during the preceding 12 months (or for such shorter period that the registrant was required to file such
reports), and (2) has been subject to such filing requirements for the past 90 days. Yes R No o
Indicate by check mark whether the registrant has submitted electronically and posted on its corporate Web site, if any,
every Interactive Data File required to be submitted and posted pursuant to Rule 405 of Regulation S-T (§232.405 of this
Page 1 of 216F 12.31.2012- 10K
3/7/2019https://www.sec.gov/Archives/edgar/data/37996/000003799613000014/f12312012-10k.htm
chapter) during the preceding 12 months (or for such shorter period that the registrant was required to submit and post such
files). Yes R No o
Indicate by check mark if disclosure of delinquent filers pursuant to Item 405 of Regulation S-K (§229.405 of this chapter)
is not contained herein, and will not be contained, to the best of registrant’s knowledge, in definitive proxy or information
statements incorporated by reference in Part III of this Form 10-K or any amendment to this Form 10-K. R
Indicate by check mark whether the registrant is a large accelerated filer, an accelerated filer, a non-accelerated filer, or a
smaller reporting company. See definitions of "large accelerated filer," "accelerated filer," and "smaller reporting company" in
Rule 12b-2 of the Exchange Act. Large accelerated filer R Accelerated filer .
10 What does a golfer, tennis player or cricketer (or any othe.docx
10 What does a golfer, tennis player or cricketer (or any other professional sportsperson) focus on to achieve high performance? They nearly always give the same answer: “Repeat my process (that is the process they have practised a million times) – replicate it under real pressure and trust in my ability” That’s why Matthew Lloyd throws the grass up under the roof at Etihad Stadium. It is why Ricky Ponting taps the bat, looks down,
looks up and mouths “watch the ball”. It’s
unnecessary for Matthew Lloyd to toss the
grass. There’s no wind under the roof – it’s
simply a routine that enables him to replicate
his process under pressure.
Ricky Pointing knows you have to watch the
ball. Ponting wants the auto pilot light in his
brain to fl ick on as he mutters “watch the ball”.
High performance in sport is achieved through focusing on your
processes, not the scores.
It is absolutely no different in local government. Our business
is governance and we need to be focusing very hard on our
governance processes. We need to learn these processes, modify
them when necessary, understand them deeply, repeat them
under pressure and trust in our capabilities to deliver. If we do
that, the scores will look after themselves.
I want to share with you my ten most important elements in
the governance process. Let me fi rst say that good governance is
the set of processes, protocols, rules, relationships and behaviours
which lead to consistently good decisions. In the end good
governance is good decisions. You could make lots of good
decisions without good governance. But you will eventually
run out of luck – eventually, bad governance process will lead
to bad decisions. Consistently good decisions come from good
governance processes and practices.
Good governance is not only a prerequisite for consistently
good decisions, it is almost the sole determinant of your
reputation. The way you govern, the ‘vibe’ in the community
and in the local paper about the way you govern is almost the
sole determinant of your reputation. Believe me, if reputation
matters to you, then drive improvements through good
governance.
So here are the ten core elements:
1. THE COUNCIL PLAN
An articulate council plan is a fundamental fi rst step to achieving
your goals. It is your set of promises to your community for a
four-year term.
Unfortunately, there are too many wrong plans:
• Claytons Plans – say too little and are too bland. Delete the
name of the council from these plans and you can’t tell whose
it is! There’s no ‘vibe’ at all.
• Agreeable Plans – where everyone gets their bit in the plan.
There’s no sense of priorities, everyone agrees with everything
in the plan and we save all the real fi ghts and confl icts to be
fought out one by one over the four-year term.
• Opposition-creating Plans – we don’t do this so often but we
sometimes ‘use the numbers’ to enable the dominant group of
councillors to achieve their goals and fail to a.
10 September 2018· Watch video· Take notes withfor students.docx
10 September 2018
· Watch video
· Take notes with/for students
Zeynep Tufekci TED Talk
“We’re building a dystopia just to make people click on ads”
https://www.ted.com/talks/zeynep_tufekci_we_re_building_a_dystopia_just_to_make_people_click_on_ads?referrer=playlist-the_race_for_your_attention
Keywords from first half
· persuasion architecture
· Algorithms
· Dark posts
· Data brokers
FIRST HALF OF TALK
Profiling people – individual profiles
· AI is tailor-making “ads” for individual
Algorithms – Picking up on human behaviors
· No one (no person) understands the algorithms. But artificial intelligence does, i.e., Facebook and Google
Like taking a cross-section of the brain, and no one knows what she is thinking.
· Only the AI (artificial intelligence) knows.
Artificial Intelligence means
· Internet and technology
· Means that computers can use algorithms and “big data” to learn about an individual
· Facebook and Google, examples of using “persuasion architecture”
Her example of “selling plane tickets to Las Vegas”
· Mania and bipolar people
SECOND HALF OF TALK
“Dark posts”
· Targeting people
· They are not doing public posts; individualized
Good persuasion architecture makes a company successful
· Two parts: Facebook has it; a company can buy it.
Information/news is individualized so that people don’t have the same knowledge or news.
Persuades your political views; who to vote for or not.
· They are not considering your opinion; they are trying to give you an opinion
· Because of a lack of transparency, voters don’t know who are persuading them
Facebook algorithms does not show posts in time order but algorithms selecting which ones to see
· Posts are affecting you emotionally
Reforming the internet/technology?
· We need to take control of the technology, so that information is transparent.
· We need to re-structure the “business model.”
· We should restrict algorithms. For example, not apply algorithms to politicians
· Do not offer data from algorithms to the highest bidder/the biggest company
Week 4
Uniform Crime Report (UCR)
Performance Task
Assignment #1
Quick Links
SCENARIO
TASK
RUBRIC
DOCUMENT LIBRARY
CRJ 105 – Crime and Criminal Behavior
© 2017 Strayer University. All Rights Reserved. This document contains Strayer University Confidential and Proprietary information and may
not be copied, further distributed, or otherwise disclosed in whole or in part, without the expressed written permission of Strayer University.
Page 2 of 14
Scenario
In June of 2016 you begin your first week as an intern at the Happy Town Police Department. As
an intern, you develop a good rapport with Police Chief Rodney Hurt.
On the second week of your internship you begin to ask questions (of the police officers you
have been working with at the department) concerning the Uniform Crime Rate. You tell them
you are taking a class at Strayer University and are interested in gaining a better understanding
of.
10 Research-Based Tips for Enhancing Literacy Instruct.docx
10 Research-Based Tips
for Enhancing Literacy
Instruction for Students
With Intellectual
Disability
Christopher J. Lemons, Jill H. Allor, Stephanie Al Otaiba,
and Lauren M. LeJeune
Literacy
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by guest on October 20, 2016tcx.sagepub.comDownloaded from
http://tcx.sagepub.com/
TEACHING EXCEPTIONAL CHILDREN | SEPTEMBER/OCTOBER 2016 19
In the past 2 decades, researchers
(often working closely with parents,
teachers, and other school staff
members) have conducted studies that
have substantially increased
understanding how to effectively teach
children and adolescents with
intellectual disability (ID) to read. This
research focus has been fueled by
increased societal expectations for
individuals with ID, advocacy efforts,
and legislative priorities (e.g.,
strengthened accountability standards).
Findings from this body of work
indicate that children and adolescents
with ID can obtain higher levels of
reading achievement than previously
anticipated (Allor, Mathes, Roberts,
Cheatham, & Al Otaiba, 2014). Recent
research also suggests that the historic
focus on functional reading (e.g., signs,
restaurant words) for this population of
learners is likely too limited of a focus
for many (Browder et al., 2009).
Research outcomes suggest that
integrating components of traditional
reading instruction (e.g., phonics,
phonemic awareness) into programs
for students with ID will lead to
increases in independent reading skills
for many (Allor, Al Otaiba, Ortiz, &
Folsom, 2014). These increased reading
abilities are likely to lead to greater
postsecondary outcomes, including
employment, independence, and
quality of life. Unfortunately, many
teachers remain unsure of how to best
design and deliver reading intervention
for students with ID.
We offer a set of 10 research-based
tips for special education teachers,
general education teachers, and other
members of IEP teams to consider when
planning literacy instruction for students
with ID in order to maximize student
outcomes. For each tip, we describe our
rationale for the recommendation and
provide implementation guidance. Our
Literacy Instruction and Support
Planning Tool can be used by team
members to organize information to
guide planning. Our aim is to provide
educators and IEP team members with a
framework for reflecting on current
reading practices in order to make
research-based adjustments that are
likely to improve student outcomes.
The Conceptual Model of Literacy
Browder and colleagues (2009) proposed
a conceptual model for early literacy
instruction for students with severe
developmental disabilities. We believe
their framework provides guidance for
designing and delivering literacy
instruction for all students wit.
10 Strategic Points for the Prospectus, Proposal, and Direct Pract.docx
10 Strategic Points for the Prospectus, Proposal, and Direct Practice Improvement Project
Week Two Assignment Instructions DNP 820
Please read the instructions thoroughly
Tutor MUST have a good command of the English language
The Rubric must be followed, and all the requirements met
This is a thorough professor, and she has strict requirements
I have attached the PICOT and the first 10 points (DNP 815) assignment. This is a continuation of that assignment. Please read the attachments
The following needs to be addressed:
Please note the followings: The introduction and the literature review are complete and thorough. The problem statement is written clearly PICOT is clear and very good Sample:
· How will you determine the sample size?
· What are the inclusion/exclusion criteria of the subjects? Methodology: Why is the selected methodology is appropriate? Please justify!
· Data collection approach needs to be clear. How will you collect your data? What is needed here is to describe the process of collecting data form signing the informed consent until completing the measuring.
· Data analysis-What test will you use to answer your research question?
Clinical/PICOT Questions:
“In adult patients with CVC at a Clear Lake Regional Medical Center, does interventional staff education about hub hygiene provided to RN’s who access the CVC impact CLABSI rates compared to standard care over a one-month period?”
P: Patients with Central Venous Catheters
I: Staff re-education related to Hygiene of the hub
C: Other hospitals
O: Reduce probability of CLABSIs
T: Two months
“In Patients > 65 years of age with central line catheters at a Clear Lake Regional Medical Center, how does staff training of key personnel and reinforcement of central line catheter hub hygiene after its insertion, along with the apt cleansing of the insertion site, before every approach compared with other area hospitals, reduce the incidence of CLABSIs (Central Line Associated Blood-stream Infections) over a one-month period?”
P: Patients > 65 years of age with a Central line
I: Staff training and reinforcement of Central Catheter, Hub Hygiene
C: Other area hospitals
O: Reduce probability of CLABSIs
“In adult patients, with define CVC (CVC), does interventional staff education about hub hygiene provided to RN’s who access the CVC impact CLABSI rates compared to pre and post-intervention assessments
1. I used central Missouri as an example, replace with a description of your site.
2. While you might be interested in CLASBI rates as a primary variable, there are other patient outcomes that would also be important to consider
3. Ensure you can find validity and reliability measures on CLASBI rates if you cannot, we need to determine another question to help
4. How are your two comparison groups different, as they are currently stated the groups seem very much the same, could you state, standard care instead of pre and post intervention assessments?
5. One month is the longe.
10 Most Common Err.docx
10 Most Common Errors in Suicide Assessment/Intervention
Robert Neimeyer & Angela Pfeiffer
1. Avoidance of Strong Feelings – Diverting discussions away from powerful, intense
emotion and toward a more abstract or intellectualized exchange. These responses keep
interactions on a purely cognitive level and prevent exploration of the more profound
feelings of distress, which may hold the key to successful treatment. Do not retreat to
professionalism, advice-giving, or passivity when faced with intense depression, grief, or
fear.
• Do not analyze and ask why they feel that way.
• USE empathy! “With all the hurt you’ve been experiencing it must be impossible
to hold those tears in.”
• Tears and sobbing are often met with silence of tangential issues instead of
putting into words what the client is mutely expressing: “With all the pain you’re
feeling, it must be impossible to hold those tears in.”
• “I don’t think anyone really cares whether I live or die.” Helpers often shift to
discussing why/asking questions as opposed to reflecting emotional content.
2. Superficial Reassurance – trivial responses to clients’ expressions of acute distress and
hopelessness can do more harm than good. Rather than reassuring clients, these responses
risk alienating them and deepening their feelings of being isolated in their distress.
• Attempts to emphasize more positive or optimistic aspects of the situation: “But
you’re so young and have so much to live for!”
• Premature offering of a prepackaged meaning for the client’s difficulties: “Well
life works in mysterious ways. Maybe this is life’s way of challenging you.”
• Directly contradicting the client’s protest of anguish: “Things can’t be all that
bad.”
3. Professionalism – Insulating or protecting by distancing and detaching from the brutal,
exhausting realities of clients’ lives by seeking refuge in the comfortable boundaries of role
definition. The exaggerated air of objectivity/disinterest implies a hierarchical relationship,
which may disempower the client. Although intended to put a person at ease, this can come
across as disinterest or hierarchical. Empathy is a more facilitative response.
• “My thoughts are so awful I could never tell anyone” is often met with, “You can
tell me. I’m a professional” as opposed to the riskier, empathic reply.
4. Inadequate Assessment of Suicidal Intent – Implicit negation of suicide threat by
responding to indirect and direct expressions of risk with avoidance or reassurance rather
than a prompt assessment of the level of intent, planning, and lethality. Most common
among physicians and master’s level counselors – due to time pressures, personal theories
or discomfort with intense feelings.
• What they’ve been thinking, For how long, Specific plans/means, Previous
attempts
1
• “There’s nowhere left to turn” and “I’d be better off dead” should be met with
“You sound so miserable. Are y.
10 Introduction Ask any IT manager about the chall.docx
10
Introduction
Ask any IT manager about the challenges in conveying IT risks in terms of business risks, or
about translating business goals into IT goals. It’s a common difficulty, as the worlds of business
and IT do not inherently align. This lack of alignment was unresolved until ISACA developed a
framework called COBIT, first released in 1996. ISACA is an IT professionals’ association
centered on auditing and IT governance. This lab will focus on the COBIT framework. The lab
uses the latest two versions: COBIT 4.1, which is currently the most implemented version, and
COBIT 5, which is the latest version released in June 2012.
Because COBIT 4.1 is freely available at the time of this writing, the lab uses this version to
present handling of risk management. Presentation is done making use of a set of COBIT control
objectives called P09. COBIT P09’s purpose is to guide the scope of risk management for an IT
infrastructure. The COBIT P09 risk management controls help organize the identified risks,
threats, and vulnerabilities, enabling you to manage and remediate them. This lab will also
present how COBIT shifts from the term “control objectives” to a set of principles and enablers
in version 5.
In this lab, you will define COBIT P09, you will describe COBIT P09’s six control objectives,
you will explain how the threats and vulnerabilities align to the definition for the assessment and
management of risks, and you will use COBIT P09 to determine the scope of risk management
for an IT infrastructure.
Learning Objectives
Upon completing this lab, you will be able to:
Define what COBIT (Control Objectives for Information and related Technology) P09 risk
management is for an IT infrastructure.
Describe COBIT P09’s six control objectives that are used as benchmarks for IT risk
assessment and risk management.
Explain how threats and vulnerabilities align to the COBIT P09 risk management definition
for the assessment and management of IT risks.
Use the COBIT P09 controls as a guide to define the scope of risk management for an IT
infrastructure.
Apply the COBIT P09 controls to help organize the identified IT risks, threats, and
vulnerabilities.
Lab #2 Aligning Risks, Threats, and Vulnerabilities to
COBIT P09 Risk Management Controls
11
Copyright © 2015 by Jones & Bartlett Learning, LLC, an Ascend Learning Company. All rights reserved.
www.jblearning.com Student Lab Manual
Deliverables
Upon completion of this lab, you are required to provide the following deliverables to your
instructor:
1. Lab Report file;
2. Lab Assessments file.
12 | LAB #2 Aligning Risks, Threats, and Vulnerabilities to COBIT P09 Risk
Management Controls
Hands-On Steps
Note:
This is a paper-based lab. To successfully complete the deliverables for this lab, you will need access to Microsoft®
Word or another compatible word processor. For some labs, you may also need access to a.
10 Customer Acquisition and Relationship ManagementDmitry .docx
10 Customer Acquisition and Relationship Management
Dmitry Kalinovsky/iStock/Thinkstock
Patronage by loyal customers yields 65 percent of a typical business’ volume.
—American Management Association
Learning Objectives
After reading this chapter, you should be able to do the following:
• Identify how organizational growth is best achieved by an HCO, and state the effect of the product life cycle
on an organization’s revenues.
• Discuss several approaches that an HCO can use to attract new customers, or patients.
• Delineate the premises upon which customer relationship management is based.
• Explain the advantages of database marketing, and identify ways for an organization to use a marketing
database.
• Provide examples of how an HCO can effectively manage real and virtual customer interactions.
Section 10.1Organizational Growth
Introduction
This chapter focuses on how to attract and keep patients through understanding and meeting
their needs. The long-term success of an HCO depends on its ability to attract new patients
and turn them into loyal customers who not only return for needed services, but recommend
the HCO’s services to others. This is especially important because of the nature of the life cycle
for products and services, from their introduction to their decline. Attracting new customers
and keeping existing ones involves interacting internally and externally with patients, analyz-
ing data on current patients, and managing real and virtual interactions with patients. Manag-
ing relationships with patients helps to ensure that patients stay informed and feel connected
to the HCO through its internal and external customer relationship efforts.
10.1 Organizational Growth
Most organizations have growth as a basic goal. Growth means an increase in revenue and
a greater impact on the communities served. Growth also creates opportunities for staff to
advance and take on new responsibilities. While many activities can help an HCO grow, the
most important is the development of an effective marketing plan to provide a consistent
platform for the organization’s visibility and to brand the HCO as an attractive option for
medical services. The development of an effective marketing plan was stressed in Chapter 8
as a basic marketing need for an HCO: that is, to inform new and existing customers of the
organization’s services and to persuade them to continue using or to try using these services.
Product/Service Life Cycles
Like people, products and services have a life cycle. The term product life cycle refers to the
stages that a product or service goes through from the time it is introduced until it is taken
off the market or “dies.” The stages of the product life cycle, illustrated in Figure 10.1, usually
include the following descriptions:
• Introduction—The stage of researching, developing, and launching the product or
service.
• Growth—The stage when revenues are increasing at a fast rate.
• M.
10 ELEMENTS OF LITERATURE (FROM A TO Z) 1 PLOT (seri.docx
10 ELEMENTS OF LITERATURE (FROM A TO Z)
1 PLOT (series of events which make-up a story)
A 5-POINT PLOT SEQUENCE:
Exposition: initial part of a story where readers are exposed to setting and characters.
Situation: event in the story which kicks the action forward and begs for an outcome.
Complication: difficulties faced by characters as they experience internal and external conflicts.
Climax: watershed moment when it becomes apparent that major conflicts will be resolved.
Resolution: (Denouement): tying up of the loose ends of the story.
B SUB-PLOTS: PLOTS BENEATH AND AROUND THE MAJOR PLOT.
Foreshadowing: hints and clues of plot.
Flashback: portion of a plot when a character relives a past experience.
Frame story: plot which begins in the present, quickly goes to the past for story, then returns.
Episodic plot: a large plot sequence that is made up of a series of minor plot sequences.
Plausibility: likelihood that certain events within a plot can occur.
Soap Opera: multiple stories told along the sequence and spaced to sustain continual interest.
2 POINT OF VIEW (eyes through which a story is told)
C First Person major (participant major): narrator is the major character in the story.
First Person minor (participant minor): narrator is a minor character in the story.
Third Person omniscient (non-participant omniscient): narrator is outside the story and capable of
seeing into the heart, mind and motivations of all characters.
Third Person limited (non-participant limited): narrator is outside the story and capable of seeing, at
most, into the heart, mind, and motivations of one character. Narrator is
objective if not omniscient.
3 SETTING (time and place of a story, both physical and psychological)
D Physical (external) Setting: the time and place of a story, general and specific.
Psychological (internal) Setting: mood, tone, and temper of story.
E Major Tempers: Romanticism: man is free to choose against moral, spiritual backdrops. If you make
good decisions, you will be rewarded. There is a God that is in control
Existentialism: man is free to choose absent backdrops other than his own. If he feels it is right, then it is
right.
Naturalism: man is largely trapped, a cog in the impersonal machinery. He has no real way of
changing his circumstances.
Realism: eclectic view, but leaning toward the naturalistic position. Sometimes good things happen to
bad people, and sometimes bad things happen to good people. That is just the way it is.
F Other Tempers: Classicism: Man is free, but appears to be trapped due to conflicting codes.
Transcendentalism: Offshoot of romanticism, nature is a window to divine.
Nihilism: Fallout of either extreme existentialism or naturalism. Life is horrible and painful. It
lacks meaning.
4 CONFLICT (nature of the problems faced)
G Four Universal Conflicts: Person versus self
Pe.
10 ers. Although one can learn definitions favor- able to .docx
10
ers. Although one can learn definitions favor-
able to crime from law-abiding individuals,
one is most likely to learn such definitions
fiom delinquent friends or criminal family
A Theory of sociation members. with These delinquent studies typically others find is the that best as-
Differential predictor of crime, and that these delinquent others partly influence crime by leading the
individual to adopt beliefs conducive to
Association crime (see Agnew, 2000; Akers, 1998; Akers and Sellers, 2004; Waw, 2001 for summaries
of such studies).
Sutherland 's theory has also inspired
Edwin H. Sutherland dnd much additional theorizing in criminology.
Theorists have attempted to better describe
Donald R. Cressey the nature ofthose definitions favorable to vi-
olation of the law (see the next selection in
Chapter 11 by Sykes and Matza). They have
Before Sutherland developed his theory, attempted to better describe the processes by
crime was usually explained in t e r n ofmul- which we learn criminal behavior from oth-
tiple factors-like social class, broken homes, ers (see the description o f social learning the-
age, race, urban or rural location, and mental ory by Akers in Chapter 12). And they have
disorder. Sutherland developed his theory of drawn on Sutherland in an effort to explain
differential association in an effort to explain group differences in crime rates (see the Wolf-
why these various factors were related to gang and Ferracuti and Anderson selections
crime. In doing so, he hoped to organize and in this part). Sutherland's theory o f differen-
integrate the research on crime u p to that tial association, then, is one of the enduring
point, as well as to guide future research. classics in criminology (for excellent discus-
Sutherlandk theory is stated in the f o m o f sions ofthe current state o f differential asso-
nine propositions. He argues that criminal ciation theory, see Matsueda, 1988, and Waw,
behavior is learned by interacting with oth- 2001).
ers, especially intimate others. Criminals
learn both the techniques of committing
crime and the definitions favorable to crime References
from these others. The s k t h proposition> Agnew Robe*. '2000. "Sources of Mminality:
which f o r n the heart of the theory, states Strain and Subcultural Theories." In Joseph F.
that 'h person becomes delinquent because of Sheley (ed.), Criminology: A Contemporary ,
an excess of definitions favorable to law vio- Handbook, 3rd edition, pp. 349-371. Belmont,
lation over definitions unfavorable to viola- CA: Wadsworth.
tion oflaw."According to Sutherland, factors Akers, Ronald L. 1998. Social Learning and So-
such as social class, race, and broken homes cia1 Structure: A General Theory of Crime and
influence crime because they affect the likeli- Deviance. Boston: Northeastern University
hood that individuals willdssociate with oth- Press.
ers who present definitions favorable to Akers, Ronal.
10 academic sources about the topic (Why is America so violent).docx
10 academic sources about the topic (Why is America so violent?)
*Address all 10 academic sources in the literature review
*What have they added to the literature?
*End literature review with "What has not been addressed is.... "and with "What I'm Addressing....." (I am addressing that overpopulation is the main reason America is so violent).
*Literature review should be a minimum of 2-2 1/2 pages
Attached are my 10 academic sources.
.
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𝐄𝐱𝐩𝐥𝐚𝐢𝐧 𝐭𝐡𝐞 𝐍𝐚𝐭𝐮𝐫𝐞 𝐚𝐧𝐝 𝐒𝐜𝐨𝐩𝐞 𝐨𝐟 𝐚𝐧 𝐄𝐧𝐭𝐫𝐞𝐩𝐫𝐞𝐧𝐞𝐮𝐫:
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advanced technologies such as GIS (Geographic Information Systems) and Remote sensing to
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- 1. IRP: Week Two Worksheet The Wal-Mart Effect Chapters 3 and 4, pages 51 – 97 1. Who is Jon Fleck and what is “Makin Bacon”? 2. What is it about Jon Fleck’s relationship with Wal-Mart that allows him to be successful? 3. List and briefly describe three of Wal-Mart’s “partners” or supply companies. 4. How would you describe the relationship between the suppliers mentioned in Chapter 3 and Wal-Mart? 5. What are pallets and what did Wal-Mart like about them? 6. What is the main idea of Chapter Three? Please explain in detail.
- 2. 7. Chapter four starts out with a story about the gallon jar of pickles. What point is the author trying to illustrate with the price of these pickles at Wal-Mart? 8. List three companies that have felt the Wal-Mart “squeeze”. Briefly explain what happened to these companies. 9. What point is the author trying to make in the first part of Chapter four? CH-15/E15-15.JPG CH-15/E15-3.JPG CH-15/E15-7.JPG CH-15/P15-3/P15-03.xls Pr. 15-3Problem 15-3* represents an incorrect N answer
- 3. =COUNTIF(A14:H27,"~*")Name:0Section:" " represents an unanswered N box - counts as an incorrect. =COUNTIF(A14:H27," ")49Score:0%" " represents a correct blank answer or N answer =COUNTIF(A14:H27," ")0Key Code:2Total SUM(AV13:AV15)Instructions49Answers are entered in the cells with gray backgrounds.Percentage =AD6/AD8Cells with non-gray backgrounds are protected and cannot be edited.0%A red asterisk (*) will appear beside, below or above an incorrect answer.Notes:" " represents an unanswered N box - counts as an incorrect." " represents a correct blank answer or N answer1.Total number of answers = sum of aboveProduct Line ExpansionConditional formatting might be used but wasn't here, to hide some of the error check return symbols. If A1 = "~*", then font = red, if something else, then font = background color.YearPresent Value of $1 at 15% Factor´Net Cash Flows=Present Value of Net Cash Flows1Steps:2Open this sheet and macro sheet3Open old templated, then change color palet to this sheet'sTotalInsert new header - change problem number and reformatAmount to be investedCopy these formulas (column AD) to new sheet.Net present valueUpdate to new edition's names and numbersCopy new error check formulas. For N- boxes=IF(sol.!$C$5="OFF","",IF(AC25=""," ",IF(AC25<>sol.!AC25,"*"," ")))Computer System UpgradeYearPresent Value of $1 at 15% Factor´Net Cash Flows=Present Value of Net Cash Flows1For B- Boxes2=IF(sol.!$C$5="OFF","",IF(AC30<>sol.!AC30,"*"," "))3TotalCopy Score formula from this template to new sheet.Amount to be invested=IF(sol.!$C$5="OFF","","Score:")=IF(sol.!$C$5="OFF ","",AD10)Net present value=IF(sol.!$C$5="OFF","","*Since some answer boxes are correct when left blank, the beginning score is greater than 0%.")Internet Bill-PayYearPresent Value of $1 at 15% Factor´Net Cash Flows=Present Value of Net Cash Flows123TotalAmount to be investedNet present value2.Present Value Index=Total Present Value of Net Cash FlowsAmount to
- 4. Be InvestedPresent value index of product line:=0.00Present value index of computer system:=0.00Present value index of Internet bill-pay:=0.003.Indicate which of the following statements are true (T) and which are false (F).a. The computer system upgrade has the largest present value indexb. The product line expansion has the largest net present valuec. The computer system upgrade returns less present value per dollar investedthan does the product line expansion.d. Because the present value index for the Internet bill-pay is less than 1,it does not meet the minimum rate of return standard. Enter present value factors rounded to 3 decimal places. Enter present value factors rounded to 3 decimal places. Enter present value factors rounded to 3 decimal places. The answer will appear here when the correct numbers are entered in the formula. The answer will appear here when the correct numbers are entered in the formula. The answer will appear here when the correct numbers are entered in the formula. Enter the investment amount as a negative Enter the investment amount as a negative Enter the investment amount as a negative sol.Problem 15-3* represents an incorrect N answer =COUNTIF(A14:H27,"~*")Name:SOLUTION0Section:" " represents an unanswered N box - counts as an incorrect. =COUNTIF(A14:H27," ")Score:See student sheet for student's score0Scoring:ON" " represents a correct blank answer or N answer =COUNTIF(A14:H27," ")0Total SUM(AV13:AV15)Instructions0Answers are entered in the cells with gray backgrounds.Percentage =AD6/AD8Cells with non- gray backgrounds are protected and cannot be edited.0%A red asterisk (*) will appear beside, below or above an incorrect answer.Notes:" " represents an unanswered N box - counts as an incorrect." " represents a correct blank answer or N answer1.Total number of answers = sum of aboveProduct Line ExpansionConditional formatting might be used but wasn't here,
- 5. to hide some of the error check return symbols. If A1 = "~*", then font = red, if something else, then font = background color.YearPresent Value of $1 at 15% Factor´Net Cash Flows=Present Value of Net Cash Flows10.870$ 490,000$ 426,30020.756455,000343,98030.658420,000276,360Total$ 1,365,000$ 1,046,640Amount to be invested(980,000)Net present value$ 66,640Computer System UpgradeYearPresent Value of $1 at 15% Factor´Net Cash Flows=Present Value of Net Cash Flows10.870$ 350,000$ 304,50020.756315,000238,14030.658280,000184,240Steps:Tota l$ 945,000$ 726,880Open this sheet and macro sheetAmount to be invested(665,000)Insert new header - change problem number and reformatNet present value$ 61,880Copy these formulas (column AD) to new sheet.Internet Bill- PayYearPresent Value of $1 at 15% Factor´Net Cash Flows=Present Value of Net Cash Flows10.870$ 224,000$ 194,88020.756154,000116,42430.658112,00073,696Total$ 490,000$ 385,000Amount to be invested(392,000)Net present value$ (7,000)2.Present Value Index=Total Present Value of Net Cash FlowsAmount to Be InvestedPresent value index of product line:$1,046,640=1.07$980,000Present value index of computer system:$726,880=1.09$665,000Present value index of Internet bill- pay:$385,000=0.98$392,000=IF(sol.!$C$5="OFF","","Score:")= IF(sol.!$C$5="OFF","",AD10)3.Indicate which of the following statements are true (T) and which are false (F).a. The computer system upgrade has the largest present value indexTb. The product line expansion has the largest net present valueTc. The computer system upgrade returns less present value per dollar investedthan does the product line expansion.Fd. Because the present value index for the Internet bill-pay is less than 1,it does not meet the minimum rate of return standard.T Enter present value factors rounded to 3 decimal places. Enter present value factors rounded to 3 decimal places. Enter present value factors rounded to 3 decimal places. The answer will appear here when the correct numbers are
- 6. entered in the formula. The answer will appear here when the correct numbers are entered in the formula. The answer will appear here when the correct numbers are entered in the formula. Enter the investment amount as a negative Enter the investment amount as a negative Enter the investment amount as a negative CH-15/P15-3/P15-3.JPG IRP: Week Three Worksheet The Walmart Effect Chapter 4 and Chapter 5, pages 97 through 136 1. Who is Sherrie Ford and why was she hired by Welch’s juice and jellies factory in Lawton, Michigan? 2. On page 103 in the 3rd paragraph, Steve Dobbins says, “We are shopping ourselves out of jobs.” What does he mean? 3. In the second half of Chapter 4, Fishman discusses two negative effects of Wal-Mart’s low prices. Describe these effects and give one example for each of them. 4. Jim Weir, the CEO of Snapper Inc. says that many suppliers are “addicted” to Walmart volume. What does this mean?
- 7. 5. The book describes the “flip side of the Walmart effect that Carolina Mills, Black & Decker and L.R. Nelson had. What is the “high cost of low prices”? 6. What problem do high end product manufacturers have when doing business with Wal-Mart? 7. Who is the man who said no to Wal-Mart? What does he “said no to Walmart” mean? 8. Describe in detail the “Snapper” products. Try to answer the following questions. What are they? How are they made? How much do they cost? What kind of quality are they? Where can you buy them? 9. At the end of Chapter 5, Jim Wier goes to Bentonville, Arkansas for a meeting with Walmart. Briefly describe what happens at that meeting.
- 8. 10. What are the two ways retailers can compete with Wal- Mart? IRP: Week Six Worksheet The Walmart Effect Epilogue and Afterward, pages 249 - 283 1. In the Epilogue, there are dialogues between five women who worked at Nelson: Sally Stone, Mary Fail, Rose Dunbar, Terri Graham, and Vickie Black. Briefly tell each of the women’s stories as expressed through these dialogues. 2. Why do you suppose Fishman provided these actual dialogues at the end of the book? What impact is he trying to make? 3. Why do you think that Wal-Mart decided to invite Mr. Fishman to their headquarters? 4. Why does Fishman say on page 265 that “Wal-Mart is worried.”?
- 9. 5. From October 2005 to May 2006, Wal-Mart made a great many announcements on what new initiatives they had plan. List and describe 6 of them. 6. Does Fishman believe that all these changes Wal-Mart has announced will be made? And it they are, will they last? 7. What do you think is Fishman’s overall feeling about Wal- Mart? Please explain in detail. IRP: Week Four Worksheet The Walmart Effect Chapter 6 and 7, pages 137 through 195 1. Who is Emek Basker and what are the two simple questions about Walmart that she wanted to find the answers to?
- 10. 1. What type of problems did Basker have when trying to find answers to these two questions? 3. Did Basker ever find answers to her questions? What did she discover after examining Walmart? 4. Who is Jerry Hausman? What is his specific problem with Walmart? 5. Who is Ken Stone? What aspects of Walmart has he studied? What are his two “rules of thumb” about merchants competing with Walmart? 6. Who is Stephan Goetz and what did his study of Walmart uncover? 7. Why does Fishman discuss salmon? Does he view the salmon industry as a negative or positive influence on society? Why or why not? 8. Does Fishman believe that Walmart could play a positive role in regards to the salmon industry?
- 11. If so, what is that role? 9. Describe the conditions in some of the overseas factories where Walmart clothing is made. 10. Do you think that Walmart does a good job of overseeing the overseas factories where much of their clothing is made? Explain why or why not. IRP: Week Five Worksheet The Walmart Effect Chapter 8 and 9, pages 197 through 247 1. What point is the author trying to make when he compares the rice of the Alpha Keri rich Oil with the price of the green beans? 2. List three statistics regarding the amount of money Walmart saves. 3. What does Fishman say about Americans and their relationship with frugality?
- 12. 4. Describe the actual shopping experience at Walmart. Would you consider it positive? Why or why not? 5. Keven Roberts claims Walmart is not “lovable”. What does he mean and why does he say that? 6. What is Walmart doing to improve its image? Do you think it is working? 7. What are the three types of Walmart shoppers as defined by Foote Cone & Belding? Briefly describe each one. 8. What has Walmart always promised to do? Have they followed through with their promise? 9. What are some of the criticisms that opponents of Walmart have made?
- 13. 10. What is Walmart’s effect on World Capitalism?