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BBA 3301 Unit V Assignment Instructions: Enter all answers directly in this worksheet. When you are finished, select Save As, and save this document using your last name and student ID as the file name. Upload the data sheet to Blackboard as a .doc, .docx or .rtf file when you are finished. Question 1. (30 points total) Use this balance sheet and income statement from Carver Enterprises to complete parts a and b: a. (15 points) Prepare a common size balance sheet for Carver Enterprises. Complete the common-size balance sheet: (Round to one decimal place.) Common−Size Balance Sheet 2013 Cash and marketable securities $ 490 % Accounts receivable 5,990 Inventories 9,550 Current assets $ 16,030 % Net property plant and equipment 17,030 Total assets $ 33,060 % Accounts payable $ 7,220 % Short−term debt 6,800 Current liabilities $ 14,020 % Long−term liabilities 7,010 Total liabilities $ 21,030 % Total owners’ equity 12,030 Total liabilities and owners’ equity $ 33,060 % b. (15 points) Prepare a common-size income statement for Carver Enterprises. Complete the common-size income statement: (Round to one decimal place.) Common−Size Income Statement 2013 Revenues $ 30,020 % Cost of goods sold (19,950) Gross profit $ 10,070 % Operating expenses (7,960) Net operating income $ 2,110 % Interest expense (940) Earnings before taxes $ 1,170 % Taxes (425) Net income $ 745 % Question 2. (10 points total) Use this data table of Campbell Industries liabilities and owners' equity to complete parts a and b. a. (5 points) What percentage of the firm's assets does the firm finance using debt (liabilities)? (Round to one decimal place.) b. (5 points) If Campbell were to purchase a new warehouse for $1.3 million and finance it entirely with long-term debt, what would be the firm's new debt ratio? (Round to one decimal place.) Question 3. (10 points total) (Liquidity analysis)Airspot Motors, Inc. has $2,433,200 in current assets and $869,000 in current liabilities. The company's managers want to increase the firm's inventory, which will be financed using short-term debt. How much can the firm increase its inventory without its current ratio falling below 2.1 (assuming all other assets and current liabilities remain constant)? (Round to one decimal place.) Question 4. (10 points total) (Efficiency analysis)Baryla Inc. manufactures high quality decorator lamps in a plant located in eastern Tennessee. Last year the firm had sales of $93 million and a gross profit margin of 45 percent. a. (5 points) How much inventory can Baryla hold and still maintain an inventory turnover ratio of at least 6.3 times? (Round to one decimal place.) b. (5 points) Currently, some of Baryla's inventory includes $2.3 million of outdated and damaged goods that simply remain in inventory and are not salable. What inventory ratio must the good inventory maintain in order to achieve an overall turnover ratio of at least 6.3 (including the ...

BBA 3301 Unit V AssignmentInstructions Enter all answers dire.docx

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BBA 3361, Professionalism in the Workplace 1 Course Description Presents an overview of the challenges associated with workplace expectations regarding business etiquette, appropriate use of technology, and proper attire. It is designed to assist students in gaining knowledge of how to appropriately communicate with others and how to effectively deal with conflict, teamwork, and accountability in a fair and ethical manner. The basic skills necessary for obtaining a job and achieving success in today’s challenging economy and increasingly competitive work environment are enhanced through this course. Course Textbook Anderson, L. E., & Bolt, S. B. (2016). Professionalism: Skills for workplace success (4th ed.). Boston, MA: Pearson. Course Learning Outcomes Upon completion of this course, students should be able to: 1. Evaluate the effect of attitude, personality, and goal setting on work performance development. 2. Describe the impact of time management in the workplace. 3. Explain the meaning of ethical behavior in the workplace. 4. Analyze the advantages to an organization offering quality customer service and human resources. 5. Analyze techniques used to promote effective communication, accountability, and positive relationships within the workplace. 6. Explain the dynamics of teamwork, to include motivation, conflict resolution, and leadership. 7. Construct a resume package that demonstrates methods for highlighting job-related skills. 8. Critique interview techniques. Credits Upon completion of this course, the students will earn three (3) hours of college credit. Course Structure 1. Study Guide: Each unit contains a Study Guide that provides students with the learning outcomes, unit lesson, required reading assignments, and supplemental resources. 2. Learning Outcomes: Each unit contains Learning Outcomes that specify the measurable skills and knowledge students should gain upon completion of the unit. 3. Unit Lesson: Each unit contains a Unit Lesson, which discusses lesson material. 4. Reading Assignments: Each unit contains Reading Assignments from one or more chapters from the textbook and/or outside resources. Chapter presentations are provided in each unit study guide as Required Reading to aid students in their course of study. 5. Suggested Reading: Suggested Readings are listed in each unit’s study guide. Students are encouraged to read the resources listed if the opportunity arises, but they will not be tested on their knowledge of the Suggested Readings. 6. Learning Activities (Non-Graded): These non-graded Learning Activities are provided to aid students in their course of study. 7. Discussion Boards: Discussion Boards are part of all CSU term courses. More information and specifications can be found in the Student Resources link listed in the Course Menu bar. BBA 3361, Professionalism in the Workplace Course Syllabus BBA 3361, Professio ...

BBA 3361, Professionalism in the Workplace 1 Course Desc.docx

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Be sure to listen to all of the pieces first, then answer the questions and re-listen as needed! After you have completed the required reading and listened to each piece as identified, please complete the following questions. Please keep in mind that the aim of these questions is not necessarily a right or wrong answer (you are NEVER graded on your opinion), but how well you present your ideas, demonstrate your understanding of the material, and support your reasoning. 1. Two of the concepts discussed in your text include rhythm and meter. Rhythms and meters are placed in groups (or a feeling of) of 2’s or 3’s, often referred to as duple or triple. After listening to “Cantecul Miresei,” how would you identify the meter? Is it duple, triple, or it is a combination of both? Explain your answer and how you arrived at your decision. (Hint: Listen to the piece several times and try clapping with the beat.”) 2. Tempo, the speed at which the music is performed, is an important aspect in all forms and genres of music. Whether or not we understand the words, or if words are completely absent, tempo can give us a feeling of the overall mood or emotion of a piece of music. Tempo can also change and is not a static function in the music of any culture. For each piece in this assignment, identify the tempo (slow, moderate, fast, furious, et cetera). In addition, describe the mood of each piece and how this might be different if the tempo were different. Give examples from your listening to help explain your answers. 3. Understanding the concept of harmony can be both complicated and frustrating. However, in the most simple of definitions, harmony is simply the part of music that adds to (or rounds) out the melody, which many would say makes music more interesting to listen and relate to. Choose one of the pieces from the list above and describe the harmony using terms discussed and defined in the text. Is the pitch tendency of the piece (not a specific voice or instrument) high or low? Is it “chant-like,” a cappella, or accompanied? If it is accompanied, is the accompaniment chordal, and if so does it use chord progressions or merely one chord? Does it sound like the harmony was written down or simply improvised? Be sure to explain your answer and offer examples from the piece you have selected. 4. Timbre and the study of acoustics is possibly one of the most interesting elements of music. Every voice, instrument, and sound made has a distinct, unique quality that either makes it attractive to our ears or unbearable. However, it is also important to remember that while an instrument or voice (ex. a screechy soprano or an accordion) may not sound good to us on their own, when paired with other instruments or voices may sound absolutely wonderful. Choose one of the pieces from this assignment and describe the timbre of the piece. How would you describe the sound? Is it airy, woody, tin-like, open, closed, high, low, etc.? Does the timbre change at all? If s ...

Be sure to listen to all of the pieces first, then answer the ques.docx

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BCJ 2002, Theory and Practices of Corrections 1 Course Learning Outcomes for Unit I Upon completion of this unit, students should be able to: 1. Define terms related to corrections. 1.1 Define all relevant vocabulary related to the correctional system within the unit. 1.2 Define and understand professionalism in corrections. 2. Assess the purpose, implementation, and effectiveness of corrections. 2.1 Identify standards, training, and skills of correctional officers. 2.2 Identify what organizations exist that set standards in the field. 3. Trace the historical evolution of the correctional system. 3.1 Identify key people that have helped to reform the correctional system over time. Unit Lesson The statistics currently indicate that crime has declined since the 1990s; however, the number of people incarcerated or under some sort of correctional supervision has continued to steadily increase. There are four reasons behind this phenomenon: 1. The tough on crime laws like three-strikes-laws have kept repeat offenders incarcerated for extended lengths of time. 2. The War on Drugs has led to many arrests and convictions that have increased incarcerated populations in every jurisdiction in the country. 3. Parole authorities now fear liability for inmates released early that re-offend. 4. Those that are out of jail and prison and on probation are more likely to violate probation. As the incarceration rate rises, it is important to realize that employment rates of correctional officers and support staff will also continue to rise. In 1950 there were approximately 27,000 people employed as correctional officers. Current statistics indicate that number is now at 490,000 correctional officers. If you were to factor in the increase in juvenile detention centers, probation and parole officers, administrators, and other professionals in the correctional field, the number jumps to 748,000 people employed in the correctional field (Schmalleger & Smykla, 2015). Corrections Place in the Criminal Justice System Once a person is arrested, he or she is booked into jail. Law enforcement must then present evidence to the prosecutor and the decision will be made to file formal charges or release the person from custody. If a person is charged with a crime, he or she must go before a judge in an initial, or first, appearance in court. At this time he or Reading Assignment Chapter 1: Corrections: An Overview Chapter 2: Punishments: A Brief History Learning Activities (Non-Graded) See information below. Key Terms 1. Adjudication 2. Arraignment 3. Community corrections 4. Corporal punishment 5. Cost-benefit analysis 6. Criminal law 7. Evidence-based corrections 8. Hedonistic calculus 9. Institutional corrections 10. Mores 11. Nolo contendere 12. Noninstitutional corrections 13. Penal law 14. Sustainable justice 15. Utilitarianism ...

BCJ 2002, Theory and Practices of Corrections 1 Cour.docx

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BBA 3651, Leadership 1 Course Description Leadership presents the importance of leadership in conjunction with various leadership traits, styles, and qualities. Enhances the importance of having a vision, the motivation to lead, social motives in the workplace, levels of morality and values, and the significance of empowerment for effective leadership. Topics include situational leadership, organizational climate, moral dilemmas, personal integrity, servant leadership, participative management, human relations, high- performance teams, diversity, cultural and interpersonal differences, workplace stress, performance management, and organizational change. Course Material(s) No physical textbook is required; resources are integrated within the course. Course Learning Outcomes Upon completion of this course, students should be able to: 1. Analyze the significance of the concept of leadership and the different leadership styles. 2. Distinguish between the importance of vision, the motive to lead, and organizational climate. 3. Explore various aspects of effective leadership, to include influence, follower motivation, and effective followership. 4. Illustrate the role of ethics and values in guiding organizational behavior. 5. Articulate globalization and the resulting cultural implications of leadership, including unique considerations for leading multicultural teams. 6. Analyze the role of leadership in decision-making processes that serve to establish an organizational climate oriented to meet business goals. 7. Analyze methods used to appropriately manage groups and teams. 8. Evaluate different aspects of organizational change. Credits Upon completion of this course, the students will earn three (3) hours of college credit. Course Structure 1. Study Guide: Each unit contains a Study Guide that provides students with the learning outcomes, unit lesson, required reading assignments, and supplemental resources. 2. Learning Outcomes: Each unit contains Learning Outcomes that specify the measurable skills and knowledge students should gain upon completion of the unit. 3. Unit Lesson: Each unit contains a Unit Lesson, which discusses lesson material. 4. Reading Assignments: Each unit contains Reading Assignments from outside resources. 5. Suggested Reading: Suggested Readings are listed in the Unit III, IV, and VI-VIII study guides. Students are encouraged to read the resources listed if the opportunity arises, but they will not be tested on their knowledge of the Suggested Readings. 6. Learning Activities (Non-Graded): These non-graded Learning Activities are provided to aid students in their course of study. 7. Discussion Boards: Discussion Boards are part of all CSU term courses. More information and specifications can be found in the Student Resources link listed in the Course Menu bar. BBA 3651, Leadership Course Syllabus BBA 3651, Leadership 2 8. Unit Assignm ...

BBA 3651, Leadership 1 Course Description Leadershi.docx

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Basics of Quoting A guideline for good quoting is to integrate the quote into your own writing. Be sure to set up a quote with proper context, such as who said the quote, and any background information required to understand what that person is talking about. This quote set-up should go before the quote, so the reader isn’t wondering who’s talking when you start a quote. Ideally, you should be able to put the quote inside your own sentence, rather than having the quote stand alone. Level One: Summarize, then Quote If you can’t include the quote in your own sentence, at the very least you should prepare the reader for a quote by giving a brief summary before the quote. For instance: Mr. Fleharty argues that quotes should fit smoothly in your own sentences. “The more you can integrate a quote in your own writing, the better.” Level Two: Using Set-up Phrases This can get a little trickier with punctuation and proper verb tense, but you should be able to attribute a quote to somebody with a short phrase provided before the quote, in the same sentence. In MLA format, these signal phrases should use present tense verbs. According to Mr. Fleharty, “The more you can integrate a quote…the better.” In “Basics of Quoting,” Mr. Fleharty says, “--------------------------.” Be careful to avoid the common mistakes that come up when using these phrases. For instance, if you use “According to X,” you don’t need to add “X states/believes/says _____.” They mean the same thing. Also, avoid “According to the article, it says _________.” This shouldn’t happen- name the author instead, or at the very least the website or magazine the article is from. Level Three: Mid-Sentence Quotes The best way to integrate quotes into your own essay is to quote small phrases from the source as parts of your own sentence. Essentially, you are summarizing or analyzing what the author is saying WHILE using some of their own words. Be absolutely sure the sentence still flows grammatically. Picture the sentence without the quote marks. If necessary, you can change parts of the quote by using [brackets] to let readers know you’ve changed it. Mr. Fleharty argues that you should “integrate a quote in your own writing” to ensure that quotes aren’t just standing around adding nothing to your essay. One common mistake when starting to use this method is quoting too little to be worthwhile. For instance, don’t just quote one word unless it’s crucial that the author is using that specific word. Try to take whole phrases at a time to make it worth quoting, otherwise just stick to summarizing the source instead. Ultimately, quoting successfully comes down to providing context and integrating the quotes into your own writing. In other words, remember to set up your quotes. Assignment Read an article with a clearly named author and write a response to it that uses five quotes from the original. Use a different form of quote set-up for each quote- don’t repeat the same one for a ...

Basics of QuotingA guideline for good quoting is to integrate.docx

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BDM Scheme of Work.doc Scheme of Work BTEC HND in Business Module Title: Business Decision Making (BDM) September 2016 Semester Module Leaders: Kuldeep Pradhan Module Lecturers: Nooreen Jafferkhan Kuldeep Pradhan Aims: The aim of this unit is to give learners the opportunity to develop techniques for data gathering and storage, an understanding of the tools available to create and present useful information, in order to make business decisions Learning Outcomes: On successful completion of this unit a learner will: LO1 Be able to use a variety of sources for the collection of data, both primary and secondary LO2 Understand a range of techniques to analyse data effectively for business purposes LO3 Be able to produce information in appropriate formats for decision making in an organisational context LO4 Be able to use software-generated information to make decisions in an organisation. Delivery: This unit will be delivered through a combination of different methods that mainly include formal lectures (1 hour) and seminars (2hours). The lecture sessions will normally introduce the topics, and will be largely tutor-led. Seminars are designed to allow for in-depth discussion on the lecture topic, and provides opportunities for students to understand in more detail the linkages between the lecture content and the assessment for the module. During seminars, several methods and techniques that can be applied may include question and answer, group discussions and short presentations based for example on scenarios, video-clips and case study material. Assessment: The assessment for this module will take the form of an “Individual Assignment” which will be scenario based over a number of tasks. The tasks presented will cover learning Outcomes (LO1 – LO4), and will be designed to evaluate students’ understanding of the module content. A completed assignment must provide evidence reflecting that students have understood and can use the information they have studied on the course. The evidence should meet all the assessment criteria and presented in a manner that helps students to receive at least a PASS grade, in order to succeed in the Module. Essential Reading: E-text book on Moodle: Newbold P, Carlson William L, Thorne B, Statistics for Business and Economics: Global Edition. 8th edition, Thomson Publications Recommended Reading: Electronic Sources 1. Times 100: http://businesscasestudies.co.uk2. The Harvard Business Review 3. Journal of Strategic Management Websites: www.businessweek.com www.ft.com Week Number Lecture Topics Duration: One hour Seminar Topics Duration: 1st Hour Seminar Topics Duration: 2nd Hour Objectives of the Sessions Week 1 Topic 1: Introductory session: -Overview of Unit content -Overview of Learning Outcomes and Assessment criteria -Overview of Assessment method teaching structure (Lectures & Seminars), Scheme of Work Health and Safety & Housekeeping Formative & summativ ...

BDM Scheme of Work.docScheme of WorkBTEC HND in Busine.docx

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BCJ 4385, Workplace Security 1 UNIT V STUDY GUIDE Risk Assessments, Surveys, Planning, and Program Implementation & Administration Course Learning Outcomes for Unit V Upon completion of this unit, students should be able to: 1. Identify and evaluate safety and security risks to individuals and organizations and the measures available to alleviate these risks. 2. Discuss the importance of appropriate security planning with a focus on the scope of the planning at the community, institutional, and international level. 3. Compare and contrast security planning between a private and public administration including the various security agencies involved. Unit Lesson General Overview There are various types of risks (pure, dynamic, speculative, static, inherent) that are associated with the protection of one’s assets. It is important that organizations are aware of the risks that exist and take action to control known risks. As a result, organizations should utilize the various risk assessment and management tools that are available. When managing risk, the focus should be on the elimination of risk, the reduction of risk, and the mitigation of risk. There are three factors that influence risk management: vulnerability, probability, and criticality. All three factors are equally important, and once assessed, resources should be allocated so that the maximum amount of risk is reduced. Conducting a risk assessment is a very detailed procedure which requires security managers to consider several factors such as the human, physical and information assets at risk, the probability or of loss, the frequency of loss, the impact of loss (financial, psychological, and other), options available to prevent or mitigate loss, feasibility of implementing options, and cost-benefit analysis. One way to assist organizations in conducting a risk assessment is to utilize a security survey which identifies an organization’s assets, all potential threats to those assets, and existing vulnerabilities that could be exposed by the threats to the assets. Security survey results are not only useful for risk assessments, but are also useful for the current maintenance of safety and future security planning. Planning and budgeting for implementing security strategies that result from risk assessment is not a simple task. First, there are several types of plans that one must choose from: single-use, repeat-use (standing), tactical, strategic, and contingency. All plans are comprised of three elements that flow in the cyclical manner: needs or risk assessment, alternative courses of action, and action plan selection. There are also several planning and management tools (CompStat, GIS) that can assist in the development of a plan. Once the plan is drafted a budget must be developed which includes a cost-benefit analysis that can help planners determine possible consequences associated with plan-related expenditures ...

BCJ 4385, Workplace Security 1 UNIT V STUDY GUIDE Ri.docx

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Based on the materials for this week, create your own unique Database table using MySQL. The table should contain at least 6 columns (use different data type, as appropriate for your application). The table should have a Primary Key and one other constraint of your choice. You should populate the table with 5 records. Then Query the table to display all columns for all records. You should provide the SQL script and screen captures of you successfully running the script. Respond to other students by supplying scripts that add additional records, modiify or query data from the tables. Demonstrate your modifications worked by providing the screen shots of your scripts successfully running. Business-level strategies are intended to help an organization take advantage of opportunities in its environment to create value for stakeholders. Low-cost and differentiation strategies are the two primary approaches used by organizations to gain competitive advantage at the business level. Describe the two types of strategies. Using the example of a chain of women’s clothing stores, analyze how such an organization might employ each type of strategy. How would the organization design its structure under each type of business-level strategy? How would the culture of the organization differ under each type of business-level strategy? Should be at least 300 words. Does not have to be in paper format this is only a post Name: William Clements Class: SDEV 300 Section: 6380 Date: 6/15/2016 Lab 7 Screen Shot: 1 Introduction to MySQL Overview This lab walks you through using MySQL. MySQL is a relational database that can be used as part of Web and other applications. This lab serves as a primer for using MySQL and will serve as a foundation when we discuss SQL injection attacks and possible mitigations. Learning Outcomes: At the completion of the lab you should be able to: 1. Connect to a MySQL database and show the tables within the Ubuntu virtual machine 2. Create MySQL tables containing popular data types and constraints 3. Insert, update and delete data from MySQL database tables 4. Create and execute SQL Select statements and simple joins on MySQL tables Lab Submission Requirements: After completing this lab, you will submit a word (or PDF) document that meets all of the requirements in the description at the end of this document. In addition, your MySQL file should be submitted. You can submit multiple files in a zip file. Virtual Machine Account Information Your Virtual Machine has been preconfigured with all of the software you will need for this class. The default username and password are: Username : umucsdev Password: umuc$d8v MySQL Username: sdev_owner MySQL password: sdev300 MySQL database: sdev Part 1 – Connect to a MySQL database and show the tables within the Ubuntu virtual machine The Virtual Machine already has MySQL installed. A MySQL username has also been created alon ...

Based on the materials for this week, create your own unique Datab.docx

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BBA 3310 Unit VI Assignment Instructions: Enter all answers directly in this worksheet. When finished select Save As, and save this document using your last name and student ID as the file name. Upload the data sheet to Blackboard as a .doc, .docx or .rtf file when you are finished. Question 1: (10 points). (Bond valuation) Calculate the value of a bond that matures in 12 years and has $1,000 par value. The annual coupon interest rate is 9 percent and the market's required yield to maturity on a comparable-risk bond is 12 percent. Round to the nearest cent. The value of the bond is Question 2: (10 points). (Bond valuation) Enterprise, Inc. bonds have an annual coupon rate of 11 percent. The interest is paid semiannually and the bonds mature in 9 years. Their par value is $1,000. If the market's required yield to maturity on a comparable-risk bond is 14 percent, what is the value of the bond? What is its value if the interest is paid annually and semiannually? (Round to the nearest cent.) a. The value of the Enterprise bonds if the interest is paid semiannually is $ b. The value of the Enterprise bonds if the interest is paid annually is $ Question 3: (10 points). (Yield to maturity) The market price is $750 for a 20-year bond ($1,000 par value) that pays 9 percent annual interest, but makes interest payments on a semiannual basis (4.5 percent semiannually). What is the bond's yield to maturity? (Round to two decimal places.) The bond's yield to maturity is % Question 4: (10 points). (Yield to maturity) A bond's market price is $950. It has a $1,000 par value, will mature in 14 years, and has a coupon interest rate of 8 percent annual interest, but makes its interest payments semiannually. What is the bond's yield to maturity? What happens to the bond's yield to maturity if the bond matures in 28 years? What if it matures in 7 years? (Round to two decimal places.) The bond's yield to maturity if it matures in 14 years is % The bond's yield to maturity if it matures in 28 years is % The bond's yield to maturity if it matures in 7 years is % Question 5: (15 points). (Bond valuation relationships) Arizona Public Utilities issued a bond that pays $70 in interest, with a $1,000 par value and matures in 25 years. The markers required yield to maturity on a comparable-risk bond is 8 percent. (Round to the nearest cent.) For questions with two answer options (e.g. increase/decrease) choose the best answer and write it in the answer block. Question Answer a. What is the value of the bond if the markers required yield to maturity on a comparable-risk bond is 8 percent? $ b. What is the value of the bond if the markers required yield to maturity on a comparable-risk bond increases to 11 percent? $ c. What is the value of the bond if the market's required yield to maturity on a comparable-risk bond decreases to 7 percent? $ d. The change in the value of a bond caused by changing interest rates is called interest-rate risk. Ba ...

BBA 3310 Unit VI AssignmentInstructions Enter all answers dir.docx

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BBA 3310 Unit VI Assignment Instructions: Enter all answers directly in this worksheet. When finished select Save As, and save this document using your last name and student ID as the file name. Upload the data sheet to Blackboard as a .doc, .docx or .rtf file when you are finished. Question 1: (10 points). (Bond valuation) Calculate the value of a bond that matures in 12 years and has $1,000 par value. The annual coupon interest rate is 9 percent and the market's required yield to maturity on a comparable-risk bond is 12 percent. Round to the nearest cent. The value of the bond is $814.17 Question 2: (10 points). (Bond valuation) Enterprise, Inc. bonds have an annual coupon rate of 11 percent. The interest is paid semiannually and the bonds mature in 9 years. Their par value is $1,000. If the market's required yield to maturity on a comparable-risk bond is 14 percent, what is the value of the bond? What is its value if the interest is paid annually and semiannually? (Round to the nearest cent.) a. The value of the Enterprise bonds if the interest is paid semiannually is $ 849.11 b. The value of the Enterprise bonds if the interest is paid annually is $ 851.61 Question 3: (10 points). (Yield to maturity) The market price is $750 for a 20-year bond ($1,000 par value) that pays 9 percent annual interest, but makes interest payments on a semiannual basis (4.5 percent semiannually). What is the bond's yield to maturity? (Round to two decimal places.) The bond's yield to maturity is 6.20 % Question 4: (10 points). (Yield to maturity) A bond's market price is $950. It has a $1,000 par value, will mature in 14 years, and has a coupon interest rate of 8 percent annual interest, but makes its interest payments semiannually. What is the bond's yield to maturity? What happens to the bond's yield to maturity if the bond matures in 28 years? What if it matures in 7 years? (Round to two decimal places.) The bond's yield to maturity if it matures in 14 years is 4.31 % The bond's yield to maturity if it matures in 28 years is 4.23 % The bond's yield to maturity if it matures in 7 years is 4.49 % Question 5: (15 points). (Bond valuation relationships) Arizona Public Utilities issued a bond that pays $70 in interest, with a $1,000 par value and matures in 25 years. The markers required yield to maturity on a comparable-risk bond is 8 percent. (Round to the nearest cent.) For questions with two answer options (e.g. increase/decrease) choose the best answer and write it in the answer block. Question Answer a. What is the value of the bond if the markers required yield to maturity on a comparable-risk bond is 8 percent? $ 893.252 b. What is the value of the bond if the markers required yield to maturity on a comparable-risk bond increases to 11 percent? $ 663.13 c. What is the value of the bond if the market's required yield to maturity on a comparable-risk bond decreases to 7 percent? $1000 d. The change in the value of a bond caused by ch ...

BBA 3310 Unit VI AssignmentInstructions Enter all answers.docx

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BBA 3301 Unit V AssignmentInstructions Enter all answers direct.docx

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Basic Guide to Program Evaluation (Including Outcomes Evaluation) © Copyright Carter McNamara, MBA, PhD, Authenticity Consulting, LLC. Adapted from the Field Guide to Nonprofit Program Design, Marketing and Evaluation. This document provides guidance toward planning and implementing an evaluation process for for-profit or nonprofit programs -- there are many kinds of evaluations that can be applied to programs, for example, goals-based, process-based and outcomes-based. Nonprofit organizations are increasingly interested in outcomes-based evaluation. If you are interested in learning more about outcomes-based evaluation, then see the sections Outcomes-Evaluation and Outcomes-Based Evaluations in Nonprofit Organizations. Sections of This Topic Include Program Evaluation: carefully getting information to make decisions about programsWhere Program Evaluation is HelpfulBasic Ingredients (you need an organization and program(s))Planning Program Evaluation (what do you want to learn about, what info is needed)Major Types of Program Evaluation (evaluating program processes, goals, outcomes, etc.)Overview of Methods to Collect Information (questionnaires, interviews, focus groups, etc.)Selecting Which Methods to Use (which methods work best to get needed info from audiences)Analyzing and Interpreting Information Reporting Evaluation ResultsWho Should Carry Out the Evaluation?Contents of an Evaluation PlanPitfalls to Avoid Online Guides, etc.Outcomes-EvaluationGeneral Resources Also seeEvaluations (many kinds)Related Library Topics Related Library Topics Also See the Library's Blogs Related to Program Evaluations In addition to the articles on this current page, see the following blogs which have posts related to Program Evaluations. Scan down the blog's page to see various posts. Also see the section "Recent Blog Posts" in the sidebar of the blog or click on "next" near the bottom of a post in the blog. Library's Business Planning BlogLibrary's Building a Business BlogLibrary's Strategic Planning Blog A Brief Introduction ... Note that the concept of program evaluation can include a wide variety of methods to evaluate many aspects of programs in nonprofit or for-profit organizations. There are numerous books and other materials that provide in-depth analysis of evaluations, their designs, methods, combination of methods and techniques of analysis. However, personnel do not have to be experts in these topics to carry out a useful program evaluation. The "20-80" rule applies here, that 20% of effort generates 80% of the needed results. It's better to do what might turn out to be an average effort at evaluation than to do no evaluation at all. (Besides, if you resort to bringing in an evaluation consultant, you should be a smart consumer. Far too many program evaluations generate information that is either impractical or irrelevant -- if the information is understood at all.) This document orients personnel to the nature of program evaluation and how i ...

Basic Guide to Program Evaluation (Including Outcomes Evaluation).docx

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Bayesian networks and latent variable modelsExercise 8.7, 10.2, .docx

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BBA 3201, Principles of Marketing 1 Course Description Introduction to the functions of marketing, building on the influence of social, economic, ethical, legal, and technological forces on marketing activities, and marketing in a socially responsible way around the globe. Features real-world examples that show concepts in action and how marketers address today's marketing challenges. Course Textbook Perreault, W., Jr., Cannon, J., & McCarthy, J. (2015). Essentials of marketing: A marketing strategy planning approach (14th ed.). New York, NY: McGraw-Hill. Course Learning Outcomes Upon completion of this course, students should be able to: 1. Discuss the importance of determining value proposition of the consumer. 2. Describe behaviors in marketing that impact social responsibility. 3. Describe the impact that changes in the external business environment have on an organization. 4. Explain how the marketing mix is used to reach the target market. 5. Describe the process of market segmentation leading to the identification of the target market. 6. Explain the importance of positioning as it relates to brand strategy leading to brand equity. 7. Examine pricing strategies utilized in an organization. 8. Examine distribution channels and the significance of supply chain management from the standpoint of marketing. 9. Discuss the significance of supply chain and logistics management in marketing. 10. Compare and contrast various factors that influence promotional strategies. Credits Upon completion of this course, the students will earn three (3) hours of college credit. Course Structure 1. Unit Learning Outcomes: Each unit contains Learning Outcomes that specify the measurable skills and knowledge students should gain upon completion of the unit. 2. Unit Lessons: Each unit contains a Unit Lesson, which discusses unit material. 3. Reading Assignments: Each unit contains Reading Assignments from one or more chapters from the textbook or Online Library. Chapter presentations are provided in each unit study guide as Suggested Reading to aid students in their course of study. 4. Discussion Boards: Discussion Boards are part of all CSU term courses. More information and specifications can be found in the Student Resources link listed in the Course Menu bar. 5. Unit Assignments: Students are required to submit for grading Unit Assignments in each unit. Specific information and instructions regarding these assignments are provided below. Grading rubrics are included with each assignment. Specific information about accessing these rubrics is provided below 6. Ask the Professor: This communication forum provides you with an opportunity to ask your professor general or course content related questions. 7. Student Break Room: This communication forum allows for casual conversation with your classmates. BBA 3201, Principles of Marketing Course Syllabus BBA 3201, Prin ...

BBA 3201, Principles of Marketing 1 Course Description .docx

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"Based on your readings associated with the UN Human Rights Regime and the role of the various institutions of the UN, please discuss the inherent weaknesses with the UN Charter and the associated Human Rights treaties and declarations (Ex. UDHR, ICCPR, ICESCR, etc.) and whether these deficiencies are unique to the UN regime or are common considerations with international law in general. Additionally, please discuss some of the strengths associated with the UN Human Rights Regime and UN Institutions." Limited to 10 pages, typed, Times Roman, 1.5 spacing, no more than 2 blocked quotes. ...

Based on your readings associated with the UN Human Rights Regime.docx

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Basics of the Proposal Essay Overview  In the proposal, you are asking someone to do something despite the obstacle that are in the way.  A general thesis might be something like: Although there are these obstacles, X group should do THIS THING because A, B, C reasons.  That might mean something like this specifically: Although it will enrage their allies in Russia, the Senator Ron Wyden should continue to support the nuclear missile defense because it is essential to our security, provides jobs, and adds stability to an unstable world. Overview  This proposal must be directed at those who can do what you want to have done.  This might mean you have to change what you want done or to whom you are writing.  Because you are asking someone to do something, your credibility is especially important.  Excellent sources acceptable by your audience are essential.  Respect for your audience is key.  Work to build bridges with the reader, showing common grounds early. How This Paper Is Different  This essay will not necessarily have a thesis at the end of the first paragraph. The guiding principal of the paper is the proposal.  The organization will change depending on what the problem is and what you want to have done.  Formality levels will depend on who is in your audience. Topic Selection  You are strongly encouraged to continue to work with the topic you worked with in the Debate essay.  Otherwise, choose a narrow topic you already know something about.  Local topics are better.  Choose a narrow topic and limit it, as we did with the debate.  There is plenty of research to support even very narrow topics. Major Sections  There should be four major sections in the paper.  Demonstration that the problem is a problem  Your proposal  Demonstration that your proposal will solve the problem  Response to opposition  The organization of these sections and their development levels will vary depending on your topic.  It is your responsibility to discern how much is necessary in each section. Defining “problem”  “Problem” in this sense doesn’t necessarily mean something horrible and terrible.  You might think of a “problem” as an opportunity to do something better.  You might see a way for something going well to go even better, which would work well for this assignment. Demonstrating the problem is a problem.  Some audiences will readily believe the issue you are addressing is a problem; some won’t.  Your first task will be to figure out what your audience thinks of the problem you see.  For example, parking scarcity is generally recognized as problems by students and college officials.  Other problems you see may not be recognized by your audience.  You will have to prove to that audience that the problem is a problem.  Sources can be used in support of the argument that the probl ...

Basics of the Proposal EssayOverview In the proposa.docx

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Based on this information please complete the two question below Introduction We are currently in the age of information- knowledge is power. Everything around us is driven by data, so why aren’t our homes? Our cellular phones know where we are and provide information, recommendation and directions for us but why aren’t our homes? Technology has been growing and consumer are feeding off of new innovations such as artificial intelligence and vehicle automation but yet smart home automation has remained stagnate for years. While there are some companies that provide smart home automation services, no one provides a true smart automated house that informs you on your energy consumption or provides feedback on how to save on your energy consumption. Net Zero homes has been the closest to providing energy efficient homes, no house on the market is truly “smart” in regards to being able to control your individual light switches, individual baseboard heaters or heat pumps, ovens, etc. This would be done by installing an innovated electrical panel that would be similar to the hard drive of a computer and all of the elements of the house could be controlled separately through a software or on your smart phone. Our company, Smart Home Systems will provide consumers the ability to control their homes and reduce energy consumption by the tip of your fingertips, at home or on the other side of the world. Market Research Due to unpredictable climatic consequences of floods, Canadians have diverted their interest towards adopting smart and secure home automation systems, seeking innovative solutions. The revenue generated from the Canadian smart home market presently sums up to US$ 944MM. This revenue is anticipated to reach a growth rate of 19.9% and is expected to rise to US$ 1952MM by the year 2022. The penetration in the household market is estimated to be of 13.9% in the current year. This household penetration rate is anticipated to rise about 31.5% by the year 2022 (Statistica, 2018). The Canadian companies, Aartech Canada and Canadian Smart Systems offer home automation services to the natives of Canada. Aartech Canada It offers the most useful smart technologies that are provided by means of products manufactures such as Zwave and Insteon, which are affordable to the middle-class consumers. The devices manufactured by Insteon provide mesh interconnection among the electrical appliances in order to control the smart devices utilizing an alternate current power line and also through wireless means (Aartech Canada, 2018). The products like Zwave provide completely wireless device controlling capability to the consumers together with the alarming system. These products have a wide scope in the industrial, as well as residential market. The devices can fulfill the requirement related to secure residences and can attract families and house owners of Canada (Aartech Canada, ...

Based on this information please complete the two question bel.docx

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Based on this data, do men and women agree that Brad Pitt is the better actor? Brad Pit Angelina Jolie Men 41 29 Women 36 14 In addition, is it a problem that the number of men and women in the sample is different? Why or why not? Note: This is a two sample test for proportion, please use the following guidelines - Describe the population proportions, and compute the observed values for those parameters based on the samples. - State the null and alternative hypothesis for the test. - Compute the p-value for the test (paste the Minitab procedure output) - What is the conclusion of the test in practical terms, does the data provide enough evidence to conclude that men and women agree on who is better actor Brad or Angelina. (Here are the STAT from MINITAB) N Mean StDev SE Mean C2 2 38.50 3.54 2.5 C3 2 21.5 10.6 7.5 Difference = μ (C2) - μ (C3) Estimate for difference: 17.00 95% CI for difference: (-83.45, 117.45) T-Test of difference = 0 (vs ≠): T-Value = 2.15 P-Value = 0.277 DF = 1 2/24/2018 Amazon to Launch Delivery Service That Would Vie With FedEx, UPS - WSJ https://www.wsj.com/articles/amazon-to-launch-delivery-service-that-would-vie-with-fedex-ups-1518175920 1/5 DOW JONES, A NEWS CORP COMPANY DJIA 25309.99 1.39% ▲ Nasdaq 7337.39 1.77% ▲ U.S. 10 Yr 0�32 Yield 2.867% ▼ Crude Oil 63.57 1.27% ▲ Euro 1.2297 -0.28% ▼ This copy is for your personal, noncommercial use only. To order presentationready copies for distribution to your colleagues, clients or customers visit http://www.djreprints.com. https://www.wsj.com/articles/amazontolaunchdeliveryservicethatwouldviewithfedexups1518175920 TECH Amazon to Launch Delivery Service That Would Vie With FedEx, UPS The company is preparing to begin the o�ering in Los Angeles with its ‘third-party merchants’ and then roll it out more broadly Amazon already delivers some of its own orders in at least 37 U.S. cities. PHOTO: DAVID PAUL MORRIS�BLOOMBERG NEWS Updated Feb. 9, 2018 5�22 p.m. ET By Laura Stevens 2/24/2018 Amazon to Launch Delivery Service That Would Vie With FedEx, UPS - WSJ https://www.wsj.com/articles/amazon-to-launch-delivery-service-that-would-vie-with-fedex-ups-1518175920 2/5 Amazon.com Inc. is preparing to launch a delivery service for businesses, positioning it to compete directly with United Parcel Service Inc. and FedEx Corp. Dubbed “Shipping with Amazon,” or SWA, the new service will entail the online retail giant picking up packages from businesses and shipping them to consumers, according to people familiar with the matter. Amazon expects to roll out the delivery service in Los Angeles in coming weeks with third-party merchants that sell goods via its website, according to the people. Amazon then aims to expand the service to more cities as soon as this year, some of the people say. While the program is being piloted with the company’s third-party seller ...

Based on this data, do men and women agree that Brad Pitt is the b.docx

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basims Nutrients Report 092616 - 122616Your personal Ca.docx

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