Video Case 1.2 throu 5.21.21. Why is the link between.docx
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Video Case 1.2 throu 5.2 1.2: 1. Why is the link between relationship marketing and social responsibility so important to Small’s business success? 2. Geoffrey B. Small is an avant-garde designer and unconventional businessperson. What examples does he set, and what might marketers for large corporations learn from his views and practices? 2.2: 1. How does the audience rewards program support Nederlanders’s overall strategic plan? 2. It might seem as though Nederlander’s first-mover strategy has the entertainment rewards market locked up. But what strategies and tactics could a second-strategy mover use to gain access to theater customers? 3.2: 1. Describe how the economic environment may influence Zappos’ marketing efforts. 2. Explain how Zappos’ move into downtown Las Vegas fulfills the four levels of the social responsibility pyramid. 4.2: 1. In your view, does Zappos use social media effectively to strengthen its brand? Why or why not? 2. Zappos does not have a formal policy about social networking in the workplace. What are the benefits of this decision? What might be the drawbacks? 5.2: 1. What are the benefits of e-marketing for Hubway? What are the potential drawbacks? 2. Thus far, Hubway essentially engages in business-to-consumer (B2C) e-marketing. Cite two or three examples of ways in which Hubway might branch out into business-to-business (B2B) e-marketing. Page 1 Page 2 Excel/Excel - Exercise.doc INFS 3250 In Class Project – Exercise 3 Complex IF, SumIF & ChartsName: ____________________________ Points: ______ / 25 Due: See Blackboard! (2.5 pts deduction for each class period late) Download the Excel workbook titled Excel Exercise 3.xlsx. The following rubric will be used to score your submission: Points Earned Points Possible Assignment 3 – Grading Report 2 1 3 2 8 pts Total Payroll Calculations Correct formulas for non conditional cells Proper use of Absolute addressing OT & Reg Hours using IF function HI deduction with IF function 4 4 pts total Format the Data, Print and attach the Payroll Report Consistent decimal places Data centered where appropriate Column headings accented Report Heading and Totals added, where appropriate Proper orientation PRINT to FIT – repeating column headings THE REPORT JUST LOOKS GOOD!! 2 2 2 6 pts Total Charts Use SumIF function to build summary table Pie Chart – legends, titles, formatting Bar Chart – legends, titles, formatting 2 2 pts Total Grading Worksheet Correct IF function to calculate final letter grade 2 1 2 5 pts Total AP Cash Flow Analysis Use IF and DAY functions to display the A/P invoices in the corresponding columns. Format the worksheet as needed. Create a properly formatted Bar Chart that displays the invoice totals for each week. 25 pts T ...
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Bis 219 final exam
This document contains questions for a BIS 219 Final Exam. It includes multiple choice questions testing knowledge of topics like IT infrastructure, ERP systems, data hierarchies, and data governance. It also includes questions asking how to structure Excel worksheets to calculate payroll, analyze sales data across locations and categories, rearrange monthly sales data from highest to lowest, and summarize weekly production reports from multiple locations.
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Part I (Short Answer)1. In Java, what are the three different w.docx
Part I: (Short Answer)
1. In Java, what are the three different ways you can implement an interface?
2. Discuss examples of “is-a” and “has-a” relationships and possible Java implementations.
3. When is it appropriate to use the various techniques for handling exceptions?
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First International Resource Management, Inc. (aka. FIRM) asks you to develop programs to solve the
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FIRM pays its employees on a weekly basis. FIRM has four types of employees: salaried employees, who are paid a fixed weekly salary regardless of the number of hours worked; hourly employees, who are paid by the hour and receive overtime pay; commission employees, who are paid a percentage of their sales; and salaried-commission employees, who receive a base salary plus a percentage of their sales. FIRM wants to implement a java application that performs its payroll calculations polymorphically. Of course each employ belongs to a department.
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Attributes:
· Employee name: String
Methods:
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· earnings(): Abstract method that will return a double value
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Additional Attribute:
· weeklySalary: double
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· wage: double
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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.
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Income earned:
Expenses include:
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Depreciation
Supplies
Lease (on your refrigerator)
Tax
Interest (on loans currently held)
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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.
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This document provides details for an entire course on BIS 155, including labs, quizzes, and a final exam. It describes setting up a spreadsheet to calculate weekly payroll for 15 employees, including variables like hourly rates, overtime, taxes, and net pay. It also involves analyzing sales data from three store locations and categories over three years, and presenting the data visually and incorporating it into other presentations. Other tasks include rearranging monthly sales data from highest to lowest average and automating weekly production reports for a manufacturing company with different product sizes and locations. The final task involves using Excel to analyze a large text file with over 2,000 records and preparing a written report with recommendations.
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Part I (Short Answer)1. In Java, what are the three different w.docx
Part I: (Short Answer)
1. In Java, what are the three different ways you can implement an interface?
2. Discuss examples of “is-a” and “has-a” relationships and possible Java implementations.
3. When is it appropriate to use the various techniques for handling exceptions?
4. When is it appropriate to use an applet?
5. Discuss how to convert a GUI application into an applet.
First International Resource Management, Inc. (aka. FIRM) asks you to develop programs to solve the
following problem.
FIRM pays its employees on a weekly basis. FIRM has four types of employees: salaried employees, who are paid a fixed weekly salary regardless of the number of hours worked; hourly employees, who are paid by the hour and receive overtime pay; commission employees, who are paid a percentage of their sales; and salaried-commission employees, who receive a base salary plus a percentage of their sales. FIRM wants to implement a java application that performs its payroll calculations polymorphically. Of course each employ belongs to a department.
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Attributes:
· Employee name: String
Methods:
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Additional Attribute:
· weeklySalary: double
Methods:
· Constructor: with two parameters of employee name and weekly salary
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· earnings(): return weekly salary
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· wage: double
· hours: double
Methods:
· Constructor: with three parameters of employee name, wage, and hours
· Constructor: with two parameters of employee name and hours, default wage is $8.
· Get and set methods for wage and hours
· earnings(): if the employee worked overtime (hours>40), the overtime portion is paid half timemore than regular wage.
CommissionEmployee: subclass of Employee
Additional Attribute:
· grossSales: double
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· Constructor: with two parameters of employee name and gross sales, and default rate is 0.05.
· Get and set for grossSales and commissionRate
· earnings(): commission is calculated as gross sales times commission rate.
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All the classes also need to have a method to print out pay check, which will show company name, basic i.
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.
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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.
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Homework Assignments
This document contains instructions for four Microsoft Word assignments and four Microsoft Excel assignments related to a course in software products.
The Word assignments involve creating and formatting various business documents like a memo, proposal, and research paper.
The Excel assignments involve creating spreadsheets to calculate inventory costs and profits, modify an existing payroll workbook with formulas, and create charts from the data.
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WELCOMEFinancial Projections ModelFor Business PlansFran.docx
WELCOME
Financial Projections Model
For Business Plans
Frank Moyes and Stephen Lawrence
Deming Center for Entrepreneurship
Leeds College of Business
University of Colorado
Boulder, Colorado
Copyright © 2003 by the Regents of the University of Colorado
INSTRUCTIONS
Instructions
Financial Projections Model
v6.8.3
This financial model is designed to enable entrepreneurs and students project the financial results of their ventures for a five-year period. As with all models there are certain simplifying assumptions that have been made. Each of the assumption spreadsheets has an accompanying Comments box (denoted by a cell with small red triangle in the upper right corner) that provides suggestions on how to complete the spreadsheet and the underlying assumptions to the model.
You will notice that the cells in the spreadsheet are color-coded. This has been done to assist you in entering data, creating or changing formulae, or deleting data, formulae and links.
Enter data and information in Green shaded cells only.
Blue shaded cells calculate results within a spreadsheet.
Data in Yellow shaded cells is transferred to other worksheets.
Purple shaded cells bring in data from other spreadsheets.
In the Green and Blue shaded cells, data and formulas may changed, moved or deleted. The current calculations are for illustration only -- you will need to tailor these spreadsheets to fit your plan.
In the Yellow shaded cells data and formulas may be changed, but not deleted.
DO NOT delete the Purple shaded cells -- they link one spreadsheet with others.
There are 7 principal spreadsheet outputs of this model:
INCOME: Income Statement
BALANCE: Balance Sheet
CASHFLOW: Cash Flow Statement
BREAKEVEN: Break-even analysis
SUMMARY: Analysis of key measures
INCOME-MOS: Income Statements by months for Years 1 to 5
CASHFLOW-MOS: Cash flow Statements by months for Years 1 and 2, and
by quarters for Years 3 to 5
VAL-1 & VAL-2: Venture capital method for valuing companies
All other spreadsheets are to be used for calculating the underlying assumptions of the 7 principal spreadsheets:
COMPS: Comparison of financial measures to peer companies
REVENUE: Revenue Projections
COST OF REV: Cost of Goods Sold
OPER EXPEN: Operating Expenses
PROP & EQUIP: Capital Expenditures, Depreciation, and Net Fixed Assets
SALARIES: Salary Personnel
EXTRA: Extraordinary Income and Expense
TAXES: Tax calculation
WORKCAP: Working Capital
FUNDING: Equity, Debt, Interest Expense, Interest Income, Dividends and
Retained Earnings
These assumption spreadsheets are linked to each other and to the 7 principal spreadsheets. When you make a change in one of the spreadsheets, the impact is automatically r.
WELCOMEFinancial Projections ModelFor Business PlansFran.docx
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Read ME
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Assignment 6 – Overall Instruction
1
Assignment 6: Pay Structure Design (60 points)
Due: by 11:59 pm, Sunday, June 30th, 2019
* No assignments will be accepted late without written documentation of an unavoidable or
unforeseeable event.
Why this assignment?
This assignment is intended to achieve the goal of our Module 7 learning objective, “Construct a job-
based pay structure using the point system.” This assignment supports Course Objectives 1 and 2.
Instruction
In this assignment, you will be designing a job-based pay structure using the point system. To do this,
you’ll first need to watch the video Designing a pay structure in Module 7. This video will be the only
example given out for this assignment. All the information you need to do this assignment is in this video.
And all the information that you need to plot the data and to conduct a simple linear regression analysis
is in the video Simple linear regression refresher in Module 6. You have also done Assignment 5: Simple
Linear Regression Refresher for this.
To do this assignment, you’ll need to use the job evaluation results from Assignment 3: Job Evaluation.
Based on the job evaluation points that you have decided for the four jobs (Accounting Clerk, Manager in
Financial Accounting, Manager in Corporate Social Responsibility Accounting, and Department Head in
Financial Accounting), complete the following five steps. Since this process is being continued based on
the results in Assignment 3, I’ll denote the first step here as Step 6. The last step in Assignment 3 was
Step 5. If you did not have the job evaluation points decided in Assignment 3, just decide on points for
each job that you think is appropriate (higher points for jobs that you think are more important and
lower points for jobs that you think are less important). But in this case, you need to clearly indicate the
job evaluation points for the four jobs at the beginning of your assignment.
Step 6. Construct a market pay line. Three jobs, Accounting Clerk, Manager in Financial
Accounting, and Department Head in Financial Accounting are benchmark jobs. Pay survey data
of these three jobs is shown in Appendix 1. Use the Excel software to compute the simple linear
regression equation. If you have forgotten how to do this, re-visit the video Simple linear
regression refresher in Module 6 or Assignment 5 (Simple linear regression refresher). Please
see the attached Excel file for how the data should be arranged to run the simple linear
regression equation. (20 points)
Step 7. Construct your organization’s pay line considering your external competitiveness. (For
example, you can decide to pay 10% above the market pay level and construct your pay line
accordingly.) Justify your decision in constructing your organization’s pay line. (10 points)
Step 8. Based on your organization’s pay line, calculate the standard pay amounts for the four
jobs (don’t forget the Manager i ...
InstructionsTITLEF14-2Beginning an 8-column work sheet for a merch.docx
InstructionsTITLEF14-2Beginning an 8-column work sheet for a merchandising businessF14-3Analyzing and recording a merchandise inventory adjustment on a worksheetSTEPS1.Read all of the steps before completing the spreadsheet.2.Click the Application Problem 14-2, 14-3 tab to view the blank data file.3.Key your name in cell B2.4.Key, For Month Ended December 31, 20-- (use the current year), in cell C5.5.Cells containing [F] require a formula. Create and key formulas to total the Trial Balance columns.6.Cells containing [L] require a logical formula. Use the logical formula described on page 443 in your textbook. The IF function is another type of logical formula. IF functions compare two values and produce one result if the comparison is TRUE and an alternate result if the comparison is FALSE. Try using an IF function in step 6. The result should show the amount of the variance if the column totals are out of balance or OK if they are in balance. Consult Help if you need assistance with IF functions. 7.Key the adjusting entries for Supplies--Office, Supplies--Store, Prepaid Insurance and Merchandise Inventory on the appropriate line of the Adjustments Debit or Credit column. Use column E for a debit amount and Column G for a credit amount.8.Key the letter of the adjustment, in parenthesis, on the appropriate line of column D for debit entry and column F for a credit entry. [Hint: to avoid the © symbol when keying "c", add an extra space in the ( c).]This data file will also be used to complete Application Problems 14-3 through 14-6.STEPS9.Key the adjusting entries for Allowance for Uncollectible Accounts and Depreciation on the appropriate line of the Adjustments Debit or Credit column. Use column E for a debit amount and Column G for a credit amount.10.Create formulas to extend the amounts from the Trial Balance and Adjustments columns to the Income Statement (except Federal Income Tax Expense) and Balance Sheet columns. Extend Federal Income Tax Expense from cell J70.11.Create formulas to subtotal the columns. Calculate Federal Income Tax Expense using the ROUND function.12.Calculate the Federal Income Tax Expense adjustment and extend the amounts to the Income Statement columns.13.Calculate Net Income After Federal Income Tax. Create formulas to calculate the remaining column totals. Extend the amount to the appropriate Balance Sheet column.14.Check to see that all sets of columns are in balance. Make corrections as needed.15.Print the spreadsheet.
&A © 2009 South-Western, Cengage Learning
Application Problem 14-2, 14-3Problem Number: F14-2 and F14-3Student's Name:Branson Amusement CompanyWork SheetApplication Problem 14-2Application Problems 14-3 to 14-6Trial BalanceAdjustmentsIncome StatementBalance SheetAccount TitleDebitCreditDebitCreditDebitCreditDebitCreditCash17,560.750.00[F]Petty Cash300.000.00[F]Accounts Receivable14,710.980.00[F]Allow. for Uncoll. Accounts0.00498.59[F]Merchandise Inventory236,314.630.00[F]Supplies--Offic.
InstructionsTITLEF14-2Beginning an 8-column work sheet for a merch.docx
InstructionsTITLEF14-2Beginning an 8-column work sheet for a merchandising businessF14-3Analyzing and recording a merchandise inventory adjustment on a worksheetSTEPS1.Read all of the steps before completing the spreadsheet.2.Click the Application Problem 14-2, 14-3 tab to view the blank data file.3.Key your name in cell B2.4.Key, For Month Ended December 31, 20-- (use the current year), in cell C5.5.Cells containing [F] require a formula. Create and key formulas to total the Trial Balance columns.6.Cells containing [L] require a logical formula. Use the logical formula described on page 443 in your textbook. The IF function is another type of logical formula. IF functions compare two values and produce one result if the comparison is TRUE and an alternate result if the comparison is FALSE. Try using an IF function in step 6. The result should show the amount of the variance if the column totals are out of balance or OK if they are in balance. Consult Help if you need assistance with IF functions. 7.Key the adjusting entries for Supplies--Office, Supplies--Store, Prepaid Insurance and Merchandise Inventory on the appropriate line of the Adjustments Debit or Credit column. Use column E for a debit amount and Column G for a credit amount.8.Key the letter of the adjustment, in parenthesis, on the appropriate line of column D for debit entry and column F for a credit entry. [Hint: to avoid the © symbol when keying "c", add an extra space in the ( c).]This data file will also be used to complete Application Problems 14-3 through 14-6.STEPS9.Key the adjusting entries for Allowance for Uncollectible Accounts and Depreciation on the appropriate line of the Adjustments Debit or Credit column. Use column E for a debit amount and Column G for a credit amount.10.Create formulas to extend the amounts from the Trial Balance and Adjustments columns to the Income Statement (except Federal Income Tax Expense) and Balance Sheet columns. Extend Federal Income Tax Expense from cell J70.11.Create formulas to subtotal the columns. Calculate Federal Income Tax Expense using the ROUND function.12.Calculate the Federal Income Tax Expense adjustment and extend the amounts to the Income Statement columns.13.Calculate Net Income After Federal Income Tax. Create formulas to calculate the remaining column totals. Extend the amount to the appropriate Balance Sheet column.14.Check to see that all sets of columns are in balance. Make corrections as needed.15.Print the spreadsheet.
&A © 2009 South-Western, Cengage Learning
Application Problem 14-2, 14-3Problem Number: F14-2 and F14-3Student's Name:Branson Amusement CompanyWork SheetApplication Problem 14-2Application Problems 14-3 to 14-6Trial BalanceAdjustmentsIncome StatementBalance SheetAccount TitleDebitCreditDebitCreditDebitCreditDebitCreditCash17,560.750.00[F]Petty Cash300.000.00[F]Accounts Receivable14,710.980.00[F]Allow. for Uncoll. Accounts0.00498.59[F]Merchandise Inventory236,314.630.00[F]Supplies--Offic.
What is employee productivity ratio & How do you Calculate it
Good employee productivity goes a long way in boosting your company’s revenue and profits. But how do you quantify productivity? The ratio considers different outputs (like the number of units produced) and inputs (like labor hour values) to determine how well your organization uses the resources. This document discusses what the employee productivity ratio is, its formula, and the steps to calculate it.
Source: https://biz30.timedoctor.com/employee-productivity-ratio/#how-to-calculate
BA 385, Principles of FinanceCapstone Assignment Group Pro For.docx
BA 385, Principles of Finance
Capstone Assignment Group Pro Forma Financial Statement Project
In your groups, using the Financial Statement Projection Spreadsheet used for BA499, develop a full set of projected financial statements for a hypothetical company.
To complete this project provide the following:
1. A description of your hypothetical company. This description must make it clear to me what the company does; the product or service it will be providing; the target market to be served and what portion of the target market the company plans to serve (this must be realistic and specify the number of people), where it will be located, the number of employees it will have, how the company anticipates financing the business, and any other information necessary for me to understand the company.
2. A detailed list of assumptions used to project the financial statements. These assumptions must include how sales were computed based on the target market you will serve.
3. The excel file that includes the group’s projected financial statements. This will show 3 years of projections with the first year by month.
4. A short description (300-600 words for each group member) written by each member of the group describing what they learned from the project. These should be written separately, not as a group, although I want you to include them in one WORD file. Be sure to show each members name at the beginning of their section.
5. The project will be submitted the same way you have submitted each of the previous Bb assignments into the Bb submission folder. This is a challenging project, but will substantially help prepare you for BA 499. The time to start is upon you. Your financial statements will not be perfect, but you must be clear about all your assumptions. When you are making a wild guess make it clear in your assumptions that you are doing that. You can be far more accurate than you think. Be reasonable, talk to other business people, and use ratios for your industry to help you with your projections. Your sales projections should be based on your target market. How many people will you sell to, how many times, and what will be the average amount of a transaction. Demonstrate how you have the capacity to sell to that number of people.
Good luck! Remember this assignment uses the same financial statement projection model that you use in BA 499. See http://www.sou.edu/business/dungan/ba385/Projects/GradeSheetProject2R.doc for grade sheet.
TOCFinancial Plan Forecast TemplateBA499Table of ContentsWorksheetContentsInput WorksheetsIntroIntroduction plus basic inputs for company name and start dateSalesInputs for Sales and COS by product/servicePeopleInputs for personnel expenses including benefitsISInputs for other income statement items (includes summary IS)BSInputs for other balance sheet items (includes summary BS)CFInputs for other cash flow items (includes summary CF)BreakInputs for breakeven analysisPVInputs for present value analy ...
INF20015 Requirements Analysis & Modelling pg. 1 Swi.docx
INF20015 Requirements Analysis & Modelling
pg. 1
Swinburne University of Technology
Swinburne College
INF20015 – Requirements Analysis and Modelling Assignment
TP 3, 2016
This is a group assignment with a maximum of 3-5 students per group
Part 1: Assessment Value = 10% (see blackboard for due date)
Part 2: Assessment Value = 15% (see blackboard for due date)
Based on the suggested report outline (see later):
Part 1: consists of submission of all aspects of the report up to and including
Process Descriptions.
Part 2: Requires the submission of the entire report with any corrections or
modifications as suggested by your tutor based on the assessment of Part 1. This
part also include object oriented analysis.
Assignment Submission
Parts 1 and 2 each require
Your group report (one copy per group) + A signed Time Contribution Statement
(TCS) (one copy per group which should be in appendix) via the Assignment link on
Blackboard > Assessment.
A Peer Assessment Form (individual) and submit it through the Peer Assessment
submission link on the Blackboard>Assessment>.
DO NOT email the assignment.
If you have any queries you may discuss it in the discussion threads or with your tutor. Any
technical problems, assistance can be obtained from the Swinburne Service Desk (03) 9214
5000.
The aim is that your team should produce a requirements document that describes the
problem to be solved and captures the requirements for an information system that
supports the needs of the given organization as described later in the Case Study
Description. Each student will individually consider possible models and suggestions to
make their recommendation to group report.
If you need clarification on any issues, either speak to your tutor (who will be marking
your assignment and act as a project leader) or ask your questions during lecture time.
INF20015 Requirements Analysis & Modelling
pg. 2
Suggested Report Outline
Assignment part 1:
Cover page
Document Title
Team members and contact details
List of contents1
Executive summary
Introduction
What is the organisation and what does this organisation do?
What is the business problem they are trying to solve OR/ AND what is the
opportunity that they can make use of?
Expected benefits
How would the organisation be better off by solving this problem or taking up this
opportunity?
Analysis of all major business processes using activity diagrams
Note: Each team member is required to draw at least 3 activity diagrams that you
have identified in below case scenario.
Dataflow diagrams and dictionary
Context Diagram (one diagram for the entire system)
Diagram 0 (one diagram for the entire system)
Level 1 Diagrams (each team member need to develop at least 2 level 1 diagrams)
Data Model (ER Diagram) – one ERD diagram for the entire system
.
TallyPayroll
The document discusses how to set up payroll features in Tally.ERP 9. It covers creating employee and payroll masters like employee groups, payroll units, attendance types. It also discusses creating earnings and deductions pay heads like basic salary, HRA, PF, tax. It provides steps for processing payroll and generating payslips. The payroll features allow for accurate salary processing and generate statutory forms.
Tally 9.0
The document discusses how to set up payroll features and process payroll in Tally.ERP 9. It covers creating employee and payroll masters, pay heads for earnings and deductions, and processing payroll to generate payslips. Key steps include creating employee groups and employees, defining attendance/production types and payroll units, setting up pay heads for items like basic salary, HRA, PF, and tax deductions, and processing payroll to generate payslips showing earnings and deductions.
Corporation tax frequency of instalment payments
Corporation tax is a levy on profits earned by companies. A corporation is often required to make periodic payments of tax in respect of its estimated tax liability.
Modelling the frequency of tax instalments in a financial model is important if an organisation’s cash flows are to be modelled appropriately. It is also possible to model the frequency of payments such that they adapt with changes to the model timeline.
This modelling guide explains how to model instalment payments in a flexible, structured and transparent way.
Quick charts
Charts and graphs are used to make information clearer and easier to understand. They play a critical role in helping people to visualise large amounts of information, make better decisions and communicate their results to others.
This modelling guide explains how to make quick charts and how they can be useful in analysing data.
In this guide we analyse the trend of operating revenues, operating costs and operating profits / (losses) over the timeline of a project.
Financial modeling basic introduction
The document provides an overview of financial modeling. It defines a financial model as a tool built in Excel to forecast a company's financial performance into the future, including preparing income statements, balance sheets, and cash flow statements. Financial models are used for decision making, such as capital allocation, budgeting, and valuation. Professionals who build models include those in investment banking, equity research, and accounting. The best way to learn is through practice and training courses. The document outlines best practices for Excel, formatting, model layout, and provides a 10 step guide for building a financial model.
1 ACC ACF 2400 – Semester 2, 2017 Individual Assignm.docx
1
ACC ACF 2400 – Semester 2, 2017
Individual Assignment 1:
Building a Business Dashboard
Overview
A business dashboard is ‘a style of reporting that depicts KPIs, operational or strategic information with
intuitive and interactive displays’ (Turban et al., 2015 p. 380). It is a single screen snapshot of how a
business, department, or process is performing. The design varies considerably from one application
to another, and even between businesses, but a common feature of a dashboard is that it uses graphs,
coloured text, and symbols to show the viewer, at a glance, the current status. A dashboard should
only contain information that actually influences performance. Many dashboards are interactive
because it can be difficult to show every important detail at once.
You are an employee at Australian Electronics Pty Ltd. You have been assigned the task of designing
a report that will be used by managers involved in purchasing, sales, and inventory management.
Your boss, Mary Smith, suggest including at least four (4) ratios. Regarding the ratios, Mary thinks
that Inventory Turnover and Sales Growth are a must.
This is an individual assignment. There is no fixed answer, so be creative!! The spreadsheet must
perform ratio analysis to show the current status of the inventory holdings and sales. Marks are
awarded according to how well the dashboard meets the requirements specified in the rubric.
A data set is supplied with this guide in Moodle (ACC ACF 2400_s2 2017_Inventory Statistics.xlsx). The
Inventory Statistics data set contains four sheets: sales value, sales quantity, the quantity of inventory
on hand, and the quantity purchased. You should use all sheets in your calculations, but may need to
restructure some data on a separate calculation sheet to ensure data is in the format you need.
Instructions on how to build a complex interactive scorecard have been published in different journals
such as the Journal of Accountancy
(http://www.journalofaccountancy.com/issues/2011/feb/20092427.html), but you do not have to
build such a complex system if your spreadsheeting skills are not well developed.
The table below contrasts two different approaches. The example on the left shows 7 ratios in a non-
interactive dashboard, with three graphs and one table of numbers. It is clearly not an inventory
management dashboard, but if the design features included were tailored to the inventory
management context, it would likely earn a pass (providing instructions, the input sheet, and the
calculations sheet are acceptable).
The example on the right, however, is from the Dashboard your Scorecard article. It is also not an
inventory management dashboard and does not show ratios, and so is not acceptable, but illustrates
elements that will earn higher marks:
• It is interactive (note the drop-down box in the bottom right graph to select the person shown);
• It uses conditional for ...
Copyright © eContent Management Pty Ltd. Health Sociology Revi.docx
Copyright © eContent Management Pty Ltd. Health Sociology Review (2012) 2 1 ( 4 ) : 4 1 3 - 4 3 1 .
Death and grief on-line: Virtual memorialization and changing
concepts of childhood death and parental
bereavement on the Internet
LISA M MITCHELL, PETER H STEPHENSON*, SUSAN CADELL"^ AND MARY ELLEN MACDONALD'
Department of Anthropology, University of Victoria, Victoria, BC, Canada; *School of
Environmental Studies and Department of Anthropology, University of Victoria, Victoria, BC,
Canada; ^School of Social Work, Renison University College, University of Waterloo, Waterloo,
ON, Canada; 'Faculty of Dentistry, McGill University, Montreal, QC, Canada
A B S T R A C T : 'Virtual memorials' intended to memorialize the lives of children imply significant shifts in the conceptualiza-
tion of death, particularly for grieving parents. Created by parents in memory of their deceased children, on-line memorials
constructed using templates reflect strong cultural beließ about the nature of childhood deaths, grief and the development of a
kind of distal afterlife. Yirtual memorials create a new social value for the deceased and shift death and bereavement from
private into more public experiences. Building upon this work, we describe a kind of 'on-line immortality' created through
virtual memorials where the virtiud presence of the deceased in text and images, and practices intended to sustain a relation-
ship with the deceased can extend bereavement and the social lives of the dead indefinitely. While such memorials can offer
solace, they also potentiate business opportunities for those hoping to create lasting customers. As such, they may also extend
mourning indefinitely. This may be especiaUy true for certain kinds of deeply problematic deaths, such as those of children.
KEYWORDS: virtual, online, memorials, grief, children, parents
Though many people sit night after night intheir living rooms watching various kinds of
'death' and irmumerable dead bodies as a form
of entertainment (e.g., CSI, Bones), the death of
loved ones and the grief which follows are still
mosdy sequestered from everyday life in eco-
nomically and technologically advantaged coun-
tries, including Canada. Grief and bereavement
are confmed to specific times and places, and are
mainly private, or secluded experiences. Most
deaths take place in hospitals, nursing homes, and
hospices, and are managed by health care profes-
sionals who also inform the bereaved of what is
'normal' and what is 'pathological' in the grief
process, and offer ways to 'resolve' grief and to
grieve properly. Anthropological research has
long established that the dead in many cultural
contexts have social lives (Baydala, Hampton,
Rinunwa, Kinunwa, & Kinunwa, 2006; Counts
& Counts, 2004; Hattori, McCubbin, & Ishida,
2006; Keesing, 1982; Rodman & Rodman,
1983). But, until recendy the dominant approach
in Canadian bereavement care has been that
survivors should view death as fmal and they
should 'wor.
Copyright © Pearson Education 2010 Digital Tools in Toda.docx
Copyright © Pearson Education 2010
Digital Tools in Today’s Classroom
Chapter 3any public performance or display, including transmission of any image over a network; preparation of any derivative work, including the extraction, in whole or in part, of any images;any rental, lease, or lending of the program.
This multimedia product and its contents are protected under copyright law. The following are prohibited by law:
Copyright © Pearson Education 2010
Reflecting on What I KnowWhy is it important to learn about different technology tools when they are constantly changing?Most desktop computers do the same things as mobile devices, so why do teachers need to use them?How can the cost of digital devices be justified when the functions they perform are often limited in number and scope.
Copyright © Pearson Education 2010
Using Digital Tools in the Classroom
Four Digital Tool CategoriesPlatformConnectivityDevice SoftwareFile Format
Copyright © Pearson Education 2010
ComputersDesktop ComponentsAll-in-One DesktopsMonitor, Processor, SpeakersLaptops
Computer Pros and ConsDigital ToolProsConsDesktop ComponentsEasily replace or upgrade individual components by school personnel
Monitors are often large enough for easy group sharingDesk workspace reduced
Heavy
ImmobileAll-in-one DesktopCompact size provides additional space for individual or group work.
Drives (e.g., USB, CD, DVD) may be more accessible if CPU is not stored on desktop.Higher cost
Entire unit must go for repairs
ImmobileLaptopPortable – can be used in multiple locations
Compact size
Many schools keep extra laptops for use when others are sent for repair Access to power outlets
Easily damaged from dropping
Short battery life
Smaller screen limits usability for small-group learning
Copyright © Pearson Education 2010
Mobile DevicesDigital Media Players/RecordersDigital Camerase-Book ReadersGPS Navigation ReceiversGraphing CalculatorsPDA (Personal Data Assistants)Personal Response Systems
Mobile Devise Pros Digital ToolProsDigital Media Players/RecordersPortable for field use
Review at home
Stores more data than a tape
Less moving parts than a tape recorder
Digital format produces higher quality recordings that are easy to edit
Files easily transfer to other digital devices
Files can be copied indefinitely without degradationDigital CamerasInexpensive all-in-one models
Easy to use
Instant viewing of images
Digital editing and deletion of unwanted photos
Large storage capacityE-booksStores multiple books that can easily be exchanged or deleted
Enables digital manipulation of contents, e.g., searching, highlighting, bookmarking, audible reading, increasing font size
Enables digital enhancements, e.g., links to video or related informationGPS Navigation ReceiversProvides a variety of real-time information
Small portable sizePersonal Data AssistantsLow cost as compared to laptops
Light weight – easy to carry
Multifunction
Uses less power than a .
Copyright © Jen-Wen Lin 2018 1 STA457 Time series .docx
Copyright © Jen-Wen Lin 2018
1
STA457 Time series analysis assignment (Fall 2018)
Statistical properties of (moving-average) rule returns
Date: 23 October 2018
Jen-Wen Lin, PhD, CFA
1. Introduction
Technical indicator is widely used to generate trading signals by practitioners to make
trading decisions. The usual rule is to trade with the trend. In this case, the trader initiates a
position early in the trend and maintains that position as long as the trend continues.
In this assignment, you are asked to study the statistical properties of returns for applying
the oldest and most widely used method in technical indicators—moving averages.1
The structure of this paper is given as follows. Section 2 defines the trading rule (or
strategy). In Section 3 and 4, we formulate the trading return based on a given trading rule and
state the corresponding statistical properties, respectively. The questions for you to answer are
listed in Section 5. Finally, references and appendix are given in Section 6 and 7, respectively.
2. Trading rule
Suppose that at each time 𝑡, market participants predict the direction of the trend of asset
prices using a price-based forecast 𝐹#, where 𝐹# is a function of past asset prices
𝐹# = 𝑓(𝑃#,…,𝑃#*+,-,…).
1 The simplest rule of this family is the single moving average which says when the rate penetrates from below
(above) a moving average of a given length, a buy (sell) signal is generated.
Copyright © Jen-Wen Lin 2018
2
The above predictor is then converted to buy and sell trading signals 𝐵#: buy (+1) and sell (-1)
using, i.e.
{
"𝑆𝑒𝑙𝑙" ⇔ 𝐵# = −1 ⇔ 𝐹# < 0
"𝐵𝑢𝑦" ⇔ 𝐵# = +1 ⇔ 𝐹# > 0
Note that the signal of a trading rule is completely defined by one of the inequalities giving a
sell or buy order (if the position is not short, it is long).
For example, consider a trading rule based on the moving average of order five rule (𝑚 =
5). In this case, 𝑓 is given by
𝑓(𝑃#,…,𝑃#*+,-) = 𝑃# −
∑ 𝑃#*BCBDE
5
.
In this case, we buy the asset (𝐵# = +1) at time 𝑡 + 1when
𝐹# > 0 ⟺ 𝑃# >
∑ 𝑃#*BCBDE
5
;
and sell the asset (𝐵# = −1) when
𝐹# < 0 ⟺ 𝑃# <
∑ 𝑃#*BCBDE
5
.
The Figure below illustrates the dynamics of the above 5-periods moving average method—
when the rate penetrates from below (above) the moving average of order five, a buy (sell)
signal is generated.
Copyright © Jen-Wen Lin 2018
3
For your assignment, we consider 𝐹# based on a moving-average technical indicator. In
general, for a given moving-average indicator, 𝐹# may be expressed as (a function of log
returns):
𝐹# = 𝛿 + I 𝑑K𝑋#*K
+*M
KDE
, (1)
where 𝑋# = 𝑙𝑛(𝑃# 𝑃#*-⁄ ), 𝛿 and 𝑑K are defined by a given trading rule (See Appendix for more
details). For this assignment, we assume 𝛿 = 0.
2.45
2 4
2.35
Price
2.25
2.2
Signal
13 17 21 25
33
37
41
45
Day
Return oscillator
•
Sett',
‘,s1
A
\
\
006
006 _
i
0
Copyright © John Wiley & Sons, Inc. All rights reserved..docx
Copyright © John Wiley & Sons, Inc. All rights reserved.
Chapter 17
The Special
Senses
Copyright © John Wiley & Sons, Inc. All rights reserved.
Special SensesRecall that a sensation is the conscious or subconscious awareness of an internal or external stimulus
For this chapter, “external stimulus” means light rays striking the retina of the eye, sound waves impinging on the tympanic membrane of the ear, molecules in the air and food transmitting smells and tastes to the chemical sensors in the nose an on the tongue, and the force of gravity acting on equilibrium receptors in the inner ear which sense changes in inertia
Copyright © John Wiley & Sons, Inc. All rights reserved.
Special SensesReceptors for the special senses of smell, taste, vision, hearing, and equilibrium are anatomically distinct from one another and are concentrated in specific locations in the head
In addition to the stimuli and the receptors, there are specific afferent pathways and translation sites in the brain for information assembled from these special senses
Copyright © John Wiley & Sons, Inc. All rights reserved.
Special Senses
General Senses
Include somatic sensations (tactile, thermal, pain, and proprioceptive) and visceral sensations
Are scattered throughout the body
Are relatively simple structures
Special Senses
Include smell, taste, vision, hearing and equilibrium
Are concentrated in specific locations in the head
Are anatomically distinct structures
Form complex neural pathwaysComparing the general senses and the special senses
Copyright © John Wiley & Sons, Inc. All rights reserved.
Olfaction and TasteOlfaction is the process of perceiving smells. Smell and taste are brought about through the interpretation of chemicals present in the environment
Olfactory and gustatory (taste) impulses travel not only to the cerebral cortex, but also to the limbic systemthis is why we can have emotional responses and trigger strong memories to certain smells and tastesgustation and olfaction work together but olfaction
is much stronger/more sensitive (when someone has a cold it is difficult to taste food)
Copyright © John Wiley & Sons, Inc. All rights reserved.
OlfactionThe olfactory epithelium is located in the superior part of the nasal cavity covering the surface of the cribriform plate and extending along the superior nasal concha
Copyright © John Wiley & Sons, Inc. All rights reserved.
OlfactionThe olfactory epithelium consists of 3 kinds of cells:
The olfactory receptor is a bipolar neuron with cilia (called olfactory hairs). There are 10-100 million of these receptors in the nose that respond to odorant molecules
Supporting cells provide
support and nourishment
Basal cells are stem cells
that replace olfactory
receptors
*
Copyright © John Wiley & Sons, Inc. All rights reserved.
OlfactionThe olfactory apparatus can detect about 10,000 different odors, often in concentrations as low as 1/25 billionth of a milligram per milliliter of air .
Copyright © by The McGraw-Hill Companies, Inc. The Aztec Accou.docx
Copyright © by The McGraw-Hill Companies, Inc. The Aztec Account of the Conquest of Mexico 1
The Aztec Account of the
Conquest of Mexico
edited by Miguel León Portillo
1
OVERVIEW
The Native Americans left few written records of the arrival of the Spanish conqueror
Hernán Cortés in Tenochtitlán (today's Mexico City) in 1519. From them, however, Miguel
León Portillo, a Mexican anthropologist, constructed an eyewitness account of how Cortés
treated the Native Americans and seized Montezuma (also known as Moctezuma) before
going on to destroy the city and to take over much of what is present-day Mexico.
GUIDED READING As you read, consider the following questions:
• How did Montezuma’s messengers describe Cortés and his troops?
• How did Cortés and his troops treat the Native Americans?
he Spaniards arrived in Xoloco, near the entrance to Tenochtitlan. That
was the end of the march, for they had reached their goal.
Motecuhzoma now arrayed himself in his finery, preparing to go out to
meet them. The other great princes also adorned their persons, as did the
nobles and their chieftains and knights. They all went out together to meet the
strangers.
They brought trays heaped with the finest flowers—the flower that
resembles a shield; the flower shaped like a heart; in the center, the flower with
the sweetest aroma; and the fragrant yellow flower, the most precious of all.
They also brought garlands of flowers, and ornaments for the breast, and
necklaces of gold, necklaces hung with rich stones, necklaces fashioned in the
petatillo style.
Thus Motecuhzoma went out to meet them, there in Huitzillan. He
presented many gifts to the Captain and his commanders, those who had
come to make war. He showered gifts upon them and hung flowers around
their necks; he gave them necklaces of flowers and bands of flowers to adorn
their breasts; he set garlands of flowers upon their heads. Then he hung the
gold necklaces around their necks and gave them presents of every sort as gifts
of welcome. . . .
Report on the Spaniards
The messengers reported to the king. They told him how they had made
the journey, and what they had seen, and what food the strangers ate.
Motecuhzoma was astonished and terrified by their report, and the description
of the strangers' food astonished him above all else.
T
Copyright © by The McGraw-Hill Companies, Inc. The Aztec Account of the Conquest of Mexico 2
He was also terrified to learn how the cannon roared, how its noise
resounded, how it caused one to faint and grow deaf. The messengers told
him: "A thing like a ball of fire comes out of its entrails: it comes out shooting
sparks and raining fire. The smoke that comes out with it has a pestilent odor,
like that of rotten mud. This odor penetrates even to the brain and causes the
greatest discomfort. If the cannon is aimed against a mountain, the mountain
splits and cracks open. If it is aimed against a tree, it shatters the tree into
splinters. This is a mo.
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1) A sample of calculations for Landauer Inc. with intermediate steps and answers bolded and underlined.
2) Guidelines on what specific values and calculations should be copied and pasted into assignments, including beta using VHT as a proxy, three methods for calculating growth, discount rate using the dividend discount model, and two PVGO calculations using different return on equity values.
3) Instructions to paste data tables in an appendix and submit any Excel work for checking.
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WELCOMEFinancial Projections ModelFor Business PlansFran.docx
WELCOME
Financial Projections Model
For Business Plans
Frank Moyes and Stephen Lawrence
Deming Center for Entrepreneurship
Leeds College of Business
University of Colorado
Boulder, Colorado
Copyright © 2003 by the Regents of the University of Colorado
INSTRUCTIONS
Instructions
Financial Projections Model
v6.8.3
This financial model is designed to enable entrepreneurs and students project the financial results of their ventures for a five-year period. As with all models there are certain simplifying assumptions that have been made. Each of the assumption spreadsheets has an accompanying Comments box (denoted by a cell with small red triangle in the upper right corner) that provides suggestions on how to complete the spreadsheet and the underlying assumptions to the model.
You will notice that the cells in the spreadsheet are color-coded. This has been done to assist you in entering data, creating or changing formulae, or deleting data, formulae and links.
Enter data and information in Green shaded cells only.
Blue shaded cells calculate results within a spreadsheet.
Data in Yellow shaded cells is transferred to other worksheets.
Purple shaded cells bring in data from other spreadsheets.
In the Green and Blue shaded cells, data and formulas may changed, moved or deleted. The current calculations are for illustration only -- you will need to tailor these spreadsheets to fit your plan.
In the Yellow shaded cells data and formulas may be changed, but not deleted.
DO NOT delete the Purple shaded cells -- they link one spreadsheet with others.
There are 7 principal spreadsheet outputs of this model:
INCOME: Income Statement
BALANCE: Balance Sheet
CASHFLOW: Cash Flow Statement
BREAKEVEN: Break-even analysis
SUMMARY: Analysis of key measures
INCOME-MOS: Income Statements by months for Years 1 to 5
CASHFLOW-MOS: Cash flow Statements by months for Years 1 and 2, and
by quarters for Years 3 to 5
VAL-1 & VAL-2: Venture capital method for valuing companies
All other spreadsheets are to be used for calculating the underlying assumptions of the 7 principal spreadsheets:
COMPS: Comparison of financial measures to peer companies
REVENUE: Revenue Projections
COST OF REV: Cost of Goods Sold
OPER EXPEN: Operating Expenses
PROP & EQUIP: Capital Expenditures, Depreciation, and Net Fixed Assets
SALARIES: Salary Personnel
EXTRA: Extraordinary Income and Expense
TAXES: Tax calculation
WORKCAP: Working Capital
FUNDING: Equity, Debt, Interest Expense, Interest Income, Dividends and
Retained Earnings
These assumption spreadsheets are linked to each other and to the 7 principal spreadsheets. When you make a change in one of the spreadsheets, the impact is automatically r.
WELCOMEFinancial Projections ModelFor Business PlansFran.docx
This document provides instructions for using a financial projections model. It explains that the model allows entrepreneurs and students to project financial results for a venture over 5 years. It provides guidance on completing the spreadsheets and assumptions, and cautions that the model contains simplifying assumptions. Key spreadsheets include income statements, balance sheets, cash flow statements and analyses of measures like break-even point. The document instructs the user to input data only in designated cells and not to delete links between spreadsheets.
Read MESTARTFree Excel Student TemplateDear Student,By using thi.docx
Read ME
STARTFree Excel Student TemplateDear Student,By using this Template, you hereby agree to the Copyright terms and conditions. This Template should save you considerable time and allow for your presentation to be more professional. Do not mistake this Template for doing all of the work. Your assignment is to analyze and present strategies for the next three years. You will still need to do the research and enter key internal and external information into the Template. The Template does not gather or prioritize information. It does however assimilate information you enter in a professional way and does many calculations for you once that critical information is entered. Best of luck, with your project. INSTRUCTIONS FOR TEMPLATE1Please read all Template instructions below carefully before you start each new section of this Template. Only type in the green boxes unless otherwise noted. Please read the Read ME tab at the bottom of Excel before you start.INSTRUCTIONS FOR EXTERNAL AUDIT<ONLY ENTER DATA IN THE LIGHT GREEN BOXES>1.To perform an External Audit, enter ten opportunities and ten threats. For purposes of this Template, it is vital you have ten of each, no more, no less.2.After entering ten opportunities and ten threats, enter the weight you want to assign to each factor. Be sure to check the bottom of the "Enter Weight Below" column, to make sure your entire column sums is equal to 1.003.After entering in the weights, then enter in a corresponding rating in the "Enter Rating Below" column. The coding scheme is provided below.1 = "company's response to the external factor is poor"2 = "company's response to the external factor is average"3 = "company's response to the external factor is above average"4 = "company's response to the external factor is superior"Enter Weight BelowEnter Rating BelowEnter Ten Opportunities Below1.2.3.EFE Matrix4.5.6.7.8.9.10.Enter Ten Threats BelowEnter Weight BelowEnter Rating Below1.2.3.4.5.6.7.8.9.10.0.00Instructions for Competitive Profile Matrix (CPM)<ONLY ENTER DATA IN THE LIGHT GREEN BOXES>1.To perform the CPM, enter in twelve critical success factors. You may use some of the ones listed below if you like but try to use ones that are more pertinent to your company. For example, if your case is Delta Airlines, having a) on time arrival b) extra fees c) frequent flyer points, etc may be better choices than the canned ones below. For purposes of this Template, it is vital you have twelve factors no more, no less. 2.After entering in twelve critical success factors, enter in the weight you want to assign each one. Be sure to check the bottom of the "Enter Weight Below" column, to make sure your sum weight is equal to 1.003.After entering in your weights, type the name of your company and two other competitors in the corresponding boxes.4.After entering in the weights and identifying your company and two rival firms, then enter in a corresponding rating in the "Enter Rating Below" column for ...
Assignment 6 – Overall Instruction 1 Assignment 6 Pay.docx
Assignment 6 – Overall Instruction
1
Assignment 6: Pay Structure Design (60 points)
Due: by 11:59 pm, Sunday, June 30th, 2019
* No assignments will be accepted late without written documentation of an unavoidable or
unforeseeable event.
Why this assignment?
This assignment is intended to achieve the goal of our Module 7 learning objective, “Construct a job-
based pay structure using the point system.” This assignment supports Course Objectives 1 and 2.
Instruction
In this assignment, you will be designing a job-based pay structure using the point system. To do this,
you’ll first need to watch the video Designing a pay structure in Module 7. This video will be the only
example given out for this assignment. All the information you need to do this assignment is in this video.
And all the information that you need to plot the data and to conduct a simple linear regression analysis
is in the video Simple linear regression refresher in Module 6. You have also done Assignment 5: Simple
Linear Regression Refresher for this.
To do this assignment, you’ll need to use the job evaluation results from Assignment 3: Job Evaluation.
Based on the job evaluation points that you have decided for the four jobs (Accounting Clerk, Manager in
Financial Accounting, Manager in Corporate Social Responsibility Accounting, and Department Head in
Financial Accounting), complete the following five steps. Since this process is being continued based on
the results in Assignment 3, I’ll denote the first step here as Step 6. The last step in Assignment 3 was
Step 5. If you did not have the job evaluation points decided in Assignment 3, just decide on points for
each job that you think is appropriate (higher points for jobs that you think are more important and
lower points for jobs that you think are less important). But in this case, you need to clearly indicate the
job evaluation points for the four jobs at the beginning of your assignment.
Step 6. Construct a market pay line. Three jobs, Accounting Clerk, Manager in Financial
Accounting, and Department Head in Financial Accounting are benchmark jobs. Pay survey data
of these three jobs is shown in Appendix 1. Use the Excel software to compute the simple linear
regression equation. If you have forgotten how to do this, re-visit the video Simple linear
regression refresher in Module 6 or Assignment 5 (Simple linear regression refresher). Please
see the attached Excel file for how the data should be arranged to run the simple linear
regression equation. (20 points)
Step 7. Construct your organization’s pay line considering your external competitiveness. (For
example, you can decide to pay 10% above the market pay level and construct your pay line
accordingly.) Justify your decision in constructing your organization’s pay line. (10 points)
Step 8. Based on your organization’s pay line, calculate the standard pay amounts for the four
jobs (don’t forget the Manager i ...
InstructionsTITLEF14-2Beginning an 8-column work sheet for a merch.docx
InstructionsTITLEF14-2Beginning an 8-column work sheet for a merchandising businessF14-3Analyzing and recording a merchandise inventory adjustment on a worksheetSTEPS1.Read all of the steps before completing the spreadsheet.2.Click the Application Problem 14-2, 14-3 tab to view the blank data file.3.Key your name in cell B2.4.Key, For Month Ended December 31, 20-- (use the current year), in cell C5.5.Cells containing [F] require a formula. Create and key formulas to total the Trial Balance columns.6.Cells containing [L] require a logical formula. Use the logical formula described on page 443 in your textbook. The IF function is another type of logical formula. IF functions compare two values and produce one result if the comparison is TRUE and an alternate result if the comparison is FALSE. Try using an IF function in step 6. The result should show the amount of the variance if the column totals are out of balance or OK if they are in balance. Consult Help if you need assistance with IF functions. 7.Key the adjusting entries for Supplies--Office, Supplies--Store, Prepaid Insurance and Merchandise Inventory on the appropriate line of the Adjustments Debit or Credit column. Use column E for a debit amount and Column G for a credit amount.8.Key the letter of the adjustment, in parenthesis, on the appropriate line of column D for debit entry and column F for a credit entry. [Hint: to avoid the © symbol when keying "c", add an extra space in the ( c).]This data file will also be used to complete Application Problems 14-3 through 14-6.STEPS9.Key the adjusting entries for Allowance for Uncollectible Accounts and Depreciation on the appropriate line of the Adjustments Debit or Credit column. Use column E for a debit amount and Column G for a credit amount.10.Create formulas to extend the amounts from the Trial Balance and Adjustments columns to the Income Statement (except Federal Income Tax Expense) and Balance Sheet columns. Extend Federal Income Tax Expense from cell J70.11.Create formulas to subtotal the columns. Calculate Federal Income Tax Expense using the ROUND function.12.Calculate the Federal Income Tax Expense adjustment and extend the amounts to the Income Statement columns.13.Calculate Net Income After Federal Income Tax. Create formulas to calculate the remaining column totals. Extend the amount to the appropriate Balance Sheet column.14.Check to see that all sets of columns are in balance. Make corrections as needed.15.Print the spreadsheet.
&A © 2009 South-Western, Cengage Learning
Application Problem 14-2, 14-3Problem Number: F14-2 and F14-3Student's Name:Branson Amusement CompanyWork SheetApplication Problem 14-2Application Problems 14-3 to 14-6Trial BalanceAdjustmentsIncome StatementBalance SheetAccount TitleDebitCreditDebitCreditDebitCreditDebitCreditCash17,560.750.00[F]Petty Cash300.000.00[F]Accounts Receivable14,710.980.00[F]Allow. for Uncoll. Accounts0.00498.59[F]Merchandise Inventory236,314.630.00[F]Supplies--Offic.
InstructionsTITLEF14-2Beginning an 8-column work sheet for a merch.docx
InstructionsTITLEF14-2Beginning an 8-column work sheet for a merchandising businessF14-3Analyzing and recording a merchandise inventory adjustment on a worksheetSTEPS1.Read all of the steps before completing the spreadsheet.2.Click the Application Problem 14-2, 14-3 tab to view the blank data file.3.Key your name in cell B2.4.Key, For Month Ended December 31, 20-- (use the current year), in cell C5.5.Cells containing [F] require a formula. Create and key formulas to total the Trial Balance columns.6.Cells containing [L] require a logical formula. Use the logical formula described on page 443 in your textbook. The IF function is another type of logical formula. IF functions compare two values and produce one result if the comparison is TRUE and an alternate result if the comparison is FALSE. Try using an IF function in step 6. The result should show the amount of the variance if the column totals are out of balance or OK if they are in balance. Consult Help if you need assistance with IF functions. 7.Key the adjusting entries for Supplies--Office, Supplies--Store, Prepaid Insurance and Merchandise Inventory on the appropriate line of the Adjustments Debit or Credit column. Use column E for a debit amount and Column G for a credit amount.8.Key the letter of the adjustment, in parenthesis, on the appropriate line of column D for debit entry and column F for a credit entry. [Hint: to avoid the © symbol when keying "c", add an extra space in the ( c).]This data file will also be used to complete Application Problems 14-3 through 14-6.STEPS9.Key the adjusting entries for Allowance for Uncollectible Accounts and Depreciation on the appropriate line of the Adjustments Debit or Credit column. Use column E for a debit amount and Column G for a credit amount.10.Create formulas to extend the amounts from the Trial Balance and Adjustments columns to the Income Statement (except Federal Income Tax Expense) and Balance Sheet columns. Extend Federal Income Tax Expense from cell J70.11.Create formulas to subtotal the columns. Calculate Federal Income Tax Expense using the ROUND function.12.Calculate the Federal Income Tax Expense adjustment and extend the amounts to the Income Statement columns.13.Calculate Net Income After Federal Income Tax. Create formulas to calculate the remaining column totals. Extend the amount to the appropriate Balance Sheet column.14.Check to see that all sets of columns are in balance. Make corrections as needed.15.Print the spreadsheet.
&A © 2009 South-Western, Cengage Learning
Application Problem 14-2, 14-3Problem Number: F14-2 and F14-3Student's Name:Branson Amusement CompanyWork SheetApplication Problem 14-2Application Problems 14-3 to 14-6Trial BalanceAdjustmentsIncome StatementBalance SheetAccount TitleDebitCreditDebitCreditDebitCreditDebitCreditCash17,560.750.00[F]Petty Cash300.000.00[F]Accounts Receivable14,710.980.00[F]Allow. for Uncoll. Accounts0.00498.59[F]Merchandise Inventory236,314.630.00[F]Supplies--Offic.
What is employee productivity ratio & How do you Calculate it
Good employee productivity goes a long way in boosting your company’s revenue and profits. But how do you quantify productivity? The ratio considers different outputs (like the number of units produced) and inputs (like labor hour values) to determine how well your organization uses the resources. This document discusses what the employee productivity ratio is, its formula, and the steps to calculate it.
Source: https://biz30.timedoctor.com/employee-productivity-ratio/#how-to-calculate
BA 385, Principles of FinanceCapstone Assignment Group Pro For.docx
BA 385, Principles of Finance
Capstone Assignment Group Pro Forma Financial Statement Project
In your groups, using the Financial Statement Projection Spreadsheet used for BA499, develop a full set of projected financial statements for a hypothetical company.
To complete this project provide the following:
1. A description of your hypothetical company. This description must make it clear to me what the company does; the product or service it will be providing; the target market to be served and what portion of the target market the company plans to serve (this must be realistic and specify the number of people), where it will be located, the number of employees it will have, how the company anticipates financing the business, and any other information necessary for me to understand the company.
2. A detailed list of assumptions used to project the financial statements. These assumptions must include how sales were computed based on the target market you will serve.
3. The excel file that includes the group’s projected financial statements. This will show 3 years of projections with the first year by month.
4. A short description (300-600 words for each group member) written by each member of the group describing what they learned from the project. These should be written separately, not as a group, although I want you to include them in one WORD file. Be sure to show each members name at the beginning of their section.
5. The project will be submitted the same way you have submitted each of the previous Bb assignments into the Bb submission folder. This is a challenging project, but will substantially help prepare you for BA 499. The time to start is upon you. Your financial statements will not be perfect, but you must be clear about all your assumptions. When you are making a wild guess make it clear in your assumptions that you are doing that. You can be far more accurate than you think. Be reasonable, talk to other business people, and use ratios for your industry to help you with your projections. Your sales projections should be based on your target market. How many people will you sell to, how many times, and what will be the average amount of a transaction. Demonstrate how you have the capacity to sell to that number of people.
Good luck! Remember this assignment uses the same financial statement projection model that you use in BA 499. See http://www.sou.edu/business/dungan/ba385/Projects/GradeSheetProject2R.doc for grade sheet.
TOCFinancial Plan Forecast TemplateBA499Table of ContentsWorksheetContentsInput WorksheetsIntroIntroduction plus basic inputs for company name and start dateSalesInputs for Sales and COS by product/servicePeopleInputs for personnel expenses including benefitsISInputs for other income statement items (includes summary IS)BSInputs for other balance sheet items (includes summary BS)CFInputs for other cash flow items (includes summary CF)BreakInputs for breakeven analysisPVInputs for present value analy ...
INF20015 Requirements Analysis & Modelling pg. 1 Swi.docx
INF20015 Requirements Analysis & Modelling
pg. 1
Swinburne University of Technology
Swinburne College
INF20015 – Requirements Analysis and Modelling Assignment
TP 3, 2016
This is a group assignment with a maximum of 3-5 students per group
Part 1: Assessment Value = 10% (see blackboard for due date)
Part 2: Assessment Value = 15% (see blackboard for due date)
Based on the suggested report outline (see later):
Part 1: consists of submission of all aspects of the report up to and including
Process Descriptions.
Part 2: Requires the submission of the entire report with any corrections or
modifications as suggested by your tutor based on the assessment of Part 1. This
part also include object oriented analysis.
Assignment Submission
Parts 1 and 2 each require
Your group report (one copy per group) + A signed Time Contribution Statement
(TCS) (one copy per group which should be in appendix) via the Assignment link on
Blackboard > Assessment.
A Peer Assessment Form (individual) and submit it through the Peer Assessment
submission link on the Blackboard>Assessment>.
DO NOT email the assignment.
If you have any queries you may discuss it in the discussion threads or with your tutor. Any
technical problems, assistance can be obtained from the Swinburne Service Desk (03) 9214
5000.
The aim is that your team should produce a requirements document that describes the
problem to be solved and captures the requirements for an information system that
supports the needs of the given organization as described later in the Case Study
Description. Each student will individually consider possible models and suggestions to
make their recommendation to group report.
If you need clarification on any issues, either speak to your tutor (who will be marking
your assignment and act as a project leader) or ask your questions during lecture time.
INF20015 Requirements Analysis & Modelling
pg. 2
Suggested Report Outline
Assignment part 1:
Cover page
Document Title
Team members and contact details
List of contents1
Executive summary
Introduction
What is the organisation and what does this organisation do?
What is the business problem they are trying to solve OR/ AND what is the
opportunity that they can make use of?
Expected benefits
How would the organisation be better off by solving this problem or taking up this
opportunity?
Analysis of all major business processes using activity diagrams
Note: Each team member is required to draw at least 3 activity diagrams that you
have identified in below case scenario.
Dataflow diagrams and dictionary
Context Diagram (one diagram for the entire system)
Diagram 0 (one diagram for the entire system)
Level 1 Diagrams (each team member need to develop at least 2 level 1 diagrams)
Data Model (ER Diagram) – one ERD diagram for the entire system
.
TallyPayroll
The document discusses how to set up payroll features in Tally.ERP 9. It covers creating employee and payroll masters like employee groups, payroll units, attendance types. It also discusses creating earnings and deductions pay heads like basic salary, HRA, PF, tax. It provides steps for processing payroll and generating payslips. The payroll features allow for accurate salary processing and generate statutory forms.
Tally 9.0
The document discusses how to set up payroll features and process payroll in Tally.ERP 9. It covers creating employee and payroll masters, pay heads for earnings and deductions, and processing payroll to generate payslips. Key steps include creating employee groups and employees, defining attendance/production types and payroll units, setting up pay heads for items like basic salary, HRA, PF, and tax deductions, and processing payroll to generate payslips showing earnings and deductions.
Corporation tax frequency of instalment payments
Corporation tax is a levy on profits earned by companies. A corporation is often required to make periodic payments of tax in respect of its estimated tax liability.
Modelling the frequency of tax instalments in a financial model is important if an organisation’s cash flows are to be modelled appropriately. It is also possible to model the frequency of payments such that they adapt with changes to the model timeline.
This modelling guide explains how to model instalment payments in a flexible, structured and transparent way.
Quick charts
Charts and graphs are used to make information clearer and easier to understand. They play a critical role in helping people to visualise large amounts of information, make better decisions and communicate their results to others.
This modelling guide explains how to make quick charts and how they can be useful in analysing data.
In this guide we analyse the trend of operating revenues, operating costs and operating profits / (losses) over the timeline of a project.
Financial modeling basic introduction
The document provides an overview of financial modeling. It defines a financial model as a tool built in Excel to forecast a company's financial performance into the future, including preparing income statements, balance sheets, and cash flow statements. Financial models are used for decision making, such as capital allocation, budgeting, and valuation. Professionals who build models include those in investment banking, equity research, and accounting. The best way to learn is through practice and training courses. The document outlines best practices for Excel, formatting, model layout, and provides a 10 step guide for building a financial model.
1 ACC ACF 2400 – Semester 2, 2017 Individual Assignm.docx
1
ACC ACF 2400 – Semester 2, 2017
Individual Assignment 1:
Building a Business Dashboard
Overview
A business dashboard is ‘a style of reporting that depicts KPIs, operational or strategic information with
intuitive and interactive displays’ (Turban et al., 2015 p. 380). It is a single screen snapshot of how a
business, department, or process is performing. The design varies considerably from one application
to another, and even between businesses, but a common feature of a dashboard is that it uses graphs,
coloured text, and symbols to show the viewer, at a glance, the current status. A dashboard should
only contain information that actually influences performance. Many dashboards are interactive
because it can be difficult to show every important detail at once.
You are an employee at Australian Electronics Pty Ltd. You have been assigned the task of designing
a report that will be used by managers involved in purchasing, sales, and inventory management.
Your boss, Mary Smith, suggest including at least four (4) ratios. Regarding the ratios, Mary thinks
that Inventory Turnover and Sales Growth are a must.
This is an individual assignment. There is no fixed answer, so be creative!! The spreadsheet must
perform ratio analysis to show the current status of the inventory holdings and sales. Marks are
awarded according to how well the dashboard meets the requirements specified in the rubric.
A data set is supplied with this guide in Moodle (ACC ACF 2400_s2 2017_Inventory Statistics.xlsx). The
Inventory Statistics data set contains four sheets: sales value, sales quantity, the quantity of inventory
on hand, and the quantity purchased. You should use all sheets in your calculations, but may need to
restructure some data on a separate calculation sheet to ensure data is in the format you need.
Instructions on how to build a complex interactive scorecard have been published in different journals
such as the Journal of Accountancy
(http://www.journalofaccountancy.com/issues/2011/feb/20092427.html), but you do not have to
build such a complex system if your spreadsheeting skills are not well developed.
The table below contrasts two different approaches. The example on the left shows 7 ratios in a non-
interactive dashboard, with three graphs and one table of numbers. It is clearly not an inventory
management dashboard, but if the design features included were tailored to the inventory
management context, it would likely earn a pass (providing instructions, the input sheet, and the
calculations sheet are acceptable).
The example on the right, however, is from the Dashboard your Scorecard article. It is also not an
inventory management dashboard and does not show ratios, and so is not acceptable, but illustrates
elements that will earn higher marks:
• It is interactive (note the drop-down box in the bottom right graph to select the person shown);
• It uses conditional for ...
Similar to Video Case 1.2 throu 5.21.21. Why is the link between.docx (17)
Calculations for your Equity Analysis assignmentTo start, put .docx
Calculations for your Equity Analysis assignmentTo start, put .docx
WELCOMEFinancial Projections ModelFor Business PlansFran.docx
WELCOMEFinancial Projections ModelFor Business PlansFran.docx
WELCOMEFinancial Projections ModelFor Business PlansFran.docx
WELCOMEFinancial Projections ModelFor Business PlansFran.docx
Read MESTARTFree Excel Student TemplateDear Student,By using thi.docx
Read MESTARTFree Excel Student TemplateDear Student,By using thi.docx
Assignment 6 – Overall Instruction 1 Assignment 6 Pay.docx
Assignment 6 – Overall Instruction 1 Assignment 6 Pay.docx
InstructionsTITLEF14-2Beginning an 8-column work sheet for a merch.docx
InstructionsTITLEF14-2Beginning an 8-column work sheet for a merch.docx
InstructionsTITLEF14-2Beginning an 8-column work sheet for a merch.docx
InstructionsTITLEF14-2Beginning an 8-column work sheet for a merch.docx
What is employee productivity ratio & How do you Calculate it
What is employee productivity ratio & How do you Calculate it
BA 385, Principles of FinanceCapstone Assignment Group Pro For.docx
BA 385, Principles of FinanceCapstone Assignment Group Pro For.docx
INF20015 Requirements Analysis & Modelling pg. 1 Swi.docx
INF20015 Requirements Analysis & Modelling pg. 1 Swi.docx
1 ACC ACF 2400 – Semester 2, 2017 Individual Assignm.docx
1 ACC ACF 2400 – Semester 2, 2017 Individual Assignm.docx
More from dickonsondorris
Copyright © eContent Management Pty Ltd. Health Sociology Revi.docx
Copyright © eContent Management Pty Ltd. Health Sociology Review (2012) 2 1 ( 4 ) : 4 1 3 - 4 3 1 .
Death and grief on-line: Virtual memorialization and changing
concepts of childhood death and parental
bereavement on the Internet
LISA M MITCHELL, PETER H STEPHENSON*, SUSAN CADELL"^ AND MARY ELLEN MACDONALD'
Department of Anthropology, University of Victoria, Victoria, BC, Canada; *School of
Environmental Studies and Department of Anthropology, University of Victoria, Victoria, BC,
Canada; ^School of Social Work, Renison University College, University of Waterloo, Waterloo,
ON, Canada; 'Faculty of Dentistry, McGill University, Montreal, QC, Canada
A B S T R A C T : 'Virtual memorials' intended to memorialize the lives of children imply significant shifts in the conceptualiza-
tion of death, particularly for grieving parents. Created by parents in memory of their deceased children, on-line memorials
constructed using templates reflect strong cultural beließ about the nature of childhood deaths, grief and the development of a
kind of distal afterlife. Yirtual memorials create a new social value for the deceased and shift death and bereavement from
private into more public experiences. Building upon this work, we describe a kind of 'on-line immortality' created through
virtual memorials where the virtiud presence of the deceased in text and images, and practices intended to sustain a relation-
ship with the deceased can extend bereavement and the social lives of the dead indefinitely. While such memorials can offer
solace, they also potentiate business opportunities for those hoping to create lasting customers. As such, they may also extend
mourning indefinitely. This may be especiaUy true for certain kinds of deeply problematic deaths, such as those of children.
KEYWORDS: virtual, online, memorials, grief, children, parents
Though many people sit night after night intheir living rooms watching various kinds of
'death' and irmumerable dead bodies as a form
of entertainment (e.g., CSI, Bones), the death of
loved ones and the grief which follows are still
mosdy sequestered from everyday life in eco-
nomically and technologically advantaged coun-
tries, including Canada. Grief and bereavement
are confmed to specific times and places, and are
mainly private, or secluded experiences. Most
deaths take place in hospitals, nursing homes, and
hospices, and are managed by health care profes-
sionals who also inform the bereaved of what is
'normal' and what is 'pathological' in the grief
process, and offer ways to 'resolve' grief and to
grieve properly. Anthropological research has
long established that the dead in many cultural
contexts have social lives (Baydala, Hampton,
Rinunwa, Kinunwa, & Kinunwa, 2006; Counts
& Counts, 2004; Hattori, McCubbin, & Ishida,
2006; Keesing, 1982; Rodman & Rodman,
1983). But, until recendy the dominant approach
in Canadian bereavement care has been that
survivors should view death as fmal and they
should 'wor.
Copyright © Pearson Education 2010 Digital Tools in Toda.docx
Copyright © Pearson Education 2010
Digital Tools in Today’s Classroom
Chapter 3any public performance or display, including transmission of any image over a network; preparation of any derivative work, including the extraction, in whole or in part, of any images;any rental, lease, or lending of the program.
This multimedia product and its contents are protected under copyright law. The following are prohibited by law:
Copyright © Pearson Education 2010
Reflecting on What I KnowWhy is it important to learn about different technology tools when they are constantly changing?Most desktop computers do the same things as mobile devices, so why do teachers need to use them?How can the cost of digital devices be justified when the functions they perform are often limited in number and scope.
Copyright © Pearson Education 2010
Using Digital Tools in the Classroom
Four Digital Tool CategoriesPlatformConnectivityDevice SoftwareFile Format
Copyright © Pearson Education 2010
ComputersDesktop ComponentsAll-in-One DesktopsMonitor, Processor, SpeakersLaptops
Computer Pros and ConsDigital ToolProsConsDesktop ComponentsEasily replace or upgrade individual components by school personnel
Monitors are often large enough for easy group sharingDesk workspace reduced
Heavy
ImmobileAll-in-one DesktopCompact size provides additional space for individual or group work.
Drives (e.g., USB, CD, DVD) may be more accessible if CPU is not stored on desktop.Higher cost
Entire unit must go for repairs
ImmobileLaptopPortable – can be used in multiple locations
Compact size
Many schools keep extra laptops for use when others are sent for repair Access to power outlets
Easily damaged from dropping
Short battery life
Smaller screen limits usability for small-group learning
Copyright © Pearson Education 2010
Mobile DevicesDigital Media Players/RecordersDigital Camerase-Book ReadersGPS Navigation ReceiversGraphing CalculatorsPDA (Personal Data Assistants)Personal Response Systems
Mobile Devise Pros Digital ToolProsDigital Media Players/RecordersPortable for field use
Review at home
Stores more data than a tape
Less moving parts than a tape recorder
Digital format produces higher quality recordings that are easy to edit
Files easily transfer to other digital devices
Files can be copied indefinitely without degradationDigital CamerasInexpensive all-in-one models
Easy to use
Instant viewing of images
Digital editing and deletion of unwanted photos
Large storage capacityE-booksStores multiple books that can easily be exchanged or deleted
Enables digital manipulation of contents, e.g., searching, highlighting, bookmarking, audible reading, increasing font size
Enables digital enhancements, e.g., links to video or related informationGPS Navigation ReceiversProvides a variety of real-time information
Small portable sizePersonal Data AssistantsLow cost as compared to laptops
Light weight – easy to carry
Multifunction
Uses less power than a .
Copyright © Jen-Wen Lin 2018 1 STA457 Time series .docx
Copyright © Jen-Wen Lin 2018
1
STA457 Time series analysis assignment (Fall 2018)
Statistical properties of (moving-average) rule returns
Date: 23 October 2018
Jen-Wen Lin, PhD, CFA
1. Introduction
Technical indicator is widely used to generate trading signals by practitioners to make
trading decisions. The usual rule is to trade with the trend. In this case, the trader initiates a
position early in the trend and maintains that position as long as the trend continues.
In this assignment, you are asked to study the statistical properties of returns for applying
the oldest and most widely used method in technical indicators—moving averages.1
The structure of this paper is given as follows. Section 2 defines the trading rule (or
strategy). In Section 3 and 4, we formulate the trading return based on a given trading rule and
state the corresponding statistical properties, respectively. The questions for you to answer are
listed in Section 5. Finally, references and appendix are given in Section 6 and 7, respectively.
2. Trading rule
Suppose that at each time 𝑡, market participants predict the direction of the trend of asset
prices using a price-based forecast 𝐹#, where 𝐹# is a function of past asset prices
𝐹# = 𝑓(𝑃#,…,𝑃#*+,-,…).
1 The simplest rule of this family is the single moving average which says when the rate penetrates from below
(above) a moving average of a given length, a buy (sell) signal is generated.
Copyright © Jen-Wen Lin 2018
2
The above predictor is then converted to buy and sell trading signals 𝐵#: buy (+1) and sell (-1)
using, i.e.
{
"𝑆𝑒𝑙𝑙" ⇔ 𝐵# = −1 ⇔ 𝐹# < 0
"𝐵𝑢𝑦" ⇔ 𝐵# = +1 ⇔ 𝐹# > 0
Note that the signal of a trading rule is completely defined by one of the inequalities giving a
sell or buy order (if the position is not short, it is long).
For example, consider a trading rule based on the moving average of order five rule (𝑚 =
5). In this case, 𝑓 is given by
𝑓(𝑃#,…,𝑃#*+,-) = 𝑃# −
∑ 𝑃#*BCBDE
5
.
In this case, we buy the asset (𝐵# = +1) at time 𝑡 + 1when
𝐹# > 0 ⟺ 𝑃# >
∑ 𝑃#*BCBDE
5
;
and sell the asset (𝐵# = −1) when
𝐹# < 0 ⟺ 𝑃# <
∑ 𝑃#*BCBDE
5
.
The Figure below illustrates the dynamics of the above 5-periods moving average method—
when the rate penetrates from below (above) the moving average of order five, a buy (sell)
signal is generated.
Copyright © Jen-Wen Lin 2018
3
For your assignment, we consider 𝐹# based on a moving-average technical indicator. In
general, for a given moving-average indicator, 𝐹# may be expressed as (a function of log
returns):
𝐹# = 𝛿 + I 𝑑K𝑋#*K
+*M
KDE
, (1)
where 𝑋# = 𝑙𝑛(𝑃# 𝑃#*-⁄ ), 𝛿 and 𝑑K are defined by a given trading rule (See Appendix for more
details). For this assignment, we assume 𝛿 = 0.
2.45
2 4
2.35
Price
2.25
2.2
Signal
13 17 21 25
33
37
41
45
Day
Return oscillator
•
Sett',
‘,s1
A
\
\
006
006 _
i
0
Copyright © John Wiley & Sons, Inc. All rights reserved..docx
Copyright © John Wiley & Sons, Inc. All rights reserved.
Chapter 17
The Special
Senses
Copyright © John Wiley & Sons, Inc. All rights reserved.
Special SensesRecall that a sensation is the conscious or subconscious awareness of an internal or external stimulus
For this chapter, “external stimulus” means light rays striking the retina of the eye, sound waves impinging on the tympanic membrane of the ear, molecules in the air and food transmitting smells and tastes to the chemical sensors in the nose an on the tongue, and the force of gravity acting on equilibrium receptors in the inner ear which sense changes in inertia
Copyright © John Wiley & Sons, Inc. All rights reserved.
Special SensesReceptors for the special senses of smell, taste, vision, hearing, and equilibrium are anatomically distinct from one another and are concentrated in specific locations in the head
In addition to the stimuli and the receptors, there are specific afferent pathways and translation sites in the brain for information assembled from these special senses
Copyright © John Wiley & Sons, Inc. All rights reserved.
Special Senses
General Senses
Include somatic sensations (tactile, thermal, pain, and proprioceptive) and visceral sensations
Are scattered throughout the body
Are relatively simple structures
Special Senses
Include smell, taste, vision, hearing and equilibrium
Are concentrated in specific locations in the head
Are anatomically distinct structures
Form complex neural pathwaysComparing the general senses and the special senses
Copyright © John Wiley & Sons, Inc. All rights reserved.
Olfaction and TasteOlfaction is the process of perceiving smells. Smell and taste are brought about through the interpretation of chemicals present in the environment
Olfactory and gustatory (taste) impulses travel not only to the cerebral cortex, but also to the limbic systemthis is why we can have emotional responses and trigger strong memories to certain smells and tastesgustation and olfaction work together but olfaction
is much stronger/more sensitive (when someone has a cold it is difficult to taste food)
Copyright © John Wiley & Sons, Inc. All rights reserved.
OlfactionThe olfactory epithelium is located in the superior part of the nasal cavity covering the surface of the cribriform plate and extending along the superior nasal concha
Copyright © John Wiley & Sons, Inc. All rights reserved.
OlfactionThe olfactory epithelium consists of 3 kinds of cells:
The olfactory receptor is a bipolar neuron with cilia (called olfactory hairs). There are 10-100 million of these receptors in the nose that respond to odorant molecules
Supporting cells provide
support and nourishment
Basal cells are stem cells
that replace olfactory
receptors
*
Copyright © John Wiley & Sons, Inc. All rights reserved.
OlfactionThe olfactory apparatus can detect about 10,000 different odors, often in concentrations as low as 1/25 billionth of a milligram per milliliter of air .
Copyright © by The McGraw-Hill Companies, Inc. The Aztec Accou.docx
Copyright © by The McGraw-Hill Companies, Inc. The Aztec Account of the Conquest of Mexico 1
The Aztec Account of the
Conquest of Mexico
edited by Miguel León Portillo
1
OVERVIEW
The Native Americans left few written records of the arrival of the Spanish conqueror
Hernán Cortés in Tenochtitlán (today's Mexico City) in 1519. From them, however, Miguel
León Portillo, a Mexican anthropologist, constructed an eyewitness account of how Cortés
treated the Native Americans and seized Montezuma (also known as Moctezuma) before
going on to destroy the city and to take over much of what is present-day Mexico.
GUIDED READING As you read, consider the following questions:
• How did Montezuma’s messengers describe Cortés and his troops?
• How did Cortés and his troops treat the Native Americans?
he Spaniards arrived in Xoloco, near the entrance to Tenochtitlan. That
was the end of the march, for they had reached their goal.
Motecuhzoma now arrayed himself in his finery, preparing to go out to
meet them. The other great princes also adorned their persons, as did the
nobles and their chieftains and knights. They all went out together to meet the
strangers.
They brought trays heaped with the finest flowers—the flower that
resembles a shield; the flower shaped like a heart; in the center, the flower with
the sweetest aroma; and the fragrant yellow flower, the most precious of all.
They also brought garlands of flowers, and ornaments for the breast, and
necklaces of gold, necklaces hung with rich stones, necklaces fashioned in the
petatillo style.
Thus Motecuhzoma went out to meet them, there in Huitzillan. He
presented many gifts to the Captain and his commanders, those who had
come to make war. He showered gifts upon them and hung flowers around
their necks; he gave them necklaces of flowers and bands of flowers to adorn
their breasts; he set garlands of flowers upon their heads. Then he hung the
gold necklaces around their necks and gave them presents of every sort as gifts
of welcome. . . .
Report on the Spaniards
The messengers reported to the king. They told him how they had made
the journey, and what they had seen, and what food the strangers ate.
Motecuhzoma was astonished and terrified by their report, and the description
of the strangers' food astonished him above all else.
T
Copyright © by The McGraw-Hill Companies, Inc. The Aztec Account of the Conquest of Mexico 2
He was also terrified to learn how the cannon roared, how its noise
resounded, how it caused one to faint and grow deaf. The messengers told
him: "A thing like a ball of fire comes out of its entrails: it comes out shooting
sparks and raining fire. The smoke that comes out with it has a pestilent odor,
like that of rotten mud. This odor penetrates even to the brain and causes the
greatest discomfort. If the cannon is aimed against a mountain, the mountain
splits and cracks open. If it is aimed against a tree, it shatters the tree into
splinters. This is a mo.
Copyright © Cengage Learning. All rights reserved. CHAPTE.docx
This chapter discusses the political context in which public administrators operate. It focuses on three themes: 1) the structure of the three levels of government and their relationship to public administration, 2) the legislative branch's role in the policy process and oversight of agencies, and 3) the judiciary's role in reviewing agency actions and interpreting laws. The chapter examines the executive, legislative, and judicial branches at the federal, state, and local levels to help administrators understand their political environment.
Copyright © by Holt, Rinehart and Winston. All rights reserved.docx
Copyright © by Holt, Rinehart and Winston. All rights reserved.
Kate Chopin’s “The Story of an Hour” originally published 1894.
The Story of an Hour
Kate Chopin
Knowing that Mrs. Mallard was afflicted with a heart trouble, great care was taken to break
to her as gently as possible the news of her husband's death.
It was her sister Josephine who told her, in broken sentences; veiled hints that revealed in
half concealing. Her husband's friend Richards was there, too, near her. It was he who had been
in the newspaper office when intelligence of the railroad disaster was received, with Brently
Mallard's name leading the list of "killed." He had only taken the time to assure himself of its
truth by a second telegram, and had hastened to forestall any less careful, less tender friend in
bearing the sad message.
She did not hear the story as many women have heard the same, with a paralyzed inability to
accept its significance. She wept at once, with sudden, wild abandonment, in her sister's arms.
When the storm of grief had spent itself she went away to her room alone. She would have no
one follow her.
There stood, facing the open window, a comfortable, roomy armchair. Into this she sank,
pressed down by a physical exhaustion that haunted her body and seemed to reach into her soul.
She could see in the open square before her house the tops of trees that were all aquiver with
the new spring life. The delicious breath of rain was in the air. In the street below a peddler was
crying his wares. The notes of a distant song which some one was singing reached her faintly,
and countless sparrows were twittering in the eaves.
There were patches of blue sky showing here and there through the clouds that had met and
piled one above the other in the west facing her window.
She sat with her head thrown back upon the cushion of the chair, quite motionless, except
when a sob came up into her throat and shook her, as a child who has cried itself to sleep
continues to sob in its dreams.
She was young, with a fair, calm face, whose lines bespoke repression and even a certain
strength. But now there was a dull stare in her eyes, whose gaze was fixed away off yonder on
one of those patches of blue sky. It was not a glance of reflection, but rather indicated a
suspension of intelligent thought.
Copyright © by Holt, Rinehart and Winston. All rights reserved.
Kate Chopin’s “The Story of an Hour” originally published 1894.
There was something coming to her and she was waiting for it, fearfully. What was it? She
did not know; it was too subtle and elusive to name. But she felt it, creeping out of the sky,
reaching toward her through the sounds, the scents, the color that filled the air.
Now her bosom rose and fell tumultuously. She was beginning to recognize this thing that
was approaching to possess her, and she was striving to beat it back with her will—as powerless
as her two white slender hands would have been.
When she abandone.
Copyright © 2020 by Jones & Bartlett Learning, LLC, an Ascend .docx
Copyright © 2020 by Jones & Bartlett Learning, LLC, an Ascend Learning Company
Case 1: Arnold, a 62-year-old plumber, had been experiencing a series of symptoms, including increased thirst, frequent urination, and
unusual weight loss. After some prodding from his wife, he went to see his family physician, Dr. Lopez. The doctor gave him a physical
exam, ordered some blood work, and scheduled a follow-up appointment. On the return visit, Arnold sat down with the doctor to discuss
his diagnosis. Dr. Lopez explained, “You have noninsulin-dependent diabetes or type 2 diabetes, which is a chronic condition that affects
the way your body metabolizes glucose. Insulin is a pancreatic hormone that transforms dietary glucose into energy for your cells. If you
had type 1 diabetes, it would mean that your pancreas produces little or no insulin. However, with type 2 diabetes, your pancreas produc-
es sufficient amounts of insulin, but your cells are no longer utilizing it efficiently, which causes fluctuation in your blood glucose levels. To
treat your condition, you’ll need to start eating a healthy diet, start exercising regularly, and monitor your blood sugar. I’m writing you a
prescription for Metformin and a glucose monitor.” After finishing his explanation, Dr. Lopez asked Arnold if he had any questions. Slightly
stunned, Arnold just shook his head and replied, “No.” Dr. Lopez also told him that his practice has a diabetes fact sheet posted on their
website and suggested that he look it up and read it. Arnold thanked him and left. He went to the pharmacy to have his prescription filled
and also bought a bottle of glucosamine, a dietary supplement used by some people to treat joint pain. When his wife asked what the
glucosamine was for, Arnold said, “I think I’m supposed to be taking it. The doctor mentioned it a few times.”
1. What are some reasons why Arnold likely did not understand what Dr. Lopez told him?
2. What could Dr. Lopez have done to better present the information in a way that Arnold would understand?
3. Was it a good idea for Dr. Lopez to refer Arnold to his practice’s website for more information? Why or why not?
Case 2: Dr. Falk and Dr. Keller operate a family medical practice. One afternoon, as they ate lunch in the break room, they discussed an
article about health literacy that Dr. Falk was reading in a national news magazine. “There’s been a growing trend toward healthcare or-
ganizations becoming health literate,” Dr. Keller said. “The statistics are pretty surprising,” Dr. Falk replied. “More than half of the people
surveyed had only basic or below basic health literacy skills.” “Do you think it’s something we should look into at our practice?” Dr. Keller
asked. “I think we should,” Dr. Falk replied. While they were talking, Amanda, the office manager, and Jean, one of the nurses, came
into the break room to get some coffee. They overheard what the doctors were discussing, and Amanda asked Jean, “What.
Copyright © 2019, American Institute of Certified Public Accou.docx
Copyright © 2019, American Institute of Certified Public Accountants, Inc. All Rights Reserved.
AICPA Code of
Professional Conduct
Effective December 15, 2014.
Updated for all Official Releases through September 1, 2018
ii
Table of Contents
Preface: Applicable to All Members ...................................................................................... 1
0.100 Overview of the Code of Professional Conduct ........................................................ 1
.01 ................................................................................................................... 1
.02 ................................................................................................................... 1
.03 ................................................................................................................... 1
0.100.010 Principles and Rules of Conduct ............................................................. 1
0.100.020 Interpretations and Other Guidance .......................................................... 1
0.200 Structure and Application of the AICPA Code ......................................................... 2
0.200.010 Structure of the AICPA Code ................................................................. 2
0.200.020 Application of the AICPA Code .............................................................. 2
0.200.030 Citations ............................................................................................. 3
0.200.040 Transition Provisions ............................................................................ 4
0.200.050 Drafting Conventions ............................................................................ 4
0.300 Principles of Professional Conduct ........................................................................ 5
0.300.010 Preamble ............................................................................................ 5
0.300.020 Responsibilities .................................................................................... 5
0.300.030 The Public Interest ............................................................................... 5
0.300.040 Integrity .............................................................................................. 6
0.300.050 Objectivity and Independence ................................................................. 6
0.300.060 Due Care ............................................................................................ 6
0.300.070 Scope and Nature of Services ................................................................. 7
0.400 Definitions ........................................................................................................ 7
.01 ................................................................................................................... 8
.02 .......................................................................................................
Copyright © 2018 Pearson Education, Inc. All Rights ReservedChild .docx
Copyright © 2018 Pearson Education, Inc. All Rights ReservedChild Development Worldwide: A Cultural Approach
First Edition
Chapter 1
Child Development Worldwide:
Who, How, and Why
Copyright © 2018 Pearson Education, Inc. All Rights ReservedLearning Objectives (1 of 4)
1.1 A Worldwide Profile of Humanity Today
1.1.1 Describe the nature of the “global demographic divide” between developing and developed countries, and explain why the United States is following a different demographic path from other developed countries.
1.1.2 Distinguish between developing and developed countries in terms of income, education, and cultural values.
1.1.3 Explain why socioeconomic status (SES), gender, and ethnicity are important aspects of child development within countries.
1.2 Humans: The Cultural and Global Species
1.2.1 Identify the evolution of characteristics that make modern humans distinct from their nearest great ape species.
1.2.2 Summarize the major changes in human cultures since the Upper Paleolithic period.
1.2.3 Apply information about human evolution to how child development takes place today.
Copyright © 2018 Pearson Education, Inc. All Rights ReservedLearning Objectives (2 of 4)
1.3 The Field of Child Development: Emergence and Expansion
1.3.1 Provide some reasons why the field of child development primarily focused on younger children until about the mid-20th century.
1.3.2 Describe when the field of child development began to address adolescence in a notable way, and explain why the age range that Hall had designated for adolescence has been moved downward by contemporary researchers.
1.3.3 Explain how the field of child development has recently expanded anew to encompass emerging adulthood.
1.3.4 Describe the cultural-developmental approach, and why developmental stages and pathways within this approach are somewhat flexible.
Copyright © 2018 Pearson Education, Inc. All Rights ReservedLearning Objectives (3 of 4)
1.4 How We Study Child Development
1.4.1 Recall the five steps of the scientific method.
1.4.2 Summarize the main measurements used in research on child development.
1.4.3 Distinguish between major types of research designs.
1.4.4 Describe the two major types of research designs distinctive to developmental psychology.
1.4.5 Identify some key ethical standards for child development research.
Copyright © 2018 Pearson Education, Inc. All Rights ReservedLearning Objectives (4 of 4)
1.5 Why We Study Child Development Worldwide
1.5.1 Explain the three general levels at which child development contributes knowledge.
1.5.2 Give examples of how scientific knowledge can be applied across contexts to improve children’s lives.
Copyright © 2018 Pearson Education, Inc. All Rights Reserved
Copyright © 2018 Pearson Education, Inc. All Rights ReservedA Cultural Approach to Understanding Child DevelopmentChild development is the ways individuals grow and change until adulthoodCulture is the total pattern of a group’s customs, beliefs, art, and techn.
Copyright © 2018 Pearson Education, Inc. C H A P T E R 6.docx
Copyright © 2018 Pearson Education, Inc.
C H A P T E R 6
Files and Exceptions
Copyright © 2018 Pearson Education, Inc.
TopicsIntroduction to File Input and OutputUsing Loops to Process FilesProcessing RecordsExceptions
Copyright © 2018 Pearson Education, Inc.
Introduction to File Input and OutputFor program to retain data between the times it is run, you must save the data
Data is saved to a file, typically on computer disk
Saved data can be retrieved and used at a later time“Writing data to”: saving data on a fileOutput file: a file that data is written to
Copyright © 2018 Pearson Education, Inc.
Copyright © 2018 Pearson Education, Inc.
Introduction to File Input and Output (cont’d.)“Reading data from”: process of retrieving data from a fileInput file: a file from which data is readThree steps when a program uses a file
Open the file
Process the file
Close the file
Copyright © 2018 Pearson Education, Inc.
Copyright © 2018 Pearson Education, Inc.
Types of Files and File Access MethodsIn general, two types of files
Text file: contains data that has been encoded as text
Binary file: contains data that has not been converted to textTwo ways to access data stored in file
Sequential access: file read sequentially from beginning to end, can’t skip ahead
Direct access: can jump directly to any piece of data in the file
Copyright © 2018 Pearson Education, Inc.
Filenames and File ObjectsFilename extensions: short sequences of characters that appear at the end of a filename preceded by a period
Extension indicates type of data stored in the fileFile object: object associated with a specific file
Provides a way for a program to work with the file: file object referenced by a variable
Copyright © 2018 Pearson Education, Inc.
Filenames and File Objects (cont’d.)
Copyright © 2018 Pearson Education, Inc.
Opening a Fileopen function: used to open a file
Creates a file object and associates it with a file on the disk
General format:
file_object = open(filename, mode)Mode: string specifying how the file will be opened
Example: reading only ('r'), writing ('w'), and appending ('a')
Copyright © 2018 Pearson Education, Inc.
Specifying the Location of a FileIf open function receives a filename that does not contain a path, assumes that file is in same directory as programIf program is running and file is created, it is created in the same directory as the program
Can specify alternative path and file name in the open function argument
Prefix the path string literal with the letter r
Copyright © 2018 Pearson Education, Inc.
Writing Data to a FileMethod: a function that belongs to an object
Performs operations using that objectFile object’s write method used to write data to the file
Format: file_variable.write(string)File should be closed using file object close method
Format: file_variable.close()
Copyright © 2018 Pearson Education, Inc.
Reading Data From a Fileread method: file object method tha.
Copyright © 2018 Capella University. Copy and distribution o.docx
Copyright © 2018 Capella University. Copy and distribution of this document are prohibited.
PSYC1003
Learner’s Name
Topic Selection and Thesis Worksheet
Topic: In the box below, state the topic of your research as a full sentence.
How do addictions of a family member affect nonaddicted family members?
Preliminary Thesis Statement: In the box below, state your preliminary thesis statement as
a full sentence or two. (Note: Your thesis statement may change as you discover new
information about your topic.)
Addiction has a devastating effect on families. When a family member is addicted to
drugs or alcohol, tension, miscommunication, and frequent arguments are likely to become a
part of the addict’s household. (DrugRehab.org, 2016).
List the curiosity questions you asked about the topic before researching it.
What is addiction, and what are the different types of addiction?
How does addiction affect family life?
How does addiction of a parent or parents affect a child?
How does addiction of a spouse affect a person?
What are the consequences of addiction?
How does addiction of a child affect the parents?
How does addiction affect the social life of a family that has an addicted member?
What kinds of people are prone to addiction?
What causes addiction?
How should the problem of addiction be dealt with?
What other points of view, in addition to your own, did you consider before deciding your
position on this specific topic?
Comment [A1]: Hi! Wonderful thesis
statement—it clearly establishes the point of
view and position for you paper.
Comment [A2]: Hi! The citation should come
before the final period in the sentence.
Comment [A3]: Hi! Great curiosity question
that reflect an open-minded approach to the
topic and a willingness to see where the
information will take you!
Copyright © 2018 Capella University. Copy and distribution of this document are prohibited.
PSYC1003
Before deciding my position on addiction, I considered the following points of view, in
addition to my own:
• Addiction of a family member is beneficial to nonaddict family members.
• Addiction of a family member does not affect nonaddict family members.
• Addiction of a family member may affect nonaddict children and adolescents in the family
as they tend to have impressionable minds.
• Addiction of a family member may affect nonaddict family members who have poor
mental health.
• Addiction of a family member may affect nonaddict family members who can be easily
influenced.
Comment [A4]: Hi! Wonderful job looking at
point of view! With points of view, we’re looking
at different ways the topic could be viewed from
a top-view level. The thesis is that addiction is
harmful for the non-addicted family member. A
starting point for looking at different points of
view is start with the opposite: addiction is
beneficial for the non-addict family member.
That may seem to viola.
Copyright © 2018 Pearson Education, Inc.C H A P T E R 3.docx
The document discusses decision structures and Boolean logic in Python. It covers if, if-else, and if-elif-else statements for controlling program flow based on conditional logic. Relational and logical operators are explained for creating Boolean expressions to evaluate conditions. The chapter also discusses comparing strings, nested conditional structures, Boolean variables, and using conditional logic to determine turtle graphics properties and state in Python.
Copyright © 2018 by Steven Levitsky and Daniel.docx
Copyright © 2018 by Steven Levitsky and Daniel Ziblatt
All rights reserved.
Published in the United States by Crown, an imprint of the Crown Publishing Group, a division of
Penguin Random House LLC, New York.
crownpublishing.com
CROWN and the Crown colophon are registered trademarks of Penguin Random House LLC.
Library of Congress Cataloging-in-Publication Data
Names: Levitsky, Steven, author. | Ziblatt, Daniel, 1972– author.
Title: How democracies die / Steven Levitsky and Daniel Ziblatt.
Description: First edition. | New York : Crown Publishing, [2018] | Includes bibliographical
references.
Identifiers: LCCN 2017045872| ISBN 9781524762933 | ISBN 9781524762940 (pbk.) |
ISBN 9781524762957 (ebook)
Subjects: LCSH: Democracy. | Political culture. | Democracy—United States. | Political culture—
United States. | United States—Politics and government—2017–
Classification: LCC JC423 .L4855 2018 | DDC 321.8—dc23
LC record available at https://lccn.loc.gov/ 2017045872
ISBN 9781524762933
Ebook ISBN 9781524762957
International edition ISBN 9780525574538
Cover design by Christopher Brand
v5.1
ep
http://crownpublishing.com/
https://lccn.loc.gov/2017045872
To our families:
Liz Mineo and Alejandra Mineo-Levitsky & Suriya, Lilah, and Talia Ziblatt
Contents
Cover
Title Page
Copyright
Dedication
Introduction
Chapter 1: Fateful Alliances
Chapter 2: Gatekeeping in America
Chapter 3: The Great Republican Abdication
Chapter 4: Subverting Democracy
Chapter 5: The Guardrails of Democracy
Chapter 6: The Unwritten Rules of American Politics
Chapter 7: The Unraveling
Chapter 8: Trump Against the Guardrails
Chapter 9: Saving Democracy
Acknowledgments
Endnotes
file:///tmp/calibre_4.8.0_tmp_kSZb6L/QHRTjZ_pdf_out/OEBPS/Levi_9781524762957_epub3_cvi_r1.xhtml
Introduction
Is our democracy in danger? It is a question we never thought we’d be
asking. We have been colleagues for fifteen years, thinking, writing, and
teaching students about failures of democracy in other places and times—
Europe’s dark 1930s, Latin America’s repressive 1970s. We have spent years
researching new forms of authoritarianism emerging around the globe. For
us, how and why democracies die has been an occupational obsession.
But now we find ourselves turning to our own country. Over the past two
years, we have watched politicians say and do things that are unprecedented
in the United States—but that we recognize as having been the precursors
of democratic crisis in other places. We feel dread, as do so many other
Americans, even as we try to reassure ourselves that things can’t really be
that bad here. After all, even though we know democracies are always
fragile, the one in which we live has somehow managed to defy gravity. Our
Constitution, our national creed of freedom and equality, our historically
robust middle class, our high levels of wealth and education, and our large,
diversified private sector—all these should inoculate us from the kind of
democrat.
Copyright © 2017, 2014, 2011 Pearson Education, Inc. All Right.docx
Copyright © 2017, 2014, 2011 Pearson Education, Inc. All Rights Reserved
Psychology
Twelfth Edition
Chapter 1
What Is Psychology?
Copyright © 2017, 2014, 2011 Pearson Education, Inc. All Rights Reserved
Psychology, Pseudoscience, and
Popular Opinion
• LO 1.1.A Define psychology, and describe how it
addresses topics from a scientific perspective.
• LO 1.1.B Provide examples of pseudoscience,
psychobabble, popular opinion, and “plain old
common sense” related to psychological topics,
and describe how scientific psychology would
address such claims.
Copyright © 2017, 2014, 2011 Pearson Education, Inc. All Rights Reserved
What Psychology Is
• Psychology is the discipline concerned with
behavior and mental processes and how they are
affected by an organism’s external and internal
environment.
• Unlike pop psychology, scientific psychology is
based on research and empirical evidence.
– gathered by careful observation, experimentation, and
measurement
Copyright © 2017, 2014, 2011 Pearson Education, Inc. All Rights Reserved
What Psychology Is Not (1 of 4)
• Psychologists have many pseudoscientific
competitors, such as astrologers and psychics.
• Like psychologists, promoters of nonscientific
systems try to explain people’s problems and
predict their behavior.
• When their claims are put to the test, they turn out
to be so vague as to be meaningless or just plain
wrong.
Copyright © 2017, 2014, 2011 Pearson Education, Inc. All Rights Reserved
What Psychology Is Not (2 of 4)
• Psychology’s methods and reliance on empirical
evidence distinguish it from pseudoscience and
“psychobabble.”
• Like scientists in other fields, psychological
researchers strive to:
– discover new phenomena and correct mistaken ideas
– deepen our understanding of an already familiar world
Copyright © 2017, 2014, 2011 Pearson Education, Inc. All Rights Reserved
What Psychology Is Not (3 of 4)
• Psychobabble is appealing because it confirms
our beliefs and prejudices.
• In contrast, psychology often challenges them.
• Fully understanding basic human processes that
most people take for granted often involves:
– examining them in a new light
– turning common wisdom on its head for a different
perspective
– shaking up cherished beliefs to see why and when they
hold true
Copyright © 2017, 2014, 2011 Pearson Education, Inc. All Rights Reserved
What Psychology Is Not (4 of 4)
Figure 1.1
Psychology: It’s Not Just “Common Sense”
Copyright © 2017, 2014, 2011 Pearson Education, Inc. All Rights Reserved
Thinking Critically and Creatively About
Psychology
• LO 1.2.A Explain why critical thinking applies to all
scientific pursuits, and also why it should guide
everyday judgments and decision making.
• LO 1.2.B List eight important critical-thinking
guidelines and give an example of how each
applies to the science of psychology.
Copyright © 201.
Copyright © 2017 Wolters Kluwer Health Lippincott Williams.docx
Copyright © 2017 Wolters Kluwer Health | Lippincott Williams & Wilkins
Chapter 1
Introduction to Nursing Research
in an Evidence-Based
Practice Environment
*
Copyright © 2017 Wolters Kluwer Health | Lippincott Williams & Wilkins
Question
Tell whether the following statement is true or false:
Nursing research is systematic inquiry using disciplined methods to solve problems.
Copyright © 2017 Wolters Kluwer Health | Lippincott Williams & Wilkins
Answer
False
Research is systematic inquiry using disciplined methods to solve problems. Nursing research is systematic inquiry to develop knowledge about issues of importance to the nursing profession.
Copyright © 2017 Wolters Kluwer Health | Lippincott Williams & Wilkins
What Is Research?Systematic inquiry using disciplined methods to solve problems
Nursing researchSystematic inquiry to develop knowledge about issues of importance to the nursing profession
*
Copyright © 2017 Wolters Kluwer Health | Lippincott Williams & Wilkins
Consumer–Producer ContinuumConsumers: nurses who read and evaluate research reports or summariesProducers: nurses who design and undertake research studies
Copyright © 2017 Wolters Kluwer Health | Lippincott Williams & Wilkins
Question
Tell whether the following statement is true or false:
Producers of research design and undertake studies.
Copyright © 2017 Wolters Kluwer Health | Lippincott Williams & Wilkins
Answer
True
Knowledge of nursing research enhances the professional practice of both consumers of research (who read and evaluate studies) and producers of research (who design and undertake studies).
Copyright © 2017 Wolters Kluwer Health | Lippincott Williams & Wilkins
Contemporary EmphasisEvidence-based practice projectsReplicationsResearch integration through systematic reviewMultisite and interdisciplinary studiesExpanded dissemination effortsIncreased focus on health disparities
Copyright © 2017 Wolters Kluwer Health | Lippincott Williams & Wilkins
Sources of Evidence for Nursing PracticeTraditionAuthority Clinical experience, trial and error, intuitionLogical reasoning (inductive and deductive)
*
Copyright © 2017 Wolters Kluwer Health | Lippincott Williams & Wilkins
What Is a Paradigm?
A world view; a general perspective on the complexities of the real world, with certain assumptions about reality
Key paradigms for nursing research:Positivist paradigmNaturalistic paradigm
*
Copyright © 2017 Wolters Kluwer Health | Lippincott Williams & Wilkins
What Is the Nature of Reality?Positivist assumption: Reality exists; there is a real world driven by natural causes.Naturalistic assumption: Reality is multiple and subjective, constructed by individuals.
*
Copyright © 2017 Wolters Kluwer Health | Lippincott Williams & Wilkins
Question
What occurs in the positivist paradigm?
Reality is not fixed.
Reality is fixed.
Associated with qualitative research
Subjective, narrative materials
Copyright © 2017 Wolters Kluwer .
Copyright © 2016, 2013, 2010 Pearson Education, Inc. All Right.docx
Copyright © 2016, 2013, 2010 Pearson Education, Inc. All Rights Reserved
Operations Management
8th edition
Chapter 2
Operations Performance
Copyright © 2016, 2013, 2010 Pearson Education, Inc. All Rights Reserved
Slack et al.’s model of operations management
Copyright © 2016, 2013, 2010 Pearson Education, Inc. All Rights Reserved
In Chapter 2 – Operations performance – Slack et al. identify
the following key questions…
Why is operations performance vital in any organization?
How is operations performance judged at a societal level?
How is operations performance judged at a strategic level?
How is operations performance judged at an operational
level?
How can operations performance be measured?
How do operations performance objectives trade off against
each other?
Key questions
Copyright © 2016, 2013, 2010 Pearson Education, Inc. All Rights Reserved
Three levels of operations performance
Copyright © 2016, 2013, 2010 Pearson Education, Inc. All Rights Reserved
Stakeholder groups with typical operations objectives
Copyright © 2016, 2013, 2010 Pearson Education, Inc. All Rights Reserved
People – The social
account, measured by
the impact of the
operation on the quality
of people’s lives
Planet – The environmental account,
measured by environmental impact of
the operation
Profit – The economic
account, measured by
profitability, return on
assets, etc. of the
operation
Sustainability
How operations can impact TBL performance (1 of 3)
• Recyclability of materials, energy consumption and waste material
generation
• Reducing transport-related energy
• Noise pollution, fume and emission pollution
• Obsolescence and wastage
• Environmental impact of process failures
• Recovery to minimize impact of failures
Copyright © 2016, 2013, 2010 Pearson Education, Inc. All Rights Reserved
People – The social
account, measured by
the impact of the
operation on the quality
of people’s lives
Planet – The environmental account,
measured by environmental impact of
the operation
Profit – The economic
account, measured by
profitability, return on
assets, etc. of the
operation
Sustainability
How operations can impact TBL performance (2 of 3)
• Customer safety from products and services
• Employment impact of an operation’s location
• Employment implications of outsourcing
• Repetitive or alienating work
• Staff safety and workplace stress
• Non-exploitation of developing country suppliers
Copyright © 2016, 2013, 2010 Pearson Education, Inc. All Rights Reserved
People – The social
account, measured by
the impact of the
operation on the quality
of people’s lives
Planet – The environmental account,
measured by environmental impact of
the operation
Profit – The economic
account, measured by
profitability, return on
assets, etc. of the
operation
Sustainability
How operations can impact TBL performance (3 of 3)
• Cost of producing p.
Copyright © 2017 by University of Phoenix. All rights rese.docx
1. The document provides financial information for Berkshire Instruments and Harrod's Sporting Goods to calculate key ratios and determine the cost of capital. For Berkshire Instruments, the vice president is determining the weighted average cost of capital using different capital structure assumptions. For Harrod's, the CFO is analyzing the company's financial ratios to negotiate loan terms with their bank.
2. The document contains income statements, balance sheets, and industry ratios for both companies over multiple years. It provides instructions to calculate profitability, asset utilization, and other ratios and compare to industry benchmarks. The goal is to evaluate financial performance and negotiating positions.
3. Key information includes capital structures, bond yields, dividend payouts, tax
Copyright © 2016 John Wiley & Sons, Inc.Copyright © 20.docx
Copyright © 2016 John Wiley & Sons, Inc.
Copyright © 2016 John Wiley & Sons, Inc.
Managing and Using
Information Systems
A STRATEGIC APPROACH
Sixth Edition
Keri E. Pearlson
KP Partners
Carol S. Saunders
W.A. Franke College of Business
Northern Arizona University
Dr. Theo and Friedl Schoeller Research Center for Business and Society
Dennis F. Galletta
Katz Graduate School of Business
University of Pittsburgh, Pittsburgh, PA
Copyright © 2016 John Wiley & Sons, Inc.
VICE PRESIDENT & DIRECTOR George Hoffman
EXECUTIVE EDITOR Lise Johnson
DEVELOPMENT EDITOR Jennifer Manias
ASSOCIATE DEVELOPMENT EDITOR Kyla Buckingham
SENIOR PRODUCT DESIGNER Allison Morris
MARKET SOLUTIONS ASSISTANT Amanda Dallas
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PROJECT MANAGER Gladys Soto
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ASSOCIATE DIRECTOR Kevin Holm
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PRODUCTION EDITOR Loganathan Kandan
This book was set in 10/12 Times Roman by SPi Global and printed and bound by Courier Kendallville.
This book is printed on acid free paper.
Founded in 1807, John Wiley & Sons, Inc. has been a valued source of knowledge and understanding for more than 200 years, helping people
around the world meet their needs and fulfill their aspirations. Our company is built on a foundation of principles that include responsibility to
the communities we serve and where we live and work. In 2008, we launched a Corporate Citizenship Initiative, a global effort to address the
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specifications and procurement, ethical conduct within our business and among our vendors, and community and charitable support. For more
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Evaluation copies are provided to qualified academics and professionals for review purposes only, for use in their cou.
Copyright © 2016 Pearson Education, Inc. .docx
Copyright © 2016 Pearson Education, Inc. 7-*
Chapter
7
Analyzing
Business Markets
Copyright © 2016 Pearson Education, Inc. 7-*
Learning Objectives
What is organizational buying?
What buying situations do business buyers face?
Who participates in the business-to-business buying process?
How do business buyers make their decisions?
In what ways can business-to-business companies develop effective marketing programs?
How can companies build strong loyalty relationships with business customers?
How do institutional buyers and government agencies do their buying?
Copyright © 2016 Pearson Education, Inc. 7-*
What is
Organizational Buying?Business market
Consists of all the organizations that acquire goods and services used in the production of other products or services that are sold, rented, or supplied to others
Frederick E. Webster Jr. and Yoram Wind define organizational buying as the decision-making process by which formal organizations establish the need for purchased products and services and identify, evaluate, and choose among alternative brands and suppliers. Any firm that supplies components for products is in the business-to-business marketplace. More dollars and items change hands in sales to business buyers than to consumers.
*
Copyright © 2016 Pearson Education, Inc. 7-*
Business marketsFewer, larger buyersClose supplier–customer relationshipsProfessional purchasingMultiple buying influencesMultiple sales callsDerived demandInelastic demandFluctuating demandGeographically concentrated buyersDirect purchasing
Business marketers contrast sharply with consumer markets in some ways. The business marketer normally deals with far fewer, much larger buyers than the consumer marketer does, particularly in such industries as aircraft engines and defense weapons. Because of the smaller customer base and the importance and power of the larger customers, suppliers are frequently expected to customize their offerings to individual business customer needs. Business goods are often purchased by trained purchasing agents, who must follow their organizations’ purchasing policies, constraints, and requirements. More people typically influence business buying decisions. Buying committees consisting of technical experts and even senior management are common in the purchase of major goods. A study by McGraw-Hill found that it took four to four-and-a-half calls to close an average industrial sale. The demand for business goods is ultimately derived from the demand for consumer goods. The total demand for many business goods and services is inelastic—that is, not much affected by price changes. The demand for business goods and services tends to be more volatile than the demand for consumer goods and services. The geographical concentration of producers helps to reduce selling costs. Business buyers often buy directly from manufacturers .
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- 4. Proper orientation PRINT to FIT – repeating column headings THE REPORT JUST LOOKS GOOD!! 2 2 2 6 pts Total Charts Use SumIF function to build summary table Pie Chart – legends, titles, formatting Bar Chart – legends, titles, formatting 2 2 pts Total Grading Worksheet Correct IF function to calculate final letter grade 2 1 2 5 pts Total AP Cash Flow Analysis Use IF and DAY functions to display the A/P
- 5. invoices in the corresponding columns. Format the worksheet as needed. Create a properly formatted Bar Chart that displays the invoice totals for each week. 25 pts Total Total Score Excel/Excel Exercise.xlsx New MaterialComplex IF TestsSUMIFChartsVlookup Payroll Master DataHealth Insurance DeductionTax RatesEmployee Contribution RatesCodeCoverageRateFederal28.0%FFamily$ 100.50State4.5%IIndividual$ 25.00Local2.2%XExempt$ - 0FICA15.3%Payroll InstructionsEmployees are coded as either hourly or salary. Hourly employees are paid OT for any hours worked over 40; Salary employees receive their salaried amount regardless of the number of hours worked.CalculationsRegular Hours: If a salaried employee, Regular hours = Hours worked; If an hourly employee, regular hours = hours worked (up to 40-- ---- try using the MIN() function)HINT: You may find it easier to calculate the OT hours first and then OT Hours: If a salaried employee, OT Hours = 0back into the Regular HoursIf an hourly employee, OT hours = hours above 40 (try using the MAX() function)Regular Pay: If a salaried employee, Regular pay = Rate of PayIf an hourly employee, Regular pay = Regular Hours * Rate of PayOT Pay: If a salaried employee, OT Pay = 0If an hourly employee, OT Pay = OT Hours * Rate of Pay * 1.5Gross Pay: Regular Pay + OT PayFederal Tax: Gross Pay * Federal Tax RateState Tax: Gross Pay * State Tax RateLocal
- 6. Tax: Gross Pay * Local Tax RateFICA Tax: Gross Pay * FICA Tax RateHI Deduction: Use the rate corresponding to the table aboveTotal Deductions: Sum all taxes and HI DeductionNet Pay: Gross Pay less Total Deductions1) Create the formulas to perform the above calculations2) Format the page and data to generate a well designed report (report headings, column headings, totals) (I will be picky!)3) Print the Payroll Report4) Create a Summary Section that lists all departments and gives the total of the salaries (both gross pay and net pay) by department use the SumIF() Function4) Create multiple charts: 1) Pie Chart showing percentage of gross pay by department2) Bar Chart - showing net pay by department5) Print the Charts (be sure to provide legends, titles and appropriate formatting) Payroll Weekly DataABC Company PayrollWeek Ending 8/26/14NameDepartmentHI EnrollmentRate of Pay / SalaryPay BasisHours WorkedRegular HoursOT HoursRegular PayOT PayGross PayFederal TaxState TaxLocal TaxFICAHealth Ins DeductionTotal DeductionsNet PayHurley, StuartSciencesF15Hourly21Hendrickson, MelGeographyI250Salary31Horton, SamanthaGeographyF1200Salary55Walsh, MoiraBusiness AdminX13Hourly43Schuler, PresleyBusiness AdminF11.75Hourly44Edsell, CamillaBusiness AdminF11.75Hourly40Earle, JennaComputer ScienceX550Salary42Lemiski, RyanBusiness AdminX650Salary40Murray, DwayneHistoryX450Salary43McLean, BarbSciencesI7.5Hourly43Smith, AlbertEducationF10Hourly40Hamazaki, JeffBusiness AdminX10Hourly40Tarlton, VictorSciencesF10Hourly47Cameron, JacquelineSciencesI1200Salary25Suel, IngvarEducationX275Salary54MacPherson, JackSciencesI1200Salary30Pitt, DennisEducationI7.3Hourly40Guerroro, TamaraComputer
- 7. ScienceF125Salary40Lockwood, ShaineEducationX1200Salary43Morris, AliceSciencesX1200Salary48Singh, BalwantHistoryF12Hourly40Hillman, FrancesBusiness AdminI7.5Hourly54Morgan, CindySciencesF600Salary40Skubiak, JaimeEducationF350Salary40Modano, MikeSciencesF9.75Hourly44Yap, SteveyBusiness AdminI500Salary40Garcia, RosaHistoryI10Hourly48Chan, DorothyBusiness AdminF9.5Hourly46Henderson, KelaBusiness AdminI12Hourly40McLeish, CindyEducationF600Salary40DeFleur, GreggBusiness AdminF7.5Hourly40Bows, GrahamGeographyX7.5Hourly36Goode, BarbSciencesI12Hourly43Tang, KimSciencesI125Salary40Flanders, DawnGeographyI350Salary40Maki, EdBusiness AdminF18.75Hourly25Gray, StaceyEducationF12Hourly22Todd, ShigSciencesF12.5Hourly44Williams, RichBusiness AdminX750Salary40Adams, CeciliaBusiness AdminF250Salary40Farris, LindaSciencesX12Hourly27Aziz, NashirGeographyF8Hourly32Bertin, JuliaGeographyF550Salary40Cooper, SaraBusiness AdminF450Salary40Brown, RaymondGeographyI600Salary40Swift, GillesEducationF12Hourly40Williams, PeterSciencesX1200Salary40Palma, EmeraldComputer ScienceI7.5Hourly40Bose, DeniseSciencesX18.75Hourly40Booth, WesleyHistoryX1200Salary42Tanaka, BrianSciencesX12Hourly40Brewski, RandyBusiness AdminI600Salary44Thompson, MurrayBusiness AdminF11Hourly40Drummond, ChrisBusiness AdminF7.3Hourly55Mulvaney, MarceyEducationX9.5Hourly40Provost, EverettComputer
- 8. ScienceI550Salary40Hedges, JohnEducationX150Salary40Lewis, NathanBusiness AdminF8.75Hourly44Hamel, DarrylSciencesX11Hourly44Arston, JeanBusiness AdminI7.5Hourly50Ackerman, JerryEducationI12Hourly32Lopez, VictorSciencesI550Salary40Getz, AnthoneySciencesF275Salary40Winkler, JaniceBusiness AdminX5.5Hourly40Huberty, TessaBusiness AdminF750Salary40Withers, MartinHistoryI800Salary40 GradesINFS 3250Summer Semester GradesName (Last, First)Chapter 4 Assignment 1Chapter 5 Assignment 2Chapter 6 Assignment 3Chapter 7 Assignment 4Chapter 8 Assignment 5Chapter 9 Assignment 6Chapter 10 Assignment 7TotalsAccess 1-3Access 5Access 6Access 7Access 4TotalsT. ProjectsMidterm 1Final ExamAttendanceHomeworkGradeAssigned Letter Grade Jordan Keefe: Instructions: Display the Assigned Letter Grade using a standard grading scale -- >= 90 = A, >= 80 = B, >= 70 = C, >=60 = D, below 60 = F Use the IF function -- one IF nested inside another to accomplish the task. Note that grades are % thus the value to compare to is in the form of .90, .80, .70, .60 etc. Total Scores101010102020109020202020109018055391516Altenburg er, Ross10101010182010882019182010871754933151694.00%Blai
- 9. sdell, Nick989101218066066460026.00%Chernitsky, Kevin99.5109.51720984201918179831674629151690.00%Clark , Gregory10891817971181917165751464127151480.00%Comer, Todd8.58.591018201084202018179841684639151593.00%Cunn ingham, Stephen1010828202018179841123723131471.00%Currie, Anton710910131710761915341104619151065.00%Fedorovich, Julie101091920107819191919761544732141486.00%Flemming, Todd10101010191069202019209881575037151694.00%Hammo nd, Nia9.5101019201078.518201918984162.54135151690.00%Hang e, Michael101091820107720191920781555425141281.00%Howell , Marie9991010161073192016119751484922141277.00%Johnson , Ebony1010101017191086202017208851714826151690.00%Joh nson, Steven101920491920181875124483415770.00%Jondro, Julianne8.591092019984.52020191069153.55423151586.00%Jo o, Suzan9.59101019161083.520201719884167.54938151696.00% Krzeminski, Keri1010101019181087201919581454929151688.00%Litch, Tricia9.510109.520181087202019208871743638151692.00%Mil ler, Sara1010101020171087202018199861735337151697.00%Nicho lson, Anthony1010101018201088202019208871755536151698.00%P atel, Nehal910101020766172017541205034131075.00%Ripley, Alan91010101618982181018199741564833151487.00%Sacco, Anthony000000.00%Sheskey, Jason109.5101012171078.517191317975153.54119141681.00% Shirey, Adam99109.5131969.520201518982151.52824151577.00%Spila r, John1010109.51520074.5074.50010.00%Sulfaro, Steven1010109.51216067.520202017986153.54438151692.00%
- 10. Trombley, Anna1010109.51918985.520201920988173.55121151688.00%V enkatesh, Ramanuj9.5910917171081.51920181471152.53931151686.00% Wannemacher, Matthew9109.514161068.5121617181073141.53222151678.00% Wright, Amy101081019111078201918189841624824151585.00%Yosick , Joshua1010109.519201088.519201820986174.55333151695.00 % AP Cash FlowTheZone Customer Accounts Payable ReportCash Flow AnalysisCustomer NameInvoice Amount DueInvoice DateWeek 1 PayablesWeek 2 PayablesWeek 3 PayablesWeek 4 PayablesAthletica Gear Corp$8,612.0012/1/13Baltimore O's$2,750.0012/29/13Baseball & More$2,345.0012/12/13Canadian Ski Club$27.5012/1/13Everything Gold$378.9912/25/13Sports & Stuff$121.6012/22/13North Face$10,275.0012/19/13Nike$2,750.0012/22/13adidas$2,345.00 12/30/13Columbia$74.0812/11/13Title Nine$7,488.1012/3/13Eurosport$5,555.5512/19/13Athletica Gear Corp$18,869.0012/16/13Baltimore O's$4,944.0012/13/13Baseball & More$8,550.0012/9/13Canadian Ski Club$5,066.0012/18/13Everything Gold$12,910.0012/18/13Sports & Stuff$5,806.0012/20/13North Face$642.0012/8/13Nike$19,057.0012/14/13adidas$1,925.0012/ 19/13Columbia$16,203.0012/10/13Title Nine$14,662.0012/27/13Eurosport$6,918.0012/17/13Athletica Gear Corp$6,355.0012/1/13Baltimore O's$12,021.0012/6/13Baseball & More$12,408.0012/22/13Canadian Ski Club$19,881.0012/11/13Everything Gold$9,264.0012/19/13Sports & Stuff$11,112.0012/7/13North Face$981.0012/24/13Nike$8,628.0012/26/13adidas$7,789.0012/
- 11. 16/13Columbia$15,202.0012/14/13Title Nine$17,035.0012/29/13Eurosport$7,379.0012/25/13Athletica Gear Corp$2,628.0012/19/13Baltimore O's$6,958.0012/14/13Baseball & More$18,638.0012/28/13Canadian Ski Club$1,689.0012/11/13Everything Gold$19,740.0012/8/13Sports & Stuff$15,253.0012/9/13North Face$16,216.0012/10/13Nike$14,665.0012/19/13adidas$5,397.0 012/13/13Columbia$15,819.0012/21/13Title Nine$11,625.0012/18/13Eurosport$13,296.0012/28/13 INSTRUCTIONS: Write the formulas for columns D, E, F and G to display the Invoice Amount Due for each invoice in the column corresponding to the Invoice Due Date. Consider only the DAY portion of the date (using the DAY() function that returns only the DAY portion of the date) and place the invoice amount in the columns based upon the following business rules: Week 1 Payables are Due on the 1st thru the 7th day Week 2 Payables are due on the 8th thru the 14th day Week 3 Payables are Due on the 15th thru the 21st day Week 4 Payables are due after the 21st through the end of the month For example: The Invoice in row 6, due on the 1st day of the month, would display $8,612.00 in cell D6, the invoice in row 7, due on the 29th day of the month, would display $2,750.00 is cell G7, and so on.