Fin 571 week 6 final ( fin571 week 6 finals exam mcq ) fin/571

FIN571 Week 6 Finals EXAM (****** 30/30 Correct Answer ******) 100% A+ Score
 
 

Multiple Choice Question 51
 

Which of the following is considered a hybrid organizational form?
 
 

[removed]

sole proprietorship

 

[removed]

limited liability partnership

 

[removed]

partnership

Multiple Choice Question 59

 
 
 

Which of the following is a principal within the agency relationship?
 

[removed]

the CEO of the firm

 

[removed]

the board of directors

 

[removed]

a company engineer

 

[removed]

a shareholder

Multiple Choice Question 78

 
 
 

Which of the following presents a summary of the changes in a firm’s balance sheet from the beginning of an accounting period to the end of that accounting period?
 

[removed]

The statement of retained earnings.

 

[removed]

The statement of working capital.

 

[removed]

The statement of cash flows.

 

[removed]

The statement of net worth.

Multiple Choice Question 57

 
 
 
 

Teakap, Inc., has current assets of $ 1,456,312 and total assets of $4,812,369 for the year ending September 30, 2006. It also has current liabilities of $1,041,012, common equity of $1,500,000, and retained earnings of $1,468,347. How much long-term debt does the firm have?
 
 
 
 

[removed]

$803,010

Multiple Choice Question 63

 
 
 

Efficiency ratio: Gateway Corp. has an inventory turnover ratio of 5.6. What is the firm’s days’s sales in inventory?
 
 
 
 

[removed]

57.9 days

Multiple Choice Question 70

 
 
 

Leverage ratio: Your firm has an equity multiplier of 2.47. What is its debt-to-equity ratio?
 
 
 
 

[removed]

1.47

Multiple Choice Question 84

 
 
 

Which of the following is not a method of “benchmarking”?
 

[removed]

Conduct an industry group analysis.

 

[removed]

Identify a group of firms that compete with the company being analyzed.

 

[removed]

Utilize the DuPont system to analyze a firm’s performance.

 

[removed]

Evaluating a single firm’s performance over time.

Multiple Choice Question 67

 
 
 
 

Present value: Jack Robbins is saving for a new car. He needs to have $ 21,000 for the car in three years. How much will he have to invest today in an account paying 8 percent annually to achieve his target? (Round to nearest dollar.)
 
 
 
 

[removed]

$19,444

Multiple Choice Question 62

 
 
 

PV of multiple cash flows: Ferris, Inc., has borrowed from their bank at a rate of 8 percent and will repay the loan with interest over the next five years. Their scheduled payments, starting at the end of the year are as follows—$450,000, $560,000, $750,000, $875,000, and $1,000,000. What is the present value of these payments? (Round to the nearest dollar.)
 
 
 
 

[removed]

$2,815,885

Multiple Choice Question 64

 
 
 

PV of multiple cash flows: Ajax Corp. is expecting the following cash flows—$79,000, $112,000, $164,000, $84,000, and $242,000—over the next five years. If the company’s opportunity cost is 15 percent, what is the present value of these cash flows? (Round to the nearest dollar.)
 
 
 
 

[removed]

$429,560

Multiple Choice Question 72

 
 
 

Future value of an annuity: Jayadev Athreya has started on his first job. He plans to start saving for retirement early. He will invest $5,000 at the end of each year for the next 45 years in a fund that will earn a return of 10 percent. How much will Jayadev have at the end of 45 years? (Round to the nearest dollar.)
 
 
 
 

[removed]

$3,594,524

Multiple Choice Question 57

 
 
 

Serox stock was selling for $20 two years ago. The stock sold for $25 one year ago, and it is currently selling for $28. Serox pays a $1.10 dividend per year. What was the rate of return for owning Serox in the most recent year? (Round to the nearest percent.)
 
 
 
 

[removed]

16%

Multiple Choice Question 62

 
 
 

Bond price: Regatta, Inc., has six-year bonds outstanding that pay a 8.25 percent coupon rate. Investors buying the bond today can expect to earn a yield to maturity of 6.875 percent. What should the company’s bonds be priced at today? Assume annual coupon payments. (Round to the nearest dollar.)
 
 
 
 

[removed]

$1,066

Multiple Choice Question 57

 
 
 

PV of dividends: Next year Jenkins Traders will pay a dividend of $3.00. It expects to increase its dividend by $0.25 in each of the following three years. If their required rate of return is 14 percent, what is the present value of their dividends over the next four years?
 
 
 
 

[removed]

$13.50

Multiple Choice Question 79

 
 
 

Capital rationing. TuleTime Comics is considering a new show that will generate annual cash flows of $100,000 into the infinite future. If the initial outlay for such a production is $1,500,000 and the appropriate discount rate is 6 percent for the cash flows, then what is the profitability index for the project?
 
 
 
 

[removed]

1.11

Multiple Choice Question 88

 
 
 

What decision criteria should managers use in selecting projects when there is not enough capital to invest in all available positive NPV projects?
 

[removed]

The profitability index.

 

[removed]

The internal rate of return.

 

[removed]

The modified internal rate of return.

 

[removed]

The discounted payback

Multiple Choice Question 60

 
 
 

How firms estimate their cost of capital: The WACC for a firm is 13.00 percent. You know that the firm’s cost of debt capital is 10 percent and the cost of equity capital is 20%. What proportion of the firm is financed with debt?
 
 
 
 

[removed]

70%

Multiple Choice Question 85

 
 
 

If a company’s weighted average cost of capital is less than the required return on equity, then the firm:
 

[removed]

Must have preferred stock in its capital structure

 

[removed]

Is financed with more than 50% debt

 

[removed]

Is perceived to be safe

 

[removed]

Has debt in its capital structure

Multiple Choice Question 68

 
 
 
 

The cost of equity: Gangland Water Guns, Inc., is expected to pay a dividend of $2.10 one year from today. If the firm’s growth in dividends is expected to remain at a flat 3 percent forever, then what is the cost of equity capital for Gangland if the price of its common shares is currently $17.50?
 
 
 
 

[removed]

15.36%

Multiple Choice Question 32

 
 
 

A firm’s capital structure is the mix of financial securities used to finance its activities and can include all of the following except
 
 
 
 

[removed]

preferred stock.

Multiple Choice Question 54

 
 
 

M&M Proposition 1: Dynamo Corp. produces annual cash flows of $150 and is expected to exist forever. The company is currently financed with 75 percent equity and 25 percent debt. Your analysis tells you that the appropriate discount rates are 10 percent for the cash flows, and 7 percent for the debt. You currently own 10 percent of the stock.
If Dynamo wishes to change its capital structure from 75 percent to 60 percent equity and use the debt proceeds to pay a special dividend to shareholders, how much debt should they issue?
 
 
 
 

[removed]

$375

Multiple Choice Question 69

 
 
 

Multiple Analysis: Turnbull Corp. had an EBIT of $247 million in the last fiscal year. Its depreciation and amortization expenses amounted to $84 million. The firm has 135 million shares outstanding and a share price of $12.80. A competing firm that is very similar to Turnbull has an enterprise value/EBITDA multiple of 5.40.
What is the enterprise value of Turnbull Corp.? Round to the nearest million dollars.
 
 
 
 

[removed]

$453.6 million

Multiple Choice Question 86

 
 
 

External financing needed: Jockey Company has total assets worth $4,417,665. At year-end it will have net income of $2,771,342 and pay out 60 percent as dividends. If the firm wants no external financing, what is the growth rate it can support?
 
 
 
 

[removed]

25.1%

Multiple Choice Question 46

 
 
 

Which of the following cannot be engaged in managing the business?
 

[removed]

a sole proprietor

 

[removed]

a general partner

 

[removed]

a limited partner

 

[removed]

none of these

Multiple Choice Question 80

 
 
 

Which of the following does maximizing shareholder wealth not usually account for?
 

[removed]

Government regulation.

 
 

[removed]

The timing of cash flows.

 

[removed]

Amount of Cash flows.

Multiple Choice Question 41

 
 
 

The strategic plan does NOT identify
 

[removed]

working capital strategies.

 

[removed]

the lines of business a firm will compete in.

 

[removed]

major areas of investment in real assets.

 

[removed]

future mergers, alliances, and divestitures.

Multiple Choice Question 67

 
 
 
 

Firms that achieve higher growth rates without seeking external financing
 
 

[removed]

have a low plowback ratio.

 

[removed]

have less equity and/or are able to generate high net income leading to a high ROE.

 

[removed]

are highly leveraged.

Multiple Choice Question 75

 
 
 

Payout and retention ratio: Drekker, Inc., has revenues of $312,766, costs of $220,222, interest payment of $31,477, and a tax rate of 34 percent. It paid dividends of $34,125 to shareholders. Find the firm’s dividend payout ratio and retention ratio.
 
 
 
 

[removed]

55%, 45%

Multiple Choice Question 30

 
 
 

The cash conversion cycle
 

[removed]

begins when the firm uses its cash to purchase raw materials and ends when the firm collects cash payments on its credit sales.

 

[removed]

estimates how long it takes on average for the firm to collect its outstanding accounts receivable balance.

 

[removed]

shows how long the firm keeps its inventory before selling it.

 

[removed]

begins when the firm invests cash to purchase the raw materials that would be used to produce the goods that the firm manufactures.

Multiple Choice Question 58

 
 
 
 

You are provided the following working capital information for the Ridge Company:

Ridge Company

Account

$

 
 

Inventory

$12,890

Accounts receivable

12,800

Accounts payable

12,670

 
 

Net sales

$124,589

Cost of goods sold

99,630

Cash conversion cycle: What is the cash conversion cycle for Ridge Company?
 
 
 
 
 
 
 
 
 FIN/571 Week 6 Final Exam Quiz
 
 FIN571 Week 6 Final Exam
 
 FIN 571 Week 6 Finals

Hr management mcqs | Human Resource Management homework help

(1) A concern about political correctness is that it often leads to
 
 A. creating too many categories of people.  
 B. blandness and imprecision in language.  
 C. making many people feel inferior.  
 D. conflict between majority- and minority-group members. (2) According to the triarchic theory of intelligence, a person with good street smarts would be strong in the ____________ subtype of intelligence.
 
 A. analytical  
 B. practical  
 C. creative  
 D. multiple (3) A person with a high degree of self-management can readily
 
 A. react with appropriate anger to situations.  
 B. develop passion about the work he or she is performing.  
 C. respond to the unspoken feelings of others.  
 D. understand his or her own moods. (4) Tony rates high on positive affectivity. He is likely to be a(n)
 
 A. risk taker and thrill seeker.  
 B. pessimist.  
 C. optimist.  
 D. emotionally unstable. (5) An example of a cultural blooper would be for an American to
 
 A. pressure an Asian job applicant to brag about personal accomplishments.  
 B. deemphasize organizational rank when conducting business in Scandinavia.  
 C. upon first contact, address a French executive by title and last name.  
 D. give a small gift to a Japanese business associate. 
 
 
(6) Which of the following is not an aspect of cultural intelligence?
 
 A. personality (the psychological)  
 B. cognitive (the head)  
 C. emotional/motivational (the heart)  
 D. the body (physical) (7) When dealing with a person who is open to experience, it would be effective for you to
 
 A. appeal to the person’s intellect.  
 B. avoid presenting fresh information to him or her.  
 C. avoid talking about cultural trends.  
 D. talk about traditional approaches to solving problems.   
(8) Larry wants to be politically correct, so when introducing Janis Stewart, the vice president of marketing in his company, to friends at a party, he says, “I would like you to meet Janis Stewart,
 
 A. our woman vice president of marketing.”  
 B. the highest placed girl in our company.”  
 C. one of the best female minds in marketing.”  
 D. our vice president of marketing.”   (9) A conclusion based on many studies found that there was a tendency for relations-oriented diversity (such as race and gender) to lead to high performance in
 
 A. mills and mines.  
 B. prison settings.  
 C. manufacturing settings.  
 D. service industry settings. (10) Cultural fluency includes
 
 A. using a computer program to translate from one language into another.  
 B. wearing latex gloves to avoid germs when visiting other countries.  
 C. getting homesick on long visits overseas.  
 D. knowledge of the international business environment
 (11) The term individual differences refers to the fact that
 
 A. members of the same group behave approximately the same.  
 B. members of the same group often behave quite differently.  
 C. many individuals have personality problems.  
 D. many individuals have intellectual problems. 
(12) Jason scores high on the personality trait, openness. He most likely is
 
 A. well developed intellectually.  
 B. conscientious only on the job.  
 C. disagreeable in many situations.  
 D. emotionally unstable. (13) A major aspect of cultural sensitivity is a willingness to investigate
 
 A. the reasons why people from another culture act as they do.  
 B. why one dislikes people from another culture.  
 C. opportunities for overseas work.  
 D. opportunities for overseas travel (14) Manfred was raised in a culture with a strong value of social support seeking, so on the job he is likely to
 
 A. ask for help and comfort when facing a difficult problem.  
 B. take members of the custodial staff to lunch.  
 C. be persistent in asking for salary increases.  
 D. avoid assignments that would require him to work on weekends. (15) A recommended tactic for overcoming cross-cultural communication barriers would be to
 
 A. use the same nonverbal communication behaviors from one culture to another.  
 B. make extensive use of idioms and figures of speech.  
 C. use complicated language to capture the attention of the person from another culture.  
 D. be sensitive to differences in nonverbal communication. (16) The results of research studies suggests that employees the most likely to quit their job tend to be
 
 A. high on consciousness.  
 B. high on agreeableness.  
 C. low on openness to experience.  
 D. low on emotional stability. 
(17) The theory of multiple intelligences contends that people possess
 
 A. various ways of multiplying their intelligences.  
 B. two different types of intelligences, or faculties, in different degrees.  
 C. eight different intelligences, or faculties, in different degrees.  
 D. an almost unlimited number of intelligences. (18) In cross-cultural relations, being attentive to individual differences in appearance helps overcome the problem of
 
 A. confusing the identity of people from the same racial or ethnic group.  
 B. being politically correct.  
 C. appearing cold and distant to people from a different culture.  
 D. being too informal toward people of another culture. (19) Being a little pessimistic will often help job performance when
 
 A. worrying about negative outcomes is irrelevant.  
 B. positive interactions with work associates is essential.  
 C. prevention of problems is an asset.  
 D. being outgoing with people is a major part of the job.  (20) A contributing factor to the increased profits associated with diversity is that
 
 A. cultural diversity is used to justify lower wages.  
 B. the workforce is similar to the customer base in appearance and customs.  
 C. the conflict associated with diversity leads to better product decisions.  
 D. customers are usually willing pay higher prices to companies with a diverse workforce 
Set 2
1- A recommendation for improving listening skills is to
 
 A. judge delivery, not content.  
 B. restate what you hear.  
 C. let listening come more naturally.  
 D. listen for facts. 2- Multitasking in the presence of another person or persons can result in a positive display of interpersonal skills when the
 
 A. parties are of equal rank in the organization.  
 B. parties are of unequal rank in the organization.  
 C. parties are working close to each other physically.  
 D. purpose of the multitasking is to engage in joint problem solving. 3- To become a persuasive communicator,
 
 A. be adamant about selling your proposal.  
 B. speak in the second person.  
 C. do not listen to people’s objections.  
 D. establish a yes pattern at the outset 4- The purpose of nonverbal communication is to
 
 A. convey the feeling behind the message.  
 B. clarify the spoken word.  
 C. repeat the spoken word.  
 D. prevent the spoken word from being interpreted too literally. 5- Supervisor Barney often consults his BlackBerry while coaching people in his department. Most employees are likely to think that Barney
 
 A. cares about them enough to electronically record their conversation.  
 B. is on the fast track to the executive suite.  
 C. dislikes being a supervisor.  
 D. does not think they are very important. 
 
6- When in a vehicle with a coworker during working hours and you are driving, a positive interpersonal skill would be to
 
 A. avoid using your cell phone for calls or text messaging.  
 B. send the person with you a text message, just for fun.  
 C. make repeated calls, using hands-free equipment.  
 D. use your cell phone just when you have stopped your vehicle for a red light or stop sign. 7- To get a quick read, based on nonverbal cues, of a person’s happiness, look carefully at his or her
 
 A. hand gestures.  
 B. communication setting.  
 C. face.  
 D. physical distance from you. 8- Your manager discusses your job performance with you. She says, “Could you summarize for me what I’ve told you?” Your manager is attempting to overcome communication barriers by the method of
 
 A. asking for feedback.  
 B. appealing to human motivation.  
 C. being a positive person.  
 D. using multiple channels. 9- When you neatly organize your work area to appear efficient, you are using the form of nonverbal communication called
 
 A. personal space.  
 B. public distance. .  
 C. environment or setting.  
 D. work signals. 10- Should you have to take a cellphone call while interacting with a work associate, it is recommended that you
 
 A. take the call on the spot to avoid wasting time.  
 B. move about fifteen feet away to take the call.  
 C. use the speakerphone function so your work associate will understand the importance of the call.  
 D. invite your work associate to speak to the caller. 11- A recommended technique for dealing with a stressful conversation is to
 
 A. rehearse in advance what you intend to say.  
 B. use intimidation tactics during the conversation.  
 C. hold the conversation on Monday.  
 D. hold the conversation on Friday 12- Which of the following is not a recommended technique of participating in a webcam interview?
 
 A. Create an uncluttered area around your computer.  
 B. Place a bright light behind your back.  
 C. Dress as if you were having an in-person interview.  
 D. Place your face about six inches from the computer screen. 13- A recommended way of demonstrating positive interpersonal skills through social networking is to
 
 A. avoid embarrassing people by complimenting them on social networking sites.  
 B. post well-deserved criticisms of your employer  
 C. substitute online contact for almost all face-to-face contact.  
 D. establish meaningful contact with coworkers far and wide. 14- The aspect of nonverbal communication offering the clearest indication of interpersonal attitudes is
 
 A. facial expressions.  
 B. gestures.  
 C. interpersonal distance.  
 D. posture. 15- To help overcome communication barriers, after you receive a message,
 
 A. check for the feelings related to the message.  
 B. take the message at face value to avoid communicating distrust.  
 C. ask the sender to repeat the message twice.  
 D. immediately respond, “Are you telling me the truth?” 
 
16- With respect to taking medical or legal calls in the office on your cellphone,
 
 A. keep your cell phone at hand so you can take the call immediately.  
 B. take the call, but act as if you are angry because your work is interrupted.  
 C. advise work associates in advance that you might be receiving such a call.  
 D. politely tell your work associates to stop talking so you can better hear this important call. 17- Which of the following characteristics of a message is the least likely to encounter barriers?
 
 A. factual  
 B. complex  
 C. emotionally arousing  
 D. clashes with the receiver’s mental set 18- Which of the following is the least likely to contribute to persuasive communication?
 
 A. keeping your pitch about the same at the start and finish of a sentence  
 B. backing up conclusions with data  
 C. focusing on the screen rather than the audience during a slide presentation  
 D. getting a yes response early on 19- A recommended way of demonstrating positive interpersonal skills through social networking is to
 
 A. invite anybody you can find to be a friend or follower.  
 B. show loyalty by making gracious comments about your employer.  
 C. lower your level of writing skills to that of the silliest bloggers.  
 D. blitz managers in the company with flattering messages. 20- A major problem with accessing social networking sites for nonbusiness matters during working hours is that it will often be interpreted as a(n)
 
 A. overemphasis on technical skill in contrast to interpersonal skill.  
 B. desire to be fired.  
 C. sign of insensitivity and immaturity.  
 D. unsuccessful attempt at attaining a work and personal life balance. 
 
 

Attitudes vs beliefs | Management homework help

What are some of the differences between “attitudes” and “beliefs,” as described in Ch. 4 of the text?   Must be atleast 300 words!!!
Please use the reading material below!!
 
 
 
The primary message of this chapter can be summarized by the Boy Scout motto “Be prepared!” Have you ever spent an hour or two at a group or team meeting only to find out no one was ready to make a meaningful, informed contribution? Many wasted meetings boil down to the fact that group members just haven’t done their homework. GIGO is the acronym that computer programmers use for the expression “Garbage in, garbage out.” If you put poor information (garbage) into a computer program, you get poor results as output. It works the same way in group discussions.1 To achieve a quality decision, a group needs quality information gleaned from research as well as effective reasoning and critical-thinking skills.2 In this chapter we delve into the processes by which groups accomplish their work and achieve their goals. We’ll discuss how to prepare effectively for a group discussion and how to use research and critical-thinking skills to enhance the quality of the work accomplished by group members. The Greek philosopher Socrates believed that the primary goal of dialogue and discussion was the search for truth. Today, group discussion continues to be a trusted method of seeking answers to tough questions. Our legal system is based on the idea that a jury of adults, after hearing evidence and using their best critical-thinking and analysis skills, should be able to decide whether someone is guilty of a crime. In corporations, teams and task forces hammer out key decisions. Regardless of a group’s composition, goal, or context, its discussion will be more productive if group members have prepared and if they know how to critically evaluate information used to reach reasoned conclusions.3 How to Develop a Discussion Plan Imagine the instructor in your group communication class has assigned you to a group or committee, perhaps, so that you can make a recommendation, solve a problem, or make a decision. What should you do first? How would you develop a plan to get your work accomplished? What should you not do? It’s tempting for members to jump in with both feet and start deciding what to do without adequate research or preparation. The most effective groups develop a plan for accomplishing their goal. Groups are more likely to deliberate wisely and effectively if group members clarify their goals, have good discussion skills, and are motivated to do a good job.4 Suggesting solutions or making final recommendations at your first meeting is not a good idea. Effective groups prepare for discussion.5 We’ll outline the general parts of a discussion plan and then spend the rest of the chapter describing these strategies in detail. Get Acquainted with Your Group Members “Let’s get down to business,” “What are we supposed to do,” and “Get to the point” are typical statements heard at most first team or group meetings. It’s important, however, to take a few minutes to get better acquainted with group members before focusing on the task. A consistent conclusion from teamwork research is that it is vital to ensure that group members know one another in order to develop appropriate roles and responsibilities.6 In fact, often the most serious problems group and team members encounter are not caused by task issues, but rather because people have difficulty relating to each other. Taking time to establish good working relationships and trust can help a group or team be more productive in the long run.7 Do more than just announce your name to the group. Research has documented that if you and other group members take the time to identify who has special expertise or information, the group can work more effectively.8 Perhaps you can provide information about how much experience you have with the topic, or, if no specific task has been articulated, you can talk about your experience in working on group and team projects. You may want to exchange phone numbers and e-mail addresses so that you can contact one another. You need not artificially prolong this initial orientation period, but it will be useful for group or team members to spend some time getting to know their fellow members. Some groups appoint someone to help facilitate their discussion, but most groups figure out the best way to get started on their own. One research team found that self-managing groups can be quite effective, especially with routine tasks.9 Sharing personal information can establish a climate of cooperation. Research suggests that it’s important to encourage all members to participate early in the group’s history. Communication researcher Joseph Bonito found that groups that had higher rates of participation within the first minute of their discussion had higher-quality discussion during the entire meeting; the group members made more task-relevant contributions (that is, they made comments that helped the group make a decision or solve a problem).10 So make sure all group members are contributing early in the group’s history. In addition to taking time to get acquainted with group members, avoid the temptation to make quick decisions. Groups sometimes feel pressure to get something accomplished. One team of researchers found that some groups encounter a “speed trap” when group members focus too much on speed and not enough on quality.11 In essence, the researchers found that an overemphasis on making fast decisions results in a group’s getting caught in a spiral of emphasizing speed and efficiency over quality of decision making. Since norms are established early in the group’s history, make sure the speed of decision making doesn’t become the group’s goal. Clarify the Goals of the Group Once you’ve completed introductions, make sure you know what the group’s purpose, goal, and assignment are. A key question to ask as the group begins focusing on the goal is, “When do you know you’re finished with your task?” When developing the group’s goal, visualize what the completed project will look like. Is the goal to produce a written report or to deliver an oral presentation in which you will make recommendations? You should be able to summarize the group’s goal in your own words. Most work-group goals boil down to one of three tasks: (1) generating ideas, information, or options; (2) making a choice, often about how to solve a larger problem; and (3) putting an idea into action. Your team may be involved in only one of these tasks, or all three. Whatever the group goal, it should be expressed in the form of a question that the group will discuss. Later in this chapter, we suggest that you formulate a discussion question as either a fact (something did or did not happen), a prediction (something will happen), a value (something is better or worse than something else), or a policy (something should be done). Consider writing your question or group goal on a chalkboard or flipchart for all team members to see. When the group starts to wobble or get offtrack, point group members back to the central reason for the discussion—to achieve the goal of the group. As we noted in Chapter 1, having a clear, elevating goal is one of the essential requirements for an effective team. Leadership expert Stephen Covey suggests that to be successful you should “begin with the end in mind.”12 If you find that your group is not achieving its goals or that you’re just not making the progress you expect, the reasons may be one of the following: Your team has an unclear vision of what it wants to accomplish. Team members don’t know what is expected of them; they need help clarifying their roles. Team members aren’t clear about the process of how work gets done. They have such questions as “Do we work individually or together? Do we report our findings at each group meeting?” Team members aren’t getting along. They need to focus on developing greater trust and managing tensions before getting down to business.13 Establishing clear goals can help group members have a clearer vision, understand their individual roles, develop a work plan, and address the uncertainty that is present when the group first get together.14 Develop a Plan for Gathering Information and Analyzing Issues Once you develop your discussion question and clarify your goal, you need to collect information and research conclusions to help answer your question. Research consistently finds that developing a collaborative plan to accomplish the work results in higher-quality results.15 Research has also found that groups tend to be too optimistic in judging their efficiency. It typically takes more, rather than less, time to accomplish group tasks than group members realize.16 So be realistic in estimating how long it will take the group to complete its work. Developing a step-by-step plan that involves all group members will help your group work effectively and create a realistic timetable for accomplishing its goal.17 However, although planning is important, research also suggests that it is beneficial to adjust your plans as your group continues its work. Group communication researchers Leslie DeChurch and Craig Haas found that groups that appropriately adapted to situations and problems that were encountered along the way had a higher-quality solution than groups that didn’t deviate from their plan.18 Their conclusion: Have a plan but give yourself permission to react and respond to what you discover as you seek to make a decision or solve a problem. Before you start surfing the Internet for information, find out what you and your group members already know about the topic and issues. As we have noted, researchers have found that one of the most important things you can do early in a group’s history is to identify who in your group has special skills or is an expert on the topic you’re discussing.19 Once you identify information experts, make sure that they contribute to the group’s conversation.20 After assessing your group’s knowledge, figure out what kind of information you need. Identify who is most interested in specific aspects of your topic. Groups that figure out how to learn together do a better job of managing conflict are overall more effective in achieving their goal.21 Begin to “divide and conquer.” Assign members—or ask for volunteers—to begin researching the topic. Coordinate your group’s research efforts rather than having group members scatter and then plunge into the research process. Without coordination, you may needlessly duplicate your research efforts. In developing a coordinated plan to do the work, educator Lisa Snyder suggests that you will be more effective and efficient if you do these things: Focus on the purpose of the project. Encourage all members to participate by positively reinforcing the contributions of others. Establish a timeline of the due dates. Keep the project on track by periodically reviewing whether you are adhering to the timeline.22 Besides just divvying up the work, be sure to give yourselves specific deadlines when the information will be collected. Allow plenty of time for the group to discuss the information (rather than just compiling the facts and data) before you make final recommendations. Research suggests that groups that have more time to solve a problem tend to do a better job of sharing information among group members; this finding is especially true of virtual groups sharing information via the Internet.23 The more time allotted to solve a problem, the greater the chance that group members will share what they know. So, in addition to making assignments, indicate when the information should be shared with the group. Develop a concrete plan for structuring the workload. Especially if you have limited time, divvying up the research tasks is a good idea. However, some research suggests that with a longer time period and low levels of information, it may be best to work collaboratively rather than independently to gather information.24 What’s important is to make sure that group members share among themselves the information they gather. According to a research team led by communication researcher Charles Pavitt, once a group member shares information or a proposal with the group, all group members will join in the discussion and talk about the ideas presented.25 However, evidence also suggests that some people may dominate the discussion, as indicated in a classic study by Robert Bales. He found that some group members can dominate at least 40 percent of the talk time.26 To maximize the benefits of information sharing and group deliberation, avoid letting one person run the show. Seek balanced participation and sharing of ideas and information. Follow a Structured Agenda to Accomplish the Task © 2012 Scott Adams, Inc./Dist. by Universal Uclick Here’s a powerful principle for effective group discussion: Groups and teams need an agenda to help them organize their discussion. An agenda is a thoughtfully prepared list of the issues, topics, and questions that the group will discuss. There is an art to preparing an agenda—it is not just a list of topics that come to mind. Appendix A presents principles and practices for developing meeting agendas, as well as strategies for facilitating meeting discussion. A group needs not only an agenda for each meeting but also an overarching plan of how to accomplish the group’s goal. If your group is solving a problem, then a straightforward problem-solving agenda should provide the necessary structure. In Chapter 11 we share several techniques and methods for organizing a problem-solving discussion. The most basic problem-solving structure includes these steps: 1. Identify and define the problem. 2. Analyze the problem. 3. Generate several possible solutions. 4. Select the best solution or combination of solutions. 5. Test and implement the solution. Organizing your overall work plan around these steps can help keep your group on track. Share Information with Others Groups typically make better decisions than individuals because there is typically more information among a group of people than in one person.27 Researchers have consistently found that groups that have more information are more likely to arrive at a better solution or outcome.28 But there’s a problem: Group members sometimes don’t share what they know.29 Research has documented that we often talk about and think about ourselves rather than consider making the group goals our concern.30 What factors make group members more willing to share their knowledge? According to one study, you are more likely to share information if: (1) everyone in the group already knows the information—that is, there is a common core of information that group members talk about; (2) at least one person knows the same information you know; (3) you are perceived to be an expert on the topic at hand;31 or (4) you want to enhance your position or influence in the group. Group members may share even those information that everyone already knows to confirm that they are “in the know” and part of the group’s core of well-respected members.32 In addition, we tend to share information with people we like and withhold information from people we don’t like.33 There are several reasons why it’s important to share information with the entire group. In addition to groups’ having more information on which to base their deliberations, shared information can help allay group conflict and tensions and sort through disagreements.34 Researchers have also found that not only sharing information with one another but also talking about how information should be shared helps a group perform better.35 It helps to develop a plan to share information with other group members.36 Besides resulting in better-quality outcomes, another advantage to group members’ sharing what they know is more overall satisfaction with their participation in the group.37 Also, when groups don’t share all of the information that they have with one another, they forge ahead and make a decision or solve a problem based on incomplete information.38 So what can group members do to ensure that they share information with one another? Consider these practical tips: Work to develop a positive, conforming, and, cohesive group climate.39 Celebrate when your group achieves a short-term goal; find ways to catch group members doing things well and then offer a positive, reinforcing comment such as “Good job of finding that key piece of information.” Help the entire group as well as each member feel valued. Group members who feel positive about the group’s goal, as well as believe they are making important contributions, are more likely to share information with other group members.40 Assess the range of knowledge, education, and information among group members. Research suggests that group members who have different levels of information and education are likely to share information among team members only up to a certain point.41 An educationally diverse group will tend to share less information among team members. Don’t let differences in education, knowledge, or culture keep group members from sharing what each of them knows. Assess the group’s cultural diversity. Sometimes people who are in the cultural minority are less likely to share what they know, so encourage them to share information with the entire group. Encourage quiet members to participate. Some group members are shy, while others are just apprehensive about speaking up in any situation. Use the write-and-then-speak technique. Ask group members to first jot down some of their information on a piece of paper and then take turns sharing what they have written. Having a written “script” may encourage quieter members to speak up. Use online, e-mail, text, or instant messages to contribute information. Consider asking group members to first provide a written report via e-mail or other electronic means to every group member. Using the structure provided by having information in written form may gently prod each group member to share what he or she knows.42 Explicitly talk about the problem of unshared information. Also talk about the importance of being open to new information and new ideas.43 Make it a group concern. Some groups have found that group members who receive training in the importance of sharing information do, in fact, share more information.44 Work together to find research and information; don’t worry whether group members are finding similar information. One study found that if several group members found the same information, it was more likely to be shared with the entire group. So duplicating each other’s research can increase the likelihood that the information will be shared with the entire group.45 Determine How to Present Your Information Once you have developed your conclusions, you’ll need to decide how best to present your information to others. Appendix B describes three common formats for doing this: (1) a panel discussion, (2) a symposium presentation, and (3) a forum presentation. In addition to presenting your conclusions orally, you may need to prepare a written report. Consider organizing your written report around the problem-solving steps noted earlier (definition of the problem, analysis of the problem, possible solutions, best solution or solutions). Most written reports are prepared for a specific individual or group. Keep your reader in mind as you develop the written report. Follow any specific guidelines or structure prescribed for you. PUTTING PRINCIPLES INTO PRACTICE: What Should You Do with Group Members Who Don’t Pull Their Weight? A common disadvantage of working in groups and teams is that sometimes a team member may not follow through on assignments, actively contribute, or, even worse, may not attend team meetings. This behavior, known as social loafing, creates much discord and anguish, especially for group members who are following through on assignments and tasks. One of the biggest triggers of conflict is someone who thinks he or she is unfairly doing more work than others. Rather than ignore the problem (especially if a loafing group member is significantly hindering the work of the entire group), group members should confront the issue. But how can the problem be addressed without adding to the stress? Understanding the Problem First, it helps to understand why someone may be loafing. Why do some people not contribute to the group? Consider these possibilities: APATHY: The loafing group member may simply not care whether the group succeeds or not. WORK “CHALLENGED”: The slacking group member may just not like to work very hard. Perhaps he or she has gotten by with doing minimal or no work on other projects and this is just another opportunity to let others do the work. TOO BUSY: The loafer may have too much to do and has made working in the group a low priority, hoping that others will pick up the slack. NO GROUP ACCOUNTABILITY: There may be no way tracking who does what; the loafer can skate through the process because there are no consequences of not doing the work. Addressing the Problem Regardless of the reason for loafing, you and your team members simply want the social loafer to loaf less and work more. Understanding why someone may be goofing off may be interesting, but what you may really want to know is “What do we do to get someone to do his or her work?” DEVELOP CLEAR GROUND RULES: Early in your group’s history, establish an explicit rule that each group member is expected to complete his or her assignments. Even if your group has been meeting for a while, if you’ve not developed ground rules and explicit operating procedures, it may be useful to do so. Talking about how the work should be accomplished makes the issue a group concern rather than a contentious issue between one or two group members. MAKE MEMBERS ACCOUNTABLE: Build in greater accountability so that assignments and due dates are clear and each member has to report to the entire group on the status of work accomplished. How do you make people accountable? As a group, develop specific assignments for individual team members. Then provide deadlines for when the work should be completed. Group members could periodically provide a status update on this individual work, either as part of the group’s regular agenda or by providing a status report via e-mail or texting or on a team Web page. Perhaps each meeting could begin with a status report from each group member. If there’s no accountability for individual effort, it’s easier to let others do the work.46 MAKE THE ISSUE A GROUP CONCERN: What if you’ve developed a system of accountability, and the social loafer is still not doing his or her work? One person should not attack the offending group member; that will only add to a climate of defensiveness and create more stress. Instead, the group as a whole should address the loafer, calmly describing how the lack of individual productivity is creating a problem for the group.47 REPORT THE PROBLEM. Rather than bearing the problem alone, if the problem seems to continue without any change, let your instructor or supervisor know that a problem exists. Also, when sharing the problem, let your instructor or supervisor know what you have done to address the issue. Although we’ve offered several suggestions, realize this: You ultimately can’t change another person’s behavior. Despite what group members do (or don’t do), there are no surefire strategies to spur a loafing member to action.48 The rest of the group may simply have to pick up the slack. REVIEW: HOW TO DEVELOP A DISCUSSION PLAN What to Do How to Do It Get acquainted with your group members Introduce yourself Share your contact information Discuss the experience you’ve had with the topic Clarify the goals of the group Explicitly write down the purposes and goals of the group Identify whether your key purpose is to (1) gather information, (2) make a choice or solve a problem, (3) put an idea into action, or (4) achieve two or more of these purposes Describe what it will look like when your group is finished with its task. Answer the question: How will you know when you are done? Develop a plan for gathering information and analyzing issues Identify and assess the information you already know Develop a written plan that indicates what you already know and what you need to know Give members assignments or ask for volunteers for gathering or analyzing information with a date for reporting back to the group Follow a structured agenda to accomplish the task Identify the topics and issues you need to discuss at each meeting Consider using the traditional problem solving agenda to develop the overarching plan: Identify and define the problem, analyze, generate several solutions, select the best solution, test and implement the solution Develop a written agenda for each meeting using agenda development skills discussed in Appendix A Share information with others Develop a positive climate so group members feel comfortable sharing what they know Explicitly ask other group members if they have information to share Sometimes during meetings have group members first write information they know and then share it orally Explicitly talk about the problem of unshared information and then work together to make sure group members share what they know Determine how to present your information Decide whether you will use a (1) panel discussion format, (2) symposium presentation, or (3) forum presentation (or some combination of all three) when presenting your information to an audience Decide what written materials you need to develop and share with others Consider using the traditional problem-solving structure (identify and define the problem, analyze the problem, generate several solutions, select the best solution, test and implement the solution) or organize both oral and written information using this structure How to Formulate Discussion Questions Before most scientists begin an experiment or conduct research, they have some idea of what they are looking for. Some researchers start with a hypothesis, a guess based on previous theory and research about what they will find in their search for new knowledge. Other investigators formulate a research question that provides a direction for their research. Like scientific research, problem solving seeks answers to questions. It makes sense, then, for group members to formulate a question before searching for answers. By identifying a specific question they must answer, members can reduce some of the initial uncertainty accompanying their discussion. A discussion question should be phrased with considerable care. This is an important part of initiating and organizing any group discussion, particularly problem-solving discussions, because the quality and specificity of a question usually determine the quality of the answer. The better a group prepares a discussion question, the more clearly articulated will be the group’s goal, and the greater will be the chances for a productive and orderly discussion. For some group discussions and conferences, the questions are predetermined. Government committees and juries exemplify such groups. But usually groups are faced with a problem or need and are responsible for formulating a specific question to guide their deliberations. There are basically four types of discussion questions: (1) questions of fact, (2) questions of prediction, (3) questions of value, and (4) questions of policy. To help you determine which type is most appropriate for your various group discussions, we discuss each in the following sections.49 Questions of Fact Some questions of fact are phrased such that the answer to the question is either yes or no. Something either did or did not occur. (Although, of course, a yes or no response can be qualified in terms of the probability of its accuracy.) The question “Did the New York Yankees win the World Series in 2009?” is a question of fact—either they did or they did not. Questions of fact like that can simply be looked up online or in library sources and probably don’t require group deliberations. On the other hand, a group may be asked to investigate a question such as “Did John Smith violate our company ethics policy last year?” VIRTUAL GROUPS When working on a group or team project, it may be useful to share your initial research findings electronically via e-mail, a group Facebook page, or other electronic means. A study by Carol Saunders and Shaila Miranda concluded that virtual groups that collaborate only via e-mail or text typically have access to more information.50 According to the research, although face-to-face group meetings result in more information-sharing initially, over the long term, exchanging information via e-mail may ensure that more information is shared and that all members of the group receive the information. In addition to using e-mail, consider the following strategies to facilitate sharing information. Develop a group listserv through which any group member can send information to every other group member simultaneously. For an extensive group project, consider developing a group Web page, or use Facebook or other collaborative software program to develop a common virtual space in which to collaborate. In addition, your university may have its own e-learning system, such as Blackboard, to assist in virtual collaboration. Consider assigning roles to different members for maintaining the Web page, such as posting minutes of previous meetings, serving as the Web master of the site, and keeping track of whether projects are completed on time. Periodically ask group members if they have information to share with all group members. Dennis Gouran suggests that one way to investigate a question of fact is to construct a story or narrative to answer the discussion question.51 To determine, for example, whether John Smith did violate an ethics policy, the group should reconstruct what John Smith did or did not do. The reconstruction involves developing a story with a beginning, a middle, and an end to answer the question. In trying to answer a question of fact, make sure that all group members understand the key words and phrases in the discussion question. For example, faced with the question “Are there more incidents of terrorism in the United States today than there were before September 11, 2001?” a group will want to clearly define what an “incident of terrorism” is before answering the question. Does it mean any act of violence? By reducing the ambiguity of a question, a group can save considerable time in agreeing on a final answer. Your group’s objective will determine whether or not you should investigate a question of fact. If the group needs to discover what is true and what is false, then formulate a question of fact and define the key words in the question to give it greater focus and clarity. If the group needs to make a less objective value judgment or to suggest solutions to a problem, choose one of the types of questions discussed below. Questions of Prediction Will a tuition increase result in the university’s having a balanced budget? Will the levee withstand a force-3 hurricane? Will the new airport security measures make air travel safer? A question of prediction asks whether something is likely to occur or may occur under a certain set of circumstances. In the question “Will a tuition increase result in the university’s having a balanced budget?” the set of circumstances is a tuition increase. How does a group attempt to answer such a question? Groups look for examples of what happened in similar situations. For instance, the university might survey other universities to see how their budgets were affected when tuition was increased. Groups may also simply use logic and reasoning based on the available evidence to determine what will or will not happen in the future. Will you use questions of prediction when communicating with others in small groups? That’s a question of prediction that you’ll answer based on your past experiences. Group researcher Dennis Gouran suggests that, when investigating questions of prediction, an appropriate agenda for groups to follow would include these four steps:52 1. Develop if-then statements: Identify one or more if-then statements to focus and clarify the issues. Here’s an example of an if-then statement: If tuition is increased, then the university will have a balanced budget. Here’s another if-then statement: If tuition is increased, then the university can continue its exp

Assignment 2: lasa 2 reducing intergroup conflict

 
Research suggests a number of strategies to reduce intergroup conflict. To further explore these strategies, in addition to readings in your text, read the following article paying particular attention to pages 588 to 593. Hewstone, M., Rubin, M., & Willis, H. (2002). Intergroup bias. Annual Review of Psychology, 53, 575-604.
You are a counselor in a detention center for delinquent adolescent boys. Your current project is to devise a way to reduce intergroup conflict that has been escalating between the boys at the center, many of whom were active in local gangs.

Discuss in detail the concepts that lead to the intergroup conflict, such as stereotypes, prejudice, and discrimination. How have these attitudes and behaviors created and perpetuated the ongoing conflict?

 

Discuss the different strategies to reduce intergroup conflict found in your text and the Hewstone article.

 

Looking back at the course discuss 2 to 3 additional concepts that could be applied in helping a person overcome these negative attitudes and behaviors.

 

Keeping these strategies and concepts in mind, what activities and/or programs can you create that will help these boys overcome this conflict and learn to work together, respect each other, and come to see each other’s differences as valuable. Briefly summarize each program/strategy in 2 to 3 sentences each in preparation for part 2 of this project.

Answer the above points in a 3- to 4-page paper. Your paper should be double-spaced, typed in 12-point Times New Roman font with normal one-inch margins, written in APA style, and free of typographical and grammatical errors. It should include a title page with a running head, an abstract, and a reference page.
 
Part 2:
Create a 4- to 8-slide PowerPoint presentation (not including title and reference slides) to present to the board of directors for the detention center that will cover the following:

A detailed outline of each of the 3 to 4 programs/strategies that you would like to put into place at the center.

 

Discuss for each program/strategy why you believe it will be effective within the context of your detention center.

By Monday, December 15, 2014 deliver your assignment to the M5: Assignment 1 Dropbox.  

Assignment 1 Grading Criteria

Maximum Points

Discusses the concepts that lead to the intergroup conflict and how behaviors created and perpetuated the ongoing conflict.

44

Discusses the different strategies to reduce intergroup conflict and cites relevant resources for the text and the Hewstone article.

44

Discusses 2 to 3 additional concepts that could be applied to overcoming the negative attitudes and behaviors.

44

Develops and summarizes 3 to 4 activities and/or programs that can be implemented.

36

Create a 4- to 8-slide PowerPoint presentation (not including title and reference slides) to present to the board of directors for the detention center that will cover the following:

A detailed outline of each of the 3 to 4 programs/strategies that you would like to put into place at the center. (40 points)
Discuss why you believe each program/strategy will be effective within the context of your detention center. (28 points)

68

Standard presentation components:

Organization (16 points): Introduction, transitions, and conclusion.
Style (8 points): Tone, audience, and word choice.
Usage and Mechanics (16 points): Grammar, spelling, and sentence structure.
APA Elements (24 points): In text citations and references, paraphrasing, and appropriate use of quotations and other elements of style.

64

Total:

300

 

Building words | Education homework help

You might also want to read this web article by Timothy Rasinski entitled, Making and Writing Words. http://www.timrasinski.com/presentations/article_making_and_writing_words.pdf
In this discussion posting:Explain how the “Making Words” program described in Chapter 10, or how Word Banks or Word Sorts as described in Chapter 11 utilize the principles of constructivism which is briefly defined on page 155.
Describe at least two other ways you will use constructivism in your classroom to teach reading. Lastly, explain why it is important to employ constructivist principles when teaching reading, especially beginning reading.  
The article provided in our reading above on making words is a bit old, so I am placing a link below that has a very short update of this method with an example of how to do it. This should explain the concept a bit better than the article we provided above.

Constructivism allows students to learn through hands on experience. Rasinski & Padak(2013) describe this hands-on experience to be anything where students are engaged in  a learning process outside just simple readings and writing tasks such as a science experiment or an interactive “making words” lesson(Rasinski & Padak,2013). Furthermore, constructivism holds many real-world implications for students by allowing them to physically experience what they are learning as its being applied to worldly examples. With reading, this is essential for students to physically see and under
According to the California Adult Literacy Professional Development Project, constructivism is facilitated “through the design of classroom activities that guide students to work collaboratively with others, set their own sequences and pace of work, and actively engage in problem solving, critical thinking, and negotiation” (California Adult Literacy Professional Development Project, n.d.). As such, a great way to apply this level of engagement to students who are learning about phonics, is to practice making words and find creative ways for students to learn about spelling and other patterns associated with grammar, word codes, strategies for spelling. Furthermore, “making words” lessons according to the Teach-Hub, is a great way to help struggling readers as well as create inventive ways for students to construct words using a “tangible modality” ( Teach-Hub,2017).
 Finally, activities such as puzzles helps students physically arrange letters by adding, removing, changing, and/or making new words out of the given letter. These activities are ideal learning activities which help embody the foundation of constructivism in the classroom. Another perfect example of making words lessons is having each student hold a letter card with vowels and consonants written on it and then having the class participate to create words based on the instruction of the teacher. Rasinski & Padak describe a lesson similar to this in which the teacher shows students how the words slid and slide can be made from the id and ide patterns and then has students writes words on cards and has students practice them with a partner by forming word families, by beginning sound, or by presence or absence of a consonant blend or digraph (Rasinski &Padak, 2013).
In short, applying constructivism in your classrooms is an essential component to any reading and vocabulary lesson but in particular to beginning readers. Beginning readers need a structure to allow them to place letters, sounds, and words into a senescence and in order to read. setting a physical setting for this to occure makes the lessons more easily memorable and in turn, students remember more!
 
References
California Adult Literacy Professional Development Project. (n.d.). What is constructivism? Retrieved from http://www.calpro-online.org/eric/docs/brown/brown01_02.pdf
Rasinski, T. & Padak, N.D. (2013). From phonics to fluency: Effective teaching of decoding and reading fluency in the elementary school. NJ: Pearson.
 

Assignment week 7 | Mathematics homework help

Assignment Week 7
 
Question 1
To compare commuting times in various locations, independent random samples were obtained from the six cities presented in the “Longest Commute to Work” graphic on page 255 in your textbook. The samples were from workers who commute to work during the 8:00 a.m. rush hour. One-way Travel to Work in Minutes

Atlanta

Boston

Dallas

Philadelphia

Seattle

St. Louis

29

18

42

29

30

15

21

37

25

20

23

24

20

27

26

33

31

42

15

25

32

37

39

23

37

32

20

42

14

33

26

34

26

 
 

18

 

48

35

 
 
 

Construct a graphic representation of the data using six sid-by-side dotplots.
Visually estimate the mean commute time for each city and locate it with an X.
Does it appear that different citites have different effects on the average amount of time spent by workers who commute to work during the 8:00 a.m. rush hour? Explain.
Does it visually appear that different cities have different effects on the variation in the amount of time spent by workers wo commute to work during the 8:00 a.m. rush hour? Explain.

Part 2

Calculate the mean commute time for each city depicted.
Does there seem to be a difference among the mean one-way commute times for these six cities?
Calculate the standard deviation for each city’s commute time.
Does there seem to be a difference among the standard deviations between the one-way commute times for these six cities?

Part 3

Construct the 95% confidence interval for the mean commute time for Atlanta and Boston.
Based on the confidence intervals found does it appear that the mean commute time is the same or different for these two cities (Atlanta and Boston). Explain
Construct the 95% confidence interval for the mean commute time for Dallas.
Based on the confidence intervals found in (Atlanta and Boston) and Dallas does it appear that the mean commute time is the same or different for Boston and dalls? Explain.
Based on the confidence levels found in (Atlanta and Boston) and (Dallas) does it appear that the mean commute time is the same or different for the set of three cities, Atlanta, Boston, and Dallas? Explain
How doe your confidence intervals compare to the intervals given for Atlant, Boston, and Dallas in “Longest Commute to Work” on page 255?

Question 2
Interstate 90 is the longest of the east-west U.S. interstate highways with its 3,112 miles stretching from Boston, MA at I-93 on the eastern end to Seattle WA at the Kingdome on the western end. It travels across 13 northern states; the number of miles and number of intersections in each of those states is listed below.

State

No. of Inter

Miles

WA

57

298

ID

15

73

MT

83

558

WY

23

207

SD

61

412

MN

52

275

WI

40

188

IL

19

103

IN

21

157

OH

40

244

PA

14

47

NY

48

391

MA

18

159

Construct a scatter diagram of the data.
Find the equation for the line of best fit using x= miles and y=intersections.
Using the equation found in part (b), estimate the average number of intersections per mile along I-90.
Find a 95% confidence interval for ?1.
Explain the meaning of the interval found in part d.

 

Zimbardos experiment | Social Science homework help

Read “Zimbardo’s Experiment: The Individual and the Social Role,” located on page 48 of the textbook. Discuss one (1) alternative approach to the one used in the Zimbardo experiment to investigate how role expectations shape behavior. Provide a rationale for your response.
 Here is the information :
Zimbardo’s Experiment: The Individual and the Social Role Social psychologist Philip Zimbardo (1974; Haney, Banks, & Zimbardo, 1973) wanted to investigate how role expectations shape behavior. He was intrigued by the possibility that the frequently observed cruelty of prison guards was a consequence of the institutional setting and role, not the guards’ personalities. In an experiment that has since become well known, Zimbardo converted the basement of a Stanford University building into a makeshift prison. A newspaper ad seeking young men to take part in the experiment for pay drew 70 subject candidates, who were given a battery of physical and psychological tests to assess their emotional stability and maturity. The most mature 24 were selected for the experiment and randomly assigned to roles as “guards” or “prisoners.” Those assigned to be prisoners were “arrested,” handcuffed, and taken to the makeshift prison by the Palo Alto police. The behavior of the guards and the prisoners was filmed. Within a week, the prison setting took on many of the characteristics of actual prisons. The guards were often aggressive and seemed to take pleasure in being cruel. The prisoners began planning escapes and expressed hostility and bitterness toward the guards. The subjects in the experiment so identified with their respective roles that many of them displayed signs of depression and anxiety. As a result, some were released early, and the experiment was canceled before the first week was over. Since the participants had all been screened for psychological and physical problems, Zimbardo concluded that the results could not be attributed to their personalities. Instead, the prison setting itself (the independent variable) appeared to be at the root of the guards’ brutal behavior and the prisoners’ hostility and rebelliousness (the dependent variable). Zimbardo’s research shows how profoundly private lives are shaped by the behavioral expectations of the roles we occupy in social institutions.
 
Despite questions about the ethics of Philip Zimbardo’s experiment, sociologists still study his work. Is it wrong to use research data gathered by means we now consider unethical? Do the results of research ever justify subjecting human beings to physical or psychological discomfort, invasion of privacy, or deception? Stanford University archives Think It Through▶?Zimbardo’s experiment could not be repeated today, as it would violate guidelines for ethical research with human subjects. How might a researcher design an ethical experiment to test the question of the circumstances under which apparently “normal” individuals will engage in violent or cruel acts?
 
 
Reference : DISCOVERY SOCIOLGY SECOND EDITION Chambliss, William J. ; Eglistis, Diana S.
 
 Only need 1-2 paragraphs
 
 

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Fin 4460 exam 3 | Business & Finance homework help

  
Name____________________________________________
FIN 4460: Exam #3:  Summer 2021
Multiple-choice questions are worth 3 points each for a total of 30 points.
1. Residual Earnings is defined as:
a. (ROCE-required return) Book Value of Debt
b. (ROCE-required return) Book Value of Equity
c. (ROCE-required return) Book Value of the Enterprise
2. Normal Forward P/E ratio is defined as:
a. (1+r)/r
b. 1/r
c. r/ (1+r)
3. Trailing P/E is defined as:
a. (Price+Dividend)/ Earnings
b. Dividends/Earnings
c. Price/Earnings
4. Abnormal Earnings Growth (AEG) is defined as:
a. Cumulative-dividend earnings-normal earnings
b. (EPS+DPS) (1+r)
c. PV of EPS
5. Dividend earnings + earnings is associated with the:
a. Abnormal Earnings Growth Model
b. Residual Earnings Model
c. Earnings that are based on the change in residual earnings model
6. Abnormal Earnings Growth (AEG) can:
a. Be a positive, negative number or zero number
b. Only positive
c. Only negative
7. The minimum New York Stock exchange price is:
a. A negative dollar amount like – $1.00
b. A positive one dollar amount $1.00
c. At lowest zero
8.  The Change in Residual Earnings and Abnormal Earning Growth models use the following conceptual idea:
a. Future Value Interest Factor
b. Mixed Income Stream Factor
c. Perpetuity
9.  The change in Residual Earnings and Abnormal earnings growth models are based on the idea:
a. VPS = Book value per share + the present value of projected earnings
b. VPS= Earnings per share + the present value of projected earnings
c. VPS = Dividends per share + the future value of projected earnings
10. The estimated formula value per share is $43 and the market price is $35. What should an investor that has a portfolio of stocks do?
a. Buy
b. Sell
c Hold
Problems: 70 points. Theyare shown on a per share basis.
Please show all of you work on the exam. Type your answers onto the exam. Thanks
1. Use the following information to calculate: A. Normal Forward P/E, b. Trailing P/E and c. Normal Trailing P/E.
The required return is 8% 
Market Price per share $37.50
DPS= $.25
EPS =$3.00
Calculate the Following Ratios:
A: Normal Forward P/E:
B: Trailing P/E
C. Normal Trailing P/E:
2. Calculate the estimated value per share using theChange in Residual Earnings Method: Complete the chart:
N   0 1 2 3
2010 2011 2012 2013 2014
EPS $3.00 $3.60 $4.10 $5.50 
DPS    .25  .25  .30 .35
Difference 
BPS $15.00   
ROCE 
Residual Earnings 
Change in RE 
PV Change RE 
 PV of CV 
Total 
Capitalized VPS  ________________________________________________________________________
Show RE Calculation: below
RE 2011: 
RE 2012: 
RE 2013: 
RE 2014: _________________________________________________________________________
The required return is 8% and the growth rate is 2.5% after 2014.
CV uses the (1+g) adjustment
A. Complete the Table:
B. Calculate Value per Share using the change in residual earnings model:
3. Calculate the Abnormal Earnings Growth (AEG) Model using the information shown below:
Part A. Complete the Table. Please, note that DPS is show first followed by EPS.
Table ($) numbers are per share not total earnings or dividends.
N 0  1  2  3
 2011   2012  2013  2014
DPS  .25  .25   .30   .35
EPS   3.00  3.60 4.10  5.50
DPS earnings  
EPS+ DPS earnings 
Normal Earnings 
AEG  
PV of AEG 
PV of Continuing Value 
Total 
Capitalized VPS 
The growth rate after 2014 is 2.5% and reinvestment rate and discount rate or capitalization rate is 8%. Complete the chart.
CV uses the (1+g) adjustment
4. Chapter 7: Calculate the Expected Return (r) given the following information.
· The Book to Price ratio is 90%.
· Price is $100
· Growth rate (g) is 7%
· Earnings per share are $3.00
· Book Value is $90 per share
Calculate Expected Return:
5. Calculate the growth rate of a stock using the Residual Earnings Method that pays:
· EPS= $3.20
· Required return on equity is 3%
· BPS = $90
· Price per share is $100
Part A: Show the formula, load numbers into the formula and calculate the growth rate using Reverse Engineering “g”.

Part 1 & 2 | Human Resource Management homework help

Part 1 – 400 words
Earlier today, you attended a meeting with Shawn Williams, the new VP of global human capital management at Atlantis Global Corporation (AGC), and John Dawson, the company’s chief executive officer (CEO). John was very concerned about the financial losses at AGC. John’s main concerns were product market share and the threat of losing AGC’s market position as the top manufacturer of electronic circuit boards for high-definition television screens. However, John did not mention any issues relating to the employees who work at AGC. Last month, the general manager of one of AGC’s global subsidiaries told Shawn that it is difficult to recruit talent for AGC, that employees are not happy, and that many are leaving AGC to work for other organizations. Shawn discussed developing a new recognition-and-rewards program to attract talent, motivate employees, and improve job satisfaction. When Shawn brought the up human capital concerns at AGC in the meeting, John was not very interested and thought that employee-related issues are not critical to AGC’s performance. Shawn thinks that it will be challenging to work with John to implement a global human capital management strategy.
You and Shawn are scheduled to meet next week with John and the board of directors at AGC. Due to the urgency of the company’s situation, you and Shawn decide to create a briefing about the value and need for an optimized program for the management of global human capital.
Review the AGC scenario for this course and with your classmates; discuss the following questions that will help you and Shawn prepare for the briefing:

What are the differences between the leadership styles of Shawn and John? What are the pros and cons of each style?
What is your own leadership style? During the briefing, how will you use your leadership style to illustrate the intrinsic value of human capital? 
What human capital management strategies will you recommend to John and the board of directors? What examples from other organizations can you provide to strengthen the board’s knowledge of global human capital trends and problems?

Part 2 – 400 words
The briefing to John and the board of directors was a success. You and Shawn believe that it allowed them to understand the challenges associated with managing global human capital effectively and the value of recognizing human capital as a critical part of AGC’s strategic plan. John and the board of directors gave every indication that they understood the sense of urgency needed to align the key global human capital goals with those established for the entire global organization. In fact, they asked you to move ahead with developing global human capital goals for AGC as part of its strategic plan.
You will begin by evaluating the existing organizational culture and analyzing the leadership styles used at each global AGC subsidiary. The company has several global subsidiaries, each with significant cultural differences. Shawn believes that AGC would benefit from an organizational culture that is more proactive and competitive. Likewise, he believes that leadership development programs should focus on styles that recognize the importance of celebrating diversity, empowerment, and innovation.
Review the AGC scenario for this course and discuss the following with your peers:

Using AGC as an example, what human capital management problems can arise when an organization does not acknowledge cultural differences at its global subsidiaries?
How can leadership styles effect global organizational culture?
Describe a human capital management goal that Shawn can recommend to change the global organizational culture of AGC.

Nurs 6221: managing human resources – discussion 5 (grading rubic

Discussion: Strengths-Based Leadership
 
The task of leadership is not to put greatness into people, but to elicit it, for the greatness is there already.
 
—John Buchan
 
It can be demoralizing when managers focus primarily on the deficiencies of employees, yet it can sometimes be difficult to see beyond the negatives. Strengths-based leadership is a management approach that not only recognizes an individual’s strengths, but also draws upon these strengths to enhance the dynamics of the workplace. Strengths-based leadership can be applied to employees performing at their personal best or to those who may need redirection. In addition, the principles of strengths-based leadership can be carried over to managers themselves. When nurse managers are aware of their own strengths, they can better leverage them to effectively manage difficult situations.
 
To prepare
 
Review the article “Know Your Own Strength.” How can strengths-based leadership improve the skills and attitudes of employees?
Reflect on your own personal and professional leadership strengths. Consider how you might use these strengths to manage staff members who seem to be disengaged or problematic. In addition, determine how you might use these strengths to resolve difficult situations between employees.
Recall a time when you either observed a disengaged or problematic employee(s) at work or observed a difficult or conflict situation between employees.
Imagine that you were the nurse manager in the above situation. How might you have used your strengths to effectively manage this employee or situation? Also, give some thought to the strengths of those posing the problem. How might you have used their strengths to resolve the situation?
 
 
Post an explanation of what you consider to be your top two strengths as a leader. Then, briefly describe the situation you selected and explain how you could leverage your own strengths (applying strengths-based leadership) to successfully manage that situation. Explain at least two ways you might also capitalize on the strengths of the employee(s) involved to successfully resolve the situation.
 
Read a selection of your colleagues’ responses.
 
Respond to at least two of your colleagues on two different days using one or more of the following approaches:
Suggest another way a colleague might capitalize on the identified strengths of the employee(s).
Ask a probing question, substantiated with additional background information and evidence or research.
Expand on a colleague’s posting by providing additional insights or contrasting perspectives based on readings and evidence.
Validate an idea with your own experience and additional research.
 
 
Required Readings
 
Lussier, R. N., & Hendon, J. R. (2016). Human resource management: Functions, applications, & skill development (2nd ed.). Thousand Oaks, CA: Sage Publications.
Chapter 7, “Training, Learning, Talent Management, and Development” (pp. 234–274)
Chapter 7 explores many types of training that organizations can offer new employees, such as on-the-job training, classroom training, and e-learning. It also highlights career development opportunities for existing employees.
Manion, J. (2011). From management to leadership: Strategies for transforming health care (3rd ed.). San Francisco, CA: Jossey-Bass.
Chapter 7, “Coaching and Developing Others” (pp. 283–349)
This chapter compares the roles of leader and coach and explains why some leaders fail to employ effective coaching strategies. The author discusses coaching best practices and reviews in depth one practice, the six-step coaching model.
Kanefield, A. (2011). Know your own strength. Smart Business St. Louis, 4(2), 6.
Retrieved from the Walden Library databases.
 
This article provides simple rationale for employing strengths-based leadership in clinical settings.
Tyra, S. (2008). Coaching nurses: A real example of a real difference. Creative Nursing, 14(3), 111–115.
Retrieved from the Walden Library databases. 
 
The author of this article uses an authentic coaching example to explain the stages of the coaching process. The author identifies coaching strategies as well as general feelings both the coach and the nurse might experience.
Optional Resources
 The Trustees of the University of Pennsylvania. (2006). Authentic happiness.Retrieved from https://www.authentichappiness.sas.upenn.edu/
 Ellisen, K. (2011). Mentoring smart. Nursing Management, 42(8), 12–16.
Meister, J. C., & Willyerd, K. (2010). Mentoring millennials. Harvard Business Review, 88(5), 68–72.