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Organizational Behavior and Management Design
Assignment Content
Using the organization Day Kimball Hospital Campus, write a 1,750 word paper in which you apply the concepts of organizational behavior and management in designing an organizational security plan.
SPECIAL NOTE: This assignment should focus on the Hospitals Campus organization’s security department NOT the organization itself. For example, you will be addressing the CVS Security Department, not the CVS organization.
Your design should be consistent with organizational behavior and management theory and practices and include:
A mission
Vision
Goals
Philosophy
Code of ethics
Structure
Staffing needs
Roles and responsibilities of personnel
Applicable discussion of leadership, processes, communication, and organizational behavior
Format your assignment consistent with APA guidelines; include a title page and if needed, a reference page with complete source citations.
Assignment Help Business Finance Assignment Help[supanova_question]
journal analysis Humanities Assignment Help
The ability to critically read journal articles is a skill that is developed with practice. This skill is especially useful when you transfer to a 4-year college or university.
If you are contemplating attending graduate school to earn a Masters, professional, or Doctoral degree, then analyzing journal articles is an essential skill.
Analyzing a journal article is related to reading. Reading is a skill that is developed with practice and is important for your future academic, professional, and personal endeavors.
- Academically, your reading load will increase with each semester you are in higher education. Building that skill now will serve you well into the future.
- Professionally, you will have contracts, employee handbooks, technical manuals, financial reports, and other documents to read.
- Personally, your son, daughter, nephew, or niece will need you to teach them to read.
Estimated Time
An estimated 180 minutes is needed to complete this activity.
Instructions
Download PDF of the article
Analyze the Article
- Identify the 12 parts of the article, as described in the Anatomy of a Journal Article and elaborated upon in the Details of Analyzing Journal Articles.
Demonstrate identification of parts
- Paper: hand write on the margins or the back of the page
- Electronic: electronically highlight the text and/or comment in margins of the page
- LESS THAN 15% PLAGERISM
-
Rubric
Criteria Ratings Points Title Identified YesNo 10 Main Point YesNo 50 Question YesNo 50 Puzzle Identified YesNo 100 Debate Identified YesNo 100 Theory Identified YesNo 100 Hypotheses Identified YesNo 150 Research Design Written YesNo 190 Empirical Analysis Identified YesNo 100 Policy Implications Identified YesNo 50 Contribution to the Discipline Identified YesNo 50 Future Research Identified YesNo 50 SEPERATE Please write at least 6 sentences reflecting on the Journal Article Analysis.Sentence #1: Your 1st Sentence should be a question. Examples of questions include:
- What did you find most interesting about the Journal Article Analysis? Why did you find this the most interesting?
- What did you find most relevant to your daily life about the Journal Article Analysis? Why did you find this the most relevant?
- You are welcome to ask and answer your own question.
Sentence #2-6: Sentences 2 through 6 should be your response to the question you posed in sentence #1.
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easy homework Business Finance Assignment Help
Determine 5 major events that can impact your ability to support yourself and/or your family.
Sample of Major Events:
• Divorce
• Disability or Major Health Event resulting in ending of career or employability
• Long-term Unemployment
• Long-term Care for Self, Spouse, Child, Parent
Note:
I ask my teacher how to do this homework and she said:
What micro-factors might happen that would cause you to make less or no income? What is your plan so that you don’t run out of money.? Come up with 5 situations that might happen to you and how you would respond.
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Critical thinking Writing Assignment Help
Option #1: Culture and the Changing American Family
Choose any one trend from the Pew Center article on The American Family
Today
(See below.)
and provide a culturally critical analysis on the topic/trend using the
sociological imagination tools in the UNM article. You can focus on any of
the trends presented on the website. In your college-level, critically sound
essay, include responses to three of the following questions with your
analysis:
What do the numbers (statistics) say?
How does the trend reflect cultural changes in society?
What was most interesting to you about the findings, and why?
What is a real-world example of the findings?
What is a popular culture example of the findings?
How can you interpret the findings sociologically?
Your assignment should be a paper 2-3 pages long, not including the required
title and reference pages. Adhere to the CSU-Global Guide to Writing and APA. Include at least three scholarly sources (you may use the recommended
readings) to support your answers. The CSU-Global Library is a good place to
find these sources. Remember to use in-text citations as appropriate and to
include your sources in your reference page.
Pew Center article on The American Family
Today
https://www.pewsocialtrends.org/2015/12/17/parenti…
NUMBERS, FACTS AND TRENDS SHAPING YOUR WORLD
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December 17, 2015
Parenting in America
Outlook, worries, aspirations are strongly linked to financial situation
Contemporary debates about parenthood often focus on parenting philosophies: Are kids better off with helicopter parents or a free-range approach? What’s more beneficial in the long run, the high expectations of a tiger mom or the nurturing environment where every child is a winner? Is overscheduling going to damage a child or help the child get into a good college? While these debates may resonate with some parents, they often overlook the more basic, fundamental challenges many parents face – particularly those with lower incomes. A broad, demographically based look at the landscape of American families reveals stark parenting divides linked less to philosophies or values and more to economic circumstances and changing family structure.
A new Pew Research Center survey conducted Sept. 15-Oct. 13, 2015, among 1,807 U.S. parents with children younger than 18 finds that for lower-income parents, financial instability can limit their children’s access to a safe environment and to the kinds of enrichment activities that affluent parents may take for granted. For example, higher-income parents are nearly twice as likely as lower-income parents to rate their neighborhood as an “excellent” or “very good” place to raise kids (78% vs. 42%). On the flip side, a third of parents with annual family incomes less than $30,000 say that their neighborhood is only a “fair” or “poor” place to raise kids; just 7% of parents with incomes in excess of $75,000 give their neighborhood similarly low ratings.
Along with more negative ratings of their neighborhoods, lower-income parents are more likely than those with higher incomes to express concerns about their children being victims of violence. At least half of parents with family incomes less than $30,000 say they worry that their child or children might be kidnapped (59%) or get beat up or attacked (55%), shares that are at least 15 percentage points higher than among parents with incomes above $75,000. And about half (47%) of these lower-income parents worry that their children might be shot at some point, more than double the share among higher-income parents.
Concerns about teenage pregnancy and legal trouble are also more prevalent among lower-income parents. Half of lower-income parents worry that their child or one of their children will get pregnant or get a girl pregnant as a teenager, compared with 43% of higher-income parents. And, by a margin of 2-to-1, more lower-income than higher-income parents (40% vs. 21%) say they worry that their children will get in trouble with the law at some point.
There are some worries, though, that are shared across income groups. At least half of all parents, regardless of income, worry that their children might be bullied or struggle with anxiety or depression at some point. For parents with annual family incomes of $75,000 or higher, these concerns trump all others tested in the survey.
The survey also finds that lower-income parents with school-age children face more challenges than those with higher incomes when it comes to finding affordable, high-quality after-school activities and programs. About half (52%) of those with annual family incomes less than $30,000 say these programs are hard to find in their community, compared with 29% of those with incomes of $75,000 or higher. And when it comes to the extracurricular activities in which their children participate after school or on weekends, far more higher-income parents than lower-income parents say their children are engaged in sports or organizations such as the scouts or take lessons in music, dance or art. For example, among high-income parents, 84% say their children have participated in sports in the 12 months prior to the survey; this compares with 59% among lower-income parents.
The link between family structure and financial circumstances
The dramatic changes that have taken place in family living arrangements have no doubt contributed to the growing share of children living at the economic margins. In 2014, 62% of children younger than 18 lived in a household with two married parents – a historic low, according to a new Pew Research Center analysis of data from the U.S. Census Bureau. The share of U.S. kids living with only one parent stood at 26% in 2014. And the share in households with two parents who are living together but not married (7%) has risen steadily in recent years.1
These patterns differ sharply across racial and ethnic groups. Large majorities of white (72%) and Asian-American (82%) children are living with two married parents, as are 55% of Hispanic children. By contrast only 31% of black children are living with two married parents, while more than half (54%) are living in a single-parent household.
The economic outcomes for these different types of families vary dramatically. In 2014, 31% of children living in single-parent households were living below the poverty line, as were 21% of children living with two cohabiting parents.2 By contrast, only one-in-ten children living with two married parents were in this circumstance. In fact, more than half (57%) of those living with married parents were in households with incomes at least 200% above the poverty line, compared with just 21% of those living in single-parent households.
Most parents say they’re doing a good job raising their kids
Across income groups, however, parents agree on one thing: They’re doing a fine job raising their children. Nearly identical shares of parents with incomes of $75,000 or higher (46%), $30,000 to $74,999 (44%) and less than $30,000 (46%) say they are doing a very good job as parents, and similar shares say they are doing a good job.
Though parental scorecards don’t differ by income, they do vary across other demographic divides, such as gender and generation. Among all parents, more mothers than fathers say they are doing a very good job raising their children (51% vs. 39%), and Millennial mothers are particularly inclined to rate themselves positively. Nearly six-in-ten (57%) moms ages 18 to 34 say they are doing a very good job as a parent, a higher share than Millennial dads (43%) or any other generational group.
Regardless of how they see themselves, parents care a lot about how others perceive their parenting skills. For married or cohabiting parents, the opinion of their spouse or partner matters the most: 93% of these parents say it matters a lot to them that their spouse or partner sees them as a good parent. But most single parents (56%) also say they care a lot that their child’s other parent sees them as a good parent.
About seven-in-ten (72%) parents want their own parents to think they are doing a good job raising their children, and smaller but substantive shares care a lot that their friends (52%) and people in their community (45%) see them as good parents.
Parents are nearly evenly divided about whether their children’s successes and failures are more a reflection of how they are doing as parents (46%) or of their children’s own strengths and weaknesses (42%). Parents of younger children feel more personally responsible for their children’s achievements or lack thereof, while parents of teenagers are much more likely to say that it’s their children who are mainly responsible for their own successes and failures.
There are significant differences along racial lines as well, with black and Hispanic parents much more likely than whites to say their children’s successes and failures are mainly a reflection of the job they are doing as parents.
Mothers are more overprotective than fathers
About six-in-ten parents (62%) say they can sometimes be overprotective, while just a quarter say they tend to give their children too much freedom. More also say they criticize their kids too much than say they offer too much praise (44% vs. 33%). American parents are more divided on whether they sometimes “stick to their guns” too much or give in too quickly (43% each).
In several key ways, mothers and fathers approach parenting differently. Mothers are more likely than fathers to say that they sometimes are overprotective of their children, give in too quickly and praise their children too much.
Mothers also have more extensive support networks that they rely on for advice about parenting. They’re much more likely than fathers to turn to family members and friends and to take advantage of parenting resources such as books, magazines and online sources. For example, while 43% of moms say they turn to parenting websites, books or magazines at least sometimes for parenting advice, about a quarter (23%) of dads do the same. And moms are more than twice as likely as dads to say they at least occasionally turn to online message boards, listservs or social media for advice on parenting (21% vs. 9%).
In at least one key area gender does not make a difference: mothers and fathers are equally likely to say that being a parent is extremely important to their overall identity. About six-in-ten moms (58%) and dads (57%) say this, and an additional 35% and 37%, respectively, say being a parent is very important to their overall identity.
Parental involvement – how much is too much?
The survey findings, which touch on different aspects of parenting and family life, paint a mixed portrait of American parents when it comes to their involvement in their children’s education. About half (53%) of those with school-age children say they are satisfied with their level of engagement, but a substantial share (46%) wish they could be doing more. And while parents generally don’t think children should feel badly about getting poor grades as long as they try hard, about half (52%) say they would be very disappointed if their children were average students.
A narrow majority of parents (54%) say parents can never be too involved in their children’s education. But about four-in-ten (43%) say too much parental involvement in a child’s education can be a bad thing, a view that is particularly common among parents with more education and higher incomes. For example, while majorities of parents with a post-graduate (65%) or a bachelor’s (57%) degree say too much involvement could have negative consequences, just 38% of those with some college and 28% with no college experience say the same.
Black and Hispanic parents have a much different reaction to this question than do white parents, even after controlling for differences in educational attainment. Fully 75% of black and 67% of Hispanic parents say a parent can never be too involved in a child’s education. About half of white parents (47%) agree.
Whether or not they feel too much involvement can be a bad thing, a majority of parents are involved – at least to some extent – in their children’s education. Among parents with school-age children, 85% say they have talked to a teacher about their children’s progress in school over the 12 months leading up to the survey. Roughly two-thirds (64%) say they have attended a PTA meeting or other special school meeting. And 60% have helped out with a special project or class trip at their children’s school. Parents’ level of engagement in these activities is fairly consistent across income groups.
Reading aloud is one way parents can get involved in their children’s education even before formal schooling begins. Among parents with children under the age of 6, about half (51%) say they read aloud to their children every day, and those who have graduated from college are far more likely than those who have not to say this is the case. About seven-in-ten (71%) parents with a bachelor’s degree say they read to their young children every day, compared with 47% of those with some college and 33% of those with a high school diploma or less.
Kids are busy, and so are their parents
American children – including preschoolers – participate in a variety of extracurricular activities. At least half of parents with school-age children say their kids have played sports (73%), participated in religious instruction or youth groups (60%), taken lessons in music, dance or art (54%) or done volunteer work (53%) after school or on the weekends in the 12 months preceding the survey.
Among those with children younger than 6, four-in-ten say their young children have participated in sports, and about as many say they have been part of an organized play group; one-third say their children have taken music, dance or art lessons.
Parents with annual family incomes of $75,000 or higher are far more likely than those with lower incomes to say their children have participated in extracurricular activities. For parents with school-age children, the difference is particularly pronounced when it comes to doing volunteer work (a 27 percentage point difference between those with incomes of $75,000 or higher and those with incomes less than $30,000), participating in sports (25 points), and taking music, dance or art lessons (21 points). Similarly, by double-digit margins, higher-income parents with children younger than 6 are more likely than those with lower incomes to say their young children have participated in sports or taken dance, music or art lessons in the 12 months prior to the survey.
Parents with higher incomes are also more likely to say their children’s day-to-day schedules are too hectic with too many things to do. Overall, 15% of parents with children between ages 6 and 17 describe their kids’ schedules this way. Among those with incomes of $75,000 or higher, one-in-five say their children’s schedules are too hectic, compared with 8% of those who earn less than $30,000.
But if kids are busy, their parents are even busier. About three-in-ten (31%) parents say they always feel rushed, even to do the things they have to do, and an additional 53% say they sometimes feel rushed. Not surprisingly, parents who feel rushed at least sometimes are more likely than those who almost never feel rushed to see parenting as tiring and stressful and less likely to see it as enjoyable all of the time.
Spanking is an unpopular form of discipline, but one-in-six use it at least sometimes
Parents employ many methods to discipline their children. The most popular is explaining why a child’s behavior is inappropriate: three-quarters say they do this often. About four-in-ten (43%) say they frequently take away privileges, such as time with friends or use of TV or other electronic devices, and a roughly equal share say they give a “timeout” (41% of parents with children younger than 6) as a form of discipline, while about one-in-five (22%) say they often resort to raising their voice or yelling.
Spanking is the least commonly used method of discipline – just 4% of parents say they do it often. But one-in-six parents say they spank their children at least some of the time as a way to discipline them. Black parents (32%) are more likely than white (14%) and Hispanic (19%) parents to say they sometimes spank their children and are far less likely to say they never resort to spanking (31% vs. 55% and 58%, respectively).
Spanking is also correlated with educational attainment. About one-in-five (22%) parents with a high school diploma or less say they use spanking as a method of discipline at least some of the time, as do 18% of parents with some college and 15% of parents with a bachelor’s degree. In contrast, just 8% of parents with a post-graduate degree say they often or sometimes spank their children.
Parental worries differ sharply by race, ethnicity
In addition to the economic gaps that underlie parents’ worries about the safety and well-being of their children, wide racial gaps exist on a few key items. White parents are far more likely than black parents to worry that their kids might struggle with anxiety or depression (58% vs. 35%) or that they might have problems with drugs or alcohol (40% vs. 23%). Black parents, in turn, worry more than white parents do that their children might get shot at some point. About four-in-ten (39%) black parents say this is a concern, compared with about one-in-five (22%) white parents. And this difference persists even when looking at white and black parents who live in urban areas, where there is more concern about shootings.
On each of these items and others tested in the survey, Hispanic parents are more likely than white and black parents to express concern. These differences are driven, at least in part, by high levels of concern among foreign-born Hispanics, who tend to have lower household incomes and lower levels of educational attainment than native-born Hispanics.
The remainder of this report includes an examination of changing family structures in the U.S. as well as detailed analyses of findings from the new Pew Research Center survey. Chapter 1 looks at the changing circumstances in which children are raised, drawing on demographic data, largely from U.S. government sources. This analysis highlights the extent to which parents’ changing marital and relationship status affects overall family makeup, and it also includes detailed breakdowns by key demographic characteristics such as race, education and household income. Chapters 2 through 5 explore findings from the new survey, with Chapter 2 focusing on parents’ assessments of the job they are doing raising their children and their families’ living circumstances. Chapter 3 looks at parenting values and philosophies. Chapter 4 examines child care arrangements and parents’ involvement in their children’s education. And Chapter 5 looks at extracurricular activities.
• About six-in-ten (62%) parents with infants or preschool-age children say that it’s hard to find child care in their community that is both affordable and high quality, and this is true across income groups. Most working parents with annual family incomes of $75,000 or higher (66%) say their young children are cared for in day care centers or preschools, while those earning less than $30,000 rely more heavily on care by family members (57%).
• On average, parents say children should be at least 10 years old before they should be allowed to play in front of their house unsupervised while an adult is inside. Parents say children should be even older before they are allowed to stay home alone for about an hour (12 years old) or to spend time at a public park unsupervised (14 years old).
• Roughly a third of parents (31%) with children ages 6 to 17 say they have helped coach their child in a sport or athletic activity in the past year. Fathers (37%) are more likely than mothers (27%) to say they have done this.
• Nine-in-ten parents with children ages 6 to 17 say their kids watch TV, movies or videos on a typical day, and 79% say they play video games. Parents whose children get daily screen time are split about whether their children spend too much time on these activities (47%) or about the right amount of time (50%).
• Eight-in-ten (81%) parents with children younger than 6 say that their young children watch videos or play games on an electronic device on a daily basis. Roughly a third (32%) of these parents say their kids spend too much time on these activities; 65% say the amount of time is about right.
Terminology
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1. For the analysis of census data, “parent” is used to mean an adult parental figure, which may be the biological or adoptive parent, or the spouse or partner of a biological or adoptive parent (i.e., a stepparent). For the survey of parents, biological and adoptive parents, as well as those who volunteer that they have a stepchild and consider themselves that child’s parent, are included in the sample. ↩
2. Poverty is measured using the Supplemental Poverty Measure (SPM) and not the Official Poverty Measure. See here and here for more information about the differences between the two measures. ↩
REPORT MATERIALS
• Topline
• Survey of American Parents Dataset
Table of Contents
• Parenting in America
o The link between family structure and financial circumstances
o Most parents say they’re doing a good job raising their kids
o Mothers are more overprotective than fathers
o Parental involvement – how much is too much?
o Kids are busy, and so are their parents
o Spanking is an unpopular form of discipline, but one-in-six use it at least sometimes
o Parental worries differ sharply by race, ethnicity
• 1. The American family today
• 2. Satisfaction, time and support
• 3. Parenting approaches and concerns
• 4. Child care and education: quality, availability and parental involvement
• 5. Children’s extracurricular activities
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Americans See Advantages and Challenges in Country’s Growing Racial and Ethnic Diversity
TOPICS
• Household and Family Structure
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Criminal Justice Trends Paper Writing Assignment Help
Select one of the components of the criminal justice system (law enforcement, courts, or corrections).
Write a 1,400- to 1,750-word paper in which you evaluate past, present, and future trends of the criminal justice component you select. Discuss the budgetary and managerial impact that future trends will likely have not only on the component you select, but also on the other components of the criminal justice system. Be sure to include current research data (qualitative and quantitative) in your analysis.
Include at least four peer reviewed references.
Format your paper according to APA guidelines.
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This homework has 5 parts, each part has a separate document to solve for. There is a word document that has the instructions, but it couldn’t be uploaded since the maximum files is 5, so I copied it to the requirements section.5 Business Finance Assignment Help
Part 1 – (20 points)
1.Start by downloading the starting file for Part 1 of the exam from myCourses.
2.Five customers would each like to get a car loan from First Animated National Bank. Based on the information given, analyze which customer will spend the most money (after all costs and interest). Using financial formulas learned in class, fill in any information missing. HINT: Assume each customer will make one (1) monthly payment throughout each year of their loan’s term.
3.Compute the missing information in Columns B through F.
4.Write a formula to calculate the total amount each customer will pay over the lifetime of the loan in Cell G3. Copy this formula through Cell G7.
5.Write a formula to calculate the total amount of interest each customer will pay over the lifetime of the loan in Cell H3. Copy this formula through Cell G7.
6.Format the values of the highlighted cells in Columns B through F such that their number formatting matches other values in its respective column.
7.Format all dollar amounts as Accounting style.
8.Format APR in row 7 as percent with 2 decimal places.
9.Format ALL NEGATIVE values in RED with parenthesis.
10.Write a conclusion summarizing which customer will end up paying the most (in terms of amount of interest) above and beyond the cost of their car.
11.Save your file and name it “Your Name – Part 1A”.
12.Save your file and submit it to the Exam 2/Part 1A drop box in myCourses.
Part 3 – (20 points)
1.Start by downloading the starting file for Part 3 of the exam from myCourses.
2.In cell G6, write a formula to calculate the total Sales. This is calculated by taking the sum of the individual categories of widgets’ sales, which is calculated by multiplying the units sold by the price per unit.
3.In cell G7, write a formula to calculate the total COGS. This is calculated by taking the sum of the individual categories of widgets’ COGS, which is calculated by multiplying the units sold by the COGS.
4.In cell G10, write a formula to calculate the total Distribution Expenses. This is calculated by taking the sum of the individual categories of widgets’ Distribution Expenses, which is calculated by multiplying the units sold by the Distribution Costs.
5.Before starting the Scenario Manager in the next step, name the following cells with appropriate names:
|
Changing Cells |
Name of Cells |
|
B8 |
SmallUnitPrice |
|
C8 |
MediumUnitPrice |
|
D8 |
LargeUnitPrice |
|
B15 |
SmallMarketing |
|
C15 |
MediumMarketing |
|
D15 |
LargeMarketing |
|
Result Cells |
Name of Cells |
|
G8 |
GrossProfit |
|
G11 |
ContributionMargin |
|
G16 |
FixedExpenses |
|
G18 |
MarginalIncome |
6.Using the Scenario Manager, create three scenarios using the data in the table below:
|
Small |
Medium |
Large |
|
|
Default Plan: |
|||
|
Price Per Unit |
$120 |
$128 |
$132 |
|
Marketing Expense |
$10,000 |
$17,000 |
$18,000 |
|
Discount Plan: |
|||
|
Price Per Unit |
$110 |
$115 |
$120 |
|
Marketing Expense |
$8,000 |
$15,000 |
$16,000 |
|
Greedy Plan: |
|||
|
Price Per Unit |
$180 |
$190 |
$195 |
|
Marketing Expense |
$7,000 |
$8,000 |
$9,000 |
7.Create a Scenario Summary by using the Gross Profit, Contribution Margin, Total Fixed Expenses and the Marginal Income Before Taxes as your result cells.
8.Save your file and name it “Your Name – Part 3A”.
9.Save your file and submit it to Exam 2/Part 3A dropbox in myCourses.
Part 4 (20 points)
1.Start by downloading the starting file for Part 4 of the exam from myCourses.
2.Examine the Analysis worksheet, and apply appropriate names to cells D17:D20.
3.Set up the structure of a one-variable data table on the Analysis worksheet starting in Cell L4 that shows the Gas Prices, Vehicle Charge (M4), Mileage Fee (N4), Gas Expenses (O4), and Total Transportation Expense (P4) given changes in the average price of gas from $1.25 to $2.05, by increments of $0.10 (in column Cells L5 to L13).
4.Instruct Excel to complete the one-variable data.
5.Customized the headings and basic formatting to the data table so it has a more professional appearance and still capable of doing the calculations.
6.Below the one-variable data table, starting at Cell G20, create the structure for a two-variable data table that shows the total projected transportation expense given the interaction between average gas prices form $1.25 to $2.05, by increments of $0.10 (across the row), and miles per gallon from 16 to 30 by increments of 2 miles per gallon (in column).
7.Instruct Excel to complete the two-variable data table.
8.Customized the headings and basic formatting to the data table so it has a more professional appearance and still capable of doing the calculations.
9.Save your file and name it “Your Name – Part 4A”.
10.Save your file and submit it to Exam 2/Part 4A dropbox in myCourses.
Part 5 – (20 points)
Note: You will need to use a PC for this section. If you are using a Mac, set the file up like you would do for Solver. When you submit your work, make a note stating that you used the Mac. I am able to solve this if you set it up properly. It will not work on Google Sheets.
1.Start by downloading the starting file for Part 5 of the exam from myCourses.
2.In cells F4:F7, develop the formulas needed to determine the number of gross impressions for each station. The Gross Impressions are calculated by finding the product of the Audience and the Number of Ads. You may enter a value into the Number of Ads column to test your formulas.
3.In cells G4:G7, develop the formulas needed to determine the total cost for each station. The Total Cost is calculated by finding the product of the Cost per Ad and the Number of Ads and then adding in the onetime Production Cost. You may enter a value into in the Number of Ads column to test your formulas.
4.In cells H4:H7, develop the formulas needed to determine the percentage of ads for each station. The percentage is calculated by taking the number of ads for each station and dividing it by the total number of ads for all of the stations. You may enter a value into in the Number of Ads column to test your formulas.
5.In cells E8:G8, develop the formulas needed to get the total number of ads, the total number of gross impressions and the total cost. You may enter a value into in the Number of Ads column to test your formulas.
6.Using the Solver, figure out how many ads should be ran on each station, with the goal of getting the most Total Gross Impressions possible, based on the constraints listed below. Be sure to enter list your constraints on the worksheet starting in cell A12.
a.Total Cost cannot exceed the $1,000,000 budget.
b.No station can receive more than 40% of the total number of ads.
c.Each station must have at least 10 ads.
d.The number of ads ran must be a whole number. You cannot run half an ad.
e.Total Gross Impressions must exceed 100,000,000.
7.Save your file and name it “Your Name – Part 5A”.
8.Save your file and submit it to Exam 2/Part 5A dropbox in myCourses.
Part 6 – (20 points)
1.Start by downloading the starting file for Part 6 of the exam from myCourses.
2.Using Data Validation, setup the worksheet so that a user can only enter a whole number between 0 and 5000 for the Units Sold. Add an appropriate input message. Add a stop error with an appropriate message.
3.Using Data Validation, setup the worksheet so that a user can only enter a decimal value between $0 and $200 for the Price Per Unit. Add an appropriate input message. Add a Stop error with an appropriate message.
4.Using Data Validation, setup the worksheet so that a user can only enter a valid Marketing Campaign value. List the valid values in ascending order. Valid values include the following:
$25,000
$35,000
$45,000
$55,000
Add an appropriate input message. Add a Warning error with an appropriate message.
5.Setup your worksheet with protection so that the user can only modify the cells under the assumptions section (B6, B7, B10, B11, B14, and B15). Be sure to setup the protection so that the user can only select those cells that are unlocked.
6.Save your file and name it “Your Name – Part 6A”.
7.Save your file and submit it to Exam 2/Part 6A dropbox in myCourses.
This homework has 5 parts, each part has a separate document to solve for. There is a word document that has the instructions, but it couldn’t be uploaded since the maximum files is 5, so I copied it to the requirements section.5 Business Finance Assignment Help[supanova_question]
Social Theory Business Finance Assignment Help
!!!! APA FORMAT !!!!
!!!! NO PLAGIARISM !!!!
!!! ADHERE TO RUBRIC !!!!
You will create a portfolio that describes your understanding of the Social Cognitive Learning Theory. Your portfolio should contain three pieces: content presentation, example learning situation, and reflection. All three components should be submitted as a single packet, such as a Microsoft PowerPoint file, a Microsoft Word file, or a link to a web page.
- The content presentation for each theory component should include (at a minimum):
- description of the learning theories, including a description of what learning is according to the theory,
- brief history of the major learning theorists and their contributions to the theories,
- critical components/ principles/ terminology of the theories, and
- a list of principles/models/theories drawn from the theory that inform instruction i.e., explain how the instructional theory is based on the principles of the learning theory.
The content presentation (PowerPoint, Word, or web-based pages) for each theory component should be NO LONGER than 15 slides [or equivalent in a web page format], be visually appealing, and technically correct in content and grammar/punctuation.
- The learning situation(SAME situation used for all 3 theories) should include:
- brief description of a learning activity, including recommended instructional approach (1-3 slides or 1 page). For example, describe how a child learns to use a toothbrush. It is strongly suggested that you seek professor approval for your learning situation. This part will remain the same in the three parts of your portfolio.
- brief description of how the learning situation is described by the social cognitive learning theory (1-3 slides or 1 page). For example, explain how a child learns to use a toothbrush from the Social Cognitive Learning Theory’s You would explain the learning situation using SCLT concepts such as modeling and observational learning.
- The reflection for each theory component should be:
- a written narrative about your thoughts on the theory responding at a minimum to the following questions: (1–3 slides or 1-2 pages)
- How does this learning theory inform the design of instruction?
- What questions do you still have about the theory?
- How were the activities in this unit reflective of the learning theory, or not?
- How have your ideas about learning and instruction changed, or not, and why?
- a written narrative about your thoughts on the theory responding at a minimum to the following questions: (1–3 slides or 1-2 pages)
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Knowledge Based Business Finance Assignment Help
!!!! APA FORMAT !!!!
!!!!! NO PLAGIARISM !!!!!
!!!! ADHERE TO RUBRIC !!!!
!!!! EXAMPLE PROVIDED IN POWERPOINT FORM !!!!!
- A complete portfolio (all three theories) connected by a title page, and one or two pages that contain a connecting theme or graphic representation that acts as the framework for navigating your Knowledge Based. The connecting theme representation could be a concept map describing the relationship among the theories, a historic timeline, a matrix comparing the characteristics of the theories and linking to each theory or some other representation. The entire portfolio should be submitted in one single document, or on a web page, or as series of linked electronic documents. (50 points)
- A reflection essay. In Module 2, we discussed these questions: What is learning? Why is learning important to human beings? Why is studying learning important? After a semester’s learning, have you changed your thoughts? Based on your current understanding of learning and instruction, write an essay to discuss this central question: Why is studying learning important? In your essay, focus on describing your understanding of the questions: What is learning? What is instruction? How are learning and instruction related to each other? Why is studying learning important? You do not have to focus on a specific type of learning or learning theories. However, you should clearly define terminology important to the study of learning, such as epistemology, philosophy, theory, principle, learning theory, instructional theory, and instructional design. A rubric specifying the grading criteria is provided below. The instructor will use the criteria in the rubric to evaluate your essay. Maximum three pages. Include references to support your thoughts. (100 points)
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IT-200 Systems Thinking Computer Science Assignment Help
Microsoft Visio is required!
In this project, you will demonstrate your mastery of the following competency:
- Apply the process of systems thinking
Scenario
You are an employee at a consulting firm that assists other businesses in solving systems problems within their organizations. Ann Jemisin, president of Lost Pines Outfitters, a local and online clothing retailer, has asked for your assistance. During the intake process, she sends information on her company, their processes, and the issues they would like you to remedy. Your supervisor has asked you to create an analysis of the existing systems in Anne’s business. Your analysis is an initial appraisal of the situation at Lost Pines Outfitters, making preliminary recommendations to address the issues identified by your client. As you write your analysis, focus on the application of systems thinking processes and best practices to the scenario and the identified issues.
Directions
System Analysis
Lost Pines Outfitters has provided you with a specifications document describing the current processes in place in their business, and the issues they would like to address through the application of systems thinking processes. Using this information, create an analysis that addresses the following requirements:
- Description: Before you make recommendations to fix the system, you must first describe the system in its current state. In your analysis, identify the parts of the current system, and consider the main nodes of the system and the high-level processes and components in place at Lost Pines Outfitters. Once you have identified the parts of the system, describe the interactions and relationships between parts of the system and identify and describe the feedback loops in the system.
- Recommendations: Once you have described the current system, examine the problems offered by the client. Using systems thinking principles, pose recommendations to existing systems based on client needs and systems thinking best practices. In your recommendation, consider both the interactions and relationships between parts of the system, as well as the feedback loops present. Then, describe the potential impact of changes to the system. In your recommendations and description, focus on the application of systems thinking concepts and best practices to the identified problems.
- Modeling: Following your analysis and recommendation, construct a model of a system including recommended changes. This model should represent your recommended changes and include parts, interactions, relationships, and feedback loops for your recommended changes.
- Conclusion: In the conclusion of your analysis, describe the benefits of systems thinking within a business environment. In this description, demonstrate how the application of systems thinking allowed you to analyze the problems and equipped you to solve the identified issues.
What to Submit
To complete this project, you must submit the following:
Systems Analysis
Generate a report that analyzes the current systems in place at Lost Pines Outfitters and recommends changes to these systems/processes in line with client requests. This report should include initial recommendations for process and technology improvements focused on enhancing the client’s systems. Additionally, the report should contain a visualization modeling the recommended system for the client.
Your report should be 900–1,250 words and contain at least one system visualization created using Microsoft Visio.
Supporting Materials
The following resource(s) may help support your work on the project:
Scenario Information: Client Specifications – Lost Pines Outfitters
You have been provided with information on Lost Pines Outfitters, including their current processes.
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Student will research and compare/contrast cross-cultural values and managerial behaviors of two distinct cultures and prepare a written report (10 pages) Writing Assignment Help
Project Paper and Presentation: Student groups will research and compare/contrast cross-cultural values and managerial behaviors of two distinct cultures and prepare a written report (10 pages) Font: Text must be no smaller than 11 point, and no greater than 13 point. Italic, script and other highly stylized type is unacceptable. In addition to submitting the research paper, each team is required to present a 15 to 20 minute formal presentation of their findings. You should support the presentation with PowerPoint. All members of the team will actively participate in the presentation of the project. Presentations will be held during the last three sessions.
The team project will be organized into five sequences:
- Countries Selection: Describe the general characteristics of the countries selected.
- (1-2 pages).
- Analysis and Application: Analyze (compare/contrast) two countries according to 3 dimensions or your choice. Support your findings with 2-3 articles which deal with the relevant topics. (5 pages).
- Conceptualization: What are the main things that you have learned about these two countries and the way of conducting business? This part should include insights which increased your understanding of the professional behavior of executives on each country and their theoretical premises (1-2 pages)
- References: Please list the references that you used in the essay. You will submit your Team Project Paper by November 26th. The power point presentation will start after that. (THIS IS A PRESENTATION! THIS IS NOT A READING FROM YOUR POWER POINT).
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https://anyessayhelp.com/
You have been provided with information on Lost Pines Outfitters, including their current processes.