Implement the class Tiktok discussed below. You may assume both iostream and string libraries are included, you
may not use any other libraries. There are 60 seconds in a minute, 3600 seconds in an hour, 60 minutes in an hour.
The 24-hour clock convention goes from 0:0:0 to 23:59:59. Read everything before starting that way you get a
better sense on what member variables you need and how you want to implement the member functions. Note
that what we expect to see in the console output is not necessarily what we may want to store as member variables.

It may be useful to recall that the modulus operator “%” can be used to obtain the remainder of integer division,
also the “+” operator may be used to concatenate strings, and the function std::to_string(int) takes an integer and
returns the string equivalent of that integer, presumably for concatenating a string with an integer.

• Implement the default constructor which sets the initial state of Tiktok to correspond to time 0:00:00 in 24-hour
  clock convention (or 12:00:00 AM 12-hour clock convention).
• addSeconds adds the number of seconds passed into the function to Tiktok. If the amount of seconds to add is
  negative do nothing. There is no upper limit to the amount of seconds that can be added.
• addMinutes adds the number of minutes passed into the function to Tiktok. If the amount of minutes to add is
  negative do nothing. There is no upper limit to the amount of minutes that can be added.
• addHours adds the number of hours passed into the function to Tiktok. If the amount of hours to add is
  negative do nothing. There is no upper limit to the amount of hours that can be added.
• display24 prints to the console the time stored in Tiktok using 24-hour convention; with the following format:
  XX:XX:XX, followed by a newline.
• display12 prints to the console the time stored in Tiktok using 12-hour convention. It will print AM or PM
  appropriately; with the following format XX:XX:XX XM, followed by a newline

1. Below is the class definition for Tiktok, presumably in some header file. After planning out your design declare your
   member variables in the private field of the class.
   

    class Tiktok {
    public:
    Tiktok(); 
    void addSeconds(int s);
    void addMinutes(int m);
    void addHours(int h);
    void display24() const;
    void display12() const;
    
    private:
    //TODO: Declare any member variables you think you will need. 
    

2. Below is example usage for Tiktok :

3.  void main() {
    Tiktok tt; // Declare an instance of Tiktok
    
    tt.addHours(48);
    tt.display12();// 12:0:0 AM
    tt.display24();// 0:0:0
    cout << endl
    

   tt.addSeconds(60);
    tt.display12();// 1:0:0 AM
    tt.display24();// 1:0:0
    cout << endl;
    

   tt.addHours(10);
    tt.addMinutes(59);
    tt.addSeconds(59);
    tt.display12();// 11:59:59 AM
    tt.display24();// 11:59:59
    cout << endl;
    

   tt.addSeconds(1);
    tt.display12();// 12:0:0 PM
    tt.display24();// 12:0:0
    cout << endl;
   

   tt.addSeconds(11 * 3600 + 12 * 60 + 8); //11hr*3600s/hr + 12m*60s/m + 8s = 40328s
    tt.display12();// 11:12:8 PM
    tt.display24();// 23:12:8
    cout << endl;
    

   tt.addMinutes(47);
    tt.display12();// 11:59:8 PM
    tt.display24();// 23:59:8
    cout << endl;
    

   tt.addSeconds(52);
    tt.display12();// 12:0:0 AM
    tt.display24();// 0:0:0
    cout << endl;
    

   }

Implement the member functions of Tiktok below, assume this being done in a separate source file. Be as neat and
syntactically correct as possible.

a) Constructor:

b) addSeconds:

c) addMinutes:

d) addHours:

e) display24:

f) display12:

The Response Essay:

Remember your assignment from Module 5: All My Sons? Remember how you made a list of observances about all the production elements: lights, sound, media, acting, costumes, directing, props, staging, set design? Keep that in mind when you go to see your selected show. Take a note book with you to show and write down what you see. this will help you write this essay.

The Golden Rule for these essays is to point out details over generalities.

Your response, then, should use the observations you made and recall to support an argument (thesis) that you think the production was about. I am not interested in whether you liked the performance or not, or even whether you thought it was good or not — I want you to explore what you thought the production was trying to do and how it went about doing it.

You do not need to cover every aspect of the production; as you think and write, focus on those things that are most helpful in supporting your argument. Remember that it is not enough to say that “the costumes helped define the characters.” You must be specific. “The use of a stiff, canvas fabric for the clergyman’s costume helped create him as a rigid and inflexible character. This is another example of how the production was trying to depict the church as insufferable and organized religion in general as a great evil in the world.”

So when you watch your play think about what the “message” of the play is. What is the production trying to say? For example: The Three Little Pigs is a story with which we are all familiar. What is the message of the story? Basically, hard work pays off. The first two pigs quickly build homes with inferior materials then go play, while the third pig labors in the construction of his house of bricks for a long time. In the end the third pig’s house is the only house that doesn’t get blown over by the wolf. So if you were watching a play about this story for your Performance Response, you would analyse and describe all the production elements and how they help in the telling of this message.

Write your response with the class in mind as the audience — do not recount the story! In other words do not give a plot overview. We don’t need to know the story, we just need to know the message (which is your thesis statement) and how the production elements help tell that message. Also, don’t analyse characters or give character sketches. This paper is not about plot and story or character analysis. It is a response to the production. I want a thesis about the production and I want that thesis to be backed up with an analysis of the production elements. How do you do this well? Keep reading.

As soon after the performance as possible, you should make notes about what you saw, heard, and felt (that is, what decisions did the production make in the visual [what you saw], acoustic [what you heard], and kinetic [what you felt as movement] realms of the theatre.) What did the set look like? What did it “feel” like? What did the costumes look like? How did they help define the characters? What did the actors do (how did they move, sound, express themselves, and so on)? After you have recorded your first reflections, think about the idea or ideas behind the production. In other words, what is the play about? Love? Forgiveness? Hate destroying the protagonist like a cancer? What about the production conveyed this conceptual meaning? NOT what about the story conveyed the meaning, or what you learned about the characters, BUT what in the production (the elements) conveyed the meaning. In other words, if you see a production about a man whose hate for someone is controlling every part of his life, he can’t sleep, he loses his job, he neglects his wife and children to the point of familial disaster, maybe your thesis statement would be, if you allow hate to control your life it will destroy you. So what is the lighting doing that conveys that? Does it grow darker? Does it flash when he’s wrestling with the hate? Does it shift showing separation between the man and everyone else? What about the costumes? Does the man’s white, button down shirt become torn at the sleeves and yellowed under the armpits? Does he lose his shirt? What about the staging? The set? The sound? How does the actor’s behavior change? Does he carry himself differently? Does he develop a limp?

Again the Golden Rule for these essays is to point out details over generalities.

Remember: you may end up writing (or re-writing) the introduction only after you have developed your argument (thesis) — but whenever you actually write it, the introduction goes in the first paragraph and that paragraph should end with your thesis statement. Do not forget to write a concluding paragraph at the end of your paper. Remember, also, that paragraphs generally focus on one main idea — re-read what you write and add paragraphs where necessary. Finally, make sure that your sentences progress logically from one to another. Avoid sentences such as: “The play used costumes very well. The use of multiple levels in the set was exciting. I thought the red dress worked the best.” These sentences are too general and don’t convey enough meaning.

One last time, the Golden Rule for these essays is to point out details over generalities.

Writing is thinking on paper. It provides you an opportunity to decide whether you actually believe what you think you do. If you write something that, upon reading, strikes you as false, change it. Be prepared, in fact, to discover that your thoughts change as a result of your writing — and be prepared to change what you write as a consequence.

Each paragraph should be well-written, observing the standards of formal academic writing. Length should be around 700-900 words. You must include in the heading for the assignment the name of the production,where you saw it,the theatre company or theatre, and the date on which you saw it.

CHECK THE ATTACHMENT TO SEE MY NOTE ON THE list of observances about all the production elements.

Module 4 – SLP

Leverage, Capital Structure, and Dividend Policy

Review the 1) dividends for the past three years and 2) capital structure of the company you have been researching for your SLP assignment. Then answer the following questions in a Word document (except for the Excel portion specifically noted). The paper should be 2 pages in length.

1. What has occurred with your selected company’s dividend payout, dividend yield, and dividend per share over the past three years? Do you have any explanations for what has occurred? Also, has this company had any stock splits or stock repurchases in recent years?
2. How does your selected company’s dividend payout, dividend yield, and dividend per share compare with other companies in its industry? Has the company’s dividend strategy been similar to other companies in its industry?
3. Use Excel to plot your selected company’s earnings and dividends over the past three years. Do you notice any patterns? What dividend policies from the background readings best match these patterns?

SLP Assignment Expectations

• Answer the assignment questions directly.
• Stay focused on the precise assignment questions. Do not go off on tangents or devote a lot of space to summarizing general background materials.
• For computational problems, make sure to show your work and explain your steps.
• For short answer/short essay questions, make sure to reference your sources of information with both a bibliography and in-text citations. See the Student Guide to Writing a High-Quality Academic Paper, including pages 11-14 on in-text citations. Another resource is the “Writing Style Guide,” which is found under “My Resources” in the TLC Portal.

Module 4 – Background

Leverage, Capital Structure, and Dividend Policy

Module 4 – SLP

Overview of Methods in Business Research

As you address the components of the mini-proposal outlined below, pretend you are writing this document for committee members of your doctoral project. Provide enough detail to indicate that you have given each step of the research process serious consideration. Prepare a PowerPoint presentation of your mini-proposal with the following components:

• Title: Provide a title for your proposal.
• Rationale: Identify the topic and describe why this study is needed for a given organization (include a justification of the importance of your topic either from empirical evidence or literature).
• Research Question(s): Identify one or two research questions based on the rationale.
• Literature Review: What topics would have to be covered in your literature review? (Just list the topics.) List business theories that would be relevant to this study. Explain why they would be relevant.
• Methodology: Discuss the research design (e.g., qualitative case study, quantitative survey, action/evaluation research) that would be appropriate to answer your research question(s). Who would be the participants? What would be the procedures for data collection and analysis?
• Significance: Discuss how your research would help the organization and who would benefit.
• Reference list

Upload your presentation into the SLP4 dropbox.

Please note that for SLP 5 you will be asked to record a 5- to 8-minute (no more than 8 minutes) video presentation using these slides with Blackboard Collaborate. Then you will share the link to your presentation in the Module 5 Discussion.

SLP Assignment Expectations

Length: The PowerPoint presentation should have 7 to 12 slides.

Organization: Slide titles should be used to organize your paper according to the questions.

Grammar and Spelling: While no points are deducted for minor errors, assignments are expected to adhere to standard guidelines of grammar, spelling, punctuation, and sentence syntax. Points may be deducted if grammar and spelling impact clarity. We encourage you to use tools such as grammarly.com and proofread your paper before submission.

As you complete your assignment, make sure you do the following:

• Answer the assignment questions directly.
• Stay focused on the precise assignment questions. Do not go off on tangents or devote a lot of space to summarizing general background materials.
• Use evidence from your readings to justify your conclusions.
• Be sure to cite at least five credible resources.
• Make sure to reference your sources of information with both a bibliography and in-text citations. See the Student Guide to Writing a High-Quality Academic Paper, including pages 11-14 on in-text citations. Another resource is the “Writing Style Guide,” which is found under “My Resources” in the TLC Portal.

Your assignment will be graded using the following criteria:

• Assignment-driven Criteria: Student demonstrates mastery covering all key elements of the assignment.
• Critical Thinking/ Application to Professional Practice: Student demonstrates mastery conceptualizing the problem, and analyzing information. Conclusions are logically presented and applied to professional practice in an exceptional manner.
• Business Writing and Quality of References: Student demonstrates mastery and proficiency in written communication and use of appropriate and relevant literature at the doctoral level.
• Citing Sources: Student demonstrates mastery applying APA formatting standards to both in text citations and the reference list.
• Professionalism and Timeliness: Assignments are submitted on time.

Module 4 – Background

Overview of Methods in Business Research

Required Reading

Trochim, W. M. (n.d.) The Research Methods Knowledge Base, 2nd Edition. Retrieved from http://www.socialresearchmethods.net/kb/qualdata.php

Marshall, C., & Rossman, G. B. (2006). Designing Qualitative Research (4th ed.). Thousand Oaks, CA: Sage Publ.Chapter 4: Data Collection Methods. Available at https://www.sagepub.com/sites/default/files/upm-binaries/10985_Chapter_4.pdf

North Dakota Compass (n.d.) Data Collection Methods. Qualitative Data Collection Methods. Available at http://www.ndcompass.org/health/GFMCHC/RevisedDataCollectionTools3-1-12.pdf

Optional Reading

O’Brian, R. (1998).* An overview of the methodological approach of action research. Available at from http://www.web.net/~robrien/papers/arfinal.html

Trochim, W. (2006).* Qualitative measures. Research methods knowledge base. Available at from http://www.socialresearchmethods.net/kb/qual.php

*Resource is dated; however, it provides significant contribution to content discussion.

Varja, K., Talley, J., Meyers, J., Parris, L., & Cutts, H. (2010). High school students’ perceptions of motivations for cyberbullying: An exploratory study. The Western Journal of Emergency Medicine, vol11(3). pp. 269–273. Retrieved January 2014 from EBSCO.