FIN 370 Chapter 5 Problem Sets

FIN 370 Chapter 5 Problem Sets

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Complete the following problem sets from Chapter 5 in Microsoft^® Excel^®:

• 5-1: Compute the future value in year 9 of a $2,000 deposit in year 1 and another $1,500 deposit at the end of year 3 using a 10 percent interest rate.
• 5-3: Compute the future value in year 7 of a $2,000 deposit in year 1 and another $2,500 deposit at the end of year 4 using an 8 percent interest rate
• 5-5: Compute the present value of a $2,000 deposit in year 1 and another $1,500 deposit at the end of year 3 if interest rates are 10 percent
• 5-7: What’s the present value of a $900 annuity payment over 5 years if interest rates are 8%?
• 5-12: If the present value of an ordinary , 6 year annuity is $8,500 and interest rates are 9.5 percent, what’s the present value of the annuity due?
• 5-15: A loan is offered with monthly payments and a 10 percent APR. What’s the loan’s effective annual rate (EAR)?
• 5-39 (Calculate monthly payment only): You wish to buy a $25,000 car. The dealer offers you a 4-year loan with a 9 percent APR. What are the monthly payments? How would the payment differ if you paid interest only? What would the consequence of such a decision be?

ECON 420 Homework 5

ECON 420 Homework 5


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Name: _________________________________ Homework 5
Econometrics
Instructor: Michael Morrison              Econ 420                    Due: 4/15/2016 by 5:00
Total: 24 points


The Business and Economics Department has recently completed an alumni survey on learning objectives. A version of the survey and the motivation behind the survey is available at the link below. A pdf copy is also available on D2L.
https://www.research.net/r/sampleSLOsSp16 (Please do not try to complete the survey).

1. (12 points) The results of the survey will be compiled into a report and presented to the Business and Economics Department, as well as to Dean Miller. Write a rough outline for the report based on the motivation and the questions asked.

Think about:
What information should be presented?
What information would be most useful given the motivation?
What statistics should be generated?

Note: Unfortunately, we do not have the tools to properly run the regressions needed for this homework, so you must instead describe the steps you would take instead.

2. (12 points) The ultimate goal of the survey and the effort to improve learning objectives is to improve the number and quality of job offers students receive after graduation.
1. Suppose we must use regressions to analyze how opinions differ based on the demographic characteristics. What kind of model(s) should we use? What would the regression equation(s) look like?
2. Given the ultimate goal; are there any groups of respondents whose opinions should carry greater weight?
3. How could we use t-tests to determine the likelihood that one group favors one learning objective over another? Write down the correct null and alternate hypothesis.
4. Is there reason to believe that one group of respondents should not be included with the rest? How would you test that; what is the procedure and equation?
5. What would a rejection of the null hypothesis in part (d) mean; how would you deal with the issue?
6. What would a failure to reject the null hypothesis in part (d) mean; how would you deal with the issue?

CMGT 556 Week 2 Individual Assignment The World is Flat

CMGT 556 Week 2 Individual Assignment The World is Flat


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Assignment Preparation
Activities include completing the chapter review, the Skillsoft courses, independent student reading, and research.
Review Ch. 1, “Business Driven Technology,” Case, “The World is Flat – Thomas Friedman,” of Business Driven Technology.
Complete the following Skillsoft courses:
Thinking Like a CFO: Mind-set and Financial Priorities
Thinking Like a CFO: Making Financial Decisions
Thinking Like a CFO: Preparing and Presenting a Business Case
Thinking Like a CFO: Managing Risk
Capital Budgeting: The Capital Budgeting Process
Capital Budgeting: Net Present Value and Internal Rate of Return
Capital Budgeting: Discounted Payback Period and Profitability Index
Capital Budgeting: Capital Allocation
IT Strategy Essentials: Business and IT Strategy Alignment
IT Strategy Essentials: Creating and IT Strategy Plan
IT Strategy Essentials: Implementing and IT Strategy
Assignment
Create a series of diagrams with text-based comments based on Friedman’s assessment, and justify whether you agree or not. What effect does a flat world have for a person looking for a job? What could you do to prepare yourself for competing in a flat world? Include other flatteners not mentioned in Friedman’s list.

CRJ 520 Term Paper Criminal Law in the United State

CRJ 520 Term Paper Criminal Law in the United State

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Term Paper Assignment Directions:

Each student is required to write a APA Style 6th edition term paper that consist of three (3) full pages of substance, not including the cover page and reference page.

It is more important that the 100 level student work on writing mechanics so that you start to demonstrate critical thinking in your written communications. Academic writing takes practice and is a process. The only way to improve academic writing skills is through practice and writing papers.

Each paper must include at least three peer-reviewed journal articles that support your analysis. Students must format in-text citations and references in APA Style 6th edition.

Your work will be graded using the CMRJ100 Term Paper Rubric. Make sure that you use the writing rubric as a checklist as you edit your paper and hit on all of the “Exemplary” areas of the rubric.

MEAL Plan for Paragraph Construction.

There is an APA Style Sample Paper and the APUS APA Style Reference Guide. Feel free to use the APA Style Sample Paper as a template to help you format your paper if you wish; however, you will not be graded on your ability to properly format in APA Style.

Students will be introduced to APA Style formatting as you progress in your studies; however, it is more important that you learn how to write in an organized manner, have a good thesis statement, supporting paragraphs that flow into the next paragraph, and start to demonstrate critical thinking by analyzing the literature at this level of your education.

• Stay away from using Quotes. Paraphrase your analysis and stay away from using quotes in your paper. What is needed is your original analysis of the literature. If you use direct quotes, you will lose points. Once again, your analysis in your original voice is needed.
• Think about the audience that you are trying to connect with in your paper. Are you writing to the discipline, profession, or policy-makers, etc.? Use scholarly language that demonstrates your command of the topic.
• Stay away from using first person voice. Work on using third person. Make sure you are not using the passive voice in your work. Use good time management and edit your paper looking for errors so that you submit your best work.
• A good tool to use for your academic writing is to set-up your Word document to check for basic spelling, English & grammar errors, passive voice, and first person. To do this you need to set-up the advance setting in your Word Spell Check. This tool is a great resource to help you establish good writing habits and edit your paper.
• Your work should be your own original writing. Please view the university plagiarism policy to avoid problems. Make sure to give credit to all sources that inspired your thinking with in-text citations in the body of your work and listed in alphabetical order on your reference list.
• Your work is to be submitted in a Word document and uploaded within the assignment section of the class. The Turnitin function will automatically check your work for originality once you have submitted work, and generate a report within 10-15 minutes of submitting the assignment. Both student and professor will be able to retrieve the Turnitin report.
• Writing should be organized and flow smoothly. Make sure that you edit your work before submitting so that you turn in your best quality work. Make sure to view theCMRJ100 Term Paper Rubric as checklist so that you cover all graded areas in paper.

Students must select one of the topics below to research and write on. The topic choice is up to the learner, but the top selection must come from this list.

• The United States Criminal Justice System
• Criminal Law in the United States
• The History of US Law Enforcement
• Compare different police patrol procedures
• Law Enforcement Jurisdiction
• Analysis of a Supreme Court Case (Student can select any US Supreme Court Case that impacted police producers or protocols)
• Federal law enforcement (select only one agency)
• Police Patrol Procedures (select one are to focus on)
• Local Police/Law Enforcement (Select a state, county, or city department)
• Technology used to enhance police patrol strategy
• History of US Jails
• The State Court System (Students are free to select the state court system they write about)
• Corrections (any area but it is advised to select a narrow topic)

CM206: Interpersonal Communication Questions for Response

CM206: Interpersonal Communication Questions for Response

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 Jan and Ken have been good friends for most of their lives, but because of what she said last week, Ken believes Jan has betrayed their friendship.  Ken: Jan, we need to talk. Why did you tell Shannon about what happened between Katie and me? You know, [now] Shannon doesn’t want to talk to me.  Jan: Ken, I’m sorry. I didn’t mean to tell her. I just kind of slipped out when we were talking.  Ken: Sorry? Sorry is not enough. I told you that in private, and you promised that you would keep it just between you and me.  Jan: Ken, I told her that long before the two of you even started dating. You know, Shannon and I, we have been friends for a long time. We were just talking about guys and cheating and stuff; it wasn’t you specifically.  Ken: Wasn’t about me? It was totally about me. You had no right to tell anyone that under any circumstance. Now Shannon doesn’t trust me. She thinks I’m a low-life who sleeps around.  Jan: Well, I’m sorry, but the two of you weren’t even dating yet.  Ken: That’s irrelevant. It would be irrelevant even if Shannon and I weren’t dating. The point is I thought I could trust you and I could tell you anything and it would go no further.  Jan: Yeah? Like the time I told you I was thinking about dropping out of school one semester and you just happened to tell my Dad?  Ken: Oh, that’s not the same thing.  Jan: You know what? It’s exactly the same. I trusted you and you squealed. My Dad lit in to me big time. He never should have known I was thinking about that. I trusted you and you betrayed me.
Ken: Look, I was just trying to look out for you. I thought you were making a big mistake and I was just trying to stop you. And besides, you know I was right. Don’t change the subject here. Are you saying, that you telling Shannon, what is this, some sort of payback for me telling your Dad?  Jan: No, I’m just trying to point out that you’ve got no right to throw stones.  Ken: You know what? Then maybe neither one of us can trust the other. Maybe we shouldn’t tell each other anything that we don’t want broadcast to the world.  Jan: Don’t be such a jerk. I’m sorry, ok?  Ken: It’s not good enough. You ruined any chance I had with her.

• For this activity, you are answering the questions, not writing a traditional paper. Responses to each question must be logical, well-ordered, and insightful.
• Write your answers after each question.
• Your answers should be composed in complete sentences and paragraphs. The entire document should be a total of 500 to 600 words, or about 2 pages.
• Use 1-inch margins on all sides of the document.
• Use a 12-point font such as Times New Roman or Arial.
• If you cite references (such as the text), you need to provide the source information in APA formatting and citation style.
• Your document should demonstrate careful proofreading and follow the conventions of Standard American English (correct spelling, grammar, and punctuation).

Questions for response:

1. Using the chapters on language and emotions to help frame your answer, suggest two ways that Ken could open this conversation more productively, beyond clearly expressing his emotions and using “I” language.
2. How do you perceive Jan’s effort to convince Ken to forgive her? Based on what you have learned in this chapter, suggest two ways she might more effectively seek Ken’s forgiveness.
3. What are two nonverbal cues used by Jan? What are two nonverbal cues used by Ken? In what ways did the nonverbal cues used by both Ken and Jan impact the message? What are the verbal messages used by each? What contradictions occurred between the nonverbal cues and the verbal message, and how did the contradictions impact the interaction?
4. Reviewing the nonverbal and verbal cues identified in the last question, what are the roles that these play in the conflict? Do these cues lead to a more positive outcome or negative? How can nonverbal and verbal cues be used to lead to a more productive conflict resolution?
5. The conversation seems to be framed in a win-lose orientation to conflict. Each person wants to be right, and to win at the expense of the other. How can Jan and Ken move their conflict discussion into a win-win orientation?
6. Review the eight conflict-management skills discussed in the text. Identify three examples of these skills in the dialogue between Jan and Ken.
7. Identify three places in the dialogue where Jan and Ken missed opportunities to manage conflict successfully. Give specific suggestions (supported by the text material) on how the conflict management strategies could have been incorporated to improve the interaction.