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

I will post questions in the description

 
1.       Freedom of speech and expression are fundamental human rights that are protected under the U.S. Constitution. Commonly, defenses of these rights are grounded in appeals to autonomy (in order to act autonomously, we must have the freedom to express ourselves). Thus, restrictions on our freedom of expression correlate to restrictions on our autonomy. However, several authors cited within Chapter 4 recognize that sexual harassment can have a detrimental effect on autonomy. On the surface, there seems to be a tension between appeals to autonomy in defense of freedom of speech and expression and appeals to autonomy in order to justify restrictions on freedom of speech and expression, which may result in sexual harassment. Do you believe that there is a conflict between these two positions? How may such a conflict be balanced?
 
 
 
2.        Central to Duska’s discussion of whistle-blowing is his conception of loyalty. Do you find his account of loyalty convincing? What elements of it might you disagree with? What implications might an altered conception of loyalty have on his contention that whistle-blowing does not require moral justification?
 
 
 
 
 
3.       Epstein claims that the positions of both employers and employees are essentially even with regard to EAW. Do you find this argument convincing? Why, or why not?
 
 
 
4.       Because no job can ever be completely free from hazards, occupational safety requires a balancing of the interests of employees and employers. Using the ethical theories that are discussed in Chapter 3, defend a position regarding how these competing interests should be balanced from a moral perspective.
 
 
 
5.       Explain Holley’s position in “Information Disclosure in Sales.” Next, apply his arguments to the case study “Advice for Sale: How Companies Pay TV Experts for On-Air Product Mentions” On page 331 of the textbook. What would Holley likely conclude about this case? Why? Do you agree or disagree with Holley? Why
 
 
 
6.       John R. Boatright in “Individual Responsibility in the American Corporate System: Does Sarbanes-Oxley Strike the Right Balance?” argues that the primary purpose of laws governing corporate responsibility is deterrence. Do you agree with this interpretation? Why, or why not? Appeal to the ethical theories discussed in Chapter 6 to support your position.
 
 
 
7.       Consider the practices described by Carl Elliott in his essay “The Drug Pushers.” Provide two arguments in support of the practices described in that essay. Next, provide two arguments against the practices described in that essay. Where do you stand on this issue? Explain.
 
 
 
8.       Two articles in Chapter 6 raise doubts about the ethical problems that underlie insider trading, primarily relying on utilitarian reasoning to support their positions. Examine the practices of insider trading from the perspective of deontological reasoning. Does this lead to different conclusions regarding the moral permissibility of these practices? Explain.
 
 
 
9.       Explain Cooley’s argument in “Genetically Modified Organisms and Business Duties.” What would Cooley say about the activities of Monsanto and related in the case study “Monsanto’s Round-Up Ready Wheat”? In general, do you agree or disagree with Cooley? Why, or why not?
 
 
 
10.   In “Intellectual Property and Pharmaceutical Drugs: An Ethical Analysis,” Richard T. De George lays out what he comes to call the “Status Quo Approach” as a defense of copyright protection of pharmaceuticals. Do you find this argument persuasive regarding ethical pricing of pharmaceuticals? Why, or why not?
 
 
 
11.   In “Intellectual Property and the Information Age,” Richard T. De George begins by examining the case of Napster and the practice of sharing digital music over the Internet. He concludes by arguing that determining whether an action with regard to copyright protection is moral or immoral will depend on the balancing of competing conceptions and justifications for copyright protection. Using the positions that De George lays out, examine the case with which De George begins. Do you believe that this activity is morally justified or immoral? Why?
 
 
 
12.   In “Internet Content Providers and Complicity in Human Rights Abuse,” Jeffery D. Smith argues that while ICPs may be complicit in human rights abuse, they may strive to minimize their complicity. Do you believe that the strategies he imagines are sufficient to absolve ICPs of any moral wrongdoing that arises from their complicity in these abuses? Why, or why not? If not, what do you believe that ICPs should do?
 
 
 
 
 
Other information:
 
The textbook for this course is below. I need someone who knows and tutor or teaches Business Ethics to respond to this. If you have experience in answering these type of questions let’s do business.
 
I need it back as soon as possible.
 
Textbook:
 
Beauchamp, T. L., Bowie, N. E., & Arnold, D. G. (2009). Ethical theory and business (8th ed.). Upper Saddle River, NJ: Prentice Hall.
 

SC President Clintons Interpretation on Governance and Reelection Campaign Essay

You will be writing a paper about how an incumbent president interpreted what happened in his first successful election to the White House, and how that shaped the way in which he governed and ran for reëlection.Choose a president other than Barack Obama and Donald Trump who came to office through election, rather than via the death or resignation of his predecessor, and then ran for another term.  I would recommend you look for one from the 20th or 21st century, since I expect you’ll find research materials easier to come by that way, but if you have a particular reason for wanting to choose one from earlier you are welcome to do so. Just so we’re all on the same page, the 20th or 21st century presidents who would qualify are: Taft, Wilson, Hoover, Roosevelt, Eisenhower, Nixon, Carter, Reagan, Bush, Clinton, and Bush. First off, you’ll want to map (not literally) the broader debate over what happened in the election which put your president in the White House.  So you will want to read about the campaign itself, but more importantly, identify the stories that circulated at the time and in its aftermath about why the election turned out the way it did. Get a good grasp on who embraced and promoted which stories, and what their motives might be for doing so. Then situate the president himself in this debate. You will want to immerse yourself in the president’s understanding of how he was elected the first time, and do this by looking for his own statements, from speeches, interviews, memoirs, correspondence and diaries if those became available. You’ll also want to look at what those around him — advisers, campaign consultants, political allies and family members, among others — said about the election. Ultimately you’ll want to hone in on which stories the president embraced and believed. In some instances he will be direct and overt in this analysis. In other times, it will be implied or suggested. (For those presidents who lost campaigns for the White House before winning one, you may find find meaning in contrasting how they discuss their successful and unsuccessful runs.) Elsewhere I will want you to take note of both absence and emphasis. Which stories for his election does your president not address or invoke?  What did he ignore, discount or minimize, either directly or by implication? Did these stories, or points of emphasis within them, vary with the intended audience or did it shift over the course of his or her presidency?  You will characterize that story for me — use quotes as appropriate, but you should be synthesizing and summarizing in your own voice. Where useful, contrast your president’s analysis with the contemporaneous analysis of journalists, scholars, interest groups, political elites and others. (Don’t, however, make this a survey of everything anyone had to say about the election — draw in contrasts only where it illuminates something interesting or important about the president’s view.) Once you have that grounding, we’re interested first in how the president’s processing of these stories shaped the way he governed. What policy areas did he prioritize?  What types of proposals did he advance?  Did his take on the election affect the way he interacted with his own party and with the opposition?  What about his approach to the relative merits of legislative versus executive action? Next you’ll look at how the president’s processing of those same stories about his election shaped the way he ran for a second term. Can you see their influence on his campaign strategy, tactics or technology?  Did he try to adjust his ideological positioning or how he defined opponents? What about how he tried to assemble a winning coalition, or his areas of geographical or demographic emphasis?  In some of the above areas, you will find continuities rather than changes, and it’s good to note them but only if they are significant in light of the debate over how to interpret the elections. (For example: It’s not particularly interesting to me to learn you never leave the house with an umbrella. But I will be intrigued if you don’t bring an umbrella today after I heard you complaining yesterday about how terrible it was to be stuck outside in a surprise rainstorm.)Your citations can come in any form you choose (endnotes, footnotes, etc.) as long as you pick a style and stick to it consistently. Regardless of form, they should demonstrate that you consulted a wide and varied range of sources. Both your endnotes and the text of your paper should show that you engaged with the course readings.This project should test your research capability, your skills of analysis, and your ability to construct both narrative and argument.  I’ll consider all of those elements when grading.

Secondry source history essay | History homework help

Structure of the Paper
Section 1: Identification of Secondary Source
In this section, give the article title, author, the title of the journal in which you found it, the date of publication, and the basic topic of the article.  If relevant, give a short (one or two sentence) bio of the author.
Section 2: Thesis/Argument & Debate [MOST IMPORTANT PART OF THE ASSIGNMENT]
Every academic article is written for the purpose of making an argument about how something happened in the past.  In this section, tell your reader what argument the author is making about the topic listed above.  First, outline the main argument. Then, give the specifics of the argument. Finally, note any geographical, chronological, or thematic limits that the author places on his argument. Look for phrases such as “this article will be looking at ‘x’” or “this article will not be dealing with ‘y’”)
When writing an article, a scholar enters into an ongoing discussion/debate with others who have studied the same topic or problem.  In this section, you should tell your reader what the larger debate the author is taking part in. Note if there are other historians or theories with which the author is agreeing or disagreeing. Note how the author claims that his/her work different from what has been done before in this field?
Section 3: Basic Outline of the Article’s Content
In this section, give a BRIEF summary of what the main sections of the article cover. Does the author tell a story? Use examples? Does he/she focus mainly on one case or on many?
Section 4: Sources
In this section, tell the reader what kinds of data the author uses to support his/her argument. (Qualitative or quantitative?  Primary sources or secondary sources?  Personal sources (letters, diaries, etc.)?  Official sources (government documents)? Public sources (newspapers)? Written or oral sources?  In what languages are these sources composed? If you can figure it out, note where the author found his/her data.
Section 5: Strengths and Weaknesses
In this section, identify one thing that you think the author did well and explain why you think that. Then, identify one thing that you think the author could have done better.  You might consider one of the following: whether you found his/her argument convincing, whether you could follow his/her logic, or whether the sources he/she used seemed appropriate to answer the question posed.
Section 6: Conclusion and Meditation
Having read the article, give your overall impression of it.  Did it cover the topics you hoped it would?  Was it easy or difficult to follow? Who, if anyone, might you recommend it to? Finally, having read the article, what one question would you like to pose in relation to the author’s topic?
 
The paper should be 3-4 pages 12 font. make sure all the reference write as footnote ( chicago style). also, you will find the grade creteria for this essay and the source that you only should use in attach file.

Read description (professionalism, ethics, and legal mandates) wk 8

DUE: Wednesday June 21, 2023
PLEASE READ AND FOLLOW ALL DIRECTIONS
Week 8 – Discussion: Course Reflection and Takeaways
Course information: School Counselor Professionalism, Ethics, and Legal Mandates
Prepare a substantive response to the following:

What is one thing that stood out to you in the content presented in this course? Why?
How can you apply what you learned this week to your career?
What topics/items from the course would you like to explore further? Why?

Examples of other students response below
PLEASE DON’T COPY the examples This will help with ideas on what to write:
********************************************EXAMPLE 1:*******************************************
Reflection
What is one thing that stood out to you in the content presented in this course? Why?
A particular concept that stood out to me in this course was the concept, “do no harm,” As I noted in my discussion post from the article “HIPPA or FERPA, or Not” (Williams, 2010). The role of a school counselor is first and foremost to “do no harm.” As “doing no harm” may be interpreted differently by individuals, various specific rules, principles and guidelines have been put in place to help counselors create a safe and supportive school environment for individuals in the school community. These include such things as (but not limited to), confidentiality and privacy, informed consent, boundaries and personal relationships, competence, referral, ethical decision making, continuous learning and self reflection (ASCA, 2022). School counselors can still have challenges with issues pertaining to confidentiality, reporting and privacy-  even when laws and guidelines are in place.
How can you apply what you learned this week to your career?
Application
In the future, I will use the 9-step ethical decision making model to assist with issues pertaining to reporting, ethics and laws. The following steps are listed below: 

Defining the Problem 
Applying the ASCA ethical code and the legal issues: ASCA’s ethical code is to “do no harm” 
Considering the student’s chronological and developmental levels. 
Considering the setting, parental rights and minor’s rights: School counselors are required to respect the inherent rights and responsibilities of parents for their children. 
Applying the moral principle: Counselor should consider their moral responsibility in maintaining confidentiality. 
Determining a potential course of action and its consequences.
Evaluating the selected action: 
Consulting with peers: It’s always important to consult with peers for difficult cases that involve reporting to third parties, confidentiality and legal concerns. 
Implementing the selected course of action.

What topics/items from the course would you like to explore further? Why?
Further Exploration
As I proceed in my profession working as a counselor, I will ensure to follow the 9-step guide to decision making. In particular, I think it’s very important to consult with peers. Even in the discussions amongst peers in this course, I can see how some of us may approach ethical decisions quite differently – and may not always end up in the same place in decision making. In order to do “no harm” I will continue to stay abreast of professional learning opportunities that review ethical and legal issues in school counseling. 
*******************************************EXAMPLE 2:*******************************************
What is one thing that stood out to you in the content presented in this course? Why?
“A school counselor’s job is never black and white, but it is less obtuse when considering the prime ethical directive of acting in a student’s best interests. (Williams, 2010)” Although the decision-making and issues in school counseling are often vague, the ASCA Ethical Standards for School Counselors provide a framework for dealing with the complicated issues that arise. This course taught me how to navigate scenarios utilizing mandates in place to help protect students, such as child abuse reporting, HIPPA and FERPA laws, and Title IX.
How can you apply what you learned this week to your career?
This week the appendix of the text Ethical, Legal, and Professional was assigned. I will practice Appendix E – Guidelines for counseling notes throughout my career. I found points four and five on the list particularly helpful, which suggests separating the notes into two sections: objective and subjective. In the objective section, the counselor should “write what the client said, what you said, and what you observed, not drawing any conclusions at this point.” (Remley Jr., p.447) The subjective section can be used to “record any thoughts that you will need for the future, such as impressions of the client, speculations about the reasons for the client’s problems, reminders to yourself or present thoughts.” (Remley Jr., p.447) This technique will help to organize my thoughts after meeting with students.
What topics/items from the course would you like to explore further? Why?
In week 1, the reflection assignment was regarding transgender and gender-expansive students. Although I am learning about this demographic, I still need further understanding of the terms and specific laws. Community members often bring up this topic in the district board meetings, so I must be well-versed on how to answer their questions if they arise on campus or whom to refer them to.
Reference
Remley Jr., T. P. & Herlihy, B.P.  (2020). Ethical, Legal, and Professional Issues in Counseling ( 6th ed.). Hoboken, NJ: Pearson. ISBN: 9780135183816
Williams, R., Ed.D., LPC, NCC (2010, July 1). HIPAA or FERPA or Not. ASCA School
Counselor. Retrieved May 16, 2023, from https://www.schoolcounselor.org
******MUST READ ALL BEFORE ACCEPTING
****** Absolutely NO Plagiarism***All writing must be original 
****NO using writing or COPYING FROM COURSE HERO
***** My Instructor checks for plagiarism on Turn It In and on Safe assign

Arson investigation-novandon discount department store fire

You are the supervisor for the Beatts City Arson Squad. It is 3:00 a.m., and the temperature is below freezing. Your unit is called to a suspicious fire scene. Your team consists of you and 3 others. Upon arrival, you discover that the fire is at the Novandon Discount Department Store. There are 6,000 of these stores in the United States, and they are very successful. This store is two stories high and has a customer elevator in the front of the store and a freight elevator in the rear.
The battalion fire chief reported to you that the crowd of onlookers braving the cold to watch the fire contains about 100 people. In addition, the battalion chief provides you with 3 plastic gas containers (3 gallons each), the type used for putting gas in lawn mowers. They all have residual amounts of what smells like gasoline in them. The spouts are attached, and the caps are off of all three cans. One of your investigators takes them as evidence. 
The battalion chief related that the fire had 3 points of origin. One point of origin is upstairs in the rear warehouse section, one in the upstairs ladies’ clothing department, and one downstairs in the side entrance of the store where the outdoor and garden section is located. It is clearly an arson fire. The battalion chief tells you that the fire will be under control in about 45 minutes, and he will release the scene shortly after that. You are aware, from local media sources, that this chain of stores has had employee relationship problems—specifically with gender inequality—and recently laid off 18 women for complaining.
Prepare a report on the details of the Novandon Discount Department Store arson fire. You should include the processing of evidence provided in the scenario and the processing of evidence found at the points of origin of the fire. This includes how and why you recorded the artifacts and the scene. You should include safety equipment and precautions you took during processing.
Explain your probable cause for getting a warrant for the scene.
Assignment Guidelines

Address the following in 5–7 pages:

What are 2 actions that can be taken pertaining to the crowd of onlookers that might help you identify the offender(s)? Explain.
What are 2 areas you would check to ensure the scene can be searched safely? Explain.
What personnel records and other business papers should you subpoena from the Novandon Discount Department Store? Explain why.
What are 3 artifacts of a fire that would indicate the heat of the fire and points of origin? Explain.
What are 2 elements of evidence you would expect to find in the scene? Explain.

How would you collect them for evidence? Explain in detail.

What is 1 method for search, other than visual, you would use to identify the presence of an accelerant? Explain the process.
What are 2 items of equipment that will be absolutely necessary to conduct the crime scene search? Explain.
Promulgate a theory, based on facts and not on emotions, on the circumstances surrounding this arson investigation. Be as creative as necessary, but support all statements accordingly.

Be sure to reference all sources using APA style.

Business statistic_when an additional independent variable is added

34.When an additional independent variable is added to a regression analysis, which of the following could be indications of multicollinear independent variables?•A drop in R-squared and a drop in significance for one or more independent variable.•A drop in adjusted R-squared and an increase in significance for one or more independent variable.•An increase in adjusted R-squared and an increase in significance for one or more independent variable.•An increase in adjusted R-squared and a drop in significance for one or more independent variable
35.In a regression analysis, which of the following cannot happen when a new independent variable is added?•R-squared increases and adjusted R-squared increases.•R-squared increases and adjusted R-squared decreases.•R-squared decreases and adjusted R-squared decreases.•Any of the above can occur when a new independent variable is added.
36.The table below displays data on the composition and performance of the Massachusetts Bubble Growth (MBG) technology stock fund over the last year. The table includes data on the distribution of stocks in the fund by technology sector (information technology (IT) or biotechnology) and by last year’s “performance” (positive or negative net change in share price over the last year).
What is the probability that a randomly-chosen MBG stock is a biotech stock?
•30%•23%•7%•None of the above.
37.The table below displays data on the composition and performance of the Massachusetts Bubble Growth (MBG) technology stock fund over the last year. The table includes data on the distribution of stocks in the fund by technology sector (information technology (IT) or biotechnology) and by last year’s “performance” (positive or negative net change in share price over the last year).
What is the conditional probability that an MBG stock had a positive change in share price, given that it is an IT stock?
•24.3%•42.5%•40.0%•None of the above
38.The table below displays data on the composition and performance of the Massachusetts Bubble Growth (MBG) technology stock fund over the last year. The table includes data on the distribution of stocks in the fund by technology sector (information technology (IT) or biotechnology) and by last year’s “performance” (positive or negative net change in share price over the last year).
Regarding the stocks that made up the MBG fund last year, which of the following statements is true?
•Technology sector and performance are statistically independent.•The fact that a given stock’s performance was positive tells us nothing about its sector.•The fact that a given stock is from the biotech sector tells us nothing about its performance.•None of the above.
39.Jaune Magazine (JM) must decide whether or not to publish a tell-all story about a celebrity. If the story ends up having major impact, JM will realize substantial profits from additional magazine sales, subscriptions, and advertising revenues. However, if JM publishes the story, JM will face a lawsuit; if it loses the suit, the penalties could be substantial. The tree below summarizes JM’s decision.
What is the expected monetary value of publishing the story?
•$10,000•-$10,000•$26,000•$90,000
40.Jaune Magazine (JM) must decide whether or not to publish a tell-all story about a celebrity. If the story ends up having major impact, JM will realize substantial profits from additional magazine sales, subscriptions, and advertising revenues. However, if JM publishes the story, JM will face a lawsuit; if it loses the suit, the penalties could be substantial. The tree below summarizes JM’s decision.
The EMV of publishing the story is $10,000. Based on this EMV, JM should publish the story. If the publisher chooses not to publish the story, which of the following best describes the publisher’s attitude towards this decision?
•Risk averse.•Risk neutral.•Risk seeking.•Risqué.
41.Jaune Magazine (JM) must decide whether or not to publish a tell-all story about a celebrity. If the story ends up having major impact, JM will realize substantial profits from additional magazine sales, subscriptions, and advertising revenues. However, if JM publishes the story, JM will face a lawsuit; if it loses the suit, the penalties could be substantial. The tree below summarizes JM’s decision.
The EMV of publishing the story is $10,000. Based on this EMV, JM should publish the story. For what values of p = Prob[story has major impact] is publishing the story preferable to not publishing the story on the basis of EMV?
•p < 10%•p > 10%•p < 90%•None of the above.
42.Jaune Magazine (JM) must decide whether or not to publish a tell-all story about a celebrity. If the story ends up having major impact, JM will realize substantial profits from additional magazine sales, subscriptions, and advertising revenues. However, if JM publishes the story, JM will face a lawsuit; if it loses the suit, the penalties could be substantial. The tree below summarizes JM’s decision.
If JM publishes the story, the publisher may feel remorse for having violated the celebrity’s privacy. For what values of the cost of remorse would not publishing the story be preferable to publishing the story on the basis of EMV?
•Higher than $10,000•Lower than $10,000•Lower than $12,500•None of the above.
43.The manager of the Regal Beverage Company (RBC) must decide whether or not to market a new soft drink flavor. The new drink’s success depends heavily on consumer reaction to it. An initial decision analysis based on available data reveals that the expected monetary value of marketing the new drink is -$200,000. The EMV of buying perfect information for this decision is $50,000, as shown in the tree below. A market research firm offers to do market research for RBC at a cost of $30,000. Although not perfect, the market research should give RBC some information about potential customer reaction to the new flavor.Based on an EMV analysis, RBC’s manager should:
•Buy the research firm’s sample information.•Not buy the research firm’s sample information, but market the new drink.•Not buy the research firm’s sample information and not market the new drink.•The answer cannot be determined from the information provided.
 

Bluesky systems is a software development company that builds

Bluesky Systems is a software development company that builds software components for a variety of private and government clients. Their current infrastructure is outdated and has been prone to being attacked by hackers that have exploited vulnerabilities in their current DNS causing serious down time. In the last 4 years Bluesky has had to recover from numerous disasters due to a lack of any good business continuity planning. Remote access to the two existing sites is allowed using Cisco VPN technology. This has caused numerous security issues because of missing security patches, outdated AV signatures and missing OS patches and updates.
Bluesky currently has 45 employees in their Tucson location and 15 in their Phoenix location. Bluesky is preparing to add another remote site in Sierra Vista to support their military contracts scheduled to be awarded in 2012. The Sierra Vista location will add another 12 employees to the network. Bluesky needs to bring their current infrastructure into strict compliance with government security as a trusted network with access to government data. Bluesky Systems needs to upgrade their current infrastructure of Windows Server 2003 to Windows Server 2008. The move is designed to improve over all server performance, security, application and data provisioning, monitoring, and business continuity. This is will also begin the process of bringing Bluesky into compliance as a trusted government network.
Current Infrastructure:
Bluesky has a main site located in Tucson Arizona with one remote site located Phoenix, Arizona. Another remote site is proposed for 2012 for Sierra Vista, Arizona which add an additional 12 employees. The three sites will be connected via a VPN connection built between their three ASA firewalls. The existing two sites are configured as follows.
The Blue Sky internal domain located in Tucson, called bluesky.local has two domain controllers. All servers run Microsoft Windows Server 2003, Standard Edition. All client computers run either Windows XP, or Windows 7.
Rosa Ruiz, director of technology at Blue Sky has asked you to design a new networking infrastructure for the company.
1. A parallel network installation deploying new hardware and/or virtualization is used to replace the existing infrastructure. The existing network is left in place until a time that the network is no longer needed.

2. All proposals should have the following services and server roles present.
a. DNS
b. DHCP
c. WSUS
d. AD
e. Security policy
f. Auditing
g. Backup and recovery
h. Remote access
i. Continuity planning

3. Your proposal should begin with an executive summary of the proposed Server 2008 deployment for Bluesky Systems.

4. Your responsibilities for the server deployment begins at the clients demark for all three sites. No changes to any router, ASA firewall or VPN is needed.

5. Your proposal will be written using either MLA or APA formatting. Use one or the other but remain consistent throughout your proposal. Your proposal will have a cover sheet, be double spaced, include an executive summary, network diagram and have a minimum of 1000 words. There is no word limit so if you need to add more than the 1000 words, feel free to do so. Be sure to cite your sources using the proper MLA or APA formatting.