Class Project For Business Policy And Strategic Planning Class Grad School Essay Help

Contructing a Confidence Interval Estimate cheap mba definition essay help

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The Company`S New Product substantive essay analysis paper english essay help: english essay help

Deliverable Length:2-3 pages

A manufacturing company is thinking of launching a new product. The company expects to sell $950,000 of the new product in the first year and $1,500,000 each year thereafter. Direct costs including labor and materials will be 45% of sales. Indirect incremental costs are estimated at $95,000 a year. The project requires a new plant that will cost a total of $1,500,000, which will be a depreciated straight line over the next 5 years. The new line will also require an additional net investment in inventory and receivables in the amount of $200,000.

Assume there is no need for additional investment in building the land for the project. The firm’s marginal tax rate is 35%, and its cost of capital is 10%.

To receive full credit on this assignment, please show all work, including formulae and calculations used to arrive at financial values.

Assignment Guidelines

Using the information in the assignment description:

Prepare a statement showing the incremental cash flows for this project over an 8-year period.
Calculate the payback period (P/B) and the net present value (NPV) for the project.
Answer the following questions based on your P/B and NPV calculations:

Do you think the project should be accepted? Why?

Assume the company has a P/B (payback) policy of not accepting projects with life of over 3 years.

If the project required additional investment in land and building, how would this affect your decision? Explain.

Your submitted assignment (130 points) must include the following:

A double-spaced Word document of 23 pages that contains your calculation values, your complete calculations, any formulae that you used, and your answers to the two questions listed in the assignment guidelines.

You must include your explanation of how you used Excel for your calculations if applicable.

Grading

You will be graded on the accuracy of your value calculations as well as your demonstrated understanding of payback periods, net present value, and cash flows.

This assignment will be assessed using the rubric provided.

Please submit your assignment.

For assistance with your assignment, please use your text, Web resources, and all course materials.

Individual Project Rubric

Grading Criteria
Percentage

Deliverable requirements addressed; understanding of material and writer’s message and intent are clear.
40%

Calculation methods, where required, are contextually appropriate, fully explained, and presented in a manner that is easy to understand.
10%

External research incorporated in the paper, if any, supports the writer’s position properly acknowledged and cited; direct quotations may not exceed 10% of the word count of the body of the assignment deliverable (excluded title page, abstract or table of contents if used, tables, exhibits, appendices, and reference page(s).) Inclusion of plagiarized content will not be tolerated and may result in adverse academic consequences.
5%

Critical thinking: Position is well-justified; logical flow; examplesprovided where appropriate.
20%

Structure: Includes introduction and conclusion; proper paragraph format; reads as a polished academic paper or professional presentation, as appropriate for the required assignment deliverable.
10%

Mechanical: No spelling, grammatical, or punctuation errors.
10%

APA: Deliverable is cited properly according to the APA Publication Manual (6th ed.).
5%

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NCU CMP9400B : organizing and making sense of research findings college essay help free: college essay help free

Question 1: Theory

Theories play a vitally important role in guiding research and organizing and making sense of research findings. In spite of the great importance of theory-building and theory testing within your field of specialization, there is no generally accepted conception of what a theory is. Because your dissertation must contribute to theory, you must have a clear understanding of the variety of conceptions of theory, types of theories, and ways of contributing to theory and be able to justify how, exactly, your study contributes to theory.

Part 1
Using Gelso (2006), Harlow (2009), Stam, H. (2007, 2010), Wacker (1999), and five additional peer-reviewed articles from your specialization, discuss scholarly views on the nature and types of theory. Compare and contrast at least three views of what constitutes a theory, including the view you will use in Part 3 of this question. Be sure to distinguish theory from related concepts, such as hypothesis, paradigm, model, and concept.

Part 2
Using Ellis & Levy (2008), Harlow, E. (2009), and five additional peer-reviewed articles, review the scholarly literature on the relationship between theory and research and the ways research (quantitative and qualitative) can contribute to theory. Discuss at least three ways research can contribute to theory.

Part 3
Pick a theory (in one of the views of what constitutes a theory that you identified in Part 1) of current interest directly related to the topic area of your dissertation. A theory is currently of interest if there are articles published on it in the past five years. Using at least 10 published, peer-reviewed research articles:

1. Explain how the theory adds or may add to our understanding of your field and/or research topic.

2. Discuss and analyze the literature on two areas of controversy or unanswered questions related to the theory.

The structure of your paper should be as follows:
Title page
Body (10-15 pages, no more or less; APA Style; use appropriate headings for organization of the paper)
References (APA Style)

Learning Outcomes:
1. Compose a theoretically sound and conceptually rich essay that demonstrates knowledge of fundamental subject areas of a students academic discipline and specialization.

Question 2: Practical Application

Your dissertation research must contribute to theory. Your research and the theory to which it contributes may or may not have a practical benefit or application. There is no doubt, however, that there is a theory in your dissertation topic area that does have a practical application.

Part 1
Referencing at least five peer-reviewed journal articles or scholarly books, discuss views on the relationship between theory and application or practice. How can a theory guide or inform practice? What are the issues involved in translating theory into practice? Be sure to keep in mind the various conceptions of theory you discussed in Question 1.

Part 2
Referencing at least five peer-reviewed journal articles, fully describe a theory of current interest in your topic area. A theory is currently of interest if there are articles published on it in the past five years. This theory may or may not be the same as the one you examined in Question 1, Part 3. Describe a current view of the theory, not the founders view or a classic view. Your answer should be no more than three pages long.

Part 3
Identify at least five scholarly articles (published in the last 5 years) that address how the theory you discussed in Part 2 has actually been applied. (Draw on your response to Part 1 in order to define what you mean by an application of a theory to an actual problem or situation.) Critically evaluate the appropriateness of the uses to which the theory has been applied. Consider, for example: Are the applications premised upon an accurate understanding of the theory and its scope? Do the applications go beyond what the theory claims? Is the reasoning linking application and theory sound?

The structure of your paper should be as follows:
Title page
Body (10-15 pages, no more or less; APA Style; use appropriate headings for organization of the paper)
References (APA Style)

Learning Outcomes:
2. Critique existing research and design a methodologically sound approach to research in the students academic specialization(s).

Question 3: Research

The ability to read, understand, critique, and integrate research studies and to design a study to address a gap in the research literature is a vital tool for a doctoral student. As you write your dissertation, you may be reading hundreds of studies, many of which you will evaluate as part of a coherent literature review.

Select five empirical articles from peer-reviewed journals that:

you consider critical to your understanding of your area of dissertation research

all address a particular phenomenon and attempt to contribute to theory about it

Part 1
1. Describe each study, including:

the research problem, questions, or hypotheses

the research purpose

type of design and elements of the design (e.g., sample, data analysis, operationalization of constructs)

threats to validity and if and how they were addressed

the findings and their implications

2. Critically evaluate each study: Does the author make a compelling case for the meaning and significance of the findings?

Part 2
Write a literature review that explains what is known and not known about the phenomenon based on a critical evaluation of the five studies.

Part 3
Develop a research question that addresses one of the unknowns you identified in Part 2 and sketch a quantitativeorqualitative study that can answer the question about what is unknown and contribute to theory (in some sense of theory you discuss in Question 1).

Address:

the research purpose

type of design and elements of the design (e.g., sample, the type of data you need to collect and how you will collect it, data analysis)

the strengths and weaknesses of your envisioned design and methods

quantitative: threats to validity and how your design will address them

quantitative: the constructs you will measure and what you will do in order to determine how to operationalize them (you need not identify specific measures)

qualitative: your means of ensuring the quality of your findings

justification for why your chosen design and methods are more appropriate for your research question than alternatives you have considered

your methods of data analysis

how the data you collect will enable you to answer your research question and contribute to theory

Draw on the additional resources for this course for guidance in understanding the concepts (e.g., internal validity, threats to validity, and operationalization) needed to address this question.

The structure of your paper should be as follows:

Title page

Body (10-15 pages, no more or less; APA Style; use appropriate headings for organization of the paper)

References (APA Style)

Learning Outcomes:
3. Apply relevant theory and research from the student’s specialization coursework to real life situations where he or she solves specific problems and discusses implications.

Question 4: Ethics

As you know, scientific research must be conducted in accordance with ethical principles. The ethical principles of research are defined in:

Ethical Principles of Psychologists and Code of Conduct
Standard 8: Research and Publication

The National Academy Of Sciences, National Academy Of Engineering, and Institute Of Medicine Of The National Academies have a more detailed and comprehensive set of ethical guidelines for scientific research:

Committee on Science, Engineering, and Public Policy (U.S.), National Academy of Sciences (U.S.), National Academy of Engineering., & Institute of Medicine (U.S.). (2009)On being a scientist: A guide to responsible conduct in research, (3rd ed.). Washington, D.C: National Academies Press.

Write a paper in which you discuss how you will ensure thatallaspects ofyourdoctoral research, from literature review to conducting research, to writing the dissertation manuscript will be done with care and integrity and will meet the ethical standards of scientific research. Reference the two publications above and at least five additional peer-reviewed articles.

You mustjustifyall the steps you will take to ensure the ethical integrity of your dissertation project and not simply describe standard practice. You must show that you have your own clear set of ethical principles and that you know how to apply them to your work. You must do more than just paraphrase ethical guidelines. You must explain specifically how you will apply published ethical guidelines and concepts to what you will do in your research (as you envision it at this point).

Be sure to address the following:

Plagiarism

Risk assessment

Informed consent

Privacy and confidentiality

Data handling and reporting

Mistakes and negligence

Working with a Mentor

Northcentral University requirements for IRB approval

Conclude your paper with your thoughts on the following statement:

Ethical scientific researchers have a commitment to all who are touched by their researchparticipants who share their lives and time, mentors and advisors, reviewers, future readers, and supporters and cheerleaders on the journeyto take care and do their work well.

The structure of your paper should be as follows:

Title page

Body (10-15 pages, no more or less; APA Style; use appropriate headings for organization of the paper)

References (APA Style)

Learning Outcomes:
4. Integrate knowledge of ethical practices with principles of professional practice as it applies to specific scenarios within the student’s academic discipline and specialization.

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ACCT 324 Federal Tax Accounting I Discussion Term Paper buy essay help

ACCT 324 Federal Tax Accounting I – DeVry

1. Question : (TCO 2) Janice is single, has gross income of $38,000, and incurred the following expenses:

2. Question : (TCO 2) During the year, Rick had the following insured personal casualty losses (arising from one casualty). Rick also had $18,000 AGI for the year.

3. Question : (TCO 3) During the current year, Chuck’s home was burglarized. Chuck had the following items stolen:

4. Question : (TCO 10) Benita incurred a business expense on December 10, 2011, which she charged on her bank credit card. She paid the credit card statement, which included the charge on January 5, 2012. Which of the following is correct?

5. Question : (TCO 10) Paula pursued a hobby of making bedspreads in her spare time. During the year, she sold the bedspreads for $6,000. She incurred expenses as follows:

6. Question : (TCO 10) Jim loaned his friend Sam $8,000 several years ago. During the current year, Sam declared bankruptcy and Jim was paid $1,000. For the current year, Jim has a salary of $80,000 and a long-term capital gain of $15,000. What amount of net loss may Jim deduct for the current year?

7. Question : (TCO 10) Two years ago, Sharon loaned her sister $10,000 to buy a car. No note was issued for the loan, no provision for interest was made, and no repayment date was specified. During the current year, Sharon’s sister died leaving no estate. Sharon’s bad debt deduction for the current year is:

8. Question : (TCO 10) Tan Company acquires a new machine (10-year property) on January 15, 2011 at a cost of $200,000. Tan also acquires another new machine (seven-year property) on November 5, 2010 at a cost of $40,000. No election is made to use the straight-line method. The company does NOT make the 179 election. Determine the total deductions in calculating taxable income related to the machines for 2011.

9. Question : (TCO 10) Carlos purchased an apartment building on November 16, 1993 for $1 million. Determine the cost recovery for 2011.

10. Question : (TCO 2) Jane’s automobile, which was used only for business purposes, was destroyed by fire. Jane had unintentionally allowed her insurance coverage to expire. The fair value of the automobile was $9,000 at the time of the fire, and its adjusted basis was $10,000. Jane is allowed a loss deduction of:

Section I: Introduction (200 words)

In general, what are the qualitative pros and cons for domestic sales of having multiple distribution centers and shipping locations in the United States?

Section II: Decision-Making Criteria (300 words)

The CEO is considering three options with the same total construction and operating costs: expanding the warehouse next to the East Coast manufacturing plant; building a West Coast distribution center; or building a combination manufacturing and warehouse location on the West coast given the following general information, what are at least 5 criteria that must be considered when locating a new or expanded shipping warehouse domestically?

The products are primarily medium- and large-size insulated coolers, like you might use for a picnic or trip to the beach. Transportation firms charge by space, or cubic feet, rather than weight, which is the more normal method.
The coolers are made of 3 components, which are all produced by suppliers solely on the East Coast; the raw materials to make this product are bulky, and inbound shipping from the East Coast suppliers currently represents 20% of total raw material costs.
The market is very competitive with generally stable or decreasing marketplace prices.
In states that are warm year-round, sales are pretty steady; in states that have seasons, 90% of sales occur in the MayAugust period.
Right now, to keep West Coast customers happy, the CEO says that they only charge those customers the local freight cost of shipping, which is $200 for anything up to half a truckload.

Section III: Metrics to Assess Success (250 words)

Describe 3 metrics that you would use to assess the success of any logistics plan involving you as a manufacturer and a mass merchandiser. Provide support for your selections.

Section IV: Qualitative Factors (200 words)

Identify 3 subjective, qualitative factors to consider in the recommendation.

Section V: Quantitative Factors (Excel Spreadsheet)

Provide a detailed recommendation as to whether you should open a West Coast distribution center, add on to the existing East Coast factory and warehouse, or build a combination West Coast manufacturing location and warehouse? Your response must be quantitatively based using the data in section II, the additional data below, and from external resources as needed.

Use thisto show your numeric calculations. Without calculations shown for how you reached your conclusion, section V will earn 0 points. REMEMBER: Decisions like this are based on a comparison of option A versus current methods, or option B versus current methods.

The products are primarily medium- and large-size insulated coolers, like you might use for a picnic or trip to the beach. Each cooler occupies 2 cubic feet of trailer truck space; trailers are 10 x 10 x 40 long and cost $1,000 to ship from the East Coast to the West Coast.
The coolers are made of 3 components: 1 lb of raw material A, 1/4 lb of raw material B, and 1 gallon of material C, weighing 10 lbs. Based on this information, the added freight cost to get raw materials to a West Coast manufacturing location would be $0.20, $0.20, and $0.60 per finished-good unit, respectively.
The mass merchandiser location on the West Coast will be purchasing 10,000 units per week, but in lots of only 1,000 at a time because of their retail store space constraints.
The market is very competitive, with generally stable or decreasing marketplace prices.
In states that are warm year-round, sales are pretty steady In states that have seasons, 90% of sales occur in the MayAugust period.
The raw materials to make this product are bulky, and inbound shipping from the suppliers to the manufacturing plant represents 20% of total raw material costs. These raw materials are supplied in the United States from the East Coast; they are not available elsewhere.
In the past, to keep West Coast customers happy, the CEO agreed to freight equalize customer shipping charges to be competitive with West Coast competition. She says that they only charge those customers the local freight cost of shipping, which is $200 per delivery for anything up to half-truckload quantities.

Section VI: Conclusion (200 words)

What are the 3 most important points that you want the CEO to understand about this entire decision-making process?

MGT 498 Week 3 Individual Assignment Environmental Scan Paper law essay help: law essay help

Writea 1,050- to 1,400-word paper in which you complete the following:

Research and describe the internal and external environments of 2 to 3 real-world companiesusing an environmental scan.

Determine what competitive advantages each company has and what strategies each company is using.

How does each company create value and sustain competitive advantage through business strategy?

What measurement guidelines is each company using to verify its strategic effectiveness?

How effective are the measurement guidelines that each company is using?

Formatyour paper consistent with APA guidelines.

Character movement project get essay help

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The Hedge Funds Presentation Final Term Paper argumentative essay help online: argumentative essay help online

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Question 5. 5. (TCO E) Identify and describe five or more of the current trends in contemporary software platforms. (Points : 25)

Question 6. 6. (TCO F) Americlinic, a national chain of budget healthcare clinics, is creating an information system that will allow patients and doctors at participating franchises to communicate online. The goal of the system is to allow doctors to respond to minor health questions quickly and more efficiently, saving patients unnecessary visits to the clinic. This will be a major procedural change. What steps would you recommend to this company to ensure the user acceptance of the system? (Points : 20)

Question 7. 7. (TCO G) What are the security challenges faced by wireless networks? (Points : 25)

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Organizing Genius: The Secrets of Creative Collaboration essay help: essay help

CHAPTER ONE

Organizing Genius: The Secrets of Creative Collaboration

By WARREN BENNIS AND PATRICIA WARD BIEDERMAN

Addison-Wesley Publishing Company, Inc.

INTRODUCTION

This book was born forty years ago, in a conversation with Margaret Mead. Mead was already world renowned, as famous for her social activism as for her cultural anthropology. I was a newly minted assistant professor of economics at the Massachusetts Institute of Technology. One snowy night in Cambridge, I went to hear Mead lecture at Harvard. Afterward, I introduced myself, and we talked. I had become interested in extraordinary collaborations, the process whereby Great Groups are able to accomplish so much more than talented people working alone. I told Mead that I was interested in writing a book on how networks of gifted people have changed the world.

“That’s a wonderful idea,” Mead said, “especially since it’s never been done before. You should call it Sapiential Circles.”

It would be decades before I completed that book on creative collaboration. During the intervening years, I became fascinated with leadership in its many forms and styles. I interviewed hundreds of leaders in dozens of disciplines, trying to pinpoint the attitudes and behaviors that allow some leaders to succeed while others fail. At the same time I continued to study how organizations cope with change, never more important than in the tumultuous present. The more I learned, the more I realized that the usual way of looking at groups and leadership, as separate phenomena, was no longer adequate. The most exciting groups–the ones, like those chronicled in this book, that shook the world-resulted from a mutually respectful marriage between an able leader and an assemblage of extraordinary people. Groups become great only when everyone in them, leaders and members alike, is free to do his or her absolute best. This book is about organizing gifted people in ways that allow them both to achieve great things and to experience the joy and personal transformation that such accomplishment brings. In today’s Darwinian economy, only organizations that find ways to tap the creativity of their members are likely to survive.

The book itself became a collaboration with Pat Ward Biederman, a gifted writer who has been my friend and sometime coauthor for many years. As you can see, we chose a title other than the one suggested by Dr. Mead. Organizing Genius: The Secrets of Creative Collaboration is part history, part how-to manual, part meditation on why a few groups rise to greatness, while most flounder.

Warren Bennis Santa Monica, California November 1996

THE END OF THE GREAT MAN

“None of us is as smart as all of us.”

The myth of the triumphant individual is deeply ingrained in the American psyche. Whether it is midnight rider Paul Revere or basketball’s Michael Jordan in the 1990s, we are a nation enamored of heroes–rugged self-starters who meet challenges and overcome adversity. Our contemporary views of leadership are entwined with our notions of heroism, so much so that the distinction between “leader” and “hero” (or “celebrity,” for that matter) often becomes blurred. In our society leadership is too often seen as an inherently individual phenomenon.

And yet we all know that cooperation and collaboration grow more important every day. A shrinking world in which technological and political complexity increase at an accelerating rate offers fewer and fewer arenas in which individual action suffices. Recognizing this, we talk more and more about the need for teamwork, citing the Japanese approach to management, for example, as a call for a new model of effective action. Yet despite the rhetoric of collaboration, we continue to advocate it in a culture in which people strive to distinguish themselves as individuals. We continue to live in a by-line culture where recognition and status are according to individuals, not groups.

But even as the lone hero continues to gallop through our imaginations, shattering obstacles with silver bullets, leaping tall buildings in a single bound, we know there is an alternate reality. Throughout history, groups of people, often without conscious design, have successfully blended individual and collective effort to create something new and wonderful. The Bauhaus school, the Manhattan Project, the Guaneri Quartet, the young filmmakers who coalesced around Francis Ford Coppola and George Lucas, the youthful scientists and hackers who invented a computer that was personal as well as powerful, the creators of the Internet–these are a few of the Great Groups that have reshaped the world in very different but enduring ways.

That should hardly surprise us. In a society as complex and technologically sophisticated as ours, the most urgent projects require the coordinated contributions of many talented people. Whether the task is building a global business or discovering the mysteries of the human brain, one person can’t hope to accomplish it, however gifted or energetic he or she may be. There are simply too many problems to be identified and solved, too many connections to be made. And yet, even as we make the case for collaboration, we resist the idea of collective creativity. Our mythology refuses to catch up with our reality. We cling to the myth of the Lone Ranger, the romantic idea that great things are usually accomplished by a larger-than-life individual working alone. Despite the evidence to the contrary, we still tend to think of achievement in terms of the Great Man or Great Woman, instead of the Great Group.

But in a global society, in which timely information is the most important commodity, collaboration is not simply desirable, it is inevitable. In all but the rarest cases, one is too small a number to produce greatness. A recent study of senior executives of international firms published by Korn-Ferry, the world’s largest executive search firm, and The Economist resoundingly confirms our thesis that tomorrow’s organizations will be managed by teams of leaders. Asked who will have the most influence on their global organizations in the next ten years, 61 percent responded “teams of leaders”; 14 percent said “one leader.” That does not mean, however, that we no longer need leaders. Instead, we have to recognize a new paradigm: not great leaders alone, but great leaders who exist in a fertile relationship with a Great Group. In these creative alliances, the leader and the team are able to achieve something together that neither could achieve alone. The leader finds greatness in the group. And he or she helps the members find it in themselves.

This book examines Great Groups systematically in the hope of finding out how their collective magic is made. We could have chosen any number of creative collaborations, from the artists who made up the Harlem Renaissance to the scientists of the Human Genome Project, but we

decided to focus on seven that have had enduring impact. They are the Walt Disney studio, which invented the animated feature film in 1937 with Snow White and the Seven Dwarfs; the Great Groups at Xerox’s Palo Alto Research Center (PARC) and Apple, which first made computers easy to use and accessible to nonexperts; the 1992 Clinton campaign, which put the first Democrat in the White House since Jimmy Carter; the elite corps of aeronautical engineers and fabricators who built radically new planes at Lockheed’s top-secret Skunk Works; the influential arts school and experimental community known as Black Mountain College; and, finally, what may be the paradigmatic Great Group, the Manhattan Project.

Why these seven? We chose to emphasize twentieth-century groups based in the United States because this has been a golden age of collaborative achievement in America. (As French observer Alexis de Tocqueville noted more than 150 years ago, Americans seem to have a genius for collective action.) And we decided to focus only on groups that have altered our shared reality in some significant way. The Manhattan Project, which ushered in the nuclear age with all its benefits and horrors, obviously fits this criterion. But so does, less obviously, Disney Feature Animation. Guided by an unlikely visionary named Walt, the artists at Disney did more than create an enduring new art form. The studio that Walt and brother Roy built continues to set the standard, both creatively and economically, for the entertainment and leisure industries worldwide.

All seven groups are great in several senses. Each was or is made up of greatly gifted people. Each achieved or produced something spectacularly new, and each was widely influential, often sparking creative collaboration elsewhere. To echo Steve Jobs, whose Great Group at Apple created the Macintosh, each of these groups “put a dent in the universe.” It is worth noting that all but one–Black Mountain College–were engaged in creating something substantive and external to the group: a film, a computer, the first stealth plane. Groups seem to be most successful when undertaking tangible projects, as Black Mountain was when building its second campus. The project brings them together and brings out their collective best. When the thing is finished, the group often spins apart.

Given our continuing obsession with solitary genius, reflected in everything from the worship of film directors to our fascination with Bill Gates and other high-profile entrepreneurs, it is no surprise that we tend to underestimate just how much creative work is accomplished by groups. Today, an important scientific paper may represent the best thinking and patient lab work of hundreds of people. Collaboration continually takes place in the arts as well, despite our conviction, as the great French physiologist Claude Bernard observed, that “art is I; science is we.” A classic example is Michelangelo’s masterpiece the ceiling of the Sistine Chapel. In our mind’s eye, we see Michelangelo, looking remarkably like Charlton Heston, laboring alone on the scaffolding high above the chapel floor. In fact, thirteen people helped Michelangelo paint the work. Michelangelo was not only an artist, he was, as biographer William E. Wallace points out, the head of a good-sized entrepreneurial enterprise that collaboratively made art that bore his name (an opinion piece by Wallace in the New York Times was aptly headlined “Michelangelo, CEO”).

Other painters have worked collaboratively as well. In a landmark article titled “Artists’ Circles and the Development of Artists,” published in 1982, sociologist Michael P. Farrell describes the synergistic circle of French artists, including Monet, Manet, Degas, and Renoir, who pioneered Impressionism. Monet and Renoir often painted next to each other in the Barbizon woods. For a time, their work was so similar that Monet had to look at the signature to tell whether a particular canvas for sale in a Parisian gallery was his or Renoir’s. Braque and Picasso also had an intense creative collaboration, which gave birth to Cubism. For several years, they saw each other almost every day, talked constantly about their revolutionary new style, and painted as similarly as

possible. They even dressed alike, in mechanics’ clothes, and playfully compared themselves to the equally pioneering Wright brothers (Picasso called Braque, Wilbourg). Braque later described their creative interdependence as that of “two mountaineers roped together.”

Creative collaboration occurs in other arts as well. Filmmaking is collaborative almost by definition. And Pilobolus, the marvelous dance troupe named after an unusually mobile fungus, began when a couple of Dartmouth jocks took a class from Alison Chase, a rare dance teacher who valued collective discovery over years of training. As one member of the pioneering group later recalled, most of them had zero dance technique to fall back on so they had to invent their own. “We definitely couldn’t have done this alone,” cofounder Jonathan Wolken told writer John Briggs. Writers, too, often reap the benefits of creative collaboration. The Bloomsbury Group is only one of dozens of such groups, albeit one whose antics have been chronicled at numbing length. Dorothy Parker and her vicious circle–the writers who exchanged barbs at Manhattan’s Algonquin Hotel during the 1920s–is a home-grown example of a group whose whole seems to have been significantly greater than the sum of its acerbic parts.

Farrell’s article on artists’ circles begins with a quote from Henry James in praise of group creativity: “Every man works better when he has companions working in the same line, and yielding to the stimulus of suggestion, comparison, emulation. Great things have of course been done by solitary workers; but they have usually been done with double the pains they would have cost if they had been produced in more genial circumstances.”

James’s point is well taken. Gifted individuals working alone may waste years pursuing a sterile line of inquiry or become so enamored of the creative process that they produce little or nothing. A Great Group can be a goad, a check, a sounding board, and a source of inspiration, support, and even love. Songwriter Jules Styne said he had to have a collaborator: “In the theater you need someone to talk to. You can’t sit by yourself in a room and write.”

We chose our seven Great Groups to underscore the range of fields, including education, in which creative collaboration can take place. We also picked these seven because each makes a fascinating story. Vibrant with energy and ideas, full of colorful, talented people playing for high stakes and often racing against a deadline, Great Groups are organizations fully engaged in the thrilling process of discovery. It is our hope that everyone will be interested in some of these groups. (We have a nagging suspicion that we may have lost a few prospective readers by not chronicling a great sports team, such as the Boston Celtics of the 1980s, but we felt that was the one variety of Great Group that had been analyzed to death.) All such groups are engaged in creative problem solving, but the specific problems each of these seven faced and the solutions it found makes each distinctive. In the story of each Great Group, you will find the themes and ideas introduced in this chapter illustrated, illuminated, and expanded. But you will also find the brilliant answers to specific puzzles, such as how the Macintosh computer came to have icons that make us smile.

You might ask why we chose to focus exclusively on Great Groups when the majority of the institutions in which we work, teach, and otherwise participate are anything but. The reason is our conviction that excellence is a better teacher than is mediocrity. The lessons of the ordinary are everywhere. Truly profound and original insights are to be found only in studying the exemplary. We must turn to Great Groups if we hope to begin to understand how that rarest of precious resources–genius–can be successfully combined with great effort to achieve results that enhance all our lives.

The need to do so is urgent. The organizations of the future will increasingly depend on the creativity of their members to survive. And the leaders of those organizations will be those who

find ways both to retain their talented and independent-minded staffs and to set them free to do their best, most imaginative work. Conventional wisdom about leadership and teams continues to glorify the leader at the expense of the group. Great Groups offer a new model in which the leader is an equal among Titans. In a truly creative collaboration, work is pleasure, and the only rules and procedures are those that advance the common cause.

Psychologically and socially, Great Groups are very different from mundane ones. Great Groups rarely have morale problems. Intrinsically motivated, for the most part, the people in them are buoyed by the joy of problem solving. Focused on a fascinating project, they are oblivious to the nettles of working together in ordinary circumstances.

Obviously, there are lessons here for transforming our classrooms, our offices, even our communities. Traditionally, collaboration in the classroom, for instance, has been taboo, condemned as a form of cheating. Yet what we discover in Great Groups is that collaboration can only make our classrooms happier and more productive. What lessons do Great Groups have for our workplaces, where so many people feel stifled, not stimulated? Look how hard people in Great Groups work, without anyone hovering over them. Look how morale soars when intelligent people are asked to do a demanding but worthy task and given the freedom and tools to do it. Imagine how much richer and happier our organizations would be if, like Great Groups, they were filled with people working as hard and as intelligently as they can, too caught up for pettiness, their sense of self grounded in the bedrock of talent and achievement.

Every Great Group is extraordinary in its own way. Yet all of them have much in common. Imagine that it is twenty-five years ago and you are a fly on the wall at Xerox PARC where the first user-friendly computer is being invented. The offices themselves are nondescript. But the atmosphere is charged, electric with the sense that great things are being accomplished here. Most of the members of the group are young–in their twenties or thirties–and each knows that having been recruited for this project is a badge of honor. Although Xerox is a corporate behemoth, there is no sense at PARC of being part of a major corporation. No “suits” from headquarters are in evidence. Instead, the atmosphere is much like that of a graduate department at a first-rate university. People wear Birkenstocks and T-shirts. For the weekly meeting, everybody grabs a beanbag chair. Although the group is too busy working to philosophize much, any participant would tell you that he or she would rather be here than anywhere else. The money doesn’t matter, career doesn’t matter, the project is all. In some cases, personal relationships have been interrupted or deferred. It’s hard to have a life when you’re up half the night in the lab working on your part of a compelling problem, often with one of your equally obsessed colleagues at your side. This is not a job. This is a mission, carried out by people with fire in their eyes.

Great Groups have some odd things in common. For example, they tend to do their brilliant work in spartan, even shabby, surroundings. Someday someone will write a book explaining why so many pioneering enterprises, including the Walt Disney Company, Hewlett-Packard, and Apple, were born in garages. Disney’s animators have often worked in cluttered temporary quarters. Black Mountain College managed with a leased campus during its exciting early years, despite the inconvenience of having to store all college property in the attic over the summer while the church organization that owned the buildings moved back in and conducted its programs. The Skunk Works did its clandestine work in a windowless building next to the airport in notoriously bland Burbank, California (the home of Disney Animation as well). According to late Skunk Works head Ben Rich, the place was “about as cheery as a bomb shelter.”

We can speculate on why great things are often accomplished in dull or tacky surroundings. Perhaps a bland or unattractive environment spurs creativity, functioning as an aesthetic blank

slate that frees the mind to dream about what might be. Maybe a great view and chic decor are distractions and thus counterproductive when important work is being done. But the truth is that most people in Great Groups spend very little time thinking about their surroundings. They have wonderful tunnel vision. The project, whether it’s building the bomb before the Germans do or creating a computer easy enough for a child to use, is what’s important. The right tools are essential, but fancy digs aren’t. As a result, the offices of Great Groups often look, as Tracy Kidder writes of the Eagle computer offices in The soul of a New Machine, “like something psychologists build for testing the fortitude of small animals.”

All Great Groups have other commonalities. They all have extraordinary leaders, and, as a corollary, they tend to lose their way when they lose their leadership, just as Disney did after Walt’s death in 1966. It’s a paradox, really. Great Groups tend to be collegial and nonhierarchical, peopled by singularly competent individuals who often have an antiauthoritarian streak. Nonetheless, virtually every Great Group has a strong and visionary head. These leaders may be as patrician as J. Robert Oppenheimer of the Manhattan Project and the Kennedyesque Bob Taylor at PARC. They may be as seemingly simple, even cornball, as Walt Disney. They are sometimes outrageous in a juvenile kind of way, as Steve Jobs was at Apple and James Carville, the Ragin’ Cajun, was during Clinton’s 1992 campaign. But all these leaders share certain essential characteristics.

First, each has a keen eye for talent. Sometimes Great Groups just seem to grow. Some places and individuals become so identified with excellence and excitement that they become magnets for the talented–think of the physics program at Gottingen that drew Oppenheimer and so many other great minds or the San Francisco scene that lured the writers of the Beat Generation. But Great Groups are made as well. Recruiting the right genius for the job is the first step in building many great collaborations. Great Groups are inevitably forged by people unafraid of hiring people better than themselves. Such recruiters look for two things: excellence and the ability to work with others. Computer pioneer Alan Kay recalls that Bob Taylor at PARC was a “connoisseur of talent” who recruited people both for their intellectual gifts and for their ability to work collaboratively. At Disney Feature Animation, head Peter Schneider also looks for both talent and the ability to work side by side, pursuing a common dream instead of a purely personal vision. Schneider doesn’t want animators, however able, “who don’t play well in the sandbox with others.”

Being able to work with others does not necessarily mean fitting in in a conventional sense. Phil Jackson, coach of basketball’s Chicago Bulls, treasures what Dennis Rodman brings to the championship team, despite–indeed, because of–his flamboyance. Says Jackson, who often uses Sioux and other Native American traditions to motivate the team, “Dennis has been a real blessing for us, because he’s like a heyoka, the clown of the tribe. The heyoka was a cross- dresser, a unique person who walked backwards. He was respected because he brought a reality change when you saw him.”

How do you find people who are capable of extraordinary work? Some leaders talk about looking for people “with fire in their eyes.” Others rely on tests. Inventor Thomas Alva Edison was both an intuitive recruiter and a systematic one. He liked to give job applicants timed tests containing 150 questions dealing with science, history, engineering, and other subjects. Believing that a good memory was the basis for good decision making, he asked everything born “How is leather tanned?” to “What is the price of twelve grains of gold?” J.C.R. Licklider, the psychologist who helped launch the Internet, trusted the Miller Analogies Test (the one that asks, “North is to South as blue is to … ?” The correct answer is gray.) Licklider believed that someone who did well on the test had a promising combination of broad general knowledge and the ability

to see relationships. “I had a kind of rule,” Licklider said. “Anybody who could do 85 or better on the Miller Analogies Test, hire him, because he’s going to be very good at something.”

The process of recruitment is often one of commitment building as well. At Data General, Tom West and his subordinates told prospective recruits to their secret computer project how good a person had to be to be chosen and how few were actually tapped. As a result, those who were brought on board saw themselves as an enviable elite, however overworked and underpaid. Kelly Johnson, the legendary founder of the Skunk Works, sought to recruit only the best person in each specialty the project required (Disney tried to do the same). As one of Johnson’s lieutenants wrote to Tom Peters, “Each person was told why he had been chosen: He was the best one to be had. Whether it was absolutely true or not, each one believed it and did his darndest to live up to it.”

Who becomes part of a Great Group? Participants are almost always young. In most of these groups, thirty-five was regarded as elderly, Historically, women have created some extraordinary groups. Consider the largely female coalition that mounted the New York City shirtwaist strikes of 1909-10. An alliance of woman labor organizers, teenage factory workers (most of them Italian and Jewish immigrants), college students, and a “mink brigade” of wealthy society women organized walkouts by nearly 30,000 workers from the sweat shops of the Lower East Side. Committed to collective action and social justice and dressed alike in white shirtwaists and long skirts, the women showed solidarity in the face of beatings, arrests, and, for some, economic ruin. Although their protest led to few long-term reforms and was overshadowed by the tragic fire in the Triangle Shirtwaist factory a year later, the action was a model of women working together to effect change. A number of participants were involved in other Great Groups. Strike leader Leonora O’Reilly, for example, was both a suffragist and a founding member of the NAACP.

Although women played roles in all seven of our groups, most of the participants were male, in large part, we can assume, because of lack of professional opportunities for women. Even when most members have been men, however, Great Groups are rarely stodgy Old Boys’ Clubs. Typically, theirs is a playful, decidedly adolescent subculture.

We are deep in Peter Pan territory in many Great Groups, whether they include women or not (think of Black Mountain College under Charles Olson, who believed women made better mommies than poets, or the gifted but sophomoric engineers of the Skunk Works, who once had a contest to see who had the biggest rump). Although sexism surely kept women out of some Great Groups, there may be something in the group dynamic itself that has discouraged participation by women. (This is clearly an area for serious research, if only to find ways to tap the entire talent pool, not just the male portion.) Minorities have been underrepresented as well, even at Black Mountain, the first non-African American college in the South to enroll black students and hire black faculty. Great Groups often tend to attract mavericks, such as Black Mountain founder John Andrew Rice, who was fired from Florida’s Rollins College for bucking its president, and the irrepressible physicist, prankster, and future Nobel laureate, Richard Feynman, at Los Alamos. If not out-and-out rebels, participants may lack traditional credentials or exist on the margins of their professions.

Certainly youth can bring enormous energy to these enterprises, and not being a mainstream success can liberate an individual from too much respect for orthodoxy. But probably the most important thing that young members bring to a Great Group is their often delusional confidence. Kidder cites the recruiting strategy Tom West picked up from Seymour Cray, the legendary designer of high-speed computers. Cray liked to hire talented but newly minted engineers. He believed lack of experience was an asset, not a liability, because, as Kidder writes, these

unseasoned recruits “do not usually know what’s supposed to be impossible.” The French composer Berlioz made a similar observation about fellow composer Saint-Saens. “Saint-Saens knows everything,” Berlioz said. “All he lacks is inexperience.”

Thus many Great Groups are fueled by an invigorating, completely unrealistic view of what they can accomplish. Not knowing what they can’t do puts everything in the realm of the possible. In a radio interview, director John Frankenheimer, whose work includes the unforgettable film The Manchurian Candidate, said that the Golden Age of television resulted, at least in part, from his naivete and that of his fellow video pioneers. “We didn’t know we couldn’t do it, so we did it,” said Frankenheimer of making such classic dramas as “Marty” in a demanding new medium, live TV. Time teaches many things, including limitations. Time forces people, however brilliant, to taste their own mortality. In short, experience tends to make people more realistic, and that’s not necessarily a good thing. As psychologist Martin Seligman has shown, realism is a risk factor for depression and its attendant ills, including an inability to act and the loss of self-trust. Great Groups often show evidence of collective denial. And “Denial ain’t just a river in Egypt,” as twelve-steppers like to say. Denial can obscure obstacles and stiffen resolve. It can liberate. Great Groups are not realistic places. They are exuberant, irrationally optimistic ones.

Many of the people in our Great Groups are tinkerers–the kind of people who, as children, took the family television apart and tried to put it together again. They are people willing to spend thousands of hours finding out how things work, including things that don’t yet exist. There’s a joke about engineers that captures the spirit of many participants in creative collaborations. An engineer meets a frog who offers the engineer anything he wants if he will kiss the frog. “No,” says the engineer. “Come on,” says the frog. “Kiss me, and I’ll turn into a beautiful woman.” “Nah,” says the engineer. “I don’t have time for a girlfriend …but a talking frog, that’s really neat. ” Members of Great Groups don’t fear technology, they embrace it. And they all think that creating the future is really neat.

Curiosity fuels every Great Group. The members don’t simply solve problems. They are engaged in a process of discovery that is its own reward. Many of the individuals in these groups have dazzling individual skills–mathematical genius is often one. But they also have another quality that allows them both to identify significant problems and to find creative, boundary-busting solutions rather than simplistic ones. They have hungry, urgent minds. They want to get to the bottom of everything they see. Many have expansive interests and encyclopedic knowledge. Alan Kay, for instance, one of the wizards of PARC and now an Apple fellow, is a polymath accomplished in math, biology, music, developmental psychology, philosophy, and several other disciplines. During an interview with us, he talked insightfully about political discourse, economic theory, and the optimal size of a town before turning to his memories of PARC. Kay is the kind of person who says, with authority, “Computer science is a bit like a Gregorian chant–a one-line melody changing state within larger scale sections. Parallel programming is more like polyphony.” Kay takes his insights wherever he finds them. What he knew about how children learn helped him imagine a computer that would teach them how to use it. A technique that Stewart Brand used in The Whole Earth Catalog to force readers to make a serendipitous journey through the book instead of a preplanned one influenced Kay and his colleagues in designing PARC’s revolutionary network browser. People like Kay are able to make connections that others don’t see, in part because they have command of more data in the first place. It is one of the unique qualities of Great Groups that they are able to attract people of Kay’s stature, then provide an atmosphere in which both individual and collective achievements result from the interplay of distinguished minds.

Read the enclosed article and write a 3 page (minimum) commentary on the points that

Bennis and Beiderman are making:

Compare how this concept of leadership relates to your personal expectations as to what a

leader can or should be.

Compare and contrast the authors point of view with another theory or your own beliefs.

Describe a personal experience where you personally witnessed an example of strong

leadership (or weak leadership) explain its impact on your thinking. And/or use a personal

example of your leadership experiences and explain its impact on your thinking.

Perfect competition, monopolistic competition, oligopoly, and monopoly. ccusa autobiographical essay help

There are four types of markets: perfect competition, monopolistic competition, oligopoly, and monopoly.

Given the market structures for each area, identify at least two SCHOLARLY ARTICLES, that highlight and discuss two of the biggest challenges facing financial managers today in these varied market structures.

In a three double spaced page paper (excluding title and reference pages),

Summarize your findings from the two scholarly articles.

Include how market liquidity, competitiveness, and efficiency impact financial managers.

The paper should be formatted according to APA style throughout the paper with an reference page also. Be sure to properly cite your two required articles resources using APA style.

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Question

Question 1. (TCO 5) A company whose structure, policies, and capabilities allow employees to respond quickly to customer needs and changes in the business environment is termed as a(n) _____.

Student Answer: agile organization

hyperspecialized organization

formal organization

umbrella organization

mechanistic organization

Question 2. (TCO 5) Which of the following chain-of-command systems was developed to address the need to combine specialization with management control?

Student Answer : Line organization

Line-and-staff organization

Agile organization

Formal organization

Informal organization

Question 3. (TCO 5) _____ is defined as a pathway for the flow of authority from one management level to the next.

Student Answer : Span of management

Span of control

Departmentalization

Network structure

Chain of command

Question 4. (TCO 5) Grouping departments according to similarities in product, process, customer, or geography is called _____.

Student Answer : network structure

virtual structure

matrix structure

functional structure

divisional structure

5. (TCO 5) Kelly, who had recently joined an organization, participates in all corporate events because she wants to be accepted as a friend by her coworkers. According to David McClelland’s three-needs theory, this desire is known as _____.

Student Answer : need for power

need for achievement

need for self-esteem

need for affiliation

need for security

Question 6. (TCO 5) Justin M. Brown, the operations manager at Vernon Manufacturing Company, formulated a strategy to motivate the firm’s employees. Justin addressed employees dissatisfaction by increasing their salary and incentives; he employed several industrial counselors to help employees deal with work-related stress; and improved the health insurance plan provided to employees. He also motivated employees by providing greater opportunity for advancement, recognizing employees who perform well and giving employees greater responsibility to foster a sense of achievement in them. Justin’s measures are based on which of the following approaches?

Student Answer :McClelland’s three-needs theory

Theory X

Theory Y

Herzberg’s two-factor theory

Scientific management

Question 7. (TCO 5) _____ connects an employee’s efforts to the outcome he or she thinks will result from those efforts.

Student Answer : Maslow’s hierarchy

Herzberg’s two-factor theory

David McClelland’s three needs theory

Expectancy theory

Equity theory

Question 8. (TCO 5) _____ suggests that employee satisfaction depends on the perceived ratio of inputs to outputs.

Student Answer : Maslow’s hierarchy

Herzberg’s two-factor theory

David McClelland’s three-needs theory

Expectancy theory

Equity theory

Question 9. (TCO 5) Which of the following statements is true about management by objectives?

Student Answer: It suggests that employee satisfaction depends on the perceived ratio of inputs to outputs.

It has not been validated by experimental research.

It reduces employee involvement in goal setting and decision making.

It reduces employee stress by removing specific goals and targets.

It ensures that employees activities are directly linked to achieving the organization’s long-term goals.

Question 10. (TCO 5) K.M. Retailers, an international consumer products retail chain, gives preference to women and minority-owned suppliers and subcontractors. The firm hires a large number of employees from ethnic minorities and the human resource department keeps the interests of these groups in mind while framing company policies. In this example, K.M. Retailers uses which of the following strategies?

Student Answer: Job enrichment

Ethnocentric policies

Decentralization

Deregulation

Diversity initiatives

Question 11. (TCO 5) Quality of hire measures _____.

Student Answer: the amount of money spent in hiring and training new employees

the level of productivity of employees in the probationary period

how closely incoming employees meet the company’s needs

the percentage of minority groups in a firm’s workforce

the percentage of the workforce that leaves every year

Question 12. (TCO 5) The sequence of activities that takes the longest time from start to finish in a PERT diagram is called the _____ path

Student Answer: external

lagging

minor

critical

buffered

Question 13. (TCO 5) Polar Refrigerator Company reduces its inventory-carrying costs by having their vendors deliver materials right before they are needed in the production process. This is an example of _____ inventory management.

Student Answer: discounted

PERT

JIT

buffered

economic order based

Question 14. (TCO 5) _____ refers to the creation of identical goods or services in large quantities

Student Answer: Mass customization

Batch-of-one production

Mass production

Customized production

Mass personalization

Question 15. (TCO 5) _____ is a comprehensive approach of companywide policies, practices, and procedures to ensure that every product meets quality standards.

Student Answer: Statistical process control

Quality assurance

Quality control

Quality directive

Corrective management

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Silly Sally’s Sampling Assumptions and Audit Slip-ups essay help site:edu

Describe each of Silly Sally’s Sampling Assumptions and Audit Slip-ups (Number each error and show calculations when necessary):

To estimate the population deviation rate and the achieved upper deviation rate, Sally decided to apply the discovery sampling method with an expected population deviation rate of 3 percent for the 8,000 shipping documents, and she decided to defer consideration of the risk of assessing control risk too low until the sample results had been evaluated. Sally used the tolerable rate, the population size, and the expected population deviation rate to determine that a sample size of 80 would be sufcient. When it was subsequently determined that the actual population was about 10,000 shipping documents, Sally increased the sample size to 100.

In evaluating the sampling results, Sally made the initial determination that a reliability level of 95 percent (risk of assessing control risk too low of 5 percent) was desired and, using the appropriate statistical sampling table, determined that for 8 observed deviations from a sample size of 100, the achieved upper deviation rate was 14 percent. Sally then calculated the allowance for sampling risk (5 percent), the difference between the actual sample deviation rate (8 percent), and the expected deviation rate (3 percent). Sally reasoned that the actual sample deviation rate (8 percent) plus the allowance for sampling risk (5 percent) was less than the achieved upper deviation rate (14 percent); therefore, the sample supported a low level of control risk.

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Words 300 to 400

Apix Printing, Inc. functions in a competitive environment, namely commercial printing. Assessing and comparing the company’s performance against competitors is critical to future endeavors of expansion and issuance of equity shares. Discuss the following:

Defineworking capital, and explain why it is important.
Why would a company want to compute working capital?
Using, compute working capital. Provide your analysis regarding working capital.

Primary Task Response:Respond to the following scenario with your thoughts, ideas, and comments. This will be the foundation for future discussions by your classmates. Be substantive and clear, and use examples to reinforce your ideas.

800 words APA format

Assume that the U.S. economy just entered into a recession. What can the Federal Reserve do to try to get the economy out of a recession? Among other comments that you may make, please be sure to discuss the following:

Describe the role of the Federal Open Market Committee of the Federal Reserve in the United States, and describe the tools available to the Federal Reserve to influence the nations money supply.
Discuss the Federal Reserves open-market operations, and the importance of its role. How does another key central bank around the world conduct such operations, and why are they important? What recent open-market operations have the Federal Reserve and another country’s central bank taken?
Explain what happens to the U.S. money supply when the Federal Reserve buys and sells Treasury bonds. Describe in detail how this has affected U.S. banks abilities to lend and the overall U.S. economy.
Explain what has happened to the U.S. money supply and economy when another central bank outside the United States has bought and sold U.S. Treasury bonds.
How do you think that you will be personally impacted by the recession?

Include at least 4 professional references and follow APA formatting.

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Accounting Cycle Written Assignment Paper buy argumentative essay help: buy argumentative essay help

Accounting Cycle Written Assignment

At this point, you should have an understanding of the basic foundation of accounting. The steps to the accounting cycle are crucial to the success and accuracy of preparing financial information for internal and external stakeholders.

When sharing information about your studies withyourfriends and family, suppose one of them asks you about your accounting course. How would you explain each of the steps of the accounting cycle to them if they have little or no knowledge of accounting?

You are to write a 24 page paper explaining the accounting cycle and each of the nine steps.

This should be done in APA with citations and references. Here is the grading rubrick

At this point, you should have an understanding of the basic foundation of accounting. The steps to the accounting cycle are crucial to the success and accuracy of preparing financial information for internal and external stakeholders. When sharing information about your studies with your friends and family, suppose one of them asks you about your accounting course. How would you explain each of the steps of the accounting cycle to them if they have little or no knowledge of accounting? You are to write a 24 page paper explaining the accounting cycle and each of the nine steps. Your paper should be in terms that someone without much knowledge of accounting can understand. You should address what information is needed and how it is processed at each step. Be sure to address the consequences of inaccuracies and the ramifications of omitting any of the steps. An introduction and conclusion should be included in your paper. This Assignment should be typed and follow APA guidelines for document format and citations of resources. For APA resources and assistance, please visit the Kaplan University Writing Center atr.aspx. The following checklist will assist you with completing this Assignment: 1. Introduction provide background information and an overview of the accounting cycle 2. The Accounting Cycle: 9 Steps provide an explanation of each of the nine steps, address the information needed and how it is processed at each step, provide information regarding the consequences of inaccuracies or the effect of leaving out individual steps 3. Conclusion summarizes the accounting cycle and provides a review of the importance of following the steps and providing accurate financial information Also, make sure the paper provides these critical elements: Write your original response in Standard English, paying special attention to grammar, style and mechanics. Respond to the questions in a thorough manner, providing specific examples of concepts and topics from the checklist. Ensure that your viewpoint and purpose are clearly stated. Demonstrate logical and appropriate transitions from one idea to another. Your paper should be highly organized, logical and focused.
Submit your Assignment to the Unit 9 Assignment Dropbox.
Unit 9 [114: Accounting I]
2
Unit 9 Writing Assignment Grading Rubric Grade Content, Focus, Use of Text/Research 50% Analysis and Critical Thinking 30%
Writing Style, Grammar, APA Format 20%
90100% (45 50 points)
Student has successfully provided an introduction, explanation of the nine steps to the accounting cycle, and a conclusion.
The paper addresses the information needed and how it is processed at each of the nine steps. Indications of what would happen if information were inaccurate or omitted at eight of the nine steps is included.
Sentences are clear, concise, and direct; tone is appropriate. Grammatical skills are strong with almost no errors per page. Correct use of APA format when assigned.
8089% (40 46 points)
Student provided an introduction and conclusion. Explanation of at least eight of the nine steps in the accounting cycle was included in the assignment.
The paper addresses the information needed and how it is processed at seven of the nine steps. Indications of what would happen if information were inaccurate or omitted at six of the nine steps is included.
Sentences are generally clear, concise, and direct; tone is appropriate. Grammatical skills are competent with very few errors per page. Correct use of APA format when assigned.
7079% (35 41 points)
Student provided an introduction and conclusion. Explanation of seven of the nine steps in the accounting cycle is included in the assignment.
The paper addresses the information needed and how it is processed at seven of the nine steps. Indications of what would happen if information were inaccurate or omitted at four of the nine steps is included.
Sentences are occasionally wordy or ambiguous; tone is too informal. Grammatical skills are adequate with few errors per page. Adequate use of APA format when assigned.
6069% (30 36 points)
Student provided an introduction and conclusion. Explanation of six of the nine steps in the accounting cycle is included in the assignment.
The paper addresses the information needed and how it is processed at six of the nine steps. Indications of what would happen if information were inaccurate or omitted at three of the nine steps is included.
Sentences are generally wordy and/or ambiguous; tone is too informal. Grammatical skills are inadequate, clarity and meaning are impaired, numerous errors per page. Inadequate use of APA format when assigned.
0 59% (0 29 points)
Student is missing an introduction or conclusion. Explanation of five or less of the nine steps in the accounting cycle is included in the assignment.
The paper addresses the information needed and how it is processed at five or less of the nine steps. Indications of what would happen if information were inaccurate or omitted at two or less of the nine steps is included.
Sentences unclear enough to impair meaning; tone is inappropriate and/or inconsistent. Grammatical skills are inadequate for college level. Unacceptable use of APA format when assigned.

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Experimental designs to accomplish its purpose law essay help: law essay help

Week 1

Answer the following questions:

1. Jackson (2012) even-numbered Chapter Exercises (p. 244).

2. What is the purpose of conducting an experiment? How does an experimental design accomplish its purpose?

3. What are the advantages and disadvantages of an experimental design in an educational study?

4. What is more important in an experimental study, designing the study in order to make strong internal validity claims or strong external validity claims? Why?

5. In an experiment, what is a control? What is the purpose of a control group? Of single or multiple comparison groups?

6. What are confounds? Give an example of a design that has three confounds. Describe three ways to alter the design to address these confounds and explain the advantages and disadvantages of each.

7. What does cause mean and why is it an important concept in research? How are correlation and causation related?

8. You are a researcher interested in addressing the question: does smiling cause mood to rise (i.e., become more positive)? Sketch between-participants, within-participants, and matched-participants designs that address this question and discuss the advantages and disadvantages of each to yielding data that help you answer the question. Describe and discuss each design in 4-5 sentences.

Week 2

This is a two part assignment that will be submitted within one document.

Part I
Part I checks your understanding of key concepts from Jackson and Trochim & Donnelly.

Answer the following questions:

1. Jackson even-numbered Chapter exercises (pp. 220-221; 273-275)

2. What are degrees of freedom? How are the calculated?

3. What do inferential statistics allow you to infer?

4. What is the General Linear Model (GLM)? Why does it matter?

5. Compare and contrast parametric and nonparametric statistics. Why and in what types of cases would you use one over the other?

6. Why is it important to pay attention to the assumptions of the statistical test? What are your options if your dependent variable scores are not normally distributed?

Part II
Part II introduces you to a debate in the field of education between those who support Null Hypothesis Significance Testing (NHST) and those who argue that NHST is poorly suited to most of the questions educators are interested in. Jackson (2012) and Trochim and Donnelly (2006) pretty much follow this model. Northcentral follows it. But, as the authors of the readings for Part II argue, using statistical analyses based on this model may yield very misleading results. You may or may not propose a study that uses alternative models of data analysis and presentation of findings (e.g., confidence intervals and effect sizes) or supplements NHST with another model. In any case, by learning about alternatives to NHST, you will better understand it and the culture of the field of education.

Answer the following questions:

1. What does p = .05 mean? What are some misconceptions about the meaning of p =.05? Why are they wrong? Should all research adhere to the p = .05 standard for significance? Why or why not?

2. Compare and contrast the concepts of effect size and statistical significance.

3. What is the difference between a statistically significant result and a clinically or real world significant result? Give examples of both.

4. What is NHST? Describe the assumptions of the model.

5. Describe and explain three criticisms of NHST.

6. Describe and explain two alternatives to NHST. What do their proponents consider to be their advantages?

7. Which type of analysis would best answer the research question you stated in Activity 1? Justify your answer.

Week 3

Answer the Following Questions

1. Jackson, even-numbered Chapter Exercises, pp. 308-310.

2. What is an F-ratio? Define all the technical terms in your answer.

3. What is error variance and how is it calculated?

4. Why would anyone ever want more than two (2) levels of an independent variable?

5. If you were doing a study to see if a treatment causes a significant effect, what would it mean if within groups, variance was higher than between groups variance? If between groups variance was higher than within groups variance? Explain your answer

6. What is the purpose of a post-hoc test with analysis of variance?

7. What is probabilistic equivalence? Why is it important?

Week 4

Answer the Following Questions:

1. Jackson, even-numbered Chapter Exercises, pp. 335-337.

2. Explain the difference between multiple independent variables and multiple levels of independent variables. Which is better?

3. What is blocking and how does it reduce noise? What is a disadvantage of blocking?

4. What is a factor? How can the use of factors benefit a design?

5. Explain main effects and interaction effects.

6. How does a covariate reduce noise?

7. Describe and explain three trade-offs present in experiments.

Week 5

Quasi-Experimental Designs

Part I – Answer the following questions:

1. Jackson (2012), even-numbered chapter exercises, p 360.

2. Describe the advantages and disadvantages of quasi-experiments? What is the fundamental weakness of a quasi-experimental design? Why is it a weakness? Does its weakness always matter?

3. If you randomly assign participants to groups, can you assume the groups are equivalent at the beginning of the study? At the end? Why or why not? If you cannot assume equivalence at either end, what can you do? Please explain.

4. Explain and give examples of how the particular outcomes of a study can suggest if a particular threat is likely to have been present.

5. Describe each of the following types of designs, explain its logic, and why the design does or does not address the selection threats discussed in Chapter 7 of Trochim and Donnelly (2006):

a. Non-equivalent control group pretest only

b. Non-equivalent control group pretest/posttest

c. Cross-sectional

d. Regression-Discontinuity

6. Why are quasi-experimental designs used more often than experimental designs?

7. One conclusion you might reach (hint) after completing the readings for this assignment is that there are no bad designs, only bad design choices (and implementations). State a research question for which a single-group post-test only design can yield relatively unambiguous findings.

Part II – Answer the following questions:

1. What research question(s) does the study address?

2. What is Goldbergs rationale for the study? Was the study designed to contribute to theory? Do the results of the study contribute to theory? For both questions: If so, how? If not, why not?

3. What constructs does the study address? How are they operationalized?

4. What are the independent and dependent variables in the study?

5. Name the type of design the researchers used.

6. What internal and external validity threats did the researchers address in their design? How did they address them? Are there threats they did not address? If so how does the failure to address the threats affect the researchers interpretations of their findings? Are Goldbergs conclusions convincing? Why or why not?

Week 7

Samples, Power Analysis, and Design Sensitivity

Warm-up Activity
Downloadand play around with it. See how changes in assumptions and parameters affect sample size estimates.
Part 1

1. Compare and contrast internal and external validity. Describe and give examples of research questions for which external validity is a primary concern. Describe and give examples of research questions in which internal validity is a primary concern. Discuss strategies researchers use in order to make strong claims about the applicability of their findings to a target population.

2. Compare and contrast random selection and random assignment. Be sure to include a discussion of when you would want to do one or the other and the possible consequences of failing to do random selection or random assignment in particular situations.

3. Explain the relationship between sample size and the likelihood of a statistically significant difference between measured values of two groups. In other words, explain why, all else being equal, as sample size increases the likelihood of finding a statistically significant relationship increases.

4. Compare and contrast probability and non-probability sampling. What are the advantages and disadvantages of each?

Part 2
If you do a quantitative study for your dissertation, you must estimate the sample size you will need in order to have a reasonable chance of finding a relationship among the variables stated in your research hypotheses (should one exist), given your statistical analysis(es) and assumptions/calculations of factors 2-4 above. You must do this, even if you plan to use a convenience sample (see below). There are a number of sample size calculators available. Northcentral uses G*Power, which is required in this Activity. You will use G*Powers a priori power analysis function to calculate a sample size. If it yields an unrealistically large size sample, you will rethink your design and assumptions and, perhaps, use G*Powers compromise power analysis to estimate a workable sample size that makes sense. If you plan on using a convenience sample, you would use both analyses as part of your argument that your convenience sample is large enough.

Submit the Following
1. Calculate the sample size needed given these factors:

one-tailed t-test with two independent groups of equal size

small effect size (see Piasta, S.B., & Justice, L.M., 2010)

alpha =.05

beta = .2

Assume that the result is a sample size beyond what you can obtain. Use the compromise function to compute alpha and beta for a sample half the size. Indicate the resulting alpha and beta. Present an argument that your study is worth doing with the smaller sample.

2. Calculate the sample size needed given these factors:

ANOVA (fixed effects, omnibus, one-way)

small effect size

alpha =.05

beta = .2

3 groups

Assume that the result is a sample size beyond what you can obtain. Use the compromise function to compute alpha and beta for a sample approximately half the size. Give your rationale for your selected beta/alpha ratio. Indicate the resulting alpha and beta. Give an argument that your study is worth doing with the smaller sample.

3. In a few sentences, describe two designs that can address your research question. The designs must involve two different statistical analyses. For each design, specify and justify each of the four factors and calculate the estimated sample size youll need. Give reasons for any parameters you need to specify for G*Power.

Week 8

Write your mock Concept Paper using the Concept Paper template found in the Dissertation Center. Follow the template guidelines for each section.

1. Write an Introduction describing your topic.

2. Write the Statement of the Problem section.

3. Describe the Purpose of the Study. Include the results of your power analysis.

4. State your Research Question and your null and alternative hypotheses. Be sure that your question aligns with your purpose.

5. Write a Brief Review of the Literature.

6. Complete the Research Methods section (including the Operational Definition of Variables, Constructs, and Measurement sub sections). Follow the instructions in the CP template. Be sure to:

a. Identify the strengths and weaknesses of your envisioned design and methods.

b. Identify threats to validity and how your design will address them.

c. Justify why your chosen design and methods are more appropriate for your research question than alternatives you have considered.

d. Define the constructs you will measure and what you will do in order to determine how to operationalize them.

e. Describe the sample you propose to study and its characteristics; this should include, but is not limited, to: 1) age; 2) gender; 3) ethnicity; 4) additional cultural factors; and 5) education level. Justify your choice of sample.

f. Describe your method of sampling.

g. Describe the type of data you need to collect and how you will collect it.

h. Briefly describe any ethical issues you foresee with your study. Make a preliminary assessment of the level of risk associated with participation in your study that might need to be raised with the Institutional Review Board.

i. Describe and justify how you will analyze your data and the descriptive statistics will you present.

j. Explain how you conducted your power analysis.

k. Describe how you will handle your data, check for accuracy etc.

l. What problems do you foresee in implementing the design? How might you prevent them?

The Quasi-Experimental Designs Substantive Essays my assignment essay help

Week 5

Quasi-Experimental Designs

Part I – Answer the following questions:

1. Jackson (2012), even-numbered chapter exercises, p 360.

2. Describe the advantages and disadvantages of quasi-experiments? What is the fundamental weakness of a quasi-experimental design? Why is it a weakness? Does its weakness always matter?

3. If you randomly assign participants to groups, can you assume the groups are equivalent at the beginning of the study? At the end? Why or why not? If you cannot assume equivalence at either end, what can you do? Please explain.

4. Explain and give examples of how the particular outcomes of a study can suggest if a particular threat is likely to have been present.

5. Describe each of the following types of designs, explain its logic, and why the design does or does not address the selection threats discussed in Chapter 7 of Trochim and Donnelly (2006):

a. Non-equivalent control group pretest only

b. Non-equivalent control group pretest/posttest

c. Cross-sectional

d. Regression-Discontinuity

6. Why are quasi-experimental designs used more often than experimental designs?

7. One conclusion you might reach (hint) after completing the readings for this assignment is that there are no bad designs, only bad design choices (and implementations). State a research question for which a single-group post-test only design can yield relatively unambiguous findings.

Part II – Answer the following questions:

1. What research question(s) does the study address?

2. What is Goldbergs rationale for the study? Was the study designed to contribute to theory? Do the results of the study contribute to theory? For both questions: If so, how? If not, why not?

3. What constructs does the study address? How are they operationalized?

4. What are the independent and dependent variables in the study?

5. Name the type of design the researchers used.

6. What internal and external validity threats did the researchers address in their design? How did they address them? Are there threats they did not address? If so how does the failure to address the threats affect the researchers interpretations of their findings? Are Goldbergs conclusions convincing? Why or why not?