zilongwang/ReadingBank huggingface dataset:
Chapter 3: The Project Management Process Groups: A Case Study Chapter Overview Chapter 3 describes the five project management process groups and how they relate to the ten knowledge areas. It also describes how organizations can develop their own information technology project management methodologies to help manage projects in their unique environments. A large part of this chapter describes two detailed case studies to show how to apply the project management process groups (initiating, planning, executing, monitoring and controlling, and closing) to an information technology project. The first is based on a predictive approach, and the second uses an agile approach. Differences in using the two approaches are highlighted. The case studies use many of the templates provided on the companion Web site and listed at the end of this chapter. Chapter Objectives Describe the five project management process groups, the typical level of activity for each, and the interactions among them Understand how the project management process groups relate to the project management knowledge areas Discuss how organizations develop information technology (IT) project management methodologies to meet their needs Review a case study of an organization applying the project management process groups to manage an IT project, describe outputs of each process group, and understand the contribution that effective initiating, planning, executing, monitoring and controlling, and closing make to project success Review the same case study of a project managed with an agile focus to illustrate the key differences in approaches Describe several templates for creating documents for each process group Instructor Notes Project Management Process Groups Project management process groups progress from initiation activities to planning activities, executing activities, controlling activities, and closing activities. Provide examples of each of these processes. Emphasize that these examples are process groups and not the project life cycle phases. It is easy for students to confuse the two concepts. Explain Figure 3-1 to show students how the process groups relate to each other in terms of typical level of activity, time frame, and overlap. In general, the executing processes require the most resources and time, followed by the planning processes. Note the figure (3-1) with information from Andy Crowe’s book showing that the best or “alpha” project managers spend twice as much time planning as other project managers. Table 3-1 maps the project management knowledge areas
For these expressions, energies are expressed in electron volts per Na+–Cl– pair, and r is the distance in nanometers. The net energy EN is just the sum of the preceding two expressions. (a) Superimpose on a single plot EN, ER, and EA versus r up to 1.0 nm. (b) On the basis of this plot, determine (i) the equilibrium spacing r0 between the Na+ and Cl– ions, and (ii) the magnitude of the bonding energy E0 between the two ions. (c) Mathematically determine the r0 and E0 values the solutions to Problem 2.18, and compare these with the graphical results from part (b). Solution (a) Curves of EA, ER, and EN are on the plot below. (b) From this plot: r0 = 0.24 nm E0 = 5.3 eV (c) From Equation 2.17 for EN A = 1.436 B = 7.32 106 n = 8 Thus, and = – 5.32 eV 2.20 Consider a hypothetical X+–Y– ion pair for which the equilibrium interionic spacing and bonding energy values are 0.38 nm and –5.37 eV, respectively. If it is known that n in Equation 2.17 has a value of 8, using the results of Problem 2.18, determine explicit expressions for attractive and repulsive energies EA and ER of Equations 2.9 and 2.11.
Solving for B from this equation yields Furthermore, the value of A is determined from one of the previous equations, as follows: Thus, Equations 2.9 and 2.11 become Of course these expressions are valid for r and E in units of nanometers and electron volts, respectively. 2.21The net potential energy EN between two adjacent ions is sometimes represented by the expression (2.18) in r is the interionic separation and C, D, and ρ are constants whose values depend on the specific material. (a) Derive an expression for the bonding energy E0 in terms of the equilibrium interionic separation r0 and the constants D and ρ using the following procedure: (i) Differentiate EN with respect to r, and set the resulting expression to zero. (ii) Solve for C in terms of D, ρ, and r0. (iii) Determine the expression for E0 by substitution for C in Equation 2.18. (b) Derive another expression for E0 in terms of r0, C, and ρ using a procedure analogous to the one outlined in part (a). Solution (a) Differentiating Equation 2.18 with respect to r yields
SOLUTION Substituting Equation 2.8 into each side of the relation x2nd = xleader + 10.0 m, we have that Rearranging the terms of this equation so it is in quadratic form, we have This equation can be solved the quadratic formula, with the result that . __________________________________________________________________________ 83. REASONING The time ttrip to make the entire trip is equal to the time tcart that the golfer rides in the golf cart plus the time twalk that she walks; ttrip = tcart + twalk. Therefore, the time that she walks is twalk = ttrip tcart (1) The average for the entire trip is equal to the total distance, xcart + xwalk, she travels divided by the time to make the entire trip (see Equation 2.1); Solving this equation for ttrip and substituting the resulting expression into Equation 1 yields (2) The distance traveled by the cart is , and the distance walked by the golfer is . Substituting these expressions for xcart and xwalk into Equation 2 gives The unknown variable twalk appears on both sides of this equation. Algebraically solving for this variable gives SOLUTION The time that the golfer spends walking is ______________________________________________________________________________ 84. REASONING The definition of average velocity is given by Equation 2.2 as the displacement divided by the elapsed time. When the velocity is constant, as it is for car A, the average velocity is the same as the constant velocity. We note that, since both displacement and time are the same for each car, this equation gives the same value for car B’s average velocity and car A’s constant velocity.
• Ex: NaCl + H2O – the Na ion and Cl ion become hydrated and gradually move away from the crystal into solution. • Each ion in the solution acts as though it were present alone: So there is only a solution containing Na+ and Cl- ions uniformly mixed with H2O particles 2) Solvent-solvent attraction is broken up; ____________________ 3) Solute-solvent attraction is formed; ____________________ • ____________________= surrounding of solute particles by solvent particles Solute particles becoming separated from solid (energy absorbed Solvent particles being moved apart to allow solute particles to enter liquid (energy absorbed) Solvent particles being attracted to and solvating solute particles (energy released) C. Factors Affecting the Rate of Dissolving (Increase Solution Rate): 1) Grinding: increases surface area 2) Stirring: allows solvent continual contact with solute 3) Heating: increases kinetic energy; increases mixing D. Electrolytes and Nonelectrolytes 1) ____________________= a substance that dissolves in water to give a solution that conducts electric current 2) ____________________= a substance that dissolves in to give a solution that does NOT conduct an electric current 3) ____________________of electrolytes can conduct electric current: a) The positive ions and the negative ions ____________________ (separate) in solution. The ____________________ions can move a charge from one point in the solution to another point 4) Solutions of ____________________CANNOT conduct electric current:
(a) The arbitrage bounds for the interest rate r are 0.5 ≤ (1 + r) ≤ 1.5. (b) Both the price of stock and the price of the option have to satisfy the risk-neutral valuation principle. This gives us the following set of equations Solving these equations we find that r = 5% (and q = 0.55). The Black-Scholes PDE is given by: or i.e. (a) See Lecture Notes (b) The value process V(t) is given by: V(t) = hB(t)B(t) + hS(t)S(t) To be a self-financing portfolio strategy, the process V must satisfy dV(t) = hB(t)dB(t) + hS(t)dS(t) In order for the relative portfolios, the value process V must satisfy where To solve the above SDE we use V0 = v0 and define Z = ln(V) and use Itô: Integrating gives and We also know that The portfolio is now easily found to be (B = e-rt): and
(c) Let Zt = 1/St. Itô's formula we obtain the dynamic of Z under Q as where V is a Q-Wiener process. Integrate and take conditional expectation to obtain Let m(u) = E[Zu | Ft] and take the derivative w.r.t. u. This yields the following ODE for m Solving the ODE we obtain The price at time t [0, T0) of "the inverse mean" is therefore given by 5.
Question 11: Show that the sequence, for satisfies the recurrence relation , for all integers. The sequence is given by the formula dn = 2 n – 1 for n 0 Substituting k – 1 for n we get dk-1 = 2k-1 – 1 Substituting k – 2 for n we get dk-2 = 2k-2 – 1 We want to prove that dk = 3dk-1 – 2dk-2 R.H.S. = 3(2k – 1 – 1) – 2(2k – 2 – 1) = 3 · 2k – 1 – 3 – 2 · 2k – 2 + 2 = 3 · 2k – 1 – 2k – 1 – 1 = (3 – 1) · 2k – 1 – 1 = 2 · 2k – 1 – 1 = 2k – 1 = dk = L.H.S. Question 12: Define a sequence by the formula , for all integers. Show that this sequence satisfies the recurrence relation , for all integers. Similarly solve the questions as 11.
= 3 · 2k – 1 – 3 – 2 · 2k – 2 + 2 = 3 · 2k – 1 – 2k – 1 – 1 = (3 – 1) · 2k – 1 – 1 = 2 · 2k – 1 – 1 = 2k – 1 = dk = L.H.S. Question 12: Define a sequence by the formula , for all integers. Show that this sequence satisfies the recurrence relation , for all integers. Similarly solve the questions as 11.
Question no. 7 Prove that is an odd function Solution: Question no. 8 Express the quadratic polynomial x2 + 4x + 6 in complete square form. Solution: x2 + 4x + 6 = x2 + 4x + 4 - 4 + 6 = (x+2)2 +2 Question no. 9 If the functions f is defined by then find the range of f. Solution: Since x ≤ 5 ,1/x ≥ 1/5.. i.e., f(x) ≥ 1/5. Question no. 10 If the functions f and g are defined by then Calculate gf(2). Solution: gf(x) = g(f(x)) = g(3/x) = 5(3/x) – 1 = (15/x) – 1. So, gf(2) = (15/2) – 1 =13/2 Question no. 11 If the functions g is defined by then find an expression in terms of x for .
A volume of 25.0 mL of 0.120M sulfuric acid neutralizes 40.0mL of a sodium hydroxide solution. What is the concentration of the sodium hydroxide solution? Review: Solve for ∆H in the following problems: Calculate for ∆H the reaction 2 Al (s) + 3 Cl2 (g) → 2 AlCl3 (s) from the data. 2 Al (s) + 6 HCl (aq) →2 AlCl3 (aq) + 3 H2 (g) ∆H = -1049. kJ HCl (aq) →HCl (g) ∆H = +74.8 kJ H2 (g) + Cl2 (g) → 2 HCl (g) ∆H = -1845. kJ AlCl3 (s) → AlCl3 (aq) ∆H = -323. kJ Determine ∆H using heats of formation. Hint: Make sure to balance the equation. NH3 (g) + O2 → NO2 + H2O(g) Determine ∆H for the combustion of ethane (C2H6) bond energies: C2H6 + 5O2 → 3CO2 + 4H2O New Method: Solving for ∆H using Calorimetry When a 15.3 g sample of KOH dissolves in 70.0 g of in a calorimeter, the temperature rises from 22.4˚C to 66.4˚C. Calculate the ∆H for the process and write it on the correct side of the equation.
Indications IVIg may be indicated in: highly sensitised patients awaiting transplantation; transplant recipients with antibody-mediated rejection with clinical evidence of graft dysfunction; and transplant recipients as treatment or prophylaxis for rejection where conventional immunosuppressive therapy is contraindicated; for example, in a patient with infection in whom conventional immunosuppression will place the patient at greater risk, or when the transplant is at risk. Pre - transplant where donor specific antibody/antibodies prevent transplantation (HLA or anti-blood group) in highly sensitised patients Post-transplant - anti-body mediated rejection with clinical evidence of graft dysfunction Treatment or prevention of graft rejection where conventional immunosuppressive therapies is contraindicated or pose a threat to the graft or patient Indications are consistent with kidney transplantation and existing criteria for this condition. Qualifying Criteria Pre - transplant where donor specific antibody/antibodies prevent threatening
Dosing above 1 g/kg per day is contraindicated for some IVIg products. Refer to the current product information sheet for further information. The aim should be to use the lowest dose possible that achieves the appropriate clinical outcome for each patient. POTENTIAL OPERATIONAL IMPACT No operational impact is anticipated. POTENTIAL IMPACT ON DEMAND Patient Numbers & Usage 2013-14 Patients treated: Heart 18 patients Lung 76 patients 1 patient Liver 2 patients 1 patient No impact on demand is anticipated from introducing this structured approach. This change will provide the opportunity for data analysis and creating the potential for identification of better practice.
Conceptual Solution Overview Conceptual Architecture [conceptual solution diagram and description here] Solution Architecture Information Architecture [Information architecture diagram here (eg. ERD)] Data Object Inventory Ref. Data Object Desc. Business Capability Area Source of Truth System Key Attributes DO1 e.g. Customer e.g. SalesForce Id, Name, Last Name.. DO2 Application Architecture [Application landscape diagram and description here] Application Inventory Ref. App Name Ver. Key Modules Hosted Vendor / Supported by Strategic Alignment AP1 System 1 Strategic AP2 System 2 To be decommissioned Integration Architecture [Integration Diagram here]
Interface Inventory Ref. Interface Name Desc Data Object(s) Source Target Freq. Batch / Realtime IN1 [reference data objects from information architecture table] [reference from application architecture table] [reference from application architecture table] e.g. Daily e.g. Batch Infrastructure Architecture Infrastructure Diagram here(Servers / Data Stores / Switches / ..) Include infrastructure envrionments (e.g. Dev / UAT / PROD) Infrastructure Repository Ref. Hardware Specification Location IF.PRD.01 Production App Server IF.DEV.01 Security Architecture Identity and Access Management This section specifies controls related to the management and enforcement of access rights into systems, applications and resources – Authentication and authorisation methods, SSO, etc. Threat Model Ref Threat Likelihood Impact Rating Action Spoofing Spoofing of an identity to gain unauthorised access to the application Unlikely (2) Skilled attacker / limited external users will access via secure channel Moderate (3) Medium Identify security requirements of information Network Switches should be configured in mode to defeat spoofing attacks Denial of Service Attacker impacts availability of the application preventing processing and access by users Unlikely (2) Skilled attacker / isolated servers serving internal and external users High Medium Data Centre Monitoring Apply appropriate physical security mechanisms
Davis, Capital, December 1, 2014 $ 0 contribution 18,000 Net income for the month 1,800 $ 19,800 Owner withdrawal (1,400) Davis, Capital, December 31, 2014 $ 18,400 Requirement 7 DAVIS CONSULTING Balance December 31, 2014 Assets Liabilities Cash $ 16,400 Accounts Payable $ 4,700 Accounts Receivable 1,200 Unearned Revenue 1,400 Office Supplies 900 Total Liabilities $ 6,100 Equipment 1,800 Furniture 4,200 Owner's Equity Davis, Capital $ 18,400 Total Assets $ 24,500 Total Liabilities and Owner's Equity $ 24,500 Requirement 8 Debt ratio = Total liabilities / Total assets = $6,100 / $24,500 = 0.25* = 25% * rounded Practice Set P2-44 Requirement 1 Date Accounts and Explanation Posting Ref. Credit Nov. 1 Cash 35,000 8,000
The Ansari X is another technological innovation competition focusing on spacecraft. To win the $10 million Ansari X Prize, a private spacecraft had to be the first to carry the weight equivalent of three people to an altitude of 62.14 miles twice within two weeks. SpaceShipOne, a privately built spacecraft, won the $10 million Ansari X Prize on October 4, 2004. Describe the potential business impacts of the Ansari X competition. travel is the next exciting frontier. Business impacts could range from vacation trips to the moon to picking up space materials for the production of goods and services. The competition could also inspire other types of competition such as underwater houses and personal flying machines. DARPA Videos The DARPA challenge is an excellent topic when discussing AI. Here is the latest article on this year’s DARPA challenge. Robots And Their Masters Ready For DARPA 'War Zone' Race DARPA Grand Challenge Stanford Winning Team DARPA Challenge - 2005 Overview Special Features: Inside the DARPA Challenge CORE MATERIAL The core chapter material is covered in detail in the PowerPoint slides. Each slide contains detailed teaching notes including exercises, class activities, questions, and examples. Please review the PowerPoint slides for detailed notes on how to teach and enhance the core chapter material. CHAPTER TWO CLOSING MATERIAL OPENING CASE TWO QUESTIONS BUSINESS IS BOOMING FOR WEARABLE TECHNOLOGIES Knowledge: Define the three primary types of decision-making systems and how wearable technologies in the workplace could affect each. Decision-making skills are essential for all business professionals, at every company level, who make decisions that run the business. At the operational level, employees develop, control, and maintain core business activities required to run the day-to-day operations. Operational decisions are
admitted to his role in a fraud scheme that harmed the savings of thousands of investors.” Thousands of investors who were defrauded Lost money, sometimes lost most of their retirement savings & had to return to work; fooled, cheated, lied to Employees Economic security lost, benefits lost, Inability to support family Special Agent Robert L. Panella said that Madoff “undermine[d] the financial well-being of workers.” Madoff also “Failed to protect the integrity of employee benefit plan assets….” Regulators Were all tricked into believing falsehoods; were unable to perform their jobs appropriately “Madoff created numerous false compliance documents in which he stated that he had performed compliance reviews of the trading in the BLMIS IA business on a regular basis, when, in reality, the reviews were never performed. The false statements were designed to mislead regulators, auditors, and IA clients” Auditors Were all tricked into believing falsehoods; were unable to perform their jobs appropriately Thought they were investing in an elite, thriving company See above quote. “The numerous false statements in the Forms ADV created the false appearance that BLMIS’s IA business had a small number of highly sophisticated clients and far fewer assets under management than was actually the case.” IA [Investment Advisory] clients Bernard L. Madoff Investment Securities (BLMIS) clients His wife Marion Short-term gain of money; long-term loss of money and separation from father/husband, “The government has entered into a settlement with Madoff’s family that requires the forfeiture of all of his wife Marion’s and daughter Shana’s assets and assets belonging to other family members.”
Chapter Outline 2.1 The Business Benefit 2.2 Learning Objectives 2.3 Networking Models 2.4 Open Architectures 2.5 Layered Architectures 2.4 Open Systems Interconnection (OSI) 2.5 The Ethical Perspective 2.6 Transmission Control Protocol/Internet Protocol (TCP/IP) 2.7 Networking Categories 2.8 Chapter Summary 2.11 Keywords 2.12 Questions 2.13 Hands-On Projects 2.14 Research in Brief 2.15 Case Study Questions 2.16 in Focus: How the Layers Work Learning Objectives ■ Explain networking models. ■ Describe open architectures. ■ List the benefits of layered architectures. ■ Understand the OSI networking model. ■ Understand the TCP/IP networking model. ■ Identify four general categories of networks. Chapter Summary Networks have both physical and logical components:the hardware devices that compose them and the softwarethat drives them. Networks are also onmodels. Open architecture models have some of thesame advantages as open standards. Two major modelsused in data communications are the open systemsinterconnection, or OSI, model and the transmissioncontrol protocol/Internet protocol, or TCP/IP, model. The two models share several characteristics, and eachmodel is well established and accepted by the dataand telecommunications industries. One of the mostimportant features they share is that both models arebased on the concept of layered architectures.A model is based on theory. The theoreticalmodel must then be implemented into a physicaldata communications network. In general, a networkfalls into one of four categories, based on the network’scharacteristics. A local area network (LAN) isusually contained within a limited geographic area.A backbone network (BN) is usually a high-speedcircuit that connects the various LANs within anenterprise.A
Protocols are the rules that determine how devices communicate such that a sending and receiving device are able to exchange data and information. 4. What are the four different types of networks? Local Area Networks. Backbone Networks. Metropolitan Area Networks. Wide Area Networks. 5. How many layers make up the OSI layers make up the OSI model. 6. Which layer in the TCP/IP model is closest in alignment with the OSI model? The physical layer is closest in alignment with the OSI model. 7. What is the purpose of the application layer in the TCP/IP model? This layer is also sometimes referred to as the process layer and is where a protocol stack interfaces with processes on a host machine, enabling that host to communicate across the network. 8. What is the largest networking category? Wide Area Network is the largest scale networking category. Hands-On Projects, Research in Brief, and Case Study Answers for these three text elements will vary depending on what an individual student or study group elects for these assignments. Assignments should be evaluated for relevancy, accuracy, content, and appropriate use of language. The case study in particular lends itself to a small group project.
Remind the students that they should practice their presentation together before they speak before the class, and they should critique each other’s delivery and content so that the group effort is as polished as possible. A group project that was used for an Intermediate Accountingcourse appears on pages INTERPERSONAL SKILLS The discussion of projects pointed out that these assignments help students improve their interpersonal skills because they give students experience working together cooperatively. The projects will require them to divide duties and then to combine work done individually into a cohesive whole. In addition, the students may also encounter problems in their projects that require group problem solving. The best way to guide students in these projects so that they develop the interpersonal skills they need is to monitor the progress of the group, discussing with them problems they encounter and ways they might solve those problems. It will usually be sufficient to meet with each group together only once or twice. In the case of problems with an individual student, of course, an individual conference may be necessary. The remainder of this section presents another activity that helps students improve their interpersonal skills, at the same time it improves their writing: peer reviews of the papers. Peer Reviews of Students’ Papers Pages 109–113 contain a handout you can use with your classes for a peer review of a writing assignment. This handout explains the peer review process in detail, suggests guidelines the students can use for their reviews, and provides the forms needed for the assignment. When students review the writing done by other members of the class, they learn a number of helpful skills. They learn to read carefully and to edit the writing done by another person. This practice of careful reading and review should carry over into the editing and revising of their own writing. Students also improve interpersonal skills when they participate in peer reviews, because they learn to give and receive constructive criticism with tact and mutual respect. To foster these qualities, stress these guidelines when you assign a peer review: 1. Students should submit their best work to their classmates for review. Hasty, incomplete papers waste the reviewers’ time and prevent the writer from receiving full benefit of the review process.
11. False. Quantitative variables describe how much or how many of something there is. 12. True 13. True 14. True Practicing the Skills 15. Qualitative 16. Quantitative 17. Quantitative 18. Qualitative 19. Quantitative 20. Quantitative 21. Qualitative 22. Qualitative 23. Qualitative 24. Quantitative 25. Ordinal 26. Nominal 27. Ordinal 28. Ordinal 29. Nominal 30. Nominal 31. Nominal 32. Ordinal 33. Continuous 34. Continuous 35. Discrete 36. Discrete 37. Continuous 38. Discrete 39. Discrete 40. Continuous Working with the Concepts 41. Ordinal 42. Discrete 43. Ordinal 44. Quantitative 45. Nominal 46. Ordinal 47. (A) Game Publisher (B) Percentage of Gaming Audience, Average Minutes Played per Week (C) Publisher (D) Game Title 48. (A) Movie Title, Creative Type, MPAA rating (B) Year, Ticket Sales, Tickets Sold (C) Movie Title, Creative Type (D) MPAA Rating Extending the Concepts 49. (A) Ordinal (B) Yes, it a more favorable opinion of the construction of a new shopping mall. (C) No, we cannot say that opinion is twice as favorable. (D) Quantitative (E) Yes, Brenda’s answer the ownership of more cars, and the ownership of as many cars. (F) Nominal (G) No, Brenda’s answer neither more of something nor twice as much of something. Section 1.3 Exercises 1 – 4 are the Your Understanding exercises for this section. Answers to these exercises are on page 26. Understanding the Concepts 5. randomized 6. 7. observational 8. confounder 9. prospective 10. cohort 11. True 12. False. A confounder makes it harder to draw conclusions from a study. 13. In a randomized experiment, subjects are assigned to treatment groups at random. 14. Randomized experiments are generally more reliable than observational studies. 15. True 16. True Practicing the Skills
-10 up to 0 9 0 up to 10 31 10 up to 20 19 20 up to 30 8 30 up to 40 3 Total = 70 19 observations are at least10but less than20. Classes Relative Frequency Cumulative Relative Frequency -10 up to 0 9/70 = 0.129 0.129 0 up to 10 31/70 = 0.443 0.129 + 0.443 = 0.572 10 up to 20 19/70 = 0.271 0.129 + 0.443 + 0.271 = 0.843 20 up to 30 8/70 = 0.114 0.129 + 0.443 + 0.271 + 0.114 = 0.957 30 up to 40 3/70 = 0.043 0.129 + 0.443 + 0.271 + 0.114 + 0.043 = 1 ≈ 1 27.1% of the observations are at least10but less than20; 84.3% are less than 20. The distribution is not symmetric. Itis positively skewed. Class Relative Frequency 10 up to 20 12/56 = 0.214 20 up to 30 15/56 = 0.268 30 up to 40 25/56 = 0.446 40 up to 50 4/56 = 0.071 ≈ 1
9 0 0 0 1 1 2 2 2 3 3 4 4 4 4 4 5 6 6 6 8 8 9 10 6 7 Temperatures ranged from a low of 73 to a high of 107. The distribution is not symmetric; it has negative skew. Temperatures in 90s were the most frequent. Stem Leaf 6 5 5 6 7 7 7 0 0 0 1 1 2 2 3 3 3 5 5 8 9 8 0 0 0 1 1 2 The officers concerns are warranted. The data shows that the majority of cars exceed the 65 miles-per-hour limit. Spain Stem Leaf 2 1 1 1 2 3 3 4 4 5 5 5 6 7 8 9 9 9 3 0 0 2 Netherlands Stem Leaf 2 2 3 3 4 5 5 5 6 6 6 7 7 7 7 9 3 0 3 5 5 9 Spain has a relatively younger team compared to Netherlands. Spain’s ages range from 21 to 32, while Netherlands’ ages range from 22 to 39. The majority of players in both teams are in their 20s. However, Netherlands has a couple of more players in their 30s than Spain.
30-40 4 60-70 1 98 Frequency distribution for size of company. Size Total Small 32 Medium 28 Large 38 Total 98 c. Crosstabulation showing column percentages. Size of Company Job Growth (%) Small Midsized Large -10-0 13 21 5 0-10 56 46 76 10-20 22 7 11 20-30 9 11 5 30-40 0 11 3 60-70 0 4 0 Total 100 100 100 d. Crosstabulation showing row percentages. Size of Company Job Growth (%) Small Midsized Large Total -10-0 33 50 17 100 0-10 30 22 48 100 10-20 54 15 31 100 20-30 38 38 25 100 30-40 0 75 25 100 60-70 0 4 0 100 e. 12 companies had a negative job growth: 13% were small companies; 21% were midsized companies; and 5% were large companies. So, in terms of avoiding negative job growth, large companies were better off than small and midsized companies. But, although 95% of the large companies had a positive job growth, the growth rate was below 10% for 76% of these companies. In terms of better job growth rates, midsized companies performed better than either small or large
High 80.000 20.000 100 b. 39. a. b. For midsized cars, driving speeds seem to yield higher miles per gallon. 40. a. b. Colder average low temperature seems to lead to higher amounts of snowfall. c. Two cities have an average snowfall of nearly 100 inches of snowfall: Buffalo, N.Y and Rochester, NY. Both are located near large lakes in New York. 41. a. b. The percentage of people with hypertension increases with age. c. For ages earlier than 65, the percentage of with hypertension is higher than that for females. After age 65, the percentage of females with hypertension is higher than that for males. 42. a. b. After an increase in age 25-34, smartphone ownership decreases as age increases. The percentage of people with no cell phone increases with age. There is less variation across age groups in the percentage who own other cell phones. c. Unless a newer device replaces the smartphone, we would expect smartphone ownership would become less sensitive to age. This would be true because current users will become older and because the device will become to be seen more as a necessity than a luxury.
Challenge Exercise 2-2 – Solution (a) General Journal J1 Date Account Titles Ref. Debit Credit Sept. 1 Cash…. Capital 101 301 20,000 20,000 5 Equipment Cash Accounts Payable 157 101 201 17,000 6,000 11,000 11 Cash…. Accounts Receivable Service Revenue 101 112 400 1,000 2,900 3,900 25 Accounts Payable Cash 201 101 7,000 7,000 29 Owner’s Drawings Cash 306 101 600 600 30 Cash…. Accounts Receivable 101 112 1,500 1,500 (b) Cash No. 101 Date Explanation Ref. Credit Balance Sept. 1 J1 20,000 20,000 5 11 J1 J1 1,000 6,000 14,000 15,000 25 J1 7,000 8,000 29 30 J1 J1 1,500 600 7,400 8,900 Accounts Receivable No. 112
Defect rate 0.019 Sigma level 3.575 3.692 Example individual calculation: Corp. defect rate = (300/30000) = 0.010. NORM.S.INV (0.9900) + 1.5 = 3.826 sigma Combined rate = = 0.0142. NORM.S.INV (0.9858) + 1.5 = 3.692 sigma 10. Expand Table 2.4 for sigma levels from 3.0 to 6.0 in increments of 0.2 on a spreadsheet. Assume a 1.5 sigma offset. Show dpmo on a chart as a function of the sigma level. Answer: We must use the relationship dpmo = (1 – NORM.DIST(x,1.5,1,TRUE))*1000000, where x is the sigma level. See spreadsheet Ch02-Solutions. We get: Sigma Level Sigma Level 3.0 4.6 3.2 4.8 3.4 5.0 3.6 5.2 3.8 5.4 48.1 4.0 5.6 20.7 4.2 5.8 8.5 4.4 6.0 3.4 11. Verasource Microprocessor Corporation (VMC) sells 2000 specialized computer processing chips each month at a price of $1,500 each. Variable costs amount to $1,500,000, and fixed costs are $500,000. Currently the company has a defect rate of 8 percent (which are chips returned by customers, scrapped by VMC, and replaced). Note that the variable costs include the cost of producing the defective chips.
This association is dedicated to funding scientific research on brain and behavior disorders. World Federation for Mental Health An international, non-profit organization established in 1948 to advance, among all peoples and nations, the prevention of mental and emotional disorders, the proper treatment and care of those with such disorders, and the promotion of mental health. World Health Organization Part of the WHO’s website on mental health. Key Terms antidepressant anxiety disorders attention deficit/hyperactivity disorder (ADHD) autism spectrum disorder behavioral therapy bipolar disorder cognitive therapy culture emotional health emotional intelligence generalized anxiety disorder (GAD) interpersonal therapy (IPT) major depressive disorder mental disorder mental health mood obsessive-compulsive disorder (OCD) optimism panic attack panic disorder phobia psychiatric drugs psychodynamic psychotherapy schizophrenia self-actualization self-compassion self-esteem spiritual health spiritual intelligence
The Socially Conscious Restaurant This case touches on many facets of human behavior. We retain the case, with an updating, from earlier editions because of its continuing popularity. This case is also suited for the next chapter because it concentrates upon individual differences among people. 1. What will be your biggest challenge in this assignment? A major challenge is that the manager is faced with the prospects of training a highly heterogeneous workforce, even with respect to values and ethics. 2. What cautions should you exercise in using general learning principles in training your employees? The employees will most likely learn at different rates. Some will catch on quickly to the routine, using almost any learning method. Others will require a slow conditioning process. 3. How the values and ethics of your staff have a negative impact on the operations of the restaurant, and how can you handle this problem? Values and ethics might possibly interfere with learning. Some of the former prisoners may rebel against such a slow method of making up for lost income during their incarceration. A starting point would be to openly discuss the values of the employees, and their conflicts. Pondering an Ethical Dilemma As with many role plays, students may need guidance in incorporating ideas from the course into their discussions. A natural tendency is to conduct a discussion without introducing new knowledge. Someone in this group should take the initiative to run the ethical dilemma through the 6-question ethical screen. The ethics of the situation are complicated by the fact that the jobs in question could make a big difference in the financial well being of the Pakistani children. EXAMINATION QUESTIONS Multiple Choice (a) 1. The visual image received by the eye a. has many possible interpretations. b. is quite accurate unless the person has a visual problem. c. becomes more accurate with age.
2-21 BRIEF DESCRIPTION OF PRINCIPLE HOLMES’ ACTIONS RESULTING IN FAILURE TO COMPLY WITH PRINCIPLE RESPONSIBILITIES PRINCIPLES The auditor must possess the competency and capabilities to perform the audit. It was inappropriate for Holmes to hire the two students to conduct the audit. The audit must be conducted by persons with proper education and experience in the field of auditing. Although a junior assistant has not completed his formal education, he may help in the conduct of the audit as long as there is proper supervision and review. The auditor must comply with ethical requirements, which include maintaining independence in mental attitude in all matters relating to the audit. To satisfy this principle, Holmes must be without bias with respect to the client under audit. Holmes has an obligation for fairness to the owners, management, and creditors who may rely on the report. Because of the financial interest in whether the bank loan is granted to Ray, Holmes is independent in neither fact nor appearance with respect to the assignment undertaken. The auditor must maintain professional skepticism and exercise professional judgment in the performance of the audit and the preparation of the report. This principle requires Holmes to perform the with due care, which imposes on Holmes and everyone in Holmes’ organization a responsibility to observe the principles of performance and reporting. Maintaining professional skepticism and exercising professional judgment require critical review at every level of supervision of the work done and the judgments exercised by those assisting in the audit. Holmes did not review the work or the judgments of the assistants and clearly failed to adhere to this standard. 2-21 (continued) BRIEF DESCRIPTION OF PRINCIPLE HOLMES’ ACTIONS RESULTING IN FAILURE TO COMPLY WITH PRINCIPLE PERFORMANCE PRINCIPLES
For Exercises 1 – 18, perform the indicated operations. For each problem, estimate to check your answer. a. 52 + 13 b.52 13 c.52 13 d. a. b. 102 17 c. 102 17 d. 102 17 a.5064 58 b. 5064 58 c. d. 5064 58 a.1226 114 b. c.1226 114 d.1226 114 a. 156 41 b. 197 41 a.6004 221 b.6225 221
13 6 1 1 2 3 3 3 4 5 5 6 7 7 8 10 7 0 2 2 3 4 4 5 7 8 9 7 8 0 1 3 4 6 6 7 6 9 1 2 3 5 8 9 3 10 2 7 9 1 11 6 100 b. Distribution of wait times is fairly symmetrical, may be slightly skewed to the right. L02-05 2.41 a. Stem and Leaf plot for Ratings stem unit = 1 leaf unit = 0.1 Descriptive statistics Frequency Stem Leaf 1 36 0 0 37 3 38 0 0 0 4 39 0 0 0 0 5 40 0 0 0 0 0 6 41 0 0 0 0 0 0 6 42 0 0 0 0 0 0 8 43 0 0 0 0 0 0 0 0 12 44 0 0 0 0 0 0 0 0 0 0 0 0 9 45 0 0 0 0 0 0 0 0 0 7 46 0 0 0 0 0 0 0 3 47 0 0 0 1 48 0 65 b. Distribution is slightly skewed to the left. c. Since 19 of the ratings are below 42 it would not be accurate to say that almost all purchasers are very satisfied. L02-05 2.42 tabulation tables are used to study association between categorical variables. L02-06 2.43 Each cell is filled with the number of observations that have the specific values of the categorical variables associated with that cell. L02-06
2. g/L) + (0.7811)(1.25092 g/L) + (0.00930)X = 1.000(1.29327 g/L) X = 1.78 g/L 3. Argon M = 39.948 u 100 % – 0.337 % – 0.063 % = 99.600 % (0.00337)(35.967545 u)+ (0.00063)(37.96732 u) +(0.99600)X = 39.948 u X = 39.963 u 4. 4.0 m · 5.0 m · 2.4 m · (1 L/1.00 × 10-3 m3) = 4.8 × 104 L 4.8 × 104 L · 1.78 g/L · 1 mol/39.948 g · 6.022 × 1023 atoms/mol = 1.3 × 1027 atoms
N 10 100 1000 u 300 Kbps 7680 51200 512000 700 Kbps 7680 512000 2 Mbps 7680 51200 512000 Peer to Peer N 10 100 1000 u 300 Kbps 7680 25904 47559 700 Kbps 7680 15616 21525 2 Mbps 7680 7680 7680 Problem 23 Consider a distribution scheme in which the server sends the file to each client, in parallel, at a rate of a rate of us/N. Note that this rate is less than each of the client’s download rate, since by assumption us/N ≤ dmin. Thus each client can also receive at rate us/N. Since each client receives at rate us/N, the time for each client to receive the entire file is F/( us/N) = NF/ us. Since all the clients receive the file in NF/ us, the overall distribution time is also NF/ us. Consider a distribution scheme in the server sends the file to each client, in parallel, at a rate of dmin. Note that the aggregate rate, N dmin, is less than the server’s link rate us, since by assumption us/N ≥ dmin. Since each client receives at rate dmin, the time for each client to receive the entire file is F/ dmin. Since all the clients receive the file in this time, the overall distribution time is also F/ dmin. From Section 2.6 we know that DCS ≥ max {NF/us, F/dmin} (Equation 1) Suppose that us/N ≤ dmin. Then from Equation 1 we have DCS ≥ NF/us . But from (a) we have DCS ≤ NF/us . Combining two gives: DCS = NF/us when us/N ≤ dmin. (Equation 2) We can similarly show that: DCS =F/dmin when us/N ≥ dmin (Equation 3). Combining Equation 2 and Equation 3 gives the desired result. Problem 24
N0 = P3'(P2 + P1 + + P3'(P0 + P2P1)CI1I0' + P3'(P0' + P2P1)CI1'I0 + P3'P0CI1'I0' + P3P0C + P3'(P2' + P1' + P0')C' R = SPAID' G = SPAID A = SCHEAT 17. N3 = P2P1P0U' + P3(P2' + P1' + P0' + U) N2 = P3P2(P0 + U) + P2P1 + P3'P1P0'U' N1 = P3' (P2 + P1)U' + P2P1P0U' + P1U N0 = (P3' + P2)P1'U + P3'P2U + P0U' C = P2'P1'P0' V2 = P3P1'P0 + P3P2P0' V1 = P3'P1P0' + P2P1P0 V0 = P3'P2'P0 + P2P1P0 + P3P1'P0 18. 19.
00101 XX01 10100 000 10000 110X 10011 001 22. 23. 24. 25. P1: P0X'Y should be P0XY P0: P0XY' should be P0X'Y' B: P0 should be P0' 26. CLR: 0XY' should be 1XY' Counter input D0: 0X'Y should be 0XY A: 1 should be 0 27. Address Correct Data 0011 01110 0100 01011 1011 00111
14 Chapter 12 Suggestions for Case Analysis In class discussion: Using Financials (Chapter 12) 15 Putting It All Together Case Presentation Final Exam Course Outline 12-Week Course: Semester Week Assigned Reading Generic Activities – see MyManagementLab for actual activities that correspond with this text 1 Chapter 1 Basic Concepts of Strategic Management Module Management Strategy In class discussion: Strategy (Chapter 1) 2 Chapter 2 Corporate Governance Context: Constraints and Challenges In class exercise: Building Constraints (Chapter 2) 3 Chapter 3 Social Responsibility and Ethics in Strategic Management Case #1 (Chapter 3) 4 Chapter 4 Environmental Scanning and Industry Analysis In class discussion: Scanning (Chapter 4) 5 Chapter 5 Internal Scanning: Organizational Analysis In class discussion: Working with Apple 6 Chapter 6 Strategy Formulation: Situation Analysis and Business Strategy Case #2 (Chapter 6) 7 Chapter 7 Strategy Formulation: Corporate Strategy Exam 1 8 Chapter 8 Strategy Formulation: Functional Strategy and Strategic Choice In class exercise: Developing Synergy (Chapter 8) 9 Chapter 9 Strategy Implementation: Organizing for Action Case #1 (Chapter 9) 10 Chapter 10 Strategy Implementation: Staffing and Directing In class exercise: Team Building (Chapter 10) 11 Chapter 11 Evaluation and Control Case #2: Developing Controls (Chapter 11) 12 Chapter 12 Suggestions for Case Analysis Putting it All Together Exam
2013 market debt-equity c. 2009 debt-enterprise value ratio. 2013 debt-enterprise value ratio. 2-35. Use the data in Problem 8 to determine the change, from 2009 to 2012, in GE’s a. book debt-equity ratio? b. market debt-equity a. 2009 book debt-equity ratio. 2012 book debt-equity . b. 2009 market debt-equity ratio. 2012 market debt-equity ratio . 2-36. You are analyzing the leverage of two firms and you note the following (all values in millions of dollars): a. What is the market debt-to-equity ratio of each firm? b. What is the book debt-to-equity of each firm? c. What is the interest coverage ratio of each firm? d. Which firm may have more difficulty meeting its debt obligations? Explain. a. Firm A:. Firm B:. b. Firm A:. Firm B:. c. Firm A:. Firm B: . Firm B has a lower coverage ratio and will have slightly more difficulty meeting its debt obligations than Firm A. 2-37. See Table 2.5 showing financial statement data and stock price data for Mydeco Corp. a. Compute Mydeco’s PE ratio each year from 2009 to 2013. In which year was it the highest? b. What was Mydeco’s Enterprise Value to EBITDA ratio each year? In which year was it the highest? c. What might explain the differing time pattern of the two valuation ratios? a. The PE ratio was highest in 2010. b. The enterprise value/EBITDA ratio was the highest in 2012. c. The different time patterns are caused by increasing debt in 2012 and 2013 that increased the enterprise value of the Mydeco and reduced the earnings per share due to increased interest expense. In addition, very small earnings per share in 2010 increased the PE ratio even though the price decreased as well.
negotiating with other vendors about a purchase decision. The payment of expenses for the trip constitutes a gift that could appear to influence their purchase decision. Pros of attending user meeting (a) Opportunity to learn more about Pinnacle’s software products. (b) Opportunity to interact with other possible purchasers and get their opinions. (c) Opportunity to influence the future product development plans of Pinnacle in a way that will benefitPrakash& Sons. An example is Pinnacle subsequently developing software modules tailored to food product companies. (d) Saves Prakash& Sons’ money. Visiting suppliers and their customers typically cost money, whereas Pinnacle is paying for the Hong Kong conference. Cons of attending (a) The ethical issues raised in requirement 1. (b) Negative morale effects on other Prakash& Sons employees who do not get to attend the Hong Kong conference. These employees may reduce their trust and respect for Marks’ judgment, arguing she has been on a ‘supplier-paid vacation.’ Conditions on attending that Prakash& Sons might impose (a) Sizable part of that time in Hong Kong has to be devoted to business rather than recreation. (b) Decision on which Prakash& Sons executive attends is not made by the person who attends (this reduces the appearance of a conflict of interest). (c) Person attending (Marks) does not have final say on purchase decision (this reduces the appearance of a conflict of interest). (d) Prakash& Sons executives go only when a new major purchase is being contemplated (to avoid the conference becoming a regular ‘vacation’). 3. The company does not need its own code of ethics. They can use the code of ethics developed by the CIMAthe CIMA’s code of ethics for professional management accountants which can be found at: . Pros of having a written code The Conference Board outlines the following reasons why companies adopt codes of ethics: (a) Signals commitment of senior management to ethics. (b) Promotes public trust in the credibility of the company and its employees. (c) Signals the managerial professionalism of its employees. (d) Provides guidance to employees as to how difficult problems are to be handled. If adhered to, employees will avoid many actions that are unethical or appear to be unethical. (e) Drafting of the policy (and its redrafting in the light of ambiguities) can assist management in anticipating and preparing for ethical issues not yet encountered. Cons of having a written code
Exercise 1-15 ▲1.Pertains to moral right/wrong 2. Doesn’t pertain 3. Pertains to moral right/wrong ▲4. Pertains to moral right/wrong 5. Pertains to moral right/wrong 6. Doesn’t pertain ▲7. pertain 8. Doesn’t pertain 9. Pertains to moral right/wrong ▲10. Pertains to aesthetic good/bad 11. Doesn’t pertain 12. Doesn’t pertain ▲13. Doesn’t pertain. It merely explains how to stop the decline in enrollments. Exercise 1-16 ▲1.b. Both are arguments 2. a. Both say what would be the outcome of doing something 3. c. Both tell you how to achieve an objective ▲4. b. Both are arguments 5. b. Both try to say something tactfully 6. b. Both are arguments ▲7. b. Both are explanations 8. a. Both are arguments 9. b. Both are arguments. ▲10. a. Both contain two assertions, the second of which is implied to take priority Can bears and others think critically? They probably think, but do they review and evaluate their thinking? We don’t know. We have our doubts.
TO REVIEW QUESTIONS Using the Student-Class-Grade database that you created in this Appendix: Create and run an Access QBE query to duplicate the results in Figure 1-10. Save the query as QBE-Query-A-02. See the file DBP-e13-IM-AppA-Student-Grade-Class.aacdb. Use the Form Wizard to create a data input form for the STUDENT table. Name the form Student Data Input Form. Using the student data shown in Figure A-49, add the new students to the STUDENT table. See the file DBP-e13-IM-AppA-Student-Grade-Class.aacdb. Use the Form Wizard to create a data input form for the CLASS table. Name the form Class Data Input Form. Using the class data shown in Figure A-50, add the new classes to the CLASS table. See the file DBP-e13-IM-AppA-Student-Grade-Class.aacdb. Use the Form Wizard to create a data input form for the GRADE table. Name the form Grade Data Input Form. Using the grade data shown in Figure A-48, add the new grades to the GRADE table. See the file DBP-e13-IM-AppA-Student-Grade-Class.aacdb.