Bus 330 week 2 discussion 2

Ashford 3: – Week 2 – Discussion 2

Your initial discussion thread is due on Day 3 (Thursday) and you have until Day 7 (Monday) to respond to your classmates. Your grade will reflect both the quality of your initial post and the depth of your responses. Reference the Discussion Forum Grading Rubric for guidance on how your discussion will be evaluated.

Product   Usage Categories

Visit Minimus.biz (Follow the link located in required resources), a company specializing in individually-sized products. Review the different product categories along the left navigation panel of the home page.  How might these items be combined to create a usage group like a “convention survival package” or “campers’ kit”? Explain the reason for your choice.

Which items, if purchased, might create complementary demand for another item in the line? Explain how it might accomplish this?

Which items might substitute for another item?  Why did you choose that substitute and how might it affect demand?

Guided Response:

Review several of your peers’ posts and respond to at least two of your peers. Provide recommendations to extend their thinking. Challenge your peers by asking a question that may cause them to reevaluate or consider other usage groups.

A+ work | Economics homework help

STAT 200 QUIZ (Show your work.) A Nissan Motor Corporation advertisement read:  “The average man’s I.Q. is 107. The average brown trout’s I.Q. is 4. So why can’t man catch brown trout?”  Suppose you believe that the brown trout’s mean I.Q. is greater than four. You catch 12 brown trout. A fish psychologist determines the I.Q.s as follows: 5; 4; 7; 3; 6; 4; 5; 3; 6; 3; 8; 5. Conduct a hypothesis test of your belief. Use a significant level of 5%. The standard deviation of the I.Q.s listed is approximately 1.62.  You can use the statistical tables provided on LEO (Content > Course Resources > Statistical Resources).

(Show your work.) According to the Center for Disease Control website, in 2011 at least 18% of high school students have smoked a cigarette. An Introduction to Statistics class in Davies County, KY conducted a hypothesis test at the local high school (a medium sized–approximately 1,200 students–small city demographic) to determine if the local high school’s percentage was lower. One hundred fifty students were chosen at random and surveyed. Of the 150 students surveyed, 82 have smoked. Use a significance level of 0.05 and using appropriate statistical evidence, conduct a hypothesis test and state the conclusions. You can use the statistical tables provided on LEO (Content > Course Resources > Statistical Resources).

(Show your work.) A study is done to determine if students in the California state university system take longer to graduate, on average, than students enrolled in private universities. One hundred students from both the California state university system and private universities are surveyed; suppose that from years of research, it is known that the population standard deviations are 1.5811 years and 1 year, respectively. The following data are collected. The California state university system students took on average 4.5 years with a standard deviation of 0.8. The private university students took on average 4.1 years with a standard deviation of 0.3. What would be your conclusions based on significance levels of 5% and 1%? You can use the statistical tables provided on LEO (Content > Course Resources > Statistical Resources).

Acc 561 week 5 cvp and break even analysis (mary willis)

Purpose of Assignment

The Case Study focuses on CVP (Cost-Volume-Profit), break-even, and margin of safety analyses which allows students to experience working through a business scenario and applying these tools in managerial decision making.

Assignment Steps

Resources: Generally Accepted Accounting Principles (GAAP), U.S. Securities and Exchange Commission (SEC)

Tutorial help on Excel® and Word functions can be found on the Microsoft® Office website. There are also additional tutorials via the web offering support for Office products.

Scenario: Mary Willis is the advertising manager for Bargain Shoe Store. She is currently working on a major promotional campaign. Her ideas include the installation of a new lighting system and increased display space that will add \$24,000 in fixed costs to the \$270,000 in fixed costs currently spent. In addition, Mary is proposing a 5% price decrease (\$40 to \$38) will produce a 20% increase in sales volume (20,000 to 24,000). Variable costs will remain at \$24 per pair of shoes. Management is impressed with Mary’s ideas but concerned about the effects these changes will have on the break-even point and the margin of safety.

Complete the following:

•Compute the current break-even point in units, and compare it to the break-even point in units if Mary’s ideas are used.

•Compute the margin of safety ratio for current operations and after Mary’s changes are introduced (Round to nearest full percent).

•Prepare a CVP (Cost-Volume-Profit) income statement for current operations and after Mary’s changes are introduced.

Prepare a maximum 720-word informal memo to management addressing Mary’s suggested changes.

•Explain whether Mary’s changes should be adopted. Why or why not? Analyze the above information (three bullet points above) and use this information to support your suggestion.

Show your work in Microsoft® Word or Excel®.

Complete calculations/computations using Microsoft® Word or Excel®.

Format your assignment consistent with APA guidelines.

Glaucoma | Pharmacology homework help

This week’s discussion will focus on glaucoma.  The purpose of this discussion is for students to identify the pharmacological management of glaucoma and associated nursing interventions to ensure safe administration of these medications.  When choosing nursing interventions, I would encourage you to consider strategies that promote safe medication administration in clients with visual impairments.  The course outcomes covered this week include:

1. Apply the concepts of pharmacotherapeutics, pharmacokinetics, pharmacodynamics, and pharmacogenomics to the use of specific medication classifications in specific health conditions, and in consideration of medication side/adverse effects, nursing implications, and medication teaching.
2. Apply principles of health promotion, as well as illness and injury prevention, to promote safety and effectiveness of commonly used pharmacologic therapy across the lifespan, taking into consideration sociocultural, genetic/genomic, developmental, and gender implications.
3. Utilize the nursing process in understanding the effects of drug therapy on health outcomes across the lifespan within the framework of a diverse population of individuals, families, and communities.

Pharmacological management of glaucoma focuses on the reduction of intraocular pressure by increasing the drainage of aqueous humor, decreasing the production, or both. What drug classes are used to reduce intraocular pressure? Describe three nursing interventions to consider with these drug classes.

Reply to the government discussion board

The questions below are to be used as the framework for responding to at least one of your classmate’s posting.  That is, select a posting you wish to respond to then evaluate the work and answer the following questions.  Be sure to address the questions to your classmate and make it relevant to his/her work.  You are required to provide a minimum of (5) five sentences for each question (#1 – #8) posted below and to respond to at least to one of your classmates.  Let’s have some fun with this while providing critical and relevant policy discussions and remember to respect all viewpoints.

1) What is your classmate presenting as his/her main idea/purpose?  Explain your analysis/answer in five (5) or more sentences.

2) What question is your classmate attempting to answer?  Provide at least 4 alternate questions for the author.

3) What information does your classmate provide as a basis for arriving at his/her own conclusion?  Explain your analysis/answer in five (5) or more sentences.

5) What are the main ideas that guide your classmate’s thinking?  Explain your analysis/answer in five (5) or more sentences.

6) What does your classmate take for granted?  Explain your analysis/answer in five (5) or more sentences.

7) What is your classmate’s perspective and how is s/he seeing it?  Explain your analysis/answer in five (5) or more sentences.

8) If your classmate is correct (or insightful), what are some implications we should recognize?  Explain your analysis/answer in five (5) or more sentences.

“1)  State as accurately as possible the video’s purpose for presenting this information.  Explain your analysis/answer in five (5) or more sentences.

This video represented the idea of gun-control in USA. The use of gun has greatly increased in various parts of States and has negatively affected a large number of people, especially children. Shooting initiated by students, or in a school had become much more common and the most surprising part was that the victims were 5-10 years old students. Therefore, this video addresses the actions taken in the favor and against of guns, by the government and NRA.

2)  What is the video attempting to convey and from what perspective is it presenting the information?  Provide your analysis/answer in five (5) or more sentences.

The frequent use of guns has to be restricted in order to build a safe place for public. This video conveys that the use of guns leads to wrong idea for people living in States. For example, in Washington, an envoy of NRA suggests in a conference that in order to be not afraid of guns, it is better to carry one ourselves. This doesn’t promote peace, rather it promotes much more violence. The government on the other hand wants to ensure that no assaulted weapons should be used by people and proper background checks must be done.

3)  What key question can you develop from the content presented in the article?  Provide your question and then your analysis/answer in five (5) or more sentences.

According to me, the key question here is that why is NRA in the favor of promoting the use of guns to this extent? It’s been clear from the past incidents in Columbine and Newtown that the use of guns has affected little, innocent children. Yet, this association is determined to promote the use of guns. Furthermore, why is the government not taking any STRICT action towards this? As a president, his first responsibility should be to deal with the current matter. Despite a strong government and 2nd amendment, strict measures could not be taken against the use of guns.

4)  What are the most important ideas you would have to understand in order to understand the video’s line of reasoning?  Provide your analysis/answer in five (5) or more sentences.

The moto of NRA is the most important aspect which needs to be understood in order to understand this video’s line of reasoning. We do know that NRA is the most democratic and influential group. Thus, the government of USA has to deal with NRA in the same manner. However, the banning of assault-style guns and the assault weapons, and the background checks at gun stores might be of little help in dealing with this problem.

5)  What is the video failing to address (what might be questioned)?  Provide your analysis/answer in five (5) or more sentences.

This video pretty much covers every aspect of the topic highlighted in this video. However, I think more focus should be given on the attempts made by government regarding the shooting incidents. The shooting at Columbine and Newtown is considered as a serious incident because children were involved, young, little, innocent children. Killing young children is a crime. Thus, this video failed to shed light on the role of government in making attempts to secure the teaching institutions.

6)  What consequences are likely to follow if people take the video’s line of reasoning seriously? Provide your analysis/answer in five (5) or more sentences.

If people follow the suggestion given by the envoy of NRA, then the use of guns will increase. This will lead to an unsafe environment for public. We cannot guarantee peace with the use of guns. If people agree with NRA and their policies, they’ll probably be digging a well for themselves. This is because the safety and security of public is the responsibility of government, as government has made the issue of guns as part of their constitution. NRA on the other hand, is exploiting every measure taken by government and manipulating public in keeping guns. I agree that the public should take some security measures on their ends, but keeping a gun means encouraging NRA and other shooting incidents and none of us want that.

7)  What consequences are likely to follow if people ignore the video’s reasoning?  Provide your analysis/answer in five (5) or more sentences.

It was made pretty clear at the end of this video that “The NRA will not go quietly into the night. We will fight.” Thus, if people ignore this video’s message, then it’ll get messy. NRA will not stay quiet and this might further lead to other shooting incidents and terrorist attacks with the use of guns.

8)  Identify the key conclusions the video comes to and presents?  Provide your analysis/answer in five (5) or more sentences.

This video concludes that NRA will come back to fight and are determined for their position. They are against the banning of guns and government. NRA is considered as the most effective group, but the defeat was not considered as a permanent end for NRA.

9)  What facts, experiences, or data is the video using to support its conclusions?  Provide your analysis/answer in five (5) or more sentences.

This video presents the interview of envoys from National Rifle Association and Gun Owners of America. The opinion of Barack Obama and Bush in response to the shooting incidents in Columbine and Newtown is also included in this video. The parents of children who studied in the school where the shooting incident took place, were also interviewed. Newscaster and New York times reports were also included in the video. All these interviews shed light on the role of government and NRA and the increasing number of incidents in USA.”

Primary source analysis 3 | Management homework help

Instructions: Read the two primary sources provided and answer the following questions at the bottom. The length of your analysis should be at least a paragraph or more. These assignments should not be answered in only 3-4 sentences. An excellent analysis will be thorough and detailed, providing a lot of in-depth discussion. Use complete sentences and check your grammar/spelling. Submit your answer as a text entry or as a separate file, saved as a word document or PDF. The grading rubric is posted at the bottom of this assignment page.

What does it mean to analyze and interpret a source?

When you are analyzing a text, you are breaking it down into parts to understand it. You then interpret each part by explaining it in your own words. You look at what it is, what the author meant, who the intended audience is, how ongoing events during that time affected the author’s argument, and why it is significant. As a result, you are doing more than just directly answering the question below.

From Martin Luther King Jr., Speech at Montgomery, Alabama (December 5, 1955)

On the evening of Rosa Parks’s arrest for refusing to give up her seat on a Montgomery bus to a white passenger, a mass rally of local African-Americans decided to boycott city buses in protest. In his speech to the gathering, the young Baptist minister Martin Luther King Jr. invoked Christian and American ideals of justice and democracy—themes he would strike again and again during his career as the leading national symbol of the civil rights struggle.

We are here this evening . . . because first and foremost we are American citizens, and we are determined to apply our citizenship to the fullness of its means. We are here also because of our love for democracy. . . . Just the other day . . . one of the finest citizens in Montgomery—not one of the finest Negro citizens but one of the finest citizens in Montgomery—was taken from a bus and carried to jail and arrested because she refused to give her seat to a white person. . . .

Mrs. Rosa Parks is a fine person. And since it had to happen I’m happy that it happened to a person like Mrs. Parks, for nobody can doubt the boundless outreach of her integrity! Nobody can doubt the height of her character, nobody can doubt that depth of her Christian commitment and devotion to the teachings of Jesus. And I’m happy since it had to happen, it happened to a person that nobody can call a disturbing factor in the community. Mrs. Parks is a fine Christian person, unassuming, and yet there is integrity and character there. And just because she refused to get up, she was arrested.

I want to say, that we are not here advocating violence. We have never done that. . . . We believe in the teachings of Jesus. The only weapon that we have in our hands this evening is the weapon of protest. . . . There will be no white persons pulled out of their homes and taken out to some distant road and lynched. . . .

We are not wrong in what we are doing. If we are wrong, then the Supreme Court of this nation is wrong. If we are wrong, the Constitution of the United States is wrong. If we are wrong, God Almighty is wrong. . . . If we are wrong, justice is a lie. . . .

We, the disinherited of this land, we who have been oppressed so long, are tired of going through the long night of captivity. And now we are reaching out for the daybreak of freedom and justice and equality. . . . Right here in Montgomery when the history books are written in the future, somebody will have to say, “There lived a race of people, a black people, . . . a people who had the moral courage to stand up for their rights. And thereby they injected a new meaning into the veins of history and of civilization.”

From The Southern Manifesto (1956)

Drawn up early in 1956 and signed by ninety-six southern members of the Senate and House of Representatives, the Southern Manifesto repudiated the Supreme Court decision in Brown v. Board of Education and offered support to the campaign of resistance in the South.

The unwarranted decision of the Supreme Court in the public school cases is now bearing the fruit always produced when men substitute naked power for established law. . . .

We regard the decisions of the Supreme Court in the school cases as a clear abuse of judicial power. It climaxes a trend in the Federal Judiciary undertaking to legislate, in derogation [violation] of the authority of Congress, and to encroach upon the reserved rights of the States and the people.

The original Constitution does not mention education. Neither does the 14th Amendment nor any other amendment. The debates preceding the submission of the 14th Amendment clearly show that there was no intent that it should affect the system of education maintained by the States.

The original Constitution does not mention education. Neither does the 14th Amendment nor any other amendment. The debates preceding the submission of the 14th Amendment clearly show that there was no intent that it should affect the system of education maintained by the States.

Though there has been no constitutional amendment or act of Congress changing this established legal principle almost a century old, the Supreme Court of the United States, with no legal basis for such action, undertook to exercise their naked judicial power and substituted their personal political and social ideas for the established law of the land.

This unwarranted exercise of power by the Court, contrary to the Constitution, is creating chaos and confusion in the States principally affected. It is destroying the amicable relations between the white and Negro races that have been created through 90 years of patient effort by the good people of both races. It has planted hatred and suspicion where there has been heretofore friendship and understanding.

With the gravest concern for the explosive and dangerous condition created by this decision and inflamed by outside meddlers: . . . we commend the motives of those States which have declared the intention to resist forced integration by any lawful means. . . .

Analyze and interpret the document to answer the following question(s):

1. How do religious convictions shape King’s definition of freedom?
2. Why does the Southern Manifesto claim that the Supreme Court decision is a threat to constitutional government?
3. Who is the intended audience for each of these documents?
4. How do these documents illustrate contrasting understandings of freedom in the wake of the civil rights movement?

TIP: When analyzing a primary source document, consider who, what, when, and why. For example, how does location, current events (of the period), and who the author is play a role in the author’s intent/message? Remember that you are not just answering the question, you are also breaking down parts of the source to analyze and interpret the author’s message.

A successful and strong analysis will provide evidence (specific example from the text/quote) to help explain and support the interpretation. However, do not let the quotes overshadow your own analysis.

Benchmark assignment- personal model of leadership – part 2

Write a paper of 1,250-1,500 words that presents your complete personal model of leadership.

Be sure to incorporate the instructor’s feedback from the draft of Part 1 (Instructor Feedback attached).

The three parts involved in creating your personal model of leadership are as follows:

Select the basic values that will provide the foundation of your model and identify the leadership behaviors that will result from those values.

Be sure to select values from all four of the levels: individual, interpersonal, organizational, and societal (be sure to incorporate the feedback from your instructor from your previous draft).

Identify how your personal model of leadership helps you create a sense of meaning and purpose for yourself, others, organizations, and society.

Identify the impact of your contributions to self, others, organizations, and society.

Prepare this assignment according to the guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is not required.

This assignment uses a rubric.

Please review the rubric (attached)  prior to beginning the assignment to become familiar with the expectations for successful completion.

You are required to submit this assignment to Turnitin. Please refer to the directions in the Student Success Center.

Phase iii | Business & Finance homework help

Phase # 3 – Project Plan

Develop and write a 2-3-page plan based on Phase III of your project. You should include all the necessary information that is asked for and you should support all your points. Clear recommendations must be given based on the research you have done. These plans should specifically address the problem statement. You are required to use references and in-text citations in your plan. Please be sure to include the name of your selected company and the name of Phase III that you are working on at the top of your paper.

Remember, you are writing to the client, so this paper needs to be professionally written with proper grammar and spelling.

Your submission will be checked for similarity through Turnitin. A Turnitin report will be made available to you upon submission. See the syllabus for more information on Turnitin in the section entitled, “Turnitin as a learning Tool.”

The YWCA

If you are working on the YWCA, consider and address the following questions when writing Phase III of your paper:

Phase III – Plan for Integration into Museum Exhibit

1. Explore YW images and other content to tell a visual story focused on a particular theme or concept.
2. How can the YW create a presentation or plan that resonates with either the LinkedIn or Twitter following? What would be the topics and who would be the people?
3. Develop a visual presentation which YW can utilize on its website and potentially be incorporated into the Museum’s online exhibit.

Please click below to access the website of the YWCA of the City of New York:

https://www.ywcanyc.org/

Sql distributed dbms | Information Systems homework help

The following data structure and constraints exist for a magazine publishing company.

a.  The company publishes one regional magazine each in Florida (FL), South Carolina (SC), Georgia (GA), and Tennessee (TN)

b.   The company has 300,000 customers (subscribers) distributed throughout the four states listed in Part 2a.

c.   On the first of each month, an annual subscription INVOICE is printed and sent to each customer whose subscription is due for renewal. The INVOICE entity contains a REGION attribute to indicate the customer’s state of residence (FL, SC, GA, TN):

CUSTOMER (CUS_NUM, CUS_NAME, CUS_ADDRESS, CUS_CITY, CUS_STATE, CUS_ZIP,

CUS_SUBSDATE)

INVOICE (INV_NUM, INV_REGION, CUS_NUM, INV_DATE, INV_TOTAL)

The company is aware of the problems associated with centralized management and has decided that it is time to decentralize the management of the subscriptions in its four regional subsidiaries. Each subscription site will handle its own customer and invoice data. The management at company headquarters, however, will have access to customer and invoice data to generate annual reports and to issue ad hoc queries, such as:

• List all current customers by region.
• List all new customers by region.
• Report all invoices by customer and by region.

Given these requirements, how must you partition the database?

Week 2 Questions

Complete the following textbook questions:

Chapter 4: Questions 4-1 through 4-5 on page 183

Chapter 5: Questions 5-1 through 5-5 on page 231

The requirements below must be met for your paper to be accepted and graded:

Write between 750 – 1,250 words (approximately 3 – 5 pages) using Microsoft Word in APA style, see example below.

Use font size 12 and 1” margins.

Include cover page and reference page.

At least 80% of your paper must be original content/writing.

No more than 20% of your content/information may come from references.

Use at least three references from outside the course material; one reference must be from EBSCOhost. Text book, lectures, and other materials in the course may be used, but are not counted toward the three reference requirement.

Cite all reference material (data, dates, graphs, quotes, paraphrased words, values, etc.) in the paper and list on a reference page in APA style.