Tag: Model Answer

  • [Solved] ICL 7053: Reading Response 1

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    **Readings**: _Principles to Actions_, pp. 17-23 **Reading Response 1**: The _Principles to Actions_ document is the most recent set of recommendations from the National Council of Teachers of Mathematics regarding effective mathematics teaching. According to this document, one of the eight effectiv…

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    **Readings**: _Principles to Actions_, pp. 17-23

    **Reading Response 1**:

    The _Principles to Actions_ document is the most recent set of recommendations from the National Council of Teachers of Mathematics regarding effective mathematics teaching. According to this document, one of the eight effective mathematics teaching practices is to: "Implement tasks that promote reasoning and problem solving." This recommendation is related to the work of researchers such as Stein, Smith, and others who have studied classroom instruction to identify the teaching practices associated with increased student learning. Those of you who have been in the MAT or BSEd program might find these reading familiar. For others of you, these will be new.

    Respond to the following questions.

    1. Do you think that "cognitively demanding" (as described by Stein and Smith) is the same thing as "hard"? In other words, could a "simple" task by cognitively demanding? Could a "hard" task be of low cognitive demand? Explain your thinking.

    2. Based on the readings and your own experience, how important do you think the selection of tasks is to effective teaching? If 10 is "the most important" and 1 is "the least important," where would you rate task selection in terms of importance? Why?

    3. What is one key "take-away" from these readings regarding mathematical tasks? (Even if you had read these selections before, there is likely one new idea that you noticed this time around).

    – 2 years ago

  • [Solved] Human Sexuality Course Help

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    – [\ \ IMG_3665.png](https://www.sweetstudy.com/files/img-3665-png-10189039 "IMG_3665.png") – 2 years ago

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    Assignment Prompt & Instructions

    – [\
    \
    IMG_3665.png](https://www.sweetstudy.com/files/img-3665-png-10189039 "IMG_3665.png")

    – 2 years ago

  • [Solved] Human Resource Management Week 5 Homework

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    See Attached – 2 years ago **files (2)** – ## GradDiscussionRubric.pdf – ## Week5homeworkassignmentsHRA545.docx **## GradDiscussionRubric.pdf** TCOB Graduate Studies Discussion Rubric Criteria No Submission 0 points Novice (Criterion is missing or not in evidence) 1-13 points Basic (works towards me…

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    Assignment Prompt & Instructions

    See Attached

    – 2 years ago

    **files (2)**

    – ## GradDiscussionRubric.pdf

    – ## Week5homeworkassignmentsHRA545.docx

    **## GradDiscussionRubric.pdf**

    TCOB Graduate Studies Discussion Rubric

    Criteria No Submission

    0 points

    Novice
    (Criterion is missing or not

    in evidence)
    1-13 points

    Basic
    (works towards meeting

    expectations;
    performance needs

    improvement)
    14-16 points

    Proficient
    (meets expectations;

    performance is satisfactory)
    17-18 points

    Exemplary
    (exceeds expectations;

    performance is outstanding)
    19-20 points

    Support of
    Week's Reading

    No Student
    Submission
    (0 points)

    Does not refer to the
    readings to support postings

    (1-13 points)

    Alludes to the readings
    to support postings

    (14-16 points)

    Refers to examples from the
    readings to support postings

    (17-18 points)

    Provides concrete examples from
    the readings to support postings;

    integrates prior readings in
    postings

    (19-20 points)

    Observations No Student
    Submission
    (0 points)

    Does not integrate personal
    observations or knowledge;

    does not present new
    observations
    (1-13 points)

    Integrates personal
    observations and

    knowledge in a cursory
    manner; does not

    present new
    observations

    (14-16 points)

    Integrates personal
    observations and knowledge
    in an accurate way; presents

    new observations
    (17-18 points)

    Integrates personal observations
    and knowledge in an accurate and

    highly insightful way; presents
    new observations

    (19-20 points)

    Response to
    Classmates

    No Student
    Submission

    (0 points)

    Responds in a cursory
    manner to classmates’

    postings
    (1-13 points)

    Constructively responds
    to classmates’ postings

    (14-16 points)

    Constructively responds to
    classmates’ postings; offers

    insight that encourages other
    students to think critically

    about their own work.
    (17-18 points)

    Constructively responds to
    classmates’ postings; masterfully
    connects the material presented
    in classmates’ postings to their

    responses; encourages classmates
    to think critically about their own

    work.
    (19-20 points)

    Organization,
    Word Choice,
    and Sentence

    Structure

    No Student
    Submission

    (0 points)

    Posts are disorganized and
    information is not presented
    in a logical sequence; word

    choice and sentence
    structure are not suitable

    (1-13 points)

    Posts are somewhat
    disorganized, and
    information is not

    presented in a logical
    sequence; word choice
    and sentence structure

    are not suitable
    (14-16 points)

    Posts are organized, and
    information is presented in a

    logical sequence; word
    choice and sentence

    structure are suitable; there
    are a few errors; however,

    errors do not affect
    readability.

    (17-18 points)

    Posts are organized and
    information is presented in a

    logical sequence; word choice and
    sentence structure are suitable;

    no errors in the response.
    (19-20 points)

    References No Student
    Submission

    (0 points)

    Includes no sources to
    support conclusions

    (1-13 points)

    Includes 1 outside
    source to support and
    enrich the discussion;

    Includes 2 or more outside
    sources to support and
    enrich the discussion;

    sources are properly cited in

    Includes 2 or more outside
    sources to support and enrich the
    discussion; sources are cited using

    APA format; style guidelines are

    TCOB Graduate Studies Discussion Rubric

    sources are not properly
    cited in APA format

    (14-16 points)

    APA format and are properly
    integrated into the discussion

    response
    (17-18 points)

    masterfully integrated into the
    discussion response.

    (19-20 points)

    **## Week5homeworkassignmentsHRA545.docx**

    Assignment discussion week 5

    > Sexual Orientation, Religious Discrimination,  and National Origin Discrimination

    **1.A**. Are there sufficient protection in the workplace against religious discrimination?

    Key legislation and corporate guidelines provide a framework for employers to govern their actions and protect them from legal action; however, the typical employee with limited resources and the need to remain employed will frequently accept discriminatory action in fear of retribution or retaliatory acts. Critics argue that discriminatory practices still exist though they are more discreet. Cite one or more Internet sources in your initial response.

    Are there any additional laws or guidelines that can be created to increase the protection of employees against further acts of religious discrimination?

    **1.B.** Age and Disability Discrimination

    Many people still feel that 65 is a good retirement age; others argue for 70. Even others argue that there should be no age restrictions on working. What do you think? As many people grow older, they become more interested in keeping busy through work. Some employers fear a loss of productivity from older workers. A few are fearful that older workers using machinery may be a danger to themselves as well as customers and other employees.

    Are there any additional laws or guidelines that can be created to increase the protection of employees against further acts of discrimination? At what age should workers be requested to stop working?

    **1.C.** Safe and Healthy Workplaces

    What responsibilities do the employer, and the employee have in making sure the workplace is safe and healthy?

    The Occupational Safety and Health Act of 1970 (OSHA) was designed to set forth a standard that would provide for the safety and health of employees while on the job. Employers are required to provide a place of employment free from occupational hazards. Employees must follow the rules and regulations established to promote their safety and use equipment designed to ensure their safety. Suppose a fellow employee working near you ignored safety regulations and was injured. Others who witnessed this act have decided to say that the employee did not ignore the safety rules in order for him to receive benefits. Cite one or more Internet sources in your initial response.

    **Assignment:** What responsibilities do the employer, and the employee have in making sure the workplace is safe and healthy? Should you report him to your supervisor and provide information that may incriminate the injured worker and cause him to lose benefits?

    **1.D** .Current Issues in Human Resources

    Locate an article describing a current event (within the last year) that involves one of the employment law issues discussed in this course.
    1)    Describe the contents of the article and the applicable current event.
    2)    Describe the employment law issue addressed in the article.
    3)    Discuss why this employment law issue continues to be important to companies today.

    \*\*\****************************************************************************************
    **2 A.) Please respond to the following 2 peers in regard to your thoughts of their answers. Please cite references:**

    **KW.** Religious discrimination in the workplace prevails as an issue in the present day.  According to Moran (2014), it is the fastest advancing form of discriminatory behavior and has increased in proportion by 87% in the past two decades.  Due to ever-increasing discrimination in this area, additional safeguarding measures should be implemented to ensure employee well-being.

         Freedom of religion is protected by the First Amendment and individuals reserve the freedom to practice a religion of their choice as long as laws are not broken by the religious practices, such as by sacrifices.  Individual states are provided with religious rights and protections under the 14th amendment.  Title VII is what protects employees in religious practices and employers must permit religious beliefs in the workplace under reasonable accommodations.  The reasonable accommodations must also not create hardships o the company or compromise the religious rights of the other employees (Moran, 2014).

           In some organizations, people are discriminated against for their religious practices.  These practices can include beliefs, dress code and rituals.  To create an inclusive environment in the workplace, additional guidelines can be put in place.  First, adjustments to existing policies can be made to accommodate employees.  Changes such as creating a designated place in the company for prayer and worship, granting employee time off for religious purposes and creating or switching job roles with other employees to not interfere with religious beliefs or overlapping times of prayer or time off (Hudson, 2024).

            In
    _Goff v. DeJoy (2023_), the U.S. Supreme Court ruled that employers cannot claim hardship and must accommodate an employee’s religious beliefs and practices unless those beliefs constitute significant financial burdens on the operations of the business.  Therefore, employers can implement the requirement of policy reviews and revisions for needed updates, with strong rumination being given to the other laws which are still required to be followed.  Finally, proper guidance and training need to be conducted with employees and HR to create new guidelines, while not negatively impacting the other employees or operations (Hudson, 2024).

             On the federal and state levels, additional laws can be enacted to create a safe haven for religion.  If an employee states that they have certain religious holidays, those should be granted, along with the ability to exercise time off for religious services.  It can also be required that employers designate a space for prayer as well as times for prayer as required, dependent on the various practices observed in your organization.  Lastly, employers should be required to train employees on religious discrimination as any other form of discrimination and prohibit and fear to be instilled in any employee due to their beliefs (U.S. EEOC, n.d.).

    **References**

    Hudson, M. (2024, June 20). 6 Steps to Respecting and Accommodating Religion in the Workplace. https://www.traliant.com/blog/6-steps-to-respecting-and-accomodating-religion-in-the-workplace/

    Moran, J.J. (2014). Employment law: new challenges in the business environment. (6th Ed.). Boston: Pearson. ISBN: 9780133075229

    U.S Equal Employment Opportunity Commission. (n.d.). Religious Discrimination.
    [https://www.eeoc.gov/religious-discrimination](https://www.eeoc.gov/religious-discrimination)

    **SF.** Even though there are laws, like Title VII of the Civil Rights Act, that protect employees from religious discrimination, problems still exist. Title VII makes it illegal for employers to treat employees unfairly because of their religion and requires them to make reasonable changes for religious practices unless it causes serious problems for the company (U.S. Equal Employment Opportunity Commission [EEOC], 2021). However, many workers, especially those who feel insecure in their jobs or don't know their rights, are often afraid to speak up about religious discrimination. They may worry about retaliation, losing their job, or facing other negative consequences, so they choose to stay quiet. In many cases, the discrimination is not obvious and can be difficult to identify, so employees may not even realize it’s happening or how to address it (Shapiro, 2019). This creates a situation where religious discrimination continues behind the scenes, making it harder to eradicate.

    To help fix this, more laws or guidelines could be put in place. For example, companies could require better training on religious tolerance to help employees and managers spot and address unfair treatment. Additionally, there should be clearer steps for employees to report religious discrimination safely, without fear of retaliation. Laws could also make sure that those who speak up about discrimination are not punished in any way. These changes would help create a workplace that better supports employees and makes it easier to report and stop religious discrimination. A more transparent, proactive approach would encourage both employees and employers to take these issues more seriously.

    **References:**

    Shapiro, E. (2019). The hidden threat of workplace discrimination.
    _Human Resources Today_. https://www.humanresourcestoday.com/hidden-discrimination

    U.S. Equal Employment Opportunity Commission. (2021).
    _Religious discrimination_. https://www.eeoc.gov/religious-discrimination

    **## Week5homeworkassignmentsHRA545.docx**

    Assignment discussion week 5

    > Sexual Orientation, Religious Discrimination,  and National Origin Discrimination

    **1.A**. Are there sufficient protection in the workplace against religious discrimination?

    Key legislation and corporate guidelines provide a framework for employers to govern their actions and protect them from legal action; however, the typical employee with limited resources and the need to remain employed will frequently accept discriminatory action in fear of retribution or retaliatory acts. Critics argue that discriminatory practices still exist though they are more discreet. Cite one or more Internet sources in your initial response.

    Are there any additional laws or guidelines that can be created to increase the protection of employees against further acts of religious discrimination?

    **1.B.** Age and Disability Discrimination

    Many people still feel that 65 is a good retirement age; others argue for 70. Even others argue that there should be no age restrictions on working. What do you think? As many people grow older, they become more interested in keeping busy through work. Some employers fear a loss of productivity from older workers. A few are fearful that older workers using machinery may be a danger to themselves as well as customers and other employees.

    Are there any additional laws or guidelines that can be created to increase the protection of employees against further acts of discrimination? At what age should workers be requested to stop working?

    **1.C.** Safe and Healthy Workplaces

    What responsibilities do the employer, and the employee have in making sure the workplace is safe and healthy?

    The Occupational Safety and Health Act of 1970 (OSHA) was designed to set forth a standard that would provide for the safety and health of employees while on the job. Employers are required to provide a place of employment free from occupational hazards. Employees must follow the rules and regulations established to promote their safety and use equipment designed to ensure their safety. Suppose a fellow employee working near you ignored safety regulations and was injured. Others who witnessed this act have decided to say that the employee did not ignore the safety rules in order for him to receive benefits. Cite one or more Internet sources in your initial response.

    **Assignment:** What responsibilities do the employer, and the employee have in making sure the workplace is safe and healthy? Should you report him to your supervisor and provide information that may incriminate the injured worker and cause him to lose benefits?

    **1.D** .Current Issues in Human Resources

    Locate an article describing a current event (within the last year) that involves one of the employment law issues discussed in this course.
    1)    Describe the contents of the article and the applicable current event.
    2)    Describe the employment law issue addressed in the article.
    3)    Discuss why this employment law issue continues to be important to companies today.

    \*\*\****************************************************************************************
    **2 A.) Please respond to the following 2 peers in regard to your thoughts of their answers. Please cite references:**

    **KW.** Religious discrimination in the workplace prevails as an issue in the present day.  According to Moran (2014), it is the fastest advancing form of discriminatory behavior and has increased in proportion by 87% in the past two decades.  Due to ever-increasing discrimination in this area, additional safeguarding measures should be implemented to ensure employee well-being.

         Freedom of religion is protected by the First Amendment and individuals reserve the freedom to practice a religion of their choice as long as laws are not broken by the religious practices, such as by sacrifices.  Individual states are provided with religious rights and protections under the 14th amendment.  Title VII is what protects employees in religious practices and employers must permit religious beliefs in the workplace under reasonable accommodations.  The reasonable accommodations must also not create hardships o the company or compromise the religious rights of the other employees (Moran, 2014).

           In some organizations, people are discriminated against for their religious practices.  These practices can include beliefs, dress code and rituals.  To create an inclusive environment in the workplace, additional guidelines can be put in place.  First, adjustments to existing policies can be made to accommodate employees.  Changes such as creating a designated place in the company for prayer and worship, granting employee time off for religious purposes and creating or switching job roles with other employees to not interfere with religious beliefs or overlapping times of prayer or time off (Hudson, 2024).

            In
    _Goff v. DeJoy (2023_), the U.S. Supreme Court ruled that employers cannot claim hardship and must accommodate an employee’s religious beliefs and practices unless those beliefs constitute significant financial burdens on the operations of the business.  Therefore, employers can implement the requirement of policy reviews and revisions for needed updates, with strong rumination being given to the other laws which are still required to be followed.  Finally, proper guidance and training need to be conducted with employees and HR to create new guidelines, while not negatively impacting the other employees or operations (Hudson, 2024).

             On the federal and state levels, additional laws can be enacted to create a safe haven for religion.  If an employee states that they have certain religious holidays, those should be granted, along with the ability to exercise time off for religious services.  It can also be required that employers designate a space for prayer as well as times for prayer as required, dependent on the various practices observed in your organization.  Lastly, employers should be required to train employees on religious discrimination as any other form of discrimination and prohibit and fear to be instilled in any employee due to their beliefs (U.S. EEOC, n.d.).

    **References**

    Hudson, M. (2024, June 20). 6 Steps to Respecting and Accommodating Religion in the Workplace. https://www.traliant.com/blog/6-steps-to-respecting-and-accomodating-religion-in-the-workplace/

    Moran, J.J. (2014). Employment law: new challenges in the business environment. (6th Ed.). Boston: Pearson. ISBN: 9780133075229

    U.S Equal Employment Opportunity Commission. (n.d.). Religious Discrimination.
    [https://www.eeoc.gov/religious-discrimination](https://www.eeoc.gov/religious-discrimination)

    **SF.** Even though there are laws, like Title VII of the Civil Rights Act, that protect employees from religious discrimination, problems still exist. Title VII makes it illegal for employers to treat employees unfairly because of their religion and requires them to make reasonable changes for religious practices unless it causes serious problems for the company (U.S. Equal Employment Opportunity Commission [EEOC], 2021). However, many workers, especially those who feel insecure in their jobs or don't know their rights, are often afraid to speak up about religious discrimination. They may worry about retaliation, losing their job, or facing other negative consequences, so they choose to stay quiet. In many cases, the discrimination is not obvious and can be difficult to identify, so employees may not even realize it’s happening or how to address it (Shapiro, 2019). This creates a situation where religious discrimination continues behind the scenes, making it harder to eradicate.

    To help fix this, more laws or guidelines could be put in place. For example, companies could require better training on religious tolerance to help employees and managers spot and address unfair treatment. Additionally, there should be clearer steps for employees to report religious discrimination safely, without fear of retaliation. Laws could also make sure that those who speak up about discrimination are not punished in any way. These changes would help create a workplace that better supports employees and makes it easier to report and stop religious discrimination. A more transparent, proactive approach would encourage both employees and employers to take these issues more seriously.

    **References:**

    Shapiro, E. (2019). The hidden threat of workplace discrimination.
    _Human Resources Today_. https://www.humanresourcestoday.com/hidden-discrimination

    U.S. Equal Employment Opportunity Commission. (2021).
    _Religious discrimination_. https://www.eeoc.gov/religious-discrimination

    **## GradDiscussionRubric.pdf**

    TCOB Graduate Studies Discussion Rubric

    Criteria No Submission

    0 points

    Novice
    (Criterion is missing or not

    in evidence)
    1-13 points

    Basic
    (works towards meeting

    expectations;
    performance needs

    improvement)
    14-16 points

    Proficient
    (meets expectations;

    performance is satisfactory)
    17-18 points

    Exemplary
    (exceeds expectations;

    performance is outstanding)
    19-20 points

    Support of
    Week's Reading

    No Student
    Submission
    (0 points)

    Does not refer to the
    readings to support postings

    (1-13 points)

    Alludes to the readings
    to support postings

    (14-16 points)

    Refers to examples from the
    readings to support postings

    (17-18 points)

    Provides concrete examples from
    the readings to support postings;

    integrates prior readings in
    postings

    (19-20 points)

    Observations No Student
    Submission
    (0 points)

    Does not integrate personal
    observations or knowledge;

    does not present new
    observations
    (1-13 points)

    Integrates personal
    observations and

    knowledge in a cursory
    manner; does not

    present new
    observations

    (14-16 points)

    Integrates personal
    observations and knowledge
    in an accurate way; presents

    new observations
    (17-18 points)

    Integrates personal observations
    and knowledge in an accurate and

    highly insightful way; presents
    new observations

    (19-20 points)

    Response to
    Classmates

    No Student
    Submission

    (0 points)

    Responds in a cursory
    manner to classmates’

    postings
    (1-13 points)

    Constructively responds
    to classmates’ postings

    (14-16 points)

    Constructively responds to
    classmates’ postings; offers

    insight that encourages other
    students to think critically

    about their own work.
    (17-18 points)

    Constructively responds to
    classmates’ postings; masterfully
    connects the material presented
    in classmates’ postings to their

    responses; encourages classmates
    to think critically about their own

    work.
    (19-20 points)

    Organization,
    Word Choice,
    and Sentence

    Structure

    No Student
    Submission

    (0 points)

    Posts are disorganized and
    information is not presented
    in a logical sequence; word

    choice and sentence
    structure are not suitable

    (1-13 points)

    Posts are somewhat
    disorganized, and
    information is not

    presented in a logical
    sequence; word choice
    and sentence structure

    are not suitable
    (14-16 points)

    Posts are organized, and
    information is presented in a

    logical sequence; word
    choice and sentence

    structure are suitable; there
    are a few errors; however,

    errors do not affect
    readability.

    (17-18 points)

    Posts are organized and
    information is presented in a

    logical sequence; word choice and
    sentence structure are suitable;

    no errors in the response.
    (19-20 points)

    References No Student
    Submission

    (0 points)

    Includes no sources to
    support conclusions

    (1-13 points)

    Includes 1 outside
    source to support and
    enrich the discussion;

    Includes 2 or more outside
    sources to support and
    enrich the discussion;

    sources are properly cited in

    Includes 2 or more outside
    sources to support and enrich the
    discussion; sources are cited using

    APA format; style guidelines are

    TCOB Graduate Studies Discussion Rubric

    sources are not properly
    cited in APA format

    (14-16 points)

    APA format and are properly
    integrated into the discussion

    response
    (17-18 points)

    masterfully integrated into the
    discussion response.

    (19-20 points)

    **## Week5homeworkassignmentsHRA545.docx**

    Assignment discussion week 5

    > Sexual Orientation, Religious Discrimination,  and National Origin Discrimination

    **1.A**. Are there sufficient protection in the workplace against religious discrimination?

    Key legislation and corporate guidelines provide a framework for employers to govern their actions and protect them from legal action; however, the typical employee with limited resources and the need to remain employed will frequently accept discriminatory action in fear of retribution or retaliatory acts. Critics argue that discriminatory practices still exist though they are more discreet. Cite one or more Internet sources in your initial response.

    Are there any additional laws or guidelines that can be created to increase the protection of employees against further acts of religious discrimination?

    **1.B.** Age and Disability Discrimination

    Many people still feel that 65 is a good retirement age; others argue for 70. Even others argue that there should be no age restrictions on working. What do you think? As many people grow older, they become more interested in keeping busy through work. Some employers fear a loss of productivity from older workers. A few are fearful that older workers using machinery may be a danger to themselves as well as customers and other employees.

    Are there any additional laws or guidelines that can be created to increase the protection of employees against further acts of discrimination? At what age should workers be requested to stop working?

    **1.C.** Safe and Healthy Workplaces

    What responsibilities do the employer, and the employee have in making sure the workplace is safe and healthy?

    The Occupational Safety and Health Act of 1970 (OSHA) was designed to set forth a standard that would provide for the safety and health of employees while on the job. Employers are required to provide a place of employment free from occupational hazards. Employees must follow the rules and regulations established to promote their safety and use equipment designed to ensure their safety. Suppose a fellow employee working near you ignored safety regulations and was injured. Others who witnessed this act have decided to say that the employee did not ignore the safety rules in order for him to receive benefits. Cite one or more Internet sources in your initial response.

    **Assignment:** What responsibilities do the employer, and the employee have in making sure the workplace is safe and healthy? Should you report him to your supervisor and provide information that may incriminate the injured worker and cause him to lose benefits?

    **1.D** .Current Issues in Human Resources

    Locate an article describing a current event (within the last year) that involves one of the employment law issues discussed in this course.
    1)    Describe the contents of the article and the applicable current event.
    2)    Describe the employment law issue addressed in the article.
    3)    Discuss why this employment law issue continues to be important to companies today.

    \*\*\****************************************************************************************
    **2 A.) Please respond to the following 2 peers in regard to your thoughts of their answers. Please cite references:**

    **KW.** Religious discrimination in the workplace prevails as an issue in the present day.  According to Moran (2014), it is the fastest advancing form of discriminatory behavior and has increased in proportion by 87% in the past two decades.  Due to ever-increasing discrimination in this area, additional safeguarding measures should be implemented to ensure employee well-being.

         Freedom of religion is protected by the First Amendment and individuals reserve the freedom to practice a religion of their choice as long as laws are not broken by the religious practices, such as by sacrifices.  Individual states are provided with religious rights and protections under the 14th amendment.  Title VII is what protects employees in religious practices and employers must permit religious beliefs in the workplace under reasonable accommodations.  The reasonable accommodations must also not create hardships o the company or compromise the religious rights of the other employees (Moran, 2014).

           In some organizations, people are discriminated against for their religious practices.  These practices can include beliefs, dress code and rituals.  To create an inclusive environment in the workplace, additional guidelines can be put in place.  First, adjustments to existing policies can be made to accommodate employees.  Changes such as creating a designated place in the company for prayer and worship, granting employee time off for religious purposes and creating or switching job roles with other employees to not interfere with religious beliefs or overlapping times of prayer or time off (Hudson, 2024).

            In
    _Goff v. DeJoy (2023_), the U.S. Supreme Court ruled that employers cannot claim hardship and must accommodate an employee’s religious beliefs and practices unless those beliefs constitute significant financial burdens on the operations of the business.  Therefore, employers can implement the requirement of policy reviews and revisions for needed updates, with strong rumination being given to the other laws which are still required to be followed.  Finally, proper guidance and training need to be conducted with employees and HR to create new guidelines, while not negatively impacting the other employees or operations (Hudson, 2024).

             On the federal and state levels, additional laws can be enacted to create a safe haven for religion.  If an employee states that they have certain religious holidays, those should be granted, along with the ability to exercise time off for religious services.  It can also be required that employers designate a space for prayer as well as times for prayer as required, dependent on the various practices observed in your organization.  Lastly, employers should be required to train employees on religious discrimination as any other form of discrimination and prohibit and fear to be instilled in any employee due to their beliefs (U.S. EEOC, n.d.).

    **References**

    Hudson, M. (2024, June 20). 6 Steps to Respecting and Accommodating Religion in the Workplace. https://www.traliant.com/blog/6-steps-to-respecting-and-accomodating-religion-in-the-workplace/

    Moran, J.J. (2014). Employment law: new challenges in the business environment. (6th Ed.). Boston: Pearson. ISBN: 9780133075229

    U.S Equal Employment Opportunity Commission. (n.d.). Religious Discrimination.
    [https://www.eeoc.gov/religious-discrimination](https://www.eeoc.gov/religious-discrimination)

    **SF.** Even though there are laws, like Title VII of the Civil Rights Act, that protect employees from religious discrimination, problems still exist. Title VII makes it illegal for employers to treat employees unfairly because of their religion and requires them to make reasonable changes for religious practices unless it causes serious problems for the company (U.S. Equal Employment Opportunity Commission [EEOC], 2021). However, many workers, especially those who feel insecure in their jobs or don't know their rights, are often afraid to speak up about religious discrimination. They may worry about retaliation, losing their job, or facing other negative consequences, so they choose to stay quiet. In many cases, the discrimination is not obvious and can be difficult to identify, so employees may not even realize it’s happening or how to address it (Shapiro, 2019). This creates a situation where religious discrimination continues behind the scenes, making it harder to eradicate.

    To help fix this, more laws or guidelines could be put in place. For example, companies could require better training on religious tolerance to help employees and managers spot and address unfair treatment. Additionally, there should be clearer steps for employees to report religious discrimination safely, without fear of retaliation. Laws could also make sure that those who speak up about discrimination are not punished in any way. These changes would help create a workplace that better supports employees and makes it easier to report and stop religious discrimination. A more transparent, proactive approach would encourage both employees and employers to take these issues more seriously.

    **References:**

    Shapiro, E. (2019). The hidden threat of workplace discrimination.
    _Human Resources Today_. https://www.humanresourcestoday.com/hidden-discrimination

    U.S. Equal Employment Opportunity Commission. (2021).
    _Religious discrimination_. https://www.eeoc.gov/religious-discrimination

    **## GradDiscussionRubric.pdf**

    TCOB Graduate Studies Discussion Rubric

    Criteria No Submission

    0 points

    Novice
    (Criterion is missing or not

    in evidence)
    1-13 points

    Basic
    (works towards meeting

    expectations;
    performance needs

    improvement)
    14-16 points

    Proficient
    (meets expectations;

    performance is satisfactory)
    17-18 points

    Exemplary
    (exceeds expectations;

    performance is outstanding)
    19-20 points

    Support of
    Week's Reading

    No Student
    Submission
    (0 points)

    Does not refer to the
    readings to support postings

    (1-13 points)

    Alludes to the readings
    to support postings

    (14-16 points)

    Refers to examples from the
    readings to support postings

    (17-18 points)

    Provides concrete examples from
    the readings to support postings;

    integrates prior readings in
    postings

    (19-20 points)

    Observations No Student
    Submission
    (0 points)

    Does not integrate personal
    observations or knowledge;

    does not present new
    observations
    (1-13 points)

    Integrates personal
    observations and

    knowledge in a cursory
    manner; does not

    present new
    observations

    (14-16 points)

    Integrates personal
    observations and knowledge
    in an accurate way; presents

    new observations
    (17-18 points)

    Integrates personal observations
    and knowledge in an accurate and

    highly insightful way; presents
    new observations

    (19-20 points)

    Response to
    Classmates

    No Student
    Submission

    (0 points)

    Responds in a cursory
    manner to classmates’

    postings
    (1-13 points)

    Constructively responds
    to classmates’ postings

    (14-16 points)

    Constructively responds to
    classmates’ postings; offers

    insight that encourages other
    students to think critically

    about their own work.
    (17-18 points)

    Constructively responds to
    classmates’ postings; masterfully
    connects the material presented
    in classmates’ postings to their

    responses; encourages classmates
    to think critically about their own

    work.
    (19-20 points)

    Organization,
    Word Choice,
    and Sentence

    Structure

    No Student
    Submission

    (0 points)

    Posts are disorganized and
    information is not presented
    in a logical sequence; word

    choice and sentence
    structure are not suitable

    (1-13 points)

    Posts are somewhat
    disorganized, and
    information is not

    presented in a logical
    sequence; word choice
    and sentence structure

    are not suitable
    (14-16 points)

    Posts are organized, and
    information is presented in a

    logical sequence; word
    choice and sentence

    structure are suitable; there
    are a few errors; however,

    errors do not affect
    readability.

    (17-18 points)

    Posts are organized and
    information is presented in a

    logical sequence; word choice and
    sentence structure are suitable;

    no errors in the response.
    (19-20 points)

    References No Student
    Submission

    (0 points)

    Includes no sources to
    support conclusions

    (1-13 points)

    Includes 1 outside
    source to support and
    enrich the discussion;

    Includes 2 or more outside
    sources to support and
    enrich the discussion;

    sources are properly cited in

    Includes 2 or more outside
    sources to support and enrich the
    discussion; sources are cited using

    APA format; style guidelines are

    TCOB Graduate Studies Discussion Rubric

    sources are not properly
    cited in APA format

    (14-16 points)

    APA format and are properly
    integrated into the discussion

    response
    (17-18 points)

    masterfully integrated into the
    discussion response.

    (19-20 points)

    **## Week5homeworkassignmentsHRA545.docx**

    Assignment discussion week 5

    > Sexual Orientation, Religious Discrimination,  and National Origin Discrimination

    **1.A**. Are there sufficient protection in the workplace against religious discrimination?

    Key legislation and corporate guidelines provide a framework for employers to govern their actions and protect them from legal action; however, the typical employee with limited resources and the need to remain employed will frequently accept discriminatory action in fear of retribution or retaliatory acts. Critics argue that discriminatory practices still exist though they are more discreet. Cite one or more Internet sources in your initial response.

    Are there any additional laws or guidelines that can be created to increase the protection of employees against further acts of religious discrimination?

    **1.B.** Age and Disability Discrimination

    Many people still feel that 65 is a good retirement age; others argue for 70. Even others argue that there should be no age restrictions on working. What do you think? As many people grow older, they become more interested in keeping busy through work. Some employers fear a loss of productivity from older workers. A few are fearful that older workers using machinery may be a danger to themselves as well as customers and other employees.

    Are there any additional laws or guidelines that can be created to increase the protection of employees against further acts of discrimination? At what age should workers be requested to stop working?

    **1.C.** Safe and Healthy Workplaces

    What responsibilities do the employer, and the employee have in making sure the workplace is safe and healthy?

    The Occupational Safety and Health Act of 1970 (OSHA) was designed to set forth a standard that would provide for the safety and health of employees while on the job. Employers are required to provide a place of employment free from occupational hazards. Employees must follow the rules and regulations established to promote their safety and use equipment designed to ensure their safety. Suppose a fellow employee working near you ignored safety regulations and was injured. Others who witnessed this act have decided to say that the employee did not ignore the safety rules in order for him to receive benefits. Cite one or more Internet sources in your initial response.

    **Assignment:** What responsibilities do the employer, and the employee have in making sure the workplace is safe and healthy? Should you report him to your supervisor and provide information that may incriminate the injured worker and cause him to lose benefits?

    **1.D** .Current Issues in Human Resources

    Locate an article describing a current event (within the last year) that involves one of the employment law issues discussed in this course.
    1)    Describe the contents of the article and the applicable current event.
    2)    Describe the employment law issue addressed in the article.
    3)    Discuss why this employment law issue continues to be important to companies today.

    \*\*\****************************************************************************************
    **2 A.) Please respond to the following 2 peers in regard to your thoughts of their answers. Please cite references:**

    **KW.** Religious discrimination in the workplace prevails as an issue in the present day.  According to Moran (2014), it is the fastest advancing form of discriminatory behavior and has increased in proportion by 87% in the past two decades.  Due to ever-increasing discrimination in this area, additional safeguarding measures should be implemented to ensure employee well-being.

         Freedom of religion is protected by the First Amendment and individuals reserve the freedom to practice a religion of their choice as long as laws are not broken by the religious practices, such as by sacrifices.  Individual states are provided with religious rights and protections under the 14th amendment.  Title VII is what protects employees in religious practices and employers must permit religious beliefs in the workplace under reasonable accommodations.  The reasonable accommodations must also not create hardships o the company or compromise the religious rights of the other employees (Moran, 2014).

           In some organizations, people are discriminated against for their religious practices.  These practices can include beliefs, dress code and rituals.  To create an inclusive environment in the workplace, additional guidelines can be put in place.  First, adjustments to existing policies can be made to accommodate employees.  Changes such as creating a designated place in the company for prayer and worship, granting employee time off for religious purposes and creating or switching job roles with other employees to not interfere with religious beliefs or overlapping times of prayer or time off (Hudson, 2024).

            In
    _Goff v. DeJoy (2023_), the U.S. Supreme Court ruled that employers cannot claim hardship and must accommodate an employee’s religious beliefs and practices unless those beliefs constitute significant financial burdens on the operations of the business.  Therefore, employers can implement the requirement of policy reviews and revisions for needed updates, with strong rumination being given to the other laws which are still required to be followed.  Finally, proper guidance and training need to be conducted with employees and HR to create new guidelines, while not negatively impacting the other employees or operations (Hudson, 2024).

             On the federal and state levels, additional laws can be enacted to create a safe haven for religion.  If an employee states that they have certain religious holidays, those should be granted, along with the ability to exercise time off for religious services.  It can also be required that employers designate a space for prayer as well as times for prayer as required, dependent on the various practices observed in your organization.  Lastly, employers should be required to train employees on religious discrimination as any other form of discrimination and prohibit and fear to be instilled in any employee due to their beliefs (U.S. EEOC, n.d.).

    **References**

    Hudson, M. (2024, June 20). 6 Steps to Respecting and Accommodating Religion in the Workplace. https://www.traliant.com/blog/6-steps-to-respecting-and-accomodating-religion-in-the-workplace/

    Moran, J.J. (2014). Employment law: new challenges in the business environment. (6th Ed.). Boston: Pearson. ISBN: 9780133075229

    U.S Equal Employment Opportunity Commission. (n.d.). Religious Discrimination.
    [https://www.eeoc.gov/religious-discrimination](https://www.eeoc.gov/religious-discrimination)

    **SF.** Even though there are laws, like Title VII of the Civil Rights Act, that protect employees from religious discrimination, problems still exist. Title VII makes it illegal for employers to treat employees unfairly because of their religion and requires them to make reasonable changes for religious practices unless it causes serious problems for the company (U.S. Equal Employment Opportunity Commission [EEOC], 2021). However, many workers, especially those who feel insecure in their jobs or don't know their rights, are often afraid to speak up about religious discrimination. They may worry about retaliation, losing their job, or facing other negative consequences, so they choose to stay quiet. In many cases, the discrimination is not obvious and can be difficult to identify, so employees may not even realize it’s happening or how to address it (Shapiro, 2019). This creates a situation where religious discrimination continues behind the scenes, making it harder to eradicate.

    To help fix this, more laws or guidelines could be put in place. For example, companies could require better training on religious tolerance to help employees and managers spot and address unfair treatment. Additionally, there should be clearer steps for employees to report religious discrimination safely, without fear of retaliation. Laws could also make sure that those who speak up about discrimination are not punished in any way. These changes would help create a workplace that better supports employees and makes it easier to report and stop religious discrimination. A more transparent, proactive approach would encourage both employees and employers to take these issues more seriously.

    **References:**

    Shapiro, E. (2019). The hidden threat of workplace discrimination.
    _Human Resources Today_. https://www.humanresourcestoday.com/hidden-discrimination

    U.S. Equal Employment Opportunity Commission. (2021).
    _Religious discrimination_. https://www.eeoc.gov/religious-discrimination

  • [Solved] Human Resource Management HOMEWORK 5HRA549

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    Executive Solution Overview

    SEE ATTACHED – 2 years ago **files (2)** – ## GradDiscussionRubric.pdf – ## WEEK5HRA549HOMEWORK.docx **## GradDiscussionRubric.pdf** TCOB Graduate Studies Discussion Rubric Criteria No Submission 0 points Novice (Criterion is missing or not in evidence) 1-13 points Basic (works towards meeting expec…

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    SEE ATTACHED

    – 2 years ago

    **files (2)**

    – ## GradDiscussionRubric.pdf

    – ## WEEK5HRA549HOMEWORK.docx

    **## GradDiscussionRubric.pdf**

    TCOB Graduate Studies Discussion Rubric

    Criteria No Submission

    0 points

    Novice
    (Criterion is missing or not

    in evidence)
    1-13 points

    Basic
    (works towards meeting

    expectations;
    performance needs

    improvement)
    14-16 points

    Proficient
    (meets expectations;

    performance is satisfactory)
    17-18 points

    Exemplary
    (exceeds expectations;

    performance is outstanding)
    19-20 points

    Support of
    Week's Reading

    No Student
    Submission
    (0 points)

    Does not refer to the
    readings to support postings

    (1-13 points)

    Alludes to the readings
    to support postings

    (14-16 points)

    Refers to examples from the
    readings to support postings

    (17-18 points)

    Provides concrete examples from
    the readings to support postings;

    integrates prior readings in
    postings

    (19-20 points)

    Observations No Student
    Submission
    (0 points)

    Does not integrate personal
    observations or knowledge;

    does not present new
    observations
    (1-13 points)

    Integrates personal
    observations and

    knowledge in a cursory
    manner; does not

    present new
    observations

    (14-16 points)

    Integrates personal
    observations and knowledge
    in an accurate way; presents

    new observations
    (17-18 points)

    Integrates personal observations
    and knowledge in an accurate and

    highly insightful way; presents
    new observations

    (19-20 points)

    Response to
    Classmates

    No Student
    Submission

    (0 points)

    Responds in a cursory
    manner to classmates’

    postings
    (1-13 points)

    Constructively responds
    to classmates’ postings

    (14-16 points)

    Constructively responds to
    classmates’ postings; offers

    insight that encourages other
    students to think critically

    about their own work.
    (17-18 points)

    Constructively responds to
    classmates’ postings; masterfully
    connects the material presented
    in classmates’ postings to their

    responses; encourages classmates
    to think critically about their own

    work.
    (19-20 points)

    Organization,
    Word Choice,
    and Sentence

    Structure

    No Student
    Submission

    (0 points)

    Posts are disorganized and
    information is not presented
    in a logical sequence; word

    choice and sentence
    structure are not suitable

    (1-13 points)

    Posts are somewhat
    disorganized, and
    information is not

    presented in a logical
    sequence; word choice
    and sentence structure

    are not suitable
    (14-16 points)

    Posts are organized, and
    information is presented in a

    logical sequence; word
    choice and sentence

    structure are suitable; there
    are a few errors; however,

    errors do not affect
    readability.

    (17-18 points)

    Posts are organized and
    information is presented in a

    logical sequence; word choice and
    sentence structure are suitable;

    no errors in the response.
    (19-20 points)

    References No Student
    Submission

    (0 points)

    Includes no sources to
    support conclusions

    (1-13 points)

    Includes 1 outside
    source to support and
    enrich the discussion;

    Includes 2 or more outside
    sources to support and
    enrich the discussion;

    sources are properly cited in

    Includes 2 or more outside
    sources to support and enrich the
    discussion; sources are cited using

    APA format; style guidelines are

    TCOB Graduate Studies Discussion Rubric

    sources are not properly
    cited in APA format

    (14-16 points)

    APA format and are properly
    integrated into the discussion

    response
    (17-18 points)

    masterfully integrated into the
    discussion response.

    (19-20 points)

    **## WEEK5HRA549HOMEWORK.docx**

    Assignment discussion week 5.

    Please cite the scholarly authors to read below.

    Allen, J. (2013). Assessing talent when hiring.
    _Smart Business Network_, September, 5.

    Ahearn, K. & Keller, N. (2013). Freshen Up Your Resume: Tips & Fundamentals.
    _Marketing News,_ October, 63.

    Fried, J. (2014). Nice Resume, What Else You Got?
    _INC.,_ May, 80.

    Kemp, K. J. et al. (2013). Using One Minute Video Resumes as a Screening Tool for Sales Applicants.
    _Journal of Marketing Development and Competitiveness,_ 7, 84-92.

    Weber, L. (2012). Your resume vs. oblivion.
    _The Wall Street Journal._ Retrieved from https://online.wsj.com/news/articles/SB10001424052970204624204577178941034941330

    Tyler, K. (2014). Who you gonna call?
    _HR Magazine,_ April, 85-87.

    U.S. Office of Personnel Management. (n.d.).
    _Biographical data (biodata) tests._ Retrieved from https://apps.opm.gov/adt/%28X%281%29S%28u3jzbq45ze3yjn55f5yogb55%29%29/Content.aspx?page=3- 03

    Ajila, C.O. & Okafor, L. (2012).  Employment testing & human resource management.
    _IFE PsychologIA, 20_(2), 91-98.

    Baez III, H.B. (2013). Personality tests in employment selection: Use with caution.
    _Cornell HR_ Review, 1-10.

    Respond to each of the following situation:

    Many organizations use multiple tests or assessments in their selection plan. There are essentially two approaches to evaluating candidates using multiple assessments: the multiple hurdle approach and a compensatory model.

    First, passing or “cut” scores need to be set for each test or assessment. These can be set high or low, depending on whether you would rather hire:

    · More people who are less qualified – with a cut score of 60% or higher, most people will probably pass the test.

    · Fewer people who are more qualified – with a cut score of 90% or higher, few people will probably pass the test.

    · Alpha or Beta errors are also a factor…remember last module’s Discussion Question?

    In a
    **multiple hurdle approach**, candidates are “knocked out” of the selection process after every given step. Say you ask candidates to take 1) an integrity test, 2) a job knowledge test, and 3) a personality test, in that order. If Candidate A fails to achieve the cut score on the integrity test (say you’ll only consider those who score at or above 85% and she scores 77%), there is no need for her to advance to the next test; she is out of consideration. If Candidate B passes the first 2 tests, but fails the personality test, he advanced further, but is still out of consideration.

    In a
    **compensatory model**, candidates are allowed to take all of the tests, either simultaneously or in order. No decision is made to eliminate any candidate until all tests have been taken. Often, a composite score is created, weighing and combining scores from each test. Thus if Candidate C does well on the integrity test and the job knowledge test, but poorly on the personality test, the better scores can compensate for the worse score.

    Provide a concrete example of when and why you would choose to use a multiple hurdle approach or a compensatory model. How could these approaches be combined?

    1B.Choose a job that you are interested in. For this assignment, you may relate it to your term project by choosing a movie theater job title, or you may choose an unrelated job. However,
    **_you may not choose your own current job(s)._**

    You may work with
    **_one_** partner, or on your own.

    Develop a test or assessment for the job. While the assessment does not have to be a written or typed test, it should not be an interview situation (interviews will be covered at length in the next module).

    Start by providing:

    · Job Title

    · Brief Job Description

    · Brief List of KSAOs (this can be presented in outline format/bullet points)

    Describe your test in detail and
    **_provide a minimum of 3 sample items/questions._** Be sure to:

    · Describe how you will develop the test (hint – think of job analysis)

    · Describe what type of test it is

    · Explain when and where in the selection process it will occur and who will administer it (e.g., immediately after application vs. closer to the end of the selection process, computerized/online vs. at the jobsite, proctored vs. unproctored, HR staff vs. hiring managers, etc.). Remember to give consideration to why you made these choices

    · Discuss relative costs/person hours required to administer it and how this relates to the utility of the test

    · Discuss how you will address and balance any issues related to reliability, validity, applicant perceptions, fake-ability, utility, and adverse impact

    Expect to take about 3-4 pages (double-spaced, 12-point font) to complete this assignment. Your work will be graded on content, clarity, creativity, correctness, and, above all, critical thinking per the
    HRA Written Assignment Rubric.

    ·

    **## WEEK5HRA549HOMEWORK.docx**

    Assignment discussion week 5.

    Please cite the scholarly authors to read below.

    Allen, J. (2013). Assessing talent when hiring.
    _Smart Business Network_, September, 5.

    Ahearn, K. & Keller, N. (2013). Freshen Up Your Resume: Tips & Fundamentals.
    _Marketing News,_ October, 63.

    Fried, J. (2014). Nice Resume, What Else You Got?
    _INC.,_ May, 80.

    Kemp, K. J. et al. (2013). Using One Minute Video Resumes as a Screening Tool for Sales Applicants.
    _Journal of Marketing Development and Competitiveness,_ 7, 84-92.

    Weber, L. (2012). Your resume vs. oblivion.
    _The Wall Street Journal._ Retrieved from https://online.wsj.com/news/articles/SB10001424052970204624204577178941034941330

    Tyler, K. (2014). Who you gonna call?
    _HR Magazine,_ April, 85-87.

    U.S. Office of Personnel Management. (n.d.).
    _Biographical data (biodata) tests._ Retrieved from https://apps.opm.gov/adt/%28X%281%29S%28u3jzbq45ze3yjn55f5yogb55%29%29/Content.aspx?page=3- 03

    Ajila, C.O. & Okafor, L. (2012).  Employment testing & human resource management.
    _IFE PsychologIA, 20_(2), 91-98.

    Baez III, H.B. (2013). Personality tests in employment selection: Use with caution.
    _Cornell HR_ Review, 1-10.

    Respond to each of the following situation:

    Many organizations use multiple tests or assessments in their selection plan. There are essentially two approaches to evaluating candidates using multiple assessments: the multiple hurdle approach and a compensatory model.

    First, passing or “cut” scores need to be set for each test or assessment. These can be set high or low, depending on whether you would rather hire:

    · More people who are less qualified – with a cut score of 60% or higher, most people will probably pass the test.

    · Fewer people who are more qualified – with a cut score of 90% or higher, few people will probably pass the test.

    · Alpha or Beta errors are also a factor…remember last module’s Discussion Question?

    In a
    **multiple hurdle approach**, candidates are “knocked out” of the selection process after every given step. Say you ask candidates to take 1) an integrity test, 2) a job knowledge test, and 3) a personality test, in that order. If Candidate A fails to achieve the cut score on the integrity test (say you’ll only consider those who score at or above 85% and she scores 77%), there is no need for her to advance to the next test; she is out of consideration. If Candidate B passes the first 2 tests, but fails the personality test, he advanced further, but is still out of consideration.

    In a
    **compensatory model**, candidates are allowed to take all of the tests, either simultaneously or in order. No decision is made to eliminate any candidate until all tests have been taken. Often, a composite score is created, weighing and combining scores from each test. Thus if Candidate C does well on the integrity test and the job knowledge test, but poorly on the personality test, the better scores can compensate for the worse score.

    Provide a concrete example of when and why you would choose to use a multiple hurdle approach or a compensatory model. How could these approaches be combined?

    1B.Choose a job that you are interested in. For this assignment, you may relate it to your term project by choosing a movie theater job title, or you may choose an unrelated job. However,
    **_you may not choose your own current job(s)._**

    You may work with
    **_one_** partner, or on your own.

    Develop a test or assessment for the job. While the assessment does not have to be a written or typed test, it should not be an interview situation (interviews will be covered at length in the next module).

    Start by providing:

    · Job Title

    · Brief Job Description

    · Brief List of KSAOs (this can be presented in outline format/bullet points)

    Describe your test in detail and
    **_provide a minimum of 3 sample items/questions._** Be sure to:

    · Describe how you will develop the test (hint – think of job analysis)

    · Describe what type of test it is

    · Explain when and where in the selection process it will occur and who will administer it (e.g., immediately after application vs. closer to the end of the selection process, computerized/online vs. at the jobsite, proctored vs. unproctored, HR staff vs. hiring managers, etc.). Remember to give consideration to why you made these choices

    · Discuss relative costs/person hours required to administer it and how this relates to the utility of the test

    · Discuss how you will address and balance any issues related to reliability, validity, applicant perceptions, fake-ability, utility, and adverse impact

    Expect to take about 3-4 pages (double-spaced, 12-point font) to complete this assignment. Your work will be graded on content, clarity, creativity, correctness, and, above all, critical thinking per the
    HRA Written Assignment Rubric.

    ·

    **## GradDiscussionRubric.pdf**

    TCOB Graduate Studies Discussion Rubric

    Criteria No Submission

    0 points

    Novice
    (Criterion is missing or not

    in evidence)
    1-13 points

    Basic
    (works towards meeting

    expectations;
    performance needs

    improvement)
    14-16 points

    Proficient
    (meets expectations;

    performance is satisfactory)
    17-18 points

    Exemplary
    (exceeds expectations;

    performance is outstanding)
    19-20 points

    Support of
    Week's Reading

    No Student
    Submission
    (0 points)

    Does not refer to the
    readings to support postings

    (1-13 points)

    Alludes to the readings
    to support postings

    (14-16 points)

    Refers to examples from the
    readings to support postings

    (17-18 points)

    Provides concrete examples from
    the readings to support postings;

    integrates prior readings in
    postings

    (19-20 points)

    Observations No Student
    Submission
    (0 points)

    Does not integrate personal
    observations or knowledge;

    does not present new
    observations
    (1-13 points)

    Integrates personal
    observations and

    knowledge in a cursory
    manner; does not

    present new
    observations

    (14-16 points)

    Integrates personal
    observations and knowledge
    in an accurate way; presents

    new observations
    (17-18 points)

    Integrates personal observations
    and knowledge in an accurate and

    highly insightful way; presents
    new observations

    (19-20 points)

    Response to
    Classmates

    No Student
    Submission

    (0 points)

    Responds in a cursory
    manner to classmates’

    postings
    (1-13 points)

    Constructively responds
    to classmates’ postings

    (14-16 points)

    Constructively responds to
    classmates’ postings; offers

    insight that encourages other
    students to think critically

    about their own work.
    (17-18 points)

    Constructively responds to
    classmates’ postings; masterfully
    connects the material presented
    in classmates’ postings to their

    responses; encourages classmates
    to think critically about their own

    work.
    (19-20 points)

    Organization,
    Word Choice,
    and Sentence

    Structure

    No Student
    Submission

    (0 points)

    Posts are disorganized and
    information is not presented
    in a logical sequence; word

    choice and sentence
    structure are not suitable

    (1-13 points)

    Posts are somewhat
    disorganized, and
    information is not

    presented in a logical
    sequence; word choice
    and sentence structure

    are not suitable
    (14-16 points)

    Posts are organized, and
    information is presented in a

    logical sequence; word
    choice and sentence

    structure are suitable; there
    are a few errors; however,

    errors do not affect
    readability.

    (17-18 points)

    Posts are organized and
    information is presented in a

    logical sequence; word choice and
    sentence structure are suitable;

    no errors in the response.
    (19-20 points)

    References No Student
    Submission

    (0 points)

    Includes no sources to
    support conclusions

    (1-13 points)

    Includes 1 outside
    source to support and
    enrich the discussion;

    Includes 2 or more outside
    sources to support and
    enrich the discussion;

    sources are properly cited in

    Includes 2 or more outside
    sources to support and enrich the
    discussion; sources are cited using

    APA format; style guidelines are

    TCOB Graduate Studies Discussion Rubric

    sources are not properly
    cited in APA format

    (14-16 points)

    APA format and are properly
    integrated into the discussion

    response
    (17-18 points)

    masterfully integrated into the
    discussion response.

    (19-20 points)

    **## WEEK5HRA549HOMEWORK.docx**

    Assignment discussion week 5.

    Please cite the scholarly authors to read below.

    Allen, J. (2013). Assessing talent when hiring.
    _Smart Business Network_, September, 5.

    Ahearn, K. & Keller, N. (2013). Freshen Up Your Resume: Tips & Fundamentals.
    _Marketing News,_ October, 63.

    Fried, J. (2014). Nice Resume, What Else You Got?
    _INC.,_ May, 80.

    Kemp, K. J. et al. (2013). Using One Minute Video Resumes as a Screening Tool for Sales Applicants.
    _Journal of Marketing Development and Competitiveness,_ 7, 84-92.

    Weber, L. (2012). Your resume vs. oblivion.
    _The Wall Street Journal._ Retrieved from https://online.wsj.com/news/articles/SB10001424052970204624204577178941034941330

    Tyler, K. (2014). Who you gonna call?
    _HR Magazine,_ April, 85-87.

    U.S. Office of Personnel Management. (n.d.).
    _Biographical data (biodata) tests._ Retrieved from https://apps.opm.gov/adt/%28X%281%29S%28u3jzbq45ze3yjn55f5yogb55%29%29/Content.aspx?page=3- 03

    Ajila, C.O. & Okafor, L. (2012).  Employment testing & human resource management.
    _IFE PsychologIA, 20_(2), 91-98.

    Baez III, H.B. (2013). Personality tests in employment selection: Use with caution.
    _Cornell HR_ Review, 1-10.

    Respond to each of the following situation:

    Many organizations use multiple tests or assessments in their selection plan. There are essentially two approaches to evaluating candidates using multiple assessments: the multiple hurdle approach and a compensatory model.

    First, passing or “cut” scores need to be set for each test or assessment. These can be set high or low, depending on whether you would rather hire:

    · More people who are less qualified – with a cut score of 60% or higher, most people will probably pass the test.

    · Fewer people who are more qualified – with a cut score of 90% or higher, few people will probably pass the test.

    · Alpha or Beta errors are also a factor…remember last module’s Discussion Question?

    In a
    **multiple hurdle approach**, candidates are “knocked out” of the selection process after every given step. Say you ask candidates to take 1) an integrity test, 2) a job knowledge test, and 3) a personality test, in that order. If Candidate A fails to achieve the cut score on the integrity test (say you’ll only consider those who score at or above 85% and she scores 77%), there is no need for her to advance to the next test; she is out of consideration. If Candidate B passes the first 2 tests, but fails the personality test, he advanced further, but is still out of consideration.

    In a
    **compensatory model**, candidates are allowed to take all of the tests, either simultaneously or in order. No decision is made to eliminate any candidate until all tests have been taken. Often, a composite score is created, weighing and combining scores from each test. Thus if Candidate C does well on the integrity test and the job knowledge test, but poorly on the personality test, the better scores can compensate for the worse score.

    Provide a concrete example of when and why you would choose to use a multiple hurdle approach or a compensatory model. How could these approaches be combined?

    1B.Choose a job that you are interested in. For this assignment, you may relate it to your term project by choosing a movie theater job title, or you may choose an unrelated job. However,
    **_you may not choose your own current job(s)._**

    You may work with
    **_one_** partner, or on your own.

    Develop a test or assessment for the job. While the assessment does not have to be a written or typed test, it should not be an interview situation (interviews will be covered at length in the next module).

    Start by providing:

    · Job Title

    · Brief Job Description

    · Brief List of KSAOs (this can be presented in outline format/bullet points)

    Describe your test in detail and
    **_provide a minimum of 3 sample items/questions._** Be sure to:

    · Describe how you will develop the test (hint – think of job analysis)

    · Describe what type of test it is

    · Explain when and where in the selection process it will occur and who will administer it (e.g., immediately after application vs. closer to the end of the selection process, computerized/online vs. at the jobsite, proctored vs. unproctored, HR staff vs. hiring managers, etc.). Remember to give consideration to why you made these choices

    · Discuss relative costs/person hours required to administer it and how this relates to the utility of the test

    · Discuss how you will address and balance any issues related to reliability, validity, applicant perceptions, fake-ability, utility, and adverse impact

    Expect to take about 3-4 pages (double-spaced, 12-point font) to complete this assignment. Your work will be graded on content, clarity, creativity, correctness, and, above all, critical thinking per the
    HRA Written Assignment Rubric.

    ·

    **## GradDiscussionRubric.pdf**

    TCOB Graduate Studies Discussion Rubric

    Criteria No Submission

    0 points

    Novice
    (Criterion is missing or not

    in evidence)
    1-13 points

    Basic
    (works towards meeting

    expectations;
    performance needs

    improvement)
    14-16 points

    Proficient
    (meets expectations;

    performance is satisfactory)
    17-18 points

    Exemplary
    (exceeds expectations;

    performance is outstanding)
    19-20 points

    Support of
    Week's Reading

    No Student
    Submission
    (0 points)

    Does not refer to the
    readings to support postings

    (1-13 points)

    Alludes to the readings
    to support postings

    (14-16 points)

    Refers to examples from the
    readings to support postings

    (17-18 points)

    Provides concrete examples from
    the readings to support postings;

    integrates prior readings in
    postings

    (19-20 points)

    Observations No Student
    Submission
    (0 points)

    Does not integrate personal
    observations or knowledge;

    does not present new
    observations
    (1-13 points)

    Integrates personal
    observations and

    knowledge in a cursory
    manner; does not

    present new
    observations

    (14-16 points)

    Integrates personal
    observations and knowledge
    in an accurate way; presents

    new observations
    (17-18 points)

    Integrates personal observations
    and knowledge in an accurate and

    highly insightful way; presents
    new observations

    (19-20 points)

    Response to
    Classmates

    No Student
    Submission

    (0 points)

    Responds in a cursory
    manner to classmates’

    postings
    (1-13 points)

    Constructively responds
    to classmates’ postings

    (14-16 points)

    Constructively responds to
    classmates’ postings; offers

    insight that encourages other
    students to think critically

    about their own work.
    (17-18 points)

    Constructively responds to
    classmates’ postings; masterfully
    connects the material presented
    in classmates’ postings to their

    responses; encourages classmates
    to think critically about their own

    work.
    (19-20 points)

    Organization,
    Word Choice,
    and Sentence

    Structure

    No Student
    Submission

    (0 points)

    Posts are disorganized and
    information is not presented
    in a logical sequence; word

    choice and sentence
    structure are not suitable

    (1-13 points)

    Posts are somewhat
    disorganized, and
    information is not

    presented in a logical
    sequence; word choice
    and sentence structure

    are not suitable
    (14-16 points)

    Posts are organized, and
    information is presented in a

    logical sequence; word
    choice and sentence

    structure are suitable; there
    are a few errors; however,

    errors do not affect
    readability.

    (17-18 points)

    Posts are organized and
    information is presented in a

    logical sequence; word choice and
    sentence structure are suitable;

    no errors in the response.
    (19-20 points)

    References No Student
    Submission

    (0 points)

    Includes no sources to
    support conclusions

    (1-13 points)

    Includes 1 outside
    source to support and
    enrich the discussion;

    Includes 2 or more outside
    sources to support and
    enrich the discussion;

    sources are properly cited in

    Includes 2 or more outside
    sources to support and enrich the
    discussion; sources are cited using

    APA format; style guidelines are

    TCOB Graduate Studies Discussion Rubric

    sources are not properly
    cited in APA format

    (14-16 points)

    APA format and are properly
    integrated into the discussion

    response
    (17-18 points)

    masterfully integrated into the
    discussion response.

    (19-20 points)

    **## WEEK5HRA549HOMEWORK.docx**

    Assignment discussion week 5.

    Please cite the scholarly authors to read below.

    Allen, J. (2013). Assessing talent when hiring.
    _Smart Business Network_, September, 5.

    Ahearn, K. & Keller, N. (2013). Freshen Up Your Resume: Tips & Fundamentals.
    _Marketing News,_ October, 63.

    Fried, J. (2014). Nice Resume, What Else You Got?
    _INC.,_ May, 80.

    Kemp, K. J. et al. (2013). Using One Minute Video Resumes as a Screening Tool for Sales Applicants.
    _Journal of Marketing Development and Competitiveness,_ 7, 84-92.

    Weber, L. (2012). Your resume vs. oblivion.
    _The Wall Street Journal._ Retrieved from https://online.wsj.com/news/articles/SB10001424052970204624204577178941034941330

    Tyler, K. (2014). Who you gonna call?
    _HR Magazine,_ April, 85-87.

    U.S. Office of Personnel Management. (n.d.).
    _Biographical data (biodata) tests._ Retrieved from https://apps.opm.gov/adt/%28X%281%29S%28u3jzbq45ze3yjn55f5yogb55%29%29/Content.aspx?page=3- 03

    Ajila, C.O. & Okafor, L. (2012).  Employment testing & human resource management.
    _IFE PsychologIA, 20_(2), 91-98.

    Baez III, H.B. (2013). Personality tests in employment selection: Use with caution.
    _Cornell HR_ Review, 1-10.

    Respond to each of the following situation:

    Many organizations use multiple tests or assessments in their selection plan. There are essentially two approaches to evaluating candidates using multiple assessments: the multiple hurdle approach and a compensatory model.

    First, passing or “cut” scores need to be set for each test or assessment. These can be set high or low, depending on whether you would rather hire:

    · More people who are less qualified – with a cut score of 60% or higher, most people will probably pass the test.

    · Fewer people who are more qualified – with a cut score of 90% or higher, few people will probably pass the test.

    · Alpha or Beta errors are also a factor…remember last module’s Discussion Question?

    In a
    **multiple hurdle approach**, candidates are “knocked out” of the selection process after every given step. Say you ask candidates to take 1) an integrity test, 2) a job knowledge test, and 3) a personality test, in that order. If Candidate A fails to achieve the cut score on the integrity test (say you’ll only consider those who score at or above 85% and she scores 77%), there is no need for her to advance to the next test; she is out of consideration. If Candidate B passes the first 2 tests, but fails the personality test, he advanced further, but is still out of consideration.

    In a
    **compensatory model**, candidates are allowed to take all of the tests, either simultaneously or in order. No decision is made to eliminate any candidate until all tests have been taken. Often, a composite score is created, weighing and combining scores from each test. Thus if Candidate C does well on the integrity test and the job knowledge test, but poorly on the personality test, the better scores can compensate for the worse score.

    Provide a concrete example of when and why you would choose to use a multiple hurdle approach or a compensatory model. How could these approaches be combined?

    1B.Choose a job that you are interested in. For this assignment, you may relate it to your term project by choosing a movie theater job title, or you may choose an unrelated job. However,
    **_you may not choose your own current job(s)._**

    You may work with
    **_one_** partner, or on your own.

    Develop a test or assessment for the job. While the assessment does not have to be a written or typed test, it should not be an interview situation (interviews will be covered at length in the next module).

    Start by providing:

    · Job Title

    · Brief Job Description

    · Brief List of KSAOs (this can be presented in outline format/bullet points)

    Describe your test in detail and
    **_provide a minimum of 3 sample items/questions._** Be sure to:

    · Describe how you will develop the test (hint – think of job analysis)

    · Describe what type of test it is

    · Explain when and where in the selection process it will occur and who will administer it (e.g., immediately after application vs. closer to the end of the selection process, computerized/online vs. at the jobsite, proctored vs. unproctored, HR staff vs. hiring managers, etc.). Remember to give consideration to why you made these choices

    · Discuss relative costs/person hours required to administer it and how this relates to the utility of the test

    · Discuss how you will address and balance any issues related to reliability, validity, applicant perceptions, fake-ability, utility, and adverse impact

    Expect to take about 3-4 pages (double-spaced, 12-point font) to complete this assignment. Your work will be graded on content, clarity, creativity, correctness, and, above all, critical thinking per the
    HRA Written Assignment Rubric.

    ·

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    attached – 2 years ago **files (2)** – ## ApplicationofCapitalBudgetingAnalysisTechniques.docx – ## PA2springAP12025studentversion.docx **## ApplicationofCapitalBudgetingAnalysisTechniques.docx** **Application of Capital Budgeting Analysis Techniques** Download the attached MS Word file. I suggest y…

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    attached

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    **files (2)**

    – ## ApplicationofCapitalBudgetingAnalysisTechniques.docx

    – ## PA2springAP12025studentversion.docx

    **## ApplicationofCapitalBudgetingAnalysisTechniques.docx**

    **Application of Capital Budgeting Analysis Techniques**

    Download the attached MS Word file. I suggest you make a copy of the file and use a file name that has your Last Name and PA2 or similar.

    It is each student's responsibility to verify that all files have been submitted successfully AND that all files are included. There are 5 POINT penalties for incomplete or incorrect submissions.
    **You will have a max of 24 hours after you are notified of the incorrect file to get back to your academic coach and update your submission.**

    Questions on the assignment? Email your academic coach or instructor.

    Each term a couple of students submit the original file instead of the one with their solutions. They have lost points for late submissions because the correct files aren't submitted on time. Double-check that you are submitting the correct file.

    "A reminder as you prepare to submit your second Practical Application to highlight only your final answer for 1-3. Please submit the answers for 4-7 in the same table format if you are not using the worksheet. There is no need to highlight the chart or your written answers for the remainder to the assignment."

    **## PA2springAP12025studentversion.docx**

    MBA702 Spring 2025 AP1 PRACTICAL APPLICATION 2

    Prior to attempting this assignment, you should have already read the lecture notes, watched the instructor’s video, worked the practice problems, and carefully reviewed the solutions. Further, it would be best if you were to read the Grading Rubric (attached to this assignment).

    You will need to show your work for each of the questions. That means to show the equations used for items such as required return, average expected return, profitability index, etc. You must show your cash flow inputs (CF0 = ___, CF1 = ___ F01 = ___, etc.) for NPV (show once for NPV, then for IRR and PI, reference the NPV cash flows).

    When you are using the financial calculator (or Excel), identify each of your inputs. Anyone looking at your work should be able to replicate your answer based on the backup info you provide. If in doubt of what constitutes “show your work”, look at Module 4 practice problem solutions.

    Setup: Baker Corp. has several new projects that look attractive, but some are riskier than the firm's past projects. Baker has received a major inflow of cash from a venture capital firm, in exchange for 25% of the firm's closely held stock. The VC firm has asked Baker managers to "run the numbers" to examine both the market outlook and the expected returns on each of the projects they are considering. The cash infusion will not cover all the proposed projects; Baker and its new investors need to know which projects should be approved.

    i. Based on Baker's earnings history over the past 10 years across a variety of projects, which have covered various states of the economy, the venture capital execs want Baker to estimate their overall returns. Given the following estimates of economy over the next several years, determine Baker's expected rate of return. (6 pts)

    _Note, this type of development firm has much higher than normal returns under normal and boom conditions. The probability of each state of the economy reflects the current situation, not necessarily historic market conditions for the firm._

    | | | |
    | — | — | — |
    | State of the Economy | Current Probability of State of the Economy | Rate of Return if State Occurs |
    | Boom | 15% | 15.00% |
    | Normal | 55% | 9.00% |
    | Recession | 30% | -13.00% |

    **Expected return for “average” company project (based on assumed economic probabilities) =**

    ii. Historically, Baker projects have had an average beta of 1.20, indicating higher risk levels for the firm. Assuming the market risk premium (MRP) is currently estimated to be 7.5% and the risk-free rate is 3.9%, what is the required return for a Baker project based on its average project beta? Show the average required return to 2 decimal places (x.xx%). (6 pts)

    **Expected return for “average” company project (based on current estimated MRP) =**

    iii. The potential projects that Baker is considering have the following expected cash flows. Each project has its own unique risk and as such, the beta on each project is given. Using the data from #2 for the risk-free rate and market risk premium, what is the required percentage return for each of the projects? Show the required returns to 2 decimals, that is xx.xx%.
    _You will use these rates when analyzing each project in the next part of the assignment, these are the required rates of return for Problems 4-7)_. (8 pts)

    | | | | | |
    | — | — | — | — | — |
    | #3 | Project A | Project B | Project C | Project D |
    | Beta | 1.1 | 1.2 | 1.3 | 0.9 |
    | Req. return (show work) | | | | |

    _NOTE: When a firm has projects that differ in risk (beta) than the "average" for the company, then the firm's overall required return (from Problem 2) isn't applicable. Each project needs to provide a return greater than or equal to its unique risk-adjusted required return. THE RATES CALCULATED FOR PROJECTS A – D IN #3 ARE THE REQUIRED RETURNS FOR EACH FOR THE FOLLOWING:_

    Use for Problems 4-7. For each project, calculate the NPV, IRR, profitability index (PI) and the payback period. For each capital budgeting decision tool, indicate if the project should be accepted or rejected, assuming that each project is independent of the others. Important Note: The venture capital folks, when
    considering payback period, have a firm
    **maximum payback period of four years.** This 4-year payback period
    **has no impact** on other capital budgeting analysis techniques, each is to be considered on its own. In other words, yes, all cash flows need to be considered for NPV, IRR, and PI.

    Expected cash flows for the four potential projects that Baker is considering as shown below (each project ends when its cash flows end):

    | | | | | |
    | — | — | — | — | — |
    | Year | Project A | Project B | Project C | Project D |
    | 0 | -$4,000,000 | -$8,000,000 | -$5,750,000 | -$3,500,000 |
    | 1 | $1,000,000 | $1,250,000 | $1,000,000 | $750,000 |
    | 2 | $1,000,000 | $1,250,000 | $1,000,000 | $750,000 |
    | 3 | $1,000,000 | $1,250,000 | $1,500,000 | $750,000 |
    | 4 | $1,000,000 | $1,250,000 | $2,500,000 | $750,000 |
    | 5 | $200,000 | $1,250,000 | $2,500,000 | $500,000 |
    | 6 | $1,000,000 | $1,250,000 | | $500,000 |
    | 7 | $800,000 | $1,250,000 | | $500,000 |
    | 8 | $800,000 | $1,250,000 | | $500,000 |
    | 9 | | $1,250,000 | | $500,000 |
    | 10 | | $1,250,000 | | $500,000 |

    I have provided a
    _suggested_ template for your final answers. Below the grid is where you should show all your required backup calculations (this means your cash flow register inputs, the interest rate, PI calculation, and cumulative cash flows for payback). If you are working on this in Excel, feel free to submit your Excel sheet, where the equations in the cells will provide the required backup. Be sure to clearly indicate the required rate of return for each project (you calculated each in Problem 3).

    Remember that each capital budgeting method should be calculated and analyzed on a stand-alone basis.

    | | | | | | | |
    | — | — | — | — | — | — | — |
    | | | Year | Project A | Project B | Project C | Project D |
    | Points | | Req. Return (use 2 decimals xx.xx%) | | | | |
    | 6 | 4a | NPV (to nearest $1) | | | | |
    | 2 | 4b | NPV accept/reject | | | | |
    | 4 | 5a | IRR (xx.xx%) | | | | |
    | 2 | 5b | IRR accept/reject | | | | |
    | 4 | 6a | PI (show 2 decimals, x.xx) | | | | |
    | 2 | 6b | PI accept/reject | | | | |
    | 4 | 7a | Payback Period (x.x years) | | | | |
    | 2 | 7b | Payback accept/reject | | | | |
    | | | |

    If you need more room to show your work, just add space in this document or put at the end (but be sure your academic coach can easily find your work for each section).

    THERE ARE DISCUSSION QUESTIONS ON THE NEXT PAGE (12 PTS)

    8. Discussion (No outside sources required all necessary information has been presented in Module 4 in Moodle)

    a) Using what you have learned in the lecture notes and having just analyzed each of the projects using the four key capital budgeting techniques, describe the
    **reinvestment assumptions** for each of the methods. (2 pts)
    _Hint, the reinvestment rate assumptions have to do with how (if) the cash flows are discounted during analysis._

    i. Payback Period

    ii. Profitability Index (PI)

    iii. NPV

    iv. IRR

    b)
    For an
    **independent** project, which of the (above listed) capital budgeting analysis techniques will always have the
    same accept/reject decision, and why. Be precise in your explanation of "why" the techniques would agree.
    _Hints: Keep it simple, don't go down the "but what if….." road. Independent projects – accepting one doesn't mean you have to reject another one. Don't assume financial constraints (you could theoretically fund all viable projects). Assume "normal" cash flows (only 1 sign change, in other words, the outlay is considered negative and all future cash flows are positive), so that there is only a single IRR_. (2 pts)

    c) How would an increase in the required rate of return affect the project’s calculated NPV? ii) How would the increase in the required rate of return impact the project’s internal rate of return (IRR)? Assume no change to the timing or amount of cash flows. Explain each and be specific as to Why (or if there is an impact) and how would the higher required rate change the NPV and the IRR (2 answers here) and what is the possible impact on the accept/reject decision for the project under each of the two analysis methods (another 2 answers). (2 pts)

    9. Think about changes in a project once it has been accepted and moving forward. Here are 3 potential scenarios. For each,
    assume everything else stays the same and describe what you expect to happen to a project's expected NPV, and WHY that is your expectation. (2 pts for each of the following).
    _Recall the 3 important factors for value: riskiness of cash flows (think required rate of return), timing of cash flows, and amount of cash flows._

    _As MBA students, just being able to calculate NPV isn’t sufficient. You should be able to consider the effects of various market or project changes on the project’s viability._

    _LOOK AT EACH SITUATION_
    _**INDIVIDUALLY** AND ASSUME THAT THERE ARE NO OTHER CHANGES FOR THE FIRM._

    a) Labor shortages and supply delays have hit your company across most sectors, including a new hotel that is under construction. Instead of the hotel opening in September of 2023, it is now anticipated that the hotel won’t be completed until mid-2025. These changes are anticipated to both increase construction costs as well as delay projected revenues on the project. Note: be sure to discuss each of these issues and whether they will offset or multiply the effect on NPV.

    b) Newly available technology has reduced operating costs for a project in year 2 of a project that still has 8 years of viable life. No other changes in the project have occurred.

    c) Two years ago, when the original cash flow projections were prepared for one of your company’s projects it was assumed that at the project’s end (another 6 years from now), the heavy equipment would be sold for $4mm to a competitor. Due to much heavier wear on the equipment, it is now assumed that the equipment will be worth less than $1mm at the project’s end.

    10. Your firm is looking at three
    **mutually exclusive projects**. Describe how you would decide which project(s) to accept, be very clear on which capital budgeting techniques you would use and how you make your decision. (2 pts)
    _The lecture notes cover this one, review as needed._

    2

    **## PA2springAP12025studentversion.docx**

    MBA702 Spring 2025 AP1 PRACTICAL APPLICATION 2

    Prior to attempting this assignment, you should have already read the lecture notes, watched the instructor’s video, worked the practice problems, and carefully reviewed the solutions. Further, it would be best if you were to read the Grading Rubric (attached to this assignment).

    You will need to show your work for each of the questions. That means to show the equations used for items such as required return, average expected return, profitability index, etc. You must show your cash flow inputs (CF0 = ___, CF1 = ___ F01 = ___, etc.) for NPV (show once for NPV, then for IRR and PI, reference the NPV cash flows).

    When you are using the financial calculator (or Excel), identify each of your inputs. Anyone looking at your work should be able to replicate your answer based on the backup info you provide. If in doubt of what constitutes “show your work”, look at Module 4 practice problem solutions.

    Setup: Baker Corp. has several new projects that look attractive, but some are riskier than the firm's past projects. Baker has received a major inflow of cash from a venture capital firm, in exchange for 25% of the firm's closely held stock. The VC firm has asked Baker managers to "run the numbers" to examine both the market outlook and the expected returns on each of the projects they are considering. The cash infusion will not cover all the proposed projects; Baker and its new investors need to know which projects should be approved.

    i. Based on Baker's earnings history over the past 10 years across a variety of projects, which have covered various states of the economy, the venture capital execs want Baker to estimate their overall returns. Given the following estimates of economy over the next several years, determine Baker's expected rate of return. (6 pts)

    _Note, this type of development firm has much higher than normal returns under normal and boom conditions. The probability of each state of the economy reflects the current situation, not necessarily historic market conditions for the firm._

    | | | |
    | — | — | — |
    | State of the Economy | Current Probability of State of the Economy | Rate of Return if State Occurs |
    | Boom | 15% | 15.00% |
    | Normal | 55% | 9.00% |
    | Recession | 30% | -13.00% |

    **Expected return for “average” company project (based on assumed economic probabilities) =**

    ii. Historically, Baker projects have had an average beta of 1.20, indicating higher risk levels for the firm. Assuming the market risk premium (MRP) is currently estimated to be 7.5% and the risk-free rate is 3.9%, what is the required return for a Baker project based on its average project beta? Show the average required return to 2 decimal places (x.xx%). (6 pts)

    **Expected return for “average” company project (based on current estimated MRP) =**

    iii. The potential projects that Baker is considering have the following expected cash flows. Each project has its own unique risk and as such, the beta on each project is given. Using the data from #2 for the risk-free rate and market risk premium, what is the required percentage return for each of the projects? Show the required returns to 2 decimals, that is xx.xx%.
    _You will use these rates when analyzing each project in the next part of the assignment, these are the required rates of return for Problems 4-7)_. (8 pts)

    | | | | | |
    | — | — | — | — | — |
    | #3 | Project A | Project B | Project C | Project D |
    | Beta | 1.1 | 1.2 | 1.3 | 0.9 |
    | Req. return (show work) | | | | |

    _NOTE: When a firm has projects that differ in risk (beta) than the "average" for the company, then the firm's overall required return (from Problem 2) isn't applicable. Each project needs to provide a return greater than or equal to its unique risk-adjusted required return. THE RATES CALCULATED FOR PROJECTS A – D IN #3 ARE THE REQUIRED RETURNS FOR EACH FOR THE FOLLOWING:_

    Use for Problems 4-7. For each project, calculate the NPV, IRR, profitability index (PI) and the payback period. For each capital budgeting decision tool, indicate if the project should be accepted or rejected, assuming that each project is independent of the others. Important Note: The venture capital folks, when
    considering payback period, have a firm
    **maximum payback period of four years.** This 4-year payback period
    **has no impact** on other capital budgeting analysis techniques, each is to be considered on its own. In other words, yes, all cash flows need to be considered for NPV, IRR, and PI.

    Expected cash flows for the four potential projects that Baker is considering as shown below (each project ends when its cash flows end):

    | | | | | |
    | — | — | — | — | — |
    | Year | Project A | Project B | Project C | Project D |
    | 0 | -$4,000,000 | -$8,000,000 | -$5,750,000 | -$3,500,000 |
    | 1 | $1,000,000 | $1,250,000 | $1,000,000 | $750,000 |
    | 2 | $1,000,000 | $1,250,000 | $1,000,000 | $750,000 |
    | 3 | $1,000,000 | $1,250,000 | $1,500,000 | $750,000 |
    | 4 | $1,000,000 | $1,250,000 | $2,500,000 | $750,000 |
    | 5 | $200,000 | $1,250,000 | $2,500,000 | $500,000 |
    | 6 | $1,000,000 | $1,250,000 | | $500,000 |
    | 7 | $800,000 | $1,250,000 | | $500,000 |
    | 8 | $800,000 | $1,250,000 | | $500,000 |
    | 9 | | $1,250,000 | | $500,000 |
    | 10 | | $1,250,000 | | $500,000 |

    I have provided a
    _suggested_ template for your final answers. Below the grid is where you should show all your required backup calculations (this means your cash flow register inputs, the interest rate, PI calculation, and cumulative cash flows for payback). If you are working on this in Excel, feel free to submit your Excel sheet, where the equations in the cells will provide the required backup. Be sure to clearly indicate the required rate of return for each project (you calculated each in Problem 3).

    Remember that each capital budgeting method should be calculated and analyzed on a stand-alone basis.

    | | | | | | | |
    | — | — | — | — | — | — | — |
    | | | Year | Project A | Project B | Project C | Project D |
    | Points | | Req. Return (use 2 decimals xx.xx%) | | | | |
    | 6 | 4a | NPV (to nearest $1) | | | | |
    | 2 | 4b | NPV accept/reject | | | | |
    | 4 | 5a | IRR (xx.xx%) | | | | |
    | 2 | 5b | IRR accept/reject | | | | |
    | 4 | 6a | PI (show 2 decimals, x.xx) | | | | |
    | 2 | 6b | PI accept/reject | | | | |
    | 4 | 7a | Payback Period (x.x years) | | | | |
    | 2 | 7b | Payback accept/reject | | | | |
    | | | |

    If you need more room to show your work, just add space in this document or put at the end (but be sure your academic coach can easily find your work for each section).

    THERE ARE DISCUSSION QUESTIONS ON THE NEXT PAGE (12 PTS)

    8. Discussion (No outside sources required all necessary information has been presented in Module 4 in Moodle)

    a) Using what you have learned in the lecture notes and having just analyzed each of the projects using the four key capital budgeting techniques, describe the
    **reinvestment assumptions** for each of the methods. (2 pts)
    _Hint, the reinvestment rate assumptions have to do with how (if) the cash flows are discounted during analysis._

    i. Payback Period

    ii. Profitability Index (PI)

    iii. NPV

    iv. IRR

    b)
    For an
    **independent** project, which of the (above listed) capital budgeting analysis techniques will always have the
    same accept/reject decision, and why. Be precise in your explanation of "why" the techniques would agree.
    _Hints: Keep it simple, don't go down the "but what if….." road. Independent projects – accepting one doesn't mean you have to reject another one. Don't assume financial constraints (you could theoretically fund all viable projects). Assume "normal" cash flows (only 1 sign change, in other words, the outlay is considered negative and all future cash flows are positive), so that there is only a single IRR_. (2 pts)

    c) How would an increase in the required rate of return affect the project’s calculated NPV? ii) How would the increase in the required rate of return impact the project’s internal rate of return (IRR)? Assume no change to the timing or amount of cash flows. Explain each and be specific as to Why (or if there is an impact) and how would the higher required rate change the NPV and the IRR (2 answers here) and what is the possible impact on the accept/reject decision for the project under each of the two analysis methods (another 2 answers). (2 pts)

    9. Think about changes in a project once it has been accepted and moving forward. Here are 3 potential scenarios. For each,
    assume everything else stays the same and describe what you expect to happen to a project's expected NPV, and WHY that is your expectation. (2 pts for each of the following).
    _Recall the 3 important factors for value: riskiness of cash flows (think required rate of return), timing of cash flows, and amount of cash flows._

    _As MBA students, just being able to calculate NPV isn’t sufficient. You should be able to consider the effects of various market or project changes on the project’s viability._

    _LOOK AT EACH SITUATION_
    _**INDIVIDUALLY** AND ASSUME THAT THERE ARE NO OTHER CHANGES FOR THE FIRM._

    a) Labor shortages and supply delays have hit your company across most sectors, including a new hotel that is under construction. Instead of the hotel opening in September of 2023, it is now anticipated that the hotel won’t be completed until mid-2025. These changes are anticipated to both increase construction costs as well as delay projected revenues on the project. Note: be sure to discuss each of these issues and whether they will offset or multiply the effect on NPV.

    b) Newly available technology has reduced operating costs for a project in year 2 of a project that still has 8 years of viable life. No other changes in the project have occurred.

    c) Two years ago, when the original cash flow projections were prepared for one of your company’s projects it was assumed that at the project’s end (another 6 years from now), the heavy equipment would be sold for $4mm to a competitor. Due to much heavier wear on the equipment, it is now assumed that the equipment will be worth less than $1mm at the project’s end.

    10. Your firm is looking at three
    **mutually exclusive projects**. Describe how you would decide which project(s) to accept, be very clear on which capital budgeting techniques you would use and how you make your decision. (2 pts)
    _The lecture notes cover this one, review as needed._

    2

    **## ApplicationofCapitalBudgetingAnalysisTechniques.docx**

    **Application of Capital Budgeting Analysis Techniques**

    Download the attached MS Word file. I suggest you make a copy of the file and use a file name that has your Last Name and PA2 or similar.

    It is each student's responsibility to verify that all files have been submitted successfully AND that all files are included. There are 5 POINT penalties for incomplete or incorrect submissions.
    **You will have a max of 24 hours after you are notified of the incorrect file to get back to your academic coach and update your submission.**

    Questions on the assignment? Email your academic coach or instructor.

    Each term a couple of students submit the original file instead of the one with their solutions. They have lost points for late submissions because the correct files aren't submitted on time. Double-check that you are submitting the correct file.

    "A reminder as you prepare to submit your second Practical Application to highlight only your final answer for 1-3. Please submit the answers for 4-7 in the same table format if you are not using the worksheet. There is no need to highlight the chart or your written answers for the remainder to the assignment."

    **## PA2springAP12025studentversion.docx**

    MBA702 Spring 2025 AP1 PRACTICAL APPLICATION 2

    Prior to attempting this assignment, you should have already read the lecture notes, watched the instructor’s video, worked the practice problems, and carefully reviewed the solutions. Further, it would be best if you were to read the Grading Rubric (attached to this assignment).

    You will need to show your work for each of the questions. That means to show the equations used for items such as required return, average expected return, profitability index, etc. You must show your cash flow inputs (CF0 = ___, CF1 = ___ F01 = ___, etc.) for NPV (show once for NPV, then for IRR and PI, reference the NPV cash flows).

    When you are using the financial calculator (or Excel), identify each of your inputs. Anyone looking at your work should be able to replicate your answer based on the backup info you provide. If in doubt of what constitutes “show your work”, look at Module 4 practice problem solutions.

    Setup: Baker Corp. has several new projects that look attractive, but some are riskier than the firm's past projects. Baker has received a major inflow of cash from a venture capital firm, in exchange for 25% of the firm's closely held stock. The VC firm has asked Baker managers to "run the numbers" to examine both the market outlook and the expected returns on each of the projects they are considering. The cash infusion will not cover all the proposed projects; Baker and its new investors need to know which projects should be approved.

    i. Based on Baker's earnings history over the past 10 years across a variety of projects, which have covered various states of the economy, the venture capital execs want Baker to estimate their overall returns. Given the following estimates of economy over the next several years, determine Baker's expected rate of return. (6 pts)

    _Note, this type of development firm has much higher than normal returns under normal and boom conditions. The probability of each state of the economy reflects the current situation, not necessarily historic market conditions for the firm._

    | | | |
    | — | — | — |
    | State of the Economy | Current Probability of State of the Economy | Rate of Return if State Occurs |
    | Boom | 15% | 15.00% |
    | Normal | 55% | 9.00% |
    | Recession | 30% | -13.00% |

    **Expected return for “average” company project (based on assumed economic probabilities) =**

    ii. Historically, Baker projects have had an average beta of 1.20, indicating higher risk levels for the firm. Assuming the market risk premium (MRP) is currently estimated to be 7.5% and the risk-free rate is 3.9%, what is the required return for a Baker project based on its average project beta? Show the average required return to 2 decimal places (x.xx%). (6 pts)

    **Expected return for “average” company project (based on current estimated MRP) =**

    iii. The potential projects that Baker is considering have the following expected cash flows. Each project has its own unique risk and as such, the beta on each project is given. Using the data from #2 for the risk-free rate and market risk premium, what is the required percentage return for each of the projects? Show the required returns to 2 decimals, that is xx.xx%.
    _You will use these rates when analyzing each project in the next part of the assignment, these are the required rates of return for Problems 4-7)_. (8 pts)

    | | | | | |
    | — | — | — | — | — |
    | #3 | Project A | Project B | Project C | Project D |
    | Beta | 1.1 | 1.2 | 1.3 | 0.9 |
    | Req. return (show work) | | | | |

    _NOTE: When a firm has projects that differ in risk (beta) than the "average" for the company, then the firm's overall required return (from Problem 2) isn't applicable. Each project needs to provide a return greater than or equal to its unique risk-adjusted required return. THE RATES CALCULATED FOR PROJECTS A – D IN #3 ARE THE REQUIRED RETURNS FOR EACH FOR THE FOLLOWING:_

    Use for Problems 4-7. For each project, calculate the NPV, IRR, profitability index (PI) and the payback period. For each capital budgeting decision tool, indicate if the project should be accepted or rejected, assuming that each project is independent of the others. Important Note: The venture capital folks, when
    considering payback period, have a firm
    **maximum payback period of four years.** This 4-year payback period
    **has no impact** on other capital budgeting analysis techniques, each is to be considered on its own. In other words, yes, all cash flows need to be considered for NPV, IRR, and PI.

    Expected cash flows for the four potential projects that Baker is considering as shown below (each project ends when its cash flows end):

    | | | | | |
    | — | — | — | — | — |
    | Year | Project A | Project B | Project C | Project D |
    | 0 | -$4,000,000 | -$8,000,000 | -$5,750,000 | -$3,500,000 |
    | 1 | $1,000,000 | $1,250,000 | $1,000,000 | $750,000 |
    | 2 | $1,000,000 | $1,250,000 | $1,000,000 | $750,000 |
    | 3 | $1,000,000 | $1,250,000 | $1,500,000 | $750,000 |
    | 4 | $1,000,000 | $1,250,000 | $2,500,000 | $750,000 |
    | 5 | $200,000 | $1,250,000 | $2,500,000 | $500,000 |
    | 6 | $1,000,000 | $1,250,000 | | $500,000 |
    | 7 | $800,000 | $1,250,000 | | $500,000 |
    | 8 | $800,000 | $1,250,000 | | $500,000 |
    | 9 | | $1,250,000 | | $500,000 |
    | 10 | | $1,250,000 | | $500,000 |

    I have provided a
    _suggested_ template for your final answers. Below the grid is where you should show all your required backup calculations (this means your cash flow register inputs, the interest rate, PI calculation, and cumulative cash flows for payback). If you are working on this in Excel, feel free to submit your Excel sheet, where the equations in the cells will provide the required backup. Be sure to clearly indicate the required rate of return for each project (you calculated each in Problem 3).

    Remember that each capital budgeting method should be calculated and analyzed on a stand-alone basis.

    | | | | | | | |
    | — | — | — | — | — | — | — |
    | | | Year | Project A | Project B | Project C | Project D |
    | Points | | Req. Return (use 2 decimals xx.xx%) | | | | |
    | 6 | 4a | NPV (to nearest $1) | | | | |
    | 2 | 4b | NPV accept/reject | | | | |
    | 4 | 5a | IRR (xx.xx%) | | | | |
    | 2 | 5b | IRR accept/reject | | | | |
    | 4 | 6a | PI (show 2 decimals, x.xx) | | | | |
    | 2 | 6b | PI accept/reject | | | | |
    | 4 | 7a | Payback Period (x.x years) | | | | |
    | 2 | 7b | Payback accept/reject | | | | |
    | | | |

    If you need more room to show your work, just add space in this document or put at the end (but be sure your academic coach can easily find your work for each section).

    THERE ARE DISCUSSION QUESTIONS ON THE NEXT PAGE (12 PTS)

    8. Discussion (No outside sources required all necessary information has been presented in Module 4 in Moodle)

    a) Using what you have learned in the lecture notes and having just analyzed each of the projects using the four key capital budgeting techniques, describe the
    **reinvestment assumptions** for each of the methods. (2 pts)
    _Hint, the reinvestment rate assumptions have to do with how (if) the cash flows are discounted during analysis._

    i. Payback Period

    ii. Profitability Index (PI)

    iii. NPV

    iv. IRR

    b)
    For an
    **independent** project, which of the (above listed) capital budgeting analysis techniques will always have the
    same accept/reject decision, and why. Be precise in your explanation of "why" the techniques would agree.
    _Hints: Keep it simple, don't go down the "but what if….." road. Independent projects – accepting one doesn't mean you have to reject another one. Don't assume financial constraints (you could theoretically fund all viable projects). Assume "normal" cash flows (only 1 sign change, in other words, the outlay is considered negative and all future cash flows are positive), so that there is only a single IRR_. (2 pts)

    c) How would an increase in the required rate of return affect the project’s calculated NPV? ii) How would the increase in the required rate of return impact the project’s internal rate of return (IRR)? Assume no change to the timing or amount of cash flows. Explain each and be specific as to Why (or if there is an impact) and how would the higher required rate change the NPV and the IRR (2 answers here) and what is the possible impact on the accept/reject decision for the project under each of the two analysis methods (another 2 answers). (2 pts)

    9. Think about changes in a project once it has been accepted and moving forward. Here are 3 potential scenarios. For each,
    assume everything else stays the same and describe what you expect to happen to a project's expected NPV, and WHY that is your expectation. (2 pts for each of the following).
    _Recall the 3 important factors for value: riskiness of cash flows (think required rate of return), timing of cash flows, and amount of cash flows._

    _As MBA students, just being able to calculate NPV isn’t sufficient. You should be able to consider the effects of various market or project changes on the project’s viability._

    _LOOK AT EACH SITUATION_
    _**INDIVIDUALLY** AND ASSUME THAT THERE ARE NO OTHER CHANGES FOR THE FIRM._

    a) Labor shortages and supply delays have hit your company across most sectors, including a new hotel that is under construction. Instead of the hotel opening in September of 2023, it is now anticipated that the hotel won’t be completed until mid-2025. These changes are anticipated to both increase construction costs as well as delay projected revenues on the project. Note: be sure to discuss each of these issues and whether they will offset or multiply the effect on NPV.

    b) Newly available technology has reduced operating costs for a project in year 2 of a project that still has 8 years of viable life. No other changes in the project have occurred.

    c) Two years ago, when the original cash flow projections were prepared for one of your company’s projects it was assumed that at the project’s end (another 6 years from now), the heavy equipment would be sold for $4mm to a competitor. Due to much heavier wear on the equipment, it is now assumed that the equipment will be worth less than $1mm at the project’s end.

    10. Your firm is looking at three
    **mutually exclusive projects**. Describe how you would decide which project(s) to accept, be very clear on which capital budgeting techniques you would use and how you make your decision. (2 pts)
    _The lecture notes cover this one, review as needed._

    2

    **## ApplicationofCapitalBudgetingAnalysisTechniques.docx**

    **Application of Capital Budgeting Analysis Techniques**

    Download the attached MS Word file. I suggest you make a copy of the file and use a file name that has your Last Name and PA2 or similar.

    It is each student's responsibility to verify that all files have been submitted successfully AND that all files are included. There are 5 POINT penalties for incomplete or incorrect submissions.
    **You will have a max of 24 hours after you are notified of the incorrect file to get back to your academic coach and update your submission.**

    Questions on the assignment? Email your academic coach or instructor.

    Each term a couple of students submit the original file instead of the one with their solutions. They have lost points for late submissions because the correct files aren't submitted on time. Double-check that you are submitting the correct file.

    "A reminder as you prepare to submit your second Practical Application to highlight only your final answer for 1-3. Please submit the answers for 4-7 in the same table format if you are not using the worksheet. There is no need to highlight the chart or your written answers for the remainder to the assignment."

    **## PA2springAP12025studentversion.docx**

    MBA702 Spring 2025 AP1 PRACTICAL APPLICATION 2

    Prior to attempting this assignment, you should have already read the lecture notes, watched the instructor’s video, worked the practice problems, and carefully reviewed the solutions. Further, it would be best if you were to read the Grading Rubric (attached to this assignment).

    You will need to show your work for each of the questions. That means to show the equations used for items such as required return, average expected return, profitability index, etc. You must show your cash flow inputs (CF0 = ___, CF1 = ___ F01 = ___, etc.) for NPV (show once for NPV, then for IRR and PI, reference the NPV cash flows).

    When you are using the financial calculator (or Excel), identify each of your inputs. Anyone looking at your work should be able to replicate your answer based on the backup info you provide. If in doubt of what constitutes “show your work”, look at Module 4 practice problem solutions.

    Setup: Baker Corp. has several new projects that look attractive, but some are riskier than the firm's past projects. Baker has received a major inflow of cash from a venture capital firm, in exchange for 25% of the firm's closely held stock. The VC firm has asked Baker managers to "run the numbers" to examine both the market outlook and the expected returns on each of the projects they are considering. The cash infusion will not cover all the proposed projects; Baker and its new investors need to know which projects should be approved.

    i. Based on Baker's earnings history over the past 10 years across a variety of projects, which have covered various states of the economy, the venture capital execs want Baker to estimate their overall returns. Given the following estimates of economy over the next several years, determine Baker's expected rate of return. (6 pts)

    _Note, this type of development firm has much higher than normal returns under normal and boom conditions. The probability of each state of the economy reflects the current situation, not necessarily historic market conditions for the firm._

    | | | |
    | — | — | — |
    | State of the Economy | Current Probability of State of the Economy | Rate of Return if State Occurs |
    | Boom | 15% | 15.00% |
    | Normal | 55% | 9.00% |
    | Recession | 30% | -13.00% |

    **Expected return for “average” company project (based on assumed economic probabilities) =**

    ii. Historically, Baker projects have had an average beta of 1.20, indicating higher risk levels for the firm. Assuming the market risk premium (MRP) is currently estimated to be 7.5% and the risk-free rate is 3.9%, what is the required return for a Baker project based on its average project beta? Show the average required return to 2 decimal places (x.xx%). (6 pts)

    **Expected return for “average” company project (based on current estimated MRP) =**

    iii. The potential projects that Baker is considering have the following expected cash flows. Each project has its own unique risk and as such, the beta on each project is given. Using the data from #2 for the risk-free rate and market risk premium, what is the required percentage return for each of the projects? Show the required returns to 2 decimals, that is xx.xx%.
    _You will use these rates when analyzing each project in the next part of the assignment, these are the required rates of return for Problems 4-7)_. (8 pts)

    | | | | | |
    | — | — | — | — | — |
    | #3 | Project A | Project B | Project C | Project D |
    | Beta | 1.1 | 1.2 | 1.3 | 0.9 |
    | Req. return (show work) | | | | |

    _NOTE: When a firm has projects that differ in risk (beta) than the "average" for the company, then the firm's overall required return (from Problem 2) isn't applicable. Each project needs to provide a return greater than or equal to its unique risk-adjusted required return. THE RATES CALCULATED FOR PROJECTS A – D IN #3 ARE THE REQUIRED RETURNS FOR EACH FOR THE FOLLOWING:_

    Use for Problems 4-7. For each project, calculate the NPV, IRR, profitability index (PI) and the payback period. For each capital budgeting decision tool, indicate if the project should be accepted or rejected, assuming that each project is independent of the others. Important Note: The venture capital folks, when
    considering payback period, have a firm
    **maximum payback period of four years.** This 4-year payback period
    **has no impact** on other capital budgeting analysis techniques, each is to be considered on its own. In other words, yes, all cash flows need to be considered for NPV, IRR, and PI.

    Expected cash flows for the four potential projects that Baker is considering as shown below (each project ends when its cash flows end):

    | | | | | |
    | — | — | — | — | — |
    | Year | Project A | Project B | Project C | Project D |
    | 0 | -$4,000,000 | -$8,000,000 | -$5,750,000 | -$3,500,000 |
    | 1 | $1,000,000 | $1,250,000 | $1,000,000 | $750,000 |
    | 2 | $1,000,000 | $1,250,000 | $1,000,000 | $750,000 |
    | 3 | $1,000,000 | $1,250,000 | $1,500,000 | $750,000 |
    | 4 | $1,000,000 | $1,250,000 | $2,500,000 | $750,000 |
    | 5 | $200,000 | $1,250,000 | $2,500,000 | $500,000 |
    | 6 | $1,000,000 | $1,250,000 | | $500,000 |
    | 7 | $800,000 | $1,250,000 | | $500,000 |
    | 8 | $800,000 | $1,250,000 | | $500,000 |
    | 9 | | $1,250,000 | | $500,000 |
    | 10 | | $1,250,000 | | $500,000 |

    I have provided a
    _suggested_ template for your final answers. Below the grid is where you should show all your required backup calculations (this means your cash flow register inputs, the interest rate, PI calculation, and cumulative cash flows for payback). If you are working on this in Excel, feel free to submit your Excel sheet, where the equations in the cells will provide the required backup. Be sure to clearly indicate the required rate of return for each project (you calculated each in Problem 3).

    Remember that each capital budgeting method should be calculated and analyzed on a stand-alone basis.

    | | | | | | | |
    | — | — | — | — | — | — | — |
    | | | Year | Project A | Project B | Project C | Project D |
    | Points | | Req. Return (use 2 decimals xx.xx%) | | | | |
    | 6 | 4a | NPV (to nearest $1) | | | | |
    | 2 | 4b | NPV accept/reject | | | | |
    | 4 | 5a | IRR (xx.xx%) | | | | |
    | 2 | 5b | IRR accept/reject | | | | |
    | 4 | 6a | PI (show 2 decimals, x.xx) | | | | |
    | 2 | 6b | PI accept/reject | | | | |
    | 4 | 7a | Payback Period (x.x years) | | | | |
    | 2 | 7b | Payback accept/reject | | | | |
    | | | |

    If you need more room to show your work, just add space in this document or put at the end (but be sure your academic coach can easily find your work for each section).

    THERE ARE DISCUSSION QUESTIONS ON THE NEXT PAGE (12 PTS)

    8. Discussion (No outside sources required all necessary information has been presented in Module 4 in Moodle)

    a) Using what you have learned in the lecture notes and having just analyzed each of the projects using the four key capital budgeting techniques, describe the
    **reinvestment assumptions** for each of the methods. (2 pts)
    _Hint, the reinvestment rate assumptions have to do with how (if) the cash flows are discounted during analysis._

    i. Payback Period

    ii. Profitability Index (PI)

    iii. NPV

    iv. IRR

    b)
    For an
    **independent** project, which of the (above listed) capital budgeting analysis techniques will always have the
    same accept/reject decision, and why. Be precise in your explanation of "why" the techniques would agree.
    _Hints: Keep it simple, don't go down the "but what if….." road. Independent projects – accepting one doesn't mean you have to reject another one. Don't assume financial constraints (you could theoretically fund all viable projects). Assume "normal" cash flows (only 1 sign change, in other words, the outlay is considered negative and all future cash flows are positive), so that there is only a single IRR_. (2 pts)

    c) How would an increase in the required rate of return affect the project’s calculated NPV? ii) How would the increase in the required rate of return impact the project’s internal rate of return (IRR)? Assume no change to the timing or amount of cash flows. Explain each and be specific as to Why (or if there is an impact) and how would the higher required rate change the NPV and the IRR (2 answers here) and what is the possible impact on the accept/reject decision for the project under each of the two analysis methods (another 2 answers). (2 pts)

    9. Think about changes in a project once it has been accepted and moving forward. Here are 3 potential scenarios. For each,
    assume everything else stays the same and describe what you expect to happen to a project's expected NPV, and WHY that is your expectation. (2 pts for each of the following).
    _Recall the 3 important factors for value: riskiness of cash flows (think required rate of return), timing of cash flows, and amount of cash flows._

    _As MBA students, just being able to calculate NPV isn’t sufficient. You should be able to consider the effects of various market or project changes on the project’s viability._

    _LOOK AT EACH SITUATION_
    _**INDIVIDUALLY** AND ASSUME THAT THERE ARE NO OTHER CHANGES FOR THE FIRM._

    a) Labor shortages and supply delays have hit your company across most sectors, including a new hotel that is under construction. Instead of the hotel opening in September of 2023, it is now anticipated that the hotel won’t be completed until mid-2025. These changes are anticipated to both increase construction costs as well as delay projected revenues on the project. Note: be sure to discuss each of these issues and whether they will offset or multiply the effect on NPV.

    b) Newly available technology has reduced operating costs for a project in year 2 of a project that still has 8 years of viable life. No other changes in the project have occurred.

    c) Two years ago, when the original cash flow projections were prepared for one of your company’s projects it was assumed that at the project’s end (another 6 years from now), the heavy equipment would be sold for $4mm to a competitor. Due to much heavier wear on the equipment, it is now assumed that the equipment will be worth less than $1mm at the project’s end.

    10. Your firm is looking at three
    **mutually exclusive projects**. Describe how you would decide which project(s) to accept, be very clear on which capital budgeting techniques you would use and how you make your decision. (2 pts)
    _The lecture notes cover this one, review as needed._

    2

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    – Paranormalexperiencessensory-processing.pdf

    **## PartABEngMAL.docx**

    **Part A (Mal)**

    **Please be careful using Ai materials because instructors are only giving us one chance to correct this.**

    **Assignment Instructions**

    **Introduction**

    Before writing your journal, choose one group of texts to view from the below options. Watch and read through the material carefully, making notes as you go of the obvious differences in how the texts differ in their approach to similar topics.

    In a brief journal, compare and contrast the three texts in your chosen group. Do not discuss your feelings on the subject matter of the texts. Instead, offer a brief rhetorical analysis of each. You may address the following prompts in your response:

    · How would you describe the
    **tone** of each?

    · How would you describe the
    **bias** of each?

    · Who is the
    **intended audience**? How do you know?

    · What
    **research** did the writer/ speaker do to understand the topic? Describe the research process as it is articulated in the texts (this may be implied and not explicitly reported).

    · Identify the specific ways in which the
    **academic** approach to research and writing
    **differs** from the other forms of popular media.

    **GROUP 1: PARANORMAL ACTIVITY**

    **Text 1:** [**"Did This YouTuber Prove Ghosts Exist? by John Wolfe**](https://youtu.be/-ezIbJfjMTQ?si=YLyGgPhZSpS4F_aT) **(New Media)**

    Attached other resource for this

    **Part B**

    **Assessment 7-1: At Home in the Information Ecosystem (Click Here)**

    Assignment Instructions

    Introduction

    In this formal, sourced, academic essay, you will revisit the framing text for the course from Module 1: "The Information Ecosystem," by Knute O. Berger and update it for the contemporary/ present moment. Where Berger discusses the rise of cable, telephones, and computers, you may focus on streaming, smartphones, and the Internet. Essentially, you should describe the current information ecosystem to include how information is created and shared as well as how information is consumed.

    Assignment

    Essays may discuss any/ all of the following:

    · How the integrity of information changes when
    _everyone_ has the ability to create and distribute that information

    · What new and emerging technologies are playing or will play an essential role in information creation and consumption in the future

    · How the information ecosystem today is better than it was in the past

    · Dangers or pitfalls of the contemporary/ current information ecosystem

    · Anything else you find interesting/ relevant

    Sample Organizational Model

    · Introduction: Your introduction may summarize the original article by Berger. What was the information ecosystem like in 1989? How did Berger feel about it? What were his concerns? Include a specific thesis that summarizes how you believe the information ecosystem has changed in the decades since.

    · Body Section 1: Describe the benefits of contemporary information ecosystem. Cite specific examples of new media and traditional media that illustrate your points.

    · Body Section 2: Describe the potential pitfalls of the contemporary information ecosystem. Cite specific examples of new media and traditional media that illustrate your points.

    · Body Section 3: Discuss what you think the future might look like with regard to information creation and distribution. What is happening
    _now_ that might set up the next radical change?

    · Conclusion: Return again to the 1989 article and draw connections between the current/ future information ecosystem and what Berger saw happening in the late 80s.

    ·
    ["The Information Ecosystem"](https://www.context.org/iclib/ic23/berger1/) by Knute O. Berger (opens in new window): Originally published in 1989, Berger looks at changing technologies and their impacts on media and information dissemination

    ·
    ["Information Anxiety: Towards Understanding"](https://scenariojournal.com/article/richard-wurman/) by Richard Saul Wurman (opens in new window): An in-depth look at the evolution of information consumption–here, Wurman revisits his 1989 text, Information Anxiety in 2012

    · Works Cited: A page that lists all sources you've used in your writing, including "The Information Ecosystem" and any other resources.

    **## ParanormalInvestigationTeamHopesforAnswersinSCCity.pdf**

    Paranormal Investigation Team Hopes for Answers in SC City

    By Associated Press
    Dec. 5, 2021, at 12:01 a.m.

    By ROBERT JORDAN, Index-Journal

    ABBEVILLE, S.C. (AP) — Children love ghost stories. Some children never grow up.

    Others grow up and become paranormal investigators. Ghost stories in Abbeville and
    Greenwood counties piqued the interest of Patrick Welsh and Courtney Bautista. They,
    along with members of their team, the Paranormal Society of Savannah, will visit Abbeville
    to research alleged hauntings.

    The visit to Belmont Inn in February was prompted by Bautista, who grew up in Abbeville
    and related ghost stories she grew up with to her team members.

    People want answers as to why things are happening, she said. “This is the main reason we
    do things, to give them closure.”

    Welsh formed the team two years ago. He and his father had discussed it for years, he said.
    “When COVID-19 hit, people were staying home and we were bored to death. I thought it
    was a good time to go out and get stories.”

    His dad, brother-in-law and a childhood friend agreed and they started the team and it
    snowballed from there, he said. The team now has 17 members who bring a variety of
    knowledge and skills to conduct investigations.

    One goal is to teach people how to get answers. Welsh said the team will offer a class on
    paranormal research. Investigative efforts are free. The class costs $20. The Abbeville class
    is scheduled for 12:30-5 p.m. Feb. 12 at the Belmont Inn.

    Paranormal activity covers anything that can’t be explained, such as supernatural
    phenomena, ghost activity and poltergeists, Welsh said.

    One purpose of classes is to teach people how to conduct an investigation, explain the basic
    equipment and mistakes to avoid. Lessons also involve professionalism, such as getting
    permission to go on to property.

    Bad actors can get hurt and destroy property, or they vandalize, get drunk and bust up beer
    bottles on private property, he said.

    “We have talked to some residents and property owners who told us that and we had to
    reassure them that this is not our cup of tea. We don’t vandalize; we respect each other’s
    property,” Welsh said.

    [https://www.usnews.com/news/best-states/south-carolina/articles/2021-12-05/paranormal-investigation-team-hopes-for-answers-in-sc-city](https://www.usnews.com/news/best-states/south-carolina/articles/2021-12-05/paranormal-investigation-team-hopes-for-answers-in-sc-city)

    You wouldn’t believe how many people go into places they shouldn’t and face black mold,
    lead, asbestos or places that are falling down, he said. You always want to check a location
    first.

    “You enter a place illegally, some bad things can happen to you, health-wise,” Welsh said.
    “We stress safety before every investigation.”

    Bautista joined Welsh’s team in March. She said she was a member of another team and
    had conducted a workshop and decided to come over. As a case manager her duties range
    from handling phone calls and working on computers to graphic design, editing videos and
    working with audio and video.

    It’s a change from her jobs as a barista and a cemetery tour guide. “When I want to destress
    I go through files and evidence,” she said.

    One of Bautista’s favorite memories is her first investigation with team. At Grove Point
    Plantation in Savannah, she and another team member contacted the spirit of a little boy.
    Part of their equipment was a voodoo buddy (a heat-seeking teddy bear) that is really good
    for use with child spirits.

    They asked the spirit to touch it. She said the spirit literally flung the bear across the room
    — it went flying off the table.

    “I was losing it; it freaked me out a little,” Bautista said.

    Welsh’s interest in the paranormal started as a child when he saw apparitions. Eventually,
    he described a vision he had to his grandfather who said Welsh had described his great-
    grandfather, a man who was killed in the 1930s.

    His great-grandfather apparently was the meanest man in town. He was an alcoholic and
    abusive. Welsh said one story involved his pistol-whipping a preacher who had chastised
    him for his tardiness at a church service.

    According to his grandfather’s explanation, his brother got tired of their father’s behavior
    and shot him six times in the back.

    “I had him visit me several times as a kid and never knew why,” Welsh said. He did research
    and genealogy to find out why he was coming. “He wanted me to tell my grandfather he
    was sorry. And that he had been in limbo that whole time.”

    “I think he was given a choice to repent or stay where he was at, in limbo, but I never saw
    him again after that,” he said.

    “I think a lot of times they want someone to talk to, to listen, someone to play with. A lot of
    them, I think, are fascinated by technology, such as running water and electricity. A lot of
    them didn’t have that back then.”

    Learning stories is one of the reasons he handles investigations. Welsh said he has learned
    more history than he ever knew about.

    “The general need people have of wanting to learn is what keeps us going,” he said. You
    want to see and do more and learn of the history of cities they visit.

    Abbeville, for instance, has a family atmosphere. “It feels like Mayberry to me. It’s a down-
    home kind of feeling where everyone is so nice; it’s a beautiful town; then we heard all the
    paranormal stories.”

    Those stories involve the Belmont Inn, the Opera House and Bautista is interested in the
    old Rock House in Greenwood County. Welsh said people have shared stories about
    possible paranormal activity in Abbeville County through social media.

    Investigations can take up to two weeks, Welch said. Team members check the history of a
    place, talk to locals, then do research. Equipment includes laser grids, video and audio
    recorders, radiation and EMF detectors.

    The team features men and women with different voices as some spirits might respond to a
    person with a high-pitched voice, while others prefer a deep voice.

    Maybe half the cases the team gets involve paranormal activity, he said. Some people have
    gotten upset because they believe their property is haunted, but the team didn’t find
    anything.

    “We don’t make up stories, we tell them like it is,” Welsh said. “It’s kind of like fishing;
    sometimes you don’t catch things, you don’t even get a bite, but you keep on coming back.”

    And when they find something? Most of the time it’s playful spirits, Welsh said. In 30 years
    of investigations, he has met a malevolent entity once, maybe twice.

    In case anyone is wondering, Welsh said he has never seen anything like “The Exorcist.”

    “That stuff creeps me out. It’s one of the scariest movies I’ve ever seen.”

    When necessary, the team can do a blessing to help a spirit cross over. If there is a
    malevolent presence, something above their pay grade, they’ll call in experts, he said.

    Some people want to join a team after watching ghost-hunting shows on television, Welsh
    said. “It’s something you’re either interested in or not, there’s no in-between.”

    Qualifications to being an investigator include having a good sense of humor and good
    listening and communication skills, he said. Nearly 300 people expressed an interest in
    being on the team. The classes are meant to weed out people who, as Welsh explained, “are
    not from planet earth.”

    Just for reference, Welsh said it is no insult to be called “Ghostbusters.” “Most of us love
    that movie,” he said. “We kind of take it as a badge.”

    “Basically we’re interviewing the ghosts to see if we can come up with answers for the
    owner,” Bautista said. “It’s worth it sometimes. You get some good stuff. I just hope we
    bring Greenwood and Abbeville some answers.”

    Copyright 2021 The Associated Press. All rights reserved. This material may not be
    published, broadcast, rewritten or redistributed.

    Tags: South Carolina, Associated Press

    [http://www.ap.org/](http://www.ap.org/)

    [https://www.usnews.com/topics/locations/south_carolina](https://www.usnews.com/topics/locations/south_carolina)

    [https://www.usnews.com/topics/organizations/associated_press](https://www.usnews.com/topics/organizations/associated_press)

    **Paranormalexperiencessensory-processing.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/paranormalexperiencessensory-processing-pdf-10189411)

    **Paranormalexperiencessensory-processing.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/paranormalexperiencessensory-processing-pdf-10189411)

    **## PartABEngMAL.docx**

    **Part A (Mal)**

    **Please be careful using Ai materials because instructors are only giving us one chance to correct this.**

    **Assignment Instructions**

    **Introduction**

    Before writing your journal, choose one group of texts to view from the below options. Watch and read through the material carefully, making notes as you go of the obvious differences in how the texts differ in their approach to similar topics.

    In a brief journal, compare and contrast the three texts in your chosen group. Do not discuss your feelings on the subject matter of the texts. Instead, offer a brief rhetorical analysis of each. You may address the following prompts in your response:

    · How would you describe the
    **tone** of each?

    · How would you describe the
    **bias** of each?

    · Who is the
    **intended audience**? How do you know?

    · What
    **research** did the writer/ speaker do to understand the topic? Describe the research process as it is articulated in the texts (this may be implied and not explicitly reported).

    · Identify the specific ways in which the
    **academic** approach to research and writing
    **differs** from the other forms of popular media.

    **GROUP 1: PARANORMAL ACTIVITY**

    **Text 1:** [**"Did This YouTuber Prove Ghosts Exist? by John Wolfe**](https://youtu.be/-ezIbJfjMTQ?si=YLyGgPhZSpS4F_aT) **(New Media)**

    Attached other resource for this

    **Part B**

    **Assessment 7-1: At Home in the Information Ecosystem (Click Here)**

    Assignment Instructions

    Introduction

    In this formal, sourced, academic essay, you will revisit the framing text for the course from Module 1: "The Information Ecosystem," by Knute O. Berger and update it for the contemporary/ present moment. Where Berger discusses the rise of cable, telephones, and computers, you may focus on streaming, smartphones, and the Internet. Essentially, you should describe the current information ecosystem to include how information is created and shared as well as how information is consumed.

    Assignment

    Essays may discuss any/ all of the following:

    · How the integrity of information changes when
    _everyone_ has the ability to create and distribute that information

    · What new and emerging technologies are playing or will play an essential role in information creation and consumption in the future

    · How the information ecosystem today is better than it was in the past

    · Dangers or pitfalls of the contemporary/ current information ecosystem

    · Anything else you find interesting/ relevant

    Sample Organizational Model

    · Introduction: Your introduction may summarize the original article by Berger. What was the information ecosystem like in 1989? How did Berger feel about it? What were his concerns? Include a specific thesis that summarizes how you believe the information ecosystem has changed in the decades since.

    · Body Section 1: Describe the benefits of contemporary information ecosystem. Cite specific examples of new media and traditional media that illustrate your points.

    · Body Section 2: Describe the potential pitfalls of the contemporary information ecosystem. Cite specific examples of new media and traditional media that illustrate your points.

    · Body Section 3: Discuss what you think the future might look like with regard to information creation and distribution. What is happening
    _now_ that might set up the next radical change?

    · Conclusion: Return again to the 1989 article and draw connections between the current/ future information ecosystem and what Berger saw happening in the late 80s.

    ·
    ["The Information Ecosystem"](https://www.context.org/iclib/ic23/berger1/) by Knute O. Berger (opens in new window): Originally published in 1989, Berger looks at changing technologies and their impacts on media and information dissemination

    ·
    ["Information Anxiety: Towards Understanding"](https://scenariojournal.com/article/richard-wurman/) by Richard Saul Wurman (opens in new window): An in-depth look at the evolution of information consumption–here, Wurman revisits his 1989 text, Information Anxiety in 2012

    · Works Cited: A page that lists all sources you've used in your writing, including "The Information Ecosystem" and any other resources.

    **## ParanormalInvestigationTeamHopesforAnswersinSCCity.pdf**

    Paranormal Investigation Team Hopes for Answers in SC City

    By Associated Press
    Dec. 5, 2021, at 12:01 a.m.

    By ROBERT JORDAN, Index-Journal

    ABBEVILLE, S.C. (AP) — Children love ghost stories. Some children never grow up.

    Others grow up and become paranormal investigators. Ghost stories in Abbeville and
    Greenwood counties piqued the interest of Patrick Welsh and Courtney Bautista. They,
    along with members of their team, the Paranormal Society of Savannah, will visit Abbeville
    to research alleged hauntings.

    The visit to Belmont Inn in February was prompted by Bautista, who grew up in Abbeville
    and related ghost stories she grew up with to her team members.

    People want answers as to why things are happening, she said. “This is the main reason we
    do things, to give them closure.”

    Welsh formed the team two years ago. He and his father had discussed it for years, he said.
    “When COVID-19 hit, people were staying home and we were bored to death. I thought it
    was a good time to go out and get stories.”

    His dad, brother-in-law and a childhood friend agreed and they started the team and it
    snowballed from there, he said. The team now has 17 members who bring a variety of
    knowledge and skills to conduct investigations.

    One goal is to teach people how to get answers. Welsh said the team will offer a class on
    paranormal research. Investigative efforts are free. The class costs $20. The Abbeville class
    is scheduled for 12:30-5 p.m. Feb. 12 at the Belmont Inn.

    Paranormal activity covers anything that can’t be explained, such as supernatural
    phenomena, ghost activity and poltergeists, Welsh said.

    One purpose of classes is to teach people how to conduct an investigation, explain the basic
    equipment and mistakes to avoid. Lessons also involve professionalism, such as getting
    permission to go on to property.

    Bad actors can get hurt and destroy property, or they vandalize, get drunk and bust up beer
    bottles on private property, he said.

    “We have talked to some residents and property owners who told us that and we had to
    reassure them that this is not our cup of tea. We don’t vandalize; we respect each other’s
    property,” Welsh said.

    [https://www.usnews.com/news/best-states/south-carolina/articles/2021-12-05/paranormal-investigation-team-hopes-for-answers-in-sc-city](https://www.usnews.com/news/best-states/south-carolina/articles/2021-12-05/paranormal-investigation-team-hopes-for-answers-in-sc-city)

    You wouldn’t believe how many people go into places they shouldn’t and face black mold,
    lead, asbestos or places that are falling down, he said. You always want to check a location
    first.

    “You enter a place illegally, some bad things can happen to you, health-wise,” Welsh said.
    “We stress safety before every investigation.”

    Bautista joined Welsh’s team in March. She said she was a member of another team and
    had conducted a workshop and decided to come over. As a case manager her duties range
    from handling phone calls and working on computers to graphic design, editing videos and
    working with audio and video.

    It’s a change from her jobs as a barista and a cemetery tour guide. “When I want to destress
    I go through files and evidence,” she said.

    One of Bautista’s favorite memories is her first investigation with team. At Grove Point
    Plantation in Savannah, she and another team member contacted the spirit of a little boy.
    Part of their equipment was a voodoo buddy (a heat-seeking teddy bear) that is really good
    for use with child spirits.

    They asked the spirit to touch it. She said the spirit literally flung the bear across the room
    — it went flying off the table.

    “I was losing it; it freaked me out a little,” Bautista said.

    Welsh’s interest in the paranormal started as a child when he saw apparitions. Eventually,
    he described a vision he had to his grandfather who said Welsh had described his great-
    grandfather, a man who was killed in the 1930s.

    His great-grandfather apparently was the meanest man in town. He was an alcoholic and
    abusive. Welsh said one story involved his pistol-whipping a preacher who had chastised
    him for his tardiness at a church service.

    According to his grandfather’s explanation, his brother got tired of their father’s behavior
    and shot him six times in the back.

    “I had him visit me several times as a kid and never knew why,” Welsh said. He did research
    and genealogy to find out why he was coming. “He wanted me to tell my grandfather he
    was sorry. And that he had been in limbo that whole time.”

    “I think he was given a choice to repent or stay where he was at, in limbo, but I never saw
    him again after that,” he said.

    “I think a lot of times they want someone to talk to, to listen, someone to play with. A lot of
    them, I think, are fascinated by technology, such as running water and electricity. A lot of
    them didn’t have that back then.”

    Learning stories is one of the reasons he handles investigations. Welsh said he has learned
    more history than he ever knew about.

    “The general need people have of wanting to learn is what keeps us going,” he said. You
    want to see and do more and learn of the history of cities they visit.

    Abbeville, for instance, has a family atmosphere. “It feels like Mayberry to me. It’s a down-
    home kind of feeling where everyone is so nice; it’s a beautiful town; then we heard all the
    paranormal stories.”

    Those stories involve the Belmont Inn, the Opera House and Bautista is interested in the
    old Rock House in Greenwood County. Welsh said people have shared stories about
    possible paranormal activity in Abbeville County through social media.

    Investigations can take up to two weeks, Welch said. Team members check the history of a
    place, talk to locals, then do research. Equipment includes laser grids, video and audio
    recorders, radiation and EMF detectors.

    The team features men and women with different voices as some spirits might respond to a
    person with a high-pitched voice, while others prefer a deep voice.

    Maybe half the cases the team gets involve paranormal activity, he said. Some people have
    gotten upset because they believe their property is haunted, but the team didn’t find
    anything.

    “We don’t make up stories, we tell them like it is,” Welsh said. “It’s kind of like fishing;
    sometimes you don’t catch things, you don’t even get a bite, but you keep on coming back.”

    And when they find something? Most of the time it’s playful spirits, Welsh said. In 30 years
    of investigations, he has met a malevolent entity once, maybe twice.

    In case anyone is wondering, Welsh said he has never seen anything like “The Exorcist.”

    “That stuff creeps me out. It’s one of the scariest movies I’ve ever seen.”

    When necessary, the team can do a blessing to help a spirit cross over. If there is a
    malevolent presence, something above their pay grade, they’ll call in experts, he said.

    Some people want to join a team after watching ghost-hunting shows on television, Welsh
    said. “It’s something you’re either interested in or not, there’s no in-between.”

    Qualifications to being an investigator include having a good sense of humor and good
    listening and communication skills, he said. Nearly 300 people expressed an interest in
    being on the team. The classes are meant to weed out people who, as Welsh explained, “are
    not from planet earth.”

    Just for reference, Welsh said it is no insult to be called “Ghostbusters.” “Most of us love
    that movie,” he said. “We kind of take it as a badge.”

    “Basically we’re interviewing the ghosts to see if we can come up with answers for the
    owner,” Bautista said. “It’s worth it sometimes. You get some good stuff. I just hope we
    bring Greenwood and Abbeville some answers.”

    Copyright 2021 The Associated Press. All rights reserved. This material may not be
    published, broadcast, rewritten or redistributed.

    Tags: South Carolina, Associated Press

    [http://www.ap.org/](http://www.ap.org/)

    [https://www.usnews.com/topics/locations/south_carolina](https://www.usnews.com/topics/locations/south_carolina)

    [https://www.usnews.com/topics/organizations/associated_press](https://www.usnews.com/topics/organizations/associated_press)

    **Paranormalexperiencessensory-processing.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/paranormalexperiencessensory-processing-pdf-10189411)

    **## PartABEngMAL.docx**

    **Part A (Mal)**

    **Please be careful using Ai materials because instructors are only giving us one chance to correct this.**

    **Assignment Instructions**

    **Introduction**

    Before writing your journal, choose one group of texts to view from the below options. Watch and read through the material carefully, making notes as you go of the obvious differences in how the texts differ in their approach to similar topics.

    In a brief journal, compare and contrast the three texts in your chosen group. Do not discuss your feelings on the subject matter of the texts. Instead, offer a brief rhetorical analysis of each. You may address the following prompts in your response:

    · How would you describe the
    **tone** of each?

    · How would you describe the
    **bias** of each?

    · Who is the
    **intended audience**? How do you know?

    · What
    **research** did the writer/ speaker do to understand the topic? Describe the research process as it is articulated in the texts (this may be implied and not explicitly reported).

    · Identify the specific ways in which the
    **academic** approach to research and writing
    **differs** from the other forms of popular media.

    **GROUP 1: PARANORMAL ACTIVITY**

    **Text 1:** [**"Did This YouTuber Prove Ghosts Exist? by John Wolfe**](https://youtu.be/-ezIbJfjMTQ?si=YLyGgPhZSpS4F_aT) **(New Media)**

    Attached other resource for this

    **Part B**

    **Assessment 7-1: At Home in the Information Ecosystem (Click Here)**

    Assignment Instructions

    Introduction

    In this formal, sourced, academic essay, you will revisit the framing text for the course from Module 1: "The Information Ecosystem," by Knute O. Berger and update it for the contemporary/ present moment. Where Berger discusses the rise of cable, telephones, and computers, you may focus on streaming, smartphones, and the Internet. Essentially, you should describe the current information ecosystem to include how information is created and shared as well as how information is consumed.

    Assignment

    Essays may discuss any/ all of the following:

    · How the integrity of information changes when
    _everyone_ has the ability to create and distribute that information

    · What new and emerging technologies are playing or will play an essential role in information creation and consumption in the future

    · How the information ecosystem today is better than it was in the past

    · Dangers or pitfalls of the contemporary/ current information ecosystem

    · Anything else you find interesting/ relevant

    Sample Organizational Model

    · Introduction: Your introduction may summarize the original article by Berger. What was the information ecosystem like in 1989? How did Berger feel about it? What were his concerns? Include a specific thesis that summarizes how you believe the information ecosystem has changed in the decades since.

    · Body Section 1: Describe the benefits of contemporary information ecosystem. Cite specific examples of new media and traditional media that illustrate your points.

    · Body Section 2: Describe the potential pitfalls of the contemporary information ecosystem. Cite specific examples of new media and traditional media that illustrate your points.

    · Body Section 3: Discuss what you think the future might look like with regard to information creation and distribution. What is happening
    _now_ that might set up the next radical change?

    · Conclusion: Return again to the 1989 article and draw connections between the current/ future information ecosystem and what Berger saw happening in the late 80s.

    ·
    ["The Information Ecosystem"](https://www.context.org/iclib/ic23/berger1/) by Knute O. Berger (opens in new window): Originally published in 1989, Berger looks at changing technologies and their impacts on media and information dissemination

    ·
    ["Information Anxiety: Towards Understanding"](https://scenariojournal.com/article/richard-wurman/) by Richard Saul Wurman (opens in new window): An in-depth look at the evolution of information consumption–here, Wurman revisits his 1989 text, Information Anxiety in 2012

    · Works Cited: A page that lists all sources you've used in your writing, including "The Information Ecosystem" and any other resources.

    **## ParanormalInvestigationTeamHopesforAnswersinSCCity.pdf**

    Paranormal Investigation Team Hopes for Answers in SC City

    By Associated Press
    Dec. 5, 2021, at 12:01 a.m.

    By ROBERT JORDAN, Index-Journal

    ABBEVILLE, S.C. (AP) — Children love ghost stories. Some children never grow up.

    Others grow up and become paranormal investigators. Ghost stories in Abbeville and
    Greenwood counties piqued the interest of Patrick Welsh and Courtney Bautista. They,
    along with members of their team, the Paranormal Society of Savannah, will visit Abbeville
    to research alleged hauntings.

    The visit to Belmont Inn in February was prompted by Bautista, who grew up in Abbeville
    and related ghost stories she grew up with to her team members.

    People want answers as to why things are happening, she said. “This is the main reason we
    do things, to give them closure.”

    Welsh formed the team two years ago. He and his father had discussed it for years, he said.
    “When COVID-19 hit, people were staying home and we were bored to death. I thought it
    was a good time to go out and get stories.”

    His dad, brother-in-law and a childhood friend agreed and they started the team and it
    snowballed from there, he said. The team now has 17 members who bring a variety of
    knowledge and skills to conduct investigations.

    One goal is to teach people how to get answers. Welsh said the team will offer a class on
    paranormal research. Investigative efforts are free. The class costs $20. The Abbeville class
    is scheduled for 12:30-5 p.m. Feb. 12 at the Belmont Inn.

    Paranormal activity covers anything that can’t be explained, such as supernatural
    phenomena, ghost activity and poltergeists, Welsh said.

    One purpose of classes is to teach people how to conduct an investigation, explain the basic
    equipment and mistakes to avoid. Lessons also involve professionalism, such as getting
    permission to go on to property.

    Bad actors can get hurt and destroy property, or they vandalize, get drunk and bust up beer
    bottles on private property, he said.

    “We have talked to some residents and property owners who told us that and we had to
    reassure them that this is not our cup of tea. We don’t vandalize; we respect each other’s
    property,” Welsh said.

    [https://www.usnews.com/news/best-states/south-carolina/articles/2021-12-05/paranormal-investigation-team-hopes-for-answers-in-sc-city](https://www.usnews.com/news/best-states/south-carolina/articles/2021-12-05/paranormal-investigation-team-hopes-for-answers-in-sc-city)

    You wouldn’t believe how many people go into places they shouldn’t and face black mold,
    lead, asbestos or places that are falling down, he said. You always want to check a location
    first.

    “You enter a place illegally, some bad things can happen to you, health-wise,” Welsh said.
    “We stress safety before every investigation.”

    Bautista joined Welsh’s team in March. She said she was a member of another team and
    had conducted a workshop and decided to come over. As a case manager her duties range
    from handling phone calls and working on computers to graphic design, editing videos and
    working with audio and video.

    It’s a change from her jobs as a barista and a cemetery tour guide. “When I want to destress
    I go through files and evidence,” she said.

    One of Bautista’s favorite memories is her first investigation with team. At Grove Point
    Plantation in Savannah, she and another team member contacted the spirit of a little boy.
    Part of their equipment was a voodoo buddy (a heat-seeking teddy bear) that is really good
    for use with child spirits.

    They asked the spirit to touch it. She said the spirit literally flung the bear across the room
    — it went flying off the table.

    “I was losing it; it freaked me out a little,” Bautista said.

    Welsh’s interest in the paranormal started as a child when he saw apparitions. Eventually,
    he described a vision he had to his grandfather who said Welsh had described his great-
    grandfather, a man who was killed in the 1930s.

    His great-grandfather apparently was the meanest man in town. He was an alcoholic and
    abusive. Welsh said one story involved his pistol-whipping a preacher who had chastised
    him for his tardiness at a church service.

    According to his grandfather’s explanation, his brother got tired of their father’s behavior
    and shot him six times in the back.

    “I had him visit me several times as a kid and never knew why,” Welsh said. He did research
    and genealogy to find out why he was coming. “He wanted me to tell my grandfather he
    was sorry. And that he had been in limbo that whole time.”

    “I think he was given a choice to repent or stay where he was at, in limbo, but I never saw
    him again after that,” he said.

    “I think a lot of times they want someone to talk to, to listen, someone to play with. A lot of
    them, I think, are fascinated by technology, such as running water and electricity. A lot of
    them didn’t have that back then.”

    Learning stories is one of the reasons he handles investigations. Welsh said he has learned
    more history than he ever knew about.

    “The general need people have of wanting to learn is what keeps us going,” he said. You
    want to see and do more and learn of the history of cities they visit.

    Abbeville, for instance, has a family atmosphere. “It feels like Mayberry to me. It’s a down-
    home kind of feeling where everyone is so nice; it’s a beautiful town; then we heard all the
    paranormal stories.”

    Those stories involve the Belmont Inn, the Opera House and Bautista is interested in the
    old Rock House in Greenwood County. Welsh said people have shared stories about
    possible paranormal activity in Abbeville County through social media.

    Investigations can take up to two weeks, Welch said. Team members check the history of a
    place, talk to locals, then do research. Equipment includes laser grids, video and audio
    recorders, radiation and EMF detectors.

    The team features men and women with different voices as some spirits might respond to a
    person with a high-pitched voice, while others prefer a deep voice.

    Maybe half the cases the team gets involve paranormal activity, he said. Some people have
    gotten upset because they believe their property is haunted, but the team didn’t find
    anything.

    “We don’t make up stories, we tell them like it is,” Welsh said. “It’s kind of like fishing;
    sometimes you don’t catch things, you don’t even get a bite, but you keep on coming back.”

    And when they find something? Most of the time it’s playful spirits, Welsh said. In 30 years
    of investigations, he has met a malevolent entity once, maybe twice.

    In case anyone is wondering, Welsh said he has never seen anything like “The Exorcist.”

    “That stuff creeps me out. It’s one of the scariest movies I’ve ever seen.”

    When necessary, the team can do a blessing to help a spirit cross over. If there is a
    malevolent presence, something above their pay grade, they’ll call in experts, he said.

    Some people want to join a team after watching ghost-hunting shows on television, Welsh
    said. “It’s something you’re either interested in or not, there’s no in-between.”

    Qualifications to being an investigator include having a good sense of humor and good
    listening and communication skills, he said. Nearly 300 people expressed an interest in
    being on the team. The classes are meant to weed out people who, as Welsh explained, “are
    not from planet earth.”

    Just for reference, Welsh said it is no insult to be called “Ghostbusters.” “Most of us love
    that movie,” he said. “We kind of take it as a badge.”

    “Basically we’re interviewing the ghosts to see if we can come up with answers for the
    owner,” Bautista said. “It’s worth it sometimes. You get some good stuff. I just hope we
    bring Greenwood and Abbeville some answers.”

    Copyright 2021 The Associated Press. All rights reserved. This material may not be
    published, broadcast, rewritten or redistributed.

    Tags: South Carolina, Associated Press

    [http://www.ap.org/](http://www.ap.org/)

    [https://www.usnews.com/topics/locations/south_carolina](https://www.usnews.com/topics/locations/south_carolina)

    [https://www.usnews.com/topics/organizations/associated_press](https://www.usnews.com/topics/organizations/associated_press)

    **Paranormalexperiencessensory-processing.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/paranormalexperiencessensory-processing-pdf-10189411)

  • [Solved] help with math due in 48 hours

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  • [Solved] os week 6

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    2 references No artificial intelligent No plagiarism APA – 2 years ago **files (1)** – ## Week6casestudy1yu.docx **## Week6casestudy1yu.docx** Week 6 case study Bertha, a 58 – year – old Hispanic female, presents to the primary care clinic to establish care. She states that in 1985 she received a bl…

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    2 references

    No artificial intelligent

    No plagiarism

    APA

    – 2 years ago

    **files (1)**

    – ## Week6casestudy1yu.docx

    **## Week6casestudy1yu.docx**

    Week 6 case study

    Bertha, a 58 – year – old Hispanic female, presents to the primary care clinic to establish care. She states that in 1985 she received a blood transfusion after sustained an MVA. She had tested positive for hepatitis C virus ( HCV ) in the past, but ignored any advice regarding treatment options. She brings a previous lab result with her today that shows :(ALT) level of 85 IU/mL (range 8 – 35 IU/mL). The lab form also states, “ HCV antibody is positive by enzyme immunoassay — confirmation is suggested. The patient also arrived with diagnosis with exacerbation of A-Fib (pulse 110 beats per mint. and COPD exacerbation as well (O2 sat: 87%)

    Past medical h story: Hypertension, dyslipidemia, hepatitis C.

    Family history: Unremarkable

    Social history: She works as a case manager of an HMO and is married with 2 children. Denies use of illegal drugs, denies alcohol abuse, and has no tattoos.

    Medications: HCTZ, 12,5 mg daily; Atorvastatin 20 mg daily, Metoprolol Succinate 25 mg and Pro-Air HFA 90mcg one puff q 4- 6 hrs as needed x pain.

    Allergies: No known drug or food allergies.

    OBJECTIVE General a ppearance: 58 – year – old female; pleasant, in no acute distress; good eye contact. Vital signs: T: 96.8; P: 110; RR: 23; SaO 2 : 87; BP: 150/100. Her weight is 214 lb, and her height is 6.3 inches.

    HEENT : Negative. Neck: Thyroid nonpalpable. No lymphadenopathy.

    Cardiovascular: A-fib rhythm. irregular and rapid heartbeat.

    Respiratory: Crackles and Wheezing.

    Abdomen: Mild tenderness in right upper quadrant. BS x 4 no bruits. Nondistended, soft. No organomegaly. No ascites.

    Neurological: A & O × 4, CN II – XII grossly intact.

    Depression scale: negative. Musculoskeletal: Full ROM. No deformities. Muscle strength is 5/5.

    **CRITICAL THINKING**

    **Which diagnostic or imaging studies should be considered confirm the**

    **diagnosis?**

    **What is the most likely differential diagnosis?**

    **What is your plan of treatment?**

    **Are there any emergency referrals needed?**

    **What is first line treatment for AFib in patients with the mentioned comorbidities?**

    **What is the first line of treatment for COPD exacerbation?**

    **## Week6casestudy1yu.docx**

    Week 6 case study

    Bertha, a 58 – year – old Hispanic female, presents to the primary care clinic to establish care. She states that in 1985 she received a blood transfusion after sustained an MVA. She had tested positive for hepatitis C virus ( HCV ) in the past, but ignored any advice regarding treatment options. She brings a previous lab result with her today that shows :(ALT) level of 85 IU/mL (range 8 – 35 IU/mL). The lab form also states, “ HCV antibody is positive by enzyme immunoassay — confirmation is suggested. The patient also arrived with diagnosis with exacerbation of A-Fib (pulse 110 beats per mint. and COPD exacerbation as well (O2 sat: 87%)

    Past medical h story: Hypertension, dyslipidemia, hepatitis C.

    Family history: Unremarkable

    Social history: She works as a case manager of an HMO and is married with 2 children. Denies use of illegal drugs, denies alcohol abuse, and has no tattoos.

    Medications: HCTZ, 12,5 mg daily; Atorvastatin 20 mg daily, Metoprolol Succinate 25 mg and Pro-Air HFA 90mcg one puff q 4- 6 hrs as needed x pain.

    Allergies: No known drug or food allergies.

    OBJECTIVE General a ppearance: 58 – year – old female; pleasant, in no acute distress; good eye contact. Vital signs: T: 96.8; P: 110; RR: 23; SaO 2 : 87; BP: 150/100. Her weight is 214 lb, and her height is 6.3 inches.

    HEENT : Negative. Neck: Thyroid nonpalpable. No lymphadenopathy.

    Cardiovascular: A-fib rhythm. irregular and rapid heartbeat.

    Respiratory: Crackles and Wheezing.

    Abdomen: Mild tenderness in right upper quadrant. BS x 4 no bruits. Nondistended, soft. No organomegaly. No ascites.

    Neurological: A & O × 4, CN II – XII grossly intact.

    Depression scale: negative. Musculoskeletal: Full ROM. No deformities. Muscle strength is 5/5.

    **CRITICAL THINKING**

    **Which diagnostic or imaging studies should be considered confirm the**

    **diagnosis?**

    **What is the most likely differential diagnosis?**

    **What is your plan of treatment?**

    **Are there any emergency referrals needed?**

    **What is first line treatment for AFib in patients with the mentioned comorbidities?**

    **What is the first line of treatment for COPD exacerbation?**

  • [Solved] Health P D5R

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