Think of the group experiences you have had at work, at home, at school, or in any formal or informal organizational environment. Think of “organizational environment” as simply meaning a group of individuals that get together to pursue a goal. Think of a specific example from those experiences, and see which one of the models of group dynamics best applies to that example. Choose specifically one from the following theories: the stages of group development, the punctuated-equilibrium model, collective efficacy, cohesion, or social loafing. You can choose an example where the group was highly effective, or an example where the group dynamics became an obstacle to performance.
In: Operations Management
C++ prgram:
The heating system in a school should be switched on if the average temperature is less than 17 degrees Celsius. The average temperature is found from the temperatures in the Art, English and Music departments. You are required to write a program that allows the user to input 3 temperatures. The program calculates and displays the average temperature and then displays "heating should be on " or " heating should be off" as appropriate.
draw a flowchart for the solution
In: Computer Science
In: Math
Please create a C++ program that will ask a high school group that is made of 5 to 17 students to sell candies for a fund raiser. There are small boxes that sell for $7 and large ones that sell for $13. The cost for each box is $4 (small box) and $6 (large box). Please ask the instructor how many students ended up participating in the sales drive (must be between 5 and 17). The instructor must input each student’s First name that sold items and enter the number of each box sold each (small or large). Calculate the total profit for each student and at the end of the program, print how many students participated and the total boxes sold for each (small and large) and finally generate how much profit the group made.
In: Computer Science
At the beginning of the school year, Priscilla Wescott decided to prepare a cash budget for the months of September, October, November, and December. The budget must plan for enough cash on December 31 to pay the spring semester tuition, which is the same as the fall tuition. The following information relates to the budget:
| Cash balance, September 1 (from a summer job) | $8,260 |
| Purchase season football tickets in September | 110 |
| Additional entertainment for each month | 290 |
| Pay fall semester tuition in September | 4,500 |
| Pay rent at the beginning of each month | 400 |
| Pay for food each month | 220 |
| Pay apartment deposit on September 2 (to be returned December 15) | 600 |
| Part-time job earnings each month (net of taxes) | 1,020 |
a. Prepare a cash budget for September, October, November, and December. Enter all amounts as positive values except cash decrease which should be indicated with a minus sign.
| Priscilla Wescott | ||||
| Cash Budget | ||||
| For the Four Months Ending December 31 | ||||
| September | October | November | December | |
| Estimated cash receipts from: | ||||
| $ | $ | $ | $ | |
| Total cash receipts | $ | $ | $ | $ |
| Less estimated cash payments for: | ||||
| $ | ||||
| $ | $ | $ | ||
| Total cash payments | $ | $ | $ | $ |
| Cash increase (decrease) | $ | $ | $ | $ |
| Cash balance at end of month | $ | $ | $ | $ |
b. Are the four monthly budgets that are
presented prepared as static budgets or flexible budgets?
c. What are the budget implications for Priscilla Wescott?
Priscilla can see that her present plan (will provide/will not provide?) sufficient cash. If Priscilla did not budget but went ahead with the original plan, she would be $________? (over/short?) at the end of December, with no time left to adjust.
In: Accounting
Lying to a teacher. One of the questions in a survey of high school students asked about lying to teachers. The following table gives the number of students who said that they lied to a teacher as least once during the past year, classified by sex:
| Sex |
Sex |
|
| Lied as least once | Male |
Female |
| Yes | 3,228 | 10,295 |
| No | 9,659 |
4,620 |
A. Add the marginal totals to the table
B. Calculate appropriate percents to describe the results of this question
C. Summarize your findings in a short paragraph.
D. Test the null hypothesis that there is no association between sex and lying to teachers. Give the test statistics and the p-value with a sketch similar to the one on page 535 and summarize your conclusion. Be sure to include numerical and graphical summaries.
E. The survey asked student if they lied, but we do not know if they answered the question truthfully. How does this fact affect the conclusions that you can draw from this data?
In: Math
Salaries for teachers in a particular elementary school district are normally distributed with a mean of $44,000 and a standard deviation of $6,300. We randomly survey ten teachers from that district. (Round your answers to the nearest dollar.)
(a) Find the 90th percentile for an individual teacher's salary.
(b) Find the 90th percentile for the average teacher's salary.
A typical adult has an average IQ score of 105 with a standard deviation of 20. If 19 randomly selected adults are given an IQ test, what is the probability that the sample mean scores will be between 85 and 123 points? (Round your answer to five decimal places.)
In: Math
Think of the group experiences you have had at work, at home, at school, or in any formal or informal organizational environment. Think of “organizational environment” as simply meaning a group of individuals that get together to pursue a goal. Think of a specific example from those experiences, and see which one of the models of group dynamics best applies to that example.
Choose specifically one from the following theories: the stages of group development, the punctuated-equilibrium model, collective efficacy, cohesion, or social loafing. You can choose an example where the group was highly effective, or an example where the group dynamics became an obstacle to performance.mics
In: Operations Management
Provide an example at work or in school where a problem was either identified late or ignored and created a greater problem than it should have?
How could it have been handled differently?
What key lessons from this course would you bring to prevent a similar reoccurence during another project?
In: Operations Management
At the beginning of the school year, Priscilla Wescott decided to prepare a cash budget for the months of September, October, November, and December. The budget must plan for enough cash on December 31 to pay the spring semester tuition, which is the same as the fall tuition. The following information relates to the budget:
| Cash balance, September 1 (from a summer job) | $6,220 |
| Purchase season football tickets in September | 80 |
| Additional entertainment for each month | 220 |
| Pay fall semester tuition in September | 3,400 |
| Pay rent at the beginning of each month | 300 |
| Pay for food each month | 170 |
| Pay apartment deposit on September 2 (to be returned December 15) | 400 |
| Part-time job earnings each month (net of taxes) | 770 |
a. Prepare a cash budget for September, October, November, and December. Enter all amounts as positive values except cash decrease which should be indicated with a minus sign.
| Priscilla Wescott | ||||
| Cash Budget | ||||
| For the Four Months Ending December 31 | ||||
| September | October | November | December | |
| Estimated cash receipts from: | ||||
| $ | $ | $ | $ | |
| Total cash receipts | $ | $ | $ | $ |
| Less estimated cash payments for: | ||||
| $ | ||||
| $ | $ | $ | ||
| Total cash payments | $ | $ | $ | $ |
| Cash increase (decrease) | $ | $ | $ | $ |
| Cash balance at end of month | $ | $ | $ | $ |
Feedback
b. Are the four monthly budgets that are
presented prepared as static budgets or flexible budgets?
Static
c. What are the budget implications for Priscilla Wescott?
Priscilla can see that her present plan will not provide sufficient cash. If Priscilla did not budget but went ahead with the original plan, she would be $ short at the end of December, with no time left to adjust.
In: Accounting