I needed to read the article that is located at the bottom of the email then answer the questions:

Summarize Adams’s main ideas and explain why you agree or disagree with her.

Adams concludes her article with several reasons why utilizing correct grammar and mechanics leads to career success. Choose one reason and explain it in your own words.

Given your learning from Adams’s work, as well as our lessons this week, discuss one aspect of grammar and mechanics you will be working to improve in your writing. Explain what steps you plan to take, and outline a clear goal for yourself.

THE ARTICLE IS BELOW

Grammar has been getting attention in the media lately, and for good reason.

The Wall Street Journal started the discussion last month with a piece about the growing number of grammar gaffes in the office, especially among younger employees. Examples: “There’s new people you should meet,” instead of “there are new people you should meet,” and “he expected Helen and I to help him,” instead of “he expected Helen and me.” The piece quoted managers and bosses who were fed up with younger employees who bring the vernacular of emails, Twitter messages and casual conversations into the office, including the ubiquitous use of the word “like” and those who say, “I could care less,” when they mean “I couldn’t care less.” The piece mentioned a survey of 430 employers taken earlier this year, in which 45% said they planned to increase training programs to improve employees’ use of grammar and other skills.

Because I am over 50 and I was raised by grammar sticklers, I am sympathetic to managers’ complaints about rampant grammar mistakes. One of my parents’ pet peeves: The improper use of “lay” and “lie.” Anytime someone says “I’m tired and I’m going to lay down,” I cringe. You lay down an object, but you lie down on the bed.

On the other hand, as my colleague Alison Griswold points out in a thoughtful, well-researched piece, experts recognize that language rules evolve, rather than remain static. Alison gives some great examples, like the use of the words “google,” “access” and “reference” as verbs. “Access” only went from being a noun to a verb in 1962, Alison learned from the Online Etymology Dictionary. Alison has several wonderful quotes from linguistics professor Alice Harris at University of Massachusetts, Amherst. Harris’s conclusion, in short: language is constantly changing, and often those changes bubble up from informal usage. I should probably let go of my fixation on “lay” and “lie.”

Still, as a plainspoken piece on today’s Harvard Business Review blog points out, it’s better to err on the side of grammar caution. The story is written by Kyle Wiens, CEO of iFixit, an online repair manual. Wiens says, simply, that he won’t hire people who have bad grammar. He gives all of his job applicants a grammar test, making exceptions only for people with serious extenuating circumstances like dyslexia or those who are learning English as a second language. “If job hopefuls can't distinguish between ‘to’ and ‘too,’ their applications go into the bin,” he writes. Wiens explains that he cares about grammar for two reasons. One, he points out, is that in this digital age, when we communicate increasingly in written texts and posts, “your words are all you have.” We project ourselves through our written words, he notes. Another reason is that poor grammar shows a kind of sloppiness. Wiens wants to hire people who pay attention to detail.

I can think of several other reasons that grammar is important, in spoken English as well as in the written word. When you speak, you project your level of intelligence and thoughtfulness. You also demonstrate how organized you are, in your thoughts and in your intentions. If you can get your sentences straight before you say them, you’re promising that you’re more likely to master tasks at work. In addition to good grammar, it’s best if you can scrub your speech of awkward pauses, “ums” and “uhs.” The other thing eloquence suggests is that you are listening closely to the other person, and you’re serious about what you want to convey to that person. Good grammar and clear sentences suggest respect.

Given how fast the digital world is changing the way we communicate, we may witness a more rapid change in grammar rules. But for now, as Kyle Wiens sensibly points out, it’s best to keep grammar rules in mind and try to abide by them, when writing and speaking.

Case Questions/Information:

The responses to the case questions must be typed. You must turn a printed copy by the beginning of class on the day that the case is due. You may work alone or in a group of up to 4 students. Only 1 copy of the case is required for any groups, but please be sure that all students’ names are included on that copy. You should use an Excel spreadsheet to show your calculations. Any text responses can be typed in the Excel spreadsheet or printed via a word processor.

Case Information:

Mary Jones is in the market for a new home. She will need a $300,000 mortgage in order to purchase her “dream house.” Mary is meeting with a loan officer at her bank to discuss some loan options. Information about these options is given below and should help you answer the 6 questions for this case. The seller of her potential new home has agreed to pay for the closing costs in order to entice buyers.

Mortgage Option #1: 30 year fixed rate mortgage:

A 30-year home mortgage is the most popular option chosen by potential homeowners. This loan would be repaid in equal monthly installments. The monthly installment payments are made up of principal payments (which reduce the principal of the loan) and interest payments (paid to the bank for the use of the money). Since Mary has an excellent credit rating, the bank has offered her 4.0 % annual loan rate.

Mortgage Option #2: 20 year fixed rate mortgage:

The bank also has a 20 year fixed rate mortgage. This loan would also be repaid in equal monthly installments and the bank is willing to offer Mary the same 4.0% annual loan rate.

Mortgage Option #3: SMART loan:

A smart loan works as follows: every two weeks, Mary will make a mortgage payment that is ½ of the amount that she would pay for her monthly 30 year mortgage. The APR for the SMART loan is the same as that of the 30 year fixed rate mortgage. This option would save interest as compared to the 30 year fixed rate mortgage option.

Mortgage Option #4: Bullet Loan:

The loan officer also mentions a bullet loan, which will provide a greater interest savings. For the first 60 months, Mary would pay the bank the same monthly payment as she would for the 30 year fixed rate mortgage. However, the “bullet” payment is due immediately after the 60^th payment is paid. The “bullet” payment occurs as Mary must pay the remaining principal on her loan at that time. The remaining principal can be shown as the ending balance in an amortization table after 60 payments are made. Alternatively, this principal balance may be calculated as a present value of this loan considering 25 years are left on the loan (note that this should be shown as months in the PV calculation).

Mortgage Option #5: Interest Only Loan:

There is a final mortgage option that the loan officer presents to Mary. An interest-only loan is typically not offered for consumer loans, but the bank has a trial that it is offering currently. For the interest only loan, Mary does not have to make any principal payments on the loan until it is due 10 years from now. In the meantime, she makes monthly interest only payments. The APR for this loan is 2.8%.

Case Questions/Information:

The responses to the case questions must be typed. You must turn a printed copy by the beginning of class on the day that the case is due. You may work alone or in a group of up to 4 students. Only 1 copy of the case is required for any groups, but please be sure that all students’ names are included on that copy. You should use an Excel spreadsheet to show your calculations. Any text responses can be typed in the Excel spreadsheet or printed via a word processor.

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Question #4:

1. How much does Mary pay for each of the 60 monthly payments for the Bullet loan? (5 points)
2. How much is the bullet? Remember that the bullet is the principal remaining on the loan after the 60 payments are made. (10 points)

Question #5:

1. How much does Mary pay for each of the 120 monthly payments for the interest only loan? (5 points)
2. How much does Mary owe the bank after she makes the 120 monthly payments? While she can make additional principal payments during the term of the loan, for this calculation consider that she does not make any additional principal payments. (10 points)

Question #6:

1. Find the E.A.R. (effective annual rates) for the 5 types of mortgages that Mary is considering. (10 points)
2. Which mortgage should Mary choose? Please include in your explanation a comparison of the EARs, interest saved between the 30 year mortgage and the other loans, and any risks she might face with the different types of loans. (10 points)

Part 1 – Classes and objects Create a new Java project called usernamePart1 in NetBeans. In my case the project would be called rghanbarPart1. Select the option to create a main method. Create a new class called Vehicle. In the Vehicle class write the code for: • Instance variables that store the vehicle’s make, model, colour, and fuel type • A default constructor, and a second constructor that initialises all the instance variables • Accessor (getters) and mutator (setters) methods for all instance variables • A method called printDetails that prints the Vehicle details e.g. “The vehicle details are:” followed by all instance variables. The output must be formatted for readability In the main method write the code to: • Create 2 vehicles, one using the default constructor, the other using the constructor that initialises all the instance variables for the vehicle. • Demonstrate the use of one accessor method, and one mutator method for one of the vehicles you created. • Print the vehicle’s details using the printDetails method for one of the vehicles you created. Part 2 – Inheritance, collections and polymorphism Create a new Java project called usernamePart2 in NetBeans. Select the option to create a main method. Create a new class called Car. Create a second class called Vehicle. Copy the code from the Vehicle class you created in Part 1 into the new Vehicle class. Modify the new Car class so that it extends Vehicle (Vehicle is the superclass, Car is the subclass). In the Car class write the code for: • The instance variables that store the transmission type, and body type • Accessor and mutator methods for the 2 instance variables • A default constructor, and a second constructor that initialises all the instance variables in the Car and the Vehicle classes using the super keyword • The Vehicle class has a method called printDetails that prints the Vehicle details. Override the printDetails method in the Car class and print all of the car’s details. The printDetails method in the Car class must use the super keyword to call the printDetails method in the Vehicle class. • The Car class must also demonstrate the use of overloaded methods In the main method write the code to: • Declare an ArrayList with a type parameter of Car 3 • Add at least 2 Cars to the ArrayList • Use an Iterator (java.util.Iterator) to loop through the cars in the ArrayList and print out some of their details. Please note that use of any other kind of loop will not receive any marks. • Check if the ArrayList contains a particular car • Get a car from the ArrayList • Remove a car from the ArrayList • Print the size of the ArrayList • Clear the ArrayList Please note that collections are covered in Topic 3 and 4. You may need to wait until we have covered these topics to implement your ArrayList. Polymorphism In the class that contains the main method, create a second method that takes a Vehicle as a parameter and write the code to print out the vehicle’s fuel type using one of the vehicle’s accessor methods. Then create an object of type Car and an object of type Vehicle in the main method and use the method you have just created to demonstrate polymorphism. Part 3 – Abstract classes Create a new Java project called usernamePart3 in NetBeans. Select the option to create a main method. Create a new class called Car. Create a second new class called Vehicle. Rewrite your code from Part2 so that: • The Vehicle class is abstract • Car extends Vehicle • The Vehicle class contains at least one abstract method All methods, constructors and instance variables that were in the Car and Vehicle classes in part 2 must be included in part 3. You need to rewrite the Car and Vehicle classes from part 2 so that Vehicle is abstract and there are multiple ways to create a Car. Check your code works by creating a new Car in your main method. Part 4 – Interfaces Create a new Java project called usernamePart4 in NetBeans. Select the option to create a main method. Create a new class called Car. Create a new interface called Vehicle. Rewrite your code from Part 2 so that: • Vehicle is an interface 4 • Car implements Vehicle • The Vehicle interface contains at least one abstract methods All methods, constructors and instance variables that were in the Car and Vehicle classes in part 2 must be included in part 4. You need to rewrite the Car and Vehicle classes from part 2 so that Vehicle is an interface and there are multiple ways to create a Car. In the main method of your project write the code to: • Declare a Stack with a type parameter of Car • Add at least 3 cars to the Stack • Demonstrate the use of: o peek() o pop() o empty() Part 5 – UML Create a word document called usernamePart5. Draw 2 UML diagrams to show the inheritance relationship for the Vehicle and Car in part 3 and part 4. Make sure that each diagram has a heading and the header of the word document contains your name and student ID.

Foxy Investigative Services is an investigative services firm that is owned and operated by Shirley Vickers. On November 30, 20Y8, the end of the fiscal year, the accountant for Foxy Investigative Services prepared an end-of-period spreadsheet, a part of which follows:

1A. Prepare an income statement for the year ended November 30, 20Y8. If a net loss has been incurred, enter that amount as a negative number using a minus sign. Be sure to complete the statement heading. Use the list of Labels and Amount Descriptions for the correct wording of text items other than account names. You will not need to enter colons (:) on the income statement. Refer to the Chart of Accounts for exact wording of account titles.

1B. Prepare a statement of stockholders’ equity for the year ended November 30, 20Y8. If a net loss is incurred or dividends were paid, enter that amount as a negative number using a minus sign. Be sure to complete the statement heading. Refer to the Chart of Accounts for exact wording of account titles. Refer to the lists of Labels and Amount Descriptions for exact wording of the answer choices for text entries other than account names.

1C. Prepare a balance sheet as of November 30, 20Y8. Fixed assets must be entered in order according to account number. Be sure to complete the statement heading. You will not need to enter colons (:) or the word "Less" on the balance sheet; they will automatically insert where necessary. Refer to the Chart of Accounts for exact wording of account titles. Refer to the lists of Labels and Amount Descriptions for exact wording of the answer choices for text entries other than account names. For those boxes in which you must enter subtracted or negative numbers use a minus sign.

2. Based upon the end-of-period spreadsheet, journalize the closing entries. Refer to the Chart of Accounts for exact wording of account titles.

3. If Retained Earnings had instead decreased $36,000 after the closing entries were posted, and the dividends remained the same, what would have been the amount of net income or net loss? If required, use a minus sign to indicate a net loss.

Research is an integral part of all professional fields. Designing a research study can be a complicated task that can be simplified if the appropriate techniques can be identified. This assignment will give you the opportunity to design an experiment, including finding relevant prior research, determining the appropriate sample, data analysis techniques, and discuss the results you hope to see. Working from the topic chosen earlier in the topic selection, you will be designing your own statistical study. In a 1,250-1,500 word report, discuss the design of an experiment that would expand on or relate to the research in the previously chosen article. See the attached document for detailed instructions on how to complete the project. A minimum of four additional scholarly resources are required. **Research must be on "Physician Burnout"**

MAT-274 Final Project Detailed Criteria
Background information explaining the importance of the research (why it should be done) and what has been done in the past.
- This background section can be a large portion of your paper, perhaps around 25% of the entire word count. Here you explain what previous research has been done on your topic and how this inspired your new study/experiment. You are required to reference four scholarly articles in your final paper. Make sure to mention how the study you designed is different from the previous work you read in your primary research articles. You can also include information in this section about why the topic is important to your field of study or relevant to you in general.

Sampling and experimental design with rationale.
- In this section, you should include your sampling technique, how you are achieving appropriate randomization, and why this technique is the most appropriate for your particular experiment. Make sure you address any possible bias in your sampling technique and how you will consider this in your final results. Conclude this section with a discussion of your population for generalization and how the demographics of your sample achieve this goal.

Data analysis techniques (specific inferential test that would need to be used and why, include tests that would need to be done to validate the assumptions needed for the chosen inferential test).
- This section is the heart of your final paper. The final grading of the project will focus most heavily on this content. There are at least three paragraphs worth of material to comment on in this section. It is essential that you clearly articulate which type of inferential test you are using (z, t, paired t, pooled t, chi-squared, ANOVA+F-test, etc.). In addition to stating the type of test, you must explain why this test is appropriate. Every statistical test has certain conditions that must be satisfied to make the test have reasonable inferential power (see lecture slides on Loud Cloud). You need to verify that these assumptions are satisfied for your experiment/sample and explain what types of information you would collect to show this; mention any calculations, graphs, charts, and plots you would use. It would be very nice to include some information on how you would use Excel to implement these calculations/charts. The hypothesis test needs to be formally stated (null and alternative clearly and correctly given with variable names and inequalities/equalities in the correct spot). Describe whether this is a one-tailed or two-tailed test, your chosen significance level (with justification), and what the p-value would tell you in the context of your problem. If your test requires follow-up analysis (such as ANOVA, paired-t), you need to mention explicitly what type of follow up you will do and how these calculations would be performed. Why do you need the follow up calculations? What does this analysis tell you?

Expected results as well as the questions this research will serve to answer.
- This section can consist of a single paragraph and should discuss what exactly you hope to answer by performing your inferential test described in the previous part. State what results you expect to see for your hypothesis test, what do you expect the p-value to be approximately? What does the p-value tell you about your null/alternative? Would reject/fail to reject the null? Explain what your hypothesis test outcome means in language relevant to your chosen topic.

Suggestions for future research.
- Your paper should end with a concluding paragraph that discusses how your experiment might influence future research. Decide on future experiments that might be performed based off your work here and previous research. Outline any sample size/experimental design changes you would recommend to future researchers. How would this future research expand the work already completed?

Please in C++ thank you! Please also include the screenshot of the output. I have included everything that's needed for this. Pls and thank you!

Write a simple class and use it in a vector.

Begin by writing a Student class. The public section has the following methods:

Student::Student()

Constructor. Initializes all data elements: name to empty string(s), numeric variables to 0.

bool Student::ReadData(istream& in)

Data input. The istream should already be open. Reads the following data, in this order:

• First name (a string, 1 word)

• Last name (also a string, also 1 word)

• 5 quiz scores (integers, range 0-20)

• 3 test scores (integers, range 0-100)

Assumes that all data is separated by whitespace. The method returns true if reading all data was successful, otherwise returns false. Does not need to validate or range-check data; if one of the quiz or test scores is out of range, just keep going.

bool Student::WriteData(ostream& out) const

Output function. Writes data in the following format. Each student’s data is on one line.

• First name (left justified, 20 characters)

• Last name (left justified, 20 characters) • 5 quiz scores (each right justified in a field 4 characters wide)

• 3 test scores (each right justified in a field 5 characters wide)

• new-line character ‘\n’ or use of endl in output function

Note that this is a const method; it should not modify any of the object’s data. Returns true if the attempt to send the data to the stream was successful, false otherwise.

string Student::GetFirstName() const;

string Student::GetLastName() const;

Accessor methods, also known as ‘getters.’ Returns data from inside the function.

float Student::CourseAverage() const

Returns the student’s weighted average as a percentage (float in range 0-100). The quiz scores are averaged together (20-point scale) and are 35% of the course grade. The test are averaged together and are 65% of the course grade. This does not modify any of the object’s data.

bool Student::DisplayCourseAverage(ostream& out) const Prints the student’s course average to the provided output stream, rounded to 3 decimal places. Returns true if the attempt was successful, false otherwise.

string Student::LetterGrade() const Returns a string with the student’s letter grade, using the same grading scale as this course. The class should assume that any input or output streams passed to public methods are already open.

The main program is quite simple. You are provided a data file with data for some number of students. Read the data into a vector. (Hint: Declare one student. Read that student’s data, then add it to the vector. Repeat.) It should then print a roster, showing the name, course average to 3 decimal places, and letter grade for each student in the course. This list should be sorted by student name (sort by last name, break ties using first name; display in usual first-name last-name order).

Here is the input.txt

23
MIRANDA BOONE 17 17 13 17 20 86 91 71
LARRY MARSH 16 11 20 15 11 78 82 96
JANIE FOWLER 18 18 19 18 20 80 90 69
ALBERTO GILBERT 15 20 18 17 19 51 76 99
SUE LEONARD 12 15 12 18 17 85 77 100
CARL BALLARD 16 12 16 16 20 65 80 92
LESLIE PEREZ 13 18 17 12 20 81 81 96
MORRIS NEWTON 20 19 19 20 16 75 80 66
BRANDI LAMB 19 17 20 12 16 97 67 65
HERBERT HARVEY 20 16 11 14 12 80 100 80
RUDOLPH FISHER 17 18 20 18 18 82 68 77
LAURIE PHELPS 18 11 13 16 15 90 93 76
PHILIP ZIMMERMAN 17 13 18 16 18 79 78 64
BRAD HAYES 17 20 13 11 20 81 92 87
BELINDA JACKSON 18 10 16 18 16 59 76 87
JESSIE MORAN 16 14 13 19 19 78 79 66
BRIDGET KELLER 19 14 15 20 20 90 66 66
CHAD RODRIGUEZ 15 16 20 18 18 86 71 79
KENNETH KELLY 11 19 17 19 18 76 75 67
CASSANDRA MASON 14 20 18 20 17 85 76 100
RANDY JACKSON 18 19 15 19 17 67 61 65
GARRY CLAYTON 10 16 18 14 19 86 85 84
NICK FLOYD 18 13 20 17 16 79 76 81

I need more than just one question answered, please...

CASE STUDY: Excavation Buckets Design and Manufacture

Peter Border is a qualified mechanical engineer who graduated from the QTech University two years ago. Peter works for Trueblood, a small mechanical design and manufacturing company. Owner and founder of the company is William Trueblood.

William qualified as a mechanical tradesman and saw the opportunity to build a business based on designing and manufacturing complex parts for large earthmoving equipment. The business was founded 35 years ago and today employs 55 people. Trueblood Enterprises currently has three professional engineers, Rohan Petronis (25 years of experience), Claude Weatherly (15 years of experience), and Peter. Claude is in charge of the manufacturing area while Rohan and Peter comprise the design and analysis division.

Two months ago, Trueblood Enterprises were contracted by Cranbrook Excavators to design and manufacture an excavation buckets for a range of large excavators and draglines that the company manufactures. Cranbrook Excavators is a large company with total worldwide sales of about $2 billion (Australian). Trueblood Enterprises was elated to gain the contract as they had been trying for several years to secure a contract with Cranbrook Excavators. It is hoped that this initial contract will lead to further large contracts between the two companies.

Design of the excavation buckets was undertaken by Rohan and Peter. The designed part was extremely difficult to analyse and eventually they adopted a design which they considered was adequate and safe, but with which they were not entirely happy. The design was done manually without modern 3D modelling and simulation tools. They would have liked to have had more time to carry out further analysis work, but the production area needed to get the parts into production in order to meet the timelines associated with the contract. The first batch of parts (10) has now been manufactured and delivered and Cranbrook Enterprises has expressed their pleasure at the way in which the contract has been fulfilled to date. The contract calls for the manufacture of a further 100 parts over the next 18 months.

The contract price for the parts is $22 000 each, and Trueblood Enterprises currently estimates that the total cost of design and manufacture will be $18 500 each.

Although busy with other work since the finalisation of the design for the excavation buckets, Peter has continued to ponder how the analysis of the part could be improved. Last night he had a sudden flash of inspiration and two hours’ calculation this morning has provided a much improved understanding of the stress distribution which is likely to occur in the bucket design. On reviewing the new analysis, Peter becomes concerned that the existing design may create the possibility of fatigue failure in the longer term. Further analysis leads him to the conclusion that the premature failure of the existing units is a distinct possibility, although failure is unlikely to occur until 15,000 hours, though this needs to be further validated. The original contract specification asked for a minimum fatigue life of 20,000 hours. Peter also does a quick estimate of the likely cost of using an improved design in manufacturing and estimates that the cost per part will rise to $20 500.

Peter discusses his findings with Rohan. Initially Rohan is reluctant to take any action whatsoever, as he considers it would reflect poorly on the design and analysis division, and particularly on his inherent leadership of that area based on his extended years of experience. When Peter presses the issue and threatens to go directly to William Trueblood, Rohan agrees to set up a meeting between William, Peter and himself.

At the meeting, Peter presents his findings and recommends that the new design be adopted for production, and that the parts already manufactured and supplied be recalled from Cranbrook Excavators. Predictably, William Trueblood gets very upset and irate. He asks if the parts that have already been supplied are in danger of imminent failure and Rohan says no. William Trueblood states that his decision is that the current parts will not be recalled and the production process will continue to manufacture the existing design and not the new design. He says that the existing part is "safe enough" and the company cannot afford to increase the cost of production. He also says that he is extremely disappointed with the performance of Rohan and Peter, and that the design and analysis division needs to "get its act together or the company will have to consider closing this division and outsourcing its design work". He also says that if Rohan or Peter so much as blink an eyelid out of place in the future they will be sacked from the company!

- Identify and discuss the management, contractual and ethical issues involved in this case. What courses of action would be appropriate for Peter to follow (starting immediately)?

- The answer should be no more than 3000 words. This is merely a guide and there is no penalty associated with this word count. The final section of the main body of the report should clearly identify the courses of action that Peter should follow. This section will be a major section of the report on which technical content will be judged. The conclusions reached and action recommended, however, will need to be supported by the arguments presented in the previous sections of the report. This final section should be between 200 and 250 words in length.

- Your report should have a formal format with title page, executive summary, contents page and references. The report should be word processed

Please read the case below and answer the following question:    In court, Vinson’s allegations were countered by Taylor’s version of the facts. Will there always be a “your word against mine” problem in sexual harassment cases? What could Vinson have done to strengthen her case?

Consenting to Sexual Harassment

THE CASE OF VINSON V. TAYLOR, HEARd BEFOREthe federal district court for the District of Columbia, Mechelle Vinson alleged that Sidney Taylor, her supervisor at Capital City Federal Savings and Loan, had sexually harassed her.73But the facts of the case were contested.In court Vinson testified that about a year after she began working at the bank, Taylor asked her to have sexual relations with him. She claimed that Taylor said she “owed” him because he had obtained the job for her. Although she turned down Taylor at first, she eventually became involved with him. She and Taylor engaged in sexual relations, she said, both during and after business hours, in the remaining three years she worked at the bank. The encounters included intercourse in a bank vault and in a storage area. Taylor was Vinson’s supervisor, the court reasoned that notice to him was not notice to the bank.Vinson appealed the case, and the Court of Appeals held that the district court had erred in three ways. First, the district court had overlooked the fact that there are two possible kinds of sexual harassment. Writing for the majority, Chief Judge Spottswood Robinson distinguished cases in which the victim’s continued employment or promotion is conditioned on giving in to sexual demands and those cases in which the victim must tolerate a “substantially discriminatory work environment.” The lower court had failed to consider whether Vinson’s case involved harassment of the second kind.Second, the higher court also overruled the district court’s finding that because Vinson voluntarily engaged in a sexual relationship with Taylor, she was not a victim of sexual in the bank basement. Vinson also testified that Taylor often actually “assaulted or raped” her. She contended that she was forced to submit to Taylor or jeopardize her employment.Taylor, for his part, denied the allegations. He testified that he had never had sex with Vinson. On the contrary, he alleged that Vinson had made advances toward him and that he had declined them. He contended that Vinson had brought the charges against him to “get even” because of a work-related dispute.In its ruling on the case, the court held that if Vinson and Taylor had engaged in a sexual relationship, that relationship was voluntary on the part of Vinson and was not employment related. The court also held that Capital City Federal Savings and Loan did not have “notice” of the alleged harassment and was therefore not liable. Assuming the truth of Vinson’s version of the case, do you think her employer, Capital City Federal Savings and Loan, should be held liable for sexual harassment it was not aware of? Should the employer have been aware of it? Does the fact that Taylor was a supervi-sor make a difference? In general, when should an employer be liable for harassment?4.What steps do you think Vinson should have taken when Taylor first pressed her for sex? Should she be blamed for having given in to him? Assuming that there was sexual harassment despite her acquies-cence, does her going along with Taylor make her partly responsible or mitigate Taylor’s wrongdoing?5.In court, Vinson’s allegations were countered by Taylor’s version of the facts. Will there always be a “your word against mine” problem in sexual harassment cases? What could Vinson have done to strengthen her case?harassment. Voluntariness on Vinson’s part had “no bearing,” the judge wrote, on “whether Taylor made Vinson’s toleration of sexual harassment a condition of her employment.” Third, the Court of Appeals held that any discriminatory activity by a supervisor is attributable to the employer, regardless of whether the employer had specific notice.In his dissent to the decision by the Court of Appeals, Judge Robert Bork rejected the majority’s claim that “vol-untariness” did not automatically rule out harassment. He argued that this position would have the result of depriving the accused person of any defense, because he could no longer establish that the supposed victim was really “a willing participant.” Judge Bork contended further that an employer should not be held vicariously liable for a super-visor’s acts that it didn’t know about.Eventually the case arrived at the U.S. Supreme Court, which upheld the majority verdict of the Court of Appeals, stating that:[T]he fact that sex-related conduct was “voluntary,” in the sense that the complainant was not forced to participate against her will, is not a defense to a sexual harassment suit brought under Title VII. The gravamen of any sexual harassment claim is that the alleged sexual advances were “unwelcome.”. . . The correct inquiry is whether respondent by her con-duct indicated that the alleged sexual advances were unwelcome, not whether her actual participation in sexual intercourse was voluntary.The Court, however, rejected the Court of Appeals’s posi-tion that employers are strictly liable for the acts of their supervisors, regardless of the particular circumstances.