A REFLECTION PAPER (PARAGRAPH) ABOUT WHAT I WILL POST DOWN:

This week's assignments are focused on three types of human resources management interventions:

1. Goal Setting
2. Performance Appraisals
3. Rewards Systems

Although all three change programs are relatively new to organization development, they offer powerful methods for managing employee and work group performance. Developing trends point to an increasingly diverse workforce where OD interventions have to be adapted to a diverse set of personal preferences, needs, and lifestyles. Employee stress and wellness interventions acknowledge the connection between worker health and organization productivity.

Additionally, performance management and leadership development programs seek to build leadership skills, socialize managers and leadership in values believed to be important to the organization, and help execute strategic change agendas. These programs can focus on an organization, a department, an employee, or even the processes to build a product or service by aligning organizational resources, systems and employees to strategic objectives and priorities.

Learning Objectives:

• Discuss how human resources manages individuals and groups while aligning work behavior with organizational strategy.
• Identify workforce diversity trends that are shaping the labor market of today’s organizations.

• Research HR journals, books, texts, articles and websites to support facts discussed in the term paper, citing references.

12-22 (Objectives 12-2, 12-3, 12-4) Each of the following internal controls has been taken from a standard internal control questionnaire used by a CPA firm for assessing control risk in the payroll and personnel cycle.

1. Human resource policies require an investigation of an employment application from new employees. Investigation includes checking the employee’s background, former employers, and references.

2. Approval of department head or foreman on time records is required before preparing payroll.

3. All prenumbered time records are accounted for before beginning data entry for preparation of payroll.

4. The payroll accounting software calculates gross and net pay based on hours inputted and information in employee master files, and payroll accounting personnel double-check the mathematical accuracy on a test basis.

5. The payroll accounting software application will not accept data input for an employee number not contained in the employee master file.

6. Persons preparing the payroll do not perform other payroll duties (e.g., human resources or approval of time records) nor do they have access to payroll data master files or cash.

7. Written termination notices, with properly documented reasons for termination, and approval by an appropriate official are required.

8. All checks and notices of electronic payments not distributed to employees are returned to the treasurer for safekeeping and follow-up.

9. Online ability to add employees or change pay rates to the payroll master file is restricted via passwords to authorized human resource personnel.

Required

1. For each internal control, identify the type(s) of specific control activity (or activities) to which it applies (such as adequate documents and records or physical control over assets and records).

2. For each internal control, identify the transaction-related audit objective(s) to which it applies.

3. For each internal control, identify a specific misstatement that is likely to be prevented if the control exists and is effective.

4. For each control, list a specific misstatement that could result from the absence of the control.

5. For each control, identify one audit test that the auditor could use to uncover misstatements resulting from the absence of the control.

A student counsellor is concerned about students’ stress levels. S/he wants to understand whether students in different courses have similar stress levels.

The following table shows a random sample of students in different courses and their stress levels (n= 214214). Use the table to answer the questions which follow.

1. (1 mark) What proportion of the students in the study have normal stress level? (3dp) Answer

2. (1 mark) What proportion of the Science students have low stress level? (3dp) Answer

3. (1 mark) What proportion of the students have high stress levels were Human Sciences students? (3dp) Answer

The student counsellor would like to answer the following research question: Do students in different courses experience different stress levels? S/he sets up the following null and alternative hypotheses to answer the research question.

H0:H0: There is no association between enrolled course and level of stress. H1:H1: There is an association between enrolled course and level of stress.

4. (1 mark) What is the expected value for Human Sciences students who have low stress levels? (3dp) Answer

5. The absolute value of the test statistic is equal to (type your answer with 3 dp) Answer

6. (1 mark) The degrees of freedom is equal to (type your answer as an integer) Answer

7. (1 mark) The p-value is smaller than 0.05 Answertruefalse

8. (1 mark) We decide that Answerp value is greater than 0.05, therefore we do not reject the null hypotesisp value is less than 0.05, therefore we reject the null hypotesis

9. (2 mark) Our conclusion is that AnswerThere is no association between enrolled course and level of stress.There is an association between enrolled course and level of stress.

10. We are 95% confident that proportion of students with normal stress level for Science is between Answer (lower limit) and Answer (upper limit). Type your answers with 3dp.

21.       Which of the following terms refers to RNA only?

a.         Double helix

b.         Thymine

c.         Uracil

d.         Cytosine

e.         Guanine

22.       Codons are located on:

a.         Ribosomes                  d.         rRNA

b.         tRNA                           e.         DNA

c.         mRNA

23.       EcoR1 and HindIII are two different restriction enzymes. If the DNAs of different organisms are cut as described below, which DNAs could NOT join together and be permanently sealed?

a.      Human DNA cut with EcoR1/ chimp DNA cut with EcoR1

b.      Prokaryotic DNA cut with HindIII/ eukaryotic DNA cut with HindIII

c.      Mouse liver DNA cut with EcoR1/ mouse kidney DNA cut with EcoR1

d.      Mouse DNA cut with HindIII/ chimp DNA cut with HindIII

e.      Bacterial DNA cut with EcoR1/ mouse DNA cut with HindIII

24.                   Organism                    Diploid Chromosome number

Crab                                        236

Human                                    46

Spider Lily                              46

Pea                                          14

Yeast   (fungus)                       12

The chromosome counts above support the idea that:

a.                     the more chromosomes a species has, the more complex it is.

b.                    the fewer chromosomes a species has, the more ancient its evolutionary history.

c.                     all species have a unique chromosome number common only to them.

d.                     species may differ from each other in chromosome number.

27. Roundup-Ready ™ Soybeans are:

       a.    easier to harvest than other varieties.

       b.    resistant to insect attack.

       c.    higher in nutrition than other varieties.

       d.    resistant to a specific herbicide.

                                   e.         not usable in food products

28        Which of the following organisms has the most chromosomes (DNA?)

            a.         a fruit fly

            b.         a human

            c.         a dog

            d.         a grass plant

            e.         you cannot tell without looking at cells.

                       29.       One species’ DNA differs from others in its _____.

            a          sugars

            b          phosphates

            c          base sequences

            d          all of the above

                       30.       What are the base-pairing rules for DNA?

            a          A-G, T-C

            b          A-C, T-G

            c          A-U, C-G

            d          A-T, G-C

            e          either c or d

1K - Part 1

What other human body system is the lymphatic system a vital part of?

1K - Part 2

Explain how the lymphatic vessels assist the body in maintaining homeostasis in terms of fluid balance.

1K - Part 3

What is the name of the fluid that the lymphatic vessels circulate throughout the body and what does it contain?

Activity 1K

Refer to the lesson material, in particular the section on the lymphatic system, and then answer the following questions.

1K - Part 1

What other human body system is the lymphatic system a vital part of?

1K - Part 2

Explain how the lymphatic vessels assist the body in maintaining homeostasis in terms of fluid balance.

1K - Part 3

What is the name of the fluid that the lymphatic vessels circulate throughout the body and what does it contain?

1K - Part 4

In how many directions do the lymphatic vessels circulate the fluid you have named throughout the lymphatic system?

1K - Part 5

As a part of the lymphatic system, what are lymph nodes responsible for filtering and how do they help protect the human body from viruses and infection?

1K - Part 6

Give examples of two specific locations within the body where there are lymph nodes.

1K - Part 7

Which part of the lymphatic system is responsible for filtering blood and what does it remove from the blood in filtering it?

1K - Part 8

Explain the role that bone marrow plays as a part of the lymphatic system.

11.   _____________________organization is organization by time – from earliest to most recent (forward in time) or from recent events back into history (backward in time).

                          (a) Primacy;   (b) Recency   (c) Chronological;   (d) Integrated

                 12 . If your topic is controversial, you may want to organize your main ideas according to the principle of _____________, or putting the most important or convincing idea first.

1. primacy; (b) recency; (c) chronological; (d) integrated

13. ­­­­­­­­­­­­­­­­­­­_______________ are words and gestures that allow you to move smoothly from one idea to the next throughout your speech, showing   relationships between ideas and emphasizing important points.

          (a) Outlines;     (b) Topics;    (c) Demeanors; (d) Guideposts

14 . _________________ produce word pictures and detailed information that allows an audience mentally to see, hear, smell, touch, or taste what you are describing.

          (a) Explanations;   (b) Descriptions;   (c) Definitions; (d) Details

15. _______________ are used by speakers who discuss or demonstrate processes of any kind. Used in How to Speeches.

(a) Explanations;   (b) Descriptions;   (c) Definitions; (d) Details

16 . In a country in which free speech is protected by law, the right to speak freely must be balanced by the responsibility to speak ethically In 1791, the_____________ Amendment to the Constitution was written to guarantee   freedom of speech.

1. 2^nd        (b) 1^st       (c) 3^rd          (d) 4^th

17. _____________________ is the ability to understand and manage one’s own moods and emotions, as well as the moods and emotions of

others.

          (a) intelligence quotient;           (b) emotional intelligence;

          (c ) intelligence level;                0(d) emotional level

18. ____________________ involve the ability to perform tasks in a specific discipline (such as selling a product) or department (such as marketing.)

          (a) technical skills,                  (b) human relations skills

          (c ) conceptual skills;               (d) mundane skills

19. ________________ involve communication and motivation; they enable managers to work through and with people. A people person.

          (a) technical skills,                  (b) human relations skills

          (c ) conceptual skills;               (d) mundane skills

20.   ____________________ involve the ability to picture the organization as a whole and the relationships among its various parts. Ability to diagnose

(a) technical skills,                  (b) human relations skills

          (c ) conceptual skills;               (d) mundane skills

A standardized testt consists of three parts: math, writing, and critical reading. Sample data showing the math and writing scores for a sample of 12 students who took the testt follow.

(a)

Use a 0.05 level of significance and test for a difference between the population mean for the math scores and the population mean for the writing scores. (Use math score − writing score.)

Formulate the hypotheses.

H₀: μ_d = 0

H_a: μ_d ≠ 0

H₀: μ_d ≠ 0

H_a: μ_d = 0

H₀: μ_d ≤ 0

H_a: μ_d = 0

H₀: μ_d > 0

H_a: μ_d ≤ 0

H₀: μ_d ≤ 0

H_a: μ_d > 0

Calculate the test statistic. (Round your answer to three decimal places.)

Calculate the p-value. (Round your answer to four decimal places.)

p-value =

What is your conclusion?

Reject H₀. We can conclude that there is a significant difference between the population mean scores for the math test and the writing test.Reject H₀. We cannot conclude that there is a significant difference between the population mean scores for the math test and the writing test.     Do not reject H₀. We cannot conclude that there is a significant difference between the population mean scores for the math test and the writing test.Do not reject H₀. We can conclude that there is a significant difference between the population mean scores for the math test and the writing test.

(b)

What is the point estimate of the difference between the mean scores for the two tests? (Use math score − writing score.)

What are the estimates of the population mean scores for the two tests?

MathWriting

Which test reports the higher mean score?

The math test reports a  ---Select--- (higher or lower) mean score than the writing test.

A full-service car wash has an automated exterior conveyor car wash system that does the initial cleaning in a few minutes. However, once the car is through the system, car wash workers hand clean the inside and the outside of the car for approximately 15 to 25 additional minutes. There are enough workers to handle four cars at once during this stage. On a busy day with good weather, the car wash can handle up to 150 cars in a 12-hour time period. However, on rainy days or on certain days of the year, business is slow. Suppose 50 days of work are randomly sampled from the car wash’s records and the number of cars washed each day is recorded. A stem-and-leaf plot of this output is constructed and is given below. Study the plot and write a few sentences describing the number of cars washed per day over this period of work. Note that the stem-and-leaf display is from Minitab, the stems are in the middle column, each leaf is only one digit and is shown in the right column, and the numbers in the left column are cumulative frequencies up to the median and then decumulative thereafter.

From the stem and leaf display, the original raw data can be obtained. For example, the fewest number of cars washed on any given day are ____. The most cars washed on any given day are _____. The modal stems are 3, 4, and 10 in which there are ___ days with each of these numbers. Studying the left column of the Minitab output, it is evident that the median number of cars washed is ____. There are only ___ days in which 90 some cars are washed (90 and 95) and only _____ days in which 130 some cars are washed (133 and 137).

We’ve very briefly covered that an equilibrium constant Keq = [products]/[reactants] can also be expressed as kfwd/krev. To derive this, remember that at equilibrium, kfwd[reactant] = krev[product]. Divide both sides by [reactant] and by krev, and you will find that kfwd/krev = [product]/[reactant].

a. With enzymes that follow the Michaelis‐Menten kinetic mechanism (they don’t all, but in this class we’ll limit our discussion to them), if the kcat is much less than k‐1, the KM is approximately equal to the KD. Explain why this is, and what the KM would tell us about the enzyme in such a circumstance.

b. In the situation described in (a), does the E+S⇌ES reaction (described by the KD) reach equilibrium?

c. With enzymes that follow the Michaelis‐Menten kinetic mechanism, if the kcat is comparable to k‐1, the KM tends to be much larger than the KD. Under these conditions, would the E+S⇌ES reaction be at equilibrium?

d. Under the condition of part (c), would the concentration of [ES] be higher or lower than if kcat << k‐1?

e. When kcat ≈ k‐1, how should we interpret the KM? How is this different from the kcat << k‐1 case?