The College Board provided comparisons of Scholastic Aptitude Test (SAT) scores based on the highest level of education attained by the test taker's parents. A research hypothesis was that students whose parents had attained a higher level of education would on average score higher on the SAT. The overall mean SAT math score was 514.† SAT math scores for independent samples of students follow. The first sample shows the SAT math test scores for students whose parents are college graduates with a bachelor's degree. The second sample shows the SAT math test scores for students whose parents are high school graduates but do not have a college degree.

College Grads 485            503

550        517

666        542

554        394

534        531

572        562

497        448

576        469

High School Grads 442 492

580        478

479        425

486        485

528        390

524        535

(a)

Formulate the hypotheses that can be used to determine whether the sample data support the hypothesis that students show a higher population mean math score on the SAT if their parents attained a higher level of education. (Let μ1 = population mean verbal score of students whose parents are college graduates with a bachelor's degree and μ2 = population mean verbal score of students whose parents are high school graduates but do not have a college degree.) For purposes of this study, assume the population variances are unequal when conducting the t-test.

H0: μ1 − μ2 = 0

Ha: μ1 − μ2 ≠ 0

H0: μ1 − μ2 < 0

Ha: μ1 − μ2 = 0

H0: μ1 − μ2 ≥ 0

Ha: μ1 − μ2 < 0

H0: μ1 − μ2 = 0

Ha: μ1 − μ2 > 0

H0: μ1 − μ2 ≠ 0

Ha: μ1 − μ2 = 0

(b)

What is the point estimate of the difference between the means for the two populations?

(c)

Find the value of the test statistic. (Round your answer to three decimal places.)

Compute the p-value for the hypothesis test. (Round your answer to four decimal places.)

p-value =

(d)

At

α = 0.05,

what is your conclusion?

Reject H0. There is insufficient evidence to conclude that higher population mean verbal scores are associated with students whose parents are college graduates. Do not reject H0. There is insufficient evidence to conclude that higher population mean verbal scores are associated with students whose parents are college graduates.     Reject H0. There is sufficient evidence to conclude that higher population mean verbal scores are associated with students whose parents are college graduates. Do not Reject H0. There is sufficient evidence to conclude that higher population mean verbal scores are associated with students whose parents are college graduates.

Hypothesis test of one mean

1. A random sample of eight students participated in a psychological test of depth perception. Two markers, one labeled A and the other B, were arranged at a fixed distance apart at the far end of the laboratory. One by one the students were asked to judge the distance between the two markers at the other end of the room. The sample data (in feet) were as follows:

2.2, 2.3, 2.7, 2.4, 1.9, 2.4, 2.5, 2.6

At the alpha =0.05 level of significance, test if the mean distance is more than 2 feet

1. State the null and alternative hypothesis.
2. Give the p-value
3. Give a conclusion for the hypothesis test.
4. Find a 95% Confidence Interval.
5. Write a conclusion for the confidence interval

Hypothesis test of two means

2. A random sample of non-English majors at a selected college was used in a study to see if the student retained more from reading a 19^th century level novel or by watching it in DVD form. Each student was assigned one novel to read and a different one to watch, and then they were given a hundred point quiz on each novel. The test results are shown:

DVD          90 82 85 95 70 75 85

BOOK       95 85 95 75 85 95 84

Alpha = 0.05, can it be concluded that the DVD scores are less than the BOOK?

1. State the null and alternative hypothesis.
2. Give the p-value.
3. Give a conclusion for the hypothesis test.

Hypothesis test of one proportion

3. The national average for the percentage of high school graduates taking the SAT is 49%. A random sample of 300 high school graduating seniors were polled across a particular tri state area, and it was found that 195 had taken the SAT.

At alpha = 0.05 level of significance, does the proportion of high school graduates who take the SAT in this area agree with the national average?

1. State the null and alternative hypothesis.
2. Give the p-value.
3. Give a conclusion for the hypothesis test.
4. Find a 95% Confidence Interval.
5. Write a conclusion for the confidence interval.

Hypothesis test of two proportions

4. The drug Prevnar is a vaccine meant to prevent certain types of bacterial meningitis. It is typically administered to infants starting around two months old. In a randomized doubled-blind clinical trials of Prevnar, infants were randomly divided into two groups. Group 1 received Prevnar while Group 2 received a control vaccine. After the second dose, 137 of 452 subjects in group 1 effect experienced drowsiness as a side effect. After the second dose, 31 of 99 subjects in Group 2 experienced drowsiness as a side effect. Does the evidence suggest that there is a different proportion between the groups at alpha =0.05 level of significance?

(a) State the null and alternative hypothesis

(b) Give the p-value

(c) Give a conclusion for the hypothesis test.

You may need to use the appropriate technology to answer this question.

The College Board provided comparisons of Scholastic Aptitude Test (SAT) scores based on the highest level of education attained by the test taker's parents. A research hypothesis was that students whose parents had attained a higher level of education would on average score higher on the SAT. The overall mean SAT math score was 514.† SAT math scores for independent samples of students follow. The first sample shows the SAT math test scores for students whose parents are college graduates with a bachelor's degree. The second sample shows the SAT math test scores for students whose parents are high school graduates but do not have a college degree.

(a)

Formulate the hypotheses that can be used to determine whether the sample data support the hypothesis that students show a higher population mean math score on the SAT if their parents attained a higher level of education. (Let μ₁ = population mean verbal score of students whose parents are college graduates with a bachelor's degree and μ₂ = population mean verbal score of students whose parents are high school graduates but do not have a college degree.) For purposes of this study, assume the population variances are unequal when conducting the t-test.

H₀: μ₁ − μ₂ < 0

H_a: μ₁ − μ₂ = 0

H₀: μ₁ − μ₂ = 0

H_a: μ₁ − μ₂ ≠ 0

H₀: μ₁ − μ₂ ≠ 0

H_a: μ₁ − μ₂ = 0

H₀: μ₁ − μ₂ ≥ 0

H_a: μ₁ − μ₂ < 0

H₀: μ₁ − μ₂ = 0

H_a: μ₁ − μ₂ > 0

(b)

What is the point estimate of the difference between the means for the two populations?

(c)

Find the value of the test statistic. (Round your answer to three decimal places.)

Compute the p-value for the hypothesis test. (Round your answer to four decimal places.)

p-value =

(d)

At

α = 0.05,

what is your conclusion?

Do not reject H₀. There is insufficient evidence to conclude that higher population mean verbal scores are associated with students whose parents are college graduates.Do not Reject H₀. There is sufficient evidence to conclude that higher population mean verbal scores are associated with students whose parents are college graduates.      Reject H₀. There is insufficient evidence to conclude that higher population mean verbal scores are associated with students whose parents are college graduates.Reject H₀. There is sufficient evidence to conclude that higher population mean verbal scores are associated with students whose parents are college graduates.

Nadine has been dating Jim for eight years. They began dating in college and Nadine reports that she remained supportive of Jim throughout his years in medical school and residency as a doctor. Nadine reports that it has not always been easy for her as she often will feel neglected by Jim due to his busy schedule, though she has never communicated these feelings to Jim, since she does not want to appear “selfish” or “nagging” and she does not want to be a cause of further stress in his life. Nadine was recently diagnosed with kidney disease, which has created a considerable amount of stress in her personal and professional life. She reports that her graduate school program was not understanding of her need to miss classes due to multiple doctor appointments. Furthermore, she was not able to request a medical leave from her program, which ultimately led to her having to leave her graduate program due to her medical issues. Nadine reports that while she has discussed these current stressors with Jim, he does not always appear to understand the loss she is feeling. She reports that Jim will tell her that she should seek legal action against her school and that she should not be so passive. Nadine reports that Jim is often dismissive regarding the severity of her condition, noting that she will be fine. Nadine expresses a desire for Jim to accompany her on doctor appointments, however she will not ask him as he has repeatedly mentioned how busy he is and how little time he has for himself outside of work. Nadine reports that she will often cry to herself every day due to the fear she has regarding her health condition as well as her feelings of failure that she was not able to complete her studies due to becoming sick. Nadine has expressed that she would like to have Jim join a session in order to help her communicate what she has been feeling, as well as address the continued detachment she reports within their relationship. Jim has thus far not agreed to join Nadine in therapy, reporting that his schedule does not make it possible and he does not believe that therapy is necessary to address the issues within their relationship, but rather that it is Nadine’s passivity which is causing her unhappiness.

1. What are some negative automatic thoughts that you identify Nadine to have? What are negative automatic thoughts that you identify Jim is having? Describe cognitive behavioral techniques that you would use with this couple?

2. Do you believe that Jim and Nadine will be able to work through their conflict? If yes, what are the indicators that this couple has a chance to solve their problems? If no, what are the indicators that this relationship is headed toward the end?

This assignment is the same for both Florida & non Florida students. This problem requires the student to develop a simple budget. At the end of the course, the student will receive a STAR for completing this assignment. This assignment must be completed in either MS Excel or in with a MS Word table*

Budget Case Problem

Meadow Lake Elementary will receive 600 additional students next fiscal year. This increase in student enrollment will raise the school over the number needed for several additional staff. You are only concerned with the budget for the additional students.

Your school will be allocated an additional:

Description    Salary Costs

Assistant Principal $ 53,000

Guidance Counselor $ 48,000

4 six-hour Teacher Aides $  9,600 each

Regular Classroom Teachers $ 48,000 each

One ESE Classroom Teacher $ 48,000 each

One Speech/Language Teacher  $ 48,000 each

One ESOL Teacher $ 48,000 each

One Custodian     $ 20,000

Secretary Clerk    $ 14,000

Data Processor,   $ 16,000

The regular education student-teacher formula is 20:1

The school will also receive:

A.  $ 4 per student for administrative supplies

B.  $16 per student for classroom supplies for regular teacher

C.  $ 5 per student for custodial supplies

D.  $ 300 per classroom teacher (ALL teachers except speech/language) for textbooks

E.  $ 200 per ESE teacher for ESE supplies

F.  $ 200 per ESOL Teacher for ESOL supplies

G.  A computer package for making class presentations for each regular, ESE, and ESOL teacher (not Speech) (package includes laptop computer with LCD projector) - cost per package is $3,500 per teacher.

H.  Substitute budget for $ 5,000

Outline and total the school's additional budget resources based on the increased enrollment. Use State of Florida Function and Objectcodes (Redbook codes), and group the budgeted items by common function.

Use the following headers: (an Excel spreadsheet is available to assist with this assignment)

  FUNCTION  OBJECT     DESCRIPTION     EMP. CT.  SALARY  NON-SALARY

Using the following employee benefit costs, determine the TOTAL employee costs for the enrollment increase (Salary + Benefits)

  Variable Benefits  Fixed Benefits

  Retirement   10.40%     Health $ 7,500

  FICA     7.65%   Life $   125

  Work Comp    1.50%

  Total   19.55%      $ 7,625

1. What are the Function & Object codes for each of the personnel items?  – (4 points, ½ point for each incorrect Function or Object code).

2. What are the Employee Counts for each Function group? (2 points, ½ point for each incorrect employee count)

3. What are the total non-Salary Costs, by Function and Object, for the non-salary items for these additional 600 students? (3 points, ½ points for each incorrect Function, Object, or total cost)

4. What are the total variable and fixed employee benefit costs? (1 point, ½ point each)

Gill Bates graduated from university six years ago with an undergraduate degree in finance. Although he is satisfied with his current job, his goal is to become an investment banker. He feels that an MBA degree would allow him to achieve this goal. After examining schools, he has narrowed his choice to either Canada University or America University. Although internships are encouraged by both schools, to get class credit for the internship, no salary can be paid. Other than internships, neither school will allow its students to work while enrolled in its MBA program. Gill currently works at the money management firm of Dewey and Louis. His annual salary at the firm is $65,000 per year, expected to increase at 3 percent per year until retirement. He is currently 28 years old and expects to work for 40 more years. His current job includes a fully paid health insurance plan, and his current average tax rate is 26 percent. Gill has a savings account with enough money to cover the entire cost of his MBA program. The Faculty of Management at Canada University is one of the top MBA programs in the country. The MBA degree requires two years of full-time enrollment at the university. The annual tuition is $70,000, payable at the beginning of each school year. Books and other supplies are estimated to cost $3,000 per year. Gill expects that after graduation from Canada, he will receive a job offer for about $110,000 per year, with a $20,000 signing bonus. The salary at this job will increase at 4 percent per year. Because of the higher salary, his average income tax rate will increase to 31 percent. The School of Business at America University began its MBA program 16 years ago and is less well known than Canada University's Faculty of Management. America University offers an accelerated, one-year program, with a tuition cost of $85,000 to be paid upon graduation. Books and other supplies for the program are expected to cost $4,500. Gill thinks that he will receive an offer of $92,000 per year upon graduation, with an $18,000 signing bonus. The salary at this job will increase at 3.5 percent per year. His average tax rate at this level of income will be 29 percent. Both schools offer a health insurance plan that will cost $3,000 per year, payable at the beginning of the year. Gill also estimates that room and board expenses will cost $2,000 more per year at both schools than his current expenses, payable at the beginning of each year. The appropriate discount rate is 6.5 percent. 1. Assuming all salaries are paid at the end of each year, which is the best option for Gill—from a strictly financial standpoint.

Consider the following edited excerpt from an article published in the The Economist on May 30, 2019: On May 27th FCA [Fiat Chrysler Automobiles], an Italian-American firm, said it was seeking a merger with its French counterpart Renault. If a deal goes ahead, it will create an automotive colossus... The grand total of 15m cars [jointly sold by the two firms] would leave everyone in the dust. Sergio Marchionne, FCA’s charismatic boss who died last year, had called for consolidation of the mass market, where slender profits are partly the result of duplicated investment in similar technologies, such as engines, that do little to differentiate brands. On paper, FCA and Renault look like perfect partners. They plug gaps in each other’s businesses both geographically and in terms of products. FCA’s strength and profits come from America; Renault’s from Europe. The French firm’s cheapmodels and EV [electric vehicles] know-how complement FCA’s pickups and upmarket brands such as Alfa Romeo and Maserati. If size at the top of the industry moves from 10m to 15m cars a year, will others seek to follow? Ford and VW are in a partnership that could grow closer. PSA, which makes Peugeots and Citro¨ens, is open to offers. In the following questions you are expected to uses models and concepts developed in class. The goal is to apply those models to better understand the forces at work that are described in the article. (a) Why did Mr. Marchionne worry about firms’ investments in technologies that do little to differentiate brands? (b) How would you rationalize the geographic differences in levels of profits and (arguably) market shares among FCA and Renault in the Cournot model? (c) What would the model in (b) predict about the allocation of output across markets if the merger goes through—would FCA start selling more or less in Europe? (d) Would the merged firm keep the output at 15m cars a year? Would the competitors be willing to increase or decrease their production? (e) In the last paragraph, why could the competitors be inclined to merge if the merger described in the article goes through? (f) Based on the facts provided in the article, why could an antitrust authority be worried about this merger? How could the merging firms defend their case in the eyes of the regulator?

1) A bond's yield to maturity takes into consideration:
A. current yieldbut not price changes of a bond.
B. price changesbut not current yield of a bond.
C. both currentyield and price changes of a bond.
D. neither current yield nor price changes of a bond.

2: 3) What price will be paid for a U.S. Treasury bond with an ask price of 135:20?
A. $1,350.20
B. $1,350.31
C. $1,350.63
D. $1,356.25

16) The manager of XYZ Corp. feels that a dividend increase will increase stock price because many investors value stock with a dividend-discount model. Why might MM disagree with this assertion?
A. The increased dividend makes the firm much riskier.
B. Future dividendgrowth may slow due to lower retained earnings.
C. Investors prefer capital gains over dividends.
D. Dividend increaseswill increase the book value but not the market value of the firm.

Please explain why to those questions. Thank you.

Was Robert Eaton a Good Coach?

Robert Eaton was CEO and chairman of Chrysler from 1993 to

1998, replacing Lee Iacocca who retired after serving in this

capacity since 1978. Eaton then served as cochairman of the

newly merged DaimlerChrysler organization from 1998 to 2000.

With 362,100 employees, DaimlerChrysler achieved revenues

of EUR 136.4 billion in 2003. DaimlerChrysler’s passenger car

brands include Maybach, Mercedes-Benz, Chrysler, Jeep,

Dodge, and Smart. Commercial vehicle brands include

Mercedes-Benz, Freightliner, Sterling, Western Star, and Setra.

From the beginning of his tenure as CEO, Eaton communicated

with the people under him. He immediately shared

his plans for the future with his top four executives and then

took the advice of his colleague, Bob Lutz, to look around the

company before making any hasty decisions concerning the

state of affairs at Chrysler. Eaton and Lutz ascertained that

Chrysler was employing the right staff and that they did not

need to hire new people; they just had to lead them in a different

manner, that is, in a more participative style.

Eaton listened to everyone in the organization, including

executives, suppliers, and assembly-line workers, to

determine how to help the company succeed. Eaton also

encouraged the employees at Chrysler to talk with one

another. The atmosphere of collaboration and open-door

communication between Eaton and Lutz (the two men sat

across the hall from one another and never closed their doors)

permeated the entire organization. Eaton and Lutz’s walkaround

management style indicated to employees that they

were committed to and engaged in the organization.

Furthermore, Eaton and Lutz held meetings with their executive

team on a regular basis to exchange ideas and information

from all areas of the organization.

Eaton even reorganized the manner in which Chrysler

designed cars based on a study, previously disregarded by

Iacocca, that indicated that Chrysler needed to be more

flexible and its executives needed to be in constant communication

with the product design team. One employee was

quoted as saying, “Bob Eaton does not shoot the messenger

when he hears something he doesn’t like or understand. He

knows that not every idea is right. But Bob is off-the-wall

himself. . . . He’ll say something, and we’ll tell him that it’s a

crazy idea. . . . He may not change his mind in the end, but

he’ll spend the time explaining to you what is behind

his thought processes. Do you know what kind of confidence

that inspires?” This type of open communication at the top

proved extremely successful, as summed up by one

designer: “It’s a system that recognizes talent early and

rewards it, and that creates a sense of enthusiasm for your

work, and a sense of mission.”

Another program that Eaton describes as empowering

employees at Chrysler includes requiring all employees,

including executives, to participate in the process of building

a new vehicle. Eaton explains that this shows all of the employees

in the plant that executives are concerned about the

proper functioning of new cars, and it gives executives the

opportunity to understand and solve problems at the factory

level. Eaton states, “When we’re done with our discussions,

these guys know where we want to go and how we want to

get there, and they go back and put the action plans together

to do that. This goes for every single thing we do.” He concludes,

“Clearly at a company there has to be a shared

vision, but we try to teach people to be a leader in their own

area, to know where the company wants to go, to know how

that affects their area, to benchmark the best in the world,

and then set goals and programs to go after it. We also

encourage people not only to go after the business plan

objectives but to have stretch goals. And a stretch goal by

definition is a fifty-percent increase . . . . If we go after fifty

percent, something dramatic has to happen. You have to go

outside of the box.”

Based on the above description, please evaluate Bob

Eaton’s coaching skills using the accompanying table. If a

certain coaching behavior or function is missing, please

provide recommendations about what he could have done

more effectively.

Based on Case Study 9-1: Was Robert Eaton a Good Coach on pages 256-257 in the textbook and the Major Functions and Key Behaviors tables on page 257, evaluate Eaton’s coaching skills. In your response address the following elements:

What major functions were missing?

What key behaviors were missing?

Based on your evaluation, provide specific recommendations on how he could have been a more effective coach.

the text book is Performance Management (3rd Edition) - Herman Aguinis and the case study is as mentioned above

Designing a global organization structure to operate effi ciently across many countries is a critical issue for multinational companies, as Ford has discovered over time. Ford realized early in its history that a major opportunity to increase its profi tability was to take its American car-manufacturing skills and apply them in countries abroad. Over time, it established car-manufacturing divisions in different countries in Europe, Asia, and Australia. Ford decentralized decision-making authority to each global division, which controlled its own activities and developed cars suited to the local market. The result was that each division came to operate independently from its United States parent company. Ford of Europe, for example, became the largest and most profi table carmaker in Europe. Ford remained a highly profi table company until Japanese carmakers began to fl ood the world with their small, reliable, low-priced cars in the 1980s. As car buyers began to buy the Japanese imports in large numbers, Ford tried to draw on the skills of its European unit to help build smaller, more fueleffi cient cars for the United States market. But it had never before tried to get its United States and European design and manufacturing units to cooperate; this proved diffi cult to achieve because its decentralized global organizational structure did not encourage them to cooperate. In the 1990s, Ford embarked on a massive project to create a new global-matrix structure that would solve the decentralized task and authority problems that were preventing it from utilizing its resources effectively. In the 2000 plan, Ford laid out a timetable of how all its global carmaking units would learn to cooperate using one set of global support functions, such as design, purchasing, and so on. Country managers continued to resist the changes, however, to preserve their country empires and forced Ford to redesign its proposed global structure again and again. By the mid-2000s, Ford’s United States, European, and Asia/Pacifi c divisions were still operating as a collection of different autonomous “empires.” Ford had failed to lower its cost structure or design and make a profi table “world car” that could be sold to customers around the globe.

Once again, Ford decided to restructure itself. It moved to a “world structure,” in which one set of managers was given authority over the whole of a specifi c global operation such as manufacturing or car design. Then Ford began to design cars for the global market. Its new structure never worked to speed car design and production, even as it constantly changed global lines of authority and the locations in which it operated to increase profi tability. Ford went through multiple reorganizations to try to meet the Japanese challenge, but nothing worked. Losing billions of dollars, Ford announced in 2006 a revamped “Way Forward” plan to turn around its United States and global operations, a plan that called for cutting 44,000 jobs; closing 16 plants; and freshening 70% of the company’s Ford, Mercury, and Lincoln car lineup. In October 2006, Ford also appointed a new president and CEO, Alan Mulally, an expert in organizational design, to help turn around its operations. Mulally, a former Boeing executive, had led that company’s global reorganization effort. He began to work out how to change Ford’s global structure to reduce costs and speed product development. In the structure Mulally inherited, Ford’s American unit reported to the CEO, but its other global and functional operations reported to the next two most senior executives, Mark Fields, president of Ford’s Americas operation, and Mark Schulz, president of international operations. Mulally decided that Ford’s downsizing should be accompanied by a major reorganization of its hierarchy, and he decided to fl atten Ford’s structure and recentralize control. At the same time, however, he put the focus on teamwork and adopted a cross-functional approach to handling the enormous value chain challenges that still confronted the organization. The position of president of international operations was eliminated, and Mark Fields continues to report to Mulally but so also do the heads of the other two world regions: Lewis Booth, head of Ford of Europe, and John Parker, head of Ford of Asia Pacifi c and Africa and Mazda. Two levels in the hierarchy are gone, and Mulally’s new organizational design clearly defi nes each global executive’s role

in the company’s hierarchy. Ford can begin acting like one company instead of separate global units, each with their own interests.33 In addition, the heads of its global value chain functions also now report directly to Mulally, not to Fields. These heads include Tony Brown, global head of purchasing; Nick Smither, head of IT; Richard Parry-Jones, chief technical offi cer; and Bennie Fowler, head of quality and advanced manufacturing engineering. Mulally’s goal is to provide a centralized focus on using the company’s global functional assets to better support its carmaking business units. At the same time, Mulally also took a major restructuring step, announcing the creation of a new position, global product development chief, who is responsible for overseeing the development of Ford’s entire global lines of vehicles. He appointed Derrick Kuzak, head of product development in the
Americas, to head Ford’s new global engineering design effort, and he also reports directly to Mulally. Kuzak oversees efforts to streamline product development and engineering systems around the world. As Mulally commented, “An integrated, global product development team supporting our automotive business units will enable us to make the best use of our global assets and capabilities and accelerate development of the new vehicles our customers prefer, and do so more effi ciently.”34 Mulally’s goal was to force a cross-functional app roach on all his top managers—one that he will

personally oversee—to standardize its global carmaking and allow functional units to continuously improve quality, productivity, and the speed at which new products can be introduced. But beyond streamlining and standardizing its approach, its new- product development group must also ensure that its new vehicles are customized to better meet the needs of regional customers. All Ford’s executives now understand the company’s very survival was at stake; they had to work together to accelerate efforts to reduce costs and catch up to more effi cient competitors such as Toyota. Despite the fact that in 2009 Ford was still losing billions of dollars as the 2008 recession continued, its new global organizational structure did seem to be working. Ford was in the best competitive position of any United States carmaker, and it had not needed to borrow billions of dollars from the United States government so that it could continue to operate. Only time will tell, but Mulally remains confi dent.35

1. What kind of global strategy did Ford pursue at the beginning? What kind of global strategy does it pursue now?

2. In what main ways has Ford changed its global structure to allow it to coordinate the production and sale of its products more effectively around the world? In particular, what different forms of organizational structure has it adopted?