Question 1 (4): A group volunteered to keep a section of highway clean. This is an example of a project. True False QUESTION 2 Ch 1 (16): The sponsor provides the funds to accomplish the project. True False QUESTION 3 Ch 1 (21): The introduction of a new process to ship packages for a firm is an example of a project objective. True False QUESTION 4 Ch 1 (8): Resources are identified and selected during the a. Initiating phase b. Planning phase c. Performing phase d. Closing phase QUESTION 5 Ch 1 (11): While performing work, all the activities in the baseline plan must be performed in accordance to a. What the person responsible for the activity wants to do b. Lessons learned from previous projects c. How the sponsor has completed all their projects in the past d. The project schedule and technical specifications. QUESTION 6 Ch 2 (2): Every project that is identified is selected to be completed. True False 4 points QUESTION 7 Ch 2 (9): The project charter is also called a project authorization or a project initiation document. True False 4 points QUESTION 8 Ch 2 (6): Projects that are not similar cannot be compared when making a selection to move forward with a project. True False 4 points QUESTION 9 Ch 2 (2): An assumption for a construction project could be a. the materials used to construct the building b. a grant will be secured to help fund the project c. the regulations and the codes required for the building d. the size of the building to be constructed 4 points QUESTION 10 Ch 2 (9): The implementation of the new procedure is expected to reduce costs of production by 10% over the next year. This is an example of the ________________ in a project charter. a. acceptance criteria b. project objective c. project description d. success criteria and expected benefits 4 points QUESTION 11 Ch 3 (10): It is unethical to submit an unsolicited proposal to a customer. True False 4 points QUESTION 12 Ch 3 (21): A contractor should only respond to RFPs if they have the required resources already on their staff. True False 4 points QUESTION 13 Ch 3 (36): If the RFP format requirement states a page limit, the customer can reject a proposal that exceeds the page limit without any further review. True False 4 points QUESTION 14 Ch 3 (1): Customers and partner organizations prefer to work with people they a. know are very large with many employees b. know and trust c. know are lean companies with few employees d. have read about 4 points QUESTION 15 Ch 3 (6): You are reading an article about butterfly migration and remember that John from XYZ Company studied lepidopterology. You decide to a. Send John a copy with a note that you thought it might be of interest to him. b. Not bother John thinking he must have already read the article. c. Send John a copy of the article with a note saying how displeased you are with the latest political elections. d. Print a copy of the article and put it in your file in case john stops in some day. 4 points QUESTION 16 Ch 4(3): The project scope document defines what needs to be done. True False 4 points QUESTION 17 Ch 4 (5): The work breakdown structure can include specifications regarding size, color, weight, or performance parameters such as speed, uptime, throughput, processing time, or operating temperature that the project result must satisfy. True False 4 points QUESTION 18 Ch 4 (14): A network diagram is a technique for organizing and subdividing all the project work and deliverables into more manageable components. True False 4 points QUESTION 19 Ch 4 (15): Although major or key deliverables may be stated in the project charter or request for proposal, they need to be ___________________ in the project scope document. repeated expanded on in greater detail stated at higher levels listed in sequence with the responsible person or organization. 4 points QUESTION 20 Ch 4 (67): The ______ is a roadmap that displays how all the specific activities fit together to accomplish the project work scope. a. work breakdown structure b. project scope statement c. project plan d. network diagram 4 points QUESTION 21 Ch 10: (12): The project manager establishes the parameters and guidelines for what needs to be done, and then tells the project team members how to get it done. True False 4 points QUESTION 22 Ch. 10 (16): The capable project manager understands what motivates team members and creates a competitive environment in which individuals compete as part of a high-performing team and are required to excel. True False 4 points QUESTION 23 Ch. 10 (32): The capable project manager provides opportunities for learning and development by encouraging individuals to assume the initiative, take risks, and make decisions. True False 4 points QUESTION 24 Ch 10 (2): The project manager has primary responsibility for_______ in planning, organizing, and controlling the work effort to accomplish the project objective. a. Doing the paperwork b. Making all of the decisions c. Providing leadership d. Impeding 4 points QUESTION 25 Ch 10 (7): The project manager reviews the plan with the customer to gain endorsement and then sets up a project management information system for a. Recording the plan b. Solidifying the agreement of the plan c. Comparing actual progress to planned progress d. Using technology to appear competent
BA 411 Case Study 6 Sexual Harassment Prevention
BA 411 Case Study 6 Sexual Harassment Prevention (800 Words, APA Format, Conclusion, References) _________________________________________________________________ Read Evaluating a Training Program: A Case Study on pages 160-166 and then answer the following questions: 1. Create 2 more SMART goals for this training 2. Explain what the mean for pre and post training means, why are these figures important? 3. Using the Kirkpatrick Evaluation Model did the training achieve the desired results? Why or why not? 4. Where any unexpected questions raised from this training? If so which questions? If not, why do you think the results were expected? 5. Which levels of information were collected and used in the Kirkpatrick Evaluation Model? Explain why or why not each level was or was not used.
BA 411 Week 7 Assignment "Training Audit"
BA 411 Week 7 Assignment “Training Audit” ( 900 words, APA Format, Conclusion, References ) _____________________________________________________________________ Case Study 7 Training Audit 1. Read the following Case Study. Recreate Exhibit 9.1 on pages 205 and 206 in a Word Document. Answer those questions in regard to this case study. Before the Employee Training In a Mid-Western university, the Director of Human Resource Development (HRD) created a new employee training series for supervisory staff members. She began the needs assessment process with focus groups that included both prospective participants and supervisors to identify the key skills and ideas needed from the training. She consulted with outside experts to determine employee training content. She observed employee training programs and met with other university HRD Directors to compare notes before developing the employee training. She formed a university-wide advisory committee to review and assist with the employee training design and delivery. Then, working with internal and external training and development vendors, she developed the objective-based employee training sessions. Managers of trainees are required to attend an initial meeting which introduces the employee training session content. These meetings also teach participants the role of the manager in supporting the training efforts. Gradually, more and more managers are attending the complete training as well. During the Employee Training She piloted sessions with the first couple of employee training groups in a classroom setting. Sessions were redesigned based on feedback. Trainers present relevant examples and activities during the sessions. The participants fill out multi-page evaluations that provide feedback about content, learning, and the effectiveness of the sessions. These are due within a week and not required at the end of the session so participants have time for thoughtful review. After the Employee Training Training redesign is an ongoing process based on feedback. A couple of months after the sessions, the HRD Director meets with employees who participated to assess their satisfaction and learning transfer over time. She also meets with their supervisors to assess whether the employees are applying the skills in the workplace. She is working to provide actual testing and 360 degree feedback to strengthen the training transfer component of the employee training program.
BA 411 Final Project Training Needs Assessment
BA411 Final Project Training Needs Assessment (All 3 Parts Available with Presentation of 13 Slides, APA Format, References ) ______________________________________________________________________ Final Project Now it’s your turn! Below is all the information given on a training program needed, called Effective Communication. You are a trainer in the given situation. Please submit the following: 1. Training Needs Assessment (refer to previous assignment DST Systems for assessment template) 2. Powerpointcovering information provided and your own research, no less than 10 slides, bullet format 3. 700 word minimum paper summarizing how this training will be effective and how it should be evaluated. Situation: Tim Smith the IT manager comes to you and says “My project coordinators are in a slump; they just are not producing their usual caliber of work. I need to find out what the problem is. No one on the project team knows what is going on. The communcation my project coordinators are giving is coming across as rude, which in turn keeps moral low and the teams are not doing the work. I was hoping you would be able to put together an Effective Communication training for them to help get everyone back on the right track.” There are 10 project coordinators in the IT department. Two of the project coordinator’s are in the organization’s Bangkok office. Tim wants the training to last no longer than 4 hours and wants it to be face to face in a class room with you, the trainer. He does not want to fly the Bangkok assoicates in and would like you to set up a Skype session with them during your training. He also wants you to set up weekly coaching sessions with each project manager and himself for a month after the training is completed. Training Purchased from USA Training: Effective Communication You are to use this information, but are not limited to it. Tim wants to make sure this information is covered in the training as he went online and bought it from USA Training, however he is open to what research you find. He wants the training to be interactive and requested that you included at least 1 activity around communication in the training. Effective Communcation: Introduction People in organizations typically spend over 75% of their time in an interpersonal situation; thus it is no surprise to find that at the root of a large number of organizational problems is poor communications. Effective communication is an essential component of organizational success whether it is at the interpersonal, inter-group, intra-group, organizational, or external levels. In this chapter we will cover the basic process of communication and then we will cover some of the most difficult communication issues managers’ face-providing constructive and effective feedback and performance appraisal. The Communication Process Although all of us have been communicating with others since our infancy, the process of transmitting information from an individual (or group) to another is a very complex process with many sources of potential error. In any communication at least some of the “meaning” lost in simple transmission of a message from the sender to the receiver. In many situations a lot of the true message is lost and the message that is heard is often far different than the one intended. This is most obvious in cross-cultural situations where language is an issue. But it is also common among people of the same culture. Communications is so difficult because at each step in the process there major potential for error. By the time a message gets from a sender to a receiver there are four basic places where transmission errors can take place and at each place, there are a multitude of potential sources of error. Thus it is no surprise that social psychologists estimate that there is usually a 40-60% loss of meaning in the transmission of messages from sender to receiver. It is critical to understand this process, understand and be aware of the potential sources of errors and constantly counteract these tendencies by making a conscientious effort to make sure there is a minimal loss of meaning in your conversation. It is also very important to understand that a majoring of communication is non-verbal. This means that when we attribute meaning to what someone else is saying, the verbal part of the message actually means less than the non-verbal part. The non-verbal part includes such things as body language and tone. Barriers to Effective Communication There are a wide number of sources of noise or interference that can enter into the communication process. This can occur when people now each other very well and should understand the sources of error. In a work setting, it is even more common since interactions involve people who not only don’t have years of experience with each other, but communication is complicated by the complex and often confliction relationships that exist at work. In a work setting, the following suggests a number of sources of noise: · Language: The choice of words or language in which a sender encodes a message will influence the quality of communication. Because language is a symbolic representation of a phenomenon, room for interpretation and distortion of the meaning exists. In the above example, the Boss uses language (this is the third day you’ve missed) that is likely to convey far more than objective information. To Terry it conveys indifference to her medical problems. Note that the same words will be interpreted different by each different person. Meaning has to be given to words and many factors affect how an individual will attribute meaning to particular words. It is important to note that no two people will attribute the exact same meaning to the same words. · Defensiveness, distorted perceptions, guilt, project, transference, distortions from the past · Misreading of body language, tone and other non-verbal forms of communication · Noisy transmission (unreliable messages, inconsistency) · Receiver distortion: selective hearing, ignoring non-verbal cues · Power struggles · Self-fulfilling assumptions · Language-different levels of meaning · Assumptions-eg. assuming others see situation same as you, has same feelings as you · Distrusted source, erroneous translation, value judgment, state of mind of two people · Perceptual Biases: People attend to stimuli in the environment in very different ways. We each have shortcuts that we use to organize data. Invariably, these shortcuts introduce some biases into communication. Some of these shortcuts include stereotyping, projection, and self-fulfilling prophecies. Stereotyping is one of the most common. This is when we assume that the other person has certain characteristics based on the group to which they belong without validating that they in fact have these characteristics. · Interpersonal Relationships: How we perceive communication is affected by the past experience with the individual. Perception is also affected by the organizational relationship two people have. For example, communication from a superior may be perceived differently than that from a subordinate or peer · Cultural Differences: Effective communication requires deciphering the basic values, motives, aspirations, and assumptions that operate across geographical lines. Given some dramatic differences across cultures in approaches to such areas as time, space, and privacy, the opportunities for mis-communication while we are in cross-cultural situations are plentiful. Reading Nonverbal Communication Cues A large percentage (studies suggest over 90%) of the meaning we derive from communication, we derive from the non-verbal cues that the other person gives. Often a person says one thing but communicates something totally different through vocal intonation and body language. These mixed signals force the receiver to choose between the verbal and nonverbal parts of the message. Most often, the receiver chooses the nonverbal aspects. Mixed messages create tension and distrust because the receiver senses that the communicator
is hiding something or is being less than candid. Nonverbal communication is made up of the following parts: 1. Visual 2. Tactile 3. Vocal 4. Use of time, space, and image Visual: This often called body language and includes facial expression, eye movement, posture, and gestures. The face is the biggest part of this. All of us “read” people’s faces for ways to interpret what they say and feel. This fact becomes very apparent when we deal with someone with dark sunglasses. Of course we can easily misread these cues especially when communicating across cultures where gestures can mean something very different in another culture. For example, in American culture agreement might be indicated by the head going up and down whereas in India, a side-to-side head movement might mean the same thing. We also look to posture to provide cues about the communicator; posture can indicate self-confidence, aggressiveness, fear, guilt, or anxiety. Similarly, we look at gestures such as how we hold our hands, or a handshake. Many gestures are culture bound and susceptible to misinterpretation Tactile: This involves the use of touch to impart meaning as in a handshake, a pat on the back, an arm around the shoulder, a kiss, or a hug. Vocal: The meaning of words can be altered significantly by changing the intonation of one’s voice. Think of how many ways you can say “no”-you could express mild doubt, terror, amazement, anger among other emotions. Vocal meanings vary across cultures. Intonation in one culture can mean support; another anger Use of Time as Nonverbal Communication: Use of time can communicate how we view our own status and power in relation to others. Think about how a subordinate and his/her boss would view arriving at a place for an agreed upon meeting… Physical Space: For most of us, someone standing very close to us makes us uncomfortable. We feel our “space” has been invaded. People seek to extend their territory in many ways to attain power and intimacy. We tend to mark our territory either with permanent walls, or in a classroom with our coat, pen, paper, etc. We like to protect and control our territory. For Americans, the “intimate zone” is about two feet; this can vary from culture to culture. This zone is reserved for our closest friends. The “personal zone” from about 2-4 feet usually is reserved for family and friends. The social zone (4-12 feet) is where most business transactions take place. The “public zone” (over 12 feet) is used for lectures. Similarly, we use “things” to communicate. This can involve expensive things, neat or messy things, photographs, plants, etc. Image: We use clothing and other dimensions of physical appearance to communicate our values and expectations Nonverbal Communication: A “majority” of the meaning we attribute to words comes not from the words themselves, but from nonverbal factors such as gestures, facial expressions, tone, body language, etc. Nonverbal cues can play five roles: 1. Repetition: they can repeat the message the person is making verbally 2. Contradiction: they can contradict a message the individual is trying to convey 3. Substitution: they can substitute for a verbal message. For example, a person’s eyes can often convey a far more vivid message than words and often do 4. Complementing: they may add to or complement a verbal message. A boss who pats a person on the back in addition to giving praise can increase the impact of the message 5. Accenting: non-verbal communication may accept or underline a verbal message. Pounding the table, for example, can underline a message. Skillful communicators understand the importance of nonverbal communication and use it to increase their effectiveness, as well as use it to understand more clearly what someone else is really saying. A word of warning: Nonverbal cues can differ dramatically from culture to culture. An American hand gesture meaning “A-OK” would be viewed as obscene in some South American countries. Be careful. Developing Communication Skills: Listening Skills There are a number of situations when you need to solicit good information from others; these situations include interviewing candidates, solving work problems, seeking to help an employee on work performance, and finding out reasons for performance discrepancies. Skill in communication involves a number of specific strengths. The first we will discuss involves listening skills. The following lists some suggests for effective listening when confronted with a problem at work: · Listen openly and with empathy to the other person · Judge the content, not the messenger or delivery; comprehend before you judge · Use multiple techniques to fully comprehend (ask, repeat, rephrase, etc.) · Active body state; fight distractions · Ask the other person for as much detail as he/she can provide; paraphrase what the other is saying to make sure you understand it and check for understanding · Respond in an interested way that shows you understand the problem and the employee’s concern · Attend to non-verbal cues, body language, not just words; listen between the lines · Ask the other for his views or suggestions · State your position openly; be specific, not global · Communicate your feelings but don’t act them out (eg. tell a person that his behavior really upsets you; don’t get angry) · Be descriptive, not evaluative-describe objectively, your reactions, consequences · Be validating, not invalidating (“You wouldn’t understand”); acknowledge other’s uniqueness, importance · Be conjunctive, not disjunctive (not “I want to discuss this regardless of what you want to discuss”); · Don’t totally control conversation; acknowledge what was said · Own up: use “I”, not “They”… not “I’ve heard you are non-cooperative” · Don’t react to emotional words, but interpret their purpose · Practice supportive listening, not one way listening · Decide on specific follow-up actions and specific follow up dates A major source of problem in communication is defensiveness. Effective communicators are aware that defensiveness is a typical response in a work situation especially when negative information or criticism is involved. Be aware that defensiveness is common, particularly with subordinates when you are dealing with a problem. Try to make adjustments to compensate for the likely defensiveness. Realize that when people feel threatened they will try to protect themselves; this is natural. This defensiveness can take the form of aggression, anger, competitiveness, avoidance among other responses. A skillful listener is aware of the potential for defensiveness and makes needed adjustment. He or she is aware that self-protection is necessary and avoids making the other person spend energy defending the self. In addition, a supportive and effective listener does the following: · Stop Talking: Asks the other person for as much detail as he/she can provide; asks for other’s views and suggestions · Looks at the person, listens openly and with empathy to the employee; is clear about his position; be patient · Listen and Respond in an interested way that shows you understand the problem and the other’s concern is validating, not invalidating (“You wouldn’t understand”); acknowledge other;’s uniqueness, importance · Checks for understanding; paraphrases; asks questions for clarification · Do not control conversation; acknowledges what was said; let’s the other finish before responding · Foucus on the problem, not the person; is descriptive and specific, not evaluative; focuses on content, not delivery or emotion · Attend to emotional as well as cognitive messages (e.g., anger); aware of non-verbal cues, body language, etc.; listen between the lines · React to the message, not the person, delivery or emotion · Make sure you comprehend before you judge; ask questions · Use many techniques to fully comprehend · Stay in an active body state to aid listening · Fight distractions · Take Notes; Decide on specific follow-up actions and specific follow up dates Constructive Feedback: Developing Your Skills “I don’t know how to turn her performance around; she never used to have these attend
ance problems and her work used to be so good; I don’t know why this is happening and what to do.” This manager is struggling with one of the most important yet trickiest and most difficult management tasks: providing constructive and useful feedback to others. Effective feedback is absolutely essential to organizational effectiveness; people must know where they are and where to go next in terms of expectations and goals-yours, their own, and the organization. Feedback taps basic human needs-to improve, to compete, to be accurate; people want to be competent. Feedback can be reinforcing; if given properly, feedback is almost always appreciated and motivates people to improve. But for many people, daily work is like bowling with a curtain placed between them and the pins; they receive little information. Be aware of the many reasons why people are hesitant to give feedback; they include fear of causing embarrassment, discomfort, fear of an emotional reaction, and inability to handle the reaction. It is crucial that we realize how critical feedback can be and overcome our difficulties; it is very important and can be very rewarding but it requires skill, understanding, courage, and respect for yourself and others. Withholding constructive feedback is like sending people out on a dangerous hike without a compass. This is especially true in today’s fast changing and demanding workplace. Why managers are often reluctant to provide feedback? As important as feedback is, this critical managerial task remains one of the most problematic. Many managers would rather have root canal work than provide feedback to another-especially feedback that might be viewed as critical. Why are managers so reluctant to provide feedback? The reasons are many: · Fear of the other person’s reaction; people can get very defensive and emotional when confronted with feedback and many managers are very fearful of the reaction · The feedback may be based on subjective feeling and the manager may be unable to give concrete information if the other person questions the basis for the feedback · The information on which the feedback is based (eg. performance appraisal) may be a very flawed process and the manager may not totally trust the information · Many managers would prefer being a coach than “playing God.” · Other factors get in the way of effective communication or feedback sessions. Some of these reasons are: · Defensiveness, distorted perceptions, guilt, project, transference, distortions from the past · Misreading of body language, tone · Noisy transmission (unreliable messages, inconsistency) · Receiver distortion: selective hearing, ignoring non-verbal cues · Power struggles · Self-fulfilling assumptions · Language-different levels of meaning · Managers hesitation to be candid · Assumptions-eg. assuming others see situation same as you, has same feelings as you · Distrusted source, erroneous translation, value judgment, state of mind of two people Characteristics of Effective Feedback · Effective Feedback has most of the following characteristics: · Descriptive (not evaluative) (avoids defensiveness.) By describing one’s own reactions, it leaves the individual fee to use it or not to use it as he sees fit.. · avoid accusations; present data if necessary · describe your own reactions or feelings; describe objective consequences that have or will occur; focus on behavior and your own reaction, not on other individual or his or her attributes · suggest more acceptable alternative; be prepared to discuss additional alternatives; focus on alternatives · Specific rather than general. · Focused on behavior not the person. It is important that we refer to what a person does rather than to what we think he is. Thus we might say that a person “talked more than anyone else in this meeting” rather than that he is a “loud-mouth.” · It takes into account the needs of both the receiver and giver of feedback. It should be given to help, not to hurt. We too often give feedback because it makes us feel better or gives us a psychological advantage. · It is directed toward behavior which the receiver can do something about. A person gets frustrated when reminded of some shortcoming over which he has no control. · It is solicited rather than imposed. Feedback is most useful when the receiver himself has formulated the kind of question which those observing him can answer or when he actively seeks feedback. · Feedback is useful when well-timed (soon after the behavior-depending, of course, on the person’s readiness to hear it, support available from others, and so forth). Excellent feedback presented at an inappropriate time may do more harm than good. · Sharing of information, rather than giving advice allows a person to decide for himself, in accordance with his own goals and needs. When we give advice we tell him what to do, and to some degree take away his freedom to do decide for himself. · It involves the amount of information the receiver can use rather than the amount we would like to give. To overload a person with feedback is to reduce the possibility that he may be able to use what he receives effectively. When we give more than can be used, we are more often than not satisfying some need of our own rather than helping the other person. · It concerns what is said and done, or how, not why. The “why” involves assumptions regarding motive or intent and this tends to alienate the person generate resentment, suspicion, and distrust. If we are uncertain of his motives or intent, this uncertainty itself is feedback, however, and should be revealed. · It is checked to insure clear communication. One way of doing this is to have the receiver try to rephrase the feedback. No matter what the intent, feedback is often threatening and thus subject to considerable distortion or misinterpretation. · It is checked to determine degree of agreement from others. Such “consensual validation” is of value to both the sender and receiver. · It is followed by attention to the consequences of the feedback. The supervisor needs to become acutely aware of the effects of his feedback. · It is an important step toward authenticity. Constructive feedback opens the way to a relationship which is built on trust, honest, and genuine concern and mutual growth. Training Need Assessment Question Training Need Assessment · Department: · Date: · Department Supervisor: · Desired Program: Goals 1. What organizational goal is driving this training? 2. What will the benefit be? 3. What is the skill gap? 4. What competencies (knowledge, skills, or attitudes) will this program need? 5. What evaluation will be used to measure the level of goal achievement? Target Population 1. Who will be trained? 2. What is the estimated class size? 3. How many classes will there be and how long will this training last? 4. What are the knowledge and skill prerequisites? Type of Training 1. What type of program is being proposed? 2. What media, if any will be used in the training? Alternatives 1. What will happen if we do not delivering the training? 2. What are the restrictions or limitations for delivering a program? 3. What other methods may be used to reach the goal (include limitations and advantages)?
HRM517 Week 3 Case Study 1 Prioritizing Projects at D. D. Williamson (Chapter 2)
Case Study 1: Prioritizing Projects at D. D. Williamson (Chapter 2) Due Week 3 and worth 240 points Read the case titled: “Prioritizing Projects at D. D. Williamson” found in Chapter 2. Write a four to six (4-6) page paper in which you: 1.Analyze the prioritizing process at D. D. Williamson. 2.Suggest two (2) recommendations to improve the prioritizing process. 3.Create a scenario where the implemented process at D. D. Williamson would not work. 4.Project five (5) years ahead and speculate whether or not D. D. Williamson will be using the same process. Justify your answer. 5.Use at least four (4) quality (peer-reviewed) resources in this assignment. Your assignment must: •Be typed, double spaced, using Times New Roman font (size 12), with one-inch margins on all sides; citations and references must follow APA or school-specific format. Check with your professor for any additional instructions. •Include a cover page containing the title of the assignment, the student’s name, the professor’s name, the course title, and the date. The cover page and the reference page are not included in the required assignment page length. The specific course learning outcomes associated with this assignment are: •Assess organizational strategies that contribute to effective project management of human resources. •Use technology and information resources to research issues in managing human resource projects. •Write clearly and concisely about managing human resource projects using proper writing mechanics. Grading for this assignment will be based on answer quality, logic/organization of the paper, and language and writing skills. Click here to access the rubric for this assignment
Ashworth GE350 Online Exam 8
Question Question 1 of 20 5.0 Points The United States is the world’s __________ largest country in terms of population. A. fourth B. third C. second D. fifth Question 2 of 20 5.0 Points The western third of Canada and the United States is primarily comprised of: A. plains. B. mountains. C. lowlands D. forests. Question 3 of 20 5.0 Points Fertile soil laid down at the conclusion of the Pleistocene Ice Age by wind is called: A. alluvium. B. loess. C. laterite. D. podzol. Question 4 of 20 5.0 Points The Great Lakes were formed by: A. continental glaciers. B. earthquakes. C. erosion by rivers. D. underground hot springs. Question 5 of 20 5.0 Points The highest population densities in Canada are found in: A. Nunavut. B. eastern Newfoundland. C. the west coast. D. southern Canada. Question 6 of 20 5.0 Points The two countries that provided the largest number of immigrants to the United States between 1820 and 1860 were: A. Ireland and Germany. B. Poland and Romania. C. Italy and Greece. D. Brazil and Argentina. Question 7 of 20 5.0 Points Canada’s most populous city is: A. Montreal. B. Calgary. C. Toronto. D. Vancouver. Question 8 of 20 5.0 Points The first Americans probably migrated from __________ to present-day Alaska over 20,000 years ago. A. Canada B. Siberia C. Poland D. Greenland Question 9 of 20 5.0 Points Americans achieved __________ by building larger factories for increased output. A. vertical integration B. economies of scale C. Fordism D. horizontal integration Question 10 of 20 5.0 Points __________ maintains the largest total GNI of any country in the world. A. The United States B. Switzerland C. Japan D. China Question 11 of 20 5.0 Points Until 1950, __________ was the primary engine fueling the expansion of the U.S. economy. A. transportation B. manufacturing C. energy production D. agriculture Question 12 of 20 5.0 Points The largest sector of the U.S. economy is the __________ sector. A. industrial B. service C. agricultural D. transportation Question 13 of 20 5.0 Points __________ is the movement of higher-income residents and business owners into materially poor areas of inner cities, leading to economic and physical improvement. A. Urbanization B. Uneven development C. Gentrification D. Urban revival Question 14 of 20 5.0 Points “Megalopolis” is an enormous urban concentration running between: A. Boston and Washington, D.C. B. Toronto and Montreal. C. San Diego and San Francisco. D. Chicago and Philadelphia. Question 15 of 20 5.0 Points __________ has the highest proportion of Hispanic Americans in the country. A. Texas B. New Mexico C. Arizona D. Southern California Question 16 of 20 5.0 Points In __________ Alaska and Hawaii were added to the United States. A. 1867 B. 1942 C. 1959 D. 1963 Question 17 of 20 5.0 Points __________ produces 25 percent of Canada’s manufacturing output. A. British Columbia B. Manitoba C. Quebec D. Ontario Question 18 of 20 5.0 Points In 1999, the local self-governing indigenous region called __________ was formed in Canada. A. Nunavut B. Northwest Territories C. Erewhon D. Ugava Question 19 of 20 5.0 Points The African American population in the U.S. is regionally concentrated in the: A. upper Midwest. B. southeastern U.S. C. Pacific Northwest. D. central Plains states. Question 20 of 20 5.0 Points Critics of NAFTA argue that: A. the agreement does not protect the environment adequately. B. Mexico is losing thousands of jobs to the United States. C. industrial development has shifted to Mexico and away from the U.S. D. the agreement has weakened the role of corporations in economic decisions.
ECO 561 WEEK 4 INDIVIDUAL ASSIGNMENT BUSINESS PROPOSALS
ECO/561 Week 4 Business Proposal You will apply economic principles presented in Weeks One through Three in this week’s assignment. Your assignment will be reviewed by your peers and by your facilitator in week five and should be revised as necessary based on feedback as the first part of the final assignment in week six. Select a new, realistic good or service for an existing industry. Write the economic analysis section of a business proposal. This will include statements about the market structure and the elasticity of demand for the good or service, based on text book principles. You need to create hypothetical data, based on similar real world products to estimate fixed and variable costs. Required Elements: Identify market structure Identify elasticity of the product Include rationale for the following questions: How will pricing relate to elasticity of your product? How will changes in the quantity supplied as a result of your pricing decisions affect marginal cost and marginal revenue? Besides your pricing decisions, what are your suggested nonpricing strategies? What nonpricing strategies will you use to increase barriers to entry? How could changes in your business operations alter the mix of fixed and variable costs in line with your strategy? No more than 1400 words Your proposal is consistent with APA guidelines Click the Assignment Files tab to submit your assignment.
BA 411 Case Study 5 Adayana Automotive Case Study
BA411 Case Study 5 Adayana Automotive Case Study (590 words, APA Format ,Conclusion, References) _________________________________________________________ Adayana Automotive Case Study · Go to.adayana.com/industry”>http://www.adayana.com/industry the Web site for Adayana Automotive, an outsourcing company that specializes in training for the automotive industry. · In your own words, thoroughly describe what services Adayana Automotive provides. · If you worked as a human resource professional in the automotive industry, what would be the advantages and disadvantages of outsourcing training to Adayana Automotive? Be specific. · Your finished product should be 2-3 pages (applies to body of submission) · Include Title page, no abstract. References page should be included if other resources used (besides Adayana)
BA 411 Adult Learning Theory
BA411 Adult Learning Theory (600 words, APA Format, Conclusion, References) ************************************************** Adult Learning Theory What value would it be to know that you were going to be training a class of persons between the ages of 20 and 35? Would it influence the approach you would take? How? Consider the ages of persons in the class mentioned in the previous question. What suggestions would you make to the instructor or trainer as to how to better teach the course given the generations represented in the class?
The Effects of Psychotropic Medication
The Effects of Psychotropic Medication Can you consider one of your clients who is currently taking a psychotropic medication (or more than one)? If you do not already know what the medication is can you make up a medication, its dosage, and how long the client has been taking it, and what your client’s thoughts may be about taking the medication? Can you provide a brief description of the client (demographics, presenting issues/symptoms)? This can be a hypothetical client. In addition, can you consider the following points: What were your client’s symptoms before he or she started taking the medication? What changes has he or she noticed since beginning the medication? This would include both a lessening of symptoms and/or any side effects. Has he or she had any difficulty taking the medication as prescribed? Next research this medication using your text, suggested readings, or other resources you may find. Answer the following questions: What are the indications and contraindications for taking this medication? What are the common side effects? What are the consequences of abruptly stopping the medication once a person has been taking it? Be sure to consider all of the points outlined above. In addition, add a section at the beginning to briefly describe your client (omitting all identifying information) and a section at the end outlining how you would address medication with this client.