The topic is on pricing and revenue optimization, I need detailed explaination, please upload solutions before deadline. Some coding may be required (Matlab).

The last person did not fully complete this assignment. Looking for someone who can actually answer the questions, and not just write 500 words that dance around the question.....

 

Looking for those knowledgable in the field of neuroscience/psychology only please.

 

 Total of 6 questions, 1 question requires an article, which is provided.

qqs

Communication Skills E Portfolio (15 points)

The e-portfolio is designed to be used as both a learning tool and as a professional portfolio that you can include in your resume or applications for jobs.  You should create an Introduction on the Title Page. You are not required to post a letter, resume or matrix. You are only asked to post 3 artifacts that correspond to 3 out of the 5 outcomes for HRMN 302:

The course outcomes are: (i.e. after completing this course you should be able to...)



1. apply appropriate communication methods and behaviors in an organizational setting



2. create and respond to presentations, considering the relationship between presenter and audience



3. assess communication within an organization to interpret organizational culture and incorporate organizational culture in communication methods



4. construct an effective argument utilizing appropriate sources and evidence



5. recognize and respond constructively to cultural differences in communication

This project will count for 15% of your grade. I will provide you feedback on the content you include under each outcome; however, the 15 points will be awarded based on completion or non-completion of the e-portfolio:



 

Points   E-Portfolio



0         Did not turn in



5         1 of the outcomes has an appropriate artifact



10       2 of the outcomes has an appropriate artifact



15       Completed e-portfolio with artifacts for 3 outcomes



 

For submission of this project, you are asked to simply post the link under the Assignment tab.



We hope you find this process not only helpful for your own reflection on the competencies you have acquired in this program but also a useful tool for your professional development and career.



 

Here is an example of something you might post:



 

Outcome 1: apply appropriate communication methods and behaviors in an organizational setting.



To demonstrate that you know how to communicate appropriately in a business environment, you might post a memo that you created to communicate bad news to employees. Or, you might want to post a short 2 minute video of yourself doing a business presentation. You might even have some kind of award or recognition that you can post that demonstrates your communication skills. Anything that is evidence of your ability to communicate appropriately in an organizational setting serves to demonstrate this outcome.

Additional information on the E-portfolio is under Course Content. Here is an example of an E-portfolio:

https://sites.google.com/site/hrmnportfolio2011/          

 

Application: Social Class

 

In the Discussion, you addressed how constructionism influenced your racial and ethnic identities. The concept of social class is also based on or influenced by constructionism. Social class categorizes people according to their level of importance in society. According to the constructionist approach, social processes, such as political, legal, economic, and other outside influences help to categorize you as one class or another. Since outside influences change over time, designations of social class may change over time as well.

 

When you think of social class, you may think of wealth or power. These attributes do influence social class and will be addressed further in Week 3. Characteristics of race, such as skin color, also can influence social class. In some cultures, people may be assigned to a social class based on their skin, hair, or eye color. For example, in a culture in which white people are considered to be in a higher social class than dark people, the class of people in between may be based on the darkness of their skin, with light-skinned black people being considered in a higher class than dark-skinned black people. In a Native American society, a dark-haired person may be considered to be in a higher social class than a light-haired person. Dark hair matches expectations of appearance for members of a particular tribe. Categorizing individuals by social class can lead to conflicts in defining racial and ethnic identities. In Reading 4, June grapples with such a conflict and must revisit the definition of what it means to be Indian.

 

To prepare for this assignment:

 

Review the Readings 1, 4, and 6 in the course text, The Meaning of Difference. Pay particular attention to social class and the biological definitions of race and ethnicity.

 

Think of an historical example of how social class has changed over time.

 

Identify the major conflict in June's scenario in Reading 4.

 

Think about the consistencies and inconsistencies in June's approach to solving the conflict.

 

Consider the impact of social class on June's logic.

 

The assignment (1–2 pages):

 

Describe an historical example of how social class has changed over time. Then explain how social class changed in the example, and what caused it to change.

 

Describe the major conflict in June's scenario.

 

Explain the consistencies and inconsistencies in June's approach to solving the conflict.

 

Analyze the impact of social class on June's logic.

 

 

 

 

Application: Social Class

 

In the Discussion, you addressed how constructionism influenced your racial and ethnic identities. The concept of social class is also based on or influenced by constructionism. Social class categorizes people according to their level of importance in society. According to the constructionist approach, social processes, such as political, legal, economic, and other outside influences help to categorize you as one class or another. Since outside influences change over time, designations of social class may change over time as well.

 

When you think of social class, you may think of wealth or power. These attributes do influence social class and will be addressed further in Week 3. Characteristics of race, such as skin color, also can influence social class. In some cultures, people may be assigned to a social class based on their skin, hair, or eye color. For example, in a culture in which white people are considered to be in a higher social class than dark people, the class of people in between may be based on the darkness of their skin, with light-skinned black people being considered in a higher class than dark-skinned black people. In a Native American society, a dark-haired person may be considered to be in a higher social class than a light-haired person. Dark hair matches expectations of appearance for members of a particular tribe. Categorizing individuals by social class can lead to conflicts in defining racial and ethnic identities. In Reading 4, June grapples with such a conflict and must revisit the definition of what it means to be Indian.

 

To prepare for this assignment:

 

Review the Readings 1, 4, and 6 in the course text, The Meaning of Difference. Pay particular attention to social class and the biological definitions of race and ethnicity.

 

Think of an historical example of how social class has changed over time.

 

Identify the major conflict in June's scenario in Reading 4.

 

Think about the consistencies and inconsistencies in June's approach to solving the conflict.

 

Consider the impact of social class on June's logic.

 

The assignment (1–2 pages):

 

Describe an historical example of how social class has changed over time. Then explain how social class changed in the example, and what caused it to change.

 

Describe the major conflict in June's scenario.

 

Explain the consistencies and inconsistencies in June's approach to solving the conflict.

 

Analyze the impact of social class on June's logic.

 

 

 

 

Application: Social Class

 

In the Discussion, you addressed how constructionism influenced your racial and ethnic identities. The concept of social class is also based on or influenced by constructionism. Social class categorizes people according to their level of importance in society. According to the constructionist approach, social processes, such as political, legal, economic, and other outside influences help to categorize you as one class or another. Since outside influences change over time, designations of social class may change over time as well.

 

When you think of social class, you may think of wealth or power. These attributes do influence social class and will be addressed further in Week 3. Characteristics of race, such as skin color, also can influence social class. In some cultures, people may be assigned to a social class based on their skin, hair, or eye color. For example, in a culture in which white people are considered to be in a higher social class than dark people, the class of people in between may be based on the darkness of their skin, with light-skinned black people being considered in a higher class than dark-skinned black people. In a Native American society, a dark-haired person may be considered to be in a higher social class than a light-haired person. Dark hair matches expectations of appearance for members of a particular tribe. Categorizing individuals by social class can lead to conflicts in defining racial and ethnic identities. In Reading 4, June grapples with such a conflict and must revisit the definition of what it means to be Indian.

 

To prepare for this assignment:

 

Review the Readings 1, 4, and 6 in the course text, The Meaning of Difference. Pay particular attention to social class and the biological definitions of race and ethnicity.

 

Think of an historical example of how social class has changed over time.

 

Identify the major conflict in June's scenario in Reading 4.

 

Think about the consistencies and inconsistencies in June's approach to solving the conflict.

 

Consider the impact of social class on June's logic.

 

The assignment (1–2 pages):

 

Describe an historical example of how social class has changed over time. Then explain how social class changed in the example, and what caused it to change.

 

Describe the major conflict in June's scenario.

 

Explain the consistencies and inconsistencies in June's approach to solving the conflict.

 

Analyze the impact of social class on June's logic.

 

 

 

Students will provide the journal entry to record the monthly property tax accrual, to record the payment of the taxes, and to record the monthly adjusting entry at the end of the month.

Sammy Company is located in a county that assesses property for tax purposes on July 1 for the period July 1–June 30. The tax rate is not determined until October 15, and the tax bills are mailed October 22 with payment due by December 31. For the prior fiscal year, the Sammy Company paid $22,500. The tax bill for the current fiscal year (July 1, 2014–June 30, 2015) is received on October 28, and property taxes have increased to$ 22,838. The company pays this amount on October 31.

Complete the following:

  • Record the monthly property tax accrual that is recorded in July 2014.
  • Record the payment of the taxes on October 31.
  • Record the monthly adjusting entry on October 31.
  • According to generally accepted accounting principles (GAAP), discuss how current liabilities should be classified.
  • Provide an example of each, and discuss how current liabilities are valued at the balance sheet.

Please submit your assignment.

For assistance with your assignment, please use your text, Web resources, and all course materials.

The following grading criteria will be used:

Grading Guidelines

20%

Record the monthly property tax accrual that is recorded in July 2014.

20%

Record the payment of the taxes on October 31.

20%

Record the monthly adjusting entry on October 31.

40%

According to generally accepted accounting principles (GAAP), discuss how current liabilities should be classified. Provide an example of each, and discuss how current liabilities valued at the balance sheet.

For assistance with your assignment, please use your text, Web resources, and all course materials.

 

Balls and Bats, Inc. purchased equipment on January 1, 2005, at a cost of $100,000. The estimated useful life is 4 years with a salvage value of $10,000.

Complete the following tasks for this assignment:

  1. Prepare two different depreciation schedules for the equipment—one using the double-declining balance method, and the other using the straight-line method. (Round to the nearest dollar).
  2. Determine which method would result in the greatest net income for the year ending December 31, 2005.
  3. How would taxes affect management’s choice between these two methods for the financial statements?

 

Grading Criteria

% of grade for this assignment

Prepare two different depreciation schedules for the equipment—one using the double-declining balance method, and the other using the straight-line method. (Round to the nearest dollar).

60%

Determine which method would result in the greatest net income for the year ending December 31, 2005.

20%

How would taxes affect management’s choice between these two methods for the financial statements?

20%

 

Please submit your assignment.

For assistance with your assignment, please use your text, Web resources, and all course materials.

Unit Materials

 



Econ 490 – Topics in Economic Growth

Spring 2014

Practice Questions – MIDTERM I

1) A country is described by the Solow Model, with a production function of y=k 1/2. Suppose that k is equal to 400. The fraction of output invested is 50%. The depreciation rate is 5%. Is the country at its steady-state level of output per worker, above the steady state, or below the steady state? Show how you reached your conclusion.

2) The following tables show data on investment rates and output per worker in for three pairs of countries. For each country pair, calculate the ratio of GDP per worker in steady state that is predicted by the Solow model, assuming that all countries have the same values of A and δ and that the value of α is 1/3. Then calculate the actual ratio of GDP per worker for each pair of countries. For which pairs of countries does the Solow model do a good job of predicting relative income? For which pair does the Solow model do a poor job? Why do you think it’s happening?

a) Country Thailand Bolivia

b) Country Nigeria Turkey

c) Country Japan New Zealand

Investment Rate (Average 1975-2009)

35.2%

12.6%

Output per Worker in 2009

Investment Rate

(Average 1975-2009)

6.4%

16.3%

Output per Worker in 2009

Investment Rate

(Average 1975-2009)

29.9%

19.6%

Output per Worker in 2009

$13,279

$8,202

$6,064

$29,699

$57,929

$49,837

3) Country X and Country Y have the same level of output per worker. They also have the same values for the rate of depreciation, δ, and the measure of productivity, A. In country X output per worker is growing, whereas in Country Y it is falling. What can you say about the two countries’ rates of investment?

4) In a country the production function is y=k 1/2. The fraction of output invested, γ, is 0.25. The depreciation rate, δ, is 0.05. a) What are the steady-state levels of capital per worker, k, and output per worker, y?

b) In year 1, the level of capital per worker is 16. In a table such as the following on, show capital and output change over time (The beginning is filled in as a demonstration).

Continue this table up to year 8.

Year

Capital

Output (y=k1/2) Investment(γy) Depreciation(δk)

Change in

Capital Stock

1

16

4

1

0.8

0.2

2

16.2

c) Calculate the growth rate of output between 1 and 2

d) Calculate the growth rate of output between 7 and 8

e) Comparing your answers from parts c and d, what can you conclude about the speed of output growth as a country approaches its steady state?

5) In a country, output is produced with labor and physical capital. The production function in per-worker terms is y = k1/2. The depreciation rate is 2%. The investment rate (γ) is determined as follows:

γ = 0.20 if y≤ 10

γ = 0.40 if y >10

Draw a diagram showing the steady state(s) of this model. Calculate the values of any steady state levels of k and y. Also, indicate on the diagram and describe briefly in words how the levels of y and k behave outside the steady state. Comment briefly on the stability of the steady state(s)

6) Suppose that there are two countries, X and Y, that differ in both their rates of investment and their population growth rates. In Country X, investment is 20% of GDP and the population grows at 0% per year. In country Y, investment is 5% of GDP, and the population grows at 4% per year. The two countries have the same levels of productivity, A. In both countries, the rate of depreciation, δ, is 5%. Use the Solow model to calculate the ratio of their steady-state

levels of income per capita, assuming that α = 1/3.

7) Consider the Solow model with population growth, as presented in the text. Assume that population can grow at two different rates n1 and n2, where n1 > n2. The population growth rate depends on the level of output per capita (and therefore the level of capital per capita). Specifically, population grows to rate n1 when k< k and slows down to rate n2 when k≥k. Draw a diagram for this model. Assume that (n 1 + δ) k > γf(k) and that (n2 + δ) k < γf(k).

Explain what the diagram says about the steady state of the model.

8) Suppose that two countries, A and B, have the same rates of investment and depreciation, the same levels of productivity, and the same levels of output per worker. They differ, however, in their rates of population growth. The growth rate of population in Country A is greater than in Country B. According to the Solow model, which country should have a higher growth rate of output per worker? Explain your answer.

9) a) Why and how might education have externality effects?

b) In our discussion of education and wages, we assumed that education raises a worker’s wage by increasing the amount of output he or she can produce. Suppose that we instead believe that more-educated workers earn higher wages for reasons that have nothing to do with their productivity. For example, suppose that educated and uneducated workers both produce the same amount of output, but that educated workers earn more because they can steal part of what the uneducated produce. If this were true, how would it affect the analysis of education differences among countries?

10) Countries A and B have the same rates of investment, population growth, and depreciation. They also have the same levels of income per capita. Country A has a higher rate of growth than does Country B. According to the Solow model, which country has higher investment in human capital? Explain your answer.