Cash Flow Statement Assignment

Description

Week 4 Homework

Review the 2014 Annual Report on Form 10-K for The Coca-Cola Company. Respond to the

following questions in complete sentences and include the page number of the report where you

I found your answer.

Category: Operating Activities

1. State whether your corporation uses the direct or indirect method of preparing the

Statement of Cash Flows and describe how the Statement would be different under

these two methods.

2. What are the largest increases and decreases in the operating activities section of

your corporation’s Statement of Cash Flows?

3. Given the industry, your corporation operates in and the current economic

environment, explain any unexpected operating activities that caused cash flow to

decrease.

Category: Investing and Financing Activities

1. Explain similarities and or differences in preparing the Statement of Cash Flows using

International Financial Reporting Standards (IFRS).

2. Describe investments reported on your corporation’s Statement of Cash Flows in the

current and most recent past year.

3. Review your corporation’s Statement of Cash Flows over the past 3 years and

explain any financing trends.

Category: Analysis

1. Calculate the following ratio for the most recent two years and comment on the

results of your ratio analysis. How does the result for your corporation compare to the

industry average?

a. Free cash flow

Business Law Discussion

Description

ILAC method

Mark worked as route manager for United Trucks Pty Ltd in Queensland from 2003-13. A term of his contract was that if he should leave the company, he could not engage in the trucking industry in Queensland for five years.

In 2014 he registered a company called Sunshine Trucks Pty Ltd. Mark owns 99% of the shares. The other 1% is owned by his brother, Greg, whom he elected as sole director and CEO. Sunshine Trucks operates from Townsville and carries goods all over Queensland. All contracts for haulage of goods are signed by Greg in the name of Sunshine Trucks Pty Ltd. Greg also signed a contract on behalf of the company, taking out a loan of $ 2 million from Grasping Bank in 2014 as start-up capital.

The company did well during 2014, 2015 and the first half of 2016, but in July 2016 was not able to repay a loan installment of $ 100 000 owing to Grasping Bank Ltd. Mark comes to you for advice after receiving two letters: One from United Trucks Pty Ltd requiring him to cease the operations of Sunshine Trucks Ltd in Queensland, the other from Grasping Bank Ltd threatening to sue him for $ 100 000. Advise him as to his position, citing all relevant legal authority.

Please note that you should assume that the restraint of trade clause in the contract that Mark had with United Trucks is valid under the law of contract, and so you should therefore not address that issue.

1025 word limit

Psychological Perspectives Assignment

Description

Answer the following questions in a minimum of 150 words each. Use complete

sentences and correct grammar and spelling. Use APA formatting to cite resources

appropriately.

(1)

1. Select one of the psychological perspectives or subdivisions. Using your own

words, describe it and explain how knowledge of this perspective could be

beneficial to you in your education or workplace. Include concrete examples in

your explanation.

2. In the article " Psychology in Everyday Life: How to Effectively Learn and

Remember" included in your lesson, the author recommends goal setting as a

strategy for success. Discuss your strategy for completing this course.

(2)

1. Discuss the need for scientific research in the field of psychology. How does

psychological research obtain and use empirical evidence?

2. Earlier in this lesson, we read about research suggesting that there is a

correlation between eating cereal and weight. Cereal companies that present

this information in their advertisements could lead someone to believe that

eating more cereal causes a healthy weight. Why would they make such a claim

and what arguments could you make to counter this cause-and-effect claim?

3. Select one of the ethics case studies included lessons or in this article and

discuss the ethical violations. Refer to the characteristics of an ethical research

project in your response. Would it be possible to reproduce this study under

the current guidelines for ethical studies? Explain your answer.

The link of that article: http://mentalfloss.com/article/52787/10-famous-psychological-

experiments-could-never-happen-today

(4)

1. Healthcare professionals often work rotating shifts. In your own words, why is

this problematic? What are the psychological, social, and physiological

challenges related to rotating shifts? Consider sleep deprivation, high levels of

stress, or side effects from medication in your response.

2. Imagine that you have a big midterm exam at the end of the week. In your own

words, describe the three types of memory storage and which study techniques

you would use and why. Explain the connection between the types of memory

and the study techniques you chose.

3. Select one of the drugs discussed in your lesson. In your own words, discuss

the controversial issues related to the drug and why these discussions are

important in the field of psychology. Be sure to support your position.

(5)

1. In your own words, describe ways in which the processes of visual perception

help you to engage in everyday activities, such as driving a car or preparing a meal.

You can select other activities.

2. Select one of the senses to discuss. In your own words, describe what your life

would be like if that particular sense was not available to you. How would you use

other senses to compensate for the loss? Include your thoughts about how culture

affects the way individuals with sensory impairments, such as visual and hearing

impairments, are viewed and treated.

3. In the previous chapter, you learned about the inaccuracy of memory. Consider

an event in which you initially thought you were correct about what unfolded,

maybe an accident. Then, think about how your senses and perception might have

played an important role in your account. Review the motorcade incident for a

refresher.

(8)

1. Describe each of the three domains of development (physical, cognitive, and

psychosocial) and provide an example of each.

2. Following theories and discuss why you agree or disagree with this theory. You

can use one of the other theories to support your position.

 Psychosocial stages of development (Erikson)

3. Think back on your high school years. Discuss how you have developed since

then; cognitively, physically, and psychosocially.

(9)

1. Identify three personal goals. Now, review Abraham Maslow's hierarchy of

needs. Describe Maslow's theory, and explain how your goals either align or do

not align with his theory. Provide specific details to demonstrate your

knowledge of Maslow's theory.

2. Issues related to sexual orientation have been at the forefront of the current

political landscape. What do you think about the legalization of same-sex

marriage? Be sure to use appropriate language and discuss your position

based on what you learned in this lesson.

3. Schools often use concrete rewards to increase adaptive behaviors. How might

this be a disadvantage for students intrinsically motivated to learn? How do

grades on assignments impact your learning?

Case Studies Where The IPad Is Currently Being Used In The Enterprise Environment

Description

The iPad is a commercial success for Apple, with 15 million units sold in the first 12 months. With the release of the iPad 2, The iPad 3 and more recently the iPad Mini Retina, the number of competing for tablet devices suggests that this type of computing is with us for some time to come. While the iPad is often seen as a toy or at best a personal device, many enterprises and organizations are looking at the iPad’s potential as business tools.

Put yourself in the position of a consultant writing a report for business about the enterprise use of iPads. Your report should be unbiased and based on reliable source material. It should not include unsupported, “I think …” possibilities, nor should it be a glowing accolade to Apple. You are quite welcome to come to the conclusion that the iPad is limited in its usefulness as a business tool if your reading indicates that. You should be able to show both the benefits and liabilities of tablet technology.

Your final recommendation could be based on:

  •  A review of functionality
  •  Business software already available
  •  Case studies where the iPad is currently being used in the enterprise environment.

REPORT LENGTH: The report can be up to 800 words

Psychological Approaches To Addressing Social Problems

Description

Application: Research

There are many psychological approaches to addressing social problems (e.g., clinical, developmental, cognitive, phenomenological, neurobiological, behavioral). The social-psychological approach is only one among many. Given that this is a social psychology course, the final paper requires evidence of your mastery of the theories and research you’ve studied over these past 11 weeks.

Your task is, therefore, (1) to review the social psychological literature that pertains to a given social problem of your choice; (2) to identify gaps in that literature that need to be studied; and (3) to identify a potential research question that needs to be studied so that you may add to the literature and advance knowledge that can benefit society.

The Assignment (5–7 pages)

  • Select and describe a social problem in your field of interest.
  • Explain why you selected the social problem.
  • Research at least five journal articles related to the social problem.
  • Describe two gaps in the literature related to the social problem you selected in which you could develop further research and justify your selection.
  • Through a social psychology lens, develop a research question that a social psychologist might use to conduct research.

The questions listed above need to be answered cohesively in that order and articles applying to the social problem.

Outline A Research Method That Could Be Used To Investigate The Disorder Based On 0ne 0f The Research Methods Presented In Your Textbook.

Description

In this discussion, you will be evaluating the contributions of psychological research in the applied context of the DSM-5. To begin, read the DSM-5 section entitled, “Conditions for Further Study” (Section III of the DSM-5) and the article titled  “An Overview of the DSM-5: Changes, Controversy, and Implications for Psychiatric Nursing.”

Then, address the following points in your post:

  • What are the three controversies discussed in the Halter, Rolin-Kenny, & Dzurec (2013) article? Give your opinions about these controversies.  From your point of view, are these legitimate concerns? Why or why not?
  • Name a disorder identified as requiring significantly more research and study from the DSM-5 section entitled, “Conditions for Further Study” (Section III of the DSM-5). Construct a research question that is pertinent to the disorder you selected.
  • Briefly outline a research method that could be used to investigate the disorder based on one of the research methods presented in your textbook.

Business Information System

 

Description

*  What is the overall goal of the NIST Framework?

*How can the NIST Framework be used by organizations to develop their cybersecurity program?                               *When a company is looking for potential vendors/ suppliers for a project, what would be the impact if the company asked vendors submitting proposals to provide information about their cybersecurity framework profile? How would that affect the supplier-customer relationship?

  • What other tools could you use besides the NIST Framework? Why would you use them?

*PLEASE NEED REFERENCE LINKS (NOT REFERENCE FROM BOOKS).

*IN-DEPTH ANSWER

* ANSWER MUST BE RELEVANT TO THE INFORMATION SECURITY OR CYBERSECURITY NOT REGULAR SECURITY.

Pre-Evaluation Of Psychological Testing Assignment

Description

Quick Links

  • Toggle DrawerOverviewFor this assessment, you will locate a scholarly review of a specific standardized psychological or educational test you would likely use in your current or future profession and write a 5–6-page critical analysis of the selected test, based on the scholarly review and on support from relevant resources. As a psychologist, social worker, counselor, therapist, researcher, mental health professional, or educator, your profession will utilize some form of tests and measurements. Even if you do not plan on administering tests, you still need to understand the results described in evaluation reports. Even if you will not need to read reports of evaluations, you will need to keep current with the professional literature.SHOW LESSBy successfully completing this assessment, you will demonstrate your proficiency in the following course competencies and assessment criteria:
  • Competency 1: Demonstrate comprehension of the terminology, principles, statistical concepts, and psychometric features related to the construction and application of psychological tests.
  • Describe the standardization sample.
  • Report and interpret validity and reliability coefficients in a standardized test.
  • Competency 2: Analyze key psychometric properties related to tests and measurements, with an emphasis on reliability and validity.
  • Describe various forms of reliability and validity evidence in a standardized test.
  • Competency 3: Evaluate the properties, techniques, and applications used in psychological evaluation.
  • Describe the rationale for selecting the standardized test.
  • Describe the population, psychological condition, or psychological disorder that corresponds to the test’s purpose and future use.
  • Construct an argument for or against using the selected standardized test in a current or future occupation.
  • Competency 7: Communicate in a manner that is scholarly, professional, and consistent with expectations for members of the psychological profession.
  • Communicate in a manner that is scholarly, professional, and consistent with expectations for members of the psychological profession.
  • Toggle DrawerContextThink about your career, future career, or area of specialization at Capella University. As a psychologist, social worker, counselor, therapist, researcher, mental health professional, or educator, your profession will utilize some form of tests and measurements. Even if you do not plan on administering tests, you still need to understand the results described in evaluation reports. Even if you will not need to read reports of evaluations, you will need to keep current with the professional literature.SHOW LESSThere really is no way around it: a basic understanding of tests and measurement is needed. Whether we construct, administer, or otherwise use tests, we have the responsibility to do it ethically. That means having the competence to conduct these tasks. Being able to identify psychological and educational tests; knowing the importance of psychometric properties; and understanding how, when, and why tests are administered is a good start. Applying this knowledge is the next step. The Assessment 1 Context document contains important information about the following topics:
  • Tests and Measurement.
  • Test Validation.
  • Test Reliability.
  • Test Quality.
  • Toggle DrawerQuestions to Consider deepen your understanding, you are encouraged to consider the questions below and discuss them with a fellow learner, a work associate, an interested friend, or a member of the business community.
  • Which categories of tests are you most likely to use in your current (or anticipated) profession?
  • What is a standardized test?
  • How are test norms developed for a test?
  • What are the three types of reliability evidence? How is the evidence collected for each type?
  • What are the three types of validity evidence? How is the evidence collected for each type?
  • What is the relationship between test reliability and validity?
  • How are validity and reliability coefficients interpreted?
  • Toggle DrawerResourcesSuggested ResourcesThe following optional resources is provided to support you in completing the assessment or to provide a helpful context. For additional resources, refer to the Research Resources and Supplemental Resources in the left navigation menu of your courseroom.Capella ResourcesClick the links provided to view the following resources:
  • Assessment 1 Context.
  • PRINTEVALUATION OF PSYCHOLOGICAL TESTING
  • Think about your career, future career, or area of specialization at Capella University. As a psychologist, social worker, counselor, therapist, researcher, mental health professional, or educator, your profession will utilize some form of tests and measurements. Even if you do not plan on administering tests, you still need to understand the results described in evaluation reports. Even if you will not need to read reports of evaluations, you will need to keep current with the professional literature. There really is no way around it; a basic understanding of tests and measurement is needed. Whether we construct, administer, or otherwise use tests, we have the responsibility to do it ethically. That means having the competence to conduct these tasks. Being able to identify psychological and educational tests; knowing the importance of psychometric properties; and understanding how, when, and why tests are administered is a good start. Applying this knowledge is the next step. Tests and MeasurementThis is a course on tests and measurements. Although we generally use the term test, the logic used in choosing a measurement procedure applies also to any measure or source of information such as interviews, ratings, and informal observations. Measurement is the quantification of the constructs of interest. Assigning a number to the results of a psychological test is an example of measurement. It allows us to compare individual and group differences. Psychological measurement requires a basic understanding of the statistics used in the development, selection, use, scoring, and interpretation of tests. These statistics include validity, reliability, measurement of error, factor analysis, and other aspects. Such statistics have many uses, such as describing the relationship between standardization samples. Some categories of tests are more difficult to measure than others because not everything we want to know can be easily identified. For example, it is relatively simple to develop a test to measure what a person learned in a course. A valid test will have similar qualities as the course content; these qualities can be compared and are tangible. In comparison, an IQ test measures what we define as being intelligent. Since we cannot easily identify intelligence by looking at it, the results of any intelligence test can be questionable, and are prone to interpretation and circular reasoning, in that we use the test to determine a person’s intelligence, but we identify what intelligence is based on the test we’ve created. Being able to effectively choose the most appropriate test starts with having a solid background for making the choice, such as you are receiving in this course. It also requires knowing what to look for and where to find it. This assessment prepares you to address the most crucial questions about test selection and use with a focus on qualities desired in any measurement procedure. Validation and ReliabilityTest ValidationIt is now considered incorrect to use the phrase, “the validity of a test.” Why? While a test may be relevant for making one decision, it may have no value for making another decision. Therefore, test users must ask, “How valid is this test for the decision to be made,” or, “How valid are the several interpretations of the test scores I am making?” In other words, validation refers to inquiry into the soundness of an interpretation. Indeed, the end-goal of validation is explanation and understanding. It is important to emphasize that validation is the joint responsibility of the test developer and the test user. The test developer is responsible for providing relevant evidence and a rationale in support of test score interpretation for specified users. In addition to the test developer, other researchers may make important contributions to the validity evidence as it accumulates from their reports empirical findings. Note that, as a test user, you are ultimately responsible for evaluating evidence available for the samples and settings for which you use the test. The following three key terms, referring to types of validation inquiry, are a focus of this assessment:
  • Content-related evidence.
  • Criterion-related evidence.
  • Construct-related evidence.
  • Please do not jump to the conclusion that content validation is for educational tests, criteria validation is for aptitude tests, and construct validation is for personality tests. With almost any test, it makes sense to join several kinds of inquiry. To emphasize this point, the latest standards speak not of content validity, for example, but of content-oriented evidence of validity. The end-goal of validation being explanation and understanding, construct validation will continue to be of greatest importance. In practice, the validation process never ends; new information always contributes to a better understanding of a given test and the inferences that can be drawn from it. The following table presents different types of validity, when they are used, and how they are computed. Types of Validity Type of Validity What Question It Addresses How It Is Addressed Criterion-related evidence. Does the test assess performance on a current measure (concurrent) or a measure at some later time (predictive)? Compute the correlation coefficient between scores on a test and the performance on a current (concurrent) or future (predictive) criterion variable or test. Construct evidence. Is the test an adequate measure of a specific psychological construct? Compute the correlation coefficient between a test and another test demonstrating the adequate measurement of a similar construct. Compute the correlation between a test score and scores on a factor (factor analysis). Measure different methods to measure multiple constructs (multi-trait-multiple method approach). Content evidence. Does the content of the test measure what it purports to measure? Experts compare the content of the test to predetermined content domains and make judgments about the content representativeness of a test. This assessment explores different methods of validation inquiry rather than distinct types of validity. Devote particular attention to what questions are asked and what kind of evidence is required for different uses of tests. Test ReliabilityIn deciding whether to use a given test or not, the second question we raise is, “How reliable is it?” Note that we are not asking what it measures, but how accurately it measures whatever it does measure.
  • What is the precision of the test scores that an individual will obtain?
  • If the person is tested twice, would the two score reports agree? If yes, how closely?
  • Or, if you have two forms of the same test, will the results be comparable?
  • If two different observers judge the same behaviors of a group of learners, will we have an agreement between the judges?
  • Federal government guidelines require that a test be reliable before we can use it to make employment or educational placement decisions. As you know from your experience, scores on repeated testings tend to vary. What the concept of reliability allows you to do is to understand which proportion of variation in test scores is due to actual changes in performance or behavior, and which is due to error variance. It is reducing error variance that makes a test more reliable (Salkind, 2005, pp. 40–41). In other words, the reliability of a test means freedom from errors of measurement.The standard error of measurement(SEM) refers to the extent to which an observed score for a given individual deviates from her true score. The true score is an estimate of the variation in scores that could be expected if an individual took the test an infinite number of times. A more reliable test yields a lower SEM. The following table presents different types of reliability, when they are used, and how they are computed. Types of Reliability Type of Reliability What Question It Addresses How It Is Addressed Test-retest reliability. Is the test reliable over time? Compute the correlation coefficient between the scores obtained by the same learners at two different times. Parallel forms reliability. Are different forms of a test equivalent? Compute the correlation coefficient between the scores obtained by the same learners on two forms of the same test. Internal consistency reliability. Do the items of a test assess one, and only one, dimension? Compute the correlation between each individual item score and the total score. Inter-rater reliability. Is there agreement between two raters? Examine the percentage of agreement between two raters. At the conclusion of this assessment you should understand four related terms:
  • Observed score.
  • True score.
  • The standard error of measurement (SEM).
  • Reliability coefficient.
  • Monetary costs such as the expense of materials and tester time, financial burdens borne by the test taker, and the costs of scoring the test.
  • Features facilitating test administration.
  • Features facilitating interpretation and use of scores.
  • Availability of equivalent forms.

A Description 0f The Business And System Under Study (including the work system snapshot).

Description

This project is intended to provide exposure to the basic concepts discussed in the course and textbook, to show their relevance, and to practice the techniques learned. In the past, students have found the term project very useful in clarifying the issues raised, practicing the methods and techniques learned, and as a business experience. The project is to be undertaken in groups of four students. Students will form the project groups during the first week (and second week, if necessary) of classes. The instructor can assist if need be. This document describes the schedule we intend to follow during the term and suggests some techniques you may find useful in completing the work. The Work System Among your group members, friends, relatives, acquaintances, or whomever, there are probably several organizations (especially charities or non‐profits organizations, and small businesses) that may be willing to have you study one of their systems. You should always approach someone in the organization who has the authority to decide to assist you.   Remember that this project should be mutually beneficial – and make sure you tell your “client” this. You as students will have the opportunity to practice information systems analysis. You should present a copy of your final report to your client – and make sure it is delivered. Failure in delivering a satisfactory final report to the client can result in a failing grade for the course. What kind of project should you choose?  Ideally, the work system you study will have several people involved and possibly could be done (or is being done) by computer.     The following are examples of typical projects:                                                                                                      1.  Computerizing a given business system (e.g., inventory, sales)                                                                                            2.  Evaluating an existing business system (either computerized or manual) and recommending changes and modifications or even a new system.                                                                                                                                                    3. Computerizing a firm (usually small), which had not been computerized before.                                                                 4. Selection of software for a particular system.  Whatever the organization, an important lesson is that you should not bite off more than you can chew. You may find fairly early that the project is too large. In this case, perhaps a subsystem of the original proposal can be chosen. This will be done in consultation with your instructor or your project supervisor.

Model Description of Solution Focus Therapy

Description

Model Description of Solution Focus Brief a Therapy in 6–8 pages and provide a brief overview of the history of the selected model and its founders. The essential ideas of the model should also be discussed. Your consideration and exploration of the selected model should be more general at this stage, somewhat similar to how a textbook might examine the concepts, assumptions, and methods of a model.

The application of the model to your case study should be avoided in the model description and should appear in the Model Application section of this assignment. Cite original sources, and be sure to address questions such as:

What is the role of the counselor or therapist?

What is the theory of change?

What is the target of intervention?

What is the assessment from this approach?

What does this approach say about normalcy, health, and pathology?

How might this model work with and be sensitive to the cultural and diversity factors in this case?

Is this a strength-based or deficit-based model? Provide a rationale for your selection.

What are some examples of interventions from this approach?

The Model Application should be 3–4 pages in length, discussing the case using concepts and ideas from your chosen model. Demonstrate that you can apply the essential ideas of the selected model or approach in the case and, where appropriate, discuss issues such as assessment, diagnosis, intervention, termination, and so forth. A successful paper will demonstrate that you understand the main ideas of the approach as well as the underlying assumptions implicit in the model. You may also include some hypothetical sample dialogue from the therapy.

Your application of the model to the case will re-examine some of the previously explored model concepts, though the emphasis will now be on how the model’s concepts and methods will be specifically applicable to your case. Please be sure to stay consistent with your chosen model. Your analysis of the selected model’s approach to diagnosis or assessment and its application to the hypothetical case study should address the following:

How will the role of the counselor or therapist influence how this case is understood and worked with?

What specific aspects of this case will be affected by this role?

How will change occur within the family or couple in the case, according to the theory of change?

What aspects of the case will be focused on to actualize change, given the selected model’s overall target of intervention?

How will this case be understood or assessed within the selected model’s framework? The model’s assumptions around normalcy, health, and pathology might be examined here as they apply to assess the case.

How might this model work with and be sensitive to the cultural and diversity factors in this case?

How is this model’s status as either strength-based or deficit-based relevant to understanding and working with this case?

How will the interventions from this approach be applied in this case?

What specific aspects or dynamics of the case will be addressed by these interventions?

How would you describe the approach to diagnosis or assessment of the model or approach selected and its application to the hypothetical case study?

Again, please remember to use original sources throughout to support your assertions and conclusions. That means if you are discussing structural family therapy, for example, you will want to cite the work of the founder (in this case, Minuchin). Support your ideas with research, textbook citations, and anecdotes. Examples of primary journals for research and reference include:

Family Process.

Journal of Marital and Family Therapy.

Journal of Strategic and Systemic Therapies.

Journal of Family Psychology.