Tag: Homework Solution

  • [Solved] ACC 202 Milestone Three Guidelines and Rubric

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    ## ACC 202 Milestone Three Guidelines and Rubric ### Scenario It has now been one month since you launched your business. You are meeting with a few investors soon to share your vision for the company and to ask for more funding. You will be sharing your company’s financial health at this meeting. T…

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    ## ACC 202 Milestone Three Guidelines and Rubric
    ### Scenario
    It has now been one month since you launched your business. You are meeting with a few investors soon to share your vision for the company and to ask for more funding. You will be sharing your company’s financial health at this meeting. To do that, you need to determine and analyze your company’s performance over the last month using the data provided.
    ### Directions
    Use the information provided in the Milestone Three Actual Costs and Revenue Data Appendix, which is linked in the Supporting Materials section below, to evaluate your company’s performance. Complete the remaining tabs in the Project Workbook that you used for the Milestone One and Milestone Two assignments.
    Specifically, you must address the following **rubric criteria:**
    – **Statement of Cost of Goods Sold**: Prepare the statement of cost of goods sold in the **COGS** tab of the workbook. Remember to show your work using calculations to the side of the table or using appropriate formulas in the table.
    – **Income Statement**: Use the given revenue data to prepare the **Income Statement** tab table and calculate the net income. Remember to show your work using calculations to the side of the table or using appropriate formulas in the table
    – **Variance Analysis**: Prepare the data in the **Variances** tab to determine whether the variances are favorable or unfavorable. Remember to show your work using calculations to the side of the table or using appropriate formulas in the table.
    – Complete the **data table** for the variances by entering the budgeted (standard) and actual labor and material values. Remember to use the estimates for expected sales from your Milestone Two assignment.
    – Determine the **variances** for direct labor and direct materials in the **Variances** tab.
    – Evaluate the **significance of the variances** in the **Variances** tab and mark them as favorable or unfavorable.
    ### What to Submit
    Submit the [Project Workbook](https://learn.snhu.edu/content/enforced/1916905-ACC-202-10567.202551-1/Course%20Documents/ACC%20202%20Project%20Workbook.xlsx?isCourseFile=true&ou=1916905) with all tabs completed. This file should be completed and submitted using Microsoft Excel.
    **Supporting Materials**
    The following resource supports your work on this assignment:
    **Reading:** [Milestone Three Actual Costs and Revenue Data Appendix](https://learn.snhu.edu/content/enforced/1916905-ACC-202-10567.202551-1/Course%20Documents/ACC%20202%20Milestone%20Three%20Actual%20Costs%20and%20Revenue%20Data%20Appendix.docx?isCourseFile=true&ou=1916905)
    ### Milestone Three Rubric
    CriteriaExceeds Expectations (100%)Meets Expectations (85%)Partially Meets Expectations (55%)Does Not Meet Expectations (0%)Value **Statement of Cost of Goods Sold** Prepares the statement of cost of goods sold, with no errors; shows work through calculations or formulasPrepares the statement of cost of goods sold, with minimal errorsPrepares the statement of cost of goods sold, with significant errorsDoes not attempt criterion35 **Income Statement** Prepares the income statement and calculates net income, with no errors; shows work through calculations or formulasPrepares the income statement and calculates net income, with minimal errorsPrepares the income statement and calculates net income, with significant errorsDoes not attempt criterion35 **Variance Analysis: Data Table** Completes the data table for variances, with no errors; shows work through calculations or formulasCompletes the data table for variances, with some errorsCompletes the data table for variances with significant errorsDoes not attempt criterion10 **Variance Analysis: Variances** Determines all variances for both direct labor and direct materials; shows work through calculations or formulasDetermines most variances for direct labor and direct materialsDetermines some variances for direct labor and direct materialsDoes not attempt criterion10 **Variance Analysis: Significance** Correctly evaluates all variances as favorable or unfavorableCorrectly evaluates most variances as favorable or unfavorableCorrectly evaluates some variances as favorable or unfavorableDoes not attempt criterion10 **Total:** 100%
    \
    ACC202ProjectWorkbook.xlsx](https://www.sweetstudy.com/files/acc202projectworkbook-xlsx-10311427 "ACC202ProjectWorkbook.xlsx")
    \
    ACC202MilestoneThreeActualCostsandRevenueDataAppendix.docx](https://www.sweetstudy.com/files/acc202milestonethreeactualcostsandrevenuedataappendix-docx-10311431 "ACC202MilestoneThreeActualCostsandRevenueDataAppendix.docx")

  • [Solved] 300 words discussion (Forgiveness)

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    Due 6/5 12PM EST 300 WORDS NOT INCLUDING REFERENCES CHAPTER ATTACHED For this discussion, we consider what it means to forgive. Chapter 29 in King and Ford's (2024) and Chapter 4 of Neff and McMinn's (2020) textbooks discuss the meaning and concepts of forgiveness, reconciliation, and atonement. Stu…

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    Due 6/5  12PM EST
    300 WORDS NOT INCLUDING REFERENCES
    CHAPTER ATTACHED
    For this discussion, we consider what it means to forgive. Chapter 29 in King and Ford's (2024) and Chapter 4 of Neff and McMinn's (2020) textbooks discuss the meaning and concepts of forgiveness, reconciliation, and atonement. Students should carefully review both chapters to gain an understanding of the differences between forgiveness from a psychological viewpoint and the Christian virtue of forgiveness. These concepts and principles provide counselors with a framework for assisting clients who struggle with forgiving themselves and others. In your initial discussion post:
    1. Provide a three to four-sentence paragraph that explains _**your understanding**_ of what it means to forgive.
    2. When considering the psychology and theology of forgiveness, identify and describe a core belief that you hold to be true about human forgiveness versus divine forgiveness3. Neff and McMinn (Hard copy, 2020, pp. 150 – 155 or E-Book, pp. 182 – 188) described three dominant metaphors for Christ's saving work. Choose one of the three atonement theories that mostly align with your understanding of atonement. Explain how you might use your theory of choice in a counseling setting and why atonement matters for psychotherapists, Christian counselors, and clients.  ATTACHED
    Make sure to include appropriate concepts from the class sources, previous courses you may have taken, passages of Scripture that directly relate to the concept, or ethical considerations from the ACA Code of Ethics (2014) and cite correctly, per current APA format.
    For each initial thread, students must support their assertions with at least 3 scholarly sources
    cited in current APA format, as well as integrating a Christian worldview, ideally with scriptural
    references. Please note that citing the Bible is highly encouraged, but this will be in addition to
    the 3 scholarly sources
    \
    188.docx](https://www.sweetstudy.com/files/188-docx "188.docx")

  • [Solved] Mit week 5 meds

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    Mit week 5 meds This portfolio will assist you in understanding the actions of the neurotransmitters and details on psychopharmacology. You will complete the Neurotransmitter chart within the provided template, which coincides with the information provided in this unit. Completion of this chart will…

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    Mit week 5 meds
    This portfolio will assist you in understanding the actions of the neurotransmitters and details on psychopharmacology. You will complete the Neurotransmitter chart within the provided template, which coincides with the information provided in this unit.  Completion of this chart will provide you a better overall understanding of the various neurotransmitters, their actions, effects when dysregulated, and drugs used to agonize or antagonize them.
    The entire completed document will be submitted in unit 15 but you are encouraged to work towards completing the corresponding components during the correlating units.
    Due Date: Sunday at 11:59 pm EST in unit 15
    #### Suggested Component to Complete for Unit 2
    – Neurotransmitter Chart
    – Page 2 in the attached document below.
    ### Activity Resources
    – [NU670 PMHNP Portfolio for Clinical Practice](https://herzing.instructure.com/courses/46376/files/11732416?wrap=1) [Download NU670 PMHNP Portfolio for Clinical Practice](https://herzing.instructure.com/courses/46376/files/11732416/download?download_frd=1)
    \
    NU670-PMHNPPortfolioforClinicalPractice-Update.docx](https://www.sweetstudy.com/files/nu670-pmhnpportfolioforclinicalpractice-update-docx-10311437 "NU670-PMHNPPortfolioforClinicalPractice-Update.docx")
    \
    NU670-PMHNPPortfolioforClinicalPractice-Update12.docx](https://www.sweetstudy.com/files/nu670-pmhnpportfolioforclinicalpractice-update12-docx "NU670-PMHNPPortfolioforClinicalPractice-Update12.docx")

  • [Solved] 500 WORDS APA STYLE BY 4:00 TODAY PLAGARISM FREE

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    CHAPTER 10: The U.S. Juvenile Justice Policy Landscape (This may also be Chapter 9 in the 2nd edition text) **Discussion Question:** Is current juvenile justice policy punitive or rehabilitative? What evidence can help to make this determination?

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    CHAPTER 10: The U.S. Juvenile Justice Policy Landscape  (This may also be Chapter 9 in the 2nd edition text)
    **Discussion Question:** Is current juvenile justice policy punitive or rehabilitative? What evidence can help to make this determination?

  • [Solved] Need this back by Tomorrow APA STYLE PLAGARISM FREE 500 WORDS

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    What is the role of criminal justice practitioners in the development and implementation of technology in the criminal justice system? Describe some of the controversial issues criminal justice policy makers face when considering an expansion in the use of DNA in criminal justice.

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    What  is the role of criminal justice practitioners in the development and  implementation of technology in the criminal justice system? Describe  some of the controversial issues criminal justice policy makers face  when considering an expansion in the use of DNA in criminal justice.

  • [Solved] 500 WORDS APA STYLE BY 4:00 TODAY PLAGARISM FREE

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    CHAPTER 11: Exploring the Relationship between Contemporary Immigration and Crime Control Policies **Discussion Question:** Can an appropriate balance be struck between crime control and immigration enforcement? Discuss the various elements of this balance.

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    CHAPTER 11: Exploring the Relationship between Contemporary Immigration and Crime Control Policies
    **Discussion Question:** Can  an appropriate balance be struck between crime control and immigration  enforcement? Discuss the various elements of this balance.

  • [Solved] 500 WORDS

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    There will be two required films to watch from FRONTLINE/PBS Criminal Justice Topics and these filmS Here are the two films I would like for you to utilize: **PBS Films Blog #2 When Kids Get Life** http://www.pbs.org/wgbh/pages/frontline/whenkidsgetlife

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    There  will be two required films to watch from FRONTLINE/PBS Criminal Justice  Topics and these filmS
    Here are the two films I would like for you to utilize:
    **PBS Films Blog #2  When Kids Get Life**
    http://www.pbs.org/wgbh/pages/frontline/whenkidsgetlife

  • [Solved] dic3

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    check file – ## dic3.docx **## dic3.docx** REPLY Eve, Tyl, and Brian’s post below Eve Ol 1. **Reconcile the differences, somehow, between libertarianism and utilitarianism. Explain how a person could subscribe to both.** A person could be both by prioritizing individual liberty while also consideri…

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    check file

    – ## dic3.docx

    **## dic3.docx**

    REPLY Eve, Tyl, and Brian’s post below

    Eve Ol

    1.
    **Reconcile the differences, somehow, between libertarianism and utilitarianism. Explain how a person could subscribe to both.**

    A person could be both by prioritizing individual liberty while also considering the overall welfare of the society. If they balance individual freedom with overall well-being by limiting government intervention, supporting free markets, and establishing a clear rule of law.

    2.
    **Which side has the more defensible libertarian position, and why? Show how the other side is using libertarianism inappropriately.**

    The heart of libertarianism the principle of individual liberty and self-ownership which means each person has the right to control their own body and make their own choices free from government interference. Pro-choice position is more defensible from a libertarian perspective because it aligns more with self-ownership and limited government intervention. The pro-life requires defining when a fetus has full rights and justifies government intervention, which is less consistent with libertarian principles.

    ·

    **Tyl Sel**

    **_Number Two:_** All actions and every decision that humans make stems from the pursuit of pleasure or the avoidance of pain. Now, of course, pleasure and pain are big influences, they are not the sole influences on why we make certain decisions. However, many of our actions are driven by motives that resist hedonic measurement. Consider altruism, where people believe in helping others even at the expense of themselves. For example, consider this scenario: “A fire starts in a small apartment complex, a resident named Luke sees his neighbor, eighty-six-year-old Nanci, trapped on the second floor as the fire continues to rise. Climbing up the stairs would lead to excruciating burns. In the event of the pleasure and pain calculus, many people would retreat, being safe from the pain. However, Luke needs to hurry if he wants to save her or not, the longer he waits the more futile his efforts become, so in a split-second decision he lunges forward running through the flames to get to the second floor. Eventually, he is able to save Nanci, at the expense of recovering from second- and first-degree burns. Feelings did not play any role in his split decision. He did not do it for a reward, or his face in the newspaper. Rather, it was his moral compass that outweighed temporal feelings and binary calculation of pleasure and pain.” Note, that this situation is fictitious, however many similar situations have occurred. This situation illustrates that not every human action can be reduced to solely the pursuit of pleasure, and the avoidance of pain. Instead, as demonstrated, Luke revealed through altruism that there are higher values, such as: Empathy, duty, and moral integrity. If our actions were simply hedonic signals, Luke would have never gone into that fire. Situations that display altruism, the pursuit of moral integrity, or even self-sacrifice shut down the pleasure and pain model.

    Some might say that self-sacrifice provides psychological or existential fulfillment, aligning with a broader scale of pleasure, or that altruism can still fit within a pleasure-pain framework. However, this would go against the original claim of avoiding pain and maximizing pleasure. Continuing, let's look at utilitarian John Stuart Mill and his higher and lower pleasures concept. His claim of there being higher and lower pleasures would go against the original claim of utilitarianism. If all human actions were governed solely by pleasure and pain, there would be no need to differentiate the types and qualities of both pleasure and pain. The fact that one must have to rank pleasures mathematically suggests that a simple binary model whitewashes over a complex motivational spectrum. The utilitarian premise is simply reductive, as when ethics are built upon this pleasure and pain calculus. It gives grounds for justifying outcomes that neglect the rights of individuals. When you insist that all human actions are only governed by two sovereign masters you get ethically troubling conclusions. Which could look like sacrificing the rights or well-being of a minority for the pleasure of the majority.

    **_Number Three:_** Abortion, a complex issue that many debate about. However, both Democrats and Republicans agree on self-ownership, but they disagree on who has it. Democrats claim women have the right to abortion due to having self-ownership of their own body. Meanwhile, Republicans claim the fetus has self-ownership rights. Libertarianism self-ownership is centered around an individual who is a self-aware autonomous agent, is the rightful owner of their body. Thus, they should be able to freely decide what happens to it. The Democratic defense is that since the fetus is not a self-aware autonomous agent until the last trimester, the woman has the right to abort the baby. Due to the fact that she controls her body and what happens to it. Which by libertarian standards is more defensible, than the Republican argument.

    The Republican argument is that the fetus is a potential human being, therefore it is entitled to its own self ownership. However, with Libertarianism standards there are some critical issues in this claim. Continuing, one of the biggest issues is the conflicting rights. If we grant the fetus self-ownership it would directly conflict with the women’s self-ownership.

    Libertarian ideology does not support the infringement of one individual’s rights in order to ascribe rights to another entity. In this case, it does not support the infringement of women's rights in order to give the fetus rights. Another point is dependency, a fetus is biologically and physically dependent on the woman. The argument that a fetus is an independent self-owner can’t be true, due to, being the fetus is dependent on the woman; therefore, a fetus cannot be independent. Giving rights of self-ownership to an entity that is not self-aware, independent, or decision-making capabilities goes against the original concept of self-ownership.

    From a strictly libertarian perspective, the Democratic position of the woman’s self-ownership is the more defensible position. Due to, it follows the principle that only self-aware autonomous individuals can be the rightful owners of themselves. Thus, when you extend self-ownership rights to a fetus it mislabeles the libertarian principles by conferring rights to an entity that lacks independent agency.

    **Brian**

    **Prompt 1: Reconciling Libertarianism and Utilitarianism**

    While libertarianism and utilitarianism are clearly in how they define justice, i think it's possible for someone to subscribe to parts of both. Libertarianism values personal freedom and the idea that we own ourselves, while utilitarianism is more about maximizing happiness and minimizing harm for the most people. These don't always have conflict.

    For example, someone could generally believe in individual rights but still support certain policies that promote overall well- being. Think about public health policies- wearing a seatbelt might restrict freedom in a small way, but it saves lives and reduces harm, so a person might support that form a utilitarian perspective. So even though the theories start from different premises, i believe someone could find a middle ground: defend freedom unless the consequences would cause serious harm to others. That seems like a more balanced and realistic approach to ethics in the real world.

    **Quote:** "Libertarians believe that each of us has a fundamental right to liberty- the right to do whatever we want with the things we own, provided we respect other people's rights to do the same." (Chapter 3: Do We Own Ourselves?)

    **Quote:** "The utilitarian idea of maximizing the sum of satisfactions may seem straightforward, but it sometimes leads to troubling moral conclusions." (Chapter 2: The Greatest Happiness Principle)

    **Prompt 3: Abortion and Libertarian Reasoning- Which Side Applies It Better?**

    To me, Democrats have a more defensible libertarian position on abortion. Libertarianism is about self-ownership and the freedom to make decisions about your own body. From that view, it seems more consistent to say that pregnant person should have the final say. If libertarians argue that the government shouldn't control what to do with your own property or body (like selling organs), then logically, they shouldn't support the government forcing someone to carry a pregnancy they don't want.

    Republicans often try to use libertarian logic by claiming to defend the fetus's rights. But that seems inconsistent, because it ignores the bodily autonomy of the pregnant person. You can't really claim to support personal freedom and self-ownership while also saying the government should control someone's reproductive choices. So, I think the democrats apply libertarian principles more consistently in the case.

    **Quote**: "The idea that we own ourselves- that our bodies and out talents belong to us- underlies the libertarian case for individual rights." (Chapter 3)

    **Quote**: "For libertarians, to coerce someone for the sake of promoting virtue, or to prevent self-inflicted harm, is a violation of that person's liberty." (Chapter 3)

    **## dic3.docx**

    REPLY Eve, Tyl, and Brian’s post below

    Eve Ol

    1.
    **Reconcile the differences, somehow, between libertarianism and utilitarianism. Explain how a person could subscribe to both.**

    A person could be both by prioritizing individual liberty while also considering the overall welfare of the society. If they balance individual freedom with overall well-being by limiting government intervention, supporting free markets, and establishing a clear rule of law.

    2.
    **Which side has the more defensible libertarian position, and why? Show how the other side is using libertarianism inappropriately.**

    The heart of libertarianism the principle of individual liberty and self-ownership which means each person has the right to control their own body and make their own choices free from government interference. Pro-choice position is more defensible from a libertarian perspective because it aligns more with self-ownership and limited government intervention. The pro-life requires defining when a fetus has full rights and justifies government intervention, which is less consistent with libertarian principles.

    ·

    **Tyl Sel**

    **_Number Two:_** All actions and every decision that humans make stems from the pursuit of pleasure or the avoidance of pain. Now, of course, pleasure and pain are big influences, they are not the sole influences on why we make certain decisions. However, many of our actions are driven by motives that resist hedonic measurement. Consider altruism, where people believe in helping others even at the expense of themselves. For example, consider this scenario: “A fire starts in a small apartment complex, a resident named Luke sees his neighbor, eighty-six-year-old Nanci, trapped on the second floor as the fire continues to rise. Climbing up the stairs would lead to excruciating burns. In the event of the pleasure and pain calculus, many people would retreat, being safe from the pain. However, Luke needs to hurry if he wants to save her or not, the longer he waits the more futile his efforts become, so in a split-second decision he lunges forward running through the flames to get to the second floor. Eventually, he is able to save Nanci, at the expense of recovering from second- and first-degree burns. Feelings did not play any role in his split decision. He did not do it for a reward, or his face in the newspaper. Rather, it was his moral compass that outweighed temporal feelings and binary calculation of pleasure and pain.” Note, that this situation is fictitious, however many similar situations have occurred. This situation illustrates that not every human action can be reduced to solely the pursuit of pleasure, and the avoidance of pain. Instead, as demonstrated, Luke revealed through altruism that there are higher values, such as: Empathy, duty, and moral integrity. If our actions were simply hedonic signals, Luke would have never gone into that fire. Situations that display altruism, the pursuit of moral integrity, or even self-sacrifice shut down the pleasure and pain model.

    Some might say that self-sacrifice provides psychological or existential fulfillment, aligning with a broader scale of pleasure, or that altruism can still fit within a pleasure-pain framework. However, this would go against the original claim of avoiding pain and maximizing pleasure. Continuing, let's look at utilitarian John Stuart Mill and his higher and lower pleasures concept. His claim of there being higher and lower pleasures would go against the original claim of utilitarianism. If all human actions were governed solely by pleasure and pain, there would be no need to differentiate the types and qualities of both pleasure and pain. The fact that one must have to rank pleasures mathematically suggests that a simple binary model whitewashes over a complex motivational spectrum. The utilitarian premise is simply reductive, as when ethics are built upon this pleasure and pain calculus. It gives grounds for justifying outcomes that neglect the rights of individuals. When you insist that all human actions are only governed by two sovereign masters you get ethically troubling conclusions. Which could look like sacrificing the rights or well-being of a minority for the pleasure of the majority.

    **_Number Three:_** Abortion, a complex issue that many debate about. However, both Democrats and Republicans agree on self-ownership, but they disagree on who has it. Democrats claim women have the right to abortion due to having self-ownership of their own body. Meanwhile, Republicans claim the fetus has self-ownership rights. Libertarianism self-ownership is centered around an individual who is a self-aware autonomous agent, is the rightful owner of their body. Thus, they should be able to freely decide what happens to it. The Democratic defense is that since the fetus is not a self-aware autonomous agent until the last trimester, the woman has the right to abort the baby. Due to the fact that she controls her body and what happens to it. Which by libertarian standards is more defensible, than the Republican argument.

    The Republican argument is that the fetus is a potential human being, therefore it is entitled to its own self ownership. However, with Libertarianism standards there are some critical issues in this claim. Continuing, one of the biggest issues is the conflicting rights. If we grant the fetus self-ownership it would directly conflict with the women’s self-ownership.

    Libertarian ideology does not support the infringement of one individual’s rights in order to ascribe rights to another entity. In this case, it does not support the infringement of women's rights in order to give the fetus rights. Another point is dependency, a fetus is biologically and physically dependent on the woman. The argument that a fetus is an independent self-owner can’t be true, due to, being the fetus is dependent on the woman; therefore, a fetus cannot be independent. Giving rights of self-ownership to an entity that is not self-aware, independent, or decision-making capabilities goes against the original concept of self-ownership.

    From a strictly libertarian perspective, the Democratic position of the woman’s self-ownership is the more defensible position. Due to, it follows the principle that only self-aware autonomous individuals can be the rightful owners of themselves. Thus, when you extend self-ownership rights to a fetus it mislabeles the libertarian principles by conferring rights to an entity that lacks independent agency.

    **Brian**

    **Prompt 1: Reconciling Libertarianism and Utilitarianism**

    While libertarianism and utilitarianism are clearly in how they define justice, i think it's possible for someone to subscribe to parts of both. Libertarianism values personal freedom and the idea that we own ourselves, while utilitarianism is more about maximizing happiness and minimizing harm for the most people. These don't always have conflict.

    For example, someone could generally believe in individual rights but still support certain policies that promote overall well- being. Think about public health policies- wearing a seatbelt might restrict freedom in a small way, but it saves lives and reduces harm, so a person might support that form a utilitarian perspective. So even though the theories start from different premises, i believe someone could find a middle ground: defend freedom unless the consequences would cause serious harm to others. That seems like a more balanced and realistic approach to ethics in the real world.

    **Quote:** "Libertarians believe that each of us has a fundamental right to liberty- the right to do whatever we want with the things we own, provided we respect other people's rights to do the same." (Chapter 3: Do We Own Ourselves?)

    **Quote:** "The utilitarian idea of maximizing the sum of satisfactions may seem straightforward, but it sometimes leads to troubling moral conclusions." (Chapter 2: The Greatest Happiness Principle)

    **Prompt 3: Abortion and Libertarian Reasoning- Which Side Applies It Better?**

    To me, Democrats have a more defensible libertarian position on abortion. Libertarianism is about self-ownership and the freedom to make decisions about your own body. From that view, it seems more consistent to say that pregnant person should have the final say. If libertarians argue that the government shouldn't control what to do with your own property or body (like selling organs), then logically, they shouldn't support the government forcing someone to carry a pregnancy they don't want.

    Republicans often try to use libertarian logic by claiming to defend the fetus's rights. But that seems inconsistent, because it ignores the bodily autonomy of the pregnant person. You can't really claim to support personal freedom and self-ownership while also saying the government should control someone's reproductive choices. So, I think the democrats apply libertarian principles more consistently in the case.

    **Quote**: "The idea that we own ourselves- that our bodies and out talents belong to us- underlies the libertarian case for individual rights." (Chapter 3)

    **Quote**: "For libertarians, to coerce someone for the sake of promoting virtue, or to prevent self-inflicted harm, is a violation of that person's liberty." (Chapter 3)

  • [Solved] Math 1342 excel spresdsheet

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    Can anyone help with excel and statistic? – ## chapter6excelassignment.docx – ## math1342_database3.xlsx **## chapter6excelassignment.docx** 1. Top of Form Again, you will use the student survey from the Excel spreadsheet given at the beginning of the course: [MATH 1342 Database.xlsx](https://cont…

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    Assignment Prompt & Instructions

    Can anyone help with excel and statistic?

    – ## chapter6excelassignment.docx

    – ## math1342_database3.xlsx

    **## chapter6excelassignment.docx**

    1.

    Top of Form

    Again, you will use the student survey from the Excel spreadsheet given at the beginning of the course:
    [MATH 1342 Database.xlsx](https://content.ctcd.edu/courses/math1342-lec/m23/docs/math1342_database.xlsx)

    Find two free cells in the spreadsheet to enter the appropriate formulas to find the mean and standard deviation of the DRIVE variable by using
    **=AVERAGE(A2:A36)** and =
    **STDEV(A2:A36)**.

    (Round your answers to 5 decimal places)

    Fill in the blank:

    The
    **mean** of the DRIVE variable is
    **Blank 1**.

    The
    **standard deviation** of the DRIVE variable is
    **Blank 2**.

    · Blank 1

    · Blank 2

    Bottom of Form

    2.

    Top of Form

    Question 2

    **Question 2**

    **2 Points**

    Question 2

    Assuming that this variable is normally distributed, what proportion of the data would you predict to be less than 40 minutes? This would be based on the calculated probability.

    To approximate this probability with Excel, find a free cell on the spreadsheet and use the formula
    **=NORM.DIST(40,mean,stdev,TRUE)**. For the "mean" and "stdev" in the formula, you
    _don't_ want to type those words, you want to actually enter the cell numbers in which you just found the average and standard deviation of your DRIVE variable.

    (Keep your answer in decimal form and round your answer to 3 decimal places)

    **Fill in the Blank:** The proportion of values that I expect to be less than 40 minutes is _____________.

    **Blank 1**

    · Blank 1

    Bottom of Form

    3.

    Top of Form

    Question 3

    **Question 3**

    **2 Points**

    Question 3

    Now, determine the
    **_actual_** proportion of data points in the dataset that fall within this range (less than 40 minutes). To find the actual proportion, sort the DRIVE variable, and count how many of the data points are less than 40. Then, divide that number by the total of 35 data points.

    (Keep your answer in decimal form and round your answer to 3 decimal places)

    **Fill in the Blank:** The actual proportion of values less than 40 minutes is ___________.

    **Blank 1**

    · Blank 1

    Bottom of Form

    4.

    Top of Form

    Question 4

    **Question 4**

    **2 Points**

    Question 4

    How does your predicted probability from question 2 compare to the actual probability calculated in question 3? In other words, if these values are different, why do you think they're different, etc?

    Option A

    The probability calculations are different. In part 2, we calculated the probability based on the assumption that the distribution of the "drive" variable is normally distributed. If the distribution is not bell-shaped, then the probability estimation (in part 2) would not be accurate.

    Option B

    The probability calculations are the same.

    Option C

    The probability calculations are different. This must mean that something is wrong with our technology.

    Bottom of Form

    **## math1342_database3.xlsx**

    ## MATH399 Data Sheet

    | | | | | | | | | | | | |
    | — | — | — | — | — | — | — | — | — | — | — | — |
    | Drive (miles) | Birth Year | State | Shoe Size | Height (inches) | Sleep (hours) | Gender | Class Standing | Car Color | TV (hours) | Money (dollars) | Coin |
    | 4 | 1988 | NY | 9 | 69 | 7 | F | Sophomore | blue | 5 | 21.00 | 5 |
    | 6 | 1990 | OR | 13 | 75 | 10 | M | Junior | silver | 6 | 7.00 | 4 |
    | 6 | 1978 | MI | 10 | 66 | 6 | M | Freshman | black | 5 | 34.00 | 3 |
    | 20 | 1977 | IL | 5 | 62 | 7 | F | Junior | black | 3 | 10.00 | 2 |
    | 20 | 1985 | OR | 7 | 65 | 4 | F | Sophomore | green | 1 | 46.00 | 4 |
    | 25 | 1988 | CA | 8 | 69 | 6 | F | Senior | silver | 4 | 30.00 | 4 |
    | 25 | 1995 | GA | 9 | 63 | 7 | M | Junior | silver | 3 | 53.00 | 5 |
    | 28 | 1992 | NY | 7 | 67 | 4 | F | Freshman | black | 1 | 25.00 | 4 |
    | 29 | 1990 | TX | 11 | 70 | 7 | M | Freshman | silver | 2 | 28.00 | 3 |
    | 33 | 1985 | SC | 11 | 68 | 8 | M | Sophomore | blue | 1 | 9.00 | 4 |
    | 33 | 1990 | TX | 9 | 75 | 7 | M | Senior | silver | 5 | 54.00 | 7 |
    | 36 | 1982 | MI | 10 | 61 | 7 | M | Senior | blue | 6 | 5.00 | 2 |
    | 36 | 1996 | TX | 7 | 66 | 5 | M | Freshman | orange | 3 | 7.00 | 3 |
    | 36 | 1990 | IL | 12 | 61 | 7 | M | Junior | red | 4 | 14.00 | 3 |
    | 36 | 1988 | OR | 9 | 73 | 7 | M | Sophomore | blue | 5 | 23.00 | 5 |
    | 40 | 1987 | IL | 10 | 68 | 6 | M | Sophomore | silver | 5 | 16.00 | 5 |
    | 42 | 1962 | IL | 8 | 65 | 6 | F | Junior | red | 4 | 4.00 | 4 |
    | 54 | 1968 | FL | 9 | 70 | 8 | F | Freshman | green | 2 | 5.00 | 3 |
    | 54 | 1970 | NV | 11 | 65 | 4 | F | Freshman | silver | 5 | 54.00 | 7 |
    | 55 | 1997 | OH | 9 | 67 | 6 | F | Freshman | dark blue | 4 | 27.00 | 2 |
    | 63 | 1990 | PA | 10 | 66 | 8 | F | Sophomore | silver | 3 | 5.00 | 7 |
    | 63 | 1986 | MI | 5 | 69 | 7 | F | Sophomore | orange | 3 | 9.00 | 2 |
    | 71 | 1984 | MI | 11 | 64 | 6 | F | Freshman | silver | 2 | 1.00 | 2 |
    | 73 | 1968 | FL | 12 | 70 | 7 | F | Junior | green | 4 | 15.00 | 3 |
    | 73 | 1987 | SC | 11 | 68 | 7 | F | Junior | red | 2 | 18.00 | 5 |
    | 76 | 1985 | PA | 11 | 70 | 8 | F | Sophomore | blue | 3 | 5.00 | 4 |
    | 76 | 1992 | NY | 9 | 65 | 7 | F | Freshman | red | 6 | 7.00 | 2 |
    | 76 | 1990 | PA | 11 | 63 | 4 | M | Sophomore | silver | 5 | 13.00 | 5 |
    | 76 | 1991 | NY | 9 | 63 | 6 | M | Sophomore | silver | 4 | 38.00 | 2 |
    | 78 | 1995 | CA | 11 | 63 | 6 | M | Junior | blue | 2 | 47.00 | 2 |
    | 80 | 1989 | NV | 12 | 69 | 8 | M | Senior | white | 4 | 3.00 | 4 |
    | 80 | 1990 | SC | 10 | 63 | 8 | F | Senior | black | 2 | 7.00 | 7 |
    | 80 | 1999 | FL | 9 | 66 | 7 | F | Freshman | black | 5 | 22.00 | 2 |
    | 88 | 1998 | SC | 6 | 63 | 5 | F | Freshman | black | 3 | 43.00 | 6 |
    | 94 | 1983 | KY | 11 | 74 | 8 | M | Sophomore | red | 3 | 20.00 | 4 |

    ## Sheet1

    |
    |

    **## math1342_database3.xlsx**

    ## MATH399 Data Sheet

    | | | | | | | | | | | | |
    | — | — | — | — | — | — | — | — | — | — | — | — |
    | Drive (miles) | Birth Year | State | Shoe Size | Height (inches) | Sleep (hours) | Gender | Class Standing | Car Color | TV (hours) | Money (dollars) | Coin |
    | 4 | 1988 | NY | 9 | 69 | 7 | F | Sophomore | blue | 5 | 21.00 | 5 |
    | 6 | 1990 | OR | 13 | 75 | 10 | M | Junior | silver | 6 | 7.00 | 4 |
    | 6 | 1978 | MI | 10 | 66 | 6 | M | Freshman | black | 5 | 34.00 | 3 |
    | 20 | 1977 | IL | 5 | 62 | 7 | F | Junior | black | 3 | 10.00 | 2 |
    | 20 | 1985 | OR | 7 | 65 | 4 | F | Sophomore | green | 1 | 46.00 | 4 |
    | 25 | 1988 | CA | 8 | 69 | 6 | F | Senior | silver | 4 | 30.00 | 4 |
    | 25 | 1995 | GA | 9 | 63 | 7 | M | Junior | silver | 3 | 53.00 | 5 |
    | 28 | 1992 | NY | 7 | 67 | 4 | F | Freshman | black | 1 | 25.00 | 4 |
    | 29 | 1990 | TX | 11 | 70 | 7 | M | Freshman | silver | 2 | 28.00 | 3 |
    | 33 | 1985 | SC | 11 | 68 | 8 | M | Sophomore | blue | 1 | 9.00 | 4 |
    | 33 | 1990 | TX | 9 | 75 | 7 | M | Senior | silver | 5 | 54.00 | 7 |
    | 36 | 1982 | MI | 10 | 61 | 7 | M | Senior | blue | 6 | 5.00 | 2 |
    | 36 | 1996 | TX | 7 | 66 | 5 | M | Freshman | orange | 3 | 7.00 | 3 |
    | 36 | 1990 | IL | 12 | 61 | 7 | M | Junior | red | 4 | 14.00 | 3 |
    | 36 | 1988 | OR | 9 | 73 | 7 | M | Sophomore | blue | 5 | 23.00 | 5 |
    | 40 | 1987 | IL | 10 | 68 | 6 | M | Sophomore | silver | 5 | 16.00 | 5 |
    | 42 | 1962 | IL | 8 | 65 | 6 | F | Junior | red | 4 | 4.00 | 4 |
    | 54 | 1968 | FL | 9 | 70 | 8 | F | Freshman | green | 2 | 5.00 | 3 |
    | 54 | 1970 | NV | 11 | 65 | 4 | F | Freshman | silver | 5 | 54.00 | 7 |
    | 55 | 1997 | OH | 9 | 67 | 6 | F | Freshman | dark blue | 4 | 27.00 | 2 |
    | 63 | 1990 | PA | 10 | 66 | 8 | F | Sophomore | silver | 3 | 5.00 | 7 |
    | 63 | 1986 | MI | 5 | 69 | 7 | F | Sophomore | orange | 3 | 9.00 | 2 |
    | 71 | 1984 | MI | 11 | 64 | 6 | F | Freshman | silver | 2 | 1.00 | 2 |
    | 73 | 1968 | FL | 12 | 70 | 7 | F | Junior | green | 4 | 15.00 | 3 |
    | 73 | 1987 | SC | 11 | 68 | 7 | F | Junior | red | 2 | 18.00 | 5 |
    | 76 | 1985 | PA | 11 | 70 | 8 | F | Sophomore | blue | 3 | 5.00 | 4 |
    | 76 | 1992 | NY | 9 | 65 | 7 | F | Freshman | red | 6 | 7.00 | 2 |
    | 76 | 1990 | PA | 11 | 63 | 4 | M | Sophomore | silver | 5 | 13.00 | 5 |
    | 76 | 1991 | NY | 9 | 63 | 6 | M | Sophomore | silver | 4 | 38.00 | 2 |
    | 78 | 1995 | CA | 11 | 63 | 6 | M | Junior | blue | 2 | 47.00 | 2 |
    | 80 | 1989 | NV | 12 | 69 | 8 | M | Senior | white | 4 | 3.00 | 4 |
    | 80 | 1990 | SC | 10 | 63 | 8 | F | Senior | black | 2 | 7.00 | 7 |
    | 80 | 1999 | FL | 9 | 66 | 7 | F | Freshman | black | 5 | 22.00 | 2 |
    | 88 | 1998 | SC | 6 | 63 | 5 | F | Freshman | black | 3 | 43.00 | 6 |
    | 94 | 1983 | KY | 11 | 74 | 8 | M | Sophomore | red | 3 | 20.00 | 4 |

    ## Sheet1

    |
    |

    **## chapter6excelassignment.docx**

    1.

    Top of Form

    Again, you will use the student survey from the Excel spreadsheet given at the beginning of the course:
    [MATH 1342 Database.xlsx](https://content.ctcd.edu/courses/math1342-lec/m23/docs/math1342_database.xlsx)

    Find two free cells in the spreadsheet to enter the appropriate formulas to find the mean and standard deviation of the DRIVE variable by using
    **=AVERAGE(A2:A36)** and =
    **STDEV(A2:A36)**.

    (Round your answers to 5 decimal places)

    Fill in the blank:

    The
    **mean** of the DRIVE variable is
    **Blank 1**.

    The
    **standard deviation** of the DRIVE variable is
    **Blank 2**.

    · Blank 1

    · Blank 2

    Bottom of Form

    2.

    Top of Form

    Question 2

    **Question 2**

    **2 Points**

    Question 2

    Assuming that this variable is normally distributed, what proportion of the data would you predict to be less than 40 minutes? This would be based on the calculated probability.

    To approximate this probability with Excel, find a free cell on the spreadsheet and use the formula
    **=NORM.DIST(40,mean,stdev,TRUE)**. For the "mean" and "stdev" in the formula, you
    _don't_ want to type those words, you want to actually enter the cell numbers in which you just found the average and standard deviation of your DRIVE variable.

    (Keep your answer in decimal form and round your answer to 3 decimal places)

    **Fill in the Blank:** The proportion of values that I expect to be less than 40 minutes is _____________.

    **Blank 1**

    · Blank 1

    Bottom of Form

    3.

    Top of Form

    Question 3

    **Question 3**

    **2 Points**

    Question 3

    Now, determine the
    **_actual_** proportion of data points in the dataset that fall within this range (less than 40 minutes). To find the actual proportion, sort the DRIVE variable, and count how many of the data points are less than 40. Then, divide that number by the total of 35 data points.

    (Keep your answer in decimal form and round your answer to 3 decimal places)

    **Fill in the Blank:** The actual proportion of values less than 40 minutes is ___________.

    **Blank 1**

    · Blank 1

    Bottom of Form

    4.

    Top of Form

    Question 4

    **Question 4**

    **2 Points**

    Question 4

    How does your predicted probability from question 2 compare to the actual probability calculated in question 3? In other words, if these values are different, why do you think they're different, etc?

    Option A

    The probability calculations are different. In part 2, we calculated the probability based on the assumption that the distribution of the "drive" variable is normally distributed. If the distribution is not bell-shaped, then the probability estimation (in part 2) would not be accurate.

    Option B

    The probability calculations are the same.

    Option C

    The probability calculations are different. This must mean that something is wrong with our technology.

    Bottom of Form

    **## math1342_database3.xlsx**

    ## MATH399 Data Sheet

    | | | | | | | | | | | | |
    | — | — | — | — | — | — | — | — | — | — | — | — |
    | Drive (miles) | Birth Year | State | Shoe Size | Height (inches) | Sleep (hours) | Gender | Class Standing | Car Color | TV (hours) | Money (dollars) | Coin |
    | 4 | 1988 | NY | 9 | 69 | 7 | F | Sophomore | blue | 5 | 21.00 | 5 |
    | 6 | 1990 | OR | 13 | 75 | 10 | M | Junior | silver | 6 | 7.00 | 4 |
    | 6 | 1978 | MI | 10 | 66 | 6 | M | Freshman | black | 5 | 34.00 | 3 |
    | 20 | 1977 | IL | 5 | 62 | 7 | F | Junior | black | 3 | 10.00 | 2 |
    | 20 | 1985 | OR | 7 | 65 | 4 | F | Sophomore | green | 1 | 46.00 | 4 |
    | 25 | 1988 | CA | 8 | 69 | 6 | F | Senior | silver | 4 | 30.00 | 4 |
    | 25 | 1995 | GA | 9 | 63 | 7 | M | Junior | silver | 3 | 53.00 | 5 |
    | 28 | 1992 | NY | 7 | 67 | 4 | F | Freshman | black | 1 | 25.00 | 4 |
    | 29 | 1990 | TX | 11 | 70 | 7 | M | Freshman | silver | 2 | 28.00 | 3 |
    | 33 | 1985 | SC | 11 | 68 | 8 | M | Sophomore | blue | 1 | 9.00 | 4 |
    | 33 | 1990 | TX | 9 | 75 | 7 | M | Senior | silver | 5 | 54.00 | 7 |
    | 36 | 1982 | MI | 10 | 61 | 7 | M | Senior | blue | 6 | 5.00 | 2 |
    | 36 | 1996 | TX | 7 | 66 | 5 | M | Freshman | orange | 3 | 7.00 | 3 |
    | 36 | 1990 | IL | 12 | 61 | 7 | M | Junior | red | 4 | 14.00 | 3 |
    | 36 | 1988 | OR | 9 | 73 | 7 | M | Sophomore | blue | 5 | 23.00 | 5 |
    | 40 | 1987 | IL | 10 | 68 | 6 | M | Sophomore | silver | 5 | 16.00 | 5 |
    | 42 | 1962 | IL | 8 | 65 | 6 | F | Junior | red | 4 | 4.00 | 4 |
    | 54 | 1968 | FL | 9 | 70 | 8 | F | Freshman | green | 2 | 5.00 | 3 |
    | 54 | 1970 | NV | 11 | 65 | 4 | F | Freshman | silver | 5 | 54.00 | 7 |
    | 55 | 1997 | OH | 9 | 67 | 6 | F | Freshman | dark blue | 4 | 27.00 | 2 |
    | 63 | 1990 | PA | 10 | 66 | 8 | F | Sophomore | silver | 3 | 5.00 | 7 |
    | 63 | 1986 | MI | 5 | 69 | 7 | F | Sophomore | orange | 3 | 9.00 | 2 |
    | 71 | 1984 | MI | 11 | 64 | 6 | F | Freshman | silver | 2 | 1.00 | 2 |
    | 73 | 1968 | FL | 12 | 70 | 7 | F | Junior | green | 4 | 15.00 | 3 |
    | 73 | 1987 | SC | 11 | 68 | 7 | F | Junior | red | 2 | 18.00 | 5 |
    | 76 | 1985 | PA | 11 | 70 | 8 | F | Sophomore | blue | 3 | 5.00 | 4 |
    | 76 | 1992 | NY | 9 | 65 | 7 | F | Freshman | red | 6 | 7.00 | 2 |
    | 76 | 1990 | PA | 11 | 63 | 4 | M | Sophomore | silver | 5 | 13.00 | 5 |
    | 76 | 1991 | NY | 9 | 63 | 6 | M | Sophomore | silver | 4 | 38.00 | 2 |
    | 78 | 1995 | CA | 11 | 63 | 6 | M | Junior | blue | 2 | 47.00 | 2 |
    | 80 | 1989 | NV | 12 | 69 | 8 | M | Senior | white | 4 | 3.00 | 4 |
    | 80 | 1990 | SC | 10 | 63 | 8 | F | Senior | black | 2 | 7.00 | 7 |
    | 80 | 1999 | FL | 9 | 66 | 7 | F | Freshman | black | 5 | 22.00 | 2 |
    | 88 | 1998 | SC | 6 | 63 | 5 | F | Freshman | black | 3 | 43.00 | 6 |
    | 94 | 1983 | KY | 11 | 74 | 8 | M | Sophomore | red | 3 | 20.00 | 4 |

    ## Sheet1

    |
    |

    **## chapter6excelassignment.docx**

    1.

    Top of Form

    Again, you will use the student survey from the Excel spreadsheet given at the beginning of the course:
    [MATH 1342 Database.xlsx](https://content.ctcd.edu/courses/math1342-lec/m23/docs/math1342_database.xlsx)

    Find two free cells in the spreadsheet to enter the appropriate formulas to find the mean and standard deviation of the DRIVE variable by using
    **=AVERAGE(A2:A36)** and =
    **STDEV(A2:A36)**.

    (Round your answers to 5 decimal places)

    Fill in the blank:

    The
    **mean** of the DRIVE variable is
    **Blank 1**.

    The
    **standard deviation** of the DRIVE variable is
    **Blank 2**.

    · Blank 1

    · Blank 2

    Bottom of Form

    2.

    Top of Form

    Question 2

    **Question 2**

    **2 Points**

    Question 2

    Assuming that this variable is normally distributed, what proportion of the data would you predict to be less than 40 minutes? This would be based on the calculated probability.

    To approximate this probability with Excel, find a free cell on the spreadsheet and use the formula
    **=NORM.DIST(40,mean,stdev,TRUE)**. For the "mean" and "stdev" in the formula, you
    _don't_ want to type those words, you want to actually enter the cell numbers in which you just found the average and standard deviation of your DRIVE variable.

    (Keep your answer in decimal form and round your answer to 3 decimal places)

    **Fill in the Blank:** The proportion of values that I expect to be less than 40 minutes is _____________.

    **Blank 1**

    · Blank 1

    Bottom of Form

    3.

    Top of Form

    Question 3

    **Question 3**

    **2 Points**

    Question 3

    Now, determine the
    **_actual_** proportion of data points in the dataset that fall within this range (less than 40 minutes). To find the actual proportion, sort the DRIVE variable, and count how many of the data points are less than 40. Then, divide that number by the total of 35 data points.

    (Keep your answer in decimal form and round your answer to 3 decimal places)

    **Fill in the Blank:** The actual proportion of values less than 40 minutes is ___________.

    **Blank 1**

    · Blank 1

    Bottom of Form

    4.

    Top of Form

    Question 4

    **Question 4**

    **2 Points**

    Question 4

    How does your predicted probability from question 2 compare to the actual probability calculated in question 3? In other words, if these values are different, why do you think they're different, etc?

    Option A

    The probability calculations are different. In part 2, we calculated the probability based on the assumption that the distribution of the "drive" variable is normally distributed. If the distribution is not bell-shaped, then the probability estimation (in part 2) would not be accurate.

    Option B

    The probability calculations are the same.

    Option C

    The probability calculations are different. This must mean that something is wrong with our technology.

    Bottom of Form

    **## math1342_database3.xlsx**

    ## MATH399 Data Sheet

    | | | | | | | | | | | | |
    | — | — | — | — | — | — | — | — | — | — | — | — |
    | Drive (miles) | Birth Year | State | Shoe Size | Height (inches) | Sleep (hours) | Gender | Class Standing | Car Color | TV (hours) | Money (dollars) | Coin |
    | 4 | 1988 | NY | 9 | 69 | 7 | F | Sophomore | blue | 5 | 21.00 | 5 |
    | 6 | 1990 | OR | 13 | 75 | 10 | M | Junior | silver | 6 | 7.00 | 4 |
    | 6 | 1978 | MI | 10 | 66 | 6 | M | Freshman | black | 5 | 34.00 | 3 |
    | 20 | 1977 | IL | 5 | 62 | 7 | F | Junior | black | 3 | 10.00 | 2 |
    | 20 | 1985 | OR | 7 | 65 | 4 | F | Sophomore | green | 1 | 46.00 | 4 |
    | 25 | 1988 | CA | 8 | 69 | 6 | F | Senior | silver | 4 | 30.00 | 4 |
    | 25 | 1995 | GA | 9 | 63 | 7 | M | Junior | silver | 3 | 53.00 | 5 |
    | 28 | 1992 | NY | 7 | 67 | 4 | F | Freshman | black | 1 | 25.00 | 4 |
    | 29 | 1990 | TX | 11 | 70 | 7 | M | Freshman | silver | 2 | 28.00 | 3 |
    | 33 | 1985 | SC | 11 | 68 | 8 | M | Sophomore | blue | 1 | 9.00 | 4 |
    | 33 | 1990 | TX | 9 | 75 | 7 | M | Senior | silver | 5 | 54.00 | 7 |
    | 36 | 1982 | MI | 10 | 61 | 7 | M | Senior | blue | 6 | 5.00 | 2 |
    | 36 | 1996 | TX | 7 | 66 | 5 | M | Freshman | orange | 3 | 7.00 | 3 |
    | 36 | 1990 | IL | 12 | 61 | 7 | M | Junior | red | 4 | 14.00 | 3 |
    | 36 | 1988 | OR | 9 | 73 | 7 | M | Sophomore | blue | 5 | 23.00 | 5 |
    | 40 | 1987 | IL | 10 | 68 | 6 | M | Sophomore | silver | 5 | 16.00 | 5 |
    | 42 | 1962 | IL | 8 | 65 | 6 | F | Junior | red | 4 | 4.00 | 4 |
    | 54 | 1968 | FL | 9 | 70 | 8 | F | Freshman | green | 2 | 5.00 | 3 |
    | 54 | 1970 | NV | 11 | 65 | 4 | F | Freshman | silver | 5 | 54.00 | 7 |
    | 55 | 1997 | OH | 9 | 67 | 6 | F | Freshman | dark blue | 4 | 27.00 | 2 |
    | 63 | 1990 | PA | 10 | 66 | 8 | F | Sophomore | silver | 3 | 5.00 | 7 |
    | 63 | 1986 | MI | 5 | 69 | 7 | F | Sophomore | orange | 3 | 9.00 | 2 |
    | 71 | 1984 | MI | 11 | 64 | 6 | F | Freshman | silver | 2 | 1.00 | 2 |
    | 73 | 1968 | FL | 12 | 70 | 7 | F | Junior | green | 4 | 15.00 | 3 |
    | 73 | 1987 | SC | 11 | 68 | 7 | F | Junior | red | 2 | 18.00 | 5 |
    | 76 | 1985 | PA | 11 | 70 | 8 | F | Sophomore | blue | 3 | 5.00 | 4 |
    | 76 | 1992 | NY | 9 | 65 | 7 | F | Freshman | red | 6 | 7.00 | 2 |
    | 76 | 1990 | PA | 11 | 63 | 4 | M | Sophomore | silver | 5 | 13.00 | 5 |
    | 76 | 1991 | NY | 9 | 63 | 6 | M | Sophomore | silver | 4 | 38.00 | 2 |
    | 78 | 1995 | CA | 11 | 63 | 6 | M | Junior | blue | 2 | 47.00 | 2 |
    | 80 | 1989 | NV | 12 | 69 | 8 | M | Senior | white | 4 | 3.00 | 4 |
    | 80 | 1990 | SC | 10 | 63 | 8 | F | Senior | black | 2 | 7.00 | 7 |
    | 80 | 1999 | FL | 9 | 66 | 7 | F | Freshman | black | 5 | 22.00 | 2 |
    | 88 | 1998 | SC | 6 | 63 | 5 | F | Freshman | black | 3 | 43.00 | 6 |
    | 94 | 1983 | KY | 11 | 74 | 8 | M | Sophomore | red | 3 | 20.00 | 4 |

    ## Sheet1

    |
    |

    – 1
    – 2

  • [Solved] Reading Milwaukee Brewers Assignment

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    Executive Solution Overview

    CASE STUDY: MILWAUKEE BREWERS ASSIGNMENT INSTRUCTIONS OVERVIEW Each Case Study assignment is designed to help the student make application of course content to a real world situation. Read the assigned case study and connect the key issues in the case to assigned readings and presentations. Respond …

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    Assignment Prompt & Instructions

    CASE STUDY: MILWAUKEE BREWERS ASSIGNMENT INSTRUCTIONS
    OVERVIEW
    Each Case Study assignment is designed to help the student make application of course content
    to a real world situation. Read the assigned case study and connect the key issues in the case to
    assigned readings and presentations. Respond to the questions with direct, thorough responses.
    Each case study assignment should include the following:
    • Title Page in APA format
    • Introduction to the case summarizing the situation
    • Questions converted to sub-headings – responses to each question
    • Strong conclusion that summarizes the ideas
    • APA Style Reference page (as needed)
    INSTRUCTIONS
    Milwaukee Brewers Case Study
    Some years ago, the Milwaukee Brewers’ then-president Bud Selig made the decision that, in
    order to keep the Brewers in Milwaukee, the organization needed to construct a new stadium.
    Under the supervision of the new president, Wendy Selig-Prieb (Selig’s daughter), ground was
    broken for MillerPark on November 9, 1996. In 2000, President Selig-Prieb stated, “The Miller
    Park era is beginning soon, and with it a renewed vitality for major league baseball in Wisconsin.
    Accordingly, we are committed to bringing a championship to Wisconsin. Our fans will enjoy a
    world class ballpark, and also deserve a rewarding game experience.” Selig-Prieb believed that
    Miller Park would bring fortune to Milwaukee, the surrounding area, and the Brewers; the same
    is true for any organization that thinks it is necessary to build a multimillion dollar facility.
    Countless Major league baseball teams all over the nation have considered, are considering, or
    are in the process of building new stadiums in order to keep players, the community, fans, and
    team executives happy. Most cities and teams turn to the idea of the new facility when they are
    facing a buyout, relocation considerations, player and fan dissatisfaction, and so on. Baseball
    club officials understand that the decision to construct a new facility can often reverse these
    negatives.
    County Stadium, the former home of the Milwaukee Brewers, opened on April 6, 1953, and
    increased its seating capacity over the years to hold 53,192 fans. Miller Park, on the other hand,
    holds only 43,000 spectators but features a convertible, fan-shaped roof. Miller Park is a more
    elaborate establishment than the old County Stadium; it is the extra details found in new
    stadiums that executives of major league teams believe will help keep their organizations
    competitive from all angles.
    Identify and explain the potential problems and opportunities that both the team and the
    city might have faced that could have led to the decision to construct a new facility.
    1. Use the steps provided in Exhibit 6.1 to decide whether you would have tried to build a
    new stadium if you were in Selig-Prieb’s shoes.
    2. Do you believe that facility construction is a rational decision for (1) team executives,
    (2) city officials, and (3) local citizens? Explain.
    3. Should team executives, city officials, and local citizens all be able to participate in the
    decision-making process of building a new stadium? Explain the advantages and
    disadvantages of including all of these individuals.
    4. When making decisions about building a new facility, what type of decision style(s) and
    problem attributes are most relevant and important? Explain.
    5. Identify how Miller Park has helped or hindered the Brewers organization by finding
    statistics from attendance records at County Stadium in 1999 and comparing them to
    current records at Miller Park. With what you have learned, and with any additional
    information you have found, justify whether or not the decision to build the stadium was
    a positive move for the team.
    6. Go online to locate another organization that has recently built or is currently
    considering building a new facility. Use that organization’s website to try to identify
    what led to that decision. Include any information regarding the funding options
    associated with facility construction. Suggest some possible alternatives to facility
    construction, if appropriate.