What drives people to behave in different ways in the face of similar situations?

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Unit 2 Lab Assignment: Motivations and Emotions
The study of motivation asks: ·
– What motivates human behavior?
– What drives people to behave in different ways in the face of similar situations?
– What accounts for the same person being driven by different motives?
The study of emotion asks:
– What is the purpose of emotion?
– What factors contribute to the experience of emotion?
– How does emotion serve as an important form of intra and inter personal communication?
– What accounts for emotional intelligence?
Directions:
1) Read Chapter 8 and consider the above questions.
2) Create a hypothesis about a key concept addressed in the chapter (e.g., love, sex, food, work, etc.) and its place in society today.
a. One such concept/hypothesis formulation might read:
Society is obsessed with romantic notions of love, so we would expect to find more expressions of romance and representations of traditional courtship in popular art, music, and cinema, than other forms of love, like dedication, sex, companionship, or aspiration.
3) Listen to radio and/or music on your phone, as usual, for the duration of one week. While listening, record the total number of songs and log the key concept addressed in each song (e.g., 27 songs were played: 14 centered on love; 5 centered on sex; 6 centered on partying; 2 centered on aspiration).
4) Compose a summary of your listening experience that includes:
a. Presentation of your hypothesis and the reasoning behind it
b. Frequency distribution of songs in accordance with key concepts
c. Sampling list of song titles and the key concept each demonstrates
d. Discussion of your hypothesis given the frequency distribution, identifying in bold at least 10 terms from the reading (e.g., sensation seeking, drive-reduction theory, facial expressions, etc.).
i. For each term, paraphrase its definition and explain its relevance to your listening experience. Specific analysis of the lyrics of one or more songs is encouraged, in order to support statements made.
This essay should be at least two (2) pages in length and written in APA-style (i.e., double-spaced, Times New Roman 12-pt font, 1-inch margins, page number. etc.), but no cover page, abstract, citations, or references are required, as this is a short assignment and all terms are taken from the textbook.
Use—but not overuse—of the first person is permitted.
Name and date should be placed in the upper left-hand corner of the first page of text

What amount must he deposit annually to be able to make the desired withdrawals at retirement?

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PRACTICAL APPLICATION PROBLEM 1                                                                                  

This problem is worth 10% of your term grade. Note that there is a numeric (problem solving) component as well as an essay question. All parts must be completed successfully for full credit. The problem section is worth 20 out of 30 points and the essay section is worth 10 out of the 30 point total.

Planning for retirement is vital to most individuals. Social Security is a good idea, but it is in danger of running short of funds in the coming years. This problem is structured to help you think about how to save for the future. As with many time value of money problems, you may still need to draw a time line. Note the following requirements for this problem.

  1. Answer each of the questions below as directed and submit this file to the assignment folder. Rename the file with your first and last name and Problem 1. (such as: Your Name Problem 1)
  2. You must “show your work”. That means, for every calculation, show the inputs you used on the calculator: N (# periods)= ??, I/Y (rate) = ??, PV = ??, PMT = ?? And FV = ?? In TVM problems, you must have 4 of the 5 values, solving for the 5th. Zero is often a valid value and where appropriate, show this. For example, on a monthly mortgage, you owe an amount, and this is the PV, you pay off in x periods (# years * 12), which is N, you have a periodic interest rate, that is annual rate/12, and you owe nothing at the end (FV = 0). You are then solving for PMT.

A correct answer with no work shown is scored as a 50%. An incorrect answer with no work shown is scored as 0%.

Incorrect answers with work shown will receive at least some partial credit.

  1. Clearly indicate your final answer for each section. Make it easy for your academic coaches to grade the assignment please.

THE SETUP:

Your best friend Dave just celebrated his 24th birthday and wants to start saving for his anticipated retirement. Dave plans to retire in 36 years and believes that he will have 25 good years of retirement and believes that if he can withdraw $125,000 at the end of each year, he can enjoy his retirement. Assume that a reasonable rate of interest for Dave for all scenarios presented below is 6.5% per year.

This is an annual rate, review each individual question for more specifics on compounding periods per year.

Because Dave is planning ahead, the first withdrawal will not take place until one year after he retires. He wants to make equal annual deposits into his account for his retirement fund.

For each question, add blank lines as needed to provide your solution.

  1. If he starts making these deposits in one year and makes his last deposit on the day he retires, what amount must he deposit annually to be able to make the desired withdrawals at retirement?

A1) First: Amount needed at retirement (3 pts):

 

A2) The amount Dave must save each year (beginning at the end of the first year) to fund his retirement is (3 pts):

A3) If Dave decides to make monthly deposits to reach his same retirement goal, how much must Dave start depositing one month from today? (3 pts)?

  1. If Dave decides instead to take exotic vacations each year for the next 5 years, and delay putting aside funds for that time, (1st deposit at the end of 5 years from now, leaving only 31 years to grow his retirement nest egg), what amount must he deposit annually to be able to make the desired withdrawals at retirement (4 pts)?

 

  1. We are now back to Dave starting his retirement investments one year from now. Suppose your friend has just inherited a large sum of money. Rather than making equal annual payments for the entire investment period , he has decided to make one lump sum deposit today to cover his retirement needs. What amount does he have to deposit today? (3 pts)

 

  1. We are now back to Dave starting his retirement investments one year from now (36 years to retirement). Suppose Dave’s employer will contribute $2,500 to the account each year as part of the company’s profit sharing plan. In addition, assume that Dave has a trust fund that will pay out $50,000 to him when he is 40 (16 years from now). What amount must he deposit annually under these assumptions to be able to make the desired withdrawals at retirement?

To find the amount of the annual deposit now, it is easier to break down the components of the problem. Doing so for each of the following to find your friend’s annual deposit, we get:

D1) Value of employer’s contribution at retirement (1 pt):

 

 

D2) Value of trust fund at retirement (1 pt):

 

 

D3) Remaining amount that Dave needs at retirement (1 pt):

 

 

D4) (Final answer) Amount to save each year under these assumptions (1):

 

 

 

ESSAY SECTION, CONCEPTUAL

 

There are obvious simplifications in this problem, making it unreasonable in “real life”. Begin by discussing how economic conditions, chosen investment vehicles (FDIC insured investments, mutual funds, stock markets, etc.), diversification (e.g., invest all in Tesla or go with index funds), rates of return, and inflation will affect retirement planning. What are some ways that those saving for retirement can help address the key issues you have discussed? Be sure to address both parts of this question.

Read the Rubric for essay section (below). The essay section is worth 10 out of the assignment’s 30 point (max) total.

 

Rubric for the essay section:

  • Answer provides enough depth to cover the topic (250 words minimum).
  • Response is well written and free from writing errors (grammar, punctuation, sentence structure, spelling, etc.)
  • APA citation for sources provided (with a minimum of 1 reference, but no more than 5 references). The sources are of high quality (books, journal articles, reputable business magazines, professional association publications, government websites etc.). INVESTOPEDIA (OR WIKIPEDIA) is not considered a proper reference.

 

Begin essay below:

Just start typing over this text

 

 

 

 

 

Behavioural economics and Climate change:Consider how auctions may be used in mitigating global warming.

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Use economics concepts. Each summary should range between 450-500 words.

  • Where is the evidence that confirmatory bias may lead to people using information inappropriately? (Summarize each article – its purpose, method, data, participants, finding, conclusion and answer each question in terms of climate change
  • Where is the evidence that signals may be misleading? (Summarize each article – its purpose, method, data, participants, finding, conclusion and answer each question in terms of climate change)
  • Where is the evidence of coordination (or lack thereof) in the context of mitigating climate change? (Summarize each article – its purpose, method, data, participants, finding, conclusion and answer each question in terms of climate change)
  • How would you frame a public goods game to maximise efforts towards mitigating climate change? (Summarize each article – its purpose, method, data, participants, finding, conclusion and answer each question in terms of climate change)
  • Consider how auctions may be used in mitigating global warming. (Summarize each article – its purpose, method, data, participants, finding, conclusion and answer each question in terms of climate change)

How does teacher guided art instruction compare to self-guided art instruction in my preschool classroom in terms of artistic development?

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Literature Review

October 7, 2019

 

In Integrating Art into the Early Childhood Curriculum: Appendix A—Children’s Art Development, authors Althouse, et.al, seek to provide teachers with a rating tool used to evaluate student artwork. The writers included ten indicators on their assessment.  These items work together to measure a student’s level of creative, cognitive, and artistic thinking which all translate into artistic thinking. The authors cite the first 6 indicators on the rating scale as items that can be observed in a student’s artwork, they are: repletedness, elaboration, originality, composition, expression, and fluency.  The 4 remaining indicators are designed to be observed over time, they are: flexibility, problem solving, transfer of artistic knowledge and skills, and use of art language to discuss work. This seems to be a well throughout rating scale that will be helpful to me during the experimental process.

 

In Visual Art: Accessing Content through Image, the authors Donovan et.al, seek to convey that images help to construct meaning.  They believe visual art are relevant in the education sector because they see visual arts as a universal language that enables students to grasp concepts that may otherwise be hard to understand. The authors assert that visual arts can enhance many of the subjects’ students study in school. They affirm that reading is enhanced by the creation of mental images. In writing, students’ imaginations open up once visuals are incorporated, writes block is also avoided. In science, visual art education helps students make better observation which will enables students to include more details in their sketches, which in turn helps them better understand the specimen at hand.  They also point out in mathematics that visuals are key and are helpful in making mathematics more concrete. The authors go on to further justify their claims that visual arts improve academic achievement. They affirm that engaging readers in visual arts allows readers to visualize and interpret text better than text alone, which in turn enhances literacy skills.  The authors quoted a study that stated that students enrolled in a visual arts program by the Guggenheim Museum performed better in six categories of literacy and critical thinking skills, namely: detailed description, hypothesizing, and reasoning than those who did not attend the program.

 

In Significance of Adult Input in Early Childhood Artistic Development, Author Anna M. Kindler believes that there is a discrepancy between what is known about the stages of artistic development and how art instruction is approached by both teachers and parents. Piaget believes that artistic growth begins in his preoperational and early concrete operational stages, which is as early as two years old and goes up to 9 years old. The authors hold that there is not much of an emphasis on developing preschool children’s artistic development. Unfortunately, history reveals that in the 19th century children were seen as unskilled, miniature adults so there was no real concept of childhood whatsoever, thus no emphasis on artistic development in children. It was only in the last century did a shift begin to occur when it came to children’s’ art development.  This emphasis was on allowing children to find their own sense of creativity that is supposedly buried within them. Philosopher Franz Cizek believed that “method poisons art” (Efland, 1976, P. 71) this belief caused educators to take a hands-off approach when introducing children to art. This view is still perpetrated in preschool classrooms and beyond in North America. Many, who have learned under the pretense of “unfolding” confess that they lack the knowledge needed to facilitate artistic expression and development to their students, therefore this reality disproves that adult intervention is detrimental to a child’s artistic development, rather the opposite is. Vygotsky (1978) disagreed with this notion, and instead asserted that learning inspires development, and once learning is internalized then it becomes a part of a child’s “independent developmental achievement” (p.90).  Vygotsky further elaborates his theory by stating that using a laissez-faire approach to learning does not encourage students to progress on to areas that they are well ready for.

 

In Preschool Day Care and Artistic Expression of Pupils in the First Grade of Primary School, Kljajic and Cagran (2015) are convinced that there are specific variations among pupils concerning their form of preschool day care with the aim of explaining whether a child’s environment impacts the development of their artistic abilities. The authors highlighted that children spent time between their birth and school enrollment in various environments. During this time, children develop at different rates with some progressing faster and some slower. Besides school and kindergarten environment, children often learn spontaneously uniquely depending on the world around them. By the age of two they begin developing artistically. It is then that they notice materials that leave stains on their cloths or floor. Developing artistic skills in children has been associated with their cognitive processes, motor development and use of materials of art. The study found that there was a statistically significant variation in the level of art skills among the pupils considering with regards to their form of early childhood daycare technique of charcoal drawing.  The highest level of artistic skills was evident among children who spent time with grandparents unlike those that attended kindergarten. The study also found that tendency of artistic skill level among pupils was evident in crayon painting, potato printing, and monotype. The findings mean that regardless of the environment a child grows up in, subjecting them to various art techniques by providing them a variety of materials, they develop motor skills.

 

In Cross-cultural Analysis of Artistic Development: Drawing by Japanese and U.S. Children Toku (2001), disagrees with the belief that drawing in children follows a universal pattern during their early years despite their culture or gender. Toku proceeds to reveal that characteristic and universal patterns in children including spatial patterns and graphic representational patterns emerge with children’s cognitive development and physical growth. However, Toku confirms that during their early ages, children’s artistic development depicts a universal pattern coupled with cultural specificity upon attaining particular ages. Consequently, the universal artistic development tendency is restricted within the early years up to 6 years, when cultural and educational influences kick in. The study was conducted in spring 1993 to a total of 1250 collected drawings from among United States children in second fourth, and sixth grades. Another set of 767drawings were collected among Japanese students in the same age group 2nd, 4th, and 6th grade from the same areas as those of the US children. The subject for each of the drawing was me and my friends playing in the school yard.  The study found significant variations between US and Japanese children within the process of spatial treatment. The differences were attributed to education culture in Japan requiring that children begin drawing at an early age, and intense training of Japanese kindergarten teachers as art experts. The difference in language was also found to be contributing factor to the variations. In essence, the findings depicted that cultural differences contributed to the variations in artistic development among children across various cultures.

 

 

References

 

Donovan, L.; Pascale. L. (2004) Integrating the Arts  Across the Content Areas Huntington Beach, CA: Lesley University.

 

Althouse, R.; Johnson, M.H.; Mitchell, S.T. (2003). The Colors of Learning: Integrating the Visual Arts into Early Childhood Curriculum. New York, NY: Teachers College Press. 129-144/

Althouse, R.; Johnson, M.H.; Mitchell, S.T. (2003). The Colors of Learning: Integrating the Visual Arts into Early Childhood Curriculum. New York, NY: Teachers College Press. Apendix A

Kljajič, A. and Čagran, B. (2015). Preschool day care and artistic expression of pupils in the first grade of primary school. The New Educational Review, 41(3), pp.27-38.

Toku, M. (2001). Cross-cultural Analysis of Artistic Development: Drawing by Japanese and U.S. Children. Toku, Masami, 27(1), 46-59.

 

Equality of opportunity in the U.S: How well has the United States lived up to this ideal?

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In your essay, you must use specific and substantive examples (through paraphrasing and quotes) from at least three readings from the Fall 2019 course syllabus. You may use additional sources from the syllabus, but only after you have used three readings from Unit III.

https://www.nytimes.com/2019/02/11/us/politics/sexism-double-standard-2020.html?module=inline

https://ew.com/movies/2017/10/18/15-years-later-real-women-have-curves-is-still-a-cultural-revolution/

https://www.pewresearch.org/fact-tank/2017/12/28/10-things-we-learned-about-gender-issues-in-the-u-s-in-2017/

https://nwlc.org/blog/ending-sex-discrimination-health-care/

Your essay must have a thesis statement and be organized thematically, not by readings

How does the digital divide apply to the store that you work in for this scenario?

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Competency

This competency will allow you to demonstrate your understanding of prominent sociological theories and how they impact the digital world.

Instructions

You are working for a local department store in the Operations Department. You notice that their business practices and use of technology are not up to date. The Human Resources Department does not have adequate computer access and often requires employees to complete some business at home. They also require prospective employees to apply from home. You recognize that not all people have personal computers, and some might be accessing business and personal records from a public computer. There are two prominent sociological theories that can be used to easily examine computer usage for individuals and organizations. Those theories are Conflict Theory and Symbolic Interaction Theory.

At a staff meeting, you and your team are engaged in a discussion about the use of technology on both an individual and organizational level. You cite the digital divide as a major concern. Your store is considering an upgrade in some or all of their technological resources.

Recognizing that you are technologically savvy, your supervisor asks you to generate a visual comparison that considers the use of public computers versus a personal computer. You will rank concepts such as ease of use, time, and comfort in completing tasks, security factors, email management, and safety in conducting business that is typically completed on a computer that may lead someone to experience the digital divide (a difference between groups of people and their use of digital technology). You will also need to consider the sociological theories named above and explain how from a sociological perspective, it would benefit or hinder the store you work in to upgrade their technology.

Your comparison should consider various factors identified below and will illustrate the benefits and some potential limitations of utilizing technology. Your presentation will be presented to your supervisor and other members of the Operations Department in order to determine which, if any, components of the store’s current technological operations will be updated. The visual comparison can be in any engaging format that you select.

For this comparison chart, you are to reflect upon and address the following sets of questions/information.

Define conflict theory.
Define symbolic interaction theory.
Discuss how each of these theories would explain the use of technology and the development of the digital world we now live.
Consider multiple ways that society has changed in the past several decades and what contributed to that change.
Provide examples of technological growth and change over the past several decades.
Make direct correlations between the technologies that exist and the changes that have occurred at the organizational and societal levels in the past several decades.
Define digital divide.
Consider factors that create the digital divide, such as access to technology, socioeconomic status, age, personal interest, location of residence, etc.
Based upon factors that cause the digital divide, suggest ways that this divide can be combated.
How does the digital divide apply to the store that you work in for this scenario?
Which theoretical perspective can best be applied to your store in the above scenario to help explain and counter the impacts of the digital divide?

Bank Management:How diversified are the national banking systems?

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Bank Management
The Bank Management assignment is a Group project requiring teams to carry out a competitive analysis of national banking systems.
Overview of Requirements
Form into teams of five students only. I expect team members to show courtesy and respect towards one another. Please inform me of the membership of each team.
Prepare an Analyst Report on the team’s findings from an analysis of data provided by The World Bank in its Global Financial Development Database. Each team can access the latest version (July 2018) of this database by clicking on:
https://www.worldbank.org/en/publication/gfdr/data/global-financial-development-database
The report should be around 2,500 words. It should contain tables and charts that will not form part of the word count. Teams should place their tables and charts at suitable points in the report.
Team members will receive the same mark adjusted by peer assessment using WebPA. Failure to submit a WebPA evaluation will result in a deduction of 10% for an individual.
The assignment constitutes 20% of the overall mark for Bank Management.
Please submit the Report into TurnItIn. Non-compliance will result in the award of a zero mark.
Please note that plagiarism including use of essay mills is a serious offence.
Bangor Business School will consider extensions for assignments only if the request includes certifiable evidence of a genuine complaint or circumstance.
The submission date is Friday 6th December 2019.
Requirements
Your assignment for Bank Management will deepen your knowledge of how analysts examine competitive conditions and the performance of national banking sectors. The assignment will sharpen your analytical skills and your ability to work comfortably with Excel, which is widely used in the banking and financial industry. Thus, the assignment is an excellent opportunity for you to develop transferable skills as well as to improve academic knowledge.
After sourcing the database, select any five countries one of which must be the UK.
SUGGESTED TASKS
The database contains a number of indicators and it is each group’s responsibility to decide which indicators to analyse. The database includes definitions of each indicator as well as identifying the indicators in four broad areas: Access; Depth; Efficiency; Stability. The indicators focus on banking sectors and financial markets. Below are some recommendations that can help teams to build up their analysis.
Identify the level of financial deepening in the banking system of your choice. Show whether the systems are bank-based and/or market-based, which is important for banks wishing to diversify their activities. Similarly, you can extend your analysis to cover access to services.
To what extent are the national banking systems over or under-banked? Is there room for banks to extend further credit and take additional deposits?
How competitive is each banking system? Which measures of competition are available and justify your preference.
Are individual banking systems becoming more or less competitive over time?
To what extent are banks able to exploit market power in their national banking systems?
What is the level of profitability in each banking system and are banks becoming more or less profitable over time?
Which factors could be driving trends in bank profitability? Focus attention on any possible trade-offs between bank profitability and bank liquidity, and bank profitability and bank solvency. Consider also the quality of bank loans.
Take the inverse of the ratio of bank capital-to-total assets to obtain a measure of leverage. Plot the relationship between bank profitability and leverage. Discuss why leverage is important and what your observations indicate.
How diversified are the national banking systems? Hint: look at the ratio of noninterest income-to-total income.
Are national banking systems effective in their management of overhead costs?
Taking the ratio of cost-to-income to proxy bank efficiency, what do the data tell you about how efficient national banking systems are?
Taking the Z score to proxy bank stability, what do the data tell you about how stable (risky) national banking systems are?
Using suitable graphics, plot the relationship between competition and efficiency; competition and stability; and efficiency and stability. Discuss your observations.

INVESTMENT BANKING:What is the buyer business model?

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INVESTMENT BANKING ASSIGNMENT
You work for an investment bank and it has been assigned you the task to analyse an M&A
deal, understanding the structure and the motivation. Hence, you need to present a detailed
report about the M&A deal. Below are listed and described your tasks:
1) Description of the Buyer (10 points)
In this section, you need to acquire information about the buyer. First, you need to look
at the company sector and the country where the buyer operates. Second, you compare
the size of the company to their peers (similar companies) to see whether the company
is important for the domestic economy. This will help you to understand whether the
M&A affects the industry competition. Third, you need to describe the activities done
by the buyer (what does the buyer sell? What is the buyer business model?). Finally,
you need to highlights some key performance indicators of your choice and comment
them. This can help you in understand the motivation of the M&A.
Note: these are some of the points you can include in the buyer section. However, many
others can be included if you believe to be important.
2) Description of the Acquirer (10 points)
In this section, you acquire information about the target company. As for the buyer, you
have to look at the company sector; country of the company; size of the company
compared to the peers and importance for the domestic economy; description of the
activities done by the target and key highlights of the buyer financial statement.
Note: Sections number 1 and 2 should be written in executive summary format. Use
your own creativity. Pictures and a nice layout will improve your presentation.
3) M&A Description (25 points)
In this section, you are asked to investigate the following points: 1) Is the target a merge
of an acquisition? 2) When did the M&A take place (agreement date)? How much was
the deal value at announcement date? 3) What source of financing the buyer employed
INVESTMENT BANKING ASSIGNMENT
to acquire the target (cash, common stocks, debt…)? 4) How much of the target’s equity
stake has been acquired?
Furthermore, you are supposed to find information about: the name of the financial
advisor/s (buyer side); the name of the financial advisor/s (seller side); the name of the
legal advisor/s (buyer side) and the name of the legal advisor/s (seller side). These
information will help you to evaluate whether the M&A has been successful.
4) M&A: The Reasons (20 points)
In this section, you will investigate the reasons that induced the buyer to acquire or
merge with the target. The questions you should keep in mind while working on this
section are: 1) why did the buyer merged and/or acquired the target? 2) Are there
firm/bank-specific reasons? You can use multiple sources to check why this should be
the case (financial statements for example). You can also compare some of the key
indicators of the bank to their peers to spot differences.
Examples: 1) Was the bank inefficient compared to the peers? (so that the M&A was
an attempt to reduce inefficiency); 2) Did the bank want to increase market power? 3)
Did the bank have low profitability?
5) Has the M&A been successful? (25 points)
This point is challenging and you are left by your own.
Hints: Check the academic literature on M&A and bank performance. You do not need
to use complex econometric models. Simple descriptive statistics will be enough. Use
chart and tables to explain the results.
IMP: an excel spreadsheet is provided in the assignment folder which includes the group
members and the M&A (buyer name and target name) being assigned.

What are the effects of marital status on life satisfaction?

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Assignment 5: ANOVA

Open the divorce.sav data file and run the one-way ANOVA to answer the following question: (1 point per lettered question.  Note:  SPSS output required for credit on questions that require SPSS to answer)

What are the effects of marital status on life satisfaction?

  1. State the independent and dependent variables.
  2. State the null and alternate hypotheses.
  3. Run the appropriate analysis using SPSS (Hint: Use the General Linear Models and Univariate Procedure. Select Estimates of Effect Size under the Options tab). Please copy and paste the SPSS output into the assignment.
  4. What are the mean and standard deviation for each of the levels of the IV?
  5. Report the appropriate F statistic, degrees of freedom, p value, and eta squared (η2).
  6. What is your decision regarding the null hypothesis (i.e., did you reject or fail to reject the null)? Explain your decision (1 sentence)
  7. Using Morgan et al text (pp. 55-57) write up a sample results section.

Use the goggles.sav data to run a two-way ANOVA. Consider the following example and then answer the subsequent questions: (7.5 points)

 

Derived from Field (2005), an anthropologist was interested in the effects of alcohol on mate selection at night-clubs. Her rationale was that after alcohol had been consumed, subjective perception of physical attractiveness would become more inaccurate. She was also interested in whether this effect was different for men and women. She picked 48 students: 24 male and 24 female. She then took groups of eight participants to a night-club and gave them either a non-alcoholic lager, 2 pints of strong lager, or 4 pints of strong lager. At the evening she took a photograph of the person that the participant was chatting up. She then got a pool of independent judges to assess the attractiveness of the person in each photograph (out of 100).

3 X 2 factorial design

  1. State the independent variables and the dependent variable.
  2. State the null and alternate hypotheses. 6 hypotheses in all
  3. Run the appropriate analysis and include the Levene’s (Homogeneity of Variance) test and the test of Between-Subjects Effects (Cut and Paste Levene’s Test Output Below – Explain the meaning of this test).

  

Tests of Between-Subjects Effects (Include Data from Output in the Figure Provided Below)

 

Source Df Mean Square F Sig.
Gender 1 168.750 2.032 .161
Alcohol

 

 2 1666.146 20.065 .000
Gender*alcohol 2 989.062 11.911 .000

 

  1. Report the mean and standard deviation for each level of the IV (Cut and Paste Output).
  2. What is your decision concerning the null hypothesis (i.e., did you reject or fail to reject the null)? Explain your response in terms of each p-value reported in the table above. You should have 3 decisions here (to match the 3 effects from the table above).
  3. Post the Estimated Marginal Means of Attractiveness of Data (i.e., the line graph illustrated in the PPT presentation).
  4. Using Morgan et al, write up a sample results section. Be sure to include each of the three p-values in your write up (see the example in the PPT presentation).

Theory of Constraints at The Airport:What are the Steps from Airtime Check-in to Boarding at The Airport?

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Theory of Constraints at The Airport

 

Steps from Airtime Check-in to Boarding at The Airport.

  1. Checking In at the airport

All passengers are required to check-in before boarding the plane. During this process, the passenger is asked several security questions about the luggage the passenger is carrying on the flight.  The passenger is also provided with a boarding pass, which is presented to the airport security in later stages.

Check-in is done in one of the three methods;

  • Online check-inn on the website of the airport
  • Self-service at the airport kiosks
  • Visiting the check-in counters at the airport

 

  • Check-ins always closes 40 minutes before the departure.
  1. Airport Security

After the check-in and luggage handover, the passenger now goes through airport security. The passenger is required to pass their luggage through an x-ray machine to check for dangerous goods. The luggage is also passed through the metal detector. Items like the wallets, cellphones, keys, etc. are passed through the x-ray machine. The passenger is then required to stand at the entrance of the metal detector.  The passenger then collects all their belongings and move towards the gate. The passengers must have their boarding pass at hand.

 

  1. Locating the Boarding Gate

The boarding gates are identified using a letter and a number e.g., A12.  The gate identity is printed on the boarding pass. If check-in is done online, no gate number is reflected, and the passenger needs to check with the information monitors at the airport. The boarding closes 15 minutes before the departure, and a delay at the security or the gates would cause a miss in flight.

  1. Boarding

The boarding pass is scanned again, IDs checked, birth certificates, driving licenses, and passports. Passengers are shown a channel to the aircraft or directed to the bus that takes them to the plane.

 

The major constraint at the airport are the long waits at the screening and checkpoint queues.

Long waits at the Screening and checkpoint queues arise from poor time management and time allocation. A minimum time of 5 minutes can be allocated for every screening and checkpoints. The number of security officers at the security screening and inspections can be increased to serve more passengers at a time and reduce the delay in queues.

During the first stage of airtime check-in, online check-in should be recommended to reduce time wastage before leading to the second stage of security screening. The boarding gates should be well-identified, and cases of changing the boarding gates should be reduced. For the passengers who check-in from the website online, clear information about their boarding gates must be provided. During the process of boarding, fast but thorough confirmations of IDs and passports and scanning should be done to avoid the long wait. More security personnel should also be allocated to the boarding section.

Safety, security enhancement and time management are the primary concerns during the processes. At the airport, the causes of a lack of safety, security, and long waits are improper screening procedures — A small number of security personnel and poor time management techniques, respectively.  According to the theory of constraints, one must first identify the obstacle facing the management process. Secondly, a recommendation on the solution or exploitation of the limitation is made.  From the operations at the airport, the most suitable way to deal with security is by employing more security personnel at every checkpoint.  Allocation of the time limit can be done to screening procedures to minimize time wastage.  Passengers miss flights due to delays in queues and poor communication at the airport. All methods must be stated and relevant consultation offices available all over the airport.

 

 

 

 

 

 

 

 

APPENDIX

 

Airport process   Maximum Time allocation per passenger

(minutes )
 

 

Checking at the airport

 Online check-in  

5
Self-service kiosk  

5
Check-in counters  

5
Airport security    

10
Location of boarding gates    

5
Boarding   5

 

 

 

 

 

References

 

Anderson, J. L. (2006). U.S. Patent No. 7,086,591. Washington, DC: U.S. Patent and Trademark Office.

Kazda, A., & Hromádka, M. (2011). How to improve airport operation? Centre of Excellence for Air Transport, ITEMS 26220120065.

McMullen Jr, T. B. (2013). Introduction to the theory of constraints (TOC) management system. CRC Press.

Rand, G. K. (2000). Critical chain: the theory of constraints applied to project management. International Journal of Project Management, 18(3), 173-177.