...Project In this project, you will find and discern the appropriate data to determine a realistic assessment of the weighted average cost of capital for Google. You will need to search for data from several sources, use subjective judgment to determine which data to use or discard, use subjective judgment to determine which calculation gives a more acceptable estimate and make some simplifying assumptions. The purpose of the projects is to show some of the sources of measurement errors in financial analysis, to introduce the diverse sources of publicly available financial information and to develop skill in analysis in situations where there are too much or too little data. Pages showing equations with data and brief description There is no page length given for this as it can vary greatly. This section is to be divided up based on the topics. In each section, you must show and explain the equations that are used. In addition, you are to draw any conclusions on the company you can from this data. Please note that detailed worksheets showing all of the calculations for this section are to be included in an appendix. Cost of Equity (Common Stock) Beta from Regression and two Betas from analysts Beta Chosen for CAPM and why Capital Assets Pricing Model (include how determined RF and[ RM or (RM – RF)] Discounted Cash Flow (DCF) (only if dividends – include how determined) Own-Bond-Yield-plus-Judgmental-Risk-Premium (include how determine risk premium) Cost of Preferred...
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...methodology you would use to map processes to the organization’s goals and objectives 1.3. Evaluate the output of the process and the quality gateways Task 2 2.1. Design plans which promote goals and objectives for own area of responsibility 2.2. Write objectives, which are specific, measureable, achievable, realistic and time based to align people and other resources in an effective and efficient way 2.3. Implement appropriate systems to achieve objectives in the most efficient way, on time, to budget and meeting organizational standards of quality 2.4. Carry out work activities meeting the operational plan through effective monitoring and control Task 3 3.1. Design systems to manage and monitor quality standards specified by the organization 3.2. Demonstrate quality culture to ensure continuous monitoring, evaluation and development of the process 3.3. Recommend improvements which align with the organization’s objectives and goals and which result in improvements 3.4. Report on the wider implications of proposed changes within the organization Task 4 4.1. Carry out risk assessments as required by legislation, regulation and organizational requirements ensuring appropriate action is taken 4.2. Demonstrate that health and safety regulations and legislation applicable in specific work situations are correctly and effectively applied 4.3. Carry out a systematic review of organizational health and safety policies and procedures in the workplace Chapter 1 Evaluation of interrelationship...
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...& Practices of Assessment ------------------------------------------------- Principles and Requirements of Assessment The Functions of Assessment Varieties of Assessment It's been said that in life, timing is everything. As in life, assessments performed at crucial times in the learning process can spell the difference between gathering data to evaluate students and using assessments to enhance learning. Based on timing and purpose, four functions of assessment data are: * Formative Assessment provides diagnostic feedback to students and instructors at short-term intervals (e.g., during a class or on a weekly basis) * Summative assessment provides a description of students' level of attainment upon completion of an activity, module, or course * Evaluative assessment provides instructors with curricular feedback (e.g., the value of a field trip or oral presentation technique) * Educative assessment Integrated within learning activities themselves, educative assessment builds student (and faculty) insight and understandings about their own learning and teaching. In short, assessment IS a form of learning. At its most useful, educative assessment (sometimes termed active assessment) is an episode in the learning process; part of reflection and autobiographical understanding of student progress. Diagnostic and Formative Assessment Diagnostic Pre-Assessments Diagnostic assessments (also known as pre-assessments) provide instructors...
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...MANAGING INFORMATION SYSTEMS: A PRACTICAL ASSESSMENT TOOL Preview Version February 1999 By the Information Technology Resources Board www.itrb.gov FOREWORD The Information Technology Resources Board (ITRB) is pleased to issue Managing Information Systems: A Practical Assessment Tool. This instrument is designed to assist Federal agencies in understanding how to strategically apply information technology to achieve their missions and deliver services and products. The Assessment Tool contains a broad array of questions in nine areas from which to evaluate information technology systems: mission and vision, customers, business focus, executive direction, capital planning, project management, performance management, acquisition, and architecture. These questions reflect the ITRB members' extensive on-the-job experiences, as well as insights gained from assessments of critical information systems across the Federal government during the past several years. This is a preview version of the Assessment Tool, which will continue to be enhanced over time. Comments or suggestions for improving it should be sent to: Ginni Schaeffer Interagency IT Strategies Division 1800 F Street N.W. Room 2227 Washington, DC 20405 Additional information on the ITRB is available at www.itrb.gov Arnold Bresnick Chair Information Technology Resources Board ACKNOWLEDGEMENTS Information Technology Resources Board (ITRB) ...
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...436_XSS_FM.qxd 4/20/07 1:18 PM Page ii 443_Disaster_Rec_FM.qxd 5/25/07 3:07 PM Page i Visit us at w w w. s y n g r e s s . c o m Syngress is committed to publishing high-quality books for IT Professionals and delivering those books in media and formats that fit the demands of our customers. We are also committed to extending the utility of the book you purchase via additional materials available from our Web site. SOLUTIONS WEB SITE To register your book, visit www.syngress.com/solutions. Once registered, you can access our solutions@syngress.com Web pages. There you may find an assortment of valueadded features such as free e-books related to the topic of this book, URLs of related Web sites, FAQs from the book, corrections, and any updates from the author(s). ULTIMATE CDs Our Ultimate CD product line offers our readers budget-conscious compilations of some of our best-selling backlist titles in Adobe PDF form. These CDs are the perfect way to extend your reference library on key topics pertaining to your area of expertise, including Cisco Engineering, Microsoft Windows System Administration, CyberCrime Investigation, Open Source Security, and Firewall Configuration, to name a few. DOWNLOADABLE E-BOOKS For readers who can’t wait for hard copy, we offer most of our titles in downloadable Adobe PDF form. These e-books are often available weeks before hard copies, and are priced affordably. SYNGRESS OUTLET Our outlet store at syngress...
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...TEACHING NOTE ORGANIZATIONAL CULTURE AND CHANGE By Romuald Stone, DBA The construct of organizational culture has raised considerable interest of both academics and practitioners in the field of change management. Organizational culture is “derived from the anthropological concept of culture that attempts to explain why people in societies believe and behave as they do.” It has “become a common way of thinking about and describing an organization’s internal world—a way of differentiating one organization’s ‘personality’ from another.” This organizational self-image develops over a period of time with the core elements typically coalescing during the organization’s formative years. In many organizations we find a strong dominant culture that is pervasive not only in the headquarters element but across divisions and geographic regions. However, in large organizations this culture is not uniform but instead is composed of many subcultures. Subcultures may share certain characteristics, norms, and values yet they can be totally different with some functioning collaboratively and others in conflict with each other. Definition Organizational culture is defined as a complex set of shared beliefs, guiding values, behavioral norms, and basic assumptions acquired over time that shape our thinking and behavior; they are part of the social fabric of the organization—its genetic code. As such, culture drives the organization and guides the behavior of everyone in that...
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...SYSTEMS ENGINEERING HANDBOOK A GUIDE FOR SYSTEM LIFE CYCLE PROCESSES AND ACTIVITIES INCOSE-TP-2003-002-03 June 2006 INCOSE Systems Engineering Handbook v. 3 SYSTEMS ENGINEERING HANDBOOK A GUIDE FOR SYSTEM LIFE CYCLE PROCESSES AND ACTIVITIES INCOSE-TP-2003-002-03 INCOSE SYSTEMS ENGINEERING HANDBOOK, version 3 June 2006 Edited by: Cecilia Haskins Copyright © 2006 International Council on Systems Engineering, subject to restrictions listed on the inside cover. INCOSE-TP-2003-002-03 June 2006 INCOSE Systems Engineering Handbook v. 3 This INCOSE Technical Product was prepared by the Systems Engineering Handbook Development Team of the International Council on Systems Engineering (INCOSE). It is approved by INCOSE for release as an INCOSE Technical Product. Copyright © 2006 by INCOSE, subject to the following restrictions: Author use: Authors have full rights to use their contributions in a totally unfettered way with credit to this INCOSE Technical Product. Abstraction is permitted with credit to the source. INCOSE use: Permission to reproduce this document and use this document or parts thereof by members of INCOSE and to prepare derivative works from this document for INCOSE use is granted, with attribution to INCOSE and the original author(s) where practical, provided this copyright notice is included with all reproductions and derivative works. Content from ISO/IEC 15288:2002(E) are used by permission, and are not to be reproduced other than...
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...Society of Management Accountants of Canada. All rights reserved. ®/™ Registered Trade-Marks/Trade-Marks are owned by The Society of Management Accountants of Canada. No part of this document may be reproduced in any form without the permission of the copyright holder. May 2013 Case Examination TABLE OF CONTENTS May 2013 Case Examination Page Case Question: Backgrounder ................................................................................... 1 Additional Information ..................................................................... 15 General Comments on Performance ....................................................... 30 Steps for Approaching Business and Corporate Strategy ........................ 41 Marker Assessment Guide ....................................................................... 48 Solution Notes for Markers....................................................................... 58 Sample Response – Successful Attempt #1 ............................................ 79 Sample Response – Successful Attempt #2 .......................................... 111 Sample Response – Unsuccessful Attempt ........................................... 152 May 2013 Case Examination May 2013 Case Examination Backgrounder The background information relating to the Case Examination (Backgrounder) is provided to candidates in advance of the examination date. The Backgrounder contains information about both the fictitious company and the industry...
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...of this study is to determine The Impact of Using Audio Visual Presentation in Storytelling to Attention Span of Kinder 2 a South Crest School S.Y 2014-2015 1. What is the demographic profile of selected respondent in terms of 1.1 Age 1.2 Gender 1.3 Economic Status 2.How many student does have : 2.1 1-5 minutes of attention 2.2 6-10 minutes of attention 2.3 11-15 minutes of attention 2.4 16-20 minutes of attention 3. What are the skills that develop in watching the audio visual presentation? 3.1. Verbal information 3.2 Intellectual Skills 3.3 Cognitive strategies 3.4 Motor Skills 4.4 Attitude 4. Do the use of Audio visual presentation in the story telling affect the attention span of kinder 2 at South Crest School? CONCEPTUAL FRAMEWORK INPUT | PROCESS | OUTPUT | 1. What is the demographic profile of selected respondent in terms of 1.1 Age 1.2 Gender 1.3 Economic Status2.How many student does have : 2.1 1-5 minutes of attention 2.2 6-10 minutes of attention 2.3 11-15 minutes of attention 2.4 16-20 minutes of attention3. What are the skills that develop in watching the audio visual presentation? 3.1. Verbal information3.2 Intellectual Skills 3.3 Cognitive strategies 3.4 Motor Skills 4.4 Attitude 4. Do the use of Audio visual Presentation in the Storytelling affect the Attention Span of kinder 2 at South Crest School? | Assessment Tools * Questionnaire...
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...www.GetPedia.com National Institute of Standards and Technology Technology Administration U.S. Department of Commerce An Introduction to Computer Security: The NIST Handbook Special Publication 800-12 User Issues Assurance Contingency Planning I&A Training Personnel Access Controls Audit Planning Risk Management Crypto Physical Security Policy Support & Operations Program Management Threats Table of Contents I. INTRODUCTION AND OVERVIEW Chapter 1 INTRODUCTION 1.1 1.2 1.3 1.4 1.5 Purpose . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Intended Audience . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Organization . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Important Terminology . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Legal Foundation for Federal Computer Security Programs . 3 3 4 5 7 Chapter 2 ELEMENTS OF COMPUTER SECURITY 2.1 2.2 2.3 2.4 2.5 2.6 2.7 2.8 Computer Security Supports the Mission of the Organization. 9 Computer Security is an Integral Element of Sound Management. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10 Computer Security Should Be Cost-Effective. . . . . . . . . . . . . . . . 11 Computer Security Responsibilities and Accountability Should Be Made Explicit. . . . . . . . . . . . . . . . . . . . . . . . . . . . . ...
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...HRM 4495 CH 7 Team decision making- pitfalls and solutions 1. Decision making is an integrated sequence of activities -gathering, interpreting and exchanging information -creating and identifying alternative courses of action -choosing among alternatives by integrating differing perspectives -opinion of team members -implementing a choice and monitoring the consequence 2. Individual decision making biases -Framing bias E.G. A spread disease in US, two plans were suggested Plan A: if adopted, 200 people will be saved Plan B: if adopted, 1/3 probability that all people will be saved, but 2/3 probability that no one will be saved. Many people chose plan A, then another 2 plan is suggested Plan C: if adopted, 400 people will die Plan D: if adopted, 1/3 probability that no one will die, and 2/3 probability all people will die. When the identical problem with the same differently, more people will chose the risky plan D. options worded *This inconsistency is a preference reversal and reveals the framing effect. Almost any decision can be reframed as a gain or a loss relative to sth. Decision makers’ reference points for defining gain and loss are often arbitrary. -Overconfidence In the team, overconfidence leads people less to focus on their teammates’ strength, as opposed to their weaknesses and neglect the strength and weakness of members of competitor teams. -Confirmation bias It is a tendency for people to...
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...National Institute of Standards and Technology Technology Administration U.S. Department of Commerce An Introduction to Computer Security: The NIST Handbook Special Publication 800-12 User Issues Assurance Contingency Planning I&A Training Personnel Access Controls Audit Planning Risk Management Crypto Physical Security Policy Support & Operations Program Management Threats Table of Contents I. INTRODUCTION AND OVERVIEW Chapter 1 INTRODUCTION 1.1 1.2 1.3 1.4 1.5 Purpose . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Intended Audience . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Organization . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Important Terminology . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Legal Foundation for Federal Computer Security Programs . 3 3 4 5 7 Chapter 2 ELEMENTS OF COMPUTER SECURITY 2.1 2.2 2.3 2.4 2.5 2.6 2.7 2.8 Computer Security Supports the Mission of the Organization. 9 Computer Security is an Integral Element of Sound Management. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10 Computer Security Should Be Cost-Effective. . . . . . . . . . . . . . . . 11 Computer Security Responsibilities and Accountability Should Be Made...
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...English Language Proficiency Assessment in the Nation: CURRENT STATUS AND FUTURE PRACTICE Edited by Jamal Abedi U N I V E R S I T Y O F C A L I F O R N I A , D AV I S • S C H O O L O F E D U C A T I O N Copyright © 2007 The Regents of the University of California The work reported herein was supported in part by the National Research and Development Centers, PR/Award Number R305A050004, as administered by the U.S. Department of Education’s Institute of Education Sciences (IES). The findings and opinions expressed in this report are those of the author(s) and do not necessarily reflect the positions or policies of the Institute of Education Sciences, or the U.S. Department of Education. T his study required the participation of all fifty states, their assessment directors, particularly those involved with the NCLB Title III assessments. Their cooperation and patience is much appreciated, and their dedication to educating young people is greatly admired. We cannot thank the states enough for their collaboration with this project. Many people generously contributed to the development of this report. We are especially indebted to the chapter authors for their invaluable contributions and for their patience throughout this process. Sue Rigney from the U.S. Department of Education contributed greatly to the quality of this work by providing excellent comments and suggestions. We are so grateful for her support, advice and contribution to this report. Kathleen Leos of the U.S...
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...HRM Part 2 Summary Intro We do need people to do business… * Manager Inspiring person leading group of people, to reach –together with them- a specific goal. And who is responsible for the (common) result * Managing Taking care that human qualities are utilized Human resource management: Methodically and systematically recruit, develop, and utilize human potential (assets) for both human and organization. Objectives of HRM: 1. Staffing (get the good ones): job analysis, workforce planning & forecasting, recruiting candidates, testing & selecting. 2. Managing employee relations (keeping the good ones): * Collective bargaining (unions) * Fair treatment (blocks of fairness) , careers (from hiring to retirement), discipline and privacy, two way communications, dismissals compensating (how much to pay) * Protecting safety & health 3. Training and development (keep them good): Prepare them for the future. Use and develop human assets, learn continuously, exchange knowledge, appraising performance 4. Exit (let them leave in a good way) Chapter 1: Basics of HRM Human resource management (HRM, or simply HR) is a function in organizations designed to maximize employee performance in service of their employer's strategic objectives. HR is primarily concerned with how people are managed within organizations, focusing on policies and systems. What are the main functions of HRM? 1. It describes the body of management activities...
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...2) Prepared by: Matt H. Evans, CPA, CMA, CFM This course provides more in-depth coverage about competitive intelligence – specific techniques and models used as well as CI Systems. Before taking this course, you should complete Part 1 of this course. This course is recommended for 2 hours of Continuing Professional Education. In order to receive credit, you will need to pass a multiple-choice exam which you can take over the internet at www.exinfm.com/training/course12-2 Chapter 1 Critical Concepts Before we get into Part 2 of this short course, let’s touch on the fundamentals behind competitive intelligence. From Part 1 of this course, we learned that competitive intelligence relies on a very analytical process to transform data and information into intelligence. We also understand that competitive intelligence is not just about studying the competition, but studying the entire external landscape - customers, suppliers, regulators, and all forces that impact the organization. Therefore, our analysis must be very broad in scope. The primary output from competitive intelligence is the ability to make forward-looking decisions. For example, Jack Welch, former CEO of General Electric determined strategy based on key intelligence questions: What is the detailed global position of your business and that of your competitors: market shares, strengths by product line, and by region today? What actions have your competitors taken in the past two years that have changed the...
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