Who is the most powerful person you know personally? What makes this person so powerful?

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Please read the uploaded documents (Chapter 10, 11, 12).  The below questions are centered around the material in Chapter 11 and also draws on the concepts from Chapters 10 and 12.

1. Using the dimensions of empowerment in the book, analyze and describe the degree to which people in your work environment are empowered. Then, review the first box in Figure 12.3 and describe the approach your supervisor or manager uses when making key decisions. Considering the article link in this module and explain if there is a “team of rivals” present? Finally, with respect to both participation in decision-making and team member empowerment, what strategies would you change if you were the manager of your or another organization? Consider all of Figure 12.3 and the section on Participation in Decision Making in Chapter 10.

2. Do you think of yourself as powerful, powerless, or a little of both? Explain your basis for these perceptions? In your answer integrate the specific symbols of power in the textbook.

3. Who is the most powerful person you know personally? What makes this person so powerful? Does this person’s power use empowerment as a tool or do they make all the decisions? In your answer use French and Raven’s five specific interpersonal forms of power, and the textbook’s addition of “information power” to assist you in your analysis.

Which describes a new tuition benefits program that you will be announcing to the employees of an organization you are familiar with.

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Which describes a new tuition benefits program that you will be announcing to the employees of an organization you are familiar with.  You will write an email in which you announce the new program to all employees, correctly explain the details of the program, and show how the program benefits your readers.

As you design your email, think carefully about how your readers will navigate and use your document.

Also, when creating benefits, you are not authorized to create add-on benefits that are not already part of the program details, meaning you should think carefully about developing the intrinsic benefits of the program.

Use the checklist for informative and positive messages on pg. 273 of your textbook to help you compose and revise your message.

(Checklist attached)

Scenerio:

Your organization has decided to encourage employees to take courses by reimbursing each eligible employee a maximum of $3,500 in tuition and fees during any one calendar year. Anyone who wants to participate in the program must apply before the first class meeting; the employee’s immediate supervisor must sign the application. The Office of Human Resources will evaluate applications. That office has application forms; it also has catalogs from nearby schools and colleges. The only courses employees may choose are those either related to the employee’s current position (or to a position in the company that the employee might hold someday) or part of a job-related degree program. Again, the degree must be one that would help the employee’s current position or that would qualify him or her for a promotion or transfer in the organization. Only tuition and fees are covered, not books or supplies. People whose applications are approved will be reimbursed when they have completed the course with a grade of C or better. An employee cannot be reimbursed until he or she submits a copy of the approved application, an official grade report, and a statement of the tuition paid. If someone is eligible for other financial aid (scholarship, veterans benefits), the company will pay tuition costs not covered by that aid as long as the employee does not receive more than $3,500 and as long as the total tuition reimbursement does not exceed the actual cost of tuition and fees. Part-time employees are not eligible; full-time employees must work at the company a year before they can apply to participate in the program. Courses may be at any appropriate level (high school, college, or graduate). However, the Internal Revenue Service currently requires workers to pay tax on any reimbursement for graduate programs. Undergraduate and basic education reimbursements of $3,500 or less a year are not taxed. As director of human resources, write an e-mail to all employees explaining this new benefit. Hints:

■ Pick an organization you know something about. What do its employees do? What courses or degrees might help them do their jobs better?

■ How much education do employees already have? How do they feel about formal schooling?

■ The information in the problem is presented in a confusing order. Put related items together.

■ The problem stresses the limits of the policy. Without changing the provisions, present them positively.

■ How will having a better-educated workforce help the organization? Think about the challenges the organization faces, its competitive environment, and so forth.

Music Analysis Exercise.

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Music Analysis Exercise.

Listen to the music posted on the attached files. For each category find and describe the following: 1) a common practice in the songs 2) Your sense of the range of diversity of music, lyrics, etc in that category.

Music analysis example

Music pre-1960: During this time there were multiple instruments being used per song as well as similar types of patterns in how the song was sung. The song sounds raw with instrumental errors.

Music – 1960: The music sounds more edited and messed around with, it sounds less pure compared with to the pre-60’s music. It still has real instruments playing in the song but they have less instruments playing, usually a guitar and or piano. The background singers were more pronounced in the song.

Music – 1970: In the music of this decade changed from, the music in the 60’s. The quality of the music is better but the originality of it is not there as much. It sounds good, the instruments are still something that is dissipating, more of the computer sound is being heard in the song.

Music – 1980: The music sounds more futuristic, more of the electric guitar and our of this world sounds. Another instrument used is the drums which add different sounds and variation on beats and of course a lyrical rhythm.

Music – 1990’s- 2000: In this case of music, the lyric part of its is more repeated and most of the song is the same words. Compared to the music of the 60’s up to 70’s the lyrics were not repeated as much and they had more of a story to tell. This decades music is still telling a story but with lyrics that repeat making them more catchy and easy to remember. The music starts to be more upbeat and fast moving.

Music – 2000 – Today: This music has different sounds and beats that make up the song, with fewer lyrics, the lyrics it does have repeat throughout the song. It also uses a lot of computer made sounds and instrument sounds made on a computer . It is more modern making fit for the newer gen

New York City Data Analysis

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I need this to have excel worksheet.

A consulting firm was hired to perform a survey on people living in New York City. The survey was completed monthly for six months by 445 randomly-selected people in different boroughs. There were a number of items on the survey, but six basic biographical items will be studied for this exercise. The data for the people surveyed in one of these monthly surveys can be found in the Excel file SURVEY. The variables that were used for the basic biographical data are found on the last page of the exercise.In this exercise, some of the estimation techniques presented in the module will be applied to the New York survey results. You may assume that these respondents represent a simple random sample of all potential respondents within the community, and that the population is large enough that application of the finite population correction would not make an appreciable difference in the results.

New York City governmental agency personnel like to have point estimates regarding variables describing the biographical information of the people living within the different boroughs. It is very helpful for them to have some idea regarding the likely accuracy of these estimates as well. Therein lies the benefit of the techniques presented in this module and applied here.

  1. Item A in the description of the data collection instrument lists variables 1–5, which represent the respondent’s general attitude toward each of the five boroughs. Each of these variables has numerically equal distances between the possible responses, and for purposes of analysis they may be considered to be of the interval scale of measurement.
    1. Determine the point estimate, and then construct the 95% confidence interval for μ1 = the average attitude toward Manhattan.
    2. Repeat part (a) for μ2 through μ5, the average attitudes toward Brooklyn, Queens, The Bronx and Staten Island, respectively.
  2. Given the breakdown of responses for variable 6 (highest level of education), determine the point estimate, then construct the 95% confidence interval for p6 = the population proportion of doctoral degrees.
  3. Given the breakdown of responses for variable 7 (marital status of respondent), determine the point estimate, and then construct the 95% confidence interval for p7 = the population proportion in the “single or other” category.
  4. Assume the governmental agencies requested estimates of the mean attitudes towards each borough with a margin of error of 0.05 for each borough. If the governmental agency personnel want to have 95% confidence that the sample mean will fall within this margin of error, how large should the sample sizes be for each borough?

Paper Requirements
Write a report that uses the Written Assignment Requirements under the heading Expectations for CSU-Global Written Assignments found in the CSU-Global Guide to Writing and APA. Items that should be included, at a minimum, are a title page, an introduction, a body that answers the questions posed in the problem, and a conclusion paragraph that addresses your findings and what you have determined from the data and your analysis. As with all written assignments, you should have in-text citations and a reference page. Please include any tables of calculations, calculated values, and graphs associated with this problem in the body of your assignment response.

Note: You must submit your Excel file with your report. This will aid in grading with partial credit if errors are found in the report.

A. General Attitude toward Each Borough (Variables 1–5)

1.
Manhattan2.
Brooklyn3.
Queens4.
The Bronx5.
Staten IslandLike Very Much(5)(5)(5)(5)(5)Like(4)(4)(4)(4)(4)Neutral(3)(3)(3)(3)(3)Dislike(2)(2)(2)(2)(2)Dislike Very Much(1)(1)(1)(1)(1)

B. Information about the Respondent (Variables 6–7)

  1. What is your highest level of education?
    (1) = Did not complete high school
    (2) = High school degree/GED
    (3) = Associate’s degree
    (4) = Bachelor’s degree
    (5) = Master’s degree
    (6) = Doctoral degree

Marital Status: (1) = Married, (2) = Single or other