Sirius satellite radio
Question 2
The following is the current yield spreads for the assorted bond ratings. The yield spread comes from the bonds online’s website (Bondsonline, 2012).
Rating1Yr2 yr3 yr5 yr7yr10yr30yrAaa/AAA14162740566890Aa1/AA+22303148647799Aa2/AA243739546780103Aa3/AA253940587181109A1/A+434852657993117A2/A465154678195121A3/A505457728498124Baa1/BBB+62728092121141170Baa2/BBB65808897128151177Baa3/BBB728590102134159183Ba1/BB+185195205215235255275Ba2/BB195205215225245265285Ba3/BB205215225235255275295B1/B+265275285315355395445B2/B275285295325365405455B3/B285295305335375415465Caa/CCC+450460470495505515545US Treasury Yield
4.744.714.684.634.64.594.56Question 3
From the standard and poor’s website, the current bond rating for the Sirius satellite radio is BB for both foreign long term and local long term bonds (Standard and poor’s, 2013).
Question 4
From the information provided, the bond is worth $50 million with a 12% annual coupon and the maturity of the bond is ten years.
CPN = (coupon rate * face value)/coupon payments per year;
Coupon rate = 12%;
Face value = $50 million;
Coupon payments per year = 1;
Therefore, CPN = $[(50 million * 12%)/1)] = $6 million;
4a). The above spread rates for Sirius satellite radio do not have the fouryear, sixyear, eightyear and nineyear maturities. In order to calculate them, I will extrapolate linearly using the available data (Berk, DeMarzo, & Harford, 2011).
For the fouryear maturity, I will add the maturities for the third and fifth year. Then, find the average. The maturity for the third year is 215 while the maturity for the fifth year is 225. Therefore, (215 + 225)/2 = 220 is the maturity spread rate for the fourth year.
For the sixth year, I will apply the maturities for the fifth and seventh years. The maturity spread rate for the fifth year is 225 while the maturity spread rate for the seventh year is 245. Therefore, (225 + 245)/2 = 235 is the maturity spread rate for the sixth year.
For the eighth and ninth years, I will use the maturity spread rates for the seventh year and the tenth year. The maturity spread rate for the seventh year is 245 while for the tenth year is 265. The difference between these two maturity spread rates is (265 245) = 20. Spreading this difference between the eighth and the ninth year, I get the maturity spread rate for the eighth year as 250 and that of the ninth year as 255. I obtain these values by considering the differences between the other years (Berk, DeMarzo, & Harford, 2011).
4c). The basis points for the bond is at it follows.
Years1yr2yr3yr4yr5yr6yr7yr8yr9yr10yrBasis point (100)195205215220225235245250255265
The cash flow for each year is at it follows.
First year, $(50 million * 1.95%) = 0.975 million
Second year, $(50million * 2.05%) = 1.025 million
Third year, $(50 million * 2.15%) = 1.075 million
Fourth year, $(50 million * 2.20%) = 1.1 million
Fifth year, $(50 million * 2.25%) = 1.125 million
Sixth year, $(50 million * 2.35%) = 1.175 million
Seventh year, $(50 million * 2.45%) = 1.225 million
Eighth year, $(50 million * 2.50%) = 1.25 million
Ninth year, $(50 million * 2.55%) = 1.275 million
Tenth year, $(50 million * 2.65%) = 1.325 million
Question 6
In order to calculate the issue price, we apply the formula
P = CPN * 1/y (11/(1+y)N) + Fv//(1+y)N
Substituting these values, we get
P = 6 million * 1/0.12(1 1/(1.12)10) + 100/(1.12)10 = 66.1 million
The initial yield to maturity will be
P = 0.975 million * 1/0.0195(1 1/1.0195) + 100/1.0195 = 99.044 million
Question 7
Repeating question 4 using the new bond rate at one level (BB+), we get the following results
4a). The spread rate for the fourth year, sixth year, eighth year and ninth year are as follows,
Fourth year, (205 + 215)/2 = 210
Sixth year, (215 + 235)/2 = 225
Eighth year, (235 + 5) = 240
Ninth year, (240 + 5) = 245
4c). The cash flow payable to the bond holder is as it follows,
First, the spread rates are as it follows,
Years1yr2yr3yr4yr5yr6yr7yr8yr9yr10yrBasis point (100)185195205210215225235240245255
First year, $(50 million * 1.85%) = 0.925 million
Second year, $(50 million * 1.95%) = 0.975 million
Third year, $(50 million * 2.05%) = 1.025 million
Fourth year, $(50 million * 2.10%) = 1.05 million
Fifth year, $(50 million * 2.15%) = 1.075 million
Sixth year, $(50 million * 2.25%) = 1.125 million
Seventh year, $(50 million * 2.35%) = 1.175 million
Eighth year, $(50 million * 2.40%) = 1.2 million
Ninth year, $(50 million * 2.45%) = 1.225 million
Tenth year $(50 million * 2.55%) = 1.275 million
6). In order to calculate the issue price, we apply the formula
P = CPN * 1/y (11/(1+y)N) + Fv//(1+y)N
Substituting these values, we get
P = 6 million * 1/0.12(1 1/(1.12)10) + 100/(1.12)10 = 66.1 million
The initial yield to maturity will be
P = 0.925 million * 1/0.0185(1 1/1.0185) + 100/1.0185 = 99.1 million
References
Berk, J., DeMarzo, P., & Harford, J. (2011). Fundamentals of corporate finance. Harlow: Pearson Education.
Bondsonline. (2012). U.S corporate spreads. Retrieved on December 31, 2013 from http://www.bondsonline.com/Todays_Market/Corporate_Bond_Spreads.php
Standard and poor’s. (2013). Sirius XM radio inc. Retrieved on December 31, 2013 from http://www.standardandpoors.com/prot/ratings/entityratings/en/us/?entityID=274098§orCode=CORP
SIRIUS SATELLLITE RADIO 7
Running head: SIRIUS SATELLLITE RADIO 1
Economics
The consumer’s income is $720.
For budget line LR, the price of Y is $12 and the price of X is $18. The equation for budget line LR is 3X + 2Y = 120.
For budget line LM, the price of Y is $12 and the price of X is $9. The equation for budget line LM is 3X + 4Y = 240.
Mathematical calculations
Budget Line LR
Price of good Y: $720/60 = 12
Price of good X: $720/40 = 18
Budget line equation: 12Y + 18X = 720
2Y + 3X = 120
Budget line LM
Price of good Y: $720/60 = 12
Price of good X: $720/80 = 9
Budget line equation: 12Y + 9X = 720
4Y + 3X = 240
ECONOMICS 2
Running Head: ECONOMICS 1
Sample Mathematics Paper on Introducing the Concept of Surface Area of a Cube to Grades Five and Six
Introducing the Concept of Surface Area of a Cube to Grades Five and Six
Introduction
Students belonging to grades 5 and 6 include ages 10 to 12 years. Usually, in the US, these grades include the fifth and sixth years after kindergarten respectively. In mathematics, students often acquire skills to solve fractions as well as decimals. On an introductory level, the students also learn about properties of polygons like cubes and cuboids. In introducing such concepts as the surface area of a cube, certain measures are significant. Often, students at this stage already have the vital skills of exponential calculations.
Relying heavily on the students’ knowledge of square multiplication and artistic creativity, the teacher ensures that the surface area introduction is fun for the intellectually active students. The introduction may start with a creation of a cube in the form of a 3D model. The necessary materials for such a task are cheap and readily available for the teacher. A cube template, ruler, glue, crayons and scissors are required (Ediger, 2010). The teacher should provide opportunities for student participation in making the cubes, as well as noting their dimensions in isolation. In the process, the students also note major differences between 2D models and 3D models. The following diagram demonstrates a sample model for use:
(3D) (2D)
Prerequisites
The main skills required include division abilities, addition, and multiplication expertise. The students should also posses the aptitude to establish object width and lengths. Such knowledge often emanates after an average comprehension of the different dimensions and their names. In certain circumstances, students may have a problem striking the difference between surface area and object areas. Therefore, understanding the building blocks of a cube and their different areas is a major boost to understanding surface area of cubes. According to Ediger (2010), a student with knowledge on area of a square and the additional concepts only requires to understand the 3D paradigm. With the prerequisites above within the students, the teacher has a better chance of introducing the 3D concept.
According to Wandwa (2004), understanding the transition from a 2D to a 3D framework requires guided demonstration and support from the teacher. As a preliminary, the teacher would display both objects (2D and 3D). A simple demonstration would follow on how the 2D combines to form a 3D model. Through an experimental guide, the students will take their time to develop their models of 3D without any assistance.
Comprehending the Concept
Upon developing a 3D cube, the students will now have a sided object at their disposal. The students should understand the elements of six surfaces in order to correlate the subsequent step in extracting the surface area. From the 2D figure in the original part, the students will determine the length through measurements. The length will be necessary to calculate the area of the surface (2D figure). The resultant area multiplies the six sides forming the cube. For instance, the initial surface may measure 7 centimeters in length (Wandhwa, 2008, p. 52). Drawing from the object area principle, (L*W=7*7=49). The students will then proceed to find the number of surfaces forming the cube, six. The area 49 Cm2 is multiplied by six; the total number of sides. For instance:
6(L*W) = 6(49)
6*49= 294
Therefore, the cube has a surface area of 294 Square CM.
Ideally, teaching surface area to grade five and six students requires adequate understanding of the students. Ages 9 to 12 students require practical skills and the ability to engage their creativity. The key for any teacher wishing to make strides in surface area and 3D is practice.
References
Wadhwa, S. (2008). Modern Methods of Teaching Mathematics. New Delhi: Karan Papers
Ediger, M. (2010). Teaching Mathematics in Elementary Schools. New Delhi: Discovery Publishing House.
INTRODUCING SURFACE AREA 4
Running head: INTRODUCING SURFACE AREA 1
Response to VD
Management by measurement – focusing on shortterm metrics; devaluing intangibles
A significant understanding of the application and the purpose of lagging and leading metrics has alleviated an exclusive emphasis on relative shortterm numbers (Senge, 2006). However, some of the basic societal financial structures still require continued focus on the significant quarterly returns with steady growth. There are still failures in meeting analysts’ expectations making the problem not solvable through individual companies. Upsetting an entire financial order of events is the major way to escape the situation.
Compliancebased cultures – Getting ahead by pleasing the boss, Management by fear
Unfortunately, an increment in regulatory agency combativeness and the willingness to consider imposing severe penalties drives compliance into management (Senge, 2006). This trickles down to the employees and is unlikely to undergo changes without considering a greater effort.
Managing outcomes – Management sets targets, People are held accountable for meeting management targets (regardless of whether they are possible within existing system and processes)
The majority of measurements still have a focus on group or individual performance compared to cases of an overall industry, health (American Management Association et al, 2001). The efforts of suboptimizing departments outside a business context still exist. Integrated metrics have not reached a critical mass with exhortations to work force still occurring more frequently compared to the efforts aimed at rooting out and destroying barriers to success.
“Right answers” vs. “wrong answers”, – Technical problem solving is emphasized, and Diverging (systemic) problems are discounted.
The system thinking has managed to gain a toehold with most misapplications in cases where it is recognized. Systems thinking application should be considered for some problems. Rightwrong answers are relatively appropriate for other related problems (American Management Association et al, 2001). Right tools should be considered for the right jobs.
Uniformity – Diversity is a problem to be solved, Conflict is suppressed in favor of superficial agreement.
This case is evident with the Koch Industries, which excels through explicit articulation of the challenge process. This includes a remarkable performance review experienced by a manager in which concern was raised that he was holding back since he was bordering on a disruptive perspective (American Management Association et al, 2001).
Predictability and controllability, To manage is to control; the “holy trinity of management” is planning, organizing, controlling.
This case implies that working on the management job inclusive of strong decisional roles assists in moving beyond control as part of the sole concern of regular management. The mental model of management involves a more general expansive context. Development is usually on top of the management concerns (Senge, 2006).
Excessive competitiveness and distrust, – Competition between people is essential to achieve desired performance, without competition among people there is no innovation.
This case reflects on the annual performance reviews and forced rankings, which haunts companies and creates a strong incentive in not to cooperate and working as a team. Some entities act otherwise in spite of the institutional incentives (Senge, 2006). Forcedranging policies also may treat managers in a similar way since the managers may refuse to differentiate employee’s performance. Human resource departments are therefore advised to identify the individuals and consider working with them for improvement. The normal reaction reflects on the creation of a blanket policy (Senge, 2006).
Loss of the whole, Fragmentation, local innovations do not spread.
Safety learning structured communication has undergone an impressive improvement. This case implies that injuries or significant events at specific facilities will be regularly shared with the other facilities inclusive of contractors (American Management Association et al, 2001). In other areas, this depends on individual motivation and the considerable network size. In a similar manner, companies may work within a social context as the employees working in an organizational context (American Management Association et al, 2001).
References
American Management Association., Institute of Management & Administration., & Bureau of National Affairs (Arlington, VA.). (2001). HR focus: American Management Association’s human resources publication. New York, NY: American Management Association.
Senge, P. M. (2006). The fifth discipline: The art and practice of the learning organization. New York: Broadway Books.
RESPONSE TO VD 2
Running head: RESPONSE TO VD 1
Metaphorical Problem Solving Approaches
Demonstration
The problem I chose to solve with the symphony exercises (morphological forced connections and metaphorical) was the first problem in the list, entitled, The Action of a Sentence, an exercise from writer Natalie Golberg, which is a metaphorical exercise.
The results of the morphological and metaphorical techniques I applied solve it are as listed below. In order to accomplish the assignment, I undertook some quick steps. Firstly, I folded the paper into two, and listed ten nouns on the left side of the paper. The words are Drums, cow, President, horses, Tycoon, El Niño, USA, winter, Man, and NASA.
I then thought of an occupation of a doctor and listed fifteen verbs that went with the occupation on the right side of the paper. My list had the following words: treat, heal, cure, inject, operate, revive, sedate, test, diagnose, dress, undress, vaccinate, medicate, prescribe, and recuperate. From the resulting list of nouns and verbs above, I joined the nouns with the verbs and finished the sentences off, casting the sentences back to their past tenses where I had. I came up with various sentences, which include the following.
Drums treated the drummers well throughout the music season.
Cows inject manure into the earth with their excrements.
The president operates from the white house.
Horses revive themselves before polo races.
Tycoons sedate their emotions before and after gambling.
El Nino tests nature’s ability to get wet.
USA was diagnosed with no privacy disease.
Winter will come dressed in a white snow.
Man was undressed when God first created him.
NASA is prescribing a new universe for the astronauts.
Analysis
There are a number of things that I did in practicing this exercise, which include the steps outlined in Couger’s model. I read the question repeatedly to ensure that I understood the requirement before I started answering it. This practice is similar to the first step in Couger’s model, in which a person first searches for messes and opportunities before accepting the challenge and taking the required actions to respond to it.
Secondly, I collected the necessary information that I needed for answering my question from various sources, including course material, textbooks and the internet. I then sampled my findings and filtered the information, remaining with only that which was relevant to answer my question. This suits the requirement by Couger’s Model that requires one to gather data and analyze information from various angles and analyzing it.
Thirdly, I developed several problem statements in bid to find a suitable one that I could use as a working statement. I settled on doctor as my choice of occupation to use during the assignment and selected verbs to go with it. These steps match with the fifth step in Couger’s model that deals with solution finding in which several criteria are selected to evaluate ideas.
Finally, I considered possible sources of assistance to go with my problem and identified a number of steps to use in implementing my solution. As is listed in Couger’s model, I focused in the most promising solutions and I came up with the final answers to my problem. This is the last stage of the process and I accepted the findings, which I have listed in the first section of this report.
Evaluation
In my personal opinion, my solutions to the symphony exercises The Action of a Sentence, an exercise from writer Natalie Golberg are very befitting. This is because I came to the solutions after following a number of steps as was listed in the Couger’s Creative Problem Solving and Opportunity Finding. Though I did not execute every single step in the model, I believe my question was not as demanding as the one Couger had in mind while designing the model. Nevertheless, I used most of the principles enlisted there, which makes my solutions to the valid and authoritative.
The criterion I used to evaluate my solution is to compare my method of problem solving approach to the Couger’s model of solving a problem. I then realized that I had followed the requirements of the model keenly and achieved nearly all of them. Based on that observation, I evaluated my solution as a valid and workable one.
The strengths of my results as per the criteria set out in the model include the fact that it follows most of the requirements of the model, except one, which idea finding. In any case, that step is not necessary given the small size of this assignment and keeping in mind that that same step was covered in solution finding step. Strength of the solution is that it solves the problem posed at the beginning of the assignment.
On the other hand, the solution has two weaknesses, the first of which is that it does not have any reference to a peer reviewed work. This is because the assignment is a problem, which requires creativity, and therefore, discourages the direct use of examples from other sources. In addition, the solution is based on personal understanding of the concepts taught in class, which may not be the same from person to person.
Lessons
There several lessons that I have drawn from this assignment, a number of which I have listed below. Firstly, I learnt that I could be creative in terms of developing new ideas when the occasion arises for me to do so. I also learnt that I could think critically in order to develop different approaches to a problem, as well as weigh them to find out which among them is the best for me. In addition, I realized that thinking creatively is not a difficult thing, but rather, a simple procedure of focusing on what it is one wants to explore. It is about coming up with new ideas, no matter whether the ideas are immediately achievable or not.
Regarding the creative process and the role of creativity in business, I learnt that it is possible for a person to develop new concepts when they free their mind and think creatively. I also learnt that creativity is an important part of business because of two things. Firstly, people in business must come up with new ideas in order to attract a new market, or convince the existing market to join them. Otherwise, their products will not be different from any other product in the market and the consumers and the consumers will not see the need to adopt such products. It is for this reason that entrepreneurs emphasize the need for creativity in the business environment.
METAPHORICAL PROBLEM SOLVING APPROACHES 2
Running Head: METAPHORICAL PROBLEM SOLVING APPROACHES 1
IS LM APPLICATION IN A REALLIFE SITUATION
Article review
The ISLM model refers to a mathematical analysis tool, which creates a relationship that can be used to find out how rates of interest relate to loss or profits that are produces in the financial or trade market. It is usually presented in a graph by two sets of curves that intersect each other, which are known as the LM and the IS curves. The following short paper analyzes the article written for the Wall Street Journal by Phil Gramm entitled Financial Panic. The next section then analyzes the 2001 inflation by using the IS LM model as a case study of a real life situation.
According to Gramm, there was a financial crisis between 2008 and 2009, for which the immediate attention of the congress was required. He compares this situation to the 2001 inflation that had significant effects on the economic position of the US as well as several other countries. He argues that some of the significant results of the 2001 inflation included the collapse of investments markets, caused by the burst in equity markets. In addition, there was a widespread retrenchment of company employees as well as reduced incomes. He, however, asserts that despite the overall reduction in the above named factors, there was an unanticipated increase in consumer spending, including in the housing sector. In fact, according to Gramm (2009), there was a decrease in taxes, which made consumption in the housing industry to grow by double digits for the next five years. He explains this by alluding to the notion that consumers knew they would pay for the houses in future, and that the decreasing rates of taxes would favor them. The sellers, on the other hand, thought that they could continue to sell the houses at higher prices than were necessary.
Analysis using the IS LM Model
In order to use the IS LM model to analyze this case, it is imperative that there be a clear understanding of the statistics to allow for a keen analysis of the same. According to historical data, the 2001 recession resulted from a decline in the stock market and increased fear following the September 11, among others. During that recession period, there were disturbing losses, with over 2 million cases of lost jobs and an increased unemployment rate of 2 percent. In addition, the rate of growth of GPD declined from nearly 4% to about 1%. All of these occurrences pushed the IS and LM farther to the left side of the graph, which prompted two significant reactions.
Firstly, in order to shift the IS curve to the right, the government lowered tax rates as well as increased its expenditure in three fundamental sectors of the economy. It achieved this by bailing out the airlines industry, reconstructing the city of New York, as well as giving out large sums of money to support the Afghanistan war. Secondly, the government needed to shift the LM curve to the right, which they could only achieve by applying sing one method. It mandated a monetary policy, which greatly affected the 3month T Bill rates. The following diagrams elaborate the causes of the recession and the two scenarios that the government employed as a strategy as seen using the IS LM model.
In conclusion, it is evident that the 2001 recession is one real life example of the economic phenomenon, which can be analyzed using the IS LM model.
4
I would like to extend my sincere gratitude for the way you have taken upon yourself to extend your kind deeds to the students’ fraternity of the college. I have noted that you are one of the teachers who will take time to help the students even when it is your personal and free time for example, during lunch hours and in the evenings. I do understand that there are not many students who have taken the time to congratulate you on your efforts but kindly accept my thank you note, for the help that you have extended to all the students.
Your graceful assistance to students is not limited to the students who are in your class but to all students who come asking for your help. This is an extremely noble action from you. I understand that students may sometimes be a bother and very inquisitive. However, you have always been patients with the students who have been coming for you with their mathematics problems in both your office and the math lab. I know that because I have come looking for your help and you proved to be very helpful even though I was not a member of your class. This is not once but a number of times.
Kindly accept this thank you note and let it serve the purpose of informing you that although some students may not appreciate what you do for them, there are students who are very appreciative of your kind deeds. Please keep up the good work and know that you are fully appreciated. Thank you for assistance the students in their mathematic problems.
Kind Regards,
[Insert name here]Surname 1
Provide an example that uses the elimination method to solve two linear equations
Example
3x + 4y=22
2x + 2y=12
To solve the linear equations using the elimination method;
Assign numbers to each equation as follows
3x + 4y=22 … (1)
2x + 2y=12 … (2)
Multiply equation (1) with 2 and equation (2) with 4. Note that 2 and 4 are the coefficients of y
6x + 8y=44 … (3)
8x + 8y=48 … (4)
Subtract equation (3) from equation (4)
8x + 8y 6x 8y= 4844
2x=4
Therefore x=2
Substitute x in equation (1) or (2) to get the value of y
Using equation (1)
3x + 4y = 22
3(2) +4y=22
6 + 4y = 22
4y= 226
4y = 16
Therefore y=4
Sample Maths Paper on use of elimination method to solve two linear equations
Demonstrate the process of checking an answer with an example.
Example
x + y = 10 … (1)
2x + 3y = 24 … (2)
Multiply (1) with 2 and (2) with 1
2x+ 2y = 20 … (3)
2x + 3y = 24 … (4)
Subtract (3) from (4)
2x + 3y – 2x – 2y = 24 – 20
Therefore y = 4
Substituting y = 4 into (1)
x + 4 = 10
x= 10 – 4
Therefore x = 6
To determine whether the answer is correct, substitute the answers in the original equations.
In this case, substitute x=6 and y = 4 into equation (2) to see if the equation adds up to 24
2x + 3y = 24
2(6) + 3(4) = 24 and thus the answer is correct
5x +5y = 11 
7x – 2y = 17 Solution 5x + 5y = 11 … (1) 7x – 2y = 17 … (2) Multiply (1) by 7 and (2) by 5 35x + 35y = – 77 … (3) 35x – 10 y = 85 … (4) Subtracting (3) from (4) 35x – 10y – 35x – 35y = 85 – (77) 45y = 162 Therefore y = – 3.6 Substituting y = – 3.6 into (1) 
5x + 5y = 11 5x +5(3.6) = – 11 5x – 18 = – 11 5x= 7 Therefore x = 1.4 
9x – 9y = 18 
7y – 3x = 8 Solution 9x – 9y = 18 …(1) 7y – 3x = – 8 …(2) Multiplying (1) by 3 and (2) by 9 27x +27 y = 54 … (3) 63y – 27x = 72 … (4) Subtracting (3) from (4) 
63y – 27x – (27x) – 27y = 72 (54) 63y – 27y = – 18 36y = – 18 Therefore y = – ½ or – 0.5 Substituting y= 0.5 into (1) 9x 9y = 18 9x – 9(0.2) = 18 9x + 4.5 = 18 9x = 13.5 Therefore x = 1.5 
The perimeter of a rectangle is 206 inches, The length exceeds the width by 83 inches find the length and width 
Solution L= length W = Width 2L+ 2W = 206 Simplifying the equation L + W = 103 … (1) L – W = 83 … (2) Adding both equations L + W + L – W = 103+83 2L = 186 L = 93 inches Substituting L = 93 in (1) L+ W = 103 93 + W = 103 W = 10 
The length is ___93___ inches 
The width is _10______inches 
The college store paid $1740 for an order of 46 calculators. The store paid $8 for each scientific and $57 for all other graphing calculators. 
How many of each type of calculator was ordered Solution S= scientific calculators G = Graphing calculators S + G = 46 …(1) 8S + 57G = 1740 …(2) Multiplying (1) by 8 and (2) by 1 8S + 8G = 368 … (3) 8S + 57G = 1740 …(4) Subtracting (3) from (4) 8S + 57G – 8S – 8G = 1740 – 368 49 G = 1372 G= 28 Substituting G = 28 into (1) S + G = 46 S + 28 = 46 S = 46 – 28 S = 18 
The store ordered _________18______ scientific calculators 
The store ordered ________28_______ graphing calculators 
ABC lumber can convert logs into lumber or plywood, the mill turns out twice as many plywood than lumber on any given day. It makes its profit 
of $20 on a unit of lumber and $45 on a unit of plywood. How many of each unit must be produced an sold to make a profit of $11440.00? Solution 
P = plywood L= lumber 45(2L) + 20(L) = 11440 90L + 20L = 11440 110 L= 11440 L = 104 Therefore P= 2 *104 = 208 
must sell ____208___________units of plywood and must sell ____104______units of lumber to profit $11440.00 
A disc jockey must play 16 commercial spots during a 1 hour radio show. Each commercial is either 30 sec or 60 sec long. If the total commercial time is 
13 min for an 1 hour show, how many 30 sec were played each hour? And how many 60 sec commercials were played. 
Solution x = 30 sec commercials y= 60 sec commercials x+ y = 16 … (1) 30 x +60y = 780 … (2) Multiplying (1) by 30 and (2) by 1 30x + 30y = 480 …(3) 30x + 60y = 780 … (4) Subtracting (3) from (4) 30x + 60y – 30x – 30y = 780 – 480 30y = 300 y= 10 substituting y = 10 in (1) x + y = 16 x + 10 = 16 x = 16 – 10 x= 6 
How many 30 sec commercials_____6___ 
How many 60 sec commercials____10____ 
Soybean meal is 18% protein, cornmeal is 9% protein. How many pounds of each should be mixed together to get a 360lb mixture that is 16% protein Solution s= soybean meal c= cornmeal 2c + c = 360 3c = 360 c = 120 s= 2c s=2*120 s = 240 
How much cornmeal in mixture_________120lb___ 
How much soybean in mixture___________240lb__ 
date 
transaction type 
order 
comments 
value 

12 Nov, 2011 04:10:44 
Order amount for #178897 
Test Topic : Mental hibernation for priestly kinsmen 
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10 Dec, 2011 11:30:55 
Revision 
Test Topic : Mental hibernation for priestly kinsmen 

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Order amount for #22334455 
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Completed orders: 
14,800.00 

Fines: 
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Bonuses: 

Other: 

Total: 
10,890.00 
Martin shikombe
American Intercontinental University
Abstract
With the help of the regression analysis, this paper analyzes the relationship of three types of job satisfactions namely extrinsic, intrinsic and overall job satisfaction with the benefits offered to 188 employees. The paper establishes that intrinsic job satisfaction has the strongest correlation coefficient with the benefits offered.
Introduction
Regression analysis is a powerful tool for establishing the relationship between two or more variables. It summarizes the relationship, and helps in understanding that relationship (Mimmack et al., 2001). This paper applies the regression analysis to establish the linear relationship of three different types of job satisfaction with the benefits employees get at their workplaces.
Benefit and intrinsic job satisfaction
The following are the regression outputs from the Microsoft Excel for the intrinsic job satisfaction and benefit. The intrinsic job satisfaction is the dependent variable while the benefit is the independent variable. The significance level is 0.05%.
SUMMARY OUTPUT 

Regression Statistics 

Multiple R 
0.065291 

R Square 
0.004263 

Adjusted R Square 
0.00109 

Standard Error 
0.920908 

Observations 
188 

ANOVA 


df 
SS 
MS 
F 
Significance F 

Regression 
1 
0.675317 
0.675317 
0.796297 
0.373356 

Residual 
186 
157.7413 
0.848071 

Total 
187 
158.4166 





Coefficients 
Standard Error 
t Stat 
Pvalue 
Lower 95% 
Upper 95% 
Lower 95.0% 
Upper 95.0% 
Intercept 
5.439872 
0.281701 
19.31082 
2.6E46 
4.884133 
5.995611 
4.884133 
5.995611 
Benefits 
0.05424 
0.060788 
0.89235 
0.373356 
0.17417 
0.065678 
0.17417 
0.065678 
Graph
The following is the scatter graph for the benefits versus intrinsic job satisfaction as well as the corresponding trend line.
This graph indicates that the relationship between the benefits and the intrinsic job satisfaction is negative indicating that as the benefits increase the intrinsic job satisfaction decreases. On the other hand, when the intrinsic job satisfaction increases the benefits decrease (Anderson et al., 2012).
Benefits and extrinsic job satisfaction
The following are the regression outputs from the Microsoft Excel for the extrinsic job satisfaction and benefit. The extrinsic job satisfaction is the dependent variable while the benefit is the independent variable. The significance level is 0.05%.
SUMMARY OUTPUT 

Regression Statistics 

Multiple R 
0.004302 

R Square 
1.85E05 

Adjusted R Square 
0.00536 

Standard Error 
1.029318 

Observations 
188 

ANOVA 


df 
SS 
MS 
F 
Significance F 

Regression 
1 
0.003647 
0.003647 
0.003443 
0.953275 

Residual 
186 
197.0663 
1.059496 

Total 
187 
197.0699 





Coefficients 
Standard Error 
t Stat 
Pvalue 
Lower 95% 
Upper 95% 
Lower 95.0% 
Upper 95.0% 
Intercept 
5.03259 
0.314863 
15.98344 
9.39E37 
4.411429 
5.653752 
4.411429 
5.653752 
Benefits 
0.003987 
0.067944 
0.058674 
0.953275 
0.13005 
0.138026 
0.13005 
0.138026 
Graph
The following is the scatter graph for the benefits versus extrinsic job satisfaction as well as the corresponding trend line.
This graph indicates that the relationship between the benefits and extrinsic job satisfaction is positive indicating that as the benefits increase the extrinsic job satisfaction also increases and vice versa (Davis, & Pecar, 2013).
Benefit and overall job satisfaction
The following are the regression outputs from the Microsoft Excel for the overall job satisfaction and the benefits. The overall job satisfaction is the dependent variable while the benefit is the independent variable. The significance level is 0.05%.
SUMMARY OUTPUT 

Regression Statistics 

Multiple R 
0.050792 

R Square 
0.00258 

Adjusted R Square 
0.00278 

Standard Error 
1.094887 

Observations 
188 

ANOVA 


df 
SS 
MS 
F 
Significance F 

Regression 
1 
0.576713 
0.576713 
0.481084 
0.488797 

Residual 
186 
222.9728 
1.198779 

Total 
187 
223.5495 





Coefficients 
Standard Error 
t Stat 
Pvalue 
Lower 95% 
Upper 95% 
Lower 95.0% 
Upper 95.0% 
Intercept 
4.974006 
0.33492 
14.85132 
2.06E33 
4.313276 
5.634737 
4.313276 
5.634737 
Benefits 
0.05013 
0.072272 
0.6936 
0.488797 
0.19271 
0.09245 
0.19271 
0.09245 
Graph
The following is the scatter graph for the benefits versus overall job satisfaction as well as the corresponding trend line.
This graph indicates that the relationship between the benefits and the overall job satisfaction is negative indicating that as the benefits increase the overall job satisfaction decreases. On the other hand, when the overall job satisfaction increases the benefits decrease (Davis, & Pecar, 2013).
Key components of the regression analysis
Dependent Variable 
Slope 
Yintercept 
Equation 

Intrinsic 
– 0.05424 
5.439872 
Y= 5.439872 – 0.05424X 
0.004263 
Extrinsic 
0.003987 
5.03259 
Y= 0.003987X + 5.03259 
1.85E05 
Overall 
– 0.05013 
4.974006 
Y= 4.974006 – 0.05013X 
0.00258 
Similarities and Differences
The first similarity from the regression output above is that the slopes for the intrinsic and overall job satisfaction are both negative. This indicates a negative correlation between the benefits and the two types of job satisfaction (Freund et al., 2006). The second similarity from the regression output above is that the yintercept for the three types of job satisfactions are all positive implying that they are on the positive side of the yaxis.
The only difference from the regression output above is that the slope for the extrinsic job satisfaction is positive while the slope for the other two types of job satisfactions are negative. On one hand, this indicates a positive correlation between the extrinsic job satisfaction and the benefits (Anderson et al., 2012). On the other hand, it indicates a negative correlation between benefits and the other two types of job satisfaction.
Correlation coefficients
Based on the above data, the strongest correlation coefficient is 0.004263. This correlation coefficient corresponds to the intrinsic job satisfaction. It is the strongest correlation coefficient because its figure is the highest of the three coefficients meaning that it is the one closer to 1 than any other coefficient (Sweeney et al., 2009). Being the strongest correlation coefficients, it means that the correlation between the benefits and the intrinsic job satisfaction is high. To the manager it means that the intrinsic job satisfaction has the highest linear relationship with the benefits.
Conclusion
The paper has applied the regression analysis tool to establish the linear relationship between three types of job satisfactions and the benefits that employees get at their workplaces. The paper established that the intrinsic job satisfaction has the strongest correlation with the benefits that employees get. This finding may be helpful to the manager in making decisions related to the influence of benefits on the different types of job satisfaction.
References
Anderson, D. et al. (2012). Modern business statistics with Microsoft Office Excel. Mason, OH: SouthWestern Cengage Learning.
Davis, G., & Pecar, B. (2013). Business statistics using Excel. Oxford: Oxford university Press.
Freund, R. et al. (2006). Regression Analysis. Burlington: Elsevier.
Mimmack, G. et al. (2001). Introductory statistics for business: The analysis of business data. Cape Town: Pearson Education South Africa.
Sweeney, D. et al. (2009). Fundamentals of business statistics. Australia: SouthWestern/Cengage Learning.