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communication research

Questions and Answers of Communication Research

Use the percent of sales method to forecast the financing requirements of a firm.
Describe the risk–return trade-off involved in managing working capital.
Discuss the risks that are unique to the capital-budgeting analysis of direct foreign investment.
Explain the purchasing-power parity theory and the law of one price.
Discuss the problems encountered when deciding among mutually exclusive projects.
Explain how the capital-budgeting decision process changes when a dollar limit is placed on the capital budget.
Determine whether a new project should be accepted or rejected using the payback period, the net present value, the profitability index, and the internal rate of return.
Discuss the difficulty encountered in finding profitable projects in competitive markets and the importance of the search.
Estimate divisional costs of capital.
Calculate a firm’s weighted average cost of capital.
Evaluate the costs of the individual sources of capital.
Understand the concepts underlying the firm’s cost of capital.
Calculate a stock’s expected rate of return.
Value common stock.
Identify the basic characteristics of common stock.
Value preferred stock.
Identify the basic characteristics of preferred stock.
Explain three important relationships that exist in bond valuation.
Compute a bond’s expected rate of return and its current yield.
Estimate the value of a bond.
Describe the basic process for valuing assets.
Explain the factors that determine value.
Define the term value as used for several different purposes.
Explain the more popular features of bonds.
Distinguish between different kinds of bonds.
Explain the relationship between an investor’s required rate of return on an investment and the riskiness of the investment.
Explain how diversifying investments affects the riskiness and expected rate of return of a portfolio or combination of assets.
Compare the historical relationship between risk and rates of return in the capital markets.
Define and measure the riskiness of an individual investment.
Define and measure the expected rate of return of an individual investment.
Determine the present value of an uneven stream of payments and understand perpetuities.
Determine the future or present value of a sum when there are nonannual compounding periods.
Understand annuities.
Explain the mechanics of compounding and bringing the value of money back to the present.
Describe the limitations of financial ratio analysis
Calculate and use a comprehensive set of measurements to evaluate a company’s performance
Explain the purpose and importance of financial analysis
Calculate a firm’s free cash flows and financing cash flows.
Describe the limitations of financial statements.
Measure a company’s cash flows.
Determine a firm’s financial position at a point in time based on its balance sheet.
Compute a company’s profits, as reflected by its income statement.
Explain the fundamentals of interest rate determination and the popular theories of the term structure of interest rates.
Be acquainted with recent rates of return.
Understand how funds are raised in the capital markets.
Describe key components of the U.S. financial market system and the financing of business.
Describe how this course and the skills you will develop in it will help you in your career and in your life.
Explain what has led to the era of the multinational corporation.
Distinguish among the different legal forms of business organization.
Describe the role of finance in business.
Understand the basic principles of finance, their importance, and the importance of ethics and trust.
Identify the goal of the firm.
What are the roles of a patient-provider communication coordinator in an acute medical setting?
What are the limitations and benefits of specific orders and standing orders for patients who require patient-provider support following oral or laryngeal surgery?
A patient who cannot speak or write can only communicate using her eyes.However, her spouse has difficulty interpreting her eye pointing, so you decide to teach him eye linking. How would you
In what situations would a scope of practice order be useful for an individual who relies on high-technology AAC equipment to support her communication?
If you were responsible for the selection of yes/no eye signals to be used in a medical setting, what signals would you propose, and why? Would you insist that all staff use the same yes/no eye
Why is it useful to identify the communication needs of patients in a medical unit as part of an AAC intervention?
What are the roles of a daily communication facilitator for an individual who relies on AAC in a long-term residential care facility?
How frequently do nursing staff in acute care medical settings interact with patients who have AAC needs? What are the implications?
What are the differences between intensive care units and long-term acute care hospital units?
How might the cognitive and learning problems experienced by some individuals with TBI interfere with AAC use?
How do the goals of the early stage differ from the middle and late stages of intervention for individuals with TBI?
What are the goals of the early stage of intervention following TBI?
What strategies might you use to support topic supplementation for a dysarthric speaker?
What is alphabet supplementation and how does it affect speech intelligibility of a dysarthric speaker?
If an individual is unable to speak following a severe TBI, how likely is it that the individual will recover functional natural speech?
What communication problems are often associated with a severe TBI?
How would you design an intervention program to teach communication partners how to alter their communication style to meet the needs of a person with dementia? What strategies would you teach? Why?
Describe two strategies to use augmented input to enhance comprehension for persons with dementia.
How would you develop a multimedia biography, similar to those described in this chapter? Can you identify video-audio editing apps that you could use to construct such a biography?
What are the benefits of beginning dementia intervention, such as developing a memory book, in the early stages of the condition?
What is the rationale for starting intervention early for a person with dementia?Why not wait until the communication impairment is more apparent?
In what ways should intervention for primary progressive aphasia and nonprogressive aphasia be different? Explain why.
In what ways should intervention for primary progressive aphasia reflect interventions for nonprogressive aphasia? Explain why you think so.
Consider the “Intervention Issues” section of this chapter. Identify an intervention strategy or approach to address one potential barrier encountered by communicators with aphasia who may
Describe at least two types of interviewing activities that you might use to identify the communication needs and changes in participation patterns of an individual with severe aphasia.
Describe how you would assess the capabilities of an individual with aphasia who cannot meet all of his or her communication needs through spoken communication.
List some examples of specific-need AAC communicators’ AAC supports.
Describe some high-tech approaches that can be used for scaffolding the generative writing of a person with aphasia who has moderate difficulty with spelling errors, word selection, use of pronouns,
Describe one low-tech activity you could use to support functional writing for an independent AAC communicator with significant language formulation difficulties.
Describe one teaching activity in which you would facilitate an independent AAC communicator’s competent use of both AAC and natural speech communication in a real life context.
How would you select messages and vocabulary for an independent AAC communicator’s AAC system?
How do stored-message and generative AAC communicators differ? How would this difference influence your selection of a low-tech or high-tech communication strategy?
What is the primary communication capability that transitional AAC communicators would benefit from learning? Describe one teaching activity in which you might facilitate its development.
How would you design an intervention program to teach communication partners how to alter their communication style to converse with a person who is a contextual-choice AAC communicator?
Describe two strategies to use augmented input to enhance comprehension for people with severe aphasia.
What fundamental communication capabilities would you work on with an emerging AAC communicator? List two communication contexts, or interactive scenarios, that you would develop to support teaching
Describe at least two characteristics of each of the six AAC-Aphasia Communicator Categories and state where they fall on the “continuum of support.”
List five general functions of AAC (low-tech and high-tech)for people with aphasia or apraxia of speech.
A young man has been diagnosed with multiple sclerosis. Do you expect that he will require AAC at some point in his life?
Is brain-computer interface currently an AAC option that is often recommended for individuals with locked-in syndrome?
What is meant by the term locked-in syndrome? What is the impact of this syndrome on communication options?
What is the goal of Early Phase AAC intervention for someone with brainstem stroke?
What percentage of people who experience brainstem stroke require long-term AAC supports?
Your neighbor has been diagnosed with Parkinson’s disease. He asks if he will need “one of those talking machines.” What do you tell him?
How do the goals of Early Phase, Middle Phase, and Late Phase AAC intervention for ALS differ?
What is an AAC facilitator? Do most individuals with ALS who rely on AAC need AAC facilitators? Who typically fills the facilitator role for people with ALS?
What speech characteristic in an individual with ALS best predicts the need for an AAC assessment to take place in a timely manner? Does a diagnosis of spinal versus bulbar ALS affect the usefulness
A woman has been diagnosed with spinal rather than bulbar (brainstem) ALS.How is that diagnosis likely to impact her walking, eating, and speaking? What are the implications for intervention?

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