Unit 4 - Individual Project
Assignment Overview
Type: Individual Project
Unit:Understanding Business Drivers and Improving Business Forecasts
Due Date:Wed,
Grading Type: Numeric
Points Possible:115
Points Earned:0
Deliverable Length:400–600 words
View objectives for this assignment
Assignment Details
Assignment Description
You are in a brainstorming session at WidgeCorp, where no idea is too outrageous. You are discussing penetration in the school lunch market. Ideas around school lunch subsidies, Internet subsidies, and Internet target marketing are being discussed. As the end of the meeting, the group asks you to prove or disprove some assumptions by looking at correlations.
First, acquaint yourself with the Internet subsidy issue by reading the articleClosing the Digital Divide: Internet Subsidies in Public Schoolsby Austan D. Goolsbee and Jonathan Guryan.
Next, download the fileSample Data. Based on the findings as reported in this article, prepare a chart similar to the one in the downloaded file to indicate if the correlation between Variables A and B were found to be positive, negative, or minimal.
In your own words, explain what it means if the correlation of 2 variables is positive, negative, or minimal (close to 0), and give an example of each.
Reference
Goolsbee, A. D., & Guryan, J. (2003). Closing the digital divide: Internet subsidies in public schools.Capital Ideas, 5(1). Retrieved from the University of Chicago Booth School of Business Web site: http://www.chicagobooth.edu/capideas/summer03/digitaldivide.html
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Closing the Digital Divide Internet Subsidies in Public Schools Research by Austan D. Goolsbee and Jonathan Guryan As Internet use has dramatically increased over the past five years, policymakers have grown concerned about the so-called "digital divide," in which access and understanding of technology would be split across income and racial lines. New research analyzes the impact of an ambitious federal technology program aimed to bridge the digital divide in public schools. Policymakers and analysts have argued that public schools are a natural place to teach underserved populations about computers and increase access to new technology. As part of the Telecommunications Act of 1996, the government began actively subsidizing Internet and telecommunications access in U.S. classrooms and libraries through a tax on long-distance telephone services. Starting in 1998 and continuing today, the E-Rate program provides $2.25 billion annually in subsidies to schools and libraries so they can invest in Internet and communications technology. This is especially significant when compared to the combined computer budget in all public schools, which totaled only $3.3 billion in 1999. In their new study, "The Impact of Internet Subsidies in Public Schools," University of Chicago Graduate School of Business professors Austan D. Goolsbee and Jonathan Guryan provide the first step towards evaluating the effect of the E-Rate subsidy on Internet investment in California public schools. "The effect of differing access to technology can magnify as people get older, so the subsidy may function as preventive medicine," says Guryan. Goolsbee and Guryan approached their study with two goals in mind: 1) to understand the extent to which the $2.25 billion subsidy fulfilled its primary goal of increasing Internet usage in schools, particularly those serving disadvantaged students, versus merely subsidizing spending that was already taking place; and 2) addressing the considerable...