I will mark as brainliest if answer

a) Theory Y is more reasonable and productive in Nigerian organizations as it promotes employee empowerment, motivation, and creativity. b) Bureaucracy in Nigerian federal institutions has limitations including inefficiency, lack of accountability, and stifling of innovation. c) True, management has evolved over time with different schools of thought such as scientific management, human relations, and contingency theory.

a) In the Nigerian context, I would consider Theory Y to be more reasonable and productive in organizations. Theory X assumes that employees inherently dislike work, are lazy, and need to be controlled and closely supervised. On the other hand, Theory Y assumes that employees are self-motivated, enjoy their work, and can be trusted to take responsibility. In Nigerian organizations, embracing Theory Y can foster a positive work culture, enhance employee engagement, and promote productivity.

Nigeria has a diverse and dynamic workforce, and adopting Theory Y principles can help organizations tap into the talents and potential of their employees. For example, giving employees autonomy, encouraging participation in decision-making processes, and providing opportunities for growth and development can lead to higher job satisfaction and improved performance. When employees feel trusted and valued, they are more likely to be proactive, innovative, and contribute their best to the organization.

In my personal experience, I have witnessed the benefits of embracing Theory Y in Nigerian organizations. For instance, I worked in a technology startup where the management believed in empowering employees and fostering a collaborative work environment. This approach resulted in a high level of employee motivation, creativity, and a strong sense of ownership. Employees were given the freedom to explore new ideas, make decisions, and contribute to the company's growth. As a result, the organization achieved significant milestones and enjoyed a positive reputation in the industry.

b) Bureaucracy, characterized by rigid hierarchical structures, standardized procedures, and a focus on rules and regulations, has both strengths and weaknesses. In the Nigerian context, a comprehensive critique of bureaucracy reveals its limitations in the efficient functioning of federal institutions.

One of the major criticisms of bureaucracy in Nigeria is its tendency to be slow, bureaucratic red tape, and excessive layers of decision-making, resulting in delays and inefficiencies. This can hinder responsiveness, agility, and effective service delivery, especially in government institutions where timely decisions and actions are crucial.

Moreover, the impersonal nature of bureaucracy can contribute to a lack of accountability and a breeding ground for corruption. The strict adherence to rules and procedures may create loopholes that can be exploited by individuals seeking personal gains, leading to corruption and unethical practices.

Furthermore, the hierarchical structure of bureaucracy may stifle innovation, creativity, and employee empowerment. Decision-making authority is concentrated at the top, limiting the involvement of lower-level employees who may have valuable insights and ideas. This hierarchical structure can discourage employees from taking initiatives and hinder organizational adaptability in a fast-paced and dynamic environment.

Given these limitations, I would not fully subscribe to upholding the principles of bureaucracy in Nigerian federal institutions. Instead, there should be efforts to streamline processes, reduce bureaucratic bottlenecks, foster accountability, and promote a more flexible and agile organizational culture. This can be achieved through the implementation of performance-based systems, decentralization of decision-making authority, and creating avenues for employee engagement and innovation.

c) True, management has indeed evolved over time. The field of management has continuously evolved in response to changing business environments, societal demands, and advancements in technology. This evolution can be traced through various management thought schools.

1. Scientific Management: This approach, pioneered by Frederick Taylor in the early 20th century, focused on optimizing work processes and improving efficiency through time and motion studies. It emphasized standardization and specialization.

In summary, management has evolved over time to encompass a broader understanding of organizational dynamics, human behavior, and the need for adaptability. This evolution reflects the recognition of the complexities of managing in a rapidly changing world and the importance of embracing new approaches and ideas to achieve organizational success.

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Answer:

Step-by-step explanation:

Negative numbers don't have real square roots since a square is either positive or 0. so it doesn't exist

Answer:

i

Step-by-step explanation:

the square root of  negative one is not real.

It is classed as an imaginary number denoted by  i , that is

\(\sqrt{-1}\) = i

Answer:

-6 inches

Step-by-step explanation:

M = Mother

F = Father

K = Katrina

B = Brother

F-2=M

M-2=K

K-2=B

Add the amount of change between each person to get -6 inches.

Answer:

-6

Step-by-step explanation:

Answer:

17

Step-by-step explanation:

It is simple

As the slope is represented by m,

And the equation of line is

y=mx+c

Therefore, here m=17, which is the slope of the given eq.

An arithmetic sequence is a sequence where the difference between the terms is constant. Hence, the sum of all possible values of n is 69.

To find the sum of all possible values of n of an arithmetic sequence, we need to find the common difference first.

The formula to find the common difference is given by; d = (last term - first term)/(n - 1)

Here, the first term is 535, the last term is 567, and the sequence has n terms.

So;567 - 535 = 32d = 32/(n - 1)32n - 32 = 32n - 32d

By cross-multiplication we get;32(n - 1) = 32d ⇒ n - 1 = d

So, we see that the difference d is one less than n. Therefore, we need to find all factors of 32.

These are 1, 2, 4, 8, 16, and 32. Since n - 1 = d, the possible values of n are 2, 3, 5, 9, 17, and 33. So, the sum of all possible values of n is;2 + 3 + 5 + 9 + 17 + 33 = 69.Hence, the sum of all possible values of n is 69.

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Answer:

yellow to red - 2:3 , green to purple 1:0 or 1, pink to total - 6:12 or 1:2

Answer:

hope it's help pohh mark me brain less

Kierran's mother is employing the reward system when she tells him to play video games when he completes his chores, and she is employing the punishment system when she restricts video game play and only allows him to play if he does his chores then she is employing the negative reinforcement.

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Answer: No

Step-by-step explanation:

2/4 would 1/2 and 14/16 would be 7/8 so no I think

Answer:

Step-by-step explanation:

y is directly proportional to the square root of ( x-3):

Given:

Find k:

Find y when x = 39:

Answer:

y = 24

Step-by-step explanation:

Given y is directly proportional to \(\sqrt{x-3}\) then the equation relating them is

y = k\(\sqrt{x-3}\) ← k is the constant of proportion

To find k use the condition when x = 28, y = 20 , then

20 = k × \(\sqrt{28-3}\) = k × \(\sqrt{25}\) = 5k ( divide both sides by 5 )

4 = k

y = 4 \(\sqrt{x-3}\) ← equation of proportion

When x = 39 , then

y = 4 × \(\sqrt{39-3}\) = 4 × \(\sqrt{36}\) = 4 × 6 = 24

Answer:

The range is -7 ≤ y ≤ 8

Step-by-step explanation:

The range is the full measurement of a graph on the y-axis.

I know this can be confusing at times as I had struggles with this in the past

Hopefully, this helps!

Answer: M = Five over three

Answer:

The common factor of all the terms of the polynomial 16x² - 14x is:

2x

Step-by-step explanation:

We are given a polynomial:

16x²-14x

We have to find the common factor of all terms.

First we factorize each term separately and then see the common factor.

16x²=2×2×2×2×x×x

14x=2×7×x

We observe that the common factor is:

2x

Hence,  the common factor of all the terms of the polynomial 16x² - 14x is:

2x

Answer:

2x

Step-by-step explanation:

16 = 2^4

14 = 2 × 7

Common factor of 16 and 14 is 2.

x² = x × x

x = x

Common factor of x² and x is x

The common factor of the two terms is 2x.

Answer:

The 2nd table.

Step-by-step explanation:

It is the only one that makes sense.

Please mark me brainliest I need it!!!!

Answer:

48

Step-by-step explanation:

This is a simple Trigonometry problem

cos(x) = 4/6

cos^-1(4/6) =  48.18 = 48

Answer:

\( \cos(x) = \frac{4}{6} \\ \cos(x) =(0.66666666667)\\ x = { \cos (0.66666666667) }^{ - 1} \\ x = (48.18968510422)\)

Answer:

x = 1

Step-by-step explanation:

12 + 4 x = 16

Subtract 12 from both sides.

4x = 4

Divide 4 on both sides.

x = 1

The exact value of sin(π/6) is 1/2.

To find the exact value of sin(π/6), we can use the unit circle or the trigonometric identity for the sine function. In the unit circle, π/6 corresponds to an angle of 30 degrees, which lies in the first quadrant.

At this angle, the y-coordinate of the corresponding point on the unit circle is 1/2. Since sin(θ) represents the ratio of the opposite side to the hypotenuse in a right triangle, for an angle of 30 degrees, sin(π/6) is equal to 1/2.

Alternatively, we can use the trigonometric identity sin(θ) = cos(π/2 - θ). Applying this identity, we have sin(π/6) = cos(π/2 - π/6) = cos(π/3). Now, π/3 corresponds to an angle of 60 degrees, which lies in the first quadrant.

At this angle, the x-coordinate of the corresponding point on the unit circle is 1/2. Therefore, cos(π/3) = 1/2. Substituting this value back into sin(π/6) = cos(π/3), we get sin(π/6) = 1/2.

In both approaches, we find that the exact value of sin(π/6) is 1/2, indicating that the sine function of π/6 radians is equal to 1/2.

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Answer:

k < 1

Step-by-step explanation:

6 > 2k + 4. The first thing you do is subtract 4 on both sides, leaving 2 > 2k. The last thing to do is to divide 2 on both sides, leaving with k < 1.

Answer:

I'm going to help y'all its Khan Academy The answer is K=0 that is the only answer

Step-by-step explanation:

our survey found that 56% of college students live on campus, 62% have a campus meal program, and 42% do both. while dining in a campus facility open only to students with meal plans, you meet someone interesting. The percent of people, who either lives or eats on campus is 34 %

In mathematics, sets are collections of discrete things that can be grouped together. A collection of items in a set includes a collection of numbers, days of the week, different kinds of cars, etc.

Let the total number of people be 100.

Let set A be people who live in campus = 56

Let set B be people who participate in meal = 62

Let set be people who do both = 42

According to set theory,

(A∪B) = A+ B - (A∩B)

        = 56 + 62 - 42

      = 76    

Then either lives or eats is given by,

= (A∪B) -  (A∩B)

= 76 - 42

= 34

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Answer:

true

Step-by-step explanation:

It is also called Middle Term Splitting

Its a cool thing with which you can solve different orders of polynomials(or any algebraic expressions if you're a pro).

It is writing an expression as a product of 2 or more factors

Answer:

factorization is of writing a number or another mathematical use as a product of several factors, usually smaller of the same kind.

Step-by-step explanation

3 × 5 is a factorization of the integer 15, and is a factorization of the polynomial x² – 4.

Answer:

Step-by-step explanation:

24 is a composite number.

Prime factorization: 24 = 2 x 2 x 2 x 3, which can be written 24 = 2³ x 3

The exponents in the prime factorization are 3 and 1. Adding one to each and multiplying we get (3 + 1)(1 + 1) = 4 x 2 = 8. Therefore 24 has exactly 8 factors.

Factors of 24: 1, 2, 3, 4, 6, 8, 12, 24

Factor pairs: 24 = 1 x 24, 2 x 12, 3 x 8, or 4 x 6

The three angles are 44, 54, and 82 degrees. Since two angles (44 and 44 degrees) have the same measure, the triangle is isosceles.

If the measures of the three angles of a triangle are x, x + 10, and 2x - 6, the triangle must be isosceles.

In a triangle, the sum of the angles is always 180 degrees. Therefore, we can set up the equation:

x + (x + 10) + (2x - 6) = 180

Combine the terms:

4x + 4 = 180

Subtract 4 from both sides:

4x = 176

Divide by 4:

x = 44

Now, we can find the measures of the other two angles:

x + 10 = 44 + 10 = 54
2x - 6 = 2(44) - 6 = 88 - 6 = 82

The three angles are 44, 54, and 82 degrees. Since two angles (44 and 44 degrees) have the same measure, the triangle is isosceles.

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The average speed of the train can be calculated by dividing the total distance traveled by the total time taken. In this case, the train traveled a total distance of 30 km (10 km from X to Y + 20 km from Y to Z) and took a total time of 36 minutes (11.5 minutes + 0.5 minutes + 24 minutes). Converting the time to hours (36 minutes = 0.6 hours), the average speed of the train is 50 km/hr.

To calculate the average speed of the train, we need to divide the total distance traveled by the total time taken. Let's calculate each component:

1. Total distance: The train traveled 10 km from station X to station Y and then an additional 20 km from station Y to station Z, making a total distance of 30 km.

2. Total time: The train took 11.5 minutes to travel from X to Y, stopped at station Y for 0.5 minutes, and then took another 24.0 minutes to travel from Y to Z, making a total time of 11.5 minutes + 0.5 minutes + 24.0 minutes = 36 minutes.

To convert the total time to hours, we divide it by 60 (since there are 60 minutes in an hour): 36 minutes / 60 = 0.6 hours.

Finally, we can calculate the average speed by dividing the total distance (30 km) by the total time in hours (0.6 hours): 30 km / 0.6 hours = 50 km/hr.

Therefore, the average speed of the train is 50 km/hr.

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Answer:

not a solution

Step-by-step explanation:

i did this one

Answer:

a tree was 5 meters tall. a person used a chainsaw to cut 1/4 of the tree. how tall is the tree now?

also, please don't copy the answer word for word.

Answer:

B. 7(6x – 1) and 42x – 7 is equivalent

Step-by-step explanation:

A. –3(3x + 5) and –9x + 5

=–3(3x + 5)=-9x-15 not equivalent

B. 7(6x – 1) and 42x – 7

7(6x – 1)=42x-7 equivalent

C. –6(4x – 3) and –6x

=–6(4x – 3)=-24+18 not equivalent

D. 5(2x + 3y) and 25xy

=5(2x + 3y)=10x+15y not equivalent.

The aim when choosing the model parameters:

Find the parameters that minimize he squared distances, in the y direction, from each point up/down to the regression line

The correct option is (b)

This is incomplete question

Complete question is this:

With a linear regression, what is the aim when choosing the model parameters (aka the slope and coefficient(s))?

Choose the correct option:

Now, According to the question:

Hence, The aim when choosing the model parameters:

Find the parameters that minimize he squared distances, in the y direction, from each point up/down to the regression line

The correct option is (b).

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