Champion Wave Surf, Inc.
1st Edition
Computer Simulation Project
STUDENT’S MANUAL
Champion Wave Surf, Inc.
Preface
Champion Wave Surf, Inc. is a computerized accounting project designed for students taking Financial Accounting. The project is intended to reinforce concepts taught in Financial Accounting courses, while allowing students the use of Wave Accounting software to aid in their understanding of computerized accounting.
The project is not intended to teach Wave Accounting, but simply uses Wave in a limited capacity to give students the opportunity to understand the usefulness of computers and software in the accounting world, but still compelling them to fully comprehend each accounting transaction and the accounting process.
Introduction
Background
Champion Wave Surf, Inc. is a small corporation, operated by Max Kolbe, the majority stockholder. The business opened on January 1, 2007, at its beautiful location in Morro Bay, California. Champion Wave has been successful in its first two months of operations, gaining popularity among the locals and tourists on the Central Coast. In addition to selling surfboards, accessories and apparel, Champion Wave also provides surfboard repair services and offers private surfing lessons.
As the new accounting intern for the company, you have been asked to complete the accounting for the last two weeks of March, prepare the financial statements and close the books at the end of the first quarter, March 31, 2007. This will require that you post all accounting transactions for the last two weeks of the month of March, reconcile the bank account, post any adjusting entries, print and analyze the financial statements, and, finally, post the closing entries. During the process, you are expected to audit your own work and make any correcting entries as you go. Max has provided you with the accounting files which have been completed through March 17, 2007.
Before you begin recording the transactions, it is important that you become familiar with Champion Wave's chart of accounts and you thoroughly understand the company's accounting procedures. Max has provided you with the complete chart of accounts along with some detailed information from his CPA that you should review.
Chart of Accounts
Summary
ASSETS
101
Cash
102
Petty Cash
115
Certificate of Deposit
120
Accounts Receivable
125
Credit Cards Receivable
130
Interest Receivable
150
Merchandise Inventory
160
Prepaid Advertising
161
Prepaid Insurance
162
Prepaid Rent
170
Store Supplies
180
Equipment
181
Accumulated Depreciation, Equipment
185
Furniture & Fixtures
186
Accumulated Depreciation, Furniture & Fixtures
LIABILITIES
201
Accounts Payable
210
Dividends Payable
220
Interest Payable
240
Sales Tax Payable
250
Wages Payable
260
Unearned Revenue
280
Notes Payable
STOCKHOLDERS' EQUITY
310
Common Stock
320
Retained Earnings
390
Dividends
REVENUE
401
Sales Revenue
410
Lesson Revenue
420
Repair Revenue
COST OF GOODS SOLD
...
Chapter 1 Overview of geneticsQUESTIONS FOR RESEARCH AND DISCUSSMaximaSheffield592
Chapter 1 Overview of genetics
QUESTIONS FOR RESEARCH AND DISCUSSION
7. What criteria would you use to determine whether synesthesia is a disorder or a variation of normal sensation and perception?
8. Why do you think that synesthesia is more common today than it was 20 years ago?
9. Why might it be possible for infants to have synesthesia, but the ability is gradually lost?
10. Would you want to take a genetic test for synesthesia? Cite a reason for your answer.
11. Do you think that synesthesia should be regarded as a learning disability, an advantage, or neither?
Chapter 2 Cells
10. Historical references as well as current anecdotal reports suggest that under very unusual circumstances, males can breastfeed. The Talmud, a book of Jewish law, discusses a man whose wife died and who had no money to pay a wet nurse (a woman who breastfeeds another woman’s child). He was able to nourish the child with his own body. The writings of other religions report similar tales. In agriculture, male goats can receive hormonal treatments and make milk. Do you think that it is possible for a human male to breastfeed, and if so, what conditions must be provided to coax his body to produce and secrete milk?
12. Compare the roles of mitosis and apoptosis in remodeling Sheila’s breast from a fatty sac to an active milk gland.
You are to prepare 16 slides PowerPoints of health care system in Cuba. Rubric includes: type of Government Demographics Population, type of health care system currently in place, History of the health care system, including changes and recent developments, How is the delivery system organized and financed? Who is covered and how is insurance financed? What is covered? What is the role of government? What are the key entities for health system governance? World Health Organization rankings in major indices of health (infant mortality, life expectancy, etc.). Strengths and weaknesses of the system. Popularity of system among citizens. (5-6) reputable and current sources (within 5 years).
CHAPTER 1 Overview of Genetics
Senses Working Overtime Eighteen-year-old Sean Maxwell has always perceived the world in an unusual way. To most people, color is a characteristic of an object—a cherry is red; a hippo, gray. To Sean, colors are much more. When he plays a note on his guitar, or hears it from another instrument, a distinctively colored shape pops into his mind. His brain, while perceiving the note as an E flat or a C sharp, creates an overwhelming feeling of iridescent orange-yellow diamonds, or a single, shimmering sky blue crescent. Soaring crescendos of sound become detailed landscapes, peppered with alternating black and white imagery that parallels the staccato notes. These images flash by his consciousness in such rapid succession that he is barely aware of them, yet they seem to burst through his fingers in the patterns of notes that he plays. Sean has experienced these peculiar specific sound-color-shape associations for as ...
Chapter 1 OutlineI. Thinking About DevelopmentA. What Is HumMaximaSheffield592
Chapter 1 Outline
I. Thinking About Development
A. What Is Human Development?
1. Human development is the multidisciplinary study of how people change and how they remain the same over time.
2. The science of human development (1) reflects the complexity and uniqueness of each person and their experiences, (2) seeks to understand commonalities and patterns across people, (3) is firmly grounded in theory, and (4) seeks to understand human behavior.
B. Recurring Issues in Human Development: Three fundamental issues dominate the study of human development.
1. Nature Versus Nurture is the degree to which genetic influences (nature) or experiential/environmental influences (nurture) determine the kind of person you are. Despite the ongoing debate as to which influence is greater, theorists and researchers recognize that development is always shaped by both—nature and nurture are mutually interactive influences.
2. Continuity Versus Discontinuity focuses on whether a particular developmental phenomenon represents a smooth progression throughout the life span (continuity) or a series of abrupt shifts (discontinuity).
3. Universal Versus Context-Specific Development focuses on whether there is just one path of development or several. In other words, does development follow the same general path in all people, or is it fundamentally different, depending on the sociocultural context?
C. Basic Forces in Human Development: The Biopsychosocial Framework. This framework emphasizes that these four forces are mutually interactive and that development cannot be understood by examining them in isolation. By combining the four developmental forces, we have a view of human development that encompasses the life span, yet appreciates the unique aspects of each phase of life.
1. Biological forces include genetic and health-related factors that affect development. Some biological forces, such as puberty and menopause, are universal and affect people across generations, whereas others, such as diet or disease, affect people in specific generations or occur in a small number of people.
2. Psychological forces include all internal perceptual, cognitive, emotional, and personality factors that affect development. Psychological forces are the ones used most often to describe the characteristics of a person and have received the most attention.
3. Sociocultural forces include interpersonal, societal, cultural, and ethnic factors that affect development. Culture refers to the knowledge, attitudes, and behaviors associated with a group of people. Overall, sociocultural forces provide the context or backdrop for development. Consequently, there is a need for research on different cultural groups. Another practical problem is how to describe racial and ethnic groups.
4. Life-cycle forces reflect differences in how the same event affects people of different ages. The influence of life-cycle forces reflects the influences of biological, psychological, and sociocultural force ...
Chapter 1 Juvenile Justice Myths and RealitiesMyths and RealiMaximaSheffield592
Chapter 1 Juvenile Justice: Myths and RealitiesMyths and Realities
It’s only me.” These were the tragic words spoken by Charles “Andy” Williams as the San Diego Sheriff’s Department SWAT team closed in
on the frail high school sophomore who had just turned 15 years old. Williams had just shot a number of his classmates at Santana High
School, killing two and wounding 13. This was another in a series of school shootings that shocked the nation; however, the young Mr.
Williams did not fit the stereotype of the “superpredator” that has had an undue influence on juvenile justice policy for decades. There have
been other very high-profile cases involving children and teens that have generated a vigorous international debate on needed changes in the
system of justice as applied to young people.
In Birmingham, Alabama, an 8-year-old boy was charged with “viciously” attacking a toddler, Kelci Lewis, and murdering her (Binder, 2015).
The law enforcement officials announced their intent to prosecute the boy as an adult. The accused perpetrator would be among the youngest
criminal court victims in U.S. history. The 8-year-old became angry and violent, and beat the toddler because she would not stop crying. Kelci
suffered severe head trauma and injuries to major internal organs. The victim’s mother, Katerra Lewis, left the two children alone so that she
could attend a local nightclub. There were six other children under the age of 8 also left alone in the house. Within days, the mother was
arrested and charged with manslaughter and released on a $15,000 bond after being in custody for less than 90 minutes. The 8-year-old was
held by the Alabama Department of Human Services pending his adjudication.
A very disturbing video showed a Richland County, South Carolina, deputy sheriff grab a 16-year-old African American teen by her hair,
flipping her out her chair and tossing her across the classroom. The officer wrapped his forearm around her neck and then handcuffed her. It is
alleged that the teen refused to surrender her phone to the deputy. She received multiple injuries from the encounter. The classroom teacher and
a vice principal said that they believed the police response was “appropriate.” The deputy was suspended and subsequently fired after the
Richland County Sheriff reviewed the video. There is a civil suit against the school district and the sheriff’s department for the injuries that
were sustained (Strehike, 2015).
One of the highest profile cases involving juvenile offenders was known as the New York Central Park jogger case (Burns, 2011; Gray, 2013).
In 1989 a young female investment banker was raped, attacked, and left in a coma. The horrendous crime captured worldwide attention.
Initially, 11 young people were arrested and five confessed to the crimes. These five juvenile males, four African American and one Latino,
were convicted for a range of crimes including assault, robbery, rape, and attempted murder. There were two separate jury t ...
CHAPTER 1 Philosophy as a Basis for Curriculum DecisioMaximaSheffield592
CHAPTER
1
Philosophy as a Basis for
Curriculum Decisions
ALLAN C. ORNSTEIN
FOCUSING QUESTIONS . . d implementation of curriculum?
hil h uide the orgaruzation an
1. How does p osop y g 1 d that shape a person's philosophy of
2. What are the sources of know e ge
curriculum? d that shape your philosophical view of 1
What are the sources of know e ge3.
curriculum? · diff
. d ends of education er.
?
4. How do the auns, means, an_ . at must be determined before we can
What is the major philosop~cal is~ue th
5. define a philosophy of curncul~- hil hies that have influenced curriculum
What are the four major educational p osop .6.
in the United States?
7. What is your philosophy of curriculum?
P
d still do have an impact on schools and
hilosophic issues always h~ve had ~ hools are changing fundamental~y and
society. Contemporary society ~d its :cThere is a special urgency that dictate~
rapidly, much more so th~ m e ~a:oie of schools, and calls for a philosophy o
continuous appraisal and reappraisal of th directionless in the whats and hows of
education. Without philosophy, educators a~ing to achieve. In short, our philo~~phy
organizing and implementing what we ar~ t determines, our educational decisions,
of education influences, and to a large ex en
choices, and alternatives.
PHILOSOPHY AND CURRICULUM . 1· ts with a framework for
. 11 curriculum specia is , h
Philosophy provides educators, espect i{e1 s them answer questions about what t e
organizing schools and classrooms. t f 1 how students learn, and what methods
school's purpose is, what subjects are: va;~ with a framework for broad issues and
and materials to use. Philosophy provi es e
CHAPTER ONE Philosophy as a Basis for Curriculum Decisions 3
tasks, such as determining the goals of edu and activities, and dealing with verbal traps
cation, subject content and its organization, (what we see versus what is read). Curricu
the process of teaching and learning, and, in lum theorists, they point out, often fail to rec
general, what experiences and activities to ognize both how important philosophy is to
stress in schools and classrooms. It also pro developing curriculum and how it influences
vides educators with a basis for making such aspects of curriculum.
decisions as what workbooks, textbooks, or
other cognitive and noncognitive activities to
Philosophy and the Curriculum Sp
utilize and how to utilize them, what and
how much homework to assign, how to test The philosophy of curriculum sp
students and how to use the test results, and reflects their life experiences, comma
what courses or subject matter to emphasize. social and economic background, ed
The importance of philosophy in deter and general beliefs about people. f._•• .....u
mining curriculum decisions is expressed vidual's philosophy evolves and continues
well by the classic statement of Thomas to evolve as long as there is personal growth,
Hopkins (1941): "Philosop ...
Chapter 1 Introduction Criterion• Introduction – states general MaximaSheffield592
Chapter 1 Introduction Criterion
• Introduction – states general nature of problem
• Identifies project as quality or leadership focused project
• Background – briefly describes general context of the topic
• Statement of the problem – ‘Therefore the problem/topic addressed in this study is…’
• Purpose of the study – describes specific objectives of the study, related to the problem described above.
• Rationale – Ties together the identified problem, the purpose/goal of the study, and identifies how the writer intends the results will be used to accomplish identified goals.
• Research questions – lists 2-4 specific research questions/objectives for the study.
• Nature of the study – identifies method of study to be used (descriptive, relational, causal, exploratory, or predictive}
• Significance of the study – personal, professional, and/or research.
• Definition of terms
• Assumptions and Limitations
Writing the Personal Statement
The personal statement is an important document in your application packet. Admissions committees not only read them, they remember the memorable ones! A strong personal statement can be make-or-break for your application process.
What is it? It’s a combination of things:
· It is a business document: you are selling yourself, and need to know how to do so persuasively.
· It is an argument: you are showing the reader that they need and want you in their
program, but rather than convince with reasons, you are often arguing using narrative.
· It is an assignment, and your target audience is looking for you to show them that you know how to give what is asked for.
Consider your audience. Beware of Web sites and other sources that simply tell you to “tell your story.” Which story will you choose and for which purpose?
Medical and Law Schools
Science Programs
Humanities MA Programs
Humanities PhD Programs
Diplomatic
Service Scholarships
Want to know
Want to know
Want to see that
Want to know
Want to know
you as a person
your work as a
you are
how you will
you as a person
researcher and
interested in
succeed both in
your work ethic
further study and
and beyond the
know your long-
program
term goals
Remember that your resume tells them that you can do good undergraduate or graduate work. Now they need to know that they are choosing a winner, one who can perform at a higher level and will finish!
Five Standard Topics:
1. your motivation for your career
2. the influence of your family or early experiences
3. the influence of extracurricular, work, or volunteer experiences
4. your long-term goals
5. your personal philosophy
Activity One:
Below is a list of attributes that applicants to professional programs highlight in their personal statements. On the right is a list of indications of the attribute. Read through the list and
· Check off those attributes you want to highlight.
· List possible stories you can tell about yourself, your family, your extracurricular activities, your goals, or your personal ph ...
Chapter 1 IntroductionThis research paper seeks to examine the reMaximaSheffield592
Chapter 1: Introduction
This research paper seeks to examine the relationship between strategic performance and appraisal systems in contemporary organizations. Strategic management in organizations refers to setting goals, procedures, and objectives to gain a competitive advantage. The strategies aim at making businesses distinct from their competitors while attracting consumers to the market. Stakeholders in business entities use strategic management approaches to execute short- and long-term organizational projects. Some strategies include innovation, product segmentation, and corporate social responsibility. On the other hand, a performance appraisal system refers to identifying, evaluating, and developing the work performance of employees to aid in the process of achieving the organization's goals and processes. The organization has to track the performance progress of each employee to keep them accountable for their roles at the workplace.
The definition of the appraisal system and strategic management incorporates objectives and goals. Consequently, the purpose of both strategic management and performance appraisal is to deliver the existing objectives and stay ahead of competitors. The performance appraisal system denotes the type of assessment used by an organization to measure performance. There are different assessment methods. One of the evaluation techniques is straight ranking appraisal where employees are ranked from the best performers to poor performers. Another assessment criterion is grading where employees are assigned specific grades for their performance in different areas. There is also the management-by-objective method of review. The employees and managers set goals under the approach and measure them at the end of the agreed time. Organizations may also assess their employees based on their behaviors and conduct at the workplace. Lastly, organizations can adopt a 360-degree assessment method where employees and managers are assessed. Organizations use one or a combination of the frameworks to evaluate the employees with a view of improving performance.
The purpose of this study is to examine the relationship between strategic management and performance appraisal systems. The study will evaluate whether managers consider their strategies when selecting the appraisal system or consider other factors. Also, the study will assess the implications of selecting an appraisal system based on the existing strategies in different organizations and the impacts of ignoring organizational strategies when deciding on the performance of the appraisal system. The findings will be crucial in the organizational and human resource management field setting the stage for further research.
Statement of Problem
A brief literature review reveals that there is little to no information on balancing between appraisal systems and organizational strategies. Most researchers in the field tend to focus on how appraisal systems boost organizatio ...
Chapter 1 Overview of geneticsQUESTIONS FOR RESEARCH AND DISCUSSMaximaSheffield592
Chapter 1 Overview of genetics
QUESTIONS FOR RESEARCH AND DISCUSSION
7. What criteria would you use to determine whether synesthesia is a disorder or a variation of normal sensation and perception?
8. Why do you think that synesthesia is more common today than it was 20 years ago?
9. Why might it be possible for infants to have synesthesia, but the ability is gradually lost?
10. Would you want to take a genetic test for synesthesia? Cite a reason for your answer.
11. Do you think that synesthesia should be regarded as a learning disability, an advantage, or neither?
Chapter 2 Cells
10. Historical references as well as current anecdotal reports suggest that under very unusual circumstances, males can breastfeed. The Talmud, a book of Jewish law, discusses a man whose wife died and who had no money to pay a wet nurse (a woman who breastfeeds another woman’s child). He was able to nourish the child with his own body. The writings of other religions report similar tales. In agriculture, male goats can receive hormonal treatments and make milk. Do you think that it is possible for a human male to breastfeed, and if so, what conditions must be provided to coax his body to produce and secrete milk?
12. Compare the roles of mitosis and apoptosis in remodeling Sheila’s breast from a fatty sac to an active milk gland.
You are to prepare 16 slides PowerPoints of health care system in Cuba. Rubric includes: type of Government Demographics Population, type of health care system currently in place, History of the health care system, including changes and recent developments, How is the delivery system organized and financed? Who is covered and how is insurance financed? What is covered? What is the role of government? What are the key entities for health system governance? World Health Organization rankings in major indices of health (infant mortality, life expectancy, etc.). Strengths and weaknesses of the system. Popularity of system among citizens. (5-6) reputable and current sources (within 5 years).
CHAPTER 1 Overview of Genetics
Senses Working Overtime Eighteen-year-old Sean Maxwell has always perceived the world in an unusual way. To most people, color is a characteristic of an object—a cherry is red; a hippo, gray. To Sean, colors are much more. When he plays a note on his guitar, or hears it from another instrument, a distinctively colored shape pops into his mind. His brain, while perceiving the note as an E flat or a C sharp, creates an overwhelming feeling of iridescent orange-yellow diamonds, or a single, shimmering sky blue crescent. Soaring crescendos of sound become detailed landscapes, peppered with alternating black and white imagery that parallels the staccato notes. These images flash by his consciousness in such rapid succession that he is barely aware of them, yet they seem to burst through his fingers in the patterns of notes that he plays. Sean has experienced these peculiar specific sound-color-shape associations for as ...
Chapter 1 OutlineI. Thinking About DevelopmentA. What Is HumMaximaSheffield592
Chapter 1 Outline
I. Thinking About Development
A. What Is Human Development?
1. Human development is the multidisciplinary study of how people change and how they remain the same over time.
2. The science of human development (1) reflects the complexity and uniqueness of each person and their experiences, (2) seeks to understand commonalities and patterns across people, (3) is firmly grounded in theory, and (4) seeks to understand human behavior.
B. Recurring Issues in Human Development: Three fundamental issues dominate the study of human development.
1. Nature Versus Nurture is the degree to which genetic influences (nature) or experiential/environmental influences (nurture) determine the kind of person you are. Despite the ongoing debate as to which influence is greater, theorists and researchers recognize that development is always shaped by both—nature and nurture are mutually interactive influences.
2. Continuity Versus Discontinuity focuses on whether a particular developmental phenomenon represents a smooth progression throughout the life span (continuity) or a series of abrupt shifts (discontinuity).
3. Universal Versus Context-Specific Development focuses on whether there is just one path of development or several. In other words, does development follow the same general path in all people, or is it fundamentally different, depending on the sociocultural context?
C. Basic Forces in Human Development: The Biopsychosocial Framework. This framework emphasizes that these four forces are mutually interactive and that development cannot be understood by examining them in isolation. By combining the four developmental forces, we have a view of human development that encompasses the life span, yet appreciates the unique aspects of each phase of life.
1. Biological forces include genetic and health-related factors that affect development. Some biological forces, such as puberty and menopause, are universal and affect people across generations, whereas others, such as diet or disease, affect people in specific generations or occur in a small number of people.
2. Psychological forces include all internal perceptual, cognitive, emotional, and personality factors that affect development. Psychological forces are the ones used most often to describe the characteristics of a person and have received the most attention.
3. Sociocultural forces include interpersonal, societal, cultural, and ethnic factors that affect development. Culture refers to the knowledge, attitudes, and behaviors associated with a group of people. Overall, sociocultural forces provide the context or backdrop for development. Consequently, there is a need for research on different cultural groups. Another practical problem is how to describe racial and ethnic groups.
4. Life-cycle forces reflect differences in how the same event affects people of different ages. The influence of life-cycle forces reflects the influences of biological, psychological, and sociocultural force ...
Chapter 1 Juvenile Justice Myths and RealitiesMyths and RealiMaximaSheffield592
Chapter 1 Juvenile Justice: Myths and RealitiesMyths and Realities
It’s only me.” These were the tragic words spoken by Charles “Andy” Williams as the San Diego Sheriff’s Department SWAT team closed in
on the frail high school sophomore who had just turned 15 years old. Williams had just shot a number of his classmates at Santana High
School, killing two and wounding 13. This was another in a series of school shootings that shocked the nation; however, the young Mr.
Williams did not fit the stereotype of the “superpredator” that has had an undue influence on juvenile justice policy for decades. There have
been other very high-profile cases involving children and teens that have generated a vigorous international debate on needed changes in the
system of justice as applied to young people.
In Birmingham, Alabama, an 8-year-old boy was charged with “viciously” attacking a toddler, Kelci Lewis, and murdering her (Binder, 2015).
The law enforcement officials announced their intent to prosecute the boy as an adult. The accused perpetrator would be among the youngest
criminal court victims in U.S. history. The 8-year-old became angry and violent, and beat the toddler because she would not stop crying. Kelci
suffered severe head trauma and injuries to major internal organs. The victim’s mother, Katerra Lewis, left the two children alone so that she
could attend a local nightclub. There were six other children under the age of 8 also left alone in the house. Within days, the mother was
arrested and charged with manslaughter and released on a $15,000 bond after being in custody for less than 90 minutes. The 8-year-old was
held by the Alabama Department of Human Services pending his adjudication.
A very disturbing video showed a Richland County, South Carolina, deputy sheriff grab a 16-year-old African American teen by her hair,
flipping her out her chair and tossing her across the classroom. The officer wrapped his forearm around her neck and then handcuffed her. It is
alleged that the teen refused to surrender her phone to the deputy. She received multiple injuries from the encounter. The classroom teacher and
a vice principal said that they believed the police response was “appropriate.” The deputy was suspended and subsequently fired after the
Richland County Sheriff reviewed the video. There is a civil suit against the school district and the sheriff’s department for the injuries that
were sustained (Strehike, 2015).
One of the highest profile cases involving juvenile offenders was known as the New York Central Park jogger case (Burns, 2011; Gray, 2013).
In 1989 a young female investment banker was raped, attacked, and left in a coma. The horrendous crime captured worldwide attention.
Initially, 11 young people were arrested and five confessed to the crimes. These five juvenile males, four African American and one Latino,
were convicted for a range of crimes including assault, robbery, rape, and attempted murder. There were two separate jury t ...
CHAPTER 1 Philosophy as a Basis for Curriculum DecisioMaximaSheffield592
CHAPTER
1
Philosophy as a Basis for
Curriculum Decisions
ALLAN C. ORNSTEIN
FOCUSING QUESTIONS . . d implementation of curriculum?
hil h uide the orgaruzation an
1. How does p osop y g 1 d that shape a person's philosophy of
2. What are the sources of know e ge
curriculum? d that shape your philosophical view of 1
What are the sources of know e ge3.
curriculum? · diff
. d ends of education er.
?
4. How do the auns, means, an_ . at must be determined before we can
What is the major philosop~cal is~ue th
5. define a philosophy of curncul~- hil hies that have influenced curriculum
What are the four major educational p osop .6.
in the United States?
7. What is your philosophy of curriculum?
P
d still do have an impact on schools and
hilosophic issues always h~ve had ~ hools are changing fundamental~y and
society. Contemporary society ~d its :cThere is a special urgency that dictate~
rapidly, much more so th~ m e ~a:oie of schools, and calls for a philosophy o
continuous appraisal and reappraisal of th directionless in the whats and hows of
education. Without philosophy, educators a~ing to achieve. In short, our philo~~phy
organizing and implementing what we ar~ t determines, our educational decisions,
of education influences, and to a large ex en
choices, and alternatives.
PHILOSOPHY AND CURRICULUM . 1· ts with a framework for
. 11 curriculum specia is , h
Philosophy provides educators, espect i{e1 s them answer questions about what t e
organizing schools and classrooms. t f 1 how students learn, and what methods
school's purpose is, what subjects are: va;~ with a framework for broad issues and
and materials to use. Philosophy provi es e
CHAPTER ONE Philosophy as a Basis for Curriculum Decisions 3
tasks, such as determining the goals of edu and activities, and dealing with verbal traps
cation, subject content and its organization, (what we see versus what is read). Curricu
the process of teaching and learning, and, in lum theorists, they point out, often fail to rec
general, what experiences and activities to ognize both how important philosophy is to
stress in schools and classrooms. It also pro developing curriculum and how it influences
vides educators with a basis for making such aspects of curriculum.
decisions as what workbooks, textbooks, or
other cognitive and noncognitive activities to
Philosophy and the Curriculum Sp
utilize and how to utilize them, what and
how much homework to assign, how to test The philosophy of curriculum sp
students and how to use the test results, and reflects their life experiences, comma
what courses or subject matter to emphasize. social and economic background, ed
The importance of philosophy in deter and general beliefs about people. f._•• .....u
mining curriculum decisions is expressed vidual's philosophy evolves and continues
well by the classic statement of Thomas to evolve as long as there is personal growth,
Hopkins (1941): "Philosop ...
Chapter 1 Introduction Criterion• Introduction – states general MaximaSheffield592
Chapter 1 Introduction Criterion
• Introduction – states general nature of problem
• Identifies project as quality or leadership focused project
• Background – briefly describes general context of the topic
• Statement of the problem – ‘Therefore the problem/topic addressed in this study is…’
• Purpose of the study – describes specific objectives of the study, related to the problem described above.
• Rationale – Ties together the identified problem, the purpose/goal of the study, and identifies how the writer intends the results will be used to accomplish identified goals.
• Research questions – lists 2-4 specific research questions/objectives for the study.
• Nature of the study – identifies method of study to be used (descriptive, relational, causal, exploratory, or predictive}
• Significance of the study – personal, professional, and/or research.
• Definition of terms
• Assumptions and Limitations
Writing the Personal Statement
The personal statement is an important document in your application packet. Admissions committees not only read them, they remember the memorable ones! A strong personal statement can be make-or-break for your application process.
What is it? It’s a combination of things:
· It is a business document: you are selling yourself, and need to know how to do so persuasively.
· It is an argument: you are showing the reader that they need and want you in their
program, but rather than convince with reasons, you are often arguing using narrative.
· It is an assignment, and your target audience is looking for you to show them that you know how to give what is asked for.
Consider your audience. Beware of Web sites and other sources that simply tell you to “tell your story.” Which story will you choose and for which purpose?
Medical and Law Schools
Science Programs
Humanities MA Programs
Humanities PhD Programs
Diplomatic
Service Scholarships
Want to know
Want to know
Want to see that
Want to know
Want to know
you as a person
your work as a
you are
how you will
you as a person
researcher and
interested in
succeed both in
your work ethic
further study and
and beyond the
know your long-
program
term goals
Remember that your resume tells them that you can do good undergraduate or graduate work. Now they need to know that they are choosing a winner, one who can perform at a higher level and will finish!
Five Standard Topics:
1. your motivation for your career
2. the influence of your family or early experiences
3. the influence of extracurricular, work, or volunteer experiences
4. your long-term goals
5. your personal philosophy
Activity One:
Below is a list of attributes that applicants to professional programs highlight in their personal statements. On the right is a list of indications of the attribute. Read through the list and
· Check off those attributes you want to highlight.
· List possible stories you can tell about yourself, your family, your extracurricular activities, your goals, or your personal ph ...
Chapter 1 IntroductionThis research paper seeks to examine the reMaximaSheffield592
Chapter 1: Introduction
This research paper seeks to examine the relationship between strategic performance and appraisal systems in contemporary organizations. Strategic management in organizations refers to setting goals, procedures, and objectives to gain a competitive advantage. The strategies aim at making businesses distinct from their competitors while attracting consumers to the market. Stakeholders in business entities use strategic management approaches to execute short- and long-term organizational projects. Some strategies include innovation, product segmentation, and corporate social responsibility. On the other hand, a performance appraisal system refers to identifying, evaluating, and developing the work performance of employees to aid in the process of achieving the organization's goals and processes. The organization has to track the performance progress of each employee to keep them accountable for their roles at the workplace.
The definition of the appraisal system and strategic management incorporates objectives and goals. Consequently, the purpose of both strategic management and performance appraisal is to deliver the existing objectives and stay ahead of competitors. The performance appraisal system denotes the type of assessment used by an organization to measure performance. There are different assessment methods. One of the evaluation techniques is straight ranking appraisal where employees are ranked from the best performers to poor performers. Another assessment criterion is grading where employees are assigned specific grades for their performance in different areas. There is also the management-by-objective method of review. The employees and managers set goals under the approach and measure them at the end of the agreed time. Organizations may also assess their employees based on their behaviors and conduct at the workplace. Lastly, organizations can adopt a 360-degree assessment method where employees and managers are assessed. Organizations use one or a combination of the frameworks to evaluate the employees with a view of improving performance.
The purpose of this study is to examine the relationship between strategic management and performance appraisal systems. The study will evaluate whether managers consider their strategies when selecting the appraisal system or consider other factors. Also, the study will assess the implications of selecting an appraisal system based on the existing strategies in different organizations and the impacts of ignoring organizational strategies when deciding on the performance of the appraisal system. The findings will be crucial in the organizational and human resource management field setting the stage for further research.
Statement of Problem
A brief literature review reveals that there is little to no information on balancing between appraisal systems and organizational strategies. Most researchers in the field tend to focus on how appraisal systems boost organizatio ...
Chapter 1 Introduction to Career Development in the Global EconoMaximaSheffield592
Chapter 1: Introduction to Career Development in the Global Economy and Its Role in Social Justice
Things to Remember
· The reality of the global economy and its implications for employment in the United States
· Why the need for career development services may be at its highest level in half a century
· The language of career development The reasons that careers and career development are important in the fight for social justice
· The major events in the history of career development
History of Vocational Guidance and Career Development
As will be discussed later in this chapter, there are currently calls for the adoption of a new paradigm for the theory and practice of career counseling and career development services that focuses on both individuals and the social contexts in which they function. These ideas are not new, but throughout much of the twentieth century they were neglected. The call for understanding the individual and how he or she is influenced by his or her context is a century-old echo of the voices of the social reformers who founded the vocational guidance movement in education, business, industry, and elsewhere. Reformers in Boston, Massachusetts; San Francisco, California; and Grand Rapids, Michigan, focused on immigrants from Europe who came to the United States by the tens of thousands; high school dropouts who were unprepared for the changing workplace; oppression in the workplace; substandard public schools; and the need to apply scientific principles to career planning and vocational education. It is the latter idea, the focus on scientific principles that has received the most criticism, along with the failure to adequately address multicultural issues. Currently, some career development specialists are urging practitioners to abandon theories and strategies rooted in modern philosophies in favor of those rooted in postmodernism.
Looking backward to 1913 and earlier, it is worth noting that social reformers formed the National Society for the Promotion of Industrial Education (NSPIE) in 1906, which became the parent organization of the National Vocational Guidance Association (NVGA) in 1913. These reformers were advocates for vocational education, and they carried their fight to state legislators, to the National Education Association, and beyond. One of NSPIE’s achievements was drafting and successfully lobbying for the passage of the Smith–Hughes act in 1917, legislation that laid the foundation for land grant universities and vocational education in public schools (Stephens, 1970).
These earlier reformers were advocates. One mechanism they used to initiate local reforms was the settlement house, which was a place in a working-class neighborhood that housed researchers who studied people’s lives and problems in that neighborhood. In 1901, Frank Parsons founded the Civic Service House in Boston’s North End, and in 1908, the Vocation Bureau, an adjunct of the Boston Civic Service House, was opened. Leader ...
Chapter 1 Goals and Governance of the CorporationChapter 1 LeMaximaSheffield592
Chapter 1: Goals and Governance of the Corporation
Chapter 1 Learning Objectives
1. Give examples of the investment and financing decisions that financial managers make.
2. Distinguish between real and financial assets.
3. Cite some of the advantages and disadvantages of organizing a business as a corporation.
4. Describe the responsibilities of the CFO, treasurer, and controller.
5. Explain why maximizing market value is the logical financial goal of the corporation.
6. Explain why value maximization is not inconsistent with ethical behavior.
7. Explain how corporations mitigate conflicts and encourage cooperative behavior.
Goals and Governance of the Corporation
This chapter introduces the corporation, its goals, and the roles of financial managers.
Chapter 1 Outline
· Investment and Financing Decisions
· The Corporation
· The Financial Managers
· Goals of the Corporation
· Value Maximization
· Corporate Governance
Note: What are the primary differences among the various legal forms of business?
Investment and Financing Decisions
· The Investment Decision
· Real Assets
· The Financial Assets
· Financial Assets
The Investment Decision– Decision to invest in tangible or intangible assets.
Also known as the “capital budgeting” or “CAPEX” decision.
The Financing Decision– The form and amount of financing of a firm’s investments.
Real Assets– Assets used to produce goods and services.
Financial Assets– Financial claims to the income generated by the firm’s real assets.
Are the following capital budgeting or financing decisions?
· Apple decides to spend $500 million to develop a new iPhone.
· GE borrows $400 million from bond investors.
· Microsoft issues 100 million shares to buy a small technology company.
· When Apple spends $500 million to develop a new iPhone it is investing in real assets and is making a capital budgeting decision.
· When GE borrows $400 million from bond investors it is investing in financial assets and is making a financing decision.
· When Microsoft issues 100 million shares to buy a smaller company it is investing in both financial and real assets. It is making both a capital budgeting and financing decision.
What is a Corporation?
· Corporation-A business organized as a separate legal entity owned by stockholders.
· Types of Corporations:
· Public Corporations
· Private Corporations
Corporation – A business organized as a separate legal entity owned by stockholders.
Public Company – A corporation whose shares are traded in public markets such as the New York Stock Exchange or NASDAQ.
Private Corporation – A corporation whose shares are not traded publicly.
Benefits of the Corporation
· Limited liability
· Infinite lifespan
· Ease of raising capital
Limited Liability – The owners of a corporation are not personally liable for its obligation.
Drawbacks of the Corporation
· Corporation face the problem of double taxation
· Improper corporate structures may lead to “Agency Problem”
Double Taxation– Corpor ...
Chapter 1 Adjusting to Modern Life EXERCISE 1.1 Self-AssessmMaximaSheffield592
Chapter 1 Adjusting to Modern Life
EXERCISE 1.1 Self-Assessment: Narcissistic Personality Inventory
Instructions
Read each pair of statements below and place an "X" by the one that comes closest to describing your
feelings and beliefs about yourself. You may feel that neither statement describes you well, but pick the
one that comes closest. Please complete all pairs.
The Scale
1. _A. I have a natural talent for influencing people.
_B. I am not good at influencing people.
2. _A. Modesty doesn't become me.
_B. I am essentially a modest person.
3. _A. I would do almost anything on a dare.
_B. I tend to be a fairly cautious person.
4. _A. When people compliment me I sometimes get
embarrassed.
B. I know that I am good because everybody keeps telling
me so.
5. _A. The thought of ruling the world frightens the hell out
of me.
_B. If I ruled the world it would be a better place.
6. A. I can usually talk my way out of anything.
_B. I try to accept the consequences of my behavior.
7. A. I prefer to blend in with the crowd.
B. I like to be the center of attention.
8. A. I will be a success.
B. I am not too concerned about success.
9. A. I am no better or worse than most people.
_B. I think I am a special person.
10. A. I am not sure if I would make a good leader.
B. I see myself as a good leader.
11. A. I am assertive.
B. I wish I were more assertive.
12. _A. I like to have authority over other people.
_B. I don't mind following orders.
13. _A. I find it easy to manipulate people.
B. I don't like it when I find myself manipulating people.
14. _A. I insist upon getting the respect that is due me.
_B. I usually get the respect that I deserve.
15. _A. I don't particularly like to show off my body.
_B. I like to show off my body.
16. _A. I can read people like a book.
_B. People are sometimes hard to understand.
17. _A. If I feel competent I am willing to take responsibility for
making decisions.
_B. I like to take responsibility for making decisions.
18. _A. I just want to be reasonably happy.
_B. I want to amount to something in the eyes of the world.
19. _A. My body is nothing special.
_B. I like to look at my body.
20. _A. I try not to be a show off.
_B. I will usually show off if I get the chance.
21. _A. I always know what I am doing.
_B. Sometimes I am not sure of what I am doing.
22. _A. I sometimes depend on people to get things done.
B. I rarely depend on anyone else to get things done.
23. _A. Sometimes I tell good stories.
_B. Everybody likes to hear my stories.
24. _A. I expect a great deal from other people.
B. I like to do things for other people.
25. A. I will never be satisfied until I get all that I deserve.
_B. I take my satisfactions as they come.
26. _A. Compliments embarrass me.
_B. I like to be complimented.
27. _A. I have a strong will to power.
B. Power for its own sake doesn't interest me.
28. A. I don't care about new fads and fashion ...
Chapter 1 The Americas, Europe, and Africa Before 1492 MaximaSheffield592
Chapter 1 | The Americas, Europe, and Africa Before 1492
CHAPTER 1
The Americas, Europe, and Africa Before 1492
Chapter Outline
1.1 The Americas
1.2 Europe on the Brink of Change
1.3 West Africa and the Role of Slavery
Introduction
Globalization, the ever-increasing interconnectedness of the world, is not a new phenomenon,
but it accelerated when western Europeans discovered the riches of the East. During the
Crusades (1095–1291), Europeans developed an appetite for spices, silk, porcelain, sugar, and
other luxury items from the East, for which they traded fur, timber, and Slavic people they
captured and sold (hence the word slave). But when the Silk Road, the long overland trading
route from China to the Mediterranean, became costlier and more dangerous to travel, Europeans
searched for a more efficient and inexpensive trade route over water, initiating the development
of what we now call the Atlantic World.
In pursuit of commerce in Asia, fifteenth-century traders unexpectedly encountered a “New
World” populated by millions and home to sophisticated and numerous peoples. Mistakenly
believing they had reached the East Indies, these early explorers called its inhabitants Indians.
West Africa, a diverse and culturally rich area, soon entered the stage as other nations exploited
its slave trade and brought its peoples to the New World in chains. Although Europeans would
come to dominate the New World, they could not have done so without Africans and native
peoples.
1.1 The Americas
By the end of this section, you will be able to:
● Locate on a map the major American civilizations before the arrival of the Spanish
● Discuss the cultural achievements of these civilizations
● Discuss the differences and similarities between lifestyles, religious practices, and
customs among the native peoples
Chapter 1 | The Americas, Europe, and Africa Before 1492
Between nine and fifteen thousand years ago, some scholars believe that a land bridge existed
between Asia and North America that we now call Beringia . The first inhabitants of what would
be named the Americas migrated across this bridge in search of food. When the glaciers melted,
water engulfed Beringia, and the Bering Strait was formed. Later settlers came by boat across the
narrow strait. (The fact that Asians and American Indians share genetic markers on a Y
chromosome lends credibility to this migration theory.) Continually moving southward, the
settlers eventually populated both North and South America, creating unique cultures that ranged
from the highly complex and urban Aztec civilization in what is now Mexico City to the
woodland tribes of eastern North America. Recent research along the west coast of South
America suggests that migrant populations may have traveled down this coast by water as well
as by land.
Researchers believe that about ten thousand years ago, humans also began the domestication of
plants and animals, a ...
Chapter 1 - Overview Gang Growth and Migration Studies v AMaximaSheffield592
Chapter 1 - Overview
Gang Growth and Migration Studies
v A
Now we will examine the problems and issues of not having a nationally accepted definition for a street gang. We will also examine mechanisms that influence gang migration and growth. After reading this section you will also understand that there are sub-populations within the general gang population.
Two of the most frequently asked questions about the gang sub-culture are: Why do gangs grow? Why do gangs migrate? Some law enforcement officials, politicians, educators and parents might suggest and believe that youth in their city are only “imitating” tougher L.A. street gangs or that the gang problem in their jurisdiction is result of migrating gang members from Los Angeles or Chicago. You will hear the terms “wanna be” or “street comer groups” or “misguided youth” used to describe the groups and you can be given a number of reasons why the groups in these areas are not gangs. You might also hear comments suggesting that gang imitation and migration are the reasons why street gangs have now been reported in all 50 states.
Gang Definition
There is another issue here that has to be addressed before the questions can be asked. It is accepting a standard to measure gang growth and migration. That standard is the definition of a street gang. Developing and then using a nationally accepted definition for a street gang becomes the fundamental basis to build examination of growth and migration. Having a standard definition becomes the fundamental building block to answer the two questions.
Studying gang growth is a little more complicated than just surveying cities for data. Without a standard gang definition to identify a gang, any official findings could be biased and misleading. Any responding jurisdiction could potentially use a different definition to identify the gangs in their area. Often, law enforcers, the public, educators and politicians use a penal code gang based definitions of a criminal street gang as a general working definition for a street gang. If the gang does fit within this legal definition used for penalty enhancement only, then the group is not reported as a gang according to this philosophy. The jurisdiction has no gangs. You can clearly see the issue here.
This will certainly lead to under reporting the number and types of street gangs present. Using a legal based definition of a street gang is appropriate from a prosecutor’s point of view. Unfortunately, too many communities, politicians, educators, parents and law enforcement officials use this philosophy. This way of thinking will only reinforce denial and delay the identification and treatment of the gang-community issue.
Many states now have gang enhancement laws similar to California Penal Code Section 186.22. In California this law is commonly known as the STEP Act. It outlines a legal definition for a violent criminal street gang. That definition is used to qualify a defendant(s) for sentencing
46
...
Chapter 06 Video Case - Theo Chocolate CompanyVideo TranscriptMaximaSheffield592
Chapter 06: Video Case - Theo Chocolate Company
Video Transcript:
>> It's rich, it's velvety, it's almost sinful. But creating the perfect bar at this Seattle chocolate factory is about more than just the ingredients on the wrapper.
>> I feel that everybody in the whole supply chain, all he way back to the farmers, should be better off as a result of this delicious food that we use to share with the people we love.
>> So these are these are the beans.
>> These are the beans; this is cacao.
>> At Theo Chocolate, owner Joe Whinney pays farmers two to three times more than the going rate to buy this cacao from the Democratic Republic of Congo, or DRC.
>> Where does cocoa come from? It's coming from farmers in Africa, and in Indonesia, and in Central and South America.
>> Whinney believes that Americans will be willing to pay more for chocolate if they know that, in turn, impoverished farmers will earn more.
>> Of all places, why Congo
>> Why Congo? Well, it was really Ben Affleck's fault.
>> Yes. That Ben Affleck.
>> Like this?
>> Like -- yeah. See that's really well fermented, this isn't.
>> Earlier this year, we joined Ben Affleck and Joe Whinney on a trip to the DRC. Cacao can only grow within a narrow climate zone close to the equator. In 2009, Affleck started a charity called Eastern Congo Initiative to spur economic development in this war-torn region. Five million people have died here due to decades of conflict.
>> As I was reading and I just sort of stumbled upon some of the statistics, and I was struck not only by the numbers, but by the fact that, you know, I hadn't heard about it.
>> So Affleck decided to use his celebrity as a sort of currency to attract investment. He led a small group of philanthropists, protected by armed guards, through jungles where cacao trees thrived and farmers struggled.
>> The cocoa industry here has potential if the value can be increased.
>> For the last two years, Affleck's Eastern Congo Initiative has worked with Whinney and local groups to train farmers to improve the crop. Cacao grows in these greenish-yellow pods that are cracked open to harvest. It's quite slimy, huh?
>> It is. But when you suck on it, it's absolutely delicious.
>> It doesn't taste like chocolate at all.
>> Not at all, does it.
>> It tastes like passion fruit or something.
>> Theo Chocolate has now committed to buy 340 tons of cacao from the DRC --
>> This is really good quality.
>> -- creating a dependable export market.
>> We have brought these people together. They're selling to a chocolate company in the United States. Those markets had been completely closed off to them in the past. And it's not just aid, it's investment.
>> We have security guards around us. There have been attacks recently. This is a tough place to do business.
>> It is, but that's also a place that really needs this kind of business.
>> Business in Seattle is a little sweeter these days. Theo is raising money for charity with its $5 Congo ...
Chapter 08 Motor Behavior
8
Motor Behavior
Katherine T. Thomas and Jerry R. Thomas
C H A P T E R
What Is Motor Behavior?The study of how motor skills are learned, controlled, and developed across the lifespan. Applications often focus on what, how, and how much to practice.Motor behavior guides us in providing better situations for learning and practice, including the selection of effective of cues and feedback.
(continued)
(continued)
What Is Motor Behavior? (continued)Valuable to performers and those who teach motor skills (e.g. physical education teachers, adapted physical educators, gerontologists, physical therapists and coaches)
Figure 8.1
Chapter 8 - Hoffman (2005)
*
What Does a Motor Behaviorist Do?Colleges or universitiesTeachingResearchService
Other research facilities: hospitals, industrial, militaryResearch with applications related to settingGrant writing
Chapter 8 - Hoffman (2005)
*
Goals of Motor BehaviorTo understand how motor skills are learnedTo understand how motor skills are controlledTo understand how the learning and control of motor skills change across the life spanThree subdisciplinesMotor learningMotor controlMotor development
Chapter 8 - Hoffman (2005)
*
Three Subdisciplines of Motor BehaviorMotor LearningMotor ControlMotor Development
Goals of Motor LearningTo explain how processes such as feedback and practice improve the learning and performance of motor skillsTo explain how response selection and response execution become more efficient and effective
Chapter 8 - Hoffman (2005)
*
Goals of Motor ControlTo analyze how the mechanisms in response selection and response execution control the body’s movementTo explain how environmental and individual factors affect the mechanisms of response selection and response execution
Chapter 8 - Hoffman (2005)
*
To explain how motor learning and control improve during childhood and adolescenceTo explain how motor learning and control deteriorate with aging
Goals of Motor Development
Chapter 8 - Hoffman (2005)
*
Motor Movements Studied Beyond SportBabies learning to use a fork and spoonDentists learning to control the drill while looking in a mirrorSurgeons controlling a scalpel; microsurgeons using a laser Children learning to ride a bicycle or to roller skate
(continued)
Chapter 8 - Hoffman (2005)
*
Motor Movements Studied Beyond Sport (continued)Teenagers learning to driveDancers performing choreographed movementsPilots learning to control an airplaneYoung children learning to control a pencil when writing or learning to type on a computer
Chapter 8 - Hoffman (2005)
*
History of Motor Behavior
Five themes have persisted over the years in motor behavior research
Knowledge of results (feedback)
Distribution of practice
Transfer of training
Retention
Individual differences
(continued)
Chapter 8 - Hoffman (2005)
*
Late 1800s and early 1900s: Motor skills to understand cognition and neura ...
Changes in APA Writing Style 6th Edition (2006) to 7th Edition OMaximaSheffield592
Changes in APA Writing Style 6th Edition (2006) to 7th Edition OCT 2019 according to Streefkerk, 2019.
References and in-text citations in APA Style
When it comes to citing sources, more guidelines have been added that make citing online sources easier and clearer. The biggest changes in the 7th edition are:
1. The publisher location is no longer included in the reference.
Covey, S. R. (2013). The 7 habits of highly effective people: Powerful lessons in personal change. New York, NY: Simon & Schuster.
Covey, S. R. (2013). The 7 habits of highly effective people: Powerful lessons in personal change. Simon & Schuster.
2. The in-text citation for works with three or more authors is now shortened right from the first citation. You only include the first author’s name and “et al.”.
(Taylor, Kotler, Johnson, & Parker, 2018)
(Taylor et al., 2018)
3. Surnames and initials for up to 20 authors (instead of 7) should be provided in the reference list.
Miller, T. C., Brown, M. J., Wilson, G. L., Evans, B. B., Kelly, R. S., Turner, S. T., … Lee, L. H. (2018).
Miller, T. C., Brown, M. J., Wilson, G. L., Evans, B. B., Kelly, R. S., Turner, S. T., Lewis, F., Lee, L. H., Cox, G., Harris, H. L., Martin, P., Gonzalez, W. L., Hughes, W., Carter, D., Campbell, C., Baker, A. B., Flores, T., Gray, W. E., Green, G., … Nelson, T. P. (2018).
4. DOIs are formatted the same as URLs. The label “DOI:” is no longer necessary.
doi: 10.1080/02626667.2018.1560449
https://doi.org/10.1080/02626667.2018.1560449
5. URLs are no longer preceded by “Retrieved from,” unless a retrieval date is needed. The website name is included (unless it’s the same as the author), and web page titles are italicized.
Walker, A. (2019, November 14). Germany avoids recession but growth remains weak. Retrieved from https://www.bbc.com/news/business-50419127
Walker, A. (2019, November 14). Germany avoids recession but growth remains weak. BBC News. https://www.bbc.com/news/business-50419127
6. For ebooks, the format, platform, or device (e.g. Kindle) is no longer included in the reference, and the publisher is included.
Brück, M. (2009). Women in early British and Irish astronomy: Stars and satellites [Kindle version]. https:/doi.org/10.1007/978-90-481-2473-2
Brück, M. (2009). Women in early British and Irish astronomy: Stars and satellites. Springer Nature. https:/doi.org/10.1007/978-90-481-2473-2
7. Clear guidelines are provided for including contributors other than authors and editors. For example, when citing a podcast episode, the host of the episode should be included; for a TV series episode, the writer and director of that episode are cited.
8. Dozens of examples are included for online source types such as podcast episodes, social media posts, and YouTube videos. The use of emojis and hashtags is also explained.
Inclusive and bias-free language
Writing inclusively and without bias is the new standard, and APA’s new publication manual contains a separate chapter on this topi ...
CHAPTER
11 Storage Security
The primary concern of network security is to protect assets that reside on the
network. Naturally, the most significant of those assets is data. Data resides in
storage, which is either controlled or unmanaged. Storage technologies have
evolved over the past decade in complexity, capability, and capacity, and the
effectiveness of storage security controls and technologies has advanced
accordingly. Today’s storage technologies can protect data natively in many ways;
for example, many modern storage technologies include built-in encryption and
access control to protect confidentiality and integrity, redundancy to protect
availability, and onboard protection against malware.
In this chapter, we’ll cover the ways in which the built-in security features of
modern storage infrastructures can be leveraged to protect data. We’ll also look
at how to protect data on storage devices and platforms using additional
technologies outside the native functionality of storage systems, to remediate
residual risks to that data. And finally, we’ll review best practices for building
storage infrastructures to provide the best protection for data assets. Let’s begin
with a look at how storage security has changed in recent years.
Storage Security Evolution
When the first edition of this book was published almost ten years ago, 3.5-inch
floppy disk drives were still included on some computers. Being portable storage
devices, floppy disks were hard to secure. They were easily lost, or the data on
them became corrupted. They could be used to propagate malware, either
through files on the disk or through active code like the “girlfriend exploit” (as
described in Chapter 2, named for the infamous practice of breaking into a
network by giving a disk containing exploit software to a significant other who
works there, and instructing her to run the program). The use of floppy disks was
largely phased out by the late 2000s.
The next generation of storage devices, compact discs (CDs) and digital video
discs (DVDs), posed a unique threat due to their longevity. Unlike other, more
volatile storage media, these polycarbonate-encased metal optical data storage
devices seem like they will last forever if handled properly. While optical discs
are great for reliability and availability of data, their longevity elicits concerns of
its own. If you place private, confidential data on a CD or DVD and then misplace
https://learning.oreilly.com/library/view/information-security-the/9780071784351/ch2.html
the disc, who knows how long it might stick around and who may discover it in
the future. For this reason, optical storage devices were banned in many
corporate environments, especially those required to comply with privacy
regulations. Moreover, once the data is burned to the media, it can’t be changed,
so you can’t retroactively apply protection to it.
Flash drives (USB sticks and the like) have exploded in ...
Chapter 02 Video Case - Banking on NatureVideo Transcript In 2008MaximaSheffield592
Chapter 02: Video Case - Banking on NatureVideo Transcript:> In 2008, Mark Tercek gave up a powerful position at Goldman Sachs to become president of the Nature Conservancy. It is the world's largest environmental group. And now he's trying to change the way that we think about business and the environment. Mark Tercek, welcome.>> Thank you>> So when you talk about changing the way people think about business and the environment, what you have brought to the table here is a partnership between businessu and an environmental group. And you've received some criticism for that.>> Yeah, we think about nature. It's got tremendous value for people. You should think about nature as infrastructure, something to invest in, to improve economies, to improve jobs, to improve life. And so of course we want out allies to include the government, working joes, but business as well. And big business increasingly has a huge environmental footprint. So if we can work with business, help them understand that taking better care of the environment is good for their business, we think they can really be powerful allies to the environmental movement.>> How does somebody go from one of the biggest of businesses, Goldman Sachs, at the height of the boom to a nature non-profit?>> Yeah, I think I've really been fortunate. I worked at Goldman Sachs for 25 years. I had a very positive experience there. Near the end of my career I wanted to shift gears. My boss at the time, Hank Paulson, said, I was thinking about leaving the firm in 2005 to become an environmentalist. He said no, stay at the firm and build an environmental effort at the firm. So Hank and I did that together. We looked for business opportunities that made business sense and that were good for the environment. It went really well. I'm really proud of what we accomplished there. And I became so convinced of this opportunity I went all the way and joined the Conservancy. I was very fortunate. The Conservancy was a great organization before I got there. That's for sure. I have the good privilege of leading it today, and we're excited about what we can do.>> How many of those opportunities are out there today, by the way? Investments that are good for business and for the environment at the same time?>> You know, we think it's almost unlimited, to be honest. We're just beginning to scratch the surface. But in case after care we work closely with companies who have a big environmental footprint. We help them understand how their business depends on nature, and the better they understand that the more incentivized they are by good old profit motives, chairholder value maximization motives to do a better job of being environmental stewards. That's a great weapon in our work.>> Hank Paulson went on to lead the Treasury when you went on to lead the Nature Conservancy. I wonder, how do you convince, because sometimes it's not in a business's best interests as far as their bottom line is concerned, to be environmental ...
Theory is important in research as it provides context and helps explain phenomena. A good theory identifies key factors, constructs and variables and their relationships. Researchers should use existing theories where possible but also develop new theories when needed to further understanding of an issue.
CHAPTER
5
Security Policies, Standards, Procedures, and
Guidelines
The four components of security documentation are policies, standards,
procedures, and guidelines. Together, these form the complete definition of a
mature security program. The Capability Maturity Model (CMM), which measures
how robust and repeatable a business process is, is often applied to security
programs. The CMM relies heavily on documentation for defining repeatable,
optimized processes. As such, any security program considered mature by CMM
standards needs to have well-defined policies, procedures, standards, and
guidelines.
• Policy is a high-level statement of requirements. A security policy is the primary
way in which management’s expectations for security are provided to the
builders, installers, maintainers, and users of an organization’s information
systems.
• Standards specify how to configure devices, how to install and configure
software, and how to use computer systems and other organizational assets, to be
compliant with the intentions of the policy.
• Procedures specify the step-by-step instructions to perform various tasks in
accordance with policies and standards.
• Guidelines are advice about how to achieve the goals of the security policy, but
they are suggestions, not rules. They are an important communication tool to let
people know how to follow the policy’s guidance. They convey best practices for
using technology systems or behaving according to management’s preferences.
This chapter covers the basics of what you need to know about policies,
standards, procedures, and guidelines, and provides some examples to illustrate
the principles. Of these, security policies are the most important within the
context of a security program, because they form the basis for the decisions that
are made within the security program, and they give the security program its
“teeth.” As such, the majority of this chapter is devoted to security policies. There
are other books that cover policies in as much detail as you like. See the
References section for some recommendations. The end of this chapter provides
you with some guidance and examples for standards, procedures, and guidelines,
so you can see how they are made, and how they relate to policies.
Security Policies
A security policy is the essential foundation for an effective and comprehensive
security program. A good security policy should be a high-level, brief, formalized
statement of the security practices that management expects employees and
other stakeholders to follow. A security policy should be concise and easy to
understand so that everyone can follow the guidance set forth in it.
In its basic form, a security policy is a document that describes an
organization’s security requirements. A security policy specifies what should be
done, not how; nor does it specify technologies or specific solutions. The security
policy defines a specific set of ...
CHAPTER
7
Authentication and
Authorization
One of the most common ways to control access to computer systems is to
identify who is at the keyboard (and prove that identity), and then decide what
they are allowed to do. These twin controls, authentication and authorization,
respectively, ensure that authorized users get access to the appropriate
computing resources, while blocking access to unauthorized users.
Authentication is the means of verifying who a person (or process) is, while
authorization determines what they’re allowed to do. This should always be done
in accordance with the principle of least privilege—giving each person only the
amount of access they require to be effective in their job function, and no more.
Authentication
Authentication is the process by which people prove they are who they say they
are. It’s composed of two parts: a public statement of identity (usually in the form
of a username) combined with a private response to a challenge (such as
a password). The secret response to the authentication challenge can be based on
one or more factors—something you know (a secret word, number, or passphrase
for example), something you have (such as a smartcard, ID tag, or code
generator), or something you are (like a biometric factor like a fingerprint or
retinal print). A password by itself, which is a means of identifying yourself
through something only you should know (and today’s most common form of
challenge response), is an example of single-factor authentication. This is not
considered to be a strong authentication method, because a password can be
intercepted or stolen in a variety of ways—for example, passwords are frequently
written down or shared with others, they can be captured from the system or the
network, and they are often weak and easy to guess.
Imagine if you could only identify your friends by being handed a previously
agreed secret phrase on a piece of paper instead of by looking at them or hearing
their voice. How reliable would that be? This type of identification is often
portrayed in spy movies, where a secret agent uses a password to impersonate
someone the victim is supposed to meet but has never seen. This trick works
precisely because it is so fallible—the password is the only means of identifying
the individual. Passwords are just not a good way of authenticating someone.
Unfortunately, password-based authentication was the easiest type to implement
in the early days of computing, and the model has persisted to this day.
Other single-factor authentication methods are better than passwords. Tokens
and smart cards are better than passwords because they must be in the physical
possession of the user. Biometrics, which use a sensor or scanner to identify
unique features of individual body parts, are better than passwords because they
can’t be shared—the user must be present to log in. However, there are ways to
defeat these methods. Tokens and card ...
This document contains excerpts from the 10th edition of the textbook "Teachers, Schools, and Society" by David Miller Sadker and Karen R. Zittleman. The excerpts discuss theories of multiple intelligences, learning styles, giftedness, special education principles, and approaches to teaching students with different abilities or needs. Key topics covered include Gardner's theory of multiple intelligences, factors influencing learning styles, characteristics of gifted students, principles of IDEA and providing education in the least restrictive environment, and strategies for visual, auditory, and kinesthetic learners.
Chapter 1 Introduction to Career Development in the Global EconoMaximaSheffield592
Chapter 1: Introduction to Career Development in the Global Economy and Its Role in Social Justice
Things to Remember
· The reality of the global economy and its implications for employment in the United States
· Why the need for career development services may be at its highest level in half a century
· The language of career development The reasons that careers and career development are important in the fight for social justice
· The major events in the history of career development
History of Vocational Guidance and Career Development
As will be discussed later in this chapter, there are currently calls for the adoption of a new paradigm for the theory and practice of career counseling and career development services that focuses on both individuals and the social contexts in which they function. These ideas are not new, but throughout much of the twentieth century they were neglected. The call for understanding the individual and how he or she is influenced by his or her context is a century-old echo of the voices of the social reformers who founded the vocational guidance movement in education, business, industry, and elsewhere. Reformers in Boston, Massachusetts; San Francisco, California; and Grand Rapids, Michigan, focused on immigrants from Europe who came to the United States by the tens of thousands; high school dropouts who were unprepared for the changing workplace; oppression in the workplace; substandard public schools; and the need to apply scientific principles to career planning and vocational education. It is the latter idea, the focus on scientific principles that has received the most criticism, along with the failure to adequately address multicultural issues. Currently, some career development specialists are urging practitioners to abandon theories and strategies rooted in modern philosophies in favor of those rooted in postmodernism.
Looking backward to 1913 and earlier, it is worth noting that social reformers formed the National Society for the Promotion of Industrial Education (NSPIE) in 1906, which became the parent organization of the National Vocational Guidance Association (NVGA) in 1913. These reformers were advocates for vocational education, and they carried their fight to state legislators, to the National Education Association, and beyond. One of NSPIE’s achievements was drafting and successfully lobbying for the passage of the Smith–Hughes act in 1917, legislation that laid the foundation for land grant universities and vocational education in public schools (Stephens, 1970).
These earlier reformers were advocates. One mechanism they used to initiate local reforms was the settlement house, which was a place in a working-class neighborhood that housed researchers who studied people’s lives and problems in that neighborhood. In 1901, Frank Parsons founded the Civic Service House in Boston’s North End, and in 1908, the Vocation Bureau, an adjunct of the Boston Civic Service House, was opened. Leader ...
Chapter 1 Goals and Governance of the CorporationChapter 1 LeMaximaSheffield592
Chapter 1: Goals and Governance of the Corporation
Chapter 1 Learning Objectives
1. Give examples of the investment and financing decisions that financial managers make.
2. Distinguish between real and financial assets.
3. Cite some of the advantages and disadvantages of organizing a business as a corporation.
4. Describe the responsibilities of the CFO, treasurer, and controller.
5. Explain why maximizing market value is the logical financial goal of the corporation.
6. Explain why value maximization is not inconsistent with ethical behavior.
7. Explain how corporations mitigate conflicts and encourage cooperative behavior.
Goals and Governance of the Corporation
This chapter introduces the corporation, its goals, and the roles of financial managers.
Chapter 1 Outline
· Investment and Financing Decisions
· The Corporation
· The Financial Managers
· Goals of the Corporation
· Value Maximization
· Corporate Governance
Note: What are the primary differences among the various legal forms of business?
Investment and Financing Decisions
· The Investment Decision
· Real Assets
· The Financial Assets
· Financial Assets
The Investment Decision– Decision to invest in tangible or intangible assets.
Also known as the “capital budgeting” or “CAPEX” decision.
The Financing Decision– The form and amount of financing of a firm’s investments.
Real Assets– Assets used to produce goods and services.
Financial Assets– Financial claims to the income generated by the firm’s real assets.
Are the following capital budgeting or financing decisions?
· Apple decides to spend $500 million to develop a new iPhone.
· GE borrows $400 million from bond investors.
· Microsoft issues 100 million shares to buy a small technology company.
· When Apple spends $500 million to develop a new iPhone it is investing in real assets and is making a capital budgeting decision.
· When GE borrows $400 million from bond investors it is investing in financial assets and is making a financing decision.
· When Microsoft issues 100 million shares to buy a smaller company it is investing in both financial and real assets. It is making both a capital budgeting and financing decision.
What is a Corporation?
· Corporation-A business organized as a separate legal entity owned by stockholders.
· Types of Corporations:
· Public Corporations
· Private Corporations
Corporation – A business organized as a separate legal entity owned by stockholders.
Public Company – A corporation whose shares are traded in public markets such as the New York Stock Exchange or NASDAQ.
Private Corporation – A corporation whose shares are not traded publicly.
Benefits of the Corporation
· Limited liability
· Infinite lifespan
· Ease of raising capital
Limited Liability – The owners of a corporation are not personally liable for its obligation.
Drawbacks of the Corporation
· Corporation face the problem of double taxation
· Improper corporate structures may lead to “Agency Problem”
Double Taxation– Corpor ...
Chapter 1 Adjusting to Modern Life EXERCISE 1.1 Self-AssessmMaximaSheffield592
Chapter 1 Adjusting to Modern Life
EXERCISE 1.1 Self-Assessment: Narcissistic Personality Inventory
Instructions
Read each pair of statements below and place an "X" by the one that comes closest to describing your
feelings and beliefs about yourself. You may feel that neither statement describes you well, but pick the
one that comes closest. Please complete all pairs.
The Scale
1. _A. I have a natural talent for influencing people.
_B. I am not good at influencing people.
2. _A. Modesty doesn't become me.
_B. I am essentially a modest person.
3. _A. I would do almost anything on a dare.
_B. I tend to be a fairly cautious person.
4. _A. When people compliment me I sometimes get
embarrassed.
B. I know that I am good because everybody keeps telling
me so.
5. _A. The thought of ruling the world frightens the hell out
of me.
_B. If I ruled the world it would be a better place.
6. A. I can usually talk my way out of anything.
_B. I try to accept the consequences of my behavior.
7. A. I prefer to blend in with the crowd.
B. I like to be the center of attention.
8. A. I will be a success.
B. I am not too concerned about success.
9. A. I am no better or worse than most people.
_B. I think I am a special person.
10. A. I am not sure if I would make a good leader.
B. I see myself as a good leader.
11. A. I am assertive.
B. I wish I were more assertive.
12. _A. I like to have authority over other people.
_B. I don't mind following orders.
13. _A. I find it easy to manipulate people.
B. I don't like it when I find myself manipulating people.
14. _A. I insist upon getting the respect that is due me.
_B. I usually get the respect that I deserve.
15. _A. I don't particularly like to show off my body.
_B. I like to show off my body.
16. _A. I can read people like a book.
_B. People are sometimes hard to understand.
17. _A. If I feel competent I am willing to take responsibility for
making decisions.
_B. I like to take responsibility for making decisions.
18. _A. I just want to be reasonably happy.
_B. I want to amount to something in the eyes of the world.
19. _A. My body is nothing special.
_B. I like to look at my body.
20. _A. I try not to be a show off.
_B. I will usually show off if I get the chance.
21. _A. I always know what I am doing.
_B. Sometimes I am not sure of what I am doing.
22. _A. I sometimes depend on people to get things done.
B. I rarely depend on anyone else to get things done.
23. _A. Sometimes I tell good stories.
_B. Everybody likes to hear my stories.
24. _A. I expect a great deal from other people.
B. I like to do things for other people.
25. A. I will never be satisfied until I get all that I deserve.
_B. I take my satisfactions as they come.
26. _A. Compliments embarrass me.
_B. I like to be complimented.
27. _A. I have a strong will to power.
B. Power for its own sake doesn't interest me.
28. A. I don't care about new fads and fashion ...
Chapter 1 The Americas, Europe, and Africa Before 1492 MaximaSheffield592
Chapter 1 | The Americas, Europe, and Africa Before 1492
CHAPTER 1
The Americas, Europe, and Africa Before 1492
Chapter Outline
1.1 The Americas
1.2 Europe on the Brink of Change
1.3 West Africa and the Role of Slavery
Introduction
Globalization, the ever-increasing interconnectedness of the world, is not a new phenomenon,
but it accelerated when western Europeans discovered the riches of the East. During the
Crusades (1095–1291), Europeans developed an appetite for spices, silk, porcelain, sugar, and
other luxury items from the East, for which they traded fur, timber, and Slavic people they
captured and sold (hence the word slave). But when the Silk Road, the long overland trading
route from China to the Mediterranean, became costlier and more dangerous to travel, Europeans
searched for a more efficient and inexpensive trade route over water, initiating the development
of what we now call the Atlantic World.
In pursuit of commerce in Asia, fifteenth-century traders unexpectedly encountered a “New
World” populated by millions and home to sophisticated and numerous peoples. Mistakenly
believing they had reached the East Indies, these early explorers called its inhabitants Indians.
West Africa, a diverse and culturally rich area, soon entered the stage as other nations exploited
its slave trade and brought its peoples to the New World in chains. Although Europeans would
come to dominate the New World, they could not have done so without Africans and native
peoples.
1.1 The Americas
By the end of this section, you will be able to:
● Locate on a map the major American civilizations before the arrival of the Spanish
● Discuss the cultural achievements of these civilizations
● Discuss the differences and similarities between lifestyles, religious practices, and
customs among the native peoples
Chapter 1 | The Americas, Europe, and Africa Before 1492
Between nine and fifteen thousand years ago, some scholars believe that a land bridge existed
between Asia and North America that we now call Beringia . The first inhabitants of what would
be named the Americas migrated across this bridge in search of food. When the glaciers melted,
water engulfed Beringia, and the Bering Strait was formed. Later settlers came by boat across the
narrow strait. (The fact that Asians and American Indians share genetic markers on a Y
chromosome lends credibility to this migration theory.) Continually moving southward, the
settlers eventually populated both North and South America, creating unique cultures that ranged
from the highly complex and urban Aztec civilization in what is now Mexico City to the
woodland tribes of eastern North America. Recent research along the west coast of South
America suggests that migrant populations may have traveled down this coast by water as well
as by land.
Researchers believe that about ten thousand years ago, humans also began the domestication of
plants and animals, a ...
Chapter 1 - Overview Gang Growth and Migration Studies v AMaximaSheffield592
Chapter 1 - Overview
Gang Growth and Migration Studies
v A
Now we will examine the problems and issues of not having a nationally accepted definition for a street gang. We will also examine mechanisms that influence gang migration and growth. After reading this section you will also understand that there are sub-populations within the general gang population.
Two of the most frequently asked questions about the gang sub-culture are: Why do gangs grow? Why do gangs migrate? Some law enforcement officials, politicians, educators and parents might suggest and believe that youth in their city are only “imitating” tougher L.A. street gangs or that the gang problem in their jurisdiction is result of migrating gang members from Los Angeles or Chicago. You will hear the terms “wanna be” or “street comer groups” or “misguided youth” used to describe the groups and you can be given a number of reasons why the groups in these areas are not gangs. You might also hear comments suggesting that gang imitation and migration are the reasons why street gangs have now been reported in all 50 states.
Gang Definition
There is another issue here that has to be addressed before the questions can be asked. It is accepting a standard to measure gang growth and migration. That standard is the definition of a street gang. Developing and then using a nationally accepted definition for a street gang becomes the fundamental basis to build examination of growth and migration. Having a standard definition becomes the fundamental building block to answer the two questions.
Studying gang growth is a little more complicated than just surveying cities for data. Without a standard gang definition to identify a gang, any official findings could be biased and misleading. Any responding jurisdiction could potentially use a different definition to identify the gangs in their area. Often, law enforcers, the public, educators and politicians use a penal code gang based definitions of a criminal street gang as a general working definition for a street gang. If the gang does fit within this legal definition used for penalty enhancement only, then the group is not reported as a gang according to this philosophy. The jurisdiction has no gangs. You can clearly see the issue here.
This will certainly lead to under reporting the number and types of street gangs present. Using a legal based definition of a street gang is appropriate from a prosecutor’s point of view. Unfortunately, too many communities, politicians, educators, parents and law enforcement officials use this philosophy. This way of thinking will only reinforce denial and delay the identification and treatment of the gang-community issue.
Many states now have gang enhancement laws similar to California Penal Code Section 186.22. In California this law is commonly known as the STEP Act. It outlines a legal definition for a violent criminal street gang. That definition is used to qualify a defendant(s) for sentencing
46
...
Chapter 06 Video Case - Theo Chocolate CompanyVideo TranscriptMaximaSheffield592
Chapter 06: Video Case - Theo Chocolate Company
Video Transcript:
>> It's rich, it's velvety, it's almost sinful. But creating the perfect bar at this Seattle chocolate factory is about more than just the ingredients on the wrapper.
>> I feel that everybody in the whole supply chain, all he way back to the farmers, should be better off as a result of this delicious food that we use to share with the people we love.
>> So these are these are the beans.
>> These are the beans; this is cacao.
>> At Theo Chocolate, owner Joe Whinney pays farmers two to three times more than the going rate to buy this cacao from the Democratic Republic of Congo, or DRC.
>> Where does cocoa come from? It's coming from farmers in Africa, and in Indonesia, and in Central and South America.
>> Whinney believes that Americans will be willing to pay more for chocolate if they know that, in turn, impoverished farmers will earn more.
>> Of all places, why Congo
>> Why Congo? Well, it was really Ben Affleck's fault.
>> Yes. That Ben Affleck.
>> Like this?
>> Like -- yeah. See that's really well fermented, this isn't.
>> Earlier this year, we joined Ben Affleck and Joe Whinney on a trip to the DRC. Cacao can only grow within a narrow climate zone close to the equator. In 2009, Affleck started a charity called Eastern Congo Initiative to spur economic development in this war-torn region. Five million people have died here due to decades of conflict.
>> As I was reading and I just sort of stumbled upon some of the statistics, and I was struck not only by the numbers, but by the fact that, you know, I hadn't heard about it.
>> So Affleck decided to use his celebrity as a sort of currency to attract investment. He led a small group of philanthropists, protected by armed guards, through jungles where cacao trees thrived and farmers struggled.
>> The cocoa industry here has potential if the value can be increased.
>> For the last two years, Affleck's Eastern Congo Initiative has worked with Whinney and local groups to train farmers to improve the crop. Cacao grows in these greenish-yellow pods that are cracked open to harvest. It's quite slimy, huh?
>> It is. But when you suck on it, it's absolutely delicious.
>> It doesn't taste like chocolate at all.
>> Not at all, does it.
>> It tastes like passion fruit or something.
>> Theo Chocolate has now committed to buy 340 tons of cacao from the DRC --
>> This is really good quality.
>> -- creating a dependable export market.
>> We have brought these people together. They're selling to a chocolate company in the United States. Those markets had been completely closed off to them in the past. And it's not just aid, it's investment.
>> We have security guards around us. There have been attacks recently. This is a tough place to do business.
>> It is, but that's also a place that really needs this kind of business.
>> Business in Seattle is a little sweeter these days. Theo is raising money for charity with its $5 Congo ...
Chapter 08 Motor Behavior
8
Motor Behavior
Katherine T. Thomas and Jerry R. Thomas
C H A P T E R
What Is Motor Behavior?The study of how motor skills are learned, controlled, and developed across the lifespan. Applications often focus on what, how, and how much to practice.Motor behavior guides us in providing better situations for learning and practice, including the selection of effective of cues and feedback.
(continued)
(continued)
What Is Motor Behavior? (continued)Valuable to performers and those who teach motor skills (e.g. physical education teachers, adapted physical educators, gerontologists, physical therapists and coaches)
Figure 8.1
Chapter 8 - Hoffman (2005)
*
What Does a Motor Behaviorist Do?Colleges or universitiesTeachingResearchService
Other research facilities: hospitals, industrial, militaryResearch with applications related to settingGrant writing
Chapter 8 - Hoffman (2005)
*
Goals of Motor BehaviorTo understand how motor skills are learnedTo understand how motor skills are controlledTo understand how the learning and control of motor skills change across the life spanThree subdisciplinesMotor learningMotor controlMotor development
Chapter 8 - Hoffman (2005)
*
Three Subdisciplines of Motor BehaviorMotor LearningMotor ControlMotor Development
Goals of Motor LearningTo explain how processes such as feedback and practice improve the learning and performance of motor skillsTo explain how response selection and response execution become more efficient and effective
Chapter 8 - Hoffman (2005)
*
Goals of Motor ControlTo analyze how the mechanisms in response selection and response execution control the body’s movementTo explain how environmental and individual factors affect the mechanisms of response selection and response execution
Chapter 8 - Hoffman (2005)
*
To explain how motor learning and control improve during childhood and adolescenceTo explain how motor learning and control deteriorate with aging
Goals of Motor Development
Chapter 8 - Hoffman (2005)
*
Motor Movements Studied Beyond SportBabies learning to use a fork and spoonDentists learning to control the drill while looking in a mirrorSurgeons controlling a scalpel; microsurgeons using a laser Children learning to ride a bicycle or to roller skate
(continued)
Chapter 8 - Hoffman (2005)
*
Motor Movements Studied Beyond Sport (continued)Teenagers learning to driveDancers performing choreographed movementsPilots learning to control an airplaneYoung children learning to control a pencil when writing or learning to type on a computer
Chapter 8 - Hoffman (2005)
*
History of Motor Behavior
Five themes have persisted over the years in motor behavior research
Knowledge of results (feedback)
Distribution of practice
Transfer of training
Retention
Individual differences
(continued)
Chapter 8 - Hoffman (2005)
*
Late 1800s and early 1900s: Motor skills to understand cognition and neura ...
Changes in APA Writing Style 6th Edition (2006) to 7th Edition OMaximaSheffield592
Changes in APA Writing Style 6th Edition (2006) to 7th Edition OCT 2019 according to Streefkerk, 2019.
References and in-text citations in APA Style
When it comes to citing sources, more guidelines have been added that make citing online sources easier and clearer. The biggest changes in the 7th edition are:
1. The publisher location is no longer included in the reference.
Covey, S. R. (2013). The 7 habits of highly effective people: Powerful lessons in personal change. New York, NY: Simon & Schuster.
Covey, S. R. (2013). The 7 habits of highly effective people: Powerful lessons in personal change. Simon & Schuster.
2. The in-text citation for works with three or more authors is now shortened right from the first citation. You only include the first author’s name and “et al.”.
(Taylor, Kotler, Johnson, & Parker, 2018)
(Taylor et al., 2018)
3. Surnames and initials for up to 20 authors (instead of 7) should be provided in the reference list.
Miller, T. C., Brown, M. J., Wilson, G. L., Evans, B. B., Kelly, R. S., Turner, S. T., … Lee, L. H. (2018).
Miller, T. C., Brown, M. J., Wilson, G. L., Evans, B. B., Kelly, R. S., Turner, S. T., Lewis, F., Lee, L. H., Cox, G., Harris, H. L., Martin, P., Gonzalez, W. L., Hughes, W., Carter, D., Campbell, C., Baker, A. B., Flores, T., Gray, W. E., Green, G., … Nelson, T. P. (2018).
4. DOIs are formatted the same as URLs. The label “DOI:” is no longer necessary.
doi: 10.1080/02626667.2018.1560449
https://doi.org/10.1080/02626667.2018.1560449
5. URLs are no longer preceded by “Retrieved from,” unless a retrieval date is needed. The website name is included (unless it’s the same as the author), and web page titles are italicized.
Walker, A. (2019, November 14). Germany avoids recession but growth remains weak. Retrieved from https://www.bbc.com/news/business-50419127
Walker, A. (2019, November 14). Germany avoids recession but growth remains weak. BBC News. https://www.bbc.com/news/business-50419127
6. For ebooks, the format, platform, or device (e.g. Kindle) is no longer included in the reference, and the publisher is included.
Brück, M. (2009). Women in early British and Irish astronomy: Stars and satellites [Kindle version]. https:/doi.org/10.1007/978-90-481-2473-2
Brück, M. (2009). Women in early British and Irish astronomy: Stars and satellites. Springer Nature. https:/doi.org/10.1007/978-90-481-2473-2
7. Clear guidelines are provided for including contributors other than authors and editors. For example, when citing a podcast episode, the host of the episode should be included; for a TV series episode, the writer and director of that episode are cited.
8. Dozens of examples are included for online source types such as podcast episodes, social media posts, and YouTube videos. The use of emojis and hashtags is also explained.
Inclusive and bias-free language
Writing inclusively and without bias is the new standard, and APA’s new publication manual contains a separate chapter on this topi ...
CHAPTER
11 Storage Security
The primary concern of network security is to protect assets that reside on the
network. Naturally, the most significant of those assets is data. Data resides in
storage, which is either controlled or unmanaged. Storage technologies have
evolved over the past decade in complexity, capability, and capacity, and the
effectiveness of storage security controls and technologies has advanced
accordingly. Today’s storage technologies can protect data natively in many ways;
for example, many modern storage technologies include built-in encryption and
access control to protect confidentiality and integrity, redundancy to protect
availability, and onboard protection against malware.
In this chapter, we’ll cover the ways in which the built-in security features of
modern storage infrastructures can be leveraged to protect data. We’ll also look
at how to protect data on storage devices and platforms using additional
technologies outside the native functionality of storage systems, to remediate
residual risks to that data. And finally, we’ll review best practices for building
storage infrastructures to provide the best protection for data assets. Let’s begin
with a look at how storage security has changed in recent years.
Storage Security Evolution
When the first edition of this book was published almost ten years ago, 3.5-inch
floppy disk drives were still included on some computers. Being portable storage
devices, floppy disks were hard to secure. They were easily lost, or the data on
them became corrupted. They could be used to propagate malware, either
through files on the disk or through active code like the “girlfriend exploit” (as
described in Chapter 2, named for the infamous practice of breaking into a
network by giving a disk containing exploit software to a significant other who
works there, and instructing her to run the program). The use of floppy disks was
largely phased out by the late 2000s.
The next generation of storage devices, compact discs (CDs) and digital video
discs (DVDs), posed a unique threat due to their longevity. Unlike other, more
volatile storage media, these polycarbonate-encased metal optical data storage
devices seem like they will last forever if handled properly. While optical discs
are great for reliability and availability of data, their longevity elicits concerns of
its own. If you place private, confidential data on a CD or DVD and then misplace
https://learning.oreilly.com/library/view/information-security-the/9780071784351/ch2.html
the disc, who knows how long it might stick around and who may discover it in
the future. For this reason, optical storage devices were banned in many
corporate environments, especially those required to comply with privacy
regulations. Moreover, once the data is burned to the media, it can’t be changed,
so you can’t retroactively apply protection to it.
Flash drives (USB sticks and the like) have exploded in ...
Chapter 02 Video Case - Banking on NatureVideo Transcript In 2008MaximaSheffield592
Chapter 02: Video Case - Banking on NatureVideo Transcript:> In 2008, Mark Tercek gave up a powerful position at Goldman Sachs to become president of the Nature Conservancy. It is the world's largest environmental group. And now he's trying to change the way that we think about business and the environment. Mark Tercek, welcome.>> Thank you>> So when you talk about changing the way people think about business and the environment, what you have brought to the table here is a partnership between businessu and an environmental group. And you've received some criticism for that.>> Yeah, we think about nature. It's got tremendous value for people. You should think about nature as infrastructure, something to invest in, to improve economies, to improve jobs, to improve life. And so of course we want out allies to include the government, working joes, but business as well. And big business increasingly has a huge environmental footprint. So if we can work with business, help them understand that taking better care of the environment is good for their business, we think they can really be powerful allies to the environmental movement.>> How does somebody go from one of the biggest of businesses, Goldman Sachs, at the height of the boom to a nature non-profit?>> Yeah, I think I've really been fortunate. I worked at Goldman Sachs for 25 years. I had a very positive experience there. Near the end of my career I wanted to shift gears. My boss at the time, Hank Paulson, said, I was thinking about leaving the firm in 2005 to become an environmentalist. He said no, stay at the firm and build an environmental effort at the firm. So Hank and I did that together. We looked for business opportunities that made business sense and that were good for the environment. It went really well. I'm really proud of what we accomplished there. And I became so convinced of this opportunity I went all the way and joined the Conservancy. I was very fortunate. The Conservancy was a great organization before I got there. That's for sure. I have the good privilege of leading it today, and we're excited about what we can do.>> How many of those opportunities are out there today, by the way? Investments that are good for business and for the environment at the same time?>> You know, we think it's almost unlimited, to be honest. We're just beginning to scratch the surface. But in case after care we work closely with companies who have a big environmental footprint. We help them understand how their business depends on nature, and the better they understand that the more incentivized they are by good old profit motives, chairholder value maximization motives to do a better job of being environmental stewards. That's a great weapon in our work.>> Hank Paulson went on to lead the Treasury when you went on to lead the Nature Conservancy. I wonder, how do you convince, because sometimes it's not in a business's best interests as far as their bottom line is concerned, to be environmental ...
Theory is important in research as it provides context and helps explain phenomena. A good theory identifies key factors, constructs and variables and their relationships. Researchers should use existing theories where possible but also develop new theories when needed to further understanding of an issue.
CHAPTER
5
Security Policies, Standards, Procedures, and
Guidelines
The four components of security documentation are policies, standards,
procedures, and guidelines. Together, these form the complete definition of a
mature security program. The Capability Maturity Model (CMM), which measures
how robust and repeatable a business process is, is often applied to security
programs. The CMM relies heavily on documentation for defining repeatable,
optimized processes. As such, any security program considered mature by CMM
standards needs to have well-defined policies, procedures, standards, and
guidelines.
• Policy is a high-level statement of requirements. A security policy is the primary
way in which management’s expectations for security are provided to the
builders, installers, maintainers, and users of an organization’s information
systems.
• Standards specify how to configure devices, how to install and configure
software, and how to use computer systems and other organizational assets, to be
compliant with the intentions of the policy.
• Procedures specify the step-by-step instructions to perform various tasks in
accordance with policies and standards.
• Guidelines are advice about how to achieve the goals of the security policy, but
they are suggestions, not rules. They are an important communication tool to let
people know how to follow the policy’s guidance. They convey best practices for
using technology systems or behaving according to management’s preferences.
This chapter covers the basics of what you need to know about policies,
standards, procedures, and guidelines, and provides some examples to illustrate
the principles. Of these, security policies are the most important within the
context of a security program, because they form the basis for the decisions that
are made within the security program, and they give the security program its
“teeth.” As such, the majority of this chapter is devoted to security policies. There
are other books that cover policies in as much detail as you like. See the
References section for some recommendations. The end of this chapter provides
you with some guidance and examples for standards, procedures, and guidelines,
so you can see how they are made, and how they relate to policies.
Security Policies
A security policy is the essential foundation for an effective and comprehensive
security program. A good security policy should be a high-level, brief, formalized
statement of the security practices that management expects employees and
other stakeholders to follow. A security policy should be concise and easy to
understand so that everyone can follow the guidance set forth in it.
In its basic form, a security policy is a document that describes an
organization’s security requirements. A security policy specifies what should be
done, not how; nor does it specify technologies or specific solutions. The security
policy defines a specific set of ...
CHAPTER
7
Authentication and
Authorization
One of the most common ways to control access to computer systems is to
identify who is at the keyboard (and prove that identity), and then decide what
they are allowed to do. These twin controls, authentication and authorization,
respectively, ensure that authorized users get access to the appropriate
computing resources, while blocking access to unauthorized users.
Authentication is the means of verifying who a person (or process) is, while
authorization determines what they’re allowed to do. This should always be done
in accordance with the principle of least privilege—giving each person only the
amount of access they require to be effective in their job function, and no more.
Authentication
Authentication is the process by which people prove they are who they say they
are. It’s composed of two parts: a public statement of identity (usually in the form
of a username) combined with a private response to a challenge (such as
a password). The secret response to the authentication challenge can be based on
one or more factors—something you know (a secret word, number, or passphrase
for example), something you have (such as a smartcard, ID tag, or code
generator), or something you are (like a biometric factor like a fingerprint or
retinal print). A password by itself, which is a means of identifying yourself
through something only you should know (and today’s most common form of
challenge response), is an example of single-factor authentication. This is not
considered to be a strong authentication method, because a password can be
intercepted or stolen in a variety of ways—for example, passwords are frequently
written down or shared with others, they can be captured from the system or the
network, and they are often weak and easy to guess.
Imagine if you could only identify your friends by being handed a previously
agreed secret phrase on a piece of paper instead of by looking at them or hearing
their voice. How reliable would that be? This type of identification is often
portrayed in spy movies, where a secret agent uses a password to impersonate
someone the victim is supposed to meet but has never seen. This trick works
precisely because it is so fallible—the password is the only means of identifying
the individual. Passwords are just not a good way of authenticating someone.
Unfortunately, password-based authentication was the easiest type to implement
in the early days of computing, and the model has persisted to this day.
Other single-factor authentication methods are better than passwords. Tokens
and smart cards are better than passwords because they must be in the physical
possession of the user. Biometrics, which use a sensor or scanner to identify
unique features of individual body parts, are better than passwords because they
can’t be shared—the user must be present to log in. However, there are ways to
defeat these methods. Tokens and card ...
This document contains excerpts from the 10th edition of the textbook "Teachers, Schools, and Society" by David Miller Sadker and Karen R. Zittleman. The excerpts discuss theories of multiple intelligences, learning styles, giftedness, special education principles, and approaches to teaching students with different abilities or needs. Key topics covered include Gardner's theory of multiple intelligences, factors influencing learning styles, characteristics of gifted students, principles of IDEA and providing education in the least restrictive environment, and strategies for visual, auditory, and kinesthetic learners.
2. Champion Wave Surf, Inc.
Preface
Champion Wave Surf, Inc. is a computerized accounting project
designed for students taking Financial Accounting. The project
is intended to reinforce concepts taught in Financial Accounting
courses, while allowing students the use of Wave Accounting
software to aid in their understanding of computerized
accounting.
The project is not intended to teach Wave Accounting, but
simply uses Wave in a limited capacity to give students the
opportunity to understand the usefulness of computers and
software in the accounting world, but still compelling them to
fully comprehend each accounting transaction and the
accounting process.
Introduction
Background
Champion Wave Surf, Inc. is a small corporation, operated by
Max Kolbe, the majority stockholder. The business opened on
January 1, 2007, at its beautiful location in Morro Bay,
California. Champion Wave has been successful in its first two
months of operations, gaining popularity among the locals and
tourists on the Central Coast. In addition to selling surfboards,
accessories and apparel, Champion Wave also provides
surfboard repair services and offers private surfing lessons.
As the new accounting intern for the company, you have been
asked to complete the accounting for the last two weeks of
March, prepare the financial statements and close the books at
the end of the first quarter, March 31, 2007. This will requi re
that you post all accounting transactions for the last two weeks
of the month of March, reconcile the bank account, post any
adjusting entries, print and analyze the financial statements,
and, finally, post the closing entries. During the process, you
3. are expected to audit your own work and make any correcting
entries as you go. Max has provided you with the accounting
files which have been completed through March 17, 2007.
Before you begin recording the transactions, it is important that
you become familiar with Champion Wave's chart of accounts
and you thoroughly understand the company's accounting
procedures. Max has provided you with the complete chart of
accounts along with some detailed information from his CPA
that you should review.
Chart of Accounts
Summary
ASSETS
101
Cash
102
Petty Cash
115
Certificate of Deposit
120
Accounts Receivable
125
Credit Cards Receivable
130
Interest Receivable
150
Merchandise Inventory
160
Prepaid Advertising
161
Prepaid Insurance
5. 401
Sales Revenue
410
Lesson Revenue
420
Repair Revenue
COST OF GOODS SOLD
501
Cost of Goods Sold
EXPENSES
601
Advertising Expense
605
Bank Charges
607
Cash Over / Short
610
Credit Card Processing Expense
612
Delivery Expense
615
Depreciation Expense, Equipment
616
Depreciation Expense, Furniture & Fixtures
620
Insurance Expense
625
Professional Fees
630
Rent Expense
635
Repairs & Maintenance
650
Salaries & Wages Expense
6. 660
Store Supplies Expense
665
Telephone Expense
667
Utilities Expense
OTHER INCOME & EXPENSES
700
Interest Income
750
Gain on Disposal of Asset
800
Interest Expense
850
Loss on Disposal of Asset
Detail for SelectedAccounts
ASSETS
101
Cash
This account is used for all cash and check transactions and
includes amounts in the bank account and on hand at the store.
102
Petty Cash
This account is used for the small petty cash fund the company
has established. The petty cash fund is $100 and is maintained
on the imprest basis.
115
Certificate of Deposit
This account is used to record the company's investment in the
Certificate of Deposit (CD). The company put $8,000 into the
CD on February 1, 2007. The CD has a 6% annual rate of
7. interest and an 18 month term to maturity.
120
Accounts Receivable
This account is used to record amounts due from customers.
125
Credit Cards Receivable
This account is used to record amounts due from the credit card
processing company when a customer pays via credit card.
Approximately 2-3 days after a customer pays with a credit
card, cash is received into the bank account, at which time the
receivable should be relieved and the receipt of the cash should
be recorded. The credit card processing company charges a
2.5% fee on each transaction and deducts the fee from the
amount deposited to the bank account.
130
Interest Receivable
This account is used to record interest due to the company but
not yet received.
150
Merchandise Inventory
This account is used to record all of the store's inventory,
including surfboards, accessories and apparel. All product costs,
including transportation-in go into this account. The account is
debited for purchases of inventory and credited following the
sale of inventory. (See also: Cost of Goods Sold.)
160
Prepaid Advertising
This account is debited when advertising costs are paid more
8. than one month in advance. The account is adjusted at the end
of each month. Advertising services for the year have been paid
in advance, totaling $1,500.00.
161
Prepaid Insurance
This account is debited when insurance premiums are paid more
than one month in advance. The account is adjusted at the end
of each month.
Insurance premiums for the entire year totaling $1,920.00 were
paid in advance in January.
162
Prepaid Rent
This account is debited when rent is paid for a future month.
The account is adjusted at the end of each month. Rent totaling
$5,400.00 was paid in January for the first quarter of 2007.
170
Store Supplies
This account is used for the purchase of all store supplies. The
account is adjusted at the end of each month to reflect the
amount of supplies on hand and expense the supplies that have
been consumed.
180
Equipment
This account is used to record the purchase of fixed assets. The
company purchased $5,360.00 of equipment on January 1, 2007.
The equipment has an expected life of 5 years. The salvage
value is estimated to be $800.00.
185
Furniture & Fixtures
9. This account is used to record the purchase of fixed assets. The
company purchased $4,532.00 of equipment on January 1, 2007.
The furniture & fixtures have an expected life of 7 years. The
salvage value is estimated to be
$500.00.
LIABILITIES
210
Dividends Payable
This account is used for dividends that are declared but not yet
paid to stockholders.
240
Sales Tax Payable
This account is credited for sales tax collected from customers
on all merchandise sales (surfboards, accessories and apparel).
The sales tax rate is 7.75%. Sales tax is not charged for repa ir
services or lessons. Sales tax remains payable until remitted to
the State Board of Equalization at a later date.
260
Unearned Revenue
This account is used record payments from customers for
lessons before revenue has been earned. When the revenue is
earned, it should be debited from this account and recognized in
the appropriate revenue account.
280
Notes Payable
This account is used to record amounts borrowed from the bank
and other sources of financing from creditors. The company
borrowed $30,000.00 at 8.5% from Central Coast Credit Union
10. on January 1, 2007.
REVENUE
401
Sales Revenue
This account is used to record the sale of merchandise
(surfboards, accessories or apparel) to customers.
410
Lesson Revenue
This account is used to record revenue from teaching surfing
lessons. Customers are charged a rate of $50.00 per hour for
lessons. Customers can pay in advance for 10 hours of lessons
for only $450.00. Revenue should not be recognized until it is
earned.
420
Repair Revenue
This account is used to record revenue from surfboard repairs.
COST OF GOODS SOLD
501
Cost of Goods Sold
This account is debited for the cost of merchandise sold. All
merchandise is sold at a 100% mark-up over its cost. Each
merchandise sales transaction should be followed by an entry
debiting this account and crediting Merchandise Inventory.
EXPENSES
601
Advertising Expense
11. This account is used for advertising expenses incurred in the
current month. Advertising costs paid in advance should be
debited to Prepaid Advertising.
607
Cash Over / Short
This account is used for small, immaterial discrepancies,
usually arising in relation to petty cash transactions.
610
Credit Card Processing Expense
This account is used to record fees related to accepting payment
from customers via credit card. The credit card processing
company charges a 2.5% processing fee on each transaction,
which is deducted from the amount deposited to the bank
account. There is an additional monthly fee that gets recorded at
the end of the month from data on the bank statement.
612
Delivery Expense
This account is used to record costs incurred when shipping
merchandise to customers. This could also be called
"transportation-out."
615
Depreciation Expense, Equipment
This account is used to record depreciation adjustments.
Depreciation expense is calculated using the straight-line
method and is recorded monthly.
616
Depreciation Expense, Furniture & Fixtures
This account is used to record depreciation adjustments.
12. Depreciation expense is calculated using the straight-line
method and is recorded monthly.
620
Insurance Expense
This account is used to record adjustments for insurance
expiring in the current month. Insurance premiums paid in
advance should be debited to Prepaid Insurance.
630
Rent Expense
This account is used for rent in the current month. Rent paid in
advance should be debited to Prepaid Rent.
Accounting Methods
Accrual Basis
The company uses the accrual basis of accounting. Adjusting
entries are made monthly in order to recognize revenues and
expenses in the appropriate month.
Depreciation
The company depreciates assets using straight-line depreciation.
Depreciation is recorded monthly.
Inventory
The company uses the perpetual inventory method, updating the
Merchandise Inventory and Cost of Goods Sold accounts after
each sales transaction. Inventory is sold at a 100% mark- up
over its cost. Each merchandise sales transaction should be
followed by an entry debiting Cost of Goods Sold and crediting
Merchandise Inventory (for 50% of the amount of the sale).
Purchase Discounts
The company uses the gross method to record purchase
13. discounts, meaning that it records inventory purchases at the
gross price (list price). If the company does not make payment
to the vendor in time to receive the discount, there is no
additional entry or calculation necessary. However, if the
company makes payment within the discount period, the
Inventory and Accounts Payable accounts each should be
reduced for the amount of the discount.
Returns & Allowances
The company does allow sales returns on occasion. Sales returns
are debited from the related sales account directly and Sales
Tax Payable gets adjusted. The merchandise then needs to be
received back into inventory and removed from Cost of Good
Sold (as it is no longer sold!). Just as there are two journal
entries necessary when recording the sale of
merchandise, there will be two entries needed to reverse the
sale.
Champion Wave Surf, Inc.
Set-up & Instructions
1. Open your browser and go to www.waveapps.com. In the
middle of the page you will see a “Start Now” button. This will
take you into the registration and download process.
2. On the opening page you will be asked to give your name,
business name, and what your business does. Your business is
Champion Wave, Inc and it is a retailer.
3. Choose “Manage your accounting”.
4. You currently do your accounting manually, on your own,
don’t need to run payroll, you are a Sole Proprietor.
5. At this point choose “Manage Transactions” and you are
ready to start.
6. You may have to add an account or two as you go. To do this:
a. Click on Accounting>Chart of Accounts
14. b. Select “Add A New Account” in the upper right corner
c. Fill out the information and click “Save”
Data Entry
In Wave Accounting, you will only be entering General Journal
Entries (called “transactions” in Wave) to post data. While there
are other methods of entry in the software, the purpose of your
accounting internship with Champion Wave Surf, Inc. is to
demonstrate your knowledge of accounting, which is best done
through posting journal entries for each transaction and
adjustment.
1) To begin, with the company file open, click on “Accounting”
from the menu bar down the left side of the screen, then select
"Transactions." This will open the transactions screen that will
show all of the transactions that have been entered.
2) In the upper right-hand corner click on “More”, then “Add
journal transaction”. Use the tab key to move from field to
field.
3) A window will open on the right enter a brief description
including the number in BOLD included in the instructions, then
the date.
4) Next are two fields for the debits/credits of the transaction.
15. Each description field has a drop-down menu in order to enter
the appropriate account. If you enter the first few letters of the
account you want, it will show in the window. Tab to enter the
amount of the debit. Tab again for the credit. If you have more
than one debit or credit, there are two buttons below the
transactions, one to add a debit another for a credit. Add as
many as you need. In the description field enter a simple
description of the reason for the entry. When all is good, click
on save and move to your next entry.
5) The first entries are the ending balances for February 28,
2007. You will find these on the next page.
6) Next, enter the adjustment for March 17, 2007 Which follows
the previous entry. You now have a tied-out balance through
March 17th. Your job is to enter the remaining entries for the
third and fourth weeks.
7) If a transaction refers to a prior entry from week one or two,
you will have to look in the instructions, find the entry, and
calculate the data you need for the transaction. There aren’t
many, thankfully.
8) You are now ready to begin the week three transactio ns.
Corrections
1) Begin by identifying the journal entry that needs to be
corrected. You will need to completely reverse that entry, so
you may want to write down or print out the details of the
transaction (account(s) debited / credited and respective
amounts).
2) Start a new journal entry and post the "reversal" of your
incorrect entry. Using the date of the original entry, you will
debit the account(s) you originally credited and credit the
account(s) you originally debited. You should include "Reversal
of ERROR" in the memo field.
3) Start another new journal entry and post the transaction
16. correctly, following the procedures for data entry.
If you use delete, I will be able to see that when I review your
G/L, so please follow the above instructio ns.
13
Champion Wave Surf, Inc.
9:40 PM
Trial Balance
08/03/2013
As of February 28, 2007
Accrual Basis
Feb 28, 07
Debit
Credit
101 · Cash
15,613.29
102 · Petty Cash
100.00
115 · Certificate of Deposit
23. Insurance Expense 0.00
Professional Fees 270.00
Rent Expense 0.00
Repairs & Maintenance Expense 55.00
Salaries & Wages Expense 560.00
Store Supplies Expense 0.00
Telephone Expense 118.73
Utilities Expense 0.00
Interest income 0.00
Interest Expense 0.00
Loss on Disposal of Asset 0.00 0.00
$11,055.60$11,055.60
Champion Wave Surf, Inc.
Week of March 4 - 10, 2007
Transactions
1
March 4, 2007
Sold surfboard and apparel to customer for $435.00 plus sales
tax (7.75%). The customer paid cash. The sales receipt number
was 7030401.
a)
101 · Cash
468.71
24. 401 · Sales Revenue
435.00
240 · Sales Tax Payable
33.71
Sold merchandise to customer for cash.
b)
501 · Cost of Goods Sold
217.50
150 · Merchandise Inventory
217.50
To record cost of merchandise sold and relieve inventory
This transaction is already posted as an example. You can view
the two journal entries posted by opening the General Journal
Entries window, and clicking the "Previous" arrow to find the
entries. Do not post the entries again.
2
March 4, 2007
Received cash into the bank account from the credit card
processing company for a transaction of
$483.25 processed on February 28, 2007, sales receipt number
7022805.
101 · Cash
25. 471.17
610 · Credit Card Processing Expense
12.08
125 · Credit Cards Receivable
483.25
Received payment from credit card processing company, less
fees.
This transaction has not been posted yet.
3
March 4, 2007
Sold apparel to customer for $75.00 plus sales tax. The
customer paid cash. The sales receipt number was 7030402.
101 · Cash
80.81
401 · Sales Revenue
75.00
240 · Sales Tax Payable
5.81
501 · Cost of Goods Sold
37.50
26. 150 · Merchandise Inventory
37.50
Week of March 4 - 10, 2007
4
March 4, 2007
Sold apparel to customer for $279.50 plus sales tax. The
customer paid with a credit card. The sales receipt number was
7030403.
125 · Credit Cards Receivable
301.16
401 · Sales Revenue
279.50
240 · Sales Tax Payable
21.66
501 · Cost of Goods Sold
139.75
150 · Merchandise Inventory
139.75
27. 5
March 5, 2007
Wrote check number 10026 to Pacific Gas & Electric for $68.30
to pay the utilities bill received and posted last month.
201 · Accounts Payable
68.30
101 · Cash
68.30
6
March 5, 2007
Wrote check number 10027 to AT&T for $118.73 for the
telephone bill received in the mail today.
665 · Telephone Expense
118.73
101 · Cash
118.73
7
March 5, 2007
Sold accessories and apparel to customer for $338.98 plus sales
28. tax. The customer paid cash. The sales receipt number was
7030501.
101 · Cash
365.25
401 · Sales Revenue
338.98
240 · Sales Tax Payable
26.27
501 · Cost of Goods Sold
169.49
150 · Merchandise Inventory
169.49
8
March 6, 2007
Received cash into the bank account from the credit card
processing company for sales receipt number
7030403, processed on March 4, 2007.
101 · Cash
293.63
610 · Credit Card Processing Expense
7.53
125 · Credit Cards Receivable
301.16
29. 9
March 6, 2007
Performed repairs on a surfboard and mailed invoice number
30601 for $157.50 to customer Brett Constance to bill for the
services.
120 · Accounts Receivable
157.50
420 · Repair Revenue
157.50
10
March 6, 2007
Wrote check number 10028 to Surfer's Supply for payment in
full on an invoice for merchandise received and posted last
month. The original amount of the invoice was 463.89. The
invoice was dated February 27, 2007, with terms of the purchase
1/10, n/30. The invoice was recorded using the gross method.
201 · Accounts Payable
463.89
101 · Cash
459.25
30. 150 · Merchandise Inventory
4.64
11
March 6, 2007
Wrote check number 10029 to Pipeline Surfwear for payment in
full on an invoice received last month. The original amount of
the invoice was $285.71. The invoice was dated February 7,
2007, with terms of the purchase 2/10, n/20. The invoice was
recorded using the gross method.
201 · Accounts Payable
285.71
101 · Cash
285.71
12
March 7, 2007
Received cash payment of $175.00 from customer Ken Bruce
for surfing lessons taught last month. The customer was billed
in February with invoice number 22802, for 3.5 hours of
lessons.
101 · Cash
175.00
120 · Accounts Receivable
175.00
31. 13
March 7, 2007
Received cash payment from customer Bobby Earl for $450.00
in advance for 10 hours of surfing lessons. Bobby will begin
taking lessons in April. Gave Bobby receipt number 30701 for
record of his payment.
101 · Cash
450.00
260 · Unearned Revenue
450.00
14
March 8, 2007
Taught a 1 hour surfing lesson. Provided receipt number 30801
for the customer, Budd Charles, who paid cash at the time of the
lesson.
101 · Cash
50.00
410 · Lesson Revenue
50.00
32. 15
March 8, 2007
Purchased surfboards and accessories from vendor for
$1,050.00. Paid cash at the time of purchase for invoice number
CCB1298.
150 · Merchandise Inventory
1,050.00
101 · Cash
1,050.00
16
March 9, 2007
Sold apparel to customer for $252.26 plus sales tax. The
customer paid with a credit card. The sales receipt number was
7030901.
125 · Credit Cards Receivable
271.81
401 · Sales Revenue
252.26
240 · Sales Tax Payable
19.55
501 · Cost of Goods Sold
126.13
150 · Merchandise Inventory
33. 126.13
17
March 9, 2007
Purchased $194.65 of store supplies on account from Premier
Distributing. The invoice number was
PD897 and the terms were Net 15.
170 · Store Supplies
194.65
201 · Accounts Payable
194.65
18
March 10, 2007
Taught a 4 hour surfing lesson to Madeline Taylor. Prepared
invoice number 31001. She will pay later.
120 · Accounts Receivable
200.00
410 · Lesson Revenue
200.00
19
34. March 10, 2007
Sold 3 surfboards and accessories for $1,132.50 plus tax. The
customer paid with a credit card. The sales receipt number was
7031001.
125 · Credit Cards Receivable
1,220.27
401 · Sales Revenue
1,132.50
240 · Sales Tax Payable
87.77
501 · Cost of Goods Sold
566.25
150 · Merchandise Inventory
566.25
20
March 10, 2007
After two months of successful operations, the board of
directors met and declared $4,000 of dividends, which would be
paid to the stockholders at the end of the month. Ref: Div
3/10/07
390 · Dividends
4,000.00
210 · Dividends Payable
35. 4,000.00
Check Figures
Selected figures from the trial balance as of March 10, 2007 are
below. If your account balances do not match the check figures
provided, you need to correct your errors before proceeding. Be
sure to carefully review the instructions for correcting errors.
Champion Wave Surf, Inc.
SELECTED Check Figures
As of March 10, 2007
Mar 10, 07
Debit
Credit
101 · Cash
15,985.87
38. Assignment
After posting all of the transactions and ensuring your trial
balance matches the check figures provided, print the trial
balance as of March 10, 2007, as well as the journal for March 4
- 10, 2007. These reports can be found by selecting "Reports"
from the menu bar across the top, then choosing "Accountant &
Taxes." The Trial Balance and Journal can both be found here.
Be sure to adjust the dates in each report to reflect the
transactions in Week #1, March 4 - 10, 2007.
Champion Wave Surf, Inc.
Week of March 11 - 17, 2007
Transactions
1
March 11, 2007
Received cash into the bank account from the credit card
processing company for sales receipt number 7030901,
processed on March 9, 2007.
101 · Cash
265.01
610 · Credit Card Processing Expense
39. 6.80
125 · Credit Cards Receivable
271.81
2
March 11, 2007
Purchased merchandise on account from Central Coast
Boarding. Central Coast Boarding provided invoice number
CCB1335 totaling $1,648.50. Terms of the purchase are 2/10,
n/30.
150 · Merchandise Inventory
1,648.50
201 · Accounts Payable
1,648.50
3
March 11, 2007
Wrote check number 10030 for $174.00 to pay the February bill
from Law Office of C. Brown for services provided on account.
201 · Accounts Payable
174.00
101 · Cash
174.00
40. 4
March 12, 2007
Taught 6 hours of surfing lessons to a customer who had paid in
advance during February (sales receipt number 21402) at the
special discounted rate of $45 per hour.
260 · Unearned Revenue
270.00
410 · Lesson Revenue
270.00
5
March 12, 2007
Received cash into the bank account from the credit card
processing company for sales receipt number 7031001,
processed on March 10, 2007.
101 · Cash
1,189.76
610 · Credit Card Processing Expense
30.51
125 · Credit Cards Receivable
1,220.27
Week of March 11 - 17, 2007
41. 16
6
March 12, 2007
Received payment of $145.00 on invoice number 7022403 from
customer Mike Joseph for repair services performed on account
during February.
101 · Cash
145.00
120 · Accounts Receivable
145.00
7
March 13, 2007
Returned $500 of damaged merchandise from the purchase on
March 11, 2007 to Central Coast Boarding, invoice number
CCB1335.
201 · Accounts Payable
500.00
150 · Merchandise Inventory
500.00
8
42. March 14, 2007
Sold apparel and accessories to customer for $595.00 plus sales
tax. The customer paid with cash. The sales receipt number was
7031401.
101 · Cash
641.11
401 · Sales Revenue
595.00
240 · Sales Tax Payable
46.11
501 · Cost of Goods Sold
297.50
150 · Merchandise Inventory
297.50
9
March 14, 2007
Sold surfboards to customer for $836.50 plus sales tax. The
customer paid with a credit card. The sales receipt number was
7031402.
125 · Credit Cards Receivable
901.33
401 · Sales Revenue
836.50
43. 240 · Sales Tax Payable
64.83
501 · Cost of Goods Sold
418.25
150 · Merchandise Inventory
418.25
10
March 15, 2007
Taught 5 hours of surfing lessons on account for customer
Jonathon Richards. Provided the customer with invoice number
31501 for the services.
120 · Accounts Receivable
250.00
410 · Lesson Revenue
250.00
11
March 15, 2007
Received payment in full on invoice number 31001 from
Madeline Taylor.
44. 101 · Cash
200.00
120 · Accounts Receivable
200.00
12
March 15, 2007
Received partial payment of $175.00 on invoice 21703 from
customer David Linthon for services provided on account during
February.
101 · Cash
175.00
120 · Accounts Receivable
175.00
13
March 16, 2007
Received cash into the bank account from the credit card
processing company for sales receipt number 7031402,
processed on March 14, 2007.
101 · Cash
878.80
610 · Credit Card Processing Expense
22.53
45. 125 · Credit Cards Receivable
901.33
14
March 16, 2007
Customer, Allison Paige, paid $450.00 with a credit card for 10
hours of surfing lessons to begin during the summer. Provided
the customer with receipt number 31601.
125 · Credit Cards Receivable
450.00
260 · Unearned Revenue
450.00
15
March 16, 2007
Wrote check number 10031 for $235.00 to Scanlan Accounting
Services for accounting services provided today.
625 · Professional Fees
235.00
101 · Cash
235.00
16
46. March 16, 2007
Wrote check number 10032 to pay two weeks of wages to the
store clerk, totaling $800.00 for the time period 2/26 - 3/11. The
store clerk works Monday through Friday and gets paid $80.00
per day. Three days of wages were accrued at the end of
February.
650 · Salaries & Wages Expense
560.00
250 · Wages Payable
240.00
101 · Cash
800.00
17
March 16, 2007
Purchased additional inventory from Surfer's Supply on
account. Surfer's Supply provided invoice number SS9241
totaling $675.90 with terms 1/10, n/30. The merchandise was
sent FOB shipping point. The responsible party will pay SLO
Delivery & Trucking for delivery services directly.
150 · Merchandise Inventory
675.90
47. 201 · Accounts Payable
675.90
18
March 17, 2007
Merchandise purchased from Surfer's Supply yesterday arrived.
The responsible party paid $62.00 cash to SLO Delivery &
Trucking for shipment number SLO3846.
150 · Merchandise Inventory
62.00
101 · Cash
62.00
19
March 17, 2007
Purchased $98.50 of store supplies on account from Premier
Distributing. The invoice number was PD938 and the terms
were Net 15, FOB Destination. The responsible party paid
$25.00 cash to SLO Delivery & Trucking.
170 · Store Supplies
98.50
201 · Accounts Payable
98.50
48. 20
March 17, 2007
Replenished the petty cash fund by writing check number 10033
for $88.75. The petty cash box contained two receipts as
follows: Repairs & Maintenance $55.00 and Professional Fees
$35.00.
635 · Repairs & Maintenance
55.00
625 · Professional Fees
35.00
101 · Cash
88.75
607 · Cash Over / Short
1.25
Check Figures
Selected figures from the trial balance as of March 17, 2007 are
below. If your account balances do not match the check figures
provided, you need to correct your errors before proceeding. Be
sure to carefully review the instructions for correcting errors.
Champion Wave Surf, Inc.
49. SELECTED Check Figures
As of March 17, 2007
Mar 17, 07
Debit
Credit
101 · Cash
XX,120.80
120 · Accounts Receivable
707.50
125 · Credit Cards Receivable
450.00
150 · Merchandise Inventory
14,411.47
170 · Store Supplies
1,170.68
201 · Accounts Payable
51. XX,393.35
XX,393.35
Assignment
After posting all of the transactions and ensuring your trial
balance matches the check figures provided, print
the trial balance as of March 17, 2007, as well as the journal for
March 11 - 17, 2007.
Champion Wave Surf, Inc.
Mid-Month Review
In order to answer the following questions, you may find it
helpful to view the interim financials statements. These reports
can be found by selecting "Reports" from the menu bar across
the top, then choosing "Company & Financial." For the Income
Statement, select "Profit & Loss Standard" and be sure to adjust
the dates appropriately (March 1 - 17, 2007). For the Balance
Sheet, select "Balance Sheet Standard" and, again, be sure to
use the appropriate date (March 17, 2007).
52. 1
What is net income for March 1 - March 17, 2007?
1,817.94
2
What is net income year-to-date (January 1 - March 17, 2007)?
10,124.88
3
What is the cash balance as of March 17, 2007?
18,120.80
4
What is the accounts receivable balance as of March 17, 2007?
707.50
53. 5
Numerically express the accounting equation as of March 17,
2007.
$57,294.45 = $41,169.57 + $16,124.88
Mid-Month Review
6
What is the trial balance total as of March 17, 2007?
91,393.35
7
What is the current ratio as of March 17, 2007?
17-Mar
54. 47,650.45 / 11,169.57 = 4.266
8
How has the current ratio changed since February 28, 2007?
What does this mean?
28-Feb
44,011.15 / 5,348.21 = 8.229
The ratio was higher at 2/28 than at 3/17. The higher the ratio,
the easier the company can pay its maturing debts. Liquidity has
decreased dramatically, but is still very healthy.
9
What is the debt to assets ratio as of March 17, 2007?
17-Mar
41,169.57 / 57,294.45 = .719
10
How has the debt to assets ratio changed since February 28,
2007? What does this mean?
28-Feb
35,348.21 / 53,655.15 = .659
The ratio was lower at 2/28 than at 3/17. The higher the ratio,
55. the greater the financial
risk, so risk has increased slightly.
Champion Wave Surf, Inc.
10:04 PM
Profit & Loss
08/03/2013
March 1 - 17, 2007
Accrual Basis
Mar 1 - 17, 07
Ordinary Income/Expense
Income
401 · Sales Revenue
3,944.74
410 · Lesson Revenue
770.00
420 · Repair Revenue
157.50
Total Income
4,872.24
Cost of Goods Sold
501 · Cost of Goods Sold
1,972.37
Total COGS
1,972.37
Gross Profit
2,899.87
Expense
607 · Cash Over / Short
56. -1.25
610 · Credit Card Processing Expense
79.45
625 · Professional Fees
270.00
635 · Repairs & Maintenance
55.00
650 · Salaries & Wages Expense
560.00
665 · Telephone Expense
118.73
Total Expense
1,081.93
Net Ordinary Income
1,817.94
Net Income
1,817.94
Champion Wave Surf, Inc.
11:14 PM
Balance Sheet
08/03/2013
As of March 17, 2007
Accrual Basis
Mar 17, 07
ASSETS
Current Assets
57. Checking/Savings
101 · Cash
18,120.80
102 · Petty Cash
100.00
115 · Certificate of Deposit
8,000.00
Total Checking/Savings
26,220.80
Accounts Receivable
120 · Accounts Receivable
707.50
Total Accounts Receivable
707.50
Other Current Assets
125 · Credit Cards Receivable
450.00
130 · Interest Receivable
40.00
150 · Merchandise Inventory
14,411.47
160 · Prepaid Advertising
1,250.00
161 · Prepaid Insurance
1,600.00
162 · Prepaid Rent
1,800.00
170 · Store Supplies
1,170.68
Total Other Current Assets
20,722.15
58. Total Current Assets
47,650.45
Fixed Assets
180 · Equipment
5,360.00
181 · Accum. Depreciation-Equipment
-152.00
185 · Furniture & Fixtures
4,532.00
186 · Accum. Depreciation-Furn & Fix
-96.00
Total Fixed Assets
9,644.00
TOTAL ASSETS
57,294.45
LIABILITIES & EQUITY
Liabilities
Current Liabilities
Accounts Payable
201 · Accounts Payable
2,117.55
Total Accounts Payable
2,117.55
Other Current Liabilities
210 · Dividends Payable
4,000.00
59. 220 · Interest Payable
425.00
240 · Sales Tax Payable
2,782.02
260 · Unearned Revenue
1,845.00
Total Other Current Liabilities
9,052.02
Total Current Liabilities
11,169.57
Long Term Liabilities
Mar 17, 07
280 · Notes Payable
30,000.00
Total Long Term Liabilities
30,000.00
Total Liabilities
41,169.57
Equity
310 · Common Stock
10,000.00
390 · Dividends
-4,000.00
Net Income
60. 10,124.88
Total Equity
16,124.88
TOTAL LIABILITIES & EQUITY
57,294.45
Champion Wave Surf, Inc.
Week of March 18 - 24, 2007
Transactions
1
March 18, 2007
The customer who purchased surfboards on March 14, 2007,
returned one surfboard with a list price of
$425.00. The customer received the refund in cash and was
provided receipt number 31801 for the transaction.
61. 2
March 18, 2007
Sold apparel to customer for $198.24 plus sales tax. The
customer paid cash. The sales receipt number was 7031802.
3
March 18, 2007
Received cash into the bank account from the credit card
processing company for receipt number
31601, processed on March 16, 2007.
62. 4
March 19, 2007
Customer, Budd Charles, brought his surfboard in for repairs.
Repairs were completed and the customer was given invoice
number 31901 for $119.00.
Week of March 18 - 24, 2007
5
March 19, 2007
Collected $225.00 from customer, Betty Jane, who was invoiced
63. in February for lessons taught, invoice number 21703.
6
March 19, 2007
Taught a 3 hour surfing lesson for cash. Provided the customer
with receipt number 31902.
7
March 20, 2007
Sold 3 surfboards and accessories to customer for $1,649.50
plus sales tax. The customer paid cash. The sales receipt
number was 7032001. Shipped the merchandise to the
customer's home address, FOB destination. An invoice for
shipping costs will be sent to the responsible party.
64. 8
March 20, 2007
Taught 4.5 hours of surfing lessons to a customer who had paid
in advance during February (receipt number 20703) at the
special discounted rate.
9
March 20, 2007
Received cash payment from customer, Brett Constance,
referencing invoice number 30601.
65. 10
March 21, 2007
Sold accessories to customer for $319.28 plus sales tax. The
customer paid with a credit card. The sales receipt number was
7032101.
11
March 21, 2007
66. Received an invoice for $209.00 from the landlord, Coastal
Properties, Inc., for repairs made in the store. The invoice
number was CP200768, net 10.
12
March 21, 2007
Purchased merchandise from Pipeline Surfwear for $795.00,
invoice number PS40627. The merchandise was delivered FOB
shipping point at a cost of $45.00. All amounts due were paid in
cash at the time of delivery.
13
March 22, 2007
Taught a 2 hour surfing lesson to customer David Linthon, who
paid cash for the lesson, plus paid off the $75.00 balance he
owed from an invoice in February. Provided the customer with
receipt number 32201 for the payment.
67. 14
March 22, 2007
Wrote check number 10034 to Premier Distributing to pay the
open invoices from March 9 and March 17, 2007 in full.
15
March 23, 2007
Paid Surfer's Supply the amount due on invoice number SS9241
dated March 16, 2007.
68. 16
March 23, 2007
Paid Central Coast Boarding the amount due on invoice number
CCB1335 dated March 11, 2007.
17
March 23, 2007
Wrote check number 10035 to Law Office of C. Brown for
$165.00 to pay for a legal consultation that day.
69. 18
March 24, 2007
Wrote check number 10036 to pay the bill received from the
landlord on March 21, 2007.
19
March 24, 2007
Wrote check number 10037 for $5,400.00 to pay rent for the
second quarter (April, May & June 2007).
20
March 24, 2007
Repaired surfboard for customer Chris Jackson. Provided
customer with invoice number 32401 for
70. $95.00.
Check Figures
Selected figures from the trial balance as of March 24, 2007 are
below. If your account balances do not match the check figures
provided, you need to correct your errors before proceeding. Be
sure to carefully review the instructions for correcting errors.
Champion Wave Surf, Inc.
SELECTED Check Figures
As of March 24, 2007
Mar 24, 07
Debit
72. 1,306.50
501 · Cost of Goods Sold
18,816.05
610 · Credit Card Processing Expense
678.30
TRIAL BALANCE TOTAL
91,616.82
91,616.82
73. Champion Wave Surf, Inc.
Week of March 25 - 31, 2007
Transactions
1
March 25, 2007
Received cash into the bank account from the credit card
processing company for sales receipt number 7032101,
processed on March 21, 2007.
2
March 25, 2007
Received invoice number SLO3953 from SLO Delivery &
Shipping for $79.00 referencing sales receipt 7032001 from
74. March 20, 2007. Terms are Net 10.
3
March 25, 2007
The customer who purchased accessories on March 21, 2007,
returned one item with a list price of
$38.00. The customer received the refund in cash and was
provided receipt number 32501 for the transaction.
4
75. March 26, 2007
Sold a surfboard and accessories to customer Neal Kelly for
$512.92 plus sales tax. Neal also paid for ten hours of lessons in
advance. The customer paid for the entire purchase with a credit
card and was provided sales receipt number 7032601.
5
March 26, 2007
Repaired surfboard for customer Bobby Earl. Provided invoice
76. number 32602 to Bobby for $72.00 to be paid later.
6
March 26, 2007
Received payment in full from customer Jonathon Richards
referencing invoice number 31501.
7
March 27, 2007
Received invoice number PG4660998 from Pacific Gas &
Electric for $127.32 and will pay later.
77. 8
March 27, 2007
Sold surfboard to customer for $488.00 plus sales tax. The
customer paid for the purchase with a credit card and was
provided sales receipt number 7032701.
9
March 27, 2007
Shipped the merchandise from sales receipt number 7032701 to
the customer's address at a cost of
$65.00. The shipping terms were FOB destination. The
responsible party paid cash to the shipping company directly.
78. 10
March 28, 2007
Purchased merchandise from Pipeline Surfwear on account. The
vendor provided invoice number PS2015 for $1,138.00 with
terms 2/15, n/25. The merchandise was shipped FOB destination
and the responsible party paid the shipping costs of $95.00 in
cash.
11
March 28, 2007
Mr. Kolbe decided to get additional insurance coverage to
provide more protection relating to the risk of shark bites while
teaching surfing lessons. Received invoice number F9111 from
Farmtown Insurance for $630.00 for six months of coverage
commencing on April 1, 2007.
79. 12
March 28, 2007
Wrote check number 10038 to pay SLO Delivery & Shipping in
full for invoice number SLO3953.
13
March 28, 2007
Received cash into the bank account from the credit card
processing company for sales receipt number 7032601,
processed on March 26, 2007.
80. 14
March 29, 2007
Received check for $119.00 from customer Budd Charles
referencing invoice number 31901.
15
March 29, 2007
Taught 3 hours of lessons to Neal Kelly (sales receipt number
7032601).
16
March 29, 2007
81. Received cash into the bank account from the credit card
processing company for sales receipt number 7032701,
processed on March 27, 2007.
17
March 30, 2007
Mr. Kolbe decided to launch a new advertising campaign,
hoping to boost sales for the months leading up to the summer.
Received an invoice number A6390 from A-Town Advertising
for $795, for advertising during April, May and June.
18
March 30, 2007
Wrote check number 10039 to pay two weeks of wages to the
82. store clerk, totaling $800.00 for the time period 3/12 - 3/25. The
store clerk works Monday through Friday and gets paid $80.00
per day.
19
March 31, 2007
Distributed cash to pay dividends declared earlier in the month
to the shareholders. Ref: Div 3/10/07
20
March 31, 2007
The company sold equipment for $350.00. The equipment
orignally cost $536.00 and there is accumulated depreciation on
that equipment of $22.80. Ref: S033107
83. Check Figures
Selected figures from the trial balance as of March 31, 2007 are
below. If your account balances do not match the check figures
provided, you need to correct your errors before proceeding. Be
sure to carefully review the instructions for correcting errors.
Champion Wave Surf, Inc.
SELECTED Check Figures
As of March 31, 2007
Mar 31, 07
85. 501 · Cost of Goods Sold
19,297.51
610 · Credit Card Processing Expense
725.12
TRIAL BALANCE TOTAL
91,843.88
91,843.88
86. The bank statement for the month ending March 31, 2007 has
just arrived. You need to reconcile the bank account (manually)
in the form provided on the next page. After you complete the
reconciliation prepare and enter the adjusting entries for the
books (description: Bank Rec). Assume that all transactions
prior to 3/18 cleared.
Central Coast Credit Union
Customer Service
123 Higuera Street
(805) 555-BANK
San Luis Obispo, CA 93401
Statement for the Month Ending March 31, 2007
Beginning Balance
16,378.48
Account 1234567890
Deposits & Credits
10,696.12
87. Champion Wave, Inc
Checks & Debits
(13,431.61)
123 Embarcadero Road
ENDING BALANCE
13,637.99
Morro Bay, CA 93442
DEPOSITS
97. Reconciled Bank Balance:
Champion Wave Surf, Inc.
Adjusting Entries
Prepare and post journal entries at March 31, 2007 for each of
the month-end adjustments.
(All adjusting entries for January and February have been
posted already.)
1
Interest Receivable
AJE #1
The company put $8,000 into the CD on February 1, 2007. The
CD has a 6% annual rate of interest and an 18 month term to
maturity. Interest earned during February was already posted at
February 28, 2007.
2
Prepaid Advertising
98. AJE #2
Advertising services for the year (Jan 2007 - Dec 2007) have
been paid in advance, totaling
$1,500.00.
3
Prepaid Insurance
AJE #3
Insurance premiums for the entire year totaling $1,920.00 were
paid in advance in January.
4
Prepaid Rent
AJE #4
Rent totaling $5,400.00 was paid in January for the first quarter
of 2007.
99. 5
Store Supplies
AJE #5
A count of the store supplies at month-end indicated that there
was $632.50 of supplies on hand.
Adjusting Entries
6
Depreciation - Equipment
AJE #6
The company purchased $5,360.00 of equipment on January 1,
2007. The equipment has an expected life of 5 years. The
salvage value is estimated to be $800.00.
100. 7
Depreciation - Furniture & Fixtures
AJE #7
The company purchased $4,532.00 of equipment on January 1,
2007. The furniture & fixtures have an expected life of 7 years.
The salvage value is estimated to be $500.00.
8
Interest Payable
AJE #8
The company borrowed $30,000.00 at 8.5% from Central Coast
Credit Union on January 1, 2007.
9
101. Wages Payable
AJE #9
The store clerk works Monday through Friday and gets paid
$80.00 per day.
10
Inventory
AJE #10
A count of the inventory at month-end indicated that there was
$14,771.60 of merchandise on hand.
Check Figures
Selected figures from the adjusted trial balance as of March 31,
102. 2007 are below. If your account balances do not match the
check figures provided, you need to correct your errors before
proceeding. Be sure to carefully review the instructions for
correcting errors.
Champion Wave Surf, Inc.
SELECTED Check Figures
As of March 31, 2007
Mar 31, 07
Debit
Credit
101 · Cash
X,X56.66
120 · Accounts Receivable
286.00
150 · Merchandise Inventory
14,771.60
201 · Accounts Payable
104. 1
What is net income for March 1 - March 31, 2007?
2
What is net income year-to-date (January 1 - March 31, 2007)?
3
What is the cash balance as of March 31, 2007?
4
What is the accounts payable balance as of March 31, 2007?
5
Numerically express the accounting equation as of March 31,
2007.
105. 6
Hypothetically, if the company used the allowance method for
accounting for bad debts, and determined that it needed to set-
up an allowance of 1/2% of total income for the quarter, what
would be the net realizable value of accounts receivable?
Final Review & Analysis
7
What is the return on sales ratio for the quarter ending March
31, 2007? (Use "Total Income" as your sales figure.)
8
What is the gross margin percentage for the quarter ending
106. March 31, 2007? (Use "Total Income" as your sales figure.)
9
What is the current ratio as of March 31, 2007? How has the
current ratio changed since February 28, 2007? What does this
mean?
10
Would you invest in Champion Wave Surf, Inc.? Why or why
not? Be specific and analytical!
Champion Wave Surf, Inc.
Financial Statements
Now that you have posted all of the transactions for the month,
reconciled the bank statement at month end and posted the
adjusting journal entries, it is time to prepare the financial
statements for Mr. Kolbe to review. Mr. Kolbe will want each of
107. the following to review and discuss with you:
1
Income Statement (Profit & Loss) for March 1 - 31, 2007
2
3
Income Statement (Profit and Loss) for the quarter, January 1 –
March 31, 2007
Balance Sheet as of March 31, 2007
4
Trial Balance as of March 31, 2007
Be sure you print each of these documents before doing the
closing entries!
You will find the reports by clicking on Reports> Get the Big
Picture. Make sure to enter the appropriate dates for each report
and click on “Export” in the upper right of the page. Combi ne
the reports in one email to me. Then Enter your closing entries.
Closing Entries
Prepare and post the closing journal entry to close the books as
of the end of the first quarter (March 31, 2007). After closing
the books, print the Trial Balance as of March 31, 2007 one last
time!
***Be sure that you have prepared all of your financial reports
correctly and completed the Final Review questions before
posting the closing entry!
Hint: Use the Trial Balance as of March 31, 2007 and zero out
all of the temporary accounts into Retained Earnings.