PART 1The term self fulfilling prophecy was defined by the Ame.docx

PART 1
The term "self fulfilling prophecy" was defined by the
American sociologist William Isaac Thomas (1863 - 1947) in
the dictum: 'If men define situations as real, they are real in
their consequences.'
Events tend to turn out as one has hypothesized, not because of
some great insight but because one behaves in a manner to
achieve this outcome. A large body of evidence exists in various
areas of psychology supporting the self-fulfilling prophecy.
R. Rosenthal, Experimenter Effects in Behavioral Research
(New York, 1976)
Research is showing that one of the major influences on student
achievement is teacher expectations.
. Read and reflect upon the following : INITIAL POST
The Pygmalion Effect
Definition and Background: What is the Pygmalion Effect?
People tend to live up to what's expected of them and they tend
to do better when treated as if they are capable of success.
These are the lessons of the Pygmalion Effect. Pygmalion first
appeared in Greek mythology as a king of Cyprus who carved
and then fell in love with a statue of a woman, which Aphrodite
brought to life as Galatea.
Much later, George Bernard Shaw wrote a play, entitled
Pygmalion, about Henry Higgins (the gentleman) and Lisa
Doolittle (the cockney flower girl whom Henry bets he can turn
into a lady).
So the Pygmalion Effect has come to mean "you get what you
expect." If you expect disaster, your expectations may well be

met in a kind of "self-fulfilling prophecy", yet another catch
phrase about the pressure of expectations.
Case Study
In another classic experiment, Rosenthal and Lenore Jacobson
worked with elementary school children from 18 classrooms.
They randomly chose 20% of the children from each room and
told the teachers they were "intellectual bloomers." I first
learned of this story from Zig Ziglar, a renown motivational
speaker and positive thinking proponent.
He goes into detail about how a set of school teachers were told
that their students were geniuses. They've been tested by some
new methodology of determining the success of school age
children, and THESE kids were the best of the best. In addition,
these teachers were told that they were uniquely entrusted with
these children's welfare for the coming school year. They
explained that these children should show remarkable gains
during the year.
The children, performed admirably, gaining an average of two
IQ points in verbal ability, seven points in reasoning, and four
points in overall IQ. At the conclusion of the experiment, the
teachers were informed that these students were randomly
assigned, much as any others are during any normal school year.
And the teachers as well, prior to this year, were nothing special
-- they, too, were selected randomly.
The participants in his study were not necessarily aware that
they were being monitored and that this was an experiment of
any kind.
REPLIES: PLEASE REPLY TO A AND B
A. I found the case study really interesting. It's hard to believe
that just high expectations for students is all there needs to be
for high achievement and students to succeed. It's amazing that
the IQ of the students in the study did rise. It seems like high

expectations are key, but what does this look like in the
classroom? Does it have to do with our behavior, what we
assign, or how we teach? After reading the study these
questions came to mind. In the past, when struggling students
do well on something even if it’s a small thing I have always
praised them for their work. These students then often feel
proud of them and become motivated to do well but this doesn't
always occur. I do agree that the Pygmalion Effect and the
"self-fulfilling prophecy" are connected. In the past there have
been students who believe they are going to fail no matter what
they do so they don't put any effort into their work because they
think what the point is. It's important that students believe in
themselves and think positively about their abilities. For
students who don't its important for teachers to then step in and
help them see their potential. In thinking about high
expectations, I feel that this means believing that the students
are capable of doing well. I find that at my school teachers do a
great job of believing in the students and letting them know
they are capable of success. However, I think students don't
realize that effort also has a great deal to do with success. There
is a correlation between asking for help, putting in the effort,
and doing well. I believe that along with teacher's high
expectations, parents also play an important role in their child's
success. I find it frustrating in parent teacher conferences when
a parent claims that they were never good in math so that's why
their child isn't great either. At home, students should also be
treated as if they are capable of success. I do agree that "people
tend to live up to what's expected of them." From the study, I
saw that the first step towards student success is as a teacher
being aware of yourself and how you are perceiving your
students.
B. I have come across several tests that prove that teacher
expectations affect student performance. However, the research
on how teacher interaction depends on their expectations was

amazing. When teachers have a higher expectation of their
students, they provide more specific feedback, more approval
and positive signals. Students sometimes encounter low
expectations not only from teachers but also from parents and it
is difficult to get the students out of the strong negative self-
efficacy.
Teachers can practice some behaviors regularly with every
student consciously. They can give specific feedback to student
responses with acknowldegement of correct parts in their
responses and asking follow-up questions. Another behavior on
the teacher's part I think is wait time. Longer wait time not only
gives access to all students but also gives the teacher enough
time to think about her own reaction and behavior.
Teachers also need to connect with the students and know them
better. We mostly see the students who are anxious about math
and struggle in class only in the negative light. One of my
students who struggled in math had great leadership skills that I
had not noticed in class. I once watched him at a basketball
game and saw that he was very motivating and brought out the
best in the other boys on his team. He was a totally different
person - confident, caring with a positive outlook. The other
kids respected him a lot. That was a turning point for me. That
year I put in effort to get to know my students better, learned
about their interests, asked them to show work from their art
class or their writings.
We need to be consciously aware of the signals we are sending
students through our interaction with them. We have to tell our
students that we believe in them through our actions and not
just words.
INITIAL POST: REFLECTION/SOLUTION
Students in all 50 states must now participate in the National
Assessment of Educational Progress (NAEP). The results of this
assessment are published as the Nation's Report Card. The
learning standards on which students are assessed are rigorous
and the expectation is that all students receive experiences and
instruction that align with those standards. Well, how then, can

the teacher in an urban or rural district, teaching in a
heterogeneous classroom, provide appropriate instruction for
each student? What about teachers in village schools wehre
there may be multiple age levels in the same classroom? These
are the realities that face teachers. Teaching in a diverse
environment includes situations that go beyond multi-cultual
and multi-lingual. Often learning differences offer multiple
challenges to a teacher of mathematics. Think about the
following problem given to an algebra class.
Solve the problem yourself.
What is the big idea in the problem? Or, what is the purpose of
assigning this problem?
After solving the problem, think about how you might revise the
problem to allow access into the problem by all students
without changing the main focus of the problem.Rewrite the
problem so that all students have access to the same main
concept.
PART 2
Examine the following student responses. Based upon the
evidence contained within the student work, what can you say
about each student's understanding of the concept and the
procedures for solving this problem?
STUDENT A.
STUDENT B
STUDENT C
STUDENT D
REPLIES: PLEASE REPLY TO A AND B
A. PRASAD

Solution
to problem:
x = Zune
y = iPhone
y + 3x = 1,148.97 → y = 1,148.97 – 3x
2y + 2x = 1,297.98
2(1,148.97 – 3x) + 2x = 1,297.98
2297.94 – 6x + 2x = 1,297.98
2297.94 – 4x = 1,297.98
–4x = –999.96
x = $249.99
y = 1,148.97 – 3x
y = 1,148.97 – 3(249.99)
y = 1,148.97 – 749.97
y = $399
One Zune costs $249.99 and one iPhone costs $399.
Reflection:
I found this problem similar to the one last week with the Ipad

and Ipad 2. As I was completing the problem, the purpose of
assigning this problem seemed be to check students
understanding of solving a system of equations. A student could
use two different methods to solve this problem, linear
combination and substitution. I like that the problem already
provides visuals. Without changing the main focus of the
problem, I would revise the problem by changing the final costs
to simpler numbers without decimals. To revise my problem I
worked backwards. I saw that in the original problem the cost of
one Zune was 249.99 and one iPhone was 399. I rounded 249.99
to 250 and 399 to 400. Then I found what the total cost would
be with the same amount of gadgets. One iPhone and three
Zunes would now cost 1,150. Two iPhones and two Zunes
would now cost 1,300. This eliminates the decimals in the
problem.
My revision of the problem would then be:
You are given the costs to purchase different amounts of
gadgets. One iPhone and three Zunes cost $1,150. Two iPhones
and two Zunes cost $1,300.
a. What is the price of one Zune?
b. What is the price of one iPhone?
Be sure to explain your answers.

Comparison to the one given:
My revision was the same as the one given. I found that the
only way to revise the problem without changing the main focus
was to adjust the costs to become simpler. To make sure the
cost would work I had to figure out what the solutions would be
first, which seems similar to what they must have done with the
revision shown in the module.
Student Responses:
Student A: This student does not demonstrate an understanding
of solving a system of equations as he used a guess and check
method. The student chose the simpler problem indicating that
perhaps the student is not comfortable with decimals. The
student does not show an understanding of being able to create a
graph based on the equation given. The graphs should be linear
graphs and should not represent guesses. However, the student
does arrive at the correct solutions using the guess and check
method.
Student B: Through his calculations, this student demonstrated
an understanding of solving a system of equations through the
use of the linear combination strategy. The student also chose
the original problem with decimals which shows that the student
is not afraid to work with decimals. This student obtained the
correct solutions and correctly represent the equations on the

graph. Overall, this student showed conceptual understanding.
Student C: This student does not demonstrate an understanding
of solving a system of equations. The student incorrectly used a
bar graph to represent the linear relationship represented in the
problem. The student, however, made an insightful observation
that the change of gadget between the two choices increased the
price by $150. Using this information the student did come up
with the correct solution. The student 's explanation was clear,
easy to understand, and very detailed unlike the explanation
from the first two students. The student also used the simpler
version of the problem indicating that he might be
uncomfortable with using decimals or wanted to take the easier
route.
Student D: This student demonstrated an understanding of
solving a system of equations through algebraic manipulation.
The student was able to isolate the variable and then plug it into
the second equation. However, the student does not show an
understanding of translating equations into a table or a graph
and using variables within a table. This student showed
evidence of procedural and mechanical understanding.
Next Steps:
All of the responses differed greatly. Student A needs to

practice algebraic manipulations as they still are using a guess
and check method. One strategy to use here would be to provide
the student with equations where they have to isolate a specific
variable. Then construct a table by plugging in values. Both
student A and C need to work towards becoming comfortable
with using decimals. Student D needs recognize and understand
the relationships between tables, graphs, and equations. In 7th
grade we don't solve system of equations but work heavily with
linear equations. I have used similar templates for recording
their work as the one shown in the module except many of them
have been used to analyze a single situation. This strategy might
be helpful for student D so that they can slowly gain
understanding for working flexibly with the multiple
representations.
Another strategy to use with some of these students is to pair
certain students up to discuss their strategy and learn from each
other. While student B was able to complete all of the parts for
the task they might benefit from being paired with student D so
that they could learn another way of manipulating an equation.
Student D could learn how to construct a table and graph from
Student B. Any type of discourse between students is always
beneficial to their learning. After working independently on a
task like this, the group discussion and then a whole classroom
discussion would be helpful in addressing misconceptions. To

see if these strategies have been effective I can give a similar
problem to students who struggled with this one and assess them
again. For students A and C, I would look for the use of a
mathematical strategy in solving the system of equations. For
student D, I would look to see if they are able to construct a
table and graph either from the data given or through the use of
equations.
B. DACEY: This particular problem is looking at a system of 2
equations and essentially trying to determine the cost of both
the ipod and zune. This can be done by substitution or
elimination, through graphing, and by making a table with guess
and check work. For me, this problem is being given to the
students not only to test their flexibility and understanding of
algebra, but also to see if they could solve to determine the
relationship between 2 variables.
Like last week, my revision simply had me choose whole
numbers that were easier to work with. My revision was very
similar to the alternative listed in the module! I let the ipod
equal $100 and the zune to equal $200. Therefore, for the first
example:1 ipod + 3 zunes = $700 and in the 2nd example: 2
ipods + 2 zunes = $600. The students had to work to solve for
the original price of the ipod and zune.
Student A: Student A seems fairly well versed in “what” to do,
but may be lacking some of the understanding behind the work.
I think student A’s graph is the most telling piece of his/her

work as it clearly shows the intersection of the 2 functions. This
student did use guess and check fairly well, and his/her logic in
the table made sense. This student’s work seemed fairly
procedural. Perhaps, he/she learned how to do these steps with a
similar problem.
Student B: Student B seems the most comfortable with this
material and the the chart, graph, and equation work were all
detailed. This student also knew it was a series of linear
equations that he/she was working with. Again, this student
demonstrated his/her knowledge most accurately using all 3
strategies. This students has the best conceptual knowledge.
Student C: I don’t understand student C’s work at all. I can see
that they seemed to know the cost of each device, and were just
doubling it in the chart. I am not sure how he/she got his/her
answers. Some of the writing was too small to read.
Student D: Student D definitely had the actual algebraic process
down. However, I am not sure if this students knows as much as
student B because he/she was only able to demonstrate the work
algebraically as a system of 2 equations and not by using a chart
or table. This student seems more mechanical.
To address any conceptual problems, I think we need to back up
and talk about what we are actually trying to solve and define a
relationship in some way. I think we also need to go through
what a chart and graph can show, and how we would use these
to model the algebra. For me, it does not seem that the biggest

issue here was finding the answer, but more about
understanding why and how a strategy got us there.
In Unit 8, you will be completing Parts 1-2 of the Final Project.
Each part will be submitted separately for grading and you will
complete the payroll register, the employee earnings record, the
journal entries and post to the general ledger for each part as
required. Parts 1 and 2 of the project will be completed
manually using the template provided.
View the Final Project details from the Directions icon below.
Review the video tutorial and download the script before
starting your Assignment.
Click to download the template.
Excel InstructionsExcel Instructions using Excel
2010:CAUTION: Read Appendix B for specific instructions
relating to these templates.1. Enter the appropriate
numbers/formulas in the shaded (gray) cells. An asterisk (*)
will appear to the right of an incorrect answer.2. A formula
begins with an equals sign (=) and can consist of any of the
following elements: Operators such as + (for addition), - (for

subtraction), * (for multiplication), and / (for division). Cell
references, including cell addresses such as B52, as well as
named cells and ranges Values and text Worksheet
functions (such as SUM)3. You can enter a formula into a cell
manually (typing it in) or by pointing to the cells. To enter a
formula manually, follow these steps: Move the cell
pointer to the cell that you want to hold the formula. Type
an equals sign (=) to signal the fact that the cell contains a
formula. Type the formula, then press Enter.4. Rounding:
These templates have been formatted to round numbers to either
the nearest whole number or the nearest cent. For example,
17.65 x 1.5=26.475. The template will display and hold 26.48,
not 26.475. There is no need to use Excel's rounding function.5.
Remember to save your work. When saving your workbook,
Excel overwrites the previous copy of your file. You can save
your work at any time. You can save the file to the current
name, or you may want to keep multiple versions of your work
by saving each successive version under a different name.To
save to the current name, you can select File, Save from the
menu bar or click on the disk icon in the standard toolbar. It is
recommended that you save the file to a new name that
identifies the file as yours, such as
Chapter_7_long_version_Your_Name.xlsxTo save under a
different name, follow these steps: Select File, Save As to
display the Save As Type drop-box, chose Excel Workbook

(*.xlsx) Select the folder in which to store the workbook.
Enter the new filename in the File name box. Click Save.
JournalJOURNALPage 41 DATEDESCRIPTIONPOST.
REF.DEBITCREDIT20--Oct.9Payroll Cash1211,097.25
Cash1111,097.259Administrative Salaries512,307.69Office
Salaries523,353.08Sales Salaries533,600.00Plant
Wages544,902.00 FICA Taxes Payable - OASDI20.1878.09
FICA Taxes Payable - HI20.2205.37 Employees FIT
Payable24965.00 Employees SIT Payable25434.82
Employees SUTA Payable25.19.94 Employees CIT
Payable26556.30 Union Dues Payable2816.00 Payroll
Cash1211,097.259Payroll Taxes561,231.14 FICA Taxes
Payable - OASDI20.1878.09 FICA Taxes Payable -
HI20.2205.36 FUTA Taxes Payable2119.68 SUTA Taxes
Payable - Employer22128.01Nov.6Payroll Cash11,173.89
Cash11,173.89JOURNALPage 42DATEDESCRIPTIONPOST.
REF.DEBITCREDIT20--6Administrative Salaries2,307.69Office
Salaries3,353.08Sales Salaries3,600.00Plant
Wages5,223.92JOURNALPage 43DATEDESCRIPTIONPOST.
REF.DEBITCREDIT20--JOURNALPage
44DATEDESCRIPTIONPOST. REF.DEBITCREDIT20--
JOURNALPage 45DATEDESCRIPTIONPOST.

50DATEDESCRIPTIONPOST. REF.DEBITCREDIT20--Total
debits and credits (calculated
automatically):52,149.7437,665.05Your debits and credits
should be equal after each journal entry is completeCumulative
Journal Checkpoint Through Month EndingOctober 31, 20--
December 31, 20-- November 30, 20-- January
31, 20--
General Ledger GENERAL
LEDGERCheckpointsACCOUNT:CASHACCOUNTNO.
11DebitCreditBalanceBalancePOST. BALANCEOct.
31, 20--DATEITEMREF.DEBITCREDITDEBITCREDITNov.
30, 20--20--Dec. 31, 20--
Oct.1Balancea199,846.339J4111,097.25188,749.08ACCOUNT:P
AYROLL CASHACCOUNTNO.
12CheckpointsDebitCreditPOST.
BALANCEBalanceBalanceDATEITEMREF.DEBITCREDITDEB
ITCREDITOct. 31, 20--20--Nov. 30, 20--
Oct.9J4111,097.2511,097.25Dec. 31, 20--
9J4111,097.250.00ACCOUNT:FICA TAXES PAYABLE -
OASDIACCOUNTNO. 20.1CheckpointsDebitCreditPOST.

ITCREDITOct. 31, 20--20--Nov. 30, 20--
Oct.9J41878.09878.09Dec. 31, 20--
9J41878.091,756.18ACCOUNT:FICA TAXES PAYABLE -
HIACCOUNTNO. 20.2CheckpointsDebitCreditPOST.
ITCREDITOct. 31, 20--20--Nov. 30, 20--
Oct.9J41205.37205.37Dec. 31, 20--
9J41205.36410.73ACCOUNT:FUTA TAXES
PAYABLEACCOUNTNO. 21CheckpointsDebitCreditPOST.
ITCREDITOct. 31, 20--20--Nov. 30, 20--
Oct.1Balancea392.94Dec. 31, 20--
9J4119.68412.62ACCOUNT:SUTA TAXES PAYABLE -
EMPLOYERACCOUNTNO. 22CheckpointsDebitCreditPOST.
ITCREDITOct. 31, 20--20--Nov. 30, 20--
Oct.9J41128.01128.01Dec. 31, 20--ACCOUNT:EMPLOYEES
FIT PAYABLEACCOUNTNO.
ITCREDITOct. 31, 20--20--Nov. 30, 20--
SIT PAYABLEACCOUNTNO.

ITCREDITOct. 31, 20--20--Nov. 30, 20--
SUTA PAYABLEACCOUNTNO.
25.1CheckpointsDebitCreditPOST.
ITCREDITOct. 31, 20--20--Nov. 30, 20--Oct.9J419.949.94Dec.
31, 20--ACCOUNT:EMPLOYEES CIT
PAYABLEACCOUNTNO. 26CheckpointsDebitCreditPOST.
ITCREDITOct. 31, 20--20--Nov. 30, 20--
Oct.9J41556.30556.30Dec. 31, 20--ACCOUNT:GROUP
INSURANCE PREMIUMS COLLECTEDACCOUNTNO.
ITCREDITOct. 31, 20--20--Nov. 30, 20--Dec. 31, 20--
ACCOUNT:UNION DUES PAYABLEACCOUNTNO.
ITCREDITOct. 31, 20--20--Nov. 30, 20--
Oct.9J4116.0016.00Dec. 31, 20--ACCOUNT:SIMPLE
CONTRIBUTIONS PAYABLEACCOUNTNO.
ITCREDITOct. 31, 20--20--Nov. 30, 20--Dec. 31, 20--
ACCOUNT:ADMINISTRATIVE SALARIESACCOUNTNO.

ITCREDITOct. 31, 20--20--Nov. 30, 20--
Oct.1Balancea42,692.27Dec. 31, 20--
9J412,307.6944,999.96ACCOUNT:OFFICE
SALARIESACCOUNTNO. 52CheckpointsDebitCreditPOST.
ITCREDITOct. 31, 20--20--Nov. 30, 20--
9J413,353.0831,703.08ACCOUNT:SALES
SALARIESACCOUNTNO. 53CheckpointsDebitCreditPOST.
ITCREDITOct. 31, 20--20--Nov. 30, 20--
9J413,600.0032,125.00ACCOUNT:PLANT
WAGESACCOUNTNO. 54CheckpointsDebitCreditPOST.
ITCREDITOct. 31, 20--20--Nov. 30, 20--
9J414,902.0047,559.30ACCOUNT:PAYROLL
TAXESACCOUNTNO. 56CheckpointsDebitCreditPOST.
ITCREDITOct. 31, 20--20--Nov. 30, 20--
Oct.1Balancea14,013.23Dec. 31, 20--9J411,231.1415,244.37
Payroll RegisterPAYROLL REGISTERGLO-BRITE PAINT

COMPANYMarital StatusNo. W/H Allow.Time RecordRegular
EarningsOvertime EarningsTotal EarningsDeductionsNet
PaidTaxable EarningsLabor Cost
DistributionNAMESMTWTFSSMTWTFSHrs.Rate Per
HourAmountHrs.Rate Per
HourAmountOASDIHIFITSITSUTACITGroup Ins.Union
DuesSIMPLECk.
No.AmountOASDIHIFUTASUTAAdmin.OfficeSalesPlantPayda
y, October 9, 20-- For Period Ending October 3, 20--
CheckpointsBonno, A.M
488888888888017.651,412.001,412.0087.5420.4749.0043.350.9
955.468.006721,147.191,412.001,412.001,412.00Total
earnings14,162.77Ferguson,
J.M58888888888802,250.002,250.00139.5032.63143.0069.081.5
888.386731,775.832,250.002,250.002,250.00Net
paid11,097.25Ford,
C.S2888888888880900.00900.0055.8013.0562.0027.630.6335.3
5674705.54900.00900.00700.00900.00900.00Mann,
D.M48888888888801,350.001,350.0083.7019.5843.0041.450.95
53.036751,108.291,350.001,350.001,350.001,350.001,350.00O'
Neill,
J.M38888888888802,307.692,307.69143.0833.46197.0070.851.6
290.656761,771.032,307.692,307.692,307.69Russell,
V.S1888888888880690.00690.0042.7810.0151.0021.180.4827.1
0677537.45690.00690.00690.00690.00690.00Ryan,

N.M488888888888018.001,440.001,440.0089.2820.8853.0044.2
11.0156.568.006781,167.061,440.001,440.001,440.00Sokowski,
T.M28888888888802,050.002,050.00127.1029.73180.0062.941.
4480.526791,568.272,050.002,050.002,050.00(Student)S188884
88884727.50540.00540.0033.487.8332.0016.580.3821.21680428
.52540.00540.00540.00540.00540.00Williams,
R.S088D8888888801,223.081,223.0875.8317.73155.0037.550.8
648.04681888.071,223.081,223.081,223.08
TOTALS14,162.7714,162.77878.09205.37965.00434.829.94556.
300.0016.000.0011,097.2514,162.7714,162.773,280.003,480.00
2,307.693,353.083,600.004,902.00Payday, October 23, 20-- For
Period Ending October 17, 20--CheckpointsBonno, A.M
4888884888888417.651,412.00426.48105.921,517.9294.1122.01
61.0046.601.0659.6216.508.001,209.021,517.921,517.921,517.9
2Total earnings14,484.69Ferguson,
J.M58888888888802,250.002,250.00139.5032.63143.0069.081.5
888.3826.401,749.432,250.002,250.002,250.00Net
paid11,173.89Ford,
C.S2488888888876900.00900.0055.8013.0561.0027.630.6335.3
510.50696.04900.00900.00700.00900.00900.00Mann,
D.M48888888888801,350.001,350.0083.7019.5843.0041.450.95
53.0315.901,092.391,350.001,350.001,350.001,350.001,350.00
O'Neill,
J.M38888888888802,307.692,307.69143.0833.46197.0070.851.6
290.6527.001,744.032,307.692,307.692,307.69Russell,

V.S1888888888880690.00690.0042.7810.0151.0021.180.4827.1
08.10529.35690.00690.00690.00690.00690.00Ryan,
N.M4888888888888818.001,440.00827.00216.001,656.00102.6
724.0176.0050.841.1665.0516.808.001,311.471,656.001,656.00
1,656.00Sokowski,
T.M28888888888802,050.002,050.00127.1029.73180.0062.941.
4480.5224.001,544.272,050.002,050.002,050.00(Student)S1888
8488884727.50540.00540.0033.487.8331.0016.580.3821.216.30
423.22540.00540.00540.00540.00540.00Williams,
R.S08888888888801,223.081,223.0875.8317.73154.0037.550.86
48.0414.40874.671,223.081,223.081,223.08
TOTALS14,162.77321.9214,484.69898.05210.04997.00444.701
0.16568.95165.9016.000.0011,173.8914,484.6914,484.693,280.
003,480.002,307.693,353.083,600.005,223.92Payday, November
6, 20-- For Period Ending October 31, 20--CheckpointsBonno,
A.M
488888888888017.651,412.001,412.0087.5420.4749.0043.350.9
955.468.001,147.19Total earnings14,130.48Ferguson,
J.M58888888888802,250.002,250.00139.5032.63143.0069.081.5
888.381,775.83Net paid10,937.71Ford,
C.S2888888888880900.00900.0055.8013.0564.0027.630.6335.3
5703.54Mann,
D.M08888888888801,350.001,350.0083.7019.58120.0041.450.9
553.031,031.29O'Neill,
J.M38888888888802,307.692,307.69143.0833.46197.0070.851.6

290.651,771.03Russell,
V.S2888868888878672.94672.9441.729.7629.0020.660.4726.43
544.90Ryan,
N.M488888888888018.001,440.001,440.0089.2820.8852.0044.2
11.0156.568.001,168.06Sokowski,
T.S28888888888802,050.002,050.00127.1029.73260.0062.941.4
480.521,488.27(Student)S18888488884727.50540.00540.0033.4
87.8331.0016.580.3821.21429.52Williams,
R.S08887888888791,207.851,207.8574.8917.51152.0037.080.85
47.44878.08
TOTALS14,130.4814,130.48876.09204.901,097.00433.839.9255
5.030.0016.000.0010,937.710.000.000.000.000.000.000.000.00P
ayday, November 13, 20-- For Period Ending November 14, 20--
CheckpointsWilliams,
R.S068776DD868562,079.322,079.32128.9230.15340.0063.841.
4681.6814.401,418.87Total earnings2,079.32Net paid1,418.87
TOTALS2,079.322,079.32128.9230.15340.0063.841.4681.6814.
400.000.001,418.870.000.000.000.000.000.000.000.00Payday,
November 20, 20-- For Period Ending November 14, 20--
CheckpointsBonno, A.M
4888888886417.651,129.601,129.6070.0416.3821.0034.680.794
4.37942.34Total earnings12,640.23Ferguson,
J.M58888888888802,250.002,250.00139.5032.63143.0069.081.5
888.381,775.83Net paidFord,
C.S2888888888880900.00900.0055.8013.0560.0027.630.6335.3

5707.54Mann,
D.M08888888888801,350.001,350.0083.7019.58120.0041.450.9
553.031,031.29O'Neill,
J.M38888888888802,307.692,307.69143.0833.46197.0070.851.6
290.651,771.03Russell,
V.S2688868888878672.94672.9441.729.7629.0020.660.4726.43
544.90Ryan,
N.M488888888888018.001,440.001,440.0089.2820.8852.0044.2
11.0156.561,176.06Sokowski,
T.S28888888888802,050.002,050.00127.1029.73260.0062.941.4
480.521,488.27(Student)S18888488884727.50540.00540.0033.4
87.8331.0016.580.3821.21429.52
TOTALS12,640.2312,640.23783.70183.30913.00388.088.87496.
500.000.000.009,866.780.000.000.000.000.000.000.000.00Payd
ay, December 4, 20-- For Period Ending November 28, 20--
CheckpointsBonno, A.Total earningsFerguson, J.Net paidFord,
C.Mann, D.O'Neill, J.Russell, V.Ryan, N.Sokowski,
T.(Student)Woods, B. TOTALSPayday, December 14, 20-- For
Period Ending December 12, 20--CheckpointsRussell, V.Total
earningsNet paid TOTALSPayday, December 18, 20-- For
Period Ending December 12, 20--CheckpointsBonno, A.Total
earningsFerguson, J.Net paidFord, C.Mann, D.O'Neill, J.
Mark Sears: Caution: OASDI is not calculated on full pay for
O'Neill this pay period.

Ryan, N.Sokowski, T.(Student)Woods, B.Young, P. TOTALS
Employees' Earnings
RecordsDEPARTMENTOCCUPATIONWORKS IN
(STATE)SEXS.S. ACCOUNT NO.NAME -
LASTFIRSTMIDDLEPlantMixer OperatorPAMF000-00-
3481BONNOAnthonyVictorxOTHER DEDUCTIONS
INFORMATIONSALARY$W/HMARITALGROUP
INSURANCEUNION DUESOTHERWEEKLY
RATE$ALLOW.STATUS$55,000 --$.30/M$8 each
payHOURLY RATE$17.654MOVERTIME
RATE$26.48M20___REGULAR EARNINGSOVERTIME
EARNINGSCUMULATIVEDEDUCTIONSNET
PAIDFPAYDAYHRS.RATEAMOUNTHRS.RATEAMOUNTEA
RNINGSFICAFITSITSUTACITSIMPLEOTHERCK.OASDIHID
EDUCTIONSNO.AMOUNTYEAR-TO-DATE
10,293.401,028.6011,322.00701.96164.17810.00347.597.93444.
73216.808,628.82110/98017.651,412.000.0012,734.0087.5420.4
749.0043.350.9955.468.006721,147.19210/238017.651,412.004
26.48105.9214,251.9294.1122.0176.0046.601.0659.628.006821,
210.52311/60.00411/200.00512/40.00612/180.00QTR. TOT.YR.
TOT.CheckpointCheckpointDEPARTMENTOCCUPATIONWOR
KS IN (STATE)SEXS.S. ACCOUNT NO.NAME -
LASTFIRSTMIDDLESalesSales ManagerPAMF000-00-
8645FERGUSONJamesClaudexOTHER DEDUCTIONS
INFORMATIONSALARY$58,500/yr.W/HMARITALGROUP

RATE$1,125.00ALLOW.STATUS$88,000 -- $.30/MHOURLY
RATE$28.135MOVERTIME RATE$20___REGULAR
EARNINGSOVERTIME
PAIDPAYDAYHRS.RATEAMOUNTHRS.RATEAMOUNTEAR
NINGSFICAFITSITSUTACITSIMPLEOTHERCK.OASDIHIDE
DUCTIONSNO.AMOUNTYEAR-TO-DATE
23,125.0023,125.001,433.75335.312,291.00709.9416.19908.351
32.3017,298.16110/9802,250.0025,375.00139.5032.63143.0069.
081.5888.386731,775.83210/23802,250.0027,625.00139.5032.6
369.081.5888.381,918.83311/6411/20512/4612/18QTR.
TOT.YR.
LASTFIRSTMIDDLEOfficeExecutive SecretaryPAMF000-00-
4567FORDCatherineLouisexOTHER DEDUCTIONS
INFORMATIONSALARY$1,950/mo.W/HMARITALGROUP
RATE$450.00ALLOW.STATUS$35,000--$.30/MHOURLY
RATE$11.252SOVERTIME RATE$16.8820___REGULAR
EARNINGSOVERTIME

DUCTIONSNO.AMOUNTYEAR-TO-
DATE6,300.006,300.00390.6091.35639.00193.414.41247.4637.
804,695.97110/980900.007,200.0055.8013.0562.0027.630.6335.
35674705.54210/2376900.008,100.0055.8013.0527.630.6335.35
767.54311/6411/20512/4612/18QTR. TOT.YR.
LASTFIRSTMIDDLESalesSales RepresentativePAMF000-00-
9352MANNDeweyWilsonxOTHER DEDUCTIONS
RATE$675.00ALLOW.STATUS$53,000 -- $.30/MHOURLY
EARNINGSOVERTIME
DATE5,400.005,400.00334.8078.30332.00165.783.78212.1131.
504,241.73110/9801,350.006,750.0083.7019.5843.0041.450.955
3.036751,108.29210/23801,350.008,100.0083.7019.5841.450.95
53.031,151.29311/6411/20512/4612/18QTR. TOT.YR.
LASTFIRSTMIDDLEAdmini- strativePresidentPAMF000-00-

1534O'NEILLJosephTylerxOTHER DEDUCTIONS
INFORMATIONSALARY$60,000/yr.W/HMARITALGROUP
EARNINGSOVERTIME
DATE42,692.2742,692.272,646.92619.046,116.001,310.6529.88
1,676.95202.5030,090.33110/9802,307.6944,999.96143.0833.46
197.0070.851.6290.656761,771.03210/23802,307.6947,307.651
43.0833.4670.851.6290.651,968.03311/6411/20512/4612/18QT
R. TOT.YR.
LASTFIRSTMIDDLEOfficeTime ClerkPAMF000-00-
6337RUSSELLVirginiaAloisexOTHER DEDUCTIONS
RATE$8.631S OVERTIME RATE$12.9520___REGULAR
EARNINGSOVERTIME

DATE6,240.006,240.00386.8890.48642.00191.564.37245.1131.
504,648.10110/980690.006,930.0042.7810.0151.0021.180.4827.
10677537.45210/2380690.007,620.0042.7810.0121.180.4827.10
588.45311/6411/20512/4612/14QTR. TOT.YR.
LASTFIRSTMIDDLEPlantElectricianPAMF000-00-
1223RYANNormanAllenxOTHER DEDUCTIONS
RATE$ALLOW.STATUS$56,000 -- $.30/M$8 each
payHOURLY RATE$18.004MOVERTIME
RATE$27.0020___REGULAR EARNINGSOVERTIME
DATE13,287.501,397.8014,685.30910.49212.941,070.00450.84
10.28576.84235.7011,218.21110/98018.001,440.000.0016,125.3
089.2820.8853.0044.211.0156.568.006781,167.06210/238018.0
01,440.00827.00216.0017,781.30102.6724.0150.841.1665.051,4
12.27311/60.00411/200.00512/40.00612/180.00QTR. TOT.YR.

LASTFIRSTMIDDLEPlantSupervisorPAMF000-00-
8832SOKOWSKIThomasJamesxOTHER DEDUCTIONS
EARNINGSOVERTIME
DATE16,650.0016,650.001,032.30241.432,002.00511.1611.666
54.0194.5012,102.94110/9802,050.0018,700.00127.1029.73180.
0062.941.4480.526791,568.27210/23802,050.0020,750.00127.1
029.7362.941.4480.521,748.27311/6411/20512/4612/18QTR.
TOT.YR.
LASTFIRSTMIDDLEOfficeAccounting
TraineePAMFStudentOTHER DEDUCTIONS
RATE$ALLOW.STATUS$21,000 -- $.30/MHOURLY

RATE$7.501SOVERTIME RATE$11.2520___REGULAR
EARNINGSOVERTIME
DATE5,550.005,550.00344.1080.48409.00170.383.89218.0032.
404,291.75110/9727.50540.006,090.0033.487.8332.0016.580.38
21.21680428.52210/23727.50540.006,630.0033.487.8316.580.3
821.21460.52311/6411/20512/4612/18QTR. TOT.YR.
LASTFIRSTMIDDLEOfficeProgrammerPAMF000-00-
6741WILLIAMSRuthVirginiaxOTHER DEDUCTIONS
RATE$15.290S OVERTIME RATE$22.9420___REGULAR
EARNINGSOVERTIME
DATE10,260.0010,260.00636.12148.771,606.00314.987.18403.
0159.407,084.54110/9801,223.0811,483.0875.8317.73155.0037.

550.8648.04681888.07210/23801,223.0812,706.1675.8317.7337
.550.8648.041,043.07311/6411/1356QTR. TOT.YR.
LASTFIRSTMIDDLEMFOTHER DEDUCTIONS
RATE$ALLOW.STATUSHOURLY RATE$OVERTIME
RATE$20___REGULAR EARNINGSOVERTIME
DATE1234512/4612/18QTR. TOT.YR.
DUCTIONSNO.AMOUNTYEAR-TO-DATE12345612/18QTR.

TOT.YR.
DUCTIONSNO.AMOUNTYEAR-TO-DATE123456QTR.
TOT.YR. TOT.DEPARTMENTOCCUPATIONWORKS IN
(STATE)SEXS.S. ACCOUNT NO.NAME -
DUCTIONSNO.AMOUNTYEAR-TO-DATE123456QTR.
TOT.YR. TOT.

PART 1The term self fulfilling prophecy was defined by the Ame.docx

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