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chd 222 Read Chapter 7 and answer the following questions: 1. Give several different rationales for teaching history. 2. Define the study of history. 3. List and explain the five (5) key concepts of history. 4. Define intuitive time and operational time. 5. What is included in understanding calendar time? 6. How can routines help teach time? 7. How can you prepare children for measuring time? 8. How can you use the life of a child to teach about passage of time? 9. Give examples of change that pertains to children in each of the following areas: in school; in the neighborhood or community; in nature; in children. 10. Explain CLASP. (Explain completely giving examples of what should be included in this project.) 11. How can children understand the continuity of human life and a feeling of connection among human experiences? 12. Explain intergenerational contacts. How can you as a teacher provide intergenerational contacts with children in your care? 13. List five (5) ways holiday celebrations can be planned around children’s activities and become meaningful. 14. Give suggestions for each holiday listed: Columbus Day: Halloween: Thanksgiving: Hanukkah: Christmas: Other Winter Holidays: National Days: Valentine’s Day: Other Holidays: 15. What are cultural universals? 16. How can you as a teacher teach children about the past? 17. List seven (7) examples of objects used to foster social studies knowledge. 18. List three (3) types of visual discovery aids and explain how each can be used. 19. How are narratives and the arts used in studying history? 20. List five (5) suggestions for helping children become historians. Book title Social Studies for the Preschool/Primary Child Author Carol Seefeldt; Sharon D. Castle; Renee Falconer ...
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Developmentally Appropriate Practice Curriculum and Development in Early Education
by Carol Gestwicki
Chapter 1
Read Chapter 1 and answer the following questions:
1. Define
developmental principles
and
preschoolers
.
2. Define
accreditation, academic, prekindergartens
and
early learning standards
.
3. List
eight (8)
new trends and concerns encountered in the early childhood field.
4. What is the position statement on developmentally appropriate practice?
5. List
five (5)
guidelines of early childhood practice.
6. Define
polarities
and
assessment
.
7. List
several
characteristics of intentional teaching.
8. What are
three (3)
important kinds of information and knowledge that form the basis of professional decision making?
9. Define
genetic, experiential, temperament, disabilities, developmental delays
and
culture
.
10. List
three (3)
dimensions that must be given attention when planning truly developmentally appropriate programs.
11. Define
domain, cognitive, sequence, chronological
and
heredity
.
12. List several characteristics of a good preschool.
13. Define
neurobiological, sensorimotor, symbolic
and
constructivism.
14. Define
scaffolding, interrelationships
and
continuum
.
15. Explain
interdependence.
16. List and
explain
the
four (4)
important areas of development.
17. Define
internalize, longitudinal studies, key developmental indicators, dispositions, initiative, divergent
and
facilitator.
18. How are children at risk because of stress?
19. Do the benefits in later academic situations justify the earlier stress caused by pushing academic learning prematurely onto young children?
20. List
ten (10)
misunderstandings about developmentally appropriate practice. Pick one that you can relate to and explain your feelings toward the subject.
21. Define
foundational
and
rote-learning.
22. Explain the
DISTAR
approach.
23. Define
literacy
and
objectives.
Social Studies for the Preschool/Primary Child
1. What are the two main purposes for the social studies?
2. What kind of education for children did John Dewey promote?
3. Describe the social studies curriculum initiated by
Lucy Sprague Mitchell.
4. Define
spiral curriculum.
List the areas of emphasis for K-3rd grade.
5. Define what Mitchell meant by
relationship thinking.
6. List the
four (4)
principles of Piaget and Vygotsky that were congruent with Mitchell’s beliefs.
7. List the
eight (8)
components of the social-living curriculum of the 1930’s and 1940’s.
8. What was the failure of the social-living curriculum?
9. Explain
holiday curriculum.
How should holidays be used in the curriculum?
10. What was
Sputnik?
11. Describe the kindergarten program according to Robison and Spodek.
12. Explain the
War on Poverty
. Give specifics about what was included in the War on Poverty and the result ...
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Developmentally Appropriate Practice Curriculum and Development in Early Education
by Carol Gestwicki
Chapter 1
Read Chapter 1 and answer the following questions:
1. Define
developmental principles
and
preschoolers
.
2. Define
accreditation, academic, prekindergartens
and
early learning standards
.
3. List
eight (8)
new trends and concerns encountered in the early childhood field.
4. What is the position statement on developmentally appropriate practice?
5. List
five (5)
guidelines of early childhood practice.
6. Define
polarities
and
assessment
.
7. List
several
characteristics of intentional teaching.
8. What are
three (3)
important kinds of information and knowledge that form the basis of professional decision making?
9. Define
genetic, experiential, temperament, disabilities, developmental delays
and
culture
.
10. List
three (3)
dimensions that must be given attention when planning truly developmentally appropriate programs.
11. Define
domain, cognitive, sequence, chronological
and
heredity
.
12. List several characteristics of a good preschool.
13. Define
neurobiological, sensorimotor, symbolic
and
constructivism.
14. Define
scaffolding, interrelationships
and
continuum
.
15. Explain
interdependence.
16. List and
explain
the
four (4)
important areas of development.
17. Define
internalize, longitudinal studies, key developmental indicators, dispositions, initiative, divergent
and
facilitator.
18. How are children at risk because of stress?
19. Do the benefits in later academic situations justify the earlier stress caused by pushing academic learning prematurely onto young children?
20. List
ten (10)
misunderstandings about developmentally appropriate practice. Pick one that you can relate to and explain your feelings toward the subject.
21. Define
foundational
and
rote-learning.
22. Explain the
DISTAR
approach.
23. Define
literacy
and
objectives.
Social Studies for the Preschool/Primary Child
1. What are the two main purposes for the social studies?
2. What kind of education for children did John Dewey promote?
3. Describe the social studies curriculum initiated by
Lucy Sprague Mitchell.
4. Define
spiral curriculum.
List the areas of emphasis for K-3rd grade.
5. Define what Mitchell meant by
relationship thinking.
6. List the
four (4)
principles of Piaget and Vygotsky that were congruent with Mitchell’s beliefs.
7. List the
eight (8)
components of the social-living curriculum of the 1930’s and 1940’s.
8. What was the failure of the social-living curriculum?
9. Explain
holiday curriculum.
How should holidays be used in the curriculum?
10. What was
Sputnik?
11. Describe the kindergarten program according to Robison and Spodek.
12. Explain the
War on Poverty
. Give specifics about what was included in the War on Poverty and the result ...
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· Chapter 10 The Early Elementary Grades 1-3The primary grades.docx
· Chapter 10: The Early Elementary Grades: 1-3
The primary grades are grades 1-3.
Although educational reform has had an effect on all children, it is most apparent in the early elementary years. Reform and change comes from a number of sources and the chapter begins by reminding you of this. Let’s examine a few of these sources...
Diversity. There has been a rise in the number of racial and ethnic minority students enrolled in the nation's public schools; this number will (most likely) continue to rise. Teaching children from different cultures and backgrounds is an important piece to account for when planning curriculum.
Standards. Standards is a reason for reform. We've already looked at standards; these are something you must keep in mind when planning lessons.
Data-Driven Instruction may sound new, but it is not a new concept to you. We’ve done a great deal of discussing the outcomes of test-taking and assessments. You've probably all heard "teaching to the test."
Technology. Today’s students have had much experience with technology, therefore, it’s important to provide them with opportunities to learn with technology. It may take a while for you to be creative and think of ways to use it in your teaching (if you haven’ t been).
Health and Wellness. Obesity is a major concern in this country. Therefore, it is important to make sure that children have the opportunity to be active. Unfortunately, due to the pressure of academics, many schools have been taking physical education/activity time out of the curriculum.
Violence: One issue that I notice this new edition of the text has excluded is violence. However, I think that this topic is important; we need to keep children safe when they are at school. As a result of 9/11 (and, not to mention that many violent events have happened on school campuses in recent years), many school districts now have an emergency system in place that they can easily use if there is any type of incident in which the children’s safety is at risk.
WHAT ARE CHILDREN IN GRADES ONE TO THREE LIKE?
Your text explains that the best way to think of a child’s development during this time is: slow and steady. During this stage, there is not much difference between boys and girls when it comes to physical capabilities. Although it is always important to not stereotype based on one’s gender, it is especially important during these years. These children are also entering into their "tween" years, thus; being sensitive to the children's and parents' needs in regards to such changes is important.
It is important to remember that children in the primary grades are in the Concrete Operations Stage. This stage is children ages 7 to 12. The term operation refers to an action that can be carried out in thought as well as executed materially and that is mentally and physically reversible.
These children are at an age in which they can compare their abilities to their peers. And, therefore, children may develop learned helplessnes.
Two out of three ain't enough
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Curriculum
The document discusses the meaning, definition, purposes, principles, and concepts of curriculum. It provides definitions of curriculum from various authors as the sum total of activities sponsored by the school to achieve its objectives or a tool for teachers to mold students. The key purposes are to bring about desirable behavior changes in learners and help them handle life situations. Important principles discussed include maturity, individual differences, linking curriculum to life, and flexibility. The conclusion states that curriculum provides formal and informal learning experiences and helps develop a balanced student personality.
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online Assignment
This document discusses principles of social science curriculum construction and new trends in social science curriculum. It outlines 15 principles of social science curriculum construction including child-centeredness, community-centeredness, integration, being forward-looking, and preparation for life. It then describes four new trends: the spiral approach, topical approach, unit approach, and chronological approach. It concludes that the curriculum is the means of achieving educational goals and is intimately related to all aspects of education, providing goal-oriented direction to the learning process.
Assignment 3DUE Jan 27, 2019 1155 PMGrade DetailsGradeN.docx
Assignment 3
DUE: Jan 27, 2019 11:55 PM
Grade Details
Grade
N/A
Gradebook Comments
None
Assignment Details
Open Date
Jan 14, 2019 12:05 AM
Graded?
Yes
Points Possible
100.0
Resubmissions Allowed?
No
Attachments checked for originality?
Yes
Top of Form
Assignment Instructions
This assignment is due at the end of Week 8. Be certain that you have done all the readings before attempting to do this assignment.
This course has been about the changes that take place as we move from childhood to adolescence. Now it's time to bring some of that information together, so that you can consider human growth and development in context.
Think about the 6-year-old you and the 16-year-old you. Consider physical, social/emotional, and cognitive changes. What things are very different? What things are very much the same?
Now consider the 16-year-old you and the current you. Consider physical, social/emotional, and cognitive changes. What things are very different? What things are very much the same?
Please use the attached chart for your answers. (click on the attachment below under Supporting Materials)
· Give three examples of development in each of the domain categories.
· Show how these things are different in the "current me" column.
· Using 75-100 words, describe which theor(ies) explain these changes and how.
Important Note: Please reach out to your instructor to discuss any concerns that you may have regarding the personal nature of this assignment.
Grading Rubric
CHFD307 Assignment 3
Rubric
POSSIBLE POINTS
STUDENT POINTS
Student exhibits a defined and clear understanding of the assignment. The student provides three (3) examples of development in each of the three domain categories (physical, social/emotional and cognitive) for a combined total of six (6) for the 6 yr old and 16 yr old self.
30
Student demonstrates proficient command of the subject matter in the assignment. Assignment shows an impressive level of depth of student’s ability to relate course content to practical examples and applications by noting similarities and differences in the “current me” column.
20
Student provides well-supported ideas and reflection with a variety of current and/or worldviews in the assignment. Student presents a genuine intellectual development of ideas throughout assignment by describing which theor(ies) explain the noted changes.
20
Evidence of research for materials/content is cited within the chart and listed in a reference section using APA format. You must support your writing with a minimum of 2 references.
15
Clarity of writing style Grammar/Punctuation/Spelling
15
TOTAL
100
Supporting Materials
· Assignment 3 Chart _r_2.xlsx (10 KB)
Bottom of Form
PROFESSOR FEEDBACK FROM ORIGINAL PAPER SEE ATTACHED ONE THAT WAS DONE BEFORE.
Submitted Text (Instructor comments are highlighted in yellow)
CHFD307 Assignment 3
Rubric
POSSIBLE POINTS
STUDENT POINTS
Student exhibits a defined and clear understanding of the assi.
Practical 12
The textbook analyzed is "Flashlight" from Oxford University Press. It is suitable for students aged 11-12 and provides a balanced development of the four language skills. The material covers an appropriate progression of grammar, vocabulary, and communicative skills for the students' age. The thematic units are relevant to students' lives and promote intercultural awareness. A variety of activities, practice exercises, and assessment opportunities are included. The textbook and workbook are well integrated and provide meaningful practice. Overall, the analyzed textbook seems appropriate for 6th grade English learners and aligns with curriculum guidelines.
Practical 12
The textbook analyzed is "Flashlight" from Oxford University Press. It is suitable for students aged 11-12 and provides a balanced development of the four macroskills. The material covers an appropriate progression of grammar, vocabulary, and communicative skills for the students' age. The thematic units are relevant to students' interests and lives. A variety of activities, including reading, writing, listening, and speaking, are provided along with opportunities for self-assessment and revision. The integrated workbook provides meaningful practice to reinforce concepts from the textbook. Overall, the textbook and materials would be recommended for teaching English at the primary level.
ONLINE ASSIGNMENT
This document discusses the principles of curriculum construction and organization. It begins by defining curriculum as the totality of a student's experiences within and outside of school. It then outlines 18 principles that should guide curriculum development, including that it should be child-centered, community-centered, balanced, fulfill student needs, promote creativity, flexibility, and contemporary knowledge. The document concludes by stating the current curriculum does not fully adhere to these principles and needs to be reorganized accordingly.
How Many People Could Earth Support Now and 100 Years From Now?
How many people could the Earth support today and 100 years from now? Thinking about the limits of our planet today, what types of technologies would enable further growth of the population? Is this a good or bad thing?
Register to explore the whole course here: https://school.bighistoryproject.com/bhplive?WT.mc_id=Slideshare12202017
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Mathematics curriculum
The document provides an overview of mathematics curriculum, including its definition, objectives, principles of construction, approaches to organization, characteristics of modern curriculums, and major reforms. It defines curriculum as the sum of planned learning experiences and activities provided to students. The objectives of mathematics curriculum are to develop fundamental skills, comprehension of concepts, appreciation of meanings, desirable attitudes, and ability to apply mathematics. Principles for developing curriculum include being child-centered, activity-based, integrated, and flexible. Approaches to organizing curriculum include topical, spiral, logical/psychological, unitary, and integrated approaches. Modern curriculums should prepare students for the future, incorporate new concepts, and be culturally relevant. Major reforms discussed
Mathematics curriculum
This document provides an overview of mathematics curriculum. It begins with definitions of curriculum from various sources, emphasizing that curriculum includes all planned learning activities and experiences provided by the school. It then distinguishes curriculum from syllabus, noting that curriculum is broader and includes co-curricular activities. The document outlines major objectives of mathematics curriculum and general principles for curriculum construction, such as being child-centered, community-centered, and activity-based. It concludes by describing different approaches to organizing mathematics curriculum, including topical, spiral, and logical/psychological approaches.
Mathematics curriculum
The document provides an overview of mathematics curriculum, including its definition, objectives, principles of construction, approaches to organization, characteristics of modern curriculums, and major reforms. It defines curriculum as the sum of planned learning experiences and activities provided to students. The objectives of mathematics curriculum are to develop fundamental skills, comprehension of concepts, appreciation of meanings, desirable attitudes, and ability to apply mathematics. Principles of construction include being child-centered, activity-based, integrated, and balanced. Approaches to organization include topical, spiral, logical/psychological, unitary, and integrated. Modern curriculums are updated based on students' present and future needs and allow for exploration of new concepts. Major reforms discussed are the
Case Study Cultural AwarenessReadChapter 2 of your text and t.docx
Case Study: Cultural Awareness
Read
Chapter 2 of your text and the following case study:
You are a second grade teacher. You have a student named Jia who is from China and has lived in America for only six months. Today, you will be teaching a lesson on the life cycle of a butterfly, which includes the egg, caterpillar, chrysalis, and adult.
(Image retrieved from
http://geraldguild.com/blog/2014/03/
)
She is very bright and social, but is really struggling with English. You want to ensure that your lesson plan is both culturally and linguistically responsive, so you begin brainstorming by considering various teaching practices that could support Jia’s culture and language.
Go to the section entitled “Culturally Responsive Teaching Practices” and “Linguistically Responsive Teaching Practices” and select two teaching practices that you would consider utilizing when developing your lesson plan on the life cycle of a butterfly.
Copy and paste
the teaching strategies you selected within your response and then under each one, explain specifically how you will include the teaching practices within a lesson plan on the life cycle of a butterfly and how it would best support Jia.
Then
reflect
on this process by answering the following two questions:
Why do you think it is important for teachers to understand the cultural identities of their students? Provide evidence from the text to support your opinion.
Cushner (2007) has explored ways in which to broaden the cultural understanding of teachers. He supports the idea of “lived intercultural experiences” (p. 9) and states that pre-service teachers would benefit from cross-cultural experiences which would better prepare them to work students that are different from themselves. Describe an intercultural experience that you have been a part of and reflect on what you learned. If you have not had an intercultural experience, describe what you could do to have such an experience. How will these experiences benefit you in the classroom to ensure both culturally and linguistically responsive practices?
Reference
Cushner, K., McClelland, A., & Safford, P. (2006).
Human diversity in education: An integrative approach
. New York, NY: McGraw Hill.
2.4
Cultural
and
Linguistic
Responsiveness
in
Schools
Embracing
multicultural
education
and
supporting
cultural
pluralism
in
the
classroom
is
all
part
of
being
culturally
and
linguistically
responsive—recognizing
the
importance
of
and
engaging
others'
cultures
and
languages.
The
concept
of
a
culturally
responsive
school
encompasses
how
able
each
member
of
the
school
community
is
in
interacting
effectively
with
those
from
other
cultures
and
what
kind
of
school
culture
and
climate
are
established
by
the
staff
as
a
whole.
Consider
how
you
might
be
culturally
responsive
in
the
following
What
Would
You
Do?
What
Would
You
Do?
Suppose
you
entered
the
student
cafeteria
a ...
Creativity and the use of LSAs
The document discusses the Abyssinian Crisis between Italy and Ethiopia in the 1930s. It describes how tensions arose after a border dispute and Italy's desire to take Ethiopian land. The League of Nations initially tried to negotiate but took no real action as Italy built up its forces. By late 1935, Italy invaded Ethiopia despite sanctions being discussed but not imposed by the League. The League was reluctant to confront Italy or Germany and its failure to deter the invasion highlighted its weaknesses.
Problem 7. Dollars for WaitingJeffrey Swift has been a messenger.docx
Problem 7. Dollars for Waiting?
Jeffrey Swift has been a messenger used by a couple of the local businesses where the Discrimina, Inc. machine shop is located. Sometimes he has done some extra errands inside the Discrimina building for a couple of hours. For the last several weeks, he has helped package items for shipment on Thursdays. Things have gone well, but Jeffrey is concerned because sometimes he has waited over two hours in the waiting room while waiting for the packaging to begin. He wouldn't mind but Discrimina pays only for packaging time, not for waiting time. He can never be certain when the parts will be ready for packaging because final quality checking time varies wildly.
Jeffrey has his own delivery business, but Discrimina has only paid him cash. Each time, Jeffrey has given the company a receipt for the cash. While he waits, he sometimes goes out for donuts for the crew. At other times, he plays games on his PDA or makes cell calls to friends.
Question
If Jeffrey Swift sues for the waiting time hours, what is the likely result and why? Write your answer in a Word document in 1-2 pages.
.
Problem 8-2B(a) Journalize the transactions, including explanation.docx
Problem 8-2B
(a) Journalize the transactions, including explanations.
(Note, enter all accounts in one box.
The dates have been included to help with formatting).
Date
Account Titles and Explanation
Debit
Credit
1
2
3
4
5
(b) Enter the January 1, 2014 balances in Accounts Receivable and Allowance for Doubtful Accounts. Post the transactions to the ledger T Accounts
Be sure to post the amounts to the correct side of the T-Account!
Accounts Receivable
Bal.
(2)
(1)
(3)
(5)
(4)
(5)
Bal.
Allowance for Doubtful Accounts
(4)
Bal.
(5)
Bal.
(c)
Prepare the journal entry to record bad debt expense for 2014, assuming that aging the accounts receivable indicates that expected bad debts are $140,000.
Balance needed
...............................................................................
$
Balance before adjustment [see (b)]
................................................
Adjustment required
.......................................................................
$
The journal entry would therefore be as follows:
(d) Accounts Receivable Turnover Ratios:
Enter your answer here
Average Collection Period:
Enter your answer here
Problem 8-6B
(a) Journalize the transactions, including explanations.
(Note, enter all accounts in one box.
The dates have been included to help with formatting).
Date
Account Titles and Explanation
Debit
Credit
5
20
Feb
18
Apr
20
30
May
25
Aug
18
Sept.
1
Problem 9-2B
(a) Journalize the transactions, including explanations.
(Note, enter all accounts in one box.
The dates have been included to help with formatting).
If there are two entries for the same day, then you do not need to enter the date again.
Date
Account Titles and Explanation
Debit
Credit
April
1
May
1
May
1
June
1
Sept
1
PART B
Dec
31
31
(c)
Partial Balance Sheet
TONG CORPORATION
Partial Balance Sheet
December 31, 2014
Assets
Plant assets
Account title
Amount
Account title
Amount
Account title
Amount
Account title (or contra account)
Amount
Total plant assets
Amount
Problem 9-7B
(a)
BUS 1
Year
Computation
Accumulated Depreciation
Amount
Amount
Amount
BUS 2
Year
Computation
Accumulated Depreciation
Amount
Amount
Amount
BUS 3
Year
Computation
Accumulated Depreciation
Amount
Amount
Amount
(b)
BUS 2
Year
Depreciation Expense
Amount
Amount
.
More Related Content
Similar to chd 222Read Chapter 7 and answer the following questions1. .docx
· Chapter 10 The Early Elementary Grades 1-3The primary grades.docx
· Chapter 10: The Early Elementary Grades: 1-3
The primary grades are grades 1-3.
Although educational reform has had an effect on all children, it is most apparent in the early elementary years. Reform and change comes from a number of sources and the chapter begins by reminding you of this. Let’s examine a few of these sources...
Diversity. There has been a rise in the number of racial and ethnic minority students enrolled in the nation's public schools; this number will (most likely) continue to rise. Teaching children from different cultures and backgrounds is an important piece to account for when planning curriculum.
Standards. Standards is a reason for reform. We've already looked at standards; these are something you must keep in mind when planning lessons.
Data-Driven Instruction may sound new, but it is not a new concept to you. We’ve done a great deal of discussing the outcomes of test-taking and assessments. You've probably all heard "teaching to the test."
Technology. Today’s students have had much experience with technology, therefore, it’s important to provide them with opportunities to learn with technology. It may take a while for you to be creative and think of ways to use it in your teaching (if you haven’ t been).
Health and Wellness. Obesity is a major concern in this country. Therefore, it is important to make sure that children have the opportunity to be active. Unfortunately, due to the pressure of academics, many schools have been taking physical education/activity time out of the curriculum.
Violence: One issue that I notice this new edition of the text has excluded is violence. However, I think that this topic is important; we need to keep children safe when they are at school. As a result of 9/11 (and, not to mention that many violent events have happened on school campuses in recent years), many school districts now have an emergency system in place that they can easily use if there is any type of incident in which the children’s safety is at risk.
WHAT ARE CHILDREN IN GRADES ONE TO THREE LIKE?
Your text explains that the best way to think of a child’s development during this time is: slow and steady. During this stage, there is not much difference between boys and girls when it comes to physical capabilities. Although it is always important to not stereotype based on one’s gender, it is especially important during these years. These children are also entering into their "tween" years, thus; being sensitive to the children's and parents' needs in regards to such changes is important.
It is important to remember that children in the primary grades are in the Concrete Operations Stage. This stage is children ages 7 to 12. The term operation refers to an action that can be carried out in thought as well as executed materially and that is mentally and physically reversible.
These children are at an age in which they can compare their abilities to their peers. And, therefore, children may develop learned helplessnes.
Two out of three ain't enough
This article is a written-up version of a talk given by Michael Swan, posted here with Michael's kind permission. It argues that a balanced language course should consist of three kinds of Input (extensive, intensive and analysed), and similarly three kinds of Output (extensive, intensive and analysed). Michael argues that too many language programs focus on only some of these elements while ignoring others.
How young children learn according to Harmer (2007).pdf
This document discusses different age groups of language learners. For young children up to age 10: they learn indirectly from their environment rather than direct instruction; abstract concepts are difficult to grasp; they need individual attention and approval from teachers; and have a limited attention span. Good teachers of young learners provide varied learning experiences, develop relationships with students, and plan engaging activities that change frequently. The classroom should be bright, colorful, and allow different activities in groups. For adolescents: they can think more abstractly and commit passionately once engaged; they seek identity and self-esteem through peer approval and wanting teachers to know their names.
Curriculum
This document discusses spiral curriculum and its key principles. It begins with an introduction to curriculum and discusses different approaches like concentric and spiral. It then explains the spiral curriculum in detail, noting that it involves revisiting topics with increasing complexity over multiple years. Key advocates like Jerome Bruner are discussed and his cognitive stages of learning. Empirical research on spiral curriculum is summarized as showing positive outcomes when implemented as a whole system and for reinforcing certain skills. The conclusion restates that spiral curriculum incorporates approaches shown to improve learning.
Curriculum
The document discusses the meaning, definition, purposes, principles, and concepts of curriculum. It provides definitions of curriculum from various authors as the sum total of activities sponsored by the school to achieve its objectives or a tool for teachers to mold students. The key purposes are to bring about desirable behavior changes in learners and help them handle life situations. Important principles discussed include maturity, individual differences, linking curriculum to life, and flexibility. The conclusion states that curriculum provides formal and informal learning experiences and helps develop a balanced student personality.
SIX TEACHING STRATEGIES.pptx
This document outlines six teaching strategies for effective distance learning: spacing, interleaving, retrieval practice, concrete examples, elaboration, and dual coding. It discusses each strategy in 2-3 paragraphs, explaining what the strategy is and providing an example of how it could be implemented in a distance learning setting. The strategies are meant to promote long-term durable learning according to cognitive psychology research. The document encourages teachers to use these flexible strategies and combinations of strategies to foster student learning in their distance learning courses.
Selecting materials and designing activities
The document discusses several important considerations for selecting materials and designing activities for English language learners. It is important to 1) understand students' backgrounds, abilities, and needs, 2) use visual aids to support instruction, and 3) create a safe classroom environment where students can build confidence. Consistency, authentic materials, balancing familiar and new information, and integrating language skills are also important principles to keep in mind.
Dylan Wiliam's slides - 2013 11-21 bcssa
This document discusses principles of curriculum and assessment design for schools. It outlines seven principles for curriculum design: balanced, rigorous, coherent, vertically integrated, appropriate, focused, and relevant. It argues the most important principle is appropriate, as curriculum should match students' developmental levels. The least important is focused/parsimonious, as not overloading students is less critical than other principles. The document also discusses different functions of assessment, including evaluating institutions, describing individuals, and supporting learning.
online Assignment
This document discusses principles of social science curriculum construction and new trends in social science curriculum. It outlines 15 principles of social science curriculum construction including child-centeredness, community-centeredness, integration, being forward-looking, and preparation for life. It then describes four new trends: the spiral approach, topical approach, unit approach, and chronological approach. It concludes that the curriculum is the means of achieving educational goals and is intimately related to all aspects of education, providing goal-oriented direction to the learning process.
Assignment 3DUE Jan 27, 2019 1155 PMGrade DetailsGradeN.docx
Assignment 3
DUE: Jan 27, 2019 11:55 PM
Grade Details
Grade
N/A
Gradebook Comments
None
Assignment Details
Open Date
Jan 14, 2019 12:05 AM
Graded?
Yes
Points Possible
100.0
Resubmissions Allowed?
No
Attachments checked for originality?
Yes
Top of Form
Assignment Instructions
This assignment is due at the end of Week 8. Be certain that you have done all the readings before attempting to do this assignment.
This course has been about the changes that take place as we move from childhood to adolescence. Now it's time to bring some of that information together, so that you can consider human growth and development in context.
Think about the 6-year-old you and the 16-year-old you. Consider physical, social/emotional, and cognitive changes. What things are very different? What things are very much the same?
Now consider the 16-year-old you and the current you. Consider physical, social/emotional, and cognitive changes. What things are very different? What things are very much the same?
Please use the attached chart for your answers. (click on the attachment below under Supporting Materials)
· Give three examples of development in each of the domain categories.
· Show how these things are different in the "current me" column.
· Using 75-100 words, describe which theor(ies) explain these changes and how.
Important Note: Please reach out to your instructor to discuss any concerns that you may have regarding the personal nature of this assignment.
Grading Rubric
CHFD307 Assignment 3
Rubric
POSSIBLE POINTS
STUDENT POINTS
Student exhibits a defined and clear understanding of the assignment. The student provides three (3) examples of development in each of the three domain categories (physical, social/emotional and cognitive) for a combined total of six (6) for the 6 yr old and 16 yr old self.
30
Student demonstrates proficient command of the subject matter in the assignment. Assignment shows an impressive level of depth of student’s ability to relate course content to practical examples and applications by noting similarities and differences in the “current me” column.
20
Student provides well-supported ideas and reflection with a variety of current and/or worldviews in the assignment. Student presents a genuine intellectual development of ideas throughout assignment by describing which theor(ies) explain the noted changes.
20
Evidence of research for materials/content is cited within the chart and listed in a reference section using APA format. You must support your writing with a minimum of 2 references.
15
Clarity of writing style Grammar/Punctuation/Spelling
15
TOTAL
100
Supporting Materials
· Assignment 3 Chart _r_2.xlsx (10 KB)
Bottom of Form
PROFESSOR FEEDBACK FROM ORIGINAL PAPER SEE ATTACHED ONE THAT WAS DONE BEFORE.
Submitted Text (Instructor comments are highlighted in yellow)
CHFD307 Assignment 3
Rubric
POSSIBLE POINTS
STUDENT POINTS
Student exhibits a defined and clear understanding of the assi.
Practical 12
The textbook analyzed is "Flashlight" from Oxford University Press. It is suitable for students aged 11-12 and provides a balanced development of the four language skills. The material covers an appropriate progression of grammar, vocabulary, and communicative skills for the students' age. The thematic units are relevant to students' lives and promote intercultural awareness. A variety of activities, practice exercises, and assessment opportunities are included. The textbook and workbook are well integrated and provide meaningful practice. Overall, the analyzed textbook seems appropriate for 6th grade English learners and aligns with curriculum guidelines.
Practical 12
The textbook analyzed is "Flashlight" from Oxford University Press. It is suitable for students aged 11-12 and provides a balanced development of the four macroskills. The material covers an appropriate progression of grammar, vocabulary, and communicative skills for the students' age. The thematic units are relevant to students' interests and lives. A variety of activities, including reading, writing, listening, and speaking, are provided along with opportunities for self-assessment and revision. The integrated workbook provides meaningful practice to reinforce concepts from the textbook. Overall, the textbook and materials would be recommended for teaching English at the primary level.
ONLINE ASSIGNMENT
This document discusses the principles of curriculum construction and organization. It begins by defining curriculum as the totality of a student's experiences within and outside of school. It then outlines 18 principles that should guide curriculum development, including that it should be child-centered, community-centered, balanced, fulfill student needs, promote creativity, flexibility, and contemporary knowledge. The document concludes by stating the current curriculum does not fully adhere to these principles and needs to be reorganized accordingly.
How Many People Could Earth Support Now and 100 Years From Now?
How many people could the Earth support today and 100 years from now? Thinking about the limits of our planet today, what types of technologies would enable further growth of the population? Is this a good or bad thing?
Register to explore the whole course here: https://school.bighistoryproject.com/bhplive?WT.mc_id=Slideshare12202017
Practical nº 14
This document discusses the five dimensions of CLIL (Content Language Integrated Learning): culture, environment, language, content, and learning. It explains that the dimensions are interrelated and impact each other. The document then provides details on each dimension and discusses their role in CLIL. It also discusses the benefits of CLIL for young learners, how CLIL key terms interact in a lesson, how visual organizers can scaffold learning, and how to incorporate higher-order thinking skills at the primary level through Bloom's Taxonomy. Finally, it includes an example CLIL lesson plan template for a primary school class.
Mathematics curriculum
The document provides an overview of mathematics curriculum, including its definition, objectives, principles of construction, approaches to organization, characteristics of modern curriculums, and major reforms. It defines curriculum as the sum of planned learning experiences and activities provided to students. The objectives of mathematics curriculum are to develop fundamental skills, comprehension of concepts, appreciation of meanings, desirable attitudes, and ability to apply mathematics. Principles for developing curriculum include being child-centered, activity-based, integrated, and flexible. Approaches to organizing curriculum include topical, spiral, logical/psychological, unitary, and integrated approaches. Modern curriculums should prepare students for the future, incorporate new concepts, and be culturally relevant. Major reforms discussed
Mathematics curriculum
This document provides an overview of mathematics curriculum. It begins with definitions of curriculum from various sources, emphasizing that curriculum includes all planned learning activities and experiences provided by the school. It then distinguishes curriculum from syllabus, noting that curriculum is broader and includes co-curricular activities. The document outlines major objectives of mathematics curriculum and general principles for curriculum construction, such as being child-centered, community-centered, and activity-based. It concludes by describing different approaches to organizing mathematics curriculum, including topical, spiral, and logical/psychological approaches.
Mathematics curriculum
The document provides an overview of mathematics curriculum, including its definition, objectives, principles of construction, approaches to organization, characteristics of modern curriculums, and major reforms. It defines curriculum as the sum of planned learning experiences and activities provided to students. The objectives of mathematics curriculum are to develop fundamental skills, comprehension of concepts, appreciation of meanings, desirable attitudes, and ability to apply mathematics. Principles of construction include being child-centered, activity-based, integrated, and balanced. Approaches to organization include topical, spiral, logical/psychological, unitary, and integrated. Modern curriculums are updated based on students' present and future needs and allow for exploration of new concepts. Major reforms discussed are the
Case Study Cultural AwarenessReadChapter 2 of your text and t.docx
Case Study: Cultural Awareness
Read
Chapter 2 of your text and the following case study:
You are a second grade teacher. You have a student named Jia who is from China and has lived in America for only six months. Today, you will be teaching a lesson on the life cycle of a butterfly, which includes the egg, caterpillar, chrysalis, and adult.
(Image retrieved from
http://geraldguild.com/blog/2014/03/
)
She is very bright and social, but is really struggling with English. You want to ensure that your lesson plan is both culturally and linguistically responsive, so you begin brainstorming by considering various teaching practices that could support Jia’s culture and language.
Go to the section entitled “Culturally Responsive Teaching Practices” and “Linguistically Responsive Teaching Practices” and select two teaching practices that you would consider utilizing when developing your lesson plan on the life cycle of a butterfly.
Copy and paste
the teaching strategies you selected within your response and then under each one, explain specifically how you will include the teaching practices within a lesson plan on the life cycle of a butterfly and how it would best support Jia.
Then
reflect
on this process by answering the following two questions:
Why do you think it is important for teachers to understand the cultural identities of their students? Provide evidence from the text to support your opinion.
Cushner (2007) has explored ways in which to broaden the cultural understanding of teachers. He supports the idea of “lived intercultural experiences” (p. 9) and states that pre-service teachers would benefit from cross-cultural experiences which would better prepare them to work students that are different from themselves. Describe an intercultural experience that you have been a part of and reflect on what you learned. If you have not had an intercultural experience, describe what you could do to have such an experience. How will these experiences benefit you in the classroom to ensure both culturally and linguistically responsive practices?
Reference
Cushner, K., McClelland, A., & Safford, P. (2006).
Human diversity in education: An integrative approach
. New York, NY: McGraw Hill.
2.4
Cultural
and
Linguistic
Responsiveness
in
Schools
Embracing
multicultural
education
and
supporting
cultural
pluralism
in
the
classroom
is
all
part
of
being
culturally
and
linguistically
responsive—recognizing
the
importance
of
and
engaging
others'
cultures
and
languages.
The
concept
of
a
culturally
responsive
school
encompasses
how
able
each
member
of
the
school
community
is
in
interacting
effectively
with
those
from
other
cultures
and
what
kind
of
school
culture
and
climate
are
established
by
the
staff
as
a
whole.
Consider
how
you
might
be
culturally
responsive
in
the
following
What
Would
You
Do?
What
Would
You
Do?
Suppose
you
entered
the
student
cafeteria
a ...
Creativity and the use of LSAs
The document discusses the Abyssinian Crisis between Italy and Ethiopia in the 1930s. It describes how tensions arose after a border dispute and Italy's desire to take Ethiopian land. The League of Nations initially tried to negotiate but took no real action as Italy built up its forces. By late 1935, Italy invaded Ethiopia despite sanctions being discussed but not imposed by the League. The League was reluctant to confront Italy or Germany and its failure to deter the invasion highlighted its weaknesses.
Similar to chd 222Read Chapter 7 and answer the following questions1. .docx (20)
· Chapter 10 The Early Elementary Grades 1-3The primary grades.docx
· Chapter 10 The Early Elementary Grades 1-3The primary grades.docx
How young children learn according to Harmer (2007).pdf
How young children learn according to Harmer (2007).pdf
Assignment 3DUE Jan 27, 2019 1155 PMGrade DetailsGradeN.docx
Assignment 3DUE Jan 27, 2019 1155 PMGrade DetailsGradeN.docx
How Many People Could Earth Support Now and 100 Years From Now?
How Many People Could Earth Support Now and 100 Years From Now?
Case Study Cultural AwarenessReadChapter 2 of your text and t.docx
Case Study Cultural AwarenessReadChapter 2 of your text and t.docx
More from jeffsrosalyn
Problem 7. Dollars for WaitingJeffrey Swift has been a messenger.docx
Problem 7. Dollars for Waiting?
Jeffrey Swift has been a messenger used by a couple of the local businesses where the Discrimina, Inc. machine shop is located. Sometimes he has done some extra errands inside the Discrimina building for a couple of hours. For the last several weeks, he has helped package items for shipment on Thursdays. Things have gone well, but Jeffrey is concerned because sometimes he has waited over two hours in the waiting room while waiting for the packaging to begin. He wouldn't mind but Discrimina pays only for packaging time, not for waiting time. He can never be certain when the parts will be ready for packaging because final quality checking time varies wildly.
Jeffrey has his own delivery business, but Discrimina has only paid him cash. Each time, Jeffrey has given the company a receipt for the cash. While he waits, he sometimes goes out for donuts for the crew. At other times, he plays games on his PDA or makes cell calls to friends.
Question
If Jeffrey Swift sues for the waiting time hours, what is the likely result and why? Write your answer in a Word document in 1-2 pages.
.
Problem 8-2B(a) Journalize the transactions, including explanation.docx
Problem 8-2B
(a) Journalize the transactions, including explanations.
(Note, enter all accounts in one box.
The dates have been included to help with formatting).
Date
Account Titles and Explanation
Debit
Credit
1
2
3
4
5
(b) Enter the January 1, 2014 balances in Accounts Receivable and Allowance for Doubtful Accounts. Post the transactions to the ledger T Accounts
Be sure to post the amounts to the correct side of the T-Account!
Accounts Receivable
Bal.
(2)
(1)
(3)
(5)
(4)
(5)
Bal.
Allowance for Doubtful Accounts
(4)
Bal.
(5)
Bal.
(c)
Prepare the journal entry to record bad debt expense for 2014, assuming that aging the accounts receivable indicates that expected bad debts are $140,000.
Balance needed
...............................................................................
$
Balance before adjustment [see (b)]
................................................
Adjustment required
.......................................................................
$
The journal entry would therefore be as follows:
(d) Accounts Receivable Turnover Ratios:
Enter your answer here
Average Collection Period:
Enter your answer here
Problem 8-6B
(a) Journalize the transactions, including explanations.
(Note, enter all accounts in one box.
The dates have been included to help with formatting).
Date
Account Titles and Explanation
Debit
Credit
5
20
Feb
18
Apr
20
30
May
25
Aug
18
Sept.
1
Problem 9-2B
(a) Journalize the transactions, including explanations.
(Note, enter all accounts in one box.
The dates have been included to help with formatting).
If there are two entries for the same day, then you do not need to enter the date again.
Date
Account Titles and Explanation
Debit
Credit
April
1
May
1
May
1
June
1
Sept
1
PART B
Dec
31
31
(c)
Partial Balance Sheet
TONG CORPORATION
Partial Balance Sheet
December 31, 2014
Assets
Plant assets
Account title
Amount
Account title
Amount
Account title
Amount
Account title (or contra account)
Amount
Total plant assets
Amount
Problem 9-7B
(a)
BUS 1
Year
Computation
Accumulated Depreciation
Amount
Amount
Amount
BUS 2
Year
Computation
Accumulated Depreciation
Amount
Amount
Amount
BUS 3
Year
Computation
Accumulated Depreciation
Amount
Amount
Amount
(b)
BUS 2
Year
Depreciation Expense
Amount
Amount
.
Problem 14-4AFinancial information for Ernie Bishop Company is pre.docx
Problem 14-4A
Financial information for Ernie Bishop Company is presented below.
ERNIE BISHOP COMPANY
Balance Sheets
December 31
Assets
2013
2012
Cash
$ 70,000
$ 65,000
Short-term investments
52,000
40,000
Receivables (net)
98,000
80,000
Inventory
125,000
135,000
Prepaid expenses
29,000
23,000
Land
130,000
130,000
Building and equipment (net)
168,000
175,000
$672,000
$648,000
Liabilities and Stockholders’ Equity
Notes payable
$100,000
100,000
Accounts payable
48,000
42,000
Accrued liabilities
44,000
40,000
Bonds payable, due 2016
150,000
150,000
Common stock, $10 par
200,000
200,000
Retained earnings
130,000
116,000
$672,000
$648,000
ERNIE BISHOP COMPANY
Income Statement
For the Years Ended December 31
2013
2012
Net sales
$858,000
$798,000
Cost of goods sold
611,000
575,000
Gross profit
247,000
223,000
Operating expenses
204,500
181,000
Net income
$ 42,500
$ 42,000
Additional information:
1.
Inventory at the beginning of 2012 was $118,000.
2.
Total assets at the beginning of 2012 were $632,000.
3.
No common stock transactions occurred during 2012 or 2013.
4.
All sales were on account.
5.
Receivables (net) at the beginning of 2012 were $88,000.
(a)
Indicate, by using ratios, the change in liquidity and profitability of Ernie Bishop Company from 2012 to 2013.
(Round Earnings per share to 2 decimal places, e.g. 1.65, and all others to 1 decimal place, e.g. 6.8 or 6.8% .)
2012
2013
Change
LIQUIDITY
Current
Acid-test
Receivables turnover
Inventory turnover
PROFITABILITY
Profit margin
Asset turnover
Return on assets
Earnings per share
$
(b)
Given below are three independent situations and a ratio that may be affected. For each situation, compute the affected ratio (1) as of December 31, 2013, and (2) as of December 31, 2014, after giving effect to the situation. Net income for 2014 was $50,000. Total assets on December 31, 2014, were $700,000.
Situation
Ratio
(1)
18,000 shares of common stock were sold at par on July 1, 2014.
Return on common stockholders’ equity
(2)
All of the notes payable were paid in 2014. The only change in liabilities was that the notes payable were paid.
Debt to total assets
(3)
Market price of common stock was $9 on December 31, 2013, and $12.50 on December 31, 2014.
Price-earnings ratio
2013
2014
Change
Return on common stockholders’ equity
Debt to total assets
Price-earnings ratio
Click if you would like to Show Work for this question:
Open Show Work
.
Problem and solution essay about the difficulties of speaking Engli.docx
Problem and solution essay about the difficulties of speaking English language for international students in the foriegn country.
- introduction with good thesis statement( start with transition word and include the problem and solution)
- first body paragraph ( define and explain the problem)
- second body paragraph. give the solution
- conclusion
two paraphrase
.
problem 8-6 (LO 4) Worksheet, direct and indirect holding, interco.docx
problem 8-6 (LO 4) Worksheet, direct and indirect holding, intercompany mer-
chandise,
machine. The
following
diagram
depicts
the
relationships
among
Mary
Company, John Company, and Joan Company on December 31, 2014:
Mary
John
Owns 60%
Owns 40%
Joan
Owns 50%
Mary Company purchases its interest in John Company on January 1, 2012, for $204,000.
John Company purchases its interest in Joan Company on January 1, 2013, for $75,000. Mary
Company purchases its interest in Joan Company on January 1, 2014, for $72,000. All invest-
ments are accounted for under the equity method. Control over Joan Company does not occur
until the January 1, 2014, acquisition. Thus, a D&D schedule will be prepared for the invest-
ment in Joan as of January 1, 2014.
The following stockholders’ equities are available:
John
Joan
Company
December31
,
December 31
2011
2012
2013
Commonstock ($10par). ........... ............
$150,000
Commonstock ($10par). ........... ............
$100,000
$100,000
Paid-incapitalinexcess of par ............. ..... 75,000
Retained earnings .............................
75,000
50,000
80,000
Totalequity ......... ........... ............
$300,000
$150,000
$180,000
On January 2, 2014, Joan Company sells a machine to Mary Company for $20,000. The
machine has a book value of $10,000, with an estimated life of five years and is being depre-
ciated on a straight-line basis.
John Company sells $20,000 of merchandise to Joan Company during 2014 to realize a gross
profit of 30%. Of this merchandise, $5,000 remains in Joan Company’s December 31, 2014,
inventory. Joan owes John $3,000 on December 31, 2014, for merchandise delivered during
2014.
Trial balances of the three companies prepared from general ledger account balances on
December 31, 2014, are as follows:
Mary
John
Joan
Cash ...................... ........... ......
62,500
60,000
30,000
Accounts Receivable ........................... 200,000
55,000
30,000
Inventory ................... ........... ......
360,000
80,000
50,000
Investmentin JohnCompany........... ........ 270,000
Investmentin JoanCompany........... .......... 86,000
107,500
Property, Plant,andEquipment.... ........... ...2,250,000
850,000
350,000
Accumulated Depreciation ....... ........... .... (938,000)
(377,500)
(121,800
Mary
John
Joan
Intangibles.... ........... ........... .........
15,000
Accounts Payable ............... ........... ...
(215,500)
(61,000)
(22,000)
AccruedExpenses............... ........... ...
(12,000)
(4,000)
(1,200)
BondsPayable. ........... ........... .........
(500,000)
(300,000)
(100,000)
Common Stock($5par) ........................
(500,000)
Common Stock($10par) ....................... (150,000)
Common Stock($10par) ....................... (100,000)
Paid-In Capital inExcessof Par ...... ........... (700,000)
(75,000).
Problem 4-5ADevine Brown opened Devine’s Carpet Cleaners on March .docx
Problem 4-5A
Devine Brown opened Devine’s Carpet Cleaners on March 1. During March, the following transactions were completed.
Mar. 1
Invested $10,940 cash in the business.
1
Purchased used truck for $6,050, paying $3,025 cash and the balance on account.
3
Purchased cleaning supplies for $1,128 on account.
5
Paid $1,788 cash on one-year insurance policy effective March 1.
14
Billed customers $4,723 for cleaning services.
18
Paid $1,538 cash on amount owed on truck and $402 on amount owed on cleaning supplies.
20
Paid $1,648 cash for employee salaries.
21
Collected $1,926 cash from customers billed on March 14.
28
Billed customers $2,561 for cleaning services.
31
Paid gasoline for month on truck $393.
31
Withdrew $769 cash for personal use.
(a)
Your answer is correct.
Journalize the March transactions.
(Record entries in the order displayed in the problem statement. Credit account titles are automatically indented when amount is entered. Do not indent manually.)
Date
Account Titles and Explanation
Debit
Credit
J1
J1
J1
J1
J1
J1
J1
J1
J1
J1
J1
J1
J1
J1
J1
J1
J1
J1
J1
J1
J1
J1
J1
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Click if you would like to Show Work for this question:
Open Show Work
SHOW LIST OF ACCOUNTS
SHOW ANSWER
LINK TO TEXT
LINK TO TEXT
LINK TO TEXT
LINK TO TEXT
Attempts: 2 of 5 used
(b) and (c)
Your answer is partially correct. Try again.
Prepare a trial balance at March 31 on a worksheet. Enter the following adjustments on the worksheet and complete the worksheet.
(1)
Earned but unbilled revenue at March 31 was $843.
(2)
Depreciation on equipment for the month was $463.
(3)
One-twelfth of the insurance expired.
(4)
An inventory count shows $273 of cleaning supplies on hand at March 31.
(5)
Accrued but unpaid employee salaries were $598.
DEVINE’S CARPET CLEANERS
Worksheet
For the Month Ended March 31, 2012
Trial Balance
Adjustments
Adjusted Trial Balance
Income Statement
Balance Sheet
Account Titles
Dr.
Cr.
Dr.
Cr.
Dr.
Cr.
Dr.
Cr.
Dr.
Cr.
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Problem 1-4A (Part Level Submission)Matt Stiner started a delivery.docx
Problem 1-4A (Part Level Submission)
Matt Stiner started a delivery service, Stiner Deliveries, on June 1, 2014. The following transactions occurred during the month of June.
June 1
Stockholders invested $14,493 cash in the business in exchange for common stock.
2
Purchased a used van for deliveries for $14,932. Matt paid $3,189 cash and signed a note payable for the remaining balance.
3
Paid $669 for office rent for the month.
5
Performed $4,502 of services on account.
9
Declared and paid $203 in cash dividends.
12
Purchased supplies for $109 on account.
15
Received a cash payment of $1,468 for services provided on June 5.
17
Purchased gasoline for $124 on account.
20
Received a cash payment of $1,385 for services provided.
23
Made a cash payment of $531 on the note payable.
26
Paid $122 for utilities.
29
Paid for the gasoline purchased on account on June 17.
30
Paid $1,255 for employee salaries.
(a)
Show the effects of the previous transactions on the accounting equation.
(If a transaction causes a decrease in Assets, Liabilities or Stockholders' Equity, place a negative sign (or parentheses) in front of the amount entered for the particular Asset, Liability or Equity item that was reduced. See Illustration 1-8 for example.)
STINER DELIVERIES
Assets
=
Liabilities
+
Stockholders' Equity
Retained Earnings
Date
Cash
+
Accounts
Receivable
+
Supplies
+
Equipment
=
Notes
Payable
+
Accounts
Payable
+
Common
Stock
+
Revenues
–
Expenses
–
Dividends
June 1
$
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$
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PROBLEM 5-5BPrepare a correct detailed multiple-step income stat.docx
PROBLEM 5-5B
Prepare a correct detailed multiple-step income statement.
Assume a tax rate of 25%.
WRIGHT COMPANY
Income Statement
For the Month Ended December 31, 2014
Sales Revenues
Account title
Amount
Account title
Amount
Account title
Amount
Net Sales
Cost of goods sold
Gross profit
Amount
Operating Expenses
Account title
Amount
Account title
Amount
Account title
Amount
Account title
Amount
Account title
Amount
Account title
Amount
Account title
Amount
Total operating expenses
Amount
Income from operations
Amount
Other revenues and gains
Account title
Amount
Other expenses and losses
Account title
Amount
Amount (Total)
Income before income taxes
Income tax expense
Net Income
P5-5B
An inexperienced accountant prepared this condensed income statement for
Wright Company, a retail firm that has been in business for a number of years.
WRIGHT COMPANY
Income Statement
For the Year Ended December 31, 2014
Revenues
Net sales $952,000
Other revenues 16,000
968,000
Cost of goods sold 548,000
Gross profit 420,000
Operating expenses
Selling expenses 160,000
Administrative expenses
104,000
264,000
Net earnings $156,000
As an experienced, knowledgeable accountant, you review the statement and determine
the following facts.
1. Net sales consist of sales $972,000, less freight-out on merchandise sold $20,000.
2. Other revenues consist of sales discounts $12,000 and interest revenue $4,000.
3. Selling expenses consist of salespersons’ salaries $88,000; depreciation on equip-
ment $4,000; sales returns and allowances $46,000; advertising $12,000; and sales
commissions $10,000. All compensation should be recorded as Salaries and Wages
Expense.
4. Administrative expenses consist of office salaries $54,000; dividends $14,000; utili-
ties $13,000; interest expense $3,000; and rent expense $20,000, which includes
prepayments totaling $2,000 for the first month of 2015. The utilities represent
utilities paid. At December 31, utility expense of $3,000 has been incurred but not
paid.
Problem 6-2B
(a) Determine the Cost of Goods Available for Sale
Date
Explanation
Units
Unit Cost
Total Cost
Total
(b) Determine the ending inventory and cost of goods sold under each of the assumed cost flow methods.
Prove the accuracy of the cost of goods sold under FIFO and LIFO.
FIFO
(1) Ending Inventory
(2) Cost of Goods Sold
Date
Units
Unit Cost
Total Cost
Cost of goods available for sale
Amount
Amount
Amount
Less: ending inventory
Amount
Amount
Amount
Total
Amount
Total
Amount
Cost of Goods Sold
Amount
Proof of Cost of Goods Sold (FIFO)
Date
Units
Unit Cost
Total Cost
Amount
Amount
Amount
Amount
Amount
Amount
Amount
Amount
Total
Amount
Total
Amount
LIFO
(1) Ending Inventory
(2) Cost of Goods Sold
Date
Units
Unit Cost
Total Cost
Cost of goods available for sale
Amount
Amount
Amount
Less: ending inventory
Amount
Amount
Amount
Total
Amount
Total
Amount
Cost of Goods Sold
Amount
Proof of .
Problem 12-9ACondensed financial data of Odgers Inc. follow.ODGE.docx
Problem 12-9A
Condensed financial data of Odgers Inc. follow.
ODGERS INC.
Comparative Balance Sheets
December 31
Assets
2014
2013
Cash
$ 147,864
$ 88,572
Accounts receivable
160,674
69,540
Inventory
205,875
188,216
Prepaid expenses
51,972
47,580
Long-term investments
252,540
199,470
Plant assets
521,550
443,775
Accumulated depreciation
(91,500
)
(95,160
)
Total
$1,248,975
$941,993
Liabilities and Stockholders’ Equity
Accounts payable
$ 186,660
$ 123,159
Accrued expenses payable
30,195
38,430
Bonds payable
201,300
267,180
Common stock
402,600
320,250
Retained earnings
428,220
192,974
Total
$1,248,975
$941,993
ODGERS INC.
Income Statement Data
For the Year Ended December 31, 2014
Sales revenue
$710,882
Less:
Cost of goods sold
$247,892
Operating expenses, excluding depreciation
22,710
Depreciation expense
85,095
Income tax expense
49,922
Interest expense
8,656
Loss on disposal of plant assets
13,725
428,000
Net income
$ 282,882
Additional information:
1.
New plant assets costing $183,000 were purchased for cash during the year.
2.
Old plant assets having an original cost of $105,225 and accumulated depreciation of $88,755 were sold for $2,745 cash.
3.
Bonds payable matured and were paid off at face value for cash.
4.
A cash dividend of $47,636 was declared and paid during the year.
Prepare a statement of cash flows using the indirect method.
(Show amounts that decrease cash flow with either a - sign e.g. -15,000 or in parenthesis e.g. (15,000).)
ODGERS INC.
Statement of Cash Flows
For the Year Ended December 31, 2014
$
$
$
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.
Problem 13-6AIrwin Corporation has been authorized to issue 20,80.docx
*Problem 13-6A
Irwin Corporation has been authorized to issue 20,800 shares of $100 par value, 10%, noncumulative preferred stock
and 981,000 shares of no-par common stock. The corporation assigned a $2.50 stated value to the common stock. At
December 31, 2014, the ledger contained the following balances pertaining to stockholders’ equity.
The preferred stock was issued for land having a fair value of $142,900. All common stock issued was for cash. In
November, 1,500 shares of common stock were purchased for the treasury at a per share cost of $14. In
December, 500 shares of treasury stock were sold for $15 per share. No dividends were declared in 2014.
Preferred Stock $119,000
Paid-in Capital in Excess of Par—Preferred Stock 23,900
Common Stock 981,000
Paid-in Capital in Excess of Stated Value—Common Stock 1,781,300
Treasury Stock (1,000 common shares) 14,000
Paid-in Capital from Treasury Stock 500
Retained Earnings 81,600
.
Problem 1-2A (Part Level Submission)On August 31, the balance sh.docx
Problem 1-2A (Part Level Submission)
On August 31, the balance sheet of Donahue Veterinary Clinic showed Cash $11,249, Accounts Receivable $4,649, Supplies $600, Equipment $6,000, Accounts Payable $6,549, Common Stock $15,176, and Retained Earnings $773. During September, the following transactions occurred.
1.
Paid $2,933 cash for accounts payable due.
2.
Collected $1,339 of accounts receivable.
3.
Purchased additional equipment for $1,727, paying $792 in cash and the balance on account.
4.
Earned revenue of $7,976, of which $2,117 is collected in cash and the balance is due in October.
5.
Declared and paid a $2,338 cash dividend
6.
Paid salaries $2,401, rent for September $1,011, and advertising expense $191.
7.
Incurred utilities expense for month on account $257.
8.
Received $11,046 from Capital Bank on a 6-month note payable.
(a)
Your answer is partially correct. Try again.
Prepare a tabular analysis of the September transactions beginning with August 31 balances.
(If a transaction causes a decrease in Assets, Liabilities or Stockholders' Equity, place a negative sign (or parentheses) in front of the amount entered for the particular Asset, Liability or Equity item that was reduced. See Illustration 1-8 for example.)
DONAHUE VETERINARY CLINIC
Assets
Liabilities
Stockholders' Equity
Cash
+
Accounts
Receivable
+
Supplies
+
Equipment
=
Notes
Payable
+
Accounts
Payable
+
Common
Stock
+
Retained
Earnings
+
Revenues
–
Expenses
–
Dividends
Bal.
$
$
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.
Problem 1-2A (Part Level Submission)On August 31, the balance shee.docx
Problem 1-2A (Part Level Submission)
On August 31, the balance sheet of Donahue Veterinary Clinic showed Cash $10,017, Accounts Receivable $3,417, Supplies $600, Equipment $6,000, Accounts Payable $5,317, Common Stock $13,962, and Retained Earnings $755. During September, the following transactions occurred.
1.
Paid $2,747 cash for accounts payable due.
2.
Collected $1,407 of accounts receivable.
3.
Purchased additional equipment for $2,004, paying $818 in cash and the balance on account.
4.
Earned revenue of $7,940, of which $2,680 is collected in cash and the balance is due in October.
5.
Declared and paid a $1,115 cash dividend
6.
Paid salaries $2,507, rent for September $1,185, and advertising expense $131.
7.
Incurred utilities expense for month on account $267.
8.
Received $12,192 from Capital Bank on a 6-month note payable.
(a)
Prepare a tabular analysis of the September transactions beginning with August 31 balances.
(If a transaction causes a decrease in Assets, Liabilities or Stockholders' Equity, place a negative sign (or parentheses) in front of the amount entered for the particular Asset, Liability or Equity item that was reduced. See Illustration 1-8 for example.)
DONAHUE VETERINARY CLINIC
Assets
Liabilities
Stockholders' Equity
Cash
+
Accounts
Receivable
+
Supplies
+
Equipment
=
Notes
Payable
+
Accounts
Payable
+
Common
Stock
+
Retained
Earnings
+
Revenues
–
Expenses
–
Dividends
Bal.
$
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Click if you would like to Show Work for this.
Prior to posting in this discussion, completeThe Parking Garage.docx
Prior to posting in this discussion, complete
The Parking Garage
scenario interactivity module and view the video,
This is Water by David Foster Wallace
. Reflect on what you have seen and recall a time when you experienced simplistic and unfounded stereotypical thinking. What could you have done differently? What is something that you need to work on in the future to become a better critical thinker? 200 words
.
Prior to engaging in this discussion, read Chapters 10 and 11 in y.docx
Prior to engaging in this discussion, read Chapters 10 and 11 in your text as well as the “Steps for Effective Discharge Planning” article, and review any relevant Instructor Guidance.
For this discussion, refer to the information in the
“Introduction to the Miller Family”
document.
Select one of the family members below whose medical condition has the potential to have worsened to the point that they would need to be hospitalized. Once you have chosen your subject, create a discharge scenario. Each of these family members has been introduced in an earlier assignment. Be sure to review your materials for that assignment including any relevant instructor feedback.
Option 1:
Elías - leukemia
Option 2:
Lila - diabetes (IDDM)
Option 3:
Sam - liver disease caused by heavy drinking
Option 4:
Lucy - bipolar disorder and serious substance abuse (dual diagnosis)
In your initial post, create and present a possible scenario in order to respond to the subject’s discharge from the hospital. See earlier assignments for samples of how to begin crafting the scenario for your subject. Remember to be creative, refer to the “Introduction to the Miller Family” document, and include as much detailed information as appropriate. Be sure to address the following points in your initial post.
Describe the specific issues that need to be addressed when discharging this patient.
Briefly identify who (individuals, professionals, agencies, or organizations) might be identified in the plan, what needs to be done, and when it should happen.
Identify community resources (e.g., doctors, counselors, and agencies) that will be needed, what their roles are in the plan, and assess how they might meet the needs of your patient. Integrate the biological theory of intellect and cognition with your subject’s sociocultural experiences in order to better ascertain his or her needs.
Identify and discuss at least one barrier for success based on the individual’s intellect and his or her sociocultural experiences and perspectives. Critique the contributions of community-based programs and how they might alleviate issues related to this barrier.
dq2
Watch one of the eight videos from
The Future of Medicine
playlist. Then, go to the Ashford University Library and find two research articles related to the social impact or relevance of the topic addressed in your selected video. For assistance with finding peer-reviewed articles, please see the
tutorial
on the Ashford University Library website. Consider the work you have completed in the previous discussions throughout the course. Summarize how we, as individuals, are affected by disease, disability, or disorder. What emotions do we experience toward others with these conditions (empathy, judgment, fear, guilt)? Critique the contributions of community-based programs and how they influence our societal reactions to diseases, disabilities, and disorders. Examine and comment on the ways in which individuals, families, communi.
Privacy in a Technological AgePrivacy protection is a hot top.docx
Privacy in a Technological Age:
Privacy protection is a hot topic in today’s data-hungry technological world
. In a well-written paper,
1.
Begin with an examination of an individual’s right to privacy
.
Then consider
2.
How advanced surveillance and monitoring technologies might intrude upon this right to privacy.
3.
How might the roles and obligations of an organization conflict with its workers right to privacy?
Provide specific examples to support your analysis.
Your well-written paper should be 2-3 pages in length and formatted according to the
CSU-Global Guide to Writing and
APA Requirements
. You should reference 2-3 scholarly sources (your textbook can count as one of these). The CSU-Global Library is a good place to find these scholarly sources
Textbook is attached
Reynolds, G. W. (2014).
Ethics in information technology
(5th ed.). Stamford, CT: Cengage Learning
Note:
I don’t need cover page.
.
Privacy Introduction Does the technology today Pene.docx
Privacy :
Introduction
Does the technology today
Penetrates
our
privacy
?
Harms and the benefits.
What is the natural right for privacy ?
How we can trust the people or the organizations in our privacy ?
Does the governments have the right to go through our privacy? why ?
What the limit for privacy ?
How we can protect our privacy ?
Conclusion
.
Prisoner rights in America are based largely on the provisions of th.docx
Prisoner rights in America are based largely on the provisions of the Bill of Rights. In this assignment, you will research the U.S. Bill of Rights and explain its major provisions. You should address the impact that the Bill of Rights has had on the field of criminal justice, corrections, and prisoners' rights. Also, explain how the Bill of Rights is applied at the state level.
Identify and explain the major provisions of the Bill of Rights.
How has the Bill of Rights significantly impacted the prisoners' rights and the fields of criminal justice and corrections?
Explain how the Bill of Rights is applied at the state level.
What are 2 major avenues of relief pursued by prisoners?
You must reference at least 2 credible sources in APA style.
4 pages
No plagerism
Abstract and Reference Page
.
Principles of Supply and Demanda brief example of supply and deman.docx
Principles of Supply and Demand
a brief example of supply and demand for public health goods and services. Select two factors that might influence price elasticity of demand for public health goods or services in your example. Explain how and why price elasticity might influence the quantity of goods and services demanded in that example.
.
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Within the Discussion Board area, write 300–500 words that respond to the following questions with your thoughts, ideas, and comments. This will be the foundation for future discussions by your classmates. Be substantive and clear, and use examples to reinforce your ideas.
Interest groups play a significant role in contemporary American politics, on a wide range of public policy issues, from healthcare (Affordable Care Act, for example) to gun control (the NRA is a well-known example), and from financial services regulation to regulating food production.
For this discussion board, choose an interest group that appeals to you and then identify a public policy issue that your selected interest group is working on impacting. In addition, include the following information:
What types of activities are conducted by your interest group? Provide examples of activities undertaken by the group within the last 12 months. Activities can include lobbying, television or radio spots, media spots, rallies or other activities. Also, if available, provide links to any news articles about the organization’s activities or press releases from the organization or other articles from the organization’s website for your classmates’ reference.
How is your chosen interest group connected to the average citizen, if at all? Provide examples of average citizens’ involvement in your chosen interest group, if any. If your chosen interest group rarely or does not interact with the average citizen, please discuss how the work of your chosen interest group indirectly impacts the average citizen, if at all.
Do you believe that interest groups do, or have the ability to, promote corruption in government? Explain your position. If they do or have the potential to do so, why do you believe so? If not, what do you think prevents them from corrupting government? Support your position with specific examples.
.
Pretend you are a British government official during the time leadin.docx
Pretend you are a British government official during the time leading up the Revolutionary War.
Write a 2-3 paragraph letter to the editor of your local newspaper explaining your feelins about the actions of the colonists. Be sure to give examples. (Things to possibly include: Do you think they are overreacting? Why or why not? How do you feel the issues should be resolved?) Really put some thought into this assignment, it wouldn't hurt to do some outside research to support your Letter to the Editor
.
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