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I would like you to use what you have learned from this course in the weekly readings, assignments, and classroom forums to write 3 complete sentences about each of the 10 following topics. Additional sentences will not be graded. I will only acknowledge the first 3 statements.
Each of the 10 topics listed below will be worth 1.5 points (0.5 points for each complete sentence response). The examination is worth 15 points.
Environmental History
The Carbon Cycle
Global Warming
The Atmosphere
Endangered Species
Ecosystems--Succession and Biodiversity
Human Population Growth
Air Pollution
Water Pollution, including water and wastewater treatment
Alternative Energy Resources
· Following direction in this assignment is crucial!!!!
· Be as specific as possible, but be concise.
· You are not allowed to copy and paste from any website posting, nor are you allowed to quote directly from your texts. For credit, this examination must be 100% of your own words.
· General statements and/or common knowledge remarks lacking intelligent thought will not be accepted.
...
Cover SheetProject Analysis ByMatthew PankeyBBA in Finance2011-20MerrileeDelvalle969
Cover SheetProject Analysis By:Matthew PankeyBBA in Finance2011-2021MGT 4810 W1-W2 Fall 2022
Executive SummaryExecutive Summary Johnson & Johnson is a multinational American company with headquarters in New Bunswick, New Jersey. Medical devices, pharmaceuticals, and consumer health are the three main business sectors of Johnson & Johnson, which was founded in 1886. J&J is a Fortune 500 firm with about 250 subsidiary businesses that operate in more than 60 countries and sell goods in more than 175 nations. To stand out from rivals, Johnson & Johnson relies on its products and innovation. With the help of this company analysis, students can examine every facet of Johnson & Johnson's operations as consultants. This pertinent data may be used to shed light on how J&J might enhance internal and external operations while enhancing its financial performance and stockholder value. The Strategic Management textbook and other trustworthy sources, such as Johnson & Johnson's annual reports, investor website, and news releases, were used to compile all of the information for this research. Through this capstone project, students can examine pertinent corporate finances and gain knowledge about the potential pitfalls of their chosen career pathways.I was able to get substantial Microsoft Excel knowledge with this assignment, which will help me as I begin to improve my career-related skills. Due to the significant study and analysis required to create each tool, I also had to learn good time management techniques. When examining a company's financials and annual reports to estimate its value, I also feel as though I learned knowledge.
Table of ContentsTable of ContentsTool 1:Historical AnalysisPage 4Tool 2:Mission Statement AnalysisPage 5Tool 3:Remote Environment AnalysisPage 7Tool 4:Competitive Profile MatrixPage 12Tool 5:Internal Factor EvaluationPage 14Tool 6:CohesionPage 17Tool 7:Generic StrategyPage 20Tool 8:Perceptual MappingPage 22Tool 9:GlobalizationPage 23Tool 10:Financial Ratios and BenchmarkingPage 25Tool 11:SWOTPage 30Tool 12:Financing Recommendations for SWOTPage 35
Tool 1Historical AnalysisPurpose: Identify which strategies have historically been successful and how they have affected revenue by relating recent strategic events inside the company to consumer health, medicines, medical devices, and overall revenues. Findings from this research will be used in a SWOT analysis to identify strengths and weaknesses. Data was taken from yearly reports by Johnson & Johnson.YearsGross RevenueConsumer HealthPharmaceuticalMedical Devices2011$82,584$14,053$45,572$22,9592012$82,059$13,898$42,198$25,9632013$81,581$13,853$40,734$26,9942014$76,450$13,602$36,256$26,5922015$71,890$13,307$33,464$25,1192016$70,074$13,507$31,430$25,1372017$74,331$14,496$32,313$27,5222018$71,312$14,697$28,125$28,4902019$67,224$14,447$25,351$27,4262020$65,030$14,883$24,368$25,7792021$93,775$14,635$52,080$27,060Recent Strategic Events2, 3March 2011: Acquires Crucell, a biopharmac ...
cover sheetProject Analysis ByMatthew PankeyBBA in Finance2011-20simisterchristen
cover sheetProject Analysis By:Matthew PankeyBBA in Finance2011-2021MGT 4810 W1-W2 Fall 2022
Executive SummaryExecutive Summary Johnson & Johnson is a multinational American company with headquarters in New Bunswick, New Jersey. Medical devices, pharmaceuticals, and consumer health are the three main business sectors of Johnson & Johnson, which was founded in 1886. J&J is a Fortune 500 firm with about 250 subsidiary businesses that operate in more than 60 countries and sell goods in more than 175 nations. To stand out from rivals, Johnson & Johnson relies on its products and innovation. With the help of this company analysis, students can examine every facet of Johnson & Johnson's operations as consultants. This pertinent data may be used to shed light on how J&J might enhance internal and external operations while enhancing its financial performance and stockholder value. The Strategic Management textbook and other trustworthy sources, such as Johnson & Johnson's annual reports, investor website, and news releases, were used to compile all of the information for this research. Through this capstone project, students can examine pertinent corporate finances and gain knowledge about the potential pitfalls of their chosen career pathways.I was able to get substantial Microsoft Excel knowledge with this assignment, which will help me as I begin to improve my career-related skills. Due to the significant study and analysis required to create each tool, I also had to learn good time management techniques. When examining a company's financials and annual reports to estimate its value, I also feel as though I learned knowledge.
Table of ContentsTable of ContentsTool 1:Historical AnalysisPage 4Tool 2:Mission Statement AnalysisPage 5Tool 3:Remote Environment AnalysisPage 7Tool 4:Competitive Profile MatrixPage 12Tool 5:Internal Factor EvaluationPage 14Tool 6:CohesionPage 17Tool 7:Generic StrategyPage 20Tool 8:Perceptual MappingPage 22Tool 9:GlobalizationPage 23Tool 10:Financial Ratios and BenchmarkingPage 25Tool 11:SWOTPage 30Tool 12:Financing Recommendations for SWOTPage 35
Tool1Historical AnalysisPurpose: Identify which strategies have historically been successful and how they have affected revenue by relating recent strategic events inside the company to consumer health, medicines, medical devices, and overall revenues. Findings from this research will be used in a SWOT analysis to identify strengths and weaknesses. Data was taken from yearly reports by Johnson & Johnson.YearsGross RevenueConsumer HealthPharmaceuticalMedical Devices2011$82,584$14,053$45,572$22,9592012$82,059$13,898$42,198$25,9632013$81,581$13,853$40,734$26,9942014$76,450$13,602$36,256$26,5922015$71,890$13,307$33,464$25,1192016$70,074$13,507$31,430$25,1372017$74,331$14,496$32,313$27,5222018$71,312$14,697$28,125$28,4902019$67,224$14,447$25,351$27,4262020$65,030$14,883$24,368$25,7792021$93,775$14,635$52,080$27,060Recent Strategic Events2, 3March 2011: Acquires Crucell, a biopharmace ...
GCMII: Final Examination
STUDENT NAME:
______________________________
DATE: December 6, 2016
Attach all worksheets
PART I: PERSONAL FINANCE: Credit Cards 35 total points
1. A credit card issuer calculates interest using the average daily balance method. The monthly interest rate is 2% of the average daily balance. The following transactions occurred during the September 1st – September 30th billing period:
Transaction Description
Transaction Amount
Previous balance:
$3,800
September 1
Billing date
September 5 Payment
$800.00 credit
September 9 Charge: Gas
$ 40.00
September 19 Charge: Clothing
$160.00
September 27 Charge: Airline ticket
$200.00
September 30
End of billing period
Payment Due Date:
October 9th
a. Find the average daily balance for the billing period. Round to the nearest cent.
$
b. Find the interest to be paid on October 1st, the next billing date. Round to the nearest cent.
$
c. Find the balance due on October 1st.
$
d. What is the minimum monthly payment due by October 9th?
This credit card requires a $10 minimum monthly payment if the balance due at the end of the billing period is less than $360. Otherwise, the minimum monthly payment is 1/36 of the balance due at the end of the billing period, rounded up to the nearest whole dollar.
$
e. Given the rate of this credit card, how much of the minimum monthly payment will go towards interest given to the bank?
$
f. Given the rate of this credit card, how much of the minimum monthly payment will go to towards reducing the balance?
$
g. You decide to pay off the balance over four years. If there are no further purchases charged to the card, how much must you pay each month?
$
PART II: PERSONAL FINANCE: Mortgages 40 total points
Round all answers to the nearest dollar.
A. The price of a home is $120,000. The bank requires a 15% down payment. The buyer is offered two mortgage options:
· Option A: 30-year fixed at 7% with closing costs of $2,000 and one point
· Option B: 30-year fixed at 6.5% with closing costs of $1,500 and two points
Which mortgage loan has the greater total costs (closing costs + the amount paid for points + total cost of interest)? By how much?
Answer: Option A 󠄀[ ] Option B [ ]
Difference in total costs: $_______________________
OPTION A
30-year fixed at 7% with closing costs of $2,000 + 1 point
OPTION B
30-year fixed at 6.5% with closing costs of $1,500 + 2 points
Down payment:
Closing Costs:
Points to be paid:
Total Cash to Close:
Loan Amount:
Monthly Mortgage Amount:
Total Amount Paid:
Total Interest Paid:
Total Cost of Each Option:
B. Using the financial industry’s rule of thumb for monthly mortgage limits set at 28% of gross monthly income - how much would the buyer have to earn yearly to be able to afford the option chosen in Part I?
Answer: $______________________________
C. How much would the buyer have to deposit today ..
See why indexed universal life is the best investment to put your money without being affected by market volatility and economic uncertainty. Visit http://www.gofinancials.com for more eye opening informations / videos.
See why indexed universal life is the best investment to put your money without being affected by market volatility and economic uncertainty. Visit http://www.gofinancialsd.com for more eye opening informations / videos.
Cover SheetProject Analysis ByMatthew PankeyBBA in Finance2011-20MerrileeDelvalle969
Cover SheetProject Analysis By:Matthew PankeyBBA in Finance2011-2021MGT 4810 W1-W2 Fall 2022
Executive SummaryExecutive Summary Johnson & Johnson is a multinational American company with headquarters in New Bunswick, New Jersey. Medical devices, pharmaceuticals, and consumer health are the three main business sectors of Johnson & Johnson, which was founded in 1886. J&J is a Fortune 500 firm with about 250 subsidiary businesses that operate in more than 60 countries and sell goods in more than 175 nations. To stand out from rivals, Johnson & Johnson relies on its products and innovation. With the help of this company analysis, students can examine every facet of Johnson & Johnson's operations as consultants. This pertinent data may be used to shed light on how J&J might enhance internal and external operations while enhancing its financial performance and stockholder value. The Strategic Management textbook and other trustworthy sources, such as Johnson & Johnson's annual reports, investor website, and news releases, were used to compile all of the information for this research. Through this capstone project, students can examine pertinent corporate finances and gain knowledge about the potential pitfalls of their chosen career pathways.I was able to get substantial Microsoft Excel knowledge with this assignment, which will help me as I begin to improve my career-related skills. Due to the significant study and analysis required to create each tool, I also had to learn good time management techniques. When examining a company's financials and annual reports to estimate its value, I also feel as though I learned knowledge.
Table of ContentsTable of ContentsTool 1:Historical AnalysisPage 4Tool 2:Mission Statement AnalysisPage 5Tool 3:Remote Environment AnalysisPage 7Tool 4:Competitive Profile MatrixPage 12Tool 5:Internal Factor EvaluationPage 14Tool 6:CohesionPage 17Tool 7:Generic StrategyPage 20Tool 8:Perceptual MappingPage 22Tool 9:GlobalizationPage 23Tool 10:Financial Ratios and BenchmarkingPage 25Tool 11:SWOTPage 30Tool 12:Financing Recommendations for SWOTPage 35
Tool 1Historical AnalysisPurpose: Identify which strategies have historically been successful and how they have affected revenue by relating recent strategic events inside the company to consumer health, medicines, medical devices, and overall revenues. Findings from this research will be used in a SWOT analysis to identify strengths and weaknesses. Data was taken from yearly reports by Johnson & Johnson.YearsGross RevenueConsumer HealthPharmaceuticalMedical Devices2011$82,584$14,053$45,572$22,9592012$82,059$13,898$42,198$25,9632013$81,581$13,853$40,734$26,9942014$76,450$13,602$36,256$26,5922015$71,890$13,307$33,464$25,1192016$70,074$13,507$31,430$25,1372017$74,331$14,496$32,313$27,5222018$71,312$14,697$28,125$28,4902019$67,224$14,447$25,351$27,4262020$65,030$14,883$24,368$25,7792021$93,775$14,635$52,080$27,060Recent Strategic Events2, 3March 2011: Acquires Crucell, a biopharmac ...
cover sheetProject Analysis ByMatthew PankeyBBA in Finance2011-20simisterchristen
cover sheetProject Analysis By:Matthew PankeyBBA in Finance2011-2021MGT 4810 W1-W2 Fall 2022
Executive SummaryExecutive Summary Johnson & Johnson is a multinational American company with headquarters in New Bunswick, New Jersey. Medical devices, pharmaceuticals, and consumer health are the three main business sectors of Johnson & Johnson, which was founded in 1886. J&J is a Fortune 500 firm with about 250 subsidiary businesses that operate in more than 60 countries and sell goods in more than 175 nations. To stand out from rivals, Johnson & Johnson relies on its products and innovation. With the help of this company analysis, students can examine every facet of Johnson & Johnson's operations as consultants. This pertinent data may be used to shed light on how J&J might enhance internal and external operations while enhancing its financial performance and stockholder value. The Strategic Management textbook and other trustworthy sources, such as Johnson & Johnson's annual reports, investor website, and news releases, were used to compile all of the information for this research. Through this capstone project, students can examine pertinent corporate finances and gain knowledge about the potential pitfalls of their chosen career pathways.I was able to get substantial Microsoft Excel knowledge with this assignment, which will help me as I begin to improve my career-related skills. Due to the significant study and analysis required to create each tool, I also had to learn good time management techniques. When examining a company's financials and annual reports to estimate its value, I also feel as though I learned knowledge.
Table of ContentsTable of ContentsTool 1:Historical AnalysisPage 4Tool 2:Mission Statement AnalysisPage 5Tool 3:Remote Environment AnalysisPage 7Tool 4:Competitive Profile MatrixPage 12Tool 5:Internal Factor EvaluationPage 14Tool 6:CohesionPage 17Tool 7:Generic StrategyPage 20Tool 8:Perceptual MappingPage 22Tool 9:GlobalizationPage 23Tool 10:Financial Ratios and BenchmarkingPage 25Tool 11:SWOTPage 30Tool 12:Financing Recommendations for SWOTPage 35
Tool1Historical AnalysisPurpose: Identify which strategies have historically been successful and how they have affected revenue by relating recent strategic events inside the company to consumer health, medicines, medical devices, and overall revenues. Findings from this research will be used in a SWOT analysis to identify strengths and weaknesses. Data was taken from yearly reports by Johnson & Johnson.YearsGross RevenueConsumer HealthPharmaceuticalMedical Devices2011$82,584$14,053$45,572$22,9592012$82,059$13,898$42,198$25,9632013$81,581$13,853$40,734$26,9942014$76,450$13,602$36,256$26,5922015$71,890$13,307$33,464$25,1192016$70,074$13,507$31,430$25,1372017$74,331$14,496$32,313$27,5222018$71,312$14,697$28,125$28,4902019$67,224$14,447$25,351$27,4262020$65,030$14,883$24,368$25,7792021$93,775$14,635$52,080$27,060Recent Strategic Events2, 3March 2011: Acquires Crucell, a biopharmace ...
GCMII: Final Examination
STUDENT NAME:
______________________________
DATE: December 6, 2016
Attach all worksheets
PART I: PERSONAL FINANCE: Credit Cards 35 total points
1. A credit card issuer calculates interest using the average daily balance method. The monthly interest rate is 2% of the average daily balance. The following transactions occurred during the September 1st – September 30th billing period:
Transaction Description
Transaction Amount
Previous balance:
$3,800
September 1
Billing date
September 5 Payment
$800.00 credit
September 9 Charge: Gas
$ 40.00
September 19 Charge: Clothing
$160.00
September 27 Charge: Airline ticket
$200.00
September 30
End of billing period
Payment Due Date:
October 9th
a. Find the average daily balance for the billing period. Round to the nearest cent.
$
b. Find the interest to be paid on October 1st, the next billing date. Round to the nearest cent.
$
c. Find the balance due on October 1st.
$
d. What is the minimum monthly payment due by October 9th?
This credit card requires a $10 minimum monthly payment if the balance due at the end of the billing period is less than $360. Otherwise, the minimum monthly payment is 1/36 of the balance due at the end of the billing period, rounded up to the nearest whole dollar.
$
e. Given the rate of this credit card, how much of the minimum monthly payment will go towards interest given to the bank?
$
f. Given the rate of this credit card, how much of the minimum monthly payment will go to towards reducing the balance?
$
g. You decide to pay off the balance over four years. If there are no further purchases charged to the card, how much must you pay each month?
$
PART II: PERSONAL FINANCE: Mortgages 40 total points
Round all answers to the nearest dollar.
A. The price of a home is $120,000. The bank requires a 15% down payment. The buyer is offered two mortgage options:
· Option A: 30-year fixed at 7% with closing costs of $2,000 and one point
· Option B: 30-year fixed at 6.5% with closing costs of $1,500 and two points
Which mortgage loan has the greater total costs (closing costs + the amount paid for points + total cost of interest)? By how much?
Answer: Option A 󠄀[ ] Option B [ ]
Difference in total costs: $_______________________
OPTION A
30-year fixed at 7% with closing costs of $2,000 + 1 point
OPTION B
30-year fixed at 6.5% with closing costs of $1,500 + 2 points
Down payment:
Closing Costs:
Points to be paid:
Total Cash to Close:
Loan Amount:
Monthly Mortgage Amount:
Total Amount Paid:
Total Interest Paid:
Total Cost of Each Option:
B. Using the financial industry’s rule of thumb for monthly mortgage limits set at 28% of gross monthly income - how much would the buyer have to earn yearly to be able to afford the option chosen in Part I?
Answer: $______________________________
C. How much would the buyer have to deposit today ..
See why indexed universal life is the best investment to put your money without being affected by market volatility and economic uncertainty. Visit http://www.gofinancials.com for more eye opening informations / videos.
See why indexed universal life is the best investment to put your money without being affected by market volatility and economic uncertainty. Visit http://www.gofinancialsd.com for more eye opening informations / videos.
Dear students get fully solved assignments
Send your semester & Specialization name to our mail id :
help.mbaassignments@gmail.com
or
call us at : 08263069601
Dear students get fully solved assignments
Send your semester & Specialization name to our mail id :
help.mbaassignments@gmail.com
or
call us at : 08263069601
Dear students get fully solved assignments
Send your semester & Specialization name to our mail id :
help.mbaassignments@gmail.com
or
call us at : 08263069601
This is a presentation created by Global Financial Disrtibutors (GFD) and used by permission. This presentation explains Leveraged Planning Solutions and who they are good for.
Presented by Michael E Winkler
This document brings together a set
of latest data points and publicly
available information relevant for
Healthcare Industry. We are very
excited to share this content and
believe that readers will benefit from this periodic publication immensely.
COVERFINANCIAL POLICY AND STRATEGY.PROFESSOR MANUCHEHR SHAHROKHIDI.docxvanesaburnand
COVERFINANCIAL POLICY AND STRATEGY.PROFESSOR MANUCHEHR SHAHROKHIDIAGNOSTIC TESTNote: Please use EXCEL FORMULAS to do your calculations and show your work for partial credit. This test is open book, open notes and you may access the Internet.However, communication of any kind is NOT allowed. Once you are done, please save it and submit it via Bb. Time allowed: 6 HOURSGOOD LUCK!By entering name and student ID, you are attesting that you individually did work on the test, and the entire test was completed by you individually and WITH NO HELP OR ADVICE OR HINT, FROM ANYONE ELSE.NAME: ____________________________STUDENT ID: ___________________________
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Some Relevant and Useful Formulas:
VU =EBIT/Ku; VL = VU;D + SL = VL; KsL = KsU + (KsU - Kd) (D/S)
WACC = Wd Kd + WceKs = (D/V)Kd + (S/V)Ks
M&M Proposition I: VL=VU + TD
M&M Proposition II: KsL = KsU + (KsU – Kd) (1 - T) (D/S).
VU = EBIT(1-T)/KsU
KsL= KsU + (KsU - Kd) (1-T)(D/S)
WACCL= (D/V) Kd (1-T) + (S/V)Ks and VL = VU + TCD
VL = VU +D
8
9
10
11SOLUTION A. FCFE2015 =NI+ DEPR -CAP EXP - (WORKING CAPITAL 2015- WORKING CAP 2013) + (DEBT 2015-DEBT 2014)FCFE2015 = $117.9 + $573.5 - $800 - ($92 - $34.8) + (2000-1750) = $84.20 million FCFE2016 = $130 + $580 - $850 - (-370 - 92) + (2200 - 2000) = $522 million
Today is Jack’s 30th birthday. Five years ago, Jack opened a brokerage account when his grandmother gave him $25,000 for his 25th birthday. Jack added $2,000 to this account on his 26th birthday, $3,000 on his 27th birthday, $4,000 on his 28th birthday, and $5,000 on his 29th birthday. Jack’s goal is to have $400,000 in the account by his 40th birthday. Starting today, he plans to contribute a fixed amount to the account each year on his birthday. He will make 11 contributions, the first one will occur today, and the final contribution will occur on his 40th birthday. Complicating things somewhat is the fact that Jack plans to withdraw $20,000 from the account on his 40th birthday to finance the down payment on a home. How large does each of these 11 contributions have to be for Jack to reach his goal? Assume the account has earned (and will continue to earn) an effective return of 12% a year.
Today is Jack’s 30
th
birthday. Five years ago, Jack opened a brokerage account when his grandmother gave him $25,000 for his 25
th
birthday. Jack added $2,000 to
this account on his 26
th
birthday, $3,000 on his 27
th
birthday, $4,000 on his 28
th
birthday, and $5,000 on his 29
th
birthday. Jack’s goal is to have $400,000 in the
account by his 40
th
birthday. Starting today, he plans to contribute a fixed amount to the account each year on his birthday. He will make 11 contributions, the first
one will occur today, and the final contribution will occur on his 40
th
birthday. Complicating things somewhat is the fact that Jack plans to withdraw $20,000 from the
account on his 40
th
birthday to finance the down payment on a home. How large does each of t.
Chapter2_CaseGARNERS PLATOON MENTAL HEALTH CARE, INC.Balance SheeJinElias52
Chapter2_CaseGARNERS' PLATOON MENTAL HEALTH CARE, INC.Balance Sheet as of December 31, 2021 (in millions of dollars)Current assets:20212020 Current liabilities:20212020Cash and marketable securities$ 421Accrued wages and taxes$ 316$ 242Accounts receivable1,1091,020Accounts payable 867791Inventory1,7601,581Notes payable872714Total current assets3,290Total current liabilities2,0551,747 Long-term debt3,0903,494Fixed assets:Gross plant and equipment$ 4,132$ 4,743Stockholders’ equity:Less: Accumulated Depreciation840640Preferred stock (25million shares)6060Net plant and equipment4,972Common stock & paid-in surplus(200 million shares)637Other long-term assets892790Retained earnings3,3122,440Total5,8644,893Total equity4,0093,137Total assets$ 9,154$ 7,889Total liabilities and equity$ 9,154$ 7,889GARNERS' PLATOON MENTAL HEALTH CARE, INC.Income Statement for the Year Ended December 31, 2021 and 2020 (in millions of dollars)20212020Net sales revenue (all credit)$ 4,980Less: Cost of goods sold2,7342,035Gross profits2,7342,313Less: Other operating expenses125100Earnings before interest, taxes, depreciation, and amortization (EBITDA) 2,6092,213Less: Depreciation & amortization expense200191Earnings before interest and taxes (EBIT)2,409Less: Interest expense (21%)315285Earnings before taxes (EBT)2,0941,737Less: Income Tax Expense440Net income$ 1,654$ 1,372Less: Preferred stock dividends60Net income available to common stockholders$ 1,594$ 1,312Less: Common stock dividends722722Addition to retained earnings$ 872Per (common) share data:Earnings per share (EPS)$ 7,970.000Dividends per share (DPS)$ 3,610.000Book value per share (BVPS)$ 19,745.000Market value (price) per share (MVPS)$ 26.850$ 22.500GARNERS' PLATOON MENTAL HEALTH CARE, INC.Statement of Cash Flows for the Year Ended December 31, 2021 (in millions of dollars)2021Cash flows from operating activitiesNet incomeAdditions (sources of cash):Depreciation expenseIncrease in accrued wages and taxesIncrease in accounts payableSubtractions (uses of cash):Increase in accounts receivableIncrease in inventoryNet cash flow from operating activities:Cash flows from investing activitiesSubtractions:Increase in gross fixed assetsIncrease in other long-term assetsNet cash flow from investing activities:Cash flows from financing activitiesAdditions:Increase in notes payableIncrease in long-term debtIncrease in common and preferred stockSubtractions:Common and Preferred Dividends PaidNet cash flow from financing activities:Net change in cash and marketable securities26Beginning cash and marketable securities395Ending cash and marketable securities$ 421GARNERS' PLATOON MENTAL HEALTH CARE, INC.Statement of Retained Earnings for the Year Ended December 31, 2021 (in millions of dollars)Retained earnings balance at December 31, 2020$ 2,440Plus: Net income for 2021Less: Preferred stock dividendsLess: Common stock dividendsTotal dividendsRetained earnings balance at Decem ...
1 Question Information refinement means taking the system requi.docxmercysuttle
1
Question: Information refinement means taking the system requirements you find during requirements determination and ordering them into tables, diagrams, and other formats that make them easier to translate into technical system specifications.
A
True
B
False
2
Question: Agile Methodologies focus on the roles that people perform.
A
True
B
False
3
Question: In the ____, like that shown in the accompanying figure, the result of each phase, which is called a deliverable or end product, flows sequentially into the next phase in the SDLC.
A
Interactive model
B
Requirements model
C
Waterfall model
D
Object model
4
Question: The goal of operational feasibility is to understand the degree to which a proposed system will likely solve the business problems or take advantage of opportunities.
A
True
B
False
5
Question: Which of the following focuses on the frequent production of working versions of a system that have a subset of the total number of required features?
A
Use-case modeling
B
Limited production
C
Structured analysis
D
Structured programming
E
Iterative development
6
Question: Component focusing allows the systems analyst to break a system into small, manageable, and understandable subsystems.
A
True
B
False
7
Question: Greater user involvement in the system development process usually results in ____.
A
Poorer communication
B
More satisfied users
C
Slower development times
D
Both b and c
8
Question: Agile approaches work best when the system being developed operates in a stable environment.
A
True
B
False
9
Question: Dependence of one part of the system on one or more other system parts best describes
A
Interrelated components
B
Component
C
Dependency
D
Cohesion
E
Boundary
10
Question: A systems development technique is the series of steps used to mark the phases of development for an information system.
A
True
B
False
11
Question: Analyzing an organization's activities to determine where value is added to products and/or services and the costs incurred best describes
A
Affinity clustering
B
Value chain analysis
C
Resource availability
D
Business process reengineering
E
Technical difficulty
12
Question: A ____ path includes all tasks that are vital to the project schedule.
A
Vital
B
Baseline
C
Critical
D
Foundational
13
Question: Referencing enterprise solutions, the difference between the modules and traditional approaches is that the modules are integrated to focus on the business functional areas, rather than on business processes.
A
True
B
False
14
Question: The document sent to vendors asking them to propose hardware and software that will meet the requirements of your new system is called a
A
Requirements statement
B
Systems service request
C
Baseline Project Plan
D
Business case
E
Request for proposal (RFP)
15
Question: The first step in creating a WBS is to ____.
A
Mark all recognizable events
B
Determine ...
1 pageApaSourcesDiscuss how an organization’s marketing i.docxmercysuttle
1 page
Apa
Sources:
Discuss how an organization’s marketing information skills and resources contribute to its distinctive capabilities
Refereence
Cravens, D., & Piercy, N. (2013). Strategic marketing (10th ed.). New York: McGraw-Hill.
1 page
A
pa
S
ources:
Discuss how an organization’s marketing information skills and resources contribute to its distinctive
capabilitie
s
Refereence
Cravens, D., & Piercy, N. (2013). Strategic marketing (10th ed.). New York: McGraw
-
Hill
.
...
1
R1
20
V1
1Vac
0Vdc R2
100
V
C1
3m
ECE2280 Homework #1
1. (a) Find 𝑉!/𝑉!
(b) Find the Thevenin equivalent between terminals a-b.
Assume that Vg is the input signal. Find the Thevenin equivalent between terminals a-b.
2. Use the solution from Problem 1.
(a)If Vg=2V DC, what is the output at Vo?
(b)If Vg=5V DC, what is the output at Vo?
(c)If Vg=sin(10t), what is the output at Vo? Make a rough sketch of Vo and Vg.
(d) Note that this is an amplifier – the output is linearly related to the input by a gain value. Mathematically, this is
expressed as:
𝑉𝑜𝑢𝑡
𝑉𝑖𝑛
= (𝑔𝑎𝑖𝑛)
For this circuit, what variable is Vout and Vin. What is the numerical gain value?
3. Sketch the following waveforms. Identify the dc component of the waveform and the ac component of the
waveform.
a. Vs=10cos(2πt)
b. Vs=3V+3cos(3t)
c. Vs=5V±0.5V
4. Explain in your own words the procedural steps for plotting Bode Plots. (Note: I would prepare this question for use
during an exam)
Use the following figure for Problems 5-10:
5. Derive the transfer function 𝐻 𝑠 =
!!
!!
by hand.
6 and 7. Use Multisim to draw the circuit and print it out.
8. Simulate the circuit in Mulitsim to obtain the Bode Plots for the circuit.
9. Use MATLAB and the result of the hand derivation to obtain the Bode Plots.
10. Sketch the straight-line approximation of the magnitude Bode plot on the same graph as that printed out in Problem 9.
Note that Multisim plots the results over frequency and the derived transfer function uses 𝜔.
+ _
10Ω
8v1
+
_
a
b
2v2
40Ω
+
v1
-
5Ω 40Ω
20Ω
6Ω
10Ω _
v2
+
Sales and Disposal of Assets
After reviewing the scenario, explain the impact that the adjusted basis has on the calculation of tax liability, and propose at least two (2) tax-planning strategies for reducing, eliminating, or deferring the payment of capital gains taxes. Also, discuss other alternatives aimed at optimizing deductions or reducing taxes, such as selling the property to an unrelated third party which, in turn, allows losses to be deductible expenses.
Imagine that you are a tax consultant and a client needs your advice on how to reduce his tax liability on the sale of depreciable assets that have not been fully depreciated. The client has identified three (3) long-term depreciable assets and assumes that he will be able to pay capital gains taxes on the profit from their sale. It would be to your client’s advantage to treat a taxable gain as long-term capital gain to which lower rates apply and a loss is categorized as an ordinary loss, which can offset ordinary loss, which can offset ordinary income. Discuss the treatment of gains and losses for Section 1231 and Section 1245 of the Internal Revenue Code, and recommend at least three (3) tax-planning strategies that would assist the client in reducing his tax liability. Provide support for you
1
PSYC 499: Senior Capstone
The Impact of the Social on the Individual
Class Syllabus
Spring/2020
Class Cycle: Monday - Sunday
Instructor: Tara West
Contact Information: [email protected]
Office Hours: Mondays, 2pm – 3pm (or by appointment)
NOTE: When emailing, please include your name and class in the subject line
Course Materials:
• Lesko, W.A. (2012). Readings in social psychology: General, classic, and contemporary
selections (8th ed.). New York, NY: Pearson. ISBN: 978-0-205-17967. (Required)
• American Psychological Association (2019). Concise Rules of APA Style (7th ed.).
Washington, DC: American Psychological Association. ISBN: 978-1433832178.
(Recommended)
Type of Course: Required
Field of Study: Psychology
Credits: 3 credits, undergraduate
Pre-requisites:
Completion of all required courses (Level 2 and Level 3) and permission.
Course Description:
All students will complete a senior research project under the direction of a faculty mentor, with a
topic within the track in which the student has completed at least three courses. This capstone
project will build upon work done in previous courses, allowing students to apply methods of
scholarly and/or action research to specific psychological issues. Projects may be completed in
small research groups or individually.
Course Summary:
This capstone project will build upon work completed in previous courses, allowing students to
apply methods of scholarly and/or action research to the field of Social Psychology, specifically the
impact of the social world on individuals.
Course Goals:
The objectives for this course include: gaining a theoretical knowledge base about the interplay
between individuals and their environments, gaining first-hand experience with the many steps
involved with research, the interpretation of research, and the presentation of research, using APA
formatting. Likewise, you will increase your familiarity with reading (and finding) primary sources.
Although only a few of you may pursue careers as researchers, all of you are consumers of research.
As such, a major goal for this course is to develop your capacity to critically think about, evaluate,
and critique the scientific evidence that is often presented in journal articles, newspapers,
magazines, and on television.
2
Learning Objectives/ Outcomes:
o Students should be able to:
• Conduct a review of research in a specific area of Psychology.
• Understand the strengths and weaknesses of scientific research.
• Interpret and generalize appropriately from research results.
• Evaluate the appropriateness of conclusions derived from psychological research.
• Use the concepts, language, and major theories of the discipline to account for
psychological phenomena in the context of social psychology.
• Use reasoning to recognize, develop, defend, and criticize arguments.
• Articulate how psycholo ...
More Related Content
Similar to 01 June 2014Page of 1 ProQuest____________________________.docx
Dear students get fully solved assignments
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This is a presentation created by Global Financial Disrtibutors (GFD) and used by permission. This presentation explains Leveraged Planning Solutions and who they are good for.
Presented by Michael E Winkler
This document brings together a set
of latest data points and publicly
available information relevant for
Healthcare Industry. We are very
excited to share this content and
believe that readers will benefit from this periodic publication immensely.
COVERFINANCIAL POLICY AND STRATEGY.PROFESSOR MANUCHEHR SHAHROKHIDI.docxvanesaburnand
COVERFINANCIAL POLICY AND STRATEGY.PROFESSOR MANUCHEHR SHAHROKHIDIAGNOSTIC TESTNote: Please use EXCEL FORMULAS to do your calculations and show your work for partial credit. This test is open book, open notes and you may access the Internet.However, communication of any kind is NOT allowed. Once you are done, please save it and submit it via Bb. Time allowed: 6 HOURSGOOD LUCK!By entering name and student ID, you are attesting that you individually did work on the test, and the entire test was completed by you individually and WITH NO HELP OR ADVICE OR HINT, FROM ANYONE ELSE.NAME: ____________________________STUDENT ID: ___________________________
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Some Relevant and Useful Formulas:
VU =EBIT/Ku; VL = VU;D + SL = VL; KsL = KsU + (KsU - Kd) (D/S)
WACC = Wd Kd + WceKs = (D/V)Kd + (S/V)Ks
M&M Proposition I: VL=VU + TD
M&M Proposition II: KsL = KsU + (KsU – Kd) (1 - T) (D/S).
VU = EBIT(1-T)/KsU
KsL= KsU + (KsU - Kd) (1-T)(D/S)
WACCL= (D/V) Kd (1-T) + (S/V)Ks and VL = VU + TCD
VL = VU +D
8
9
10
11SOLUTION A. FCFE2015 =NI+ DEPR -CAP EXP - (WORKING CAPITAL 2015- WORKING CAP 2013) + (DEBT 2015-DEBT 2014)FCFE2015 = $117.9 + $573.5 - $800 - ($92 - $34.8) + (2000-1750) = $84.20 million FCFE2016 = $130 + $580 - $850 - (-370 - 92) + (2200 - 2000) = $522 million
Today is Jack’s 30th birthday. Five years ago, Jack opened a brokerage account when his grandmother gave him $25,000 for his 25th birthday. Jack added $2,000 to this account on his 26th birthday, $3,000 on his 27th birthday, $4,000 on his 28th birthday, and $5,000 on his 29th birthday. Jack’s goal is to have $400,000 in the account by his 40th birthday. Starting today, he plans to contribute a fixed amount to the account each year on his birthday. He will make 11 contributions, the first one will occur today, and the final contribution will occur on his 40th birthday. Complicating things somewhat is the fact that Jack plans to withdraw $20,000 from the account on his 40th birthday to finance the down payment on a home. How large does each of these 11 contributions have to be for Jack to reach his goal? Assume the account has earned (and will continue to earn) an effective return of 12% a year.
Today is Jack’s 30
th
birthday. Five years ago, Jack opened a brokerage account when his grandmother gave him $25,000 for his 25
th
birthday. Jack added $2,000 to
this account on his 26
th
birthday, $3,000 on his 27
th
birthday, $4,000 on his 28
th
birthday, and $5,000 on his 29
th
birthday. Jack’s goal is to have $400,000 in the
account by his 40
th
birthday. Starting today, he plans to contribute a fixed amount to the account each year on his birthday. He will make 11 contributions, the first
one will occur today, and the final contribution will occur on his 40
th
birthday. Complicating things somewhat is the fact that Jack plans to withdraw $20,000 from the
account on his 40
th
birthday to finance the down payment on a home. How large does each of t.
Chapter2_CaseGARNERS PLATOON MENTAL HEALTH CARE, INC.Balance SheeJinElias52
Chapter2_CaseGARNERS' PLATOON MENTAL HEALTH CARE, INC.Balance Sheet as of December 31, 2021 (in millions of dollars)Current assets:20212020 Current liabilities:20212020Cash and marketable securities$ 421Accrued wages and taxes$ 316$ 242Accounts receivable1,1091,020Accounts payable 867791Inventory1,7601,581Notes payable872714Total current assets3,290Total current liabilities2,0551,747 Long-term debt3,0903,494Fixed assets:Gross plant and equipment$ 4,132$ 4,743Stockholders’ equity:Less: Accumulated Depreciation840640Preferred stock (25million shares)6060Net plant and equipment4,972Common stock & paid-in surplus(200 million shares)637Other long-term assets892790Retained earnings3,3122,440Total5,8644,893Total equity4,0093,137Total assets$ 9,154$ 7,889Total liabilities and equity$ 9,154$ 7,889GARNERS' PLATOON MENTAL HEALTH CARE, INC.Income Statement for the Year Ended December 31, 2021 and 2020 (in millions of dollars)20212020Net sales revenue (all credit)$ 4,980Less: Cost of goods sold2,7342,035Gross profits2,7342,313Less: Other operating expenses125100Earnings before interest, taxes, depreciation, and amortization (EBITDA) 2,6092,213Less: Depreciation & amortization expense200191Earnings before interest and taxes (EBIT)2,409Less: Interest expense (21%)315285Earnings before taxes (EBT)2,0941,737Less: Income Tax Expense440Net income$ 1,654$ 1,372Less: Preferred stock dividends60Net income available to common stockholders$ 1,594$ 1,312Less: Common stock dividends722722Addition to retained earnings$ 872Per (common) share data:Earnings per share (EPS)$ 7,970.000Dividends per share (DPS)$ 3,610.000Book value per share (BVPS)$ 19,745.000Market value (price) per share (MVPS)$ 26.850$ 22.500GARNERS' PLATOON MENTAL HEALTH CARE, INC.Statement of Cash Flows for the Year Ended December 31, 2021 (in millions of dollars)2021Cash flows from operating activitiesNet incomeAdditions (sources of cash):Depreciation expenseIncrease in accrued wages and taxesIncrease in accounts payableSubtractions (uses of cash):Increase in accounts receivableIncrease in inventoryNet cash flow from operating activities:Cash flows from investing activitiesSubtractions:Increase in gross fixed assetsIncrease in other long-term assetsNet cash flow from investing activities:Cash flows from financing activitiesAdditions:Increase in notes payableIncrease in long-term debtIncrease in common and preferred stockSubtractions:Common and Preferred Dividends PaidNet cash flow from financing activities:Net change in cash and marketable securities26Beginning cash and marketable securities395Ending cash and marketable securities$ 421GARNERS' PLATOON MENTAL HEALTH CARE, INC.Statement of Retained Earnings for the Year Ended December 31, 2021 (in millions of dollars)Retained earnings balance at December 31, 2020$ 2,440Plus: Net income for 2021Less: Preferred stock dividendsLess: Common stock dividendsTotal dividendsRetained earnings balance at Decem ...
Similar to 01 June 2014Page of 1 ProQuest____________________________.docx (18)
1 Question Information refinement means taking the system requi.docxmercysuttle
1
Question: Information refinement means taking the system requirements you find during requirements determination and ordering them into tables, diagrams, and other formats that make them easier to translate into technical system specifications.
A
True
B
False
2
Question: Agile Methodologies focus on the roles that people perform.
A
True
B
False
3
Question: In the ____, like that shown in the accompanying figure, the result of each phase, which is called a deliverable or end product, flows sequentially into the next phase in the SDLC.
A
Interactive model
B
Requirements model
C
Waterfall model
D
Object model
4
Question: The goal of operational feasibility is to understand the degree to which a proposed system will likely solve the business problems or take advantage of opportunities.
A
True
B
False
5
Question: Which of the following focuses on the frequent production of working versions of a system that have a subset of the total number of required features?
A
Use-case modeling
B
Limited production
C
Structured analysis
D
Structured programming
E
Iterative development
6
Question: Component focusing allows the systems analyst to break a system into small, manageable, and understandable subsystems.
A
True
B
False
7
Question: Greater user involvement in the system development process usually results in ____.
A
Poorer communication
B
More satisfied users
C
Slower development times
D
Both b and c
8
Question: Agile approaches work best when the system being developed operates in a stable environment.
A
True
B
False
9
Question: Dependence of one part of the system on one or more other system parts best describes
A
Interrelated components
B
Component
C
Dependency
D
Cohesion
E
Boundary
10
Question: A systems development technique is the series of steps used to mark the phases of development for an information system.
A
True
B
False
11
Question: Analyzing an organization's activities to determine where value is added to products and/or services and the costs incurred best describes
A
Affinity clustering
B
Value chain analysis
C
Resource availability
D
Business process reengineering
E
Technical difficulty
12
Question: A ____ path includes all tasks that are vital to the project schedule.
A
Vital
B
Baseline
C
Critical
D
Foundational
13
Question: Referencing enterprise solutions, the difference between the modules and traditional approaches is that the modules are integrated to focus on the business functional areas, rather than on business processes.
A
True
B
False
14
Question: The document sent to vendors asking them to propose hardware and software that will meet the requirements of your new system is called a
A
Requirements statement
B
Systems service request
C
Baseline Project Plan
D
Business case
E
Request for proposal (RFP)
15
Question: The first step in creating a WBS is to ____.
A
Mark all recognizable events
B
Determine ...
1 pageApaSourcesDiscuss how an organization’s marketing i.docxmercysuttle
1 page
Apa
Sources:
Discuss how an organization’s marketing information skills and resources contribute to its distinctive capabilities
Refereence
Cravens, D., & Piercy, N. (2013). Strategic marketing (10th ed.). New York: McGraw-Hill.
1 page
A
pa
S
ources:
Discuss how an organization’s marketing information skills and resources contribute to its distinctive
capabilitie
s
Refereence
Cravens, D., & Piercy, N. (2013). Strategic marketing (10th ed.). New York: McGraw
-
Hill
.
...
1
R1
20
V1
1Vac
0Vdc R2
100
V
C1
3m
ECE2280 Homework #1
1. (a) Find 𝑉!/𝑉!
(b) Find the Thevenin equivalent between terminals a-b.
Assume that Vg is the input signal. Find the Thevenin equivalent between terminals a-b.
2. Use the solution from Problem 1.
(a)If Vg=2V DC, what is the output at Vo?
(b)If Vg=5V DC, what is the output at Vo?
(c)If Vg=sin(10t), what is the output at Vo? Make a rough sketch of Vo and Vg.
(d) Note that this is an amplifier – the output is linearly related to the input by a gain value. Mathematically, this is
expressed as:
𝑉𝑜𝑢𝑡
𝑉𝑖𝑛
= (𝑔𝑎𝑖𝑛)
For this circuit, what variable is Vout and Vin. What is the numerical gain value?
3. Sketch the following waveforms. Identify the dc component of the waveform and the ac component of the
waveform.
a. Vs=10cos(2πt)
b. Vs=3V+3cos(3t)
c. Vs=5V±0.5V
4. Explain in your own words the procedural steps for plotting Bode Plots. (Note: I would prepare this question for use
during an exam)
Use the following figure for Problems 5-10:
5. Derive the transfer function 𝐻 𝑠 =
!!
!!
by hand.
6 and 7. Use Multisim to draw the circuit and print it out.
8. Simulate the circuit in Mulitsim to obtain the Bode Plots for the circuit.
9. Use MATLAB and the result of the hand derivation to obtain the Bode Plots.
10. Sketch the straight-line approximation of the magnitude Bode plot on the same graph as that printed out in Problem 9.
Note that Multisim plots the results over frequency and the derived transfer function uses 𝜔.
+ _
10Ω
8v1
+
_
a
b
2v2
40Ω
+
v1
-
5Ω 40Ω
20Ω
6Ω
10Ω _
v2
+
Sales and Disposal of Assets
After reviewing the scenario, explain the impact that the adjusted basis has on the calculation of tax liability, and propose at least two (2) tax-planning strategies for reducing, eliminating, or deferring the payment of capital gains taxes. Also, discuss other alternatives aimed at optimizing deductions or reducing taxes, such as selling the property to an unrelated third party which, in turn, allows losses to be deductible expenses.
Imagine that you are a tax consultant and a client needs your advice on how to reduce his tax liability on the sale of depreciable assets that have not been fully depreciated. The client has identified three (3) long-term depreciable assets and assumes that he will be able to pay capital gains taxes on the profit from their sale. It would be to your client’s advantage to treat a taxable gain as long-term capital gain to which lower rates apply and a loss is categorized as an ordinary loss, which can offset ordinary loss, which can offset ordinary income. Discuss the treatment of gains and losses for Section 1231 and Section 1245 of the Internal Revenue Code, and recommend at least three (3) tax-planning strategies that would assist the client in reducing his tax liability. Provide support for you
1
PSYC 499: Senior Capstone
The Impact of the Social on the Individual
Class Syllabus
Spring/2020
Class Cycle: Monday - Sunday
Instructor: Tara West
Contact Information: [email protected]
Office Hours: Mondays, 2pm – 3pm (or by appointment)
NOTE: When emailing, please include your name and class in the subject line
Course Materials:
• Lesko, W.A. (2012). Readings in social psychology: General, classic, and contemporary
selections (8th ed.). New York, NY: Pearson. ISBN: 978-0-205-17967. (Required)
• American Psychological Association (2019). Concise Rules of APA Style (7th ed.).
Washington, DC: American Psychological Association. ISBN: 978-1433832178.
(Recommended)
Type of Course: Required
Field of Study: Psychology
Credits: 3 credits, undergraduate
Pre-requisites:
Completion of all required courses (Level 2 and Level 3) and permission.
Course Description:
All students will complete a senior research project under the direction of a faculty mentor, with a
topic within the track in which the student has completed at least three courses. This capstone
project will build upon work done in previous courses, allowing students to apply methods of
scholarly and/or action research to specific psychological issues. Projects may be completed in
small research groups or individually.
Course Summary:
This capstone project will build upon work completed in previous courses, allowing students to
apply methods of scholarly and/or action research to the field of Social Psychology, specifically the
impact of the social world on individuals.
Course Goals:
The objectives for this course include: gaining a theoretical knowledge base about the interplay
between individuals and their environments, gaining first-hand experience with the many steps
involved with research, the interpretation of research, and the presentation of research, using APA
formatting. Likewise, you will increase your familiarity with reading (and finding) primary sources.
Although only a few of you may pursue careers as researchers, all of you are consumers of research.
As such, a major goal for this course is to develop your capacity to critically think about, evaluate,
and critique the scientific evidence that is often presented in journal articles, newspapers,
magazines, and on television.
2
Learning Objectives/ Outcomes:
o Students should be able to:
• Conduct a review of research in a specific area of Psychology.
• Understand the strengths and weaknesses of scientific research.
• Interpret and generalize appropriately from research results.
• Evaluate the appropriateness of conclusions derived from psychological research.
• Use the concepts, language, and major theories of the discipline to account for
psychological phenomena in the context of social psychology.
• Use reasoning to recognize, develop, defend, and criticize arguments.
• Articulate how psycholo ...
1 Politicking is less likely in organizations that have· adecl.docxmercysuttle
1 Politicking is less likely in organizations that have
·
adeclining resources
·
high role ambiguity
·
clear performance appraisal systems
·
democratic decision making
2 In convergent periods, the role of executive management is to
·
develop new strategies for the problems at hand
·
shift middle managers to promote new views
·
reemphasize the mission and core values
·
challenge middle managers to reinvent their departments
3 Periods of convergence are those in which an organization
·
is in turmoil
·
seeks to improve its situation with relatively minor changes
·
must downsize to conserve resources
·
employs new strategies to advance the organization
4 Transformational change in an organization
·
is always necessary to some degree
·
is best delivered by a top-down plan
·
has no defined formula
·
is best delivered by a bottom-up plan
5 A person likely to participate in political behavior
·
believes he or she has little influence
·
has a desire for power
·
is a social nonconformist
·
is insensitive to social cues
6 To keep a strategy in focus, effective managers employ
·
rigid implementation
·
piecemeal implementation
·
simple goals
·
central themes
7 An influence tactic that relies on rank and enforcement of group goals is
·
legitimacy
·
coalitions
·
pressure
·
personal appeals
8 During organizational change, employee–management interfaces such as workshops and retreats
·
initiate
·
distract the participants from the real issues
·
help employees overcome downsizing issues
·
solve communication problems relatively short-term periods of high-energy action
9 Buck passing and scapegoating when politics is seen as a threat are forms of
·
defensive behaviors
·
offensive behaviors
·
suppression
·
aggression
10 A primary goal of politics in the workplace is to
·
exclude undesirable peers
·
form alliances
·
promote organizational goals
·
secure limited resources
11 Political behavior in the workplace
·
works only in an upward or lateral influence direction
·
attempts to influence decision making
·
is unlikely in a well-run organization
·
works only in a lateral influence direction
12 Impression management sends _____ messages that may be _____ under other circumstances.
·
false, true
·
ethical, unethical
·
true, false
·
convincing, unconvincing
13 The formulation and implementation of a strategy
·
are separate and sequential processes
·
must be completely defined before action is taken
·
are ongoing events within an organization
·
follow strict, unalterable guidelines
14 Surveys of seasoned managers reveal they believe politics in the workplace is
·
always unethical
·
part of some job requirements
·
a major part of organizational life
·
ineffective
15 With downward influence, power tactics preferred by U.S. managers include
·
personal appeals
·
inspirational appeals
·
coalitions
·
influence
16 Hard power tactics best influence those with which following characteristic?
·
High se ...
1 page2 sourcesReflect on the important performance management.docxmercysuttle
1 page
2 sources
Reflect on the important performance management theories and practices covered during the past six weeks. Describe one key point that you will apply to the work environment immediately. Highlight the specific course learning outcome(s) that relate(s) to this important takeaway. Also, mention the specific reading materials and/or theories that you found to be most applicable.
Required Text
Pulakos, E.D. (2009). Performance management: A new approach for driving business results. (1st ed.). West Sussex, United Kingdom: Wiley-Blackwell. ISBN: 9781405177610.
Chapter 9: Conclusion
Required References
de Leeuw, S., van den Berg, P (2011). Improving operational performance by influencing shopfloor behavior via performance management practices. Journal of Operations Management, 29, 3, 224-233. (Retrieved from http://www.isihome.ir/freearticle/ISIHome.ir-21006.pdf)
Fulmer, R.M., Stumpf, S.A. & Bleak, J. (2009). The strategic development of high potential leaders. Strategy & Leadership, 37(3), 17-22. (Retrieved from ProQuest).
Recommended References
Turnbull, H., Greenwood, R., Tworoger, L., & Golden, C. (2009). Diversity and inclusion in organizations: Developing an instrument for identification of skill deficiencies. Allied Academies International Conference. Academy of Organizational Culture, Communications and Conflict. Proceedings, 14(1), 28-33(Retrieved from ProQuest).
PLEASE HAVE THESE PARAGRAPH REWORDED IN YOUR OWN WORDS.
PLEASE DO NOT USE THE SAME WORDS AS IN THE PARAGRAPH.
· 1-According to chapter 8, a team is small number of people with similar skills who are committed to one ambition, performance goals, and pursuit for which they hold themselves accountable. In the other hand, a group is two or more people freely interacting who share norms and goals and have a common identity. The size of a group is limited by the potential for mutual interaction and mutual awareness. I was part of team during my military service, which I agree with the chapter that a team is more than just a group, because all my team members worked together towards a common goal and we all share responsibility for the team's success. The team I was part of was a 'fire team' that is a small military subunit of infantry designed to optimize bounding over watch, and fire and movement tactical within a hostile urban environment
·
· 2-At work, I am currently assigned to a group of customer service. This group or department consists of 12 employees, which all members have a shared knowledge of the group's objectives, but specific responsibilities are assigned to each of us. The purpose or objectives of our group is to troubleshoot technical problems, provide excellent customer support service, and address solutions to customers. The main factor of our group success is due to the manager in control of the group who also coordinate our individuals efforts. I would not change anything in my group, but I would add weekly meetings to see the end result ...
1 of 402.5 PointsUse Cramer’s Rule to solve the following syst.docxmercysuttle
1 of 40
2.5 Points
Use Cramer’s Rule to solve the following system.
x + 2y = 3
3x - 4y = 4
A. {(3, 1/5)}
B. {(5, 1/3)}
C. {(1, 1/2)}
D. {(2, 1/2)}
2 of 40
2.5 Points
Solve the following system of equations using matrices. Use Gaussian elimination with back substitution or Gauss-Jordan elimination.
x + y - z = -2
2x - y + z = 5
-x + 2y + 2z = 1
A. {(0, -1, -2)}
B. {(2, 0, 2)}
C. {(1, -1, 2)}
D. {(4, -1, 3)}
3 of 40
2.5 Points
Use Cramer’s Rule to solve the following system.
2x = 3y + 2
5x = 51 - 4y
A. {(8, 2)}
B. {(3, -4)}
C. {(2, 5)}
D. {(7, 4)}
4 of 40
2.5 Points
Use Cramer’s Rule to solve the following system.
4x - 5y = 17
2x + 3y = 3
A. {(3, -1)}
B. {(2, -1)}
C. {(3, -7)}
D. {(2, 0)}
5 of 40
2.5 Points
Use Cramer’s Rule to solve the following system.
4x - 5y - 6z = -1
x - 2y - 5z = -12
2x - y = 7
A. {(2, -3, 4)}
B. {(5, -7, 4)}
C. {(3, -3, 3)}
D. {(1, -3, 5)}
6 of 40
2.5 Points
Use Cramer’s Rule to solve the following system.
3x - 4y = 4
2x + 2y = 12
A. {(3, 1)}
B. {(4, 2)}
C. {(5, 1)}
D. {(2, 1)}
Reset Selection
7 of 40
2.5 Points
Use Cramer’s Rule to solve the following system.
x + y + z = 0
2x - y + z = -1
-x + 3y - z = -8
A. {(-1, -3, 7)}
B. {(-6, -2, 4)}
C. {(-5, -2, 7)}
D. {(-4, -1, 7)}
8 of 40
2.5 Points
Solve the following system of equations using matrices. Use Gaussian elimination with back substitution or Gauss-Jordan elimination.
3x1 + 5x2 - 8x3 + 5x4 = -8
x1 + 2x2 - 3x3 + x4 = -7
2x1 + 3x2 - 7x3 + 3x4 = -11
4x1 + 8x2 - 10x3+ 7x4 = -10
A. {(1, -5, 3, 4)}
B. {(2, -1, 3, 5)}
C. {(1, 2, 3, 3)}
D. {(2, -2, 3, 4)}
9 of 40
2.5 Points
Solve the following system of equations using matrices. Use Gaussian elimination with back substitution or Gauss-Jordan elimination.
x + y + z = 4
x - y - z = 0
x - y + z = 2
A. {(3, 1, 0)}
B. {(2, 1, 1)}
C. {(4, 2, 1)}
D. {(2, 1, 0)}
10 of 40
2.5 Points
Solve the system using the inverse that is given for the coefficient matrix.
2x + 6y + 6z = 8
2x + 7y + 6z =10
2x + 7y + 7z = 9
The inverse of:
2
2
2
6
7
7
6
6
7
is
7/2
-1
0
0
1
-1
-3
0
1
A. {(1, 2, -1)}
B. {(2, 1, -1)}
C. {(1, 2, 0)}
D. {(1, 3, -1)}
Reset Selection
11 of 40
2.5 Points
Use Gaussian elimination to find the complete solution to the following system of equations, or show that none exists.
2w + x - y = 3
w - 3x + 2y = -4
3w + x - 3y + z = 1
w + 2x - 4y - z = -2
A. {(1, 3, 2, 1)}
B. {(1, 4, 3, -1)}
C. {(1, 5, 1, 1)}
D. {(-1, 2, -2, 1)}
12 of 40
2.5 Points
Use Cramer’s Rule to solve the following system.
x + y = 7
x - y = 3
A. {(7, 2)}
B. {(8, -2)}
C. {(5, 2)}
D. {(9, 3)}
13 of 40
2.5 Points
Use Gaussian elimination to find the complete solution to each system.
x1 + 4x2 + 3x3 - 6x4 = 5
x1 + 3x2 + x3 - 4x4 = 3
2x1 + 8x2 + 7x3 - 5x4 = 11
2x1 + 5x2 - 6x4 = 4
A. {(-47t + 4, 12t, 7t + 1, t)}
B. {(-37t + 2, 16t, -7t + 1, t)}
...
1 of 6 LAB 5 IMAGE FILTERING ECE180 Introduction to.docxmercysuttle
1 of 6
LAB 5: IMAGE FILTERING
ECE180: Introduction to Signal Processing
OVERVIEW
You have recently learned about the convolution sum that serves as the basis of the FIR filter difference equation. The filter
coefficient sequence {𝑏𝑘} – equivalent to the filter’s impulse response ℎ[𝑛] – may be viewed as a one-dimensional moving
window that slides over the input signal 𝑥[𝑛] to compute the output signal 𝑦[𝑛] at each time step. Extending the moving
window concept to a 2-D array that slides over an image pixel array provides a useful and popular way to filter an image.
In this lab project you will implement two types of moving-window image filters, one based on convolution and the other
based on the median value of the pixel grayscale values spanned by the window. You will also gain experience with the
built-in image convolution filter imfilter.
OUTLINE
1. Develop and test a 33 median filter
2. Develop and test a 33 convolution filter
3. Evaluate the median and convolution filters to reduce noise while preserving edges
4. Study the behavior of various 33 convolution filter kernels for smoothing, edge detection, and sharpening
5. Learn how to use imfilter to convolution-filter color images, and study the various mechanisms offered by
imfilter to deal with boundary effects
PREPARATION – TO BE COMPLETED BEFORE LAB
Study these tutorial videos:
1. Nested “for” loops -- http://youtu.be/q2xfz8mOuSI?t=1m8s (review this part)
2. Functions -- http://youtu.be/0zTmMIh6I8A (review as needed)
Ensure that you have added the ECE180 DFS folders to your MATLAB path, especially the “images” and “matlab” subfolders.
Follow along with the tutorial video http://youtu.be/MEqUd0dJNBA, if necessary.
LAB ACTIVITIES
1. Develop and test a 33 median filter function:
1.1. Implement the following algorithm as the function med3x3:
TIP: First implement and debug the algorithm as a script and then convert it to a function as a final step. Use any
of the smaller grayscale images from the ECE180 “images” folder as you develop the function, or use the test
image X described in the Step 1.2.
(a) Create the function template and save it to an .m file with the same name as the function,
(b) Accept a grayscale image x as the function input,
http://youtu.be/q2xfz8mOuSI?t=1m8s
http://youtu.be/0zTmMIh6I8A
http://youtu.be/MEqUd0dJNBA
2 of 6
(c) Copy x to the output image y and then initialize y(:) to zero; this technique creates y as the same size and
data type as x,
(d) Determine the number of image rows and columns (see size),
(e) Loop over all pixels in image x (subject to boundary limits):
Extract a 33 neighborhood (subarray) about the current pixel,
Flatten the 2-D array to a 1-D array,
Sort the 1-D array values (see sort),
Assign the middle value of the sorted array to the current output pixel, and
(f) Return the median-filtered image y.
1.2. Enter load lab_5_verify to load the
1 Objectives Genetically transform bacteria with for.docxmercysuttle
1
Objectives
Genetically transform bacteria with
foreign DNA and induce
expression of genes encoded on
DNA to produce novel
Isolate chromosomal DNA from
Introduction
In this portion of the lab, you will perform a
procedure known as genetic
transformation. that a gene is
a piece of DNA that provides the
instructions for making (codes for) a
protein. This gives an organism a
particular trait. Genetic transformation
literally means change caused by genes,
involves the insertion of a gene into an
organism in order to change the organism’s
trait. transformation is used in
many areas of biotechnology. In
agriculture, genes coding for traits such as
pest, or spoilage resistance can be
genetically transformed into plants. In
bioremediation, bacteria can genetically
transformed with genes enabling them to
digest oil spills. In medicine, diseases
caused defective genes are beginning
to be treated by gene therapy; that is, by
genetically transforming a person’s
cells with healthy copies of the defective
gene that causes the
You will use a procedure to transform
bacteria with a gene that codes for Green
Fluorescent (GFP). The real-life
source of this gene is the bioluminescent
jellyfish Aequorea victoria.
Fluorescent Protein causes the jellyfish to
fluoresce and glow in the dark.
LAB TOPIC 10: Nucleic Acids and Genetic Transformation
Following the procedure,
the bacteria express their newly acquired
jellyfish gene and produce the fluorescent
which causes them to glow a
brilliant green color under ultraviolet
In this activity, you will learn about the
process of moving genes from one organism
to another with aid of a plasmid. In
nature, bacteria can transfer plasmids back
and forth allowing them to share
beneficial genes. This natural mechanism
allows bacteria to adapt to new
environments. The occurrence of
bacterial resistance to is due to
the transmission of
Genetic transformation involves
insertion of some new DNA into the E.
cells. In addition to one large
bacteria often contain one or more
circular pieces of DNA called
Plasmid DNA usually contains genes for
than one trait. Scientists can use a
called genetic engineering to insert
coding for new traits into a plasmid.
In case, the pGLO plasmid carries the
GFP that codes for the green
fluorescent protein and a gene (bla) that
codes for a protein that gives the
resistance to an antibiotic. The genetically
engineered plasmid can then be used to
genetically bacteria to give them
this new
Figure 10.1 Bacterial cell undergoing genetic transformation with the pGLO
plasmid
Exercise 10.1
Bacterial Transformation
2
Pre-lab exercises:
Since scientific laboratory investigations
are designed to get information about a
question, our first might be to
formulate some questions for this
Can we genetically transform an organism?
Which organism is
1. To genetically tra ...
1 of 8
Student name: …………….
Student ID: …………….
The Effect of Social Media on the English Language
2 of 8
Table Of Content:
Abstract 3
Introduction 3
Literature review 3
Significance of Research 4
Research Question 4
Methodology 4
Ethical Considerations 4
Limitations of the study 4
Expected results 5
Conclusion 5
References 6
Appendix 7
3 of 8
Abstract:
Giving the popularity of social networking sites lately, it has made an effect on the English
language either in a positive way by adding new words to the dictionary a negative way by misus-
ing the grammar and using incorrect abbreviated words like turning “you’re” to “your’. In this re-
search proposal I would like to investigate what the effect of using social networks has on the Eng-
lish language and see if it was more positive than negative and vice versa. I will be making a survey
page to collect data on the way people use these sites. Furthermore, we will see if people know the
importance of using proper English and try to make social networking sites improve our way of us-
ing the English language.
Introduction:
Technology has changed rapidly in the past five years, we became more reliant on our smart phones
and it completely changed the way we communicate with each other in our everyday life, it made it
easier for us to interact with people across the world with a single touch through social networking
sites, such as Twitter, Facebook and YouTube. Technology is clearly having some impact on the
English language and the words we use. Recently we saw how some Internet words have made it to
the Oxford dictionary this proves the impact it made, for example the word “Tweet” which means
according to the dictionary: “a posting made on the social networking service Twitter”. However,
some people think that it is okay to misuse Grammar or word spelling on social networking sites,
for instance, using “your” instead of “You’re”. So do these sites make a positive or a negative im-
pact on the English language?
Literature review:
A research titled “5 Ways That Social Media Benefits Writing the English language” written by
Mallary Jean Tenore in 2013 mentioned some ways that social media benefits writing and language,
such as how it increases the awareness of mistakes, when people make grammatical or spelling mis-
takes people will point them out via these websites therefore we become more aware of our spelling
and grammar thus improving our language. She also talked about how it creates new words and
meaning, such as “googled”, “tweeted”, “Friended”. She said that it also spotlight short writings
meaning it valued short storytelling with Vine videos where you have just six seconds to give a
message and in twitter you only have 140 characters to use which forces you to make every word
count.
4 of 8
Another research called Social networkin ...
1
MATH 106 QUIZ 4 Due: by 11:59 PM, Sunday, September 22, 2013,
(take-home part) via the Assignment Folder
NAME: _______________________________
I have completed this assignment myself, working independently and not consulting anyone except the
instructor.
INSTRUCTIONS
The take-home part of Quiz 4 is worth 75 points. There are 10 problems (5 pages), some with multiple parts.
This quiz is open book and open notes. This means that you may refer to your textbook, notes, and online
classroom materials, but you must work independently and may not consult anyone (and confirm this with
your submission). You may take as much time as you wish, provided you turn in your quiz no later than
Sunday, September 22, 2013.
Show work/explanation where indicated. Answers without any work may earn little, if any, credit. You
may type or write your work in your copy of the quiz, or if you prefer, create a document containing your work.
Scanned work is acceptable also. In your document, be sure to include your name and the assertion of
independence of work.
General quiz tips and instructions for submitting work are posted in the Quizzes conference.
If you have any questions, please contact me via Private Message in WebTycho.
1. (4 pts) Determine how many six-character codes can be formed if the first, second, third, and
fourth characters are letters, the fifth character is a nonzero digit, the sixth character is an odd
digit, and repetition of letters and digits are allowed. (A digit is 0, 1, 2, .., or 9.) Show your
work . 1. ______
A. 720
B. 175,760
C. 790,920
D. 20,563,920
2. (4 pts) Suppose that a multiple choice exam has seven questions and each question has five
choices. In how many ways can the exam be completed? Show your work. 2. ______
A. 35
B. 4,096
C. 16,807
D. 78,125
2
3. (4 pts) Given the feasible region shown to
the right, find the values of x and y that
minimize the objective function 8x + 7y.
Show your Work. 3. _______
A. There is no minimum.
B. (x, y) = (6, 0)
C. (x, y) = (3, 2)
D. (x, y) = (1, 4)
E. (x, y) = (0, 7)
4. (4 pts) Six customers in a grocery store are lining up at the check-out. In how many different
orders can the customers line up? Show your work. 4. _______
A. 6
B. 36
C. 720
D. 46,656
5. (4 pts) A restaurant’s menu has six appetizers, four entrees, and five beverages. To order dinner, a
customer must choose one entrée and one beverage, and may choose one appetizer. (That is, a dinner
must include one entrée and one beverage, but not necessarily an appetizer. An appetizer is optional.)
How many different dinners can be ordered? Show your work. ...
1 MN6003 Levis Strauss Case Adapted from Does Levi St.docxmercysuttle
1
MN6003 Levis Strauss Case:
Adapted from: “Does Levi Strauss still fit
America?” by Caroline Fairchild October 6, 2014,
Fortune Magazine and “Levi Strauss - The Boss
and the yogi” Jul 12th 2014 from the Economist
It used to be the only name in denim. Today the
161-year-old family owned company is just one
name among hundreds. Can anyone bring the
blue jeans pioneer back to its old glory? Enter
Chip Bergh—a former P&G brand whiz who once
made razorblades cool. Chip Bergh is not an
“apparel guy,” he says, while walking through
Levi’s Stadium in Santa Clara, California, the new
home of the San Francisco 49ers. Levi’s 20-year,
$220 million investment in the naming rights for
the 49ers stadium is part of a larger push to tap
into the nostalgia Bergh believes everyone has
for the brand. Despite the setting, Bergh isn’t
really a “sports guy” either. He is much more of a
company man. “I still bleed Procter & Gamble
blue,” he says about his former employer.
A crowd full of fans wearing your clothing is the
fantasy of anyone heading an apparel company.
But at Levi—the largest jeans company in the
world and the undisputed founder of the
category—the fantasy has been far from reality
for a long time. The creator of the 501 has
struggled to keep its brand relevant for what
Bergh calls Levi’s “Lost Generation.” For 120
years the term “Levi’s” was synonymous with
“blue jeans.” Then came the turn of the 21st
century, when a fashion explosion in denim
suddenly gave shoppers a range of high-end
choices—including brands like 7 For All Mankind
(founded in 2000) and True Religion (2002),
whose labels sounded more like cults than pants.
At the same time, lower-end rivals that had been
kicking around for a while (Lee and Wrangler)
began nibbling away at market share and
consumers defected to cheaper jeans, sold by
“fast-fashion” retailers like Zara and H&M. Levi
got lost in the middle. With $7.1 billion in 1996
sales, the company used to be bigger than Nike.
By 2003, Levi’s revenues had bell-bottomed out
to $4.2 billion. Over the next decade, sales rose
only barely as the company failed to translate
affection for the brand into actual purchases.
Levi’s design team was late to key trends, like
colored denim for women and more tailored jeans
for men. Once in the top quintile of
the Fortune 500, Levi dropped off the list in 2012.
That kind of decline would be a challenge for any
new CEO, yet Bergh, a 57-year-old vegan and
former U.S. Army captain, is bringing a discipline
to the company that had been missing for nearly
20 years. He has taken an axe to the company’s
inflated cost structure and is convinced that he
can make Levi grow again. While still relying
heavily on the classic pieces of clothing that are
the seam of the denim giant’s business (think the
button-fly jean, the white pocket tee, the trucker
jacket), Bergh is now investing i ...
1
NAME__________________
EXAM 1
Directions: Answer the following questions on the attached sheets of paper. Please adhere
to the following guidelines to reduce any suspicions of cheating:
1. KEEP YOUR EYES ON YOUR OWN EXAM AT ALL TIMES.
2. KEEP YOUR ANSWERS COVERED AT ALL TIMES.
3. Do not communicate with any other student during the exam.
4. Do not use any unauthorized prepared material during the exam.
5. Only acceptable calculators may be used on the exams.
6. Do not leave the room at any time before handing in your exam.
7. SHOW ALL OF YOUR WORK (answers may not be accepted without work
shown)
EQUATIONS
if
xxx
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dt
dx
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t
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dt
dv
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2
00
2
1
tatvxx
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)(2
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xxavv
xxx
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1
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tavv
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tatvrr
g
v
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2
sin
0
22
0
g
v
R 0
2
0
2sin
jAiAA
yx
ˆˆ
22
yx
AAA
x
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A
A
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tan
cosABBA
sinABBA
r
v
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dt
vd
a
t
raaa rt ˆ
ˆ
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r
T
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amF
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Earth: mR
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2
1. A stone is thrown straight up with a speed of 25.0 m/s from the top of a building 55.0 m
tall.
a. How far above the ground will the stone go?
b. How long until the stone hits the ground?
c. What is the speed of the stone just before it hits the ground?
d. If a ball is thrown downward from the top of the same building with a speed of
25.0 m/s, will its speed just before hitting the ground be greater than, less than, or
equal to the speed of the stone just before it hits the ground? Explain. (Hint:
What is the speed of the stone when it returns to the height it was thrown?)
3
2. A ball is thrown from the top of a building of height 40m at an angle of 20˚ above the
horizontal and with an initial speed of 15m/s. Use the assumptions of projectile motion
to answer the following questions.
a. How high above the ground will the ball travel?
b. What speed will the ball have at the maximum height?
c. What is the direction of the velocity of the ball at the maximum height?
d. How far has the ball traveled horizontally when it hits the ground?
e. What will be the speed of the ball when it hits the ground?
4
3. Consider the frictionless system below. The pulley is massless and frictionless, and the
string is massless. The mass of each block is ma = 2.0 kg, mb = 1.0 kg, mc = 2.0 kg, and
md = 1.0 kg.
a. What is the acceleration of the system?
b. What is the tension in the string between block a and block b?
c. What is the tension in the string between block b and block c?
d. What is the tension in the string between block c and block d?
e. If the system is initially at rest, how long will it take block d to fall 3.0 m?
5
4. Two equal mass ...
1
Name: Chem 9, Section:
Lab Partner: Experiment Date:
Synthetic Polymers and Plastics
Part A: Physical Characteristics
Find or choose one type of each of the following plastic polymers, and report the following
characteristics:
Plastic
number
Short Name
(HDPE,
LDPE, etc)
Clear
(yes or no)
Opaque
(yes or no)
Flexibility
(can be
bent?)
Durability
(hard or
soft)
Breakability
(can be
cracked?)
Recyclable
(yes or no)
1
2
3
4
5
6
7
Part B: Density Tests
Report for plastic samples in each liquid: sinks rapidly, sinks slowly, floats on top, floats below surface
Plastic
number
1:1 ethanol/water
density = 0.94 g/cm
3
Water
density = 1.0 g/cm
3
10% NaCl solution
density = 1.08 g/cm
3
1
2
3
4
5
6
Relative Plastic Densities:
Less than 0.94 g/cm
3
Less than 1.0 g/cm
3
Less than 1.08 g/cm
3
More than 1.08 g/cm
3
Ranking of densities:
(lowest) _______ _______ _______ _______ _______ _______ (highest)
2
Part C: Polymer Bouncy Balls
Polymer Ball composition Approximate height bounced Physical characteristics
Ball #1:
Ball #2
Ball #3
Questions
1. Which of the Big Six plastics was the most flexible?
2. Which of the Big Six plastics would be the best material for each of the following examples?
Use short names to identify each plastic (e.g. HDPE).
a replacement for a glass window ?
a take-out container for food?
a flexible, expandable bag for carrying items?
a lightweight bottle cap?
3. An unknown plastic floats in a 10% NaCl solution but sinks in water. What is the range of
possible density values this plastic may have? Suggest the composition of this plastic.
3
4. Why is it important to dislodge any adhering bubbles in the density tests?
5. PET plastic (number 1) is the most valuable waste plastic at the present time. Suggest a way
to separate it commercially from other waste plastics.
6. Sometimes plastic containers are made from two polymers and not just one. What would
happen to the water density test if HDPE and PVC were mixed?
7. Why are plastic recyclers very concerned about identifying the different polymers and not
mixing them together?
8. The figure below depicts polymerization of polystyrene (PS). Circle the original monomers
and determine how many monomers are present.
4
9. Polyvinylchloride (PVC) is composed of the vinyl chloride monomer. The monomer
structure and general reaction are shown at right.
Draw a polyvinyl chloride polymer composed of five
monomers arrange ...
1 pageapasources2Third Party LogisticsBriefly describe .docxmercysuttle
1 page
apa
sources:2
Third Party Logistics
Briefly describe the basic types of third party logistics (3PL) organizations.
• Identify some of the best practices that leading companies using 3PLs have embraced.
• What value-added considerations would you take into account when considering the use of a 3PL?
• Which 3PL would provide the most suitable service to your organization? (Forwarder and Warehousing are the ones my company use.)
• What 3PLs does your organization currently use? (My company uses a freight forwarder)
What other 3PLs could you recommend to your management? Domestic Transportation.
WAVfiles/behave.wav
WAVfiles/cat_meow_x.wav
WAVfiles/cow3.wav
WAVfiles/goat2.wav
WAVfiles/gold.wav
WAVfiles/imamog.wav
WAVfiles/reach.wav
WAVfiles/README.txt
Title Artist
===== ======
behave Austin Powers
cat_meow_x Kitty
cow3 Miss Cow
goat2 Goaty
gold Snowman
imamog Mog
reach Woody
rudolph Rudolph
theme Archie and Edith
warning_alien Robot
wizoz5 Munchkins
WAVfiles/rudolph.wav
WAVfiles/theme.wav
WAVfiles/warning_alien.wav
WAVfiles/wizoz5.wav
...
1 Pageapasources2Review the Food Environment Atlas maps for.docxmercysuttle
1 Page
apa
sources:2
Review the Food Environment Atlas maps for variables that seem to affect your selected state the most.
Select a state and variables you consider relevant to represent the food environment in you chosen state.
1) Include at least two food categories from the following list:
? ACCESS
? STORES
? RESTAURANTS
? ASSISTANCE
? INSECURITY
? PRICES_TAXES
? LOCAL
2) Include at least two health variables in each of the selected food categories. Find the name and descriptions of variables in the Food Environment Atlas Resources: Excel Data and Documentation Download.
Write a 200- to 300-word plan that includes
? your selected state (Texas);
? selected food categories and health variables; and
? reasons for selection. Are your variables expressed in numbers or percentages?
Optional: Discuss choices in discussion with classmates and instructor. Write a summary of your discussion to include with this assignment.
...
1 Lab 3 Newton’s Second Law of Motion Introducti.docxmercysuttle
1
Lab 3: Newton’s Second Law of Motion
Introduction
Newton’s Second law of motion can be summarized by the following equation:
Σ F = m a (1)
where Σ F represents a net force acting on an object, m is the mass of the object moving
under the influence of Σ F, and a is the acceleration of that object. The bold letters in
the equation represent vector quantities.
In this lab you will try to validate this law by applying Eq. 1 to the almost frictionless
motion of a car moving along a horizontal aluminum track when a constant force T
(tension in the string) acts upon it. This motion (to be exact the velocity of the moving
object) will be recorded automatically by a motion sensor. The experimental set up
for a car moving away from the motion sensor is depicted below.
If we consider the frictionless motion of the cart in the positive x-direction chosen in
the diagram, then Newton’s Second Law can be written for each of the objects as
follows:
T Ma (2)
and
– gT F ma (3)
From this system of equations we can get the acceleration of the system:
2
gF
a
m M
(4)
Because the motion of the car is not frictionless, to get better results it is necessary to
include the force of kinetic friction fk experienced by the moving car in the analysis.
When the cart is moving away from the motion detector (positive x-direction in the
diagram) Newton’s Second Law is written as follows for each of the moving objects
m and M:
1 1– kT f Ma (5)
and
1 1– gT F ma (6)
Since it is quite difficult to assess quantitatively the magnitude of kinetic friction
involved in our experiment we will solve the problem by putting the object in two
different situations in which the friction acts in opposite directions respectively while
the tension in the string remains the same.
When the cart M is forced to move towards the motion detector (negative x-direction
in the diagram), the corresponding Newton’s Second Law equations will change as
follows:
2 2kT f Ma (7)
and
2 2gT F ma (8)
Note that in equations 5, 6, 7, and 8 the direction of acceleration represented by vector
a has been chosen in the same direction as the direction of motion.
We are able to eliminate the force of kinetic friction on the final result, by calculating
the mean acceleration from these two runs:
1 2
2
ave
slope slope
a
(9)
Combing the equations (5) – (8) we derive the equation to calculate the value of
gravitational acceleration:
avea M mg
m
(10)
3
Equipment
Horizontal dynamics track with smart pulley and safety stopper on one end; collision
cart with reflector connected to a variable mass hanging over the pulley; motion
detector connected to the Science Workshop interface recording the velocity of the
moving cart.
Procedure:
a) Weigh the cart (M) and the small mass (m) hanger.
b) Open the experiment file “New ...
1 Marks 2 A person can be prosecuted for both an attempt and .docxmercysuttle
1
Marks: 2
A person can be prosecuted for both an attempt and the completed crime.
Choose one answer.
a. False
b. True
Question 2
Marks: 2
According to Hicks v. U.S.,150 U.S. 442 (1893)one can be held criminally liable by “merely speaking words of encouragement.”
Choose one answer.
a. True
b. False
Question 3
Marks: 2
According to MPC §1.07, conspirators in a completed crime may be punished for the conspiracy, as well as the completed crime.
Choose one answer.
a. True
b. False
Question 4
Marks: 2
According to your reading, in some states it is a more serious offense to break into a car and steal a tape player than it is to steal the entire car.
Choose one answer.
a. false
b. true
Question 5
Marks: 2
According to your reading, the charge of forgery includes each of the following elements except
Choose one answer.
a. the false making or altering
b. of a legally significant instrument
c. with intent to defraud
d. a court of law or financial institution
Question 6
Marks: 2
According to your reading, the legal term of art most often employed to distinguish murder from manslaughter is
Choose one answer.
a. causation
b. vicarious liability
c. burden of proof
d. malice aforethought
Question 7
Marks: 2
According to your reading, the Model Penal Code considers the solicitor to be as dangerous as the perpetrator of the completed crime.
Choose one answer.
a. false
b. true
Question 8
Marks: 2
According to your reading, the problems with corporate criminal liability include
Choose one answer.
a. Determining who to charge
b. determining punishment
c. the wording of criminal statutes
d. all of the above
Question 9
Marks: 2
Although they are similar, embezzlement differs from larceny in which of the following ways?
Choose one answer.
a. embezzlement requires asportation
b. the claim of right defense is generally not applicable to larceny
c. embezzlement does not require intent
d. none of the above
Question 10
Marks: 2
An aider and abettor or accessory before the fact must
Choose one answer.
a. be a principal of the crime
b. discourage the commission of the crime
c. solicit the commission of the crime
d. aid or encourage the commission of a crime
11
Marks: 2
An effective abandonment defense to aiding and abetting, or to accessory before the fact, will
Choose one answer.
a. vary with aid
b. depend on the type of solicitation made
c. all of the above
d. none of the above
Question 12
Marks: 2
Assault and battery are
Choose one answer.
a. civil torts, not crimes
b. handled the same in all jurisdictions
c. handled the same in civil and criminal proceedings
d. handled differently from jurisdiction to jurisdiction
Question 13
Marks: 2
At Common Law, which of the following elements is not accurate regarding the crime of Burglary?
Choose one answer.
a. Trespassory breaking and entering
b. Of the dwelling of anoth ...
1 Marks 1 Post Traumatic Stress Disorder (PTSD)Choose one .docxmercysuttle
1
Marks: 1
Post Traumatic Stress Disorder (PTSD):
Choose one answer.
a. is exclusive to Vietnam Veterans
b. is a psychological illness characterized by panic attacks, nightmares, depression, guilt and flashbacks
c. can be caused by any highly emotional event
d. both b and c above
Question 2
Marks: 1
Which of the following is not a role of a crisis interventionist?
Choose one answer.
a. To encourage and allow the client to "make the decisions".
b. To tell the client exactly what he/she should do, when he/she should do it, and how he/she should do it.
c. To enable the client to become aware of possible solutions to the crisis.
d. To allow the client to vent emotions.
Question 3
Marks: 1
A victim's pain:
Choose one answer.
a. may often last weeks, months, or even years after the incident
b. usually goes away after the court process is completed
c. usually goes away after an advocate explains the legal system
d. usually goes away after receipt of financial reimbursement for personal and property losses
Question 4
Marks: 1
Which of the following does NOT create law:
Choose one answer.
a. U.S. Congress
b. National Association for the Advancement of Colored People
c. U.S. Environmental Protection Agency
d. Colorado Supreme Court
Question 5
Marks: 1
Which of the following is not considered to be a responsibility of a victim advocate?
Choose one answer.
a. To consider the job a serious commitment.
b. To litigate the victim's case.
c. To maintain confidentiality in all issues pertaining to clients.
d. To keep informed on relevant issues through ongoing training.
Question 6
Marks: 1
Which of the following is a goal of perpetrator counseling?
Choose one answer.
a. Counseling done in hopes to keep perpetrators from committing further crimes.
b. To encourage the perpetrator to commit more crimes
c. To meet the urgent physical and emotional needs of a victim.
d. To provide support and reassurance at the scene of the crime or shortly thereafter.
Question 7
Marks: 1
What court-related service involves monitoring court activity to make sure victims are being treated fairly by judges and attorneys?
Choose one answer.
a. Witness Alert
b. Court Watch
c. Restitution Assistance
d. Legislative Advocacy
Question 8
Marks: 1
Which of the following puts the statutes in the correct chronological order (earliest to most recent) by their date of enactment?
Choose one answer.
a. Violence Against Women Act; Victims of Crime Act; Victims & Witness Protection Act; Victims Rights & Restitution Act
b. The Victims of Crime Act; Victims Right & Restitution Act; Violence Against Women Act; Victims & Witness Protection Act
c. The Victim & Witness Protection Act; Violence Against Women Act; The Victims of Crime Act; Victims Rights & Restitution Act
d. The Victim & Witness Protection Act; The Victims of Crime Act; Victims Rights & Restitution Act; Violence Against Wome ...
1 List of Acceptable Primary Resources for the Week 3 .docxmercysuttle
1
List of Acceptable Primary Resources for the Week 3 and Week 5
Assignments
These are the primary resources that you can cite when explaining a moral theory in order to fulfill the
relevant portion of the resources requirement. Readings included in the “Required Readings” list are
indicated with a *.
Utilitarianism:
*Mill, J. S. Utilitarianism, in the original version in the textbook, or in the version by Jonathan
Bennett retrieved from www.earlymoderntexts.com.
Haines, W. (n.d.). Consequentialism. Internet Encyclopedia of Philosophy. Retrieved from
http://www.iep.utm.edu/conseque/
Singer, P. (2003). Voluntary euthanasia: A utilitarian perspective. Bioethics, 17(5/6), 526-541.
Retrieved from the EBSCOhost database.
Deontology:
* Kant, I. (2008). Groundwork for the metaphysic of morals. In J. Bennett (Ed. & Trans.), Early
Modern Philosophy. Retrieved from http://www.earlymoderntexts.com/pdfs/kant1785.pdf
(Original work published in 1785).
Virtue Ethics:
* Aristotle. (350 B.C.E.). Nicomachean ethics (W. D. Ross, Trans.). Retrieved from
http://classics.mit.edu/Aristotle/nicomachaen.html
Annas, J. (2006). Virtue ethics. In D. Copp (Ed.), The Oxford Handbook of Ethical Theory (pp. 515–
36). Oxford: Oxford University Press. Retrieved from
https://www.sesync.org/sites/default/files/resources/case_studies/10-kenyaecotourism-
handbook.pdf
Hursthouse, R. (2012). Virtue ethics. In E. Zalta (Ed.), The Stanford Encyclopedia of Philosophy.
Retrieved from http://plato.stanford.edu/entries/ethics-virtue/
MacIntyre, A. (1984). After virtue. Notre Dame, IN: University of Notre Dame Press. Chapters 14-15
are included in the Chapter 6 readings of the textbook.
Feminist/Care Ethics:
*Held, V. Feminist transformations of moral theory. Included in the Chapter 6 readings of the
textbook.
*Gilligan, C. (1982). In a different voice: Psychological theory and women’s development.
Cambridge, MA: Harvard University Press. Retrieved from
https://lms.manhattan.edu/pluginfile.php/26517/mod_resource/content/1/Gilligan%20In%20
a%20Different%20Voice.pdf
http://insite.bridgepoint.local/dept/ops/pni/Navigator Images/Ashford Logo New.jpg
http://www.earlymoderntexts.com/
http://www.iep.utm.edu/conseque/
https://www.sesync.org/sites/default/files/resources/case_studies/10-kenyaecotourism-handbook.pdf
http://plato.stanford.edu/entries/ethics-virtue/
https://lms.manhattan.edu/pluginfile.php/26517/mod_resource/content/1/Gilligan%20In%20a%20Different%20Voice.pdf
2
* Noddings, N. (2010). Maternal factor: Two paths to morality. Berkeley, CA: University of
California Press. Retrieved from the ebrary database.
http://insite.bridgepoint.local/dept/ops/pni/Navigator Images/Ashford Logo New.jpg
...
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
MATATAG CURRICULUM: ASSESSING THE READINESS OF ELEM. PUBLIC SCHOOL TEACHERS I...NelTorrente
In this research, it concludes that while the readiness of teachers in Caloocan City to implement the MATATAG Curriculum is generally positive, targeted efforts in professional development, resource distribution, support networks, and comprehensive preparation can address the existing gaps and ensure successful curriculum implementation.
Delivering Micro-Credentials in Technical and Vocational Education and TrainingAG2 Design
Explore how micro-credentials are transforming Technical and Vocational Education and Training (TVET) with this comprehensive slide deck. Discover what micro-credentials are, their importance in TVET, the advantages they offer, and the insights from industry experts. Additionally, learn about the top software applications available for creating and managing micro-credentials. This presentation also includes valuable resources and a discussion on the future of these specialised certifications.
For more detailed information on delivering micro-credentials in TVET, visit this https://tvettrainer.com/delivering-micro-credentials-in-tvet/
This presentation includes basic of PCOS their pathology and treatment and also Ayurveda correlation of PCOS and Ayurvedic line of treatment mentioned in classics.
বাংলাদেশের অর্থনৈতিক সমীক্ষা ২০২৪ [Bangladesh Economic Review 2024 Bangla.pdf] কম্পিউটার , ট্যাব ও স্মার্ট ফোন ভার্সন সহ সম্পূর্ণ বাংলা ই-বুক বা pdf বই " সুচিপত্র ...বুকমার্ক মেনু 🔖 ও হাইপার লিংক মেনু 📝👆 যুক্ত ..
আমাদের সবার জন্য খুব খুব গুরুত্বপূর্ণ একটি বই ..বিসিএস, ব্যাংক, ইউনিভার্সিটি ভর্তি ও যে কোন প্রতিযোগিতা মূলক পরীক্ষার জন্য এর খুব ইম্পরট্যান্ট একটি বিষয় ...তাছাড়া বাংলাদেশের সাম্প্রতিক যে কোন ডাটা বা তথ্য এই বইতে পাবেন ...
তাই একজন নাগরিক হিসাবে এই তথ্য গুলো আপনার জানা প্রয়োজন ...।
বিসিএস ও ব্যাংক এর লিখিত পরীক্ষা ...+এছাড়া মাধ্যমিক ও উচ্চমাধ্যমিকের স্টুডেন্টদের জন্য অনেক কাজে আসবে ...
How to Add Chatter in the odoo 17 ERP ModuleCeline George
In Odoo, the chatter is like a chat tool that helps you work together on records. You can leave notes and track things, making it easier to talk with your team and partners. Inside chatter, all communication history, activity, and changes will be displayed.
01 June 2014Page of 1 ProQuest____________________________.docx
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1. Constructing and Deconstructing Teen Pregnancy as a Social
ProblemDocument 1 of 1
Constructing and Deconstructing Teen Pregnancy as a Social
Problem
Author: Neiterman, Elena
ProQuest document link
Abstract: The purpose of this paper is to examine teenage
pregnancy as a social problem using social constructionist
perspective. Analyzing qualitative interviews with 11 young
mothers and relying on the media analysis of popular North
American newspapers and magazines, I examine claims-making
activity around the denition of teenage pregnancy as a social
problem. I start this paper, situating my arguments in the social
constructionist literature on social problems. In the second part
of this paper I review the literature on teen pregnancy and
2. identify three major themes that dominate academic and public
discourse on pregnancy as a social problem. After describing
the methodological approach I took to conduct this study, I
move on to present my ndings. I demonstrate that in negotiating
their mothering skills, young teenage mothers construct their
claims about pregnancy, parenthood and their future vis--vis the
dominant public discourse on teen pregnancy. They reconstruct
their pregnancy and mothering as non-deviant, claim their status
as mature and responsible mothers and challenge the importance
of biological age as a predictor of successful mothering. I
summarize this paper suggesting that these young womens
narratives should be considered the claims-making activity of a
marginalized population of young mothers who are rarely heard
in public, yet they do challenge our assumptions about teen
mothering and nd their own way to resist the dominant
discourse on teen pregnancy.
Links: Check Document Availability
Subject: Pregnancy; Social psychology;
Publication title: Qualitative Sociology Review
Volume: 8
Issue: 3
Pages: n/a
Publication year: 2012
Publication date: Dec 2012
Year: 2012
Publisher: Uniwersytet Lodzki, Wydzial Ekonomiczno-
Socjologiczny, Instytut Socjol
Place of publication: Lodz
Country of publication: Poland
Publication subject: Sociology
ISSN: 17338077
Source type: Scholarly Journals
Language of publication: English
Document type: Journal Article
ProQuest document ID: 1288233716
3. Document URL:
http://search.proquest.com/docview/1288233716?accountid=458
Copyright: Copyright Uniwersytet Lodzki, Wydzial
Ekonomiczno-Socjologiczny, Instytut Socjol Dec 2012
Last updated: 2013-03-21
Database: ProQuest Central
BibliographyBibliography
Citation style: APA 6th - American Psychological Association,
6th Edition
Neiterman, E. (2012). Constructing and deconstructing teen
pregnancy as a social problem. Qualitative Sociology Review,
8(3) Retrieved from
http://search.proquest.com/docview/1288233716?accountid=458
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Contact ProQuest
Copyright Ó 2014 ProQuest LLC. All rights reserved. - Terms
and Conditions
- Part 1 (175 Points)
For this assignment, you will complete two tax returns
(Corporation Return and Partnership Return), for 175 points
each. You may use the tax software
found at http://accountants.intuit.com/tax/proseries/
Please note there is a limit of 5 returns per session.
PART I – Tax Return #1, Corporate Return
4. Background
Jane Collier, James Taye, and Steve Allwine each own one-third
of the common stock of Tasty Treats and Beverages. The
corporation was incorporated on
April 3, 2004. It has only one class of stock outstanding and
operates as a C corporation for tax purposes. Tasty Treats and
Beverages caters kid-friendly
social events.
34.
-34567890.
is 722300.
follows:
o Jane is the chief executive officer and president (Social
Security number 242-62-5786).
o James is the executive vice president and chief operating
officer (Social Security number 563-58-8923).
o Steve is the vice president of finance (Social Security number
575-58-1572).
100% of their time to the business
5. year-end.
Its tax liability last year was $85,000.
has overpaid its federal tax liability, the corporation
would like to receive a refund.
The Corporation had ample earnings and profits (E&P) to
absorb the distribution.
Financial Statements
Tasty Treats and Beverages, Inc.
Income Statement
For year ended December 31, 2013
Revenue from sales 1,500,000
Sales returns and allowances (25,000)
Cost of goods sold (325,000)
Gross profit from operations 1,150,000
Other Income:
Capital loss (7,500)
Dividend income 15,000
6. http://accountants.intuit.com/tax/proseries/
Interest income 12,000
Gross income 1,169,500
Expenses:
Compensation (750,000)
Depreciation (12,000)
Bad debt expense (7,800)
Meals and entertainment (3,000)
Maintenance (2,500)
Property taxes (10,000)
State income taxes (30,000)
Other taxes (11,000)
Rent (28,000)
Interest (7,300)
Advertising (6,200)
Professional services (5,000)
Employee benefits (8,000)
7. Supplies (2,500)
Other expenses (1,750)
Total expenses (885,050)
Income before taxes 284,450
Federal income tax expense 96,713
Net income after taxes 187,737
Tasty Treats and Beverages, Inc.
Balance Sheet
December 31, 2013
ASSETS January 2013 December 2013
Cash 175,000
190,000
Accounts Receivable
63,000 54,000
Allowance for doubtful accounts
(8,000) (7,000)
Inventory 225,000
8. 275,000
US government bonds
30,000 25,000
State and local bonds
50,000 50,000
Investments in stock
325,000 335,000
Fixed assets 475,000
485,000
Accumulated depreciation
(198,000) (215,000)
Other assets 11,000
12,000
Total assets 1,148,000
1,204,000
Liabilities and Stockholder's Equity
Accounts payable
225,000 200,000
Other current liabilities
135,000 55,000
9. Other liabilities 75,000
68,263
Capital stock 250,000
250,000
Retained earnings
463,000 630,737
Total liabilities and stockholder's equity
1,148,000 1,204,000
o Inventory-related purchases during 2013 were $175,000. It
values its inventory based on cost using the FIFO inventory cost
flow method. Assume the rules
of §263A do not apply.
o Of the $12,000 interest income, $1,500 was from a City of
Dees bond that was used to fund public activities (issued in
2011), $1,750 was from an Border
city bond used to fund private activities (issued in 2004),
$2,500 was from a U.S. Treasury bond, and the remaining
$6,250 was from a money market
account.
o Dividend income came from ABC Inc. Owned 10,000 shares
of the stock in ABC Inc. at the beginning of the year. This
represented 10 percent of
outstanding stock.
10. o On September 1, 2013, the corporation sold 1,000 shares of its
ABC stock for $15,000. It had originally purchased these shares
on June 13, 2006, for $7,500.
After the sale, the Corporation owned 9 percent of ABC.
o compensation is as follows:
o The Corporation wrote off $10,000 in accounts receivable as
uncollectible during the year.
o Regular tax depreciation was $28,000. None of the
depreciation should be claimed on Form 1125A.
o The $7,300 interest expense was from a business loan.
o Other expenses include $3,000 for premiums paid on term life
insurance policies for which Tasty Treats and Beverages, Inc. is
the beneficiary. The policies
cover the lives of Jane, James, and Steve.
Portfolio Project: Trust and Estates - Part 2 (175 Points)
11. PART II – Tax Return #2, Partnership Return (Form 1065, only
Page 1 and Schedule K required)
Background
The Rowdy Fun is a limited partnership and was formed on June
1, 2005, by Thomas Kyle, its general partner, and two other
limited partners when they
each contributed an equal amount of cash to start the new
enterprise. Rowdy Fun is an outdoor equipment retailer focused
on selling outdoor activities gear.
Thomas has a 33.33% profits and capital interest and the limited
partners hold the remaining 66.66% of the profits and capital
interests. Their profits and
capital interests have remained unchanged since the partnership
was formed. Thomas is actively involved in managing the
business while the limited partners
are simply investors.
34592.
https://csuglobal.blackboard.com/webapps/blackboard/content/c
ontentWrapper.jsp?content_id=_1388915_1&course_id=_12985
56_1&navItem=content&displayName=Mod+8%3A+Portfolio+P
roject+Part+2&href=%2Fwebapps%2Fwpo-WaypointConnector-
bb_bb60%2FAssignmentAction%3Fcourse_id%3D_1298556_1%
26content_id%3D_1388915_1
-
8593563.
12. calendar year end.
2.
Additional Information
of $550,000 at the beginning of the year and total assets of
$2,300,00 and total liabilities of
$725,000 at the end of the year.
nsist of accounts payable, and
Thomas, as general partner, is legally responsible for paying
these liabilities if the partnership does
not.
statue with the intent for display in the store. In 2013, the statue
was sold. The $15,000 recognized
gain from the sale is reflected in the income statement.
Section 179 to expense any furniture or fixtures purchased
every year since it was formed. There
is no tax basis in any of its depreciable assets. This year,
Rowdy Fun expensed $23,000 of signs and display cases for tax
purposes.
per partner) to the partners.
13. xpenses include a $1200 fine for violating a
local ordinance.
accounting principles.
Financial Statements
Rowdy Fun
Income Statement
For year ended December 31, 2013
Sales
975,000
Sales returns and allowances
(25,000)
Cost of goods sold
(300,000)
Gross profit from operations
650,000
14. Other Income:
Interest from Money Market
3,500
Gain for sale of statue
15,000
Gross income
668,500
Expenses:
Employee wages
(125,000)
Interest on accounts payable
(2,000)
Payroll and property taxes
(45,000)
15. Supplies
(26,000)
Rent on retail building
(20,000)
Depreciation on furniture and fixtures
(15,400)
Advertising
(4,000)
Guaranteed payments to Thomas Kyle
(40,000)
Utilities
(16,000)
Accounting and legal services
(5,000)
16. Meals and entertainment
(500)
Charitable Contributions
(375)
Miscellaneous expense
(425)
Total expenses
(299,700)
Net Income for Books
368,800
01 June 2014
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TO UPDATE TABLE OF CONTENTS.
1. Who Will Listen? Rural Teen Pregnancy
ReflectionsDocument 1 of 1
Who Will Listen? Rural Teen Pregnancy Reflections
Author: Weiss, Josie A
ProQuest document link
Abstract: Nurse practitioners, especially those who work with
adolescents in rural communities, are often frustrated in their
efforts to discourage teen pregnancy. Though the rates of teen
pregnancy rates are higher in rural communities, barriers often
inhibit open conversations about prevention. Rural high school
students were asked to discuss the question, "Is teen pregnancy
a problem in our community?" The participants acknowledged
pregnancy and sexual activity prevalence and discussed
consequences, causes, and prevention strategies. These findings
could help decrease the resistance that providers often face
when initiating conversations with teens and their parents about
sexual issues, especially pregnancy consequences and
prevention methods.
Links: Check Document Availability
Full text: Approximately 750,000 US teens become pregnant
annually, and many do not finish high school, are single
18. parents, and live in poverty.1,2 Teen pregnancy often results in
hardships for teen mothers, their children, and communities.1,3
Nurse practitioners who provide care to adolescents, especially
those in school-based clinics and rural communities, address
these realities almost daily. Although NPs are well aware of
evidence-based strategies to discourage early pregnancy, many
parents resist discussing and promoting them to their teens.
Knowing the perspectives of teens regarding pregnancy could
break down barriers that inhibit prevention strategies. The
purpose of this research was to analyze essays written by high
school students to gain insight about the high teen-pregnancy
rate in their rural community.
Significance
Teen pregnancies present increased infant and maternal risks of
complications and hardships, often at significant cost.
Adolescent mothers are less likely to graduate from high school
and attend college, less likely to marry and remain in stable
relationships, and more likely to live in poverty. 4,5 Teen
fathers have a persistently decreased income that results in US
tax revenue losses of $1.7 billion annually.6
Children often pay the greatest price for teen pregnancy. These
children are more likely to be premature and/or at low birth
weight, increasing their risks for hyperactivity, blindness,
deafness, chronic respiratory problems, infant death, and mental
retardation. 3 Rates of abuse and neglect are higher for children
of teen parents, and these children are 50% more likely to
repeat a grade in school, perform lower on standardized tests,
and drop out of school.3 Sons of teen mothers are 13% more
likely to go to prison than sons of older mothers.1
Florida ranks 6th in the nation for the highest rate of teen
births,2 and rural counties have the highest rates in the state.
The county where this research was conducted ranks 9th of 66
in teen births, nearly double the state rate.7 Teen pregnancy
contributes to lower educational and socioeconomic and higher
poverty levels of rural counties. Compared to state rates, this
county has lower average incomes ($18,375/state: $26,503),
19. educational levels (69% high school grads/state: 85%), and
higher poverty (22% below poverty level/state: 15%). 8
Social, cultural, and religious influences in many rural Southern
communities often discourage public education about safe
sexual practices. Appreciating the perspectives of teens could
help remove some of these barriers.
This research is based on the Theory of Adolescent Sexual
Decision Making (TASDM) (Figure 1 ), which evolved from 2
grounded theories.9-11 According to this theory, adolescents
live in risk-promoting environments. Some adolescents
normalize risky sexual behaviors, say "yes" to sexual
opportunities, and make high-risk choices. Other teens see
beyond the immediate appeal of their risk-promoting
environments, avoid exposure to risky situations, and make low-
risk choices. This research was conducted through the lens of
this theory to gain insight into rural risk-promoting
environments and adolescent sexual decision making.
Methods
Data Source and Analysis
The prevalence of teen pregnancy and lack of prevention
initiatives is a concern to many educators and health care
providers in the rural south Florida community where this
research was conducted. A timed writing exercise was given to
125 10th grade students (53 males, 72 females)--ages 15 (30
males, 42 females), 16 (16 males, 27 females), and 17 (3 males,
3 females) (4 males omitted their age)--to help them prepare for
state examinations. This assignment took place during English
classes with no prior intervention. The students were directed to
handwrite essays during class discussing whether teen
pregnancy was a problem in their community. The essays were
not graded and submitted to their teacher anonymously except
for gender and age. After teacher and administrative review and
approval and institutional review board approval, the essays
were analyzed by the researcher.
The handwritten essays were transcribed, then compared and
contrasted within each and among all essays, within each
21. Consequences
Many participants wrote about the consequences of teen
pregnancy. Consequences to teens were noted most often, but
effects on children, parents, and society were also mentioned.
These consequences were the primary reasons some teens
believed pregnancy was problematic.
Consequences to teens
Both females (34) and males (7) wrote that pregnancy could
"mess up" or "ruin" teens lives. Some participants wrote about
the kinds of consequences pregnant teens face. The most
important consequence noted by both females (32) and males
(12) was disruption of school. Many wrote that school
disruption would be a barrier to getting a good job, making
money, or being able to support a baby. One male explained,
"Usually the parents quit school because they have to get a job
to support the baby. Then they don't graduate, so they can't get
a good job."
The second most prevalent consequence cited by females (13)
was "compromise of future success." One female explained,
"People don't realize how a baby can ruin your plans for a
future." For males, the next most prevalent consequence was
financial constraints, "so your friends have all this money and
you're broke."
Both females and males noted the likely consequence of
desertion by the infant's father. One male wrote: "The girls are
in the house all day being boring, while guys are still having
fun and doing another girl." According to one female: "The girls
that get pregnant most likely will lose the baby's father because
the male is scared or is lazy and doesn't want to be tied down."
Consequences noted less frequently were related to other losses,
including parental rejection, social losses (social contacts,
position among peers), and rejection by peers.
Consequences to others
Consequences to infants were noted by 16 females and 14
males. "It's not fair to the child" or a similar sentiment was
expressed by many of the participants. In addition, 8 females
22. and 4 males noted teens' lack of financial resources to provide
for their children. One male wrote: "It's not fair to the baby to
bring it into this world if you can't provide for it." Another
participant echoed the sentiments of many adults: "A child
being raised by another child is never a good thing."
A few teens wrote more abstractly about social consequences.
One female wrote that the high teen-pregnancy rate "makes the
whole town look bad." One male noted teenage pregnancy is a
"burden on the welfare system."
Explanations
Some participants offered explanations for the high rate.
According to the males, teen pregnancy occurs because
adolescents disregard the risks, are irresponsible, and are
having sex. Proportionally, females wrote fewer comments
about teen-pregnancy causes. Some cited irresponsibility: "I
find teen pregnancy to be irresponsible, stupid, and disgusting."
Both genders wrote about living in a small town with "nothing
else to do." According to 1 female, "Some students feel sex is
the only thing to do in this small town."
Several participants were less critical, noting that sometimes
pregnancy is desired or intentional. According to 1 female, "I
know some girls that want babies, just so they have somebody
to love them." One male wrote, "Kids are doing it on purpose."
Some participants cited "accidents" as the cause, "Accidents
happen, I understand that." Other explanations included lack of
parental oversight, partner pressure, and "protection" (condom)
failure.
Prevention Suggestions
Both male and female participants wrote that pregnancy
prevention is needed, and many offered suggestions. Some
suggestions were directed toward adults, but the majority were
directed toward teens, primarily that teens should be
responsible, use contraception or "protection," focus on school
and future success, and wait to have sex or children. One
student summed up many of the prevention comments:
Schools and other parts of the community should issue condoms
23. to teens from age 12. They should also have classes about teen
pregnancy to teach kids that it is not easy to be a young parent,
not having a job, not able to go to school, or not even enjoying
life like you would.
The suggestions directed toward adults include increased
parental influence, education, and communication about sexual
issues, and greater accessibility of protection (condoms,
contraceptives). Some participants thought more activities in
their small town would help prevent teen pregnancy.
A few students provided insight into why teens do not use
protection. One female wrote, "I think girls are scared to ask for
birth control." According to 1 male, "Almost every student I
know is sexually active, and half the time they don't use
protection because you're not going to stop the intimacy for
something and totally blow it off." Another male wrote, "Teens
don't really care or like to use protection."
Positive Pregnancy Reflections
Some teens provided more positive reflections about teen
pregnancy. One female wrote, "I know I'm not ready for kids
right now, but if it were to happen I wouldn't be completely
upset...I don't frown upon teenage mothers. I actually kind of
envy them." Several wrote that teen pregnancy might be good
because it could teach teens to be more responsible. Others
wrote that teen pregnancy was not a problem and gave both
positive and negative reasons. Several males and females wrote
that they either had no opinion or teen pregnancy was not their
concern. Some females noted that pregnant or parenting teens
need help, not criticism. Others noted that pregnancy itself is
good, but becoming pregnant as a teen is not--timing, not the
pregnancy, is problematic.
Sexual Activity Acknowledged
Even though not requested, some participants acknowledged
adolescent sexual activity. Both females and males wrote that
teens are having sex, some with multiple partners. One female
wrote, "Boys and girls are going to have sex regardless of the
consequences." Another wrote, "I'm not a virgin myself." A
24. male stated, "You can't stop kids from having sex. I mean that's
what they think about 90% of the time." Many of these
participants recommended using "protection." Explanations for
adolescent sexual activity include peer or partner pressure, fear
of partner loss if refused, and sex is expected in "long-term"
relationships: "After a lengthy period of time, that's what you're
supposed to do."
Some participants disagreed with adolescent sexual activity.
Ten females and one male wrote that teens should wait until
they are older to have sex. One male wrote, "It's really not that
hard to be celibate. I'm 16 and still a virgin. I've had plenty of
chances but still resisted." Three females and 2 males wrote that
sex before marriage is wrong.
Discussion
As indicated by these participants, and in current literature,
there are many reasons for the higher teen-pregnancy rates in
rural communities, some socioeconomically based. Rural
adolescents are more likely to have younger, less educated
parents and less likely to have health insurance. They are more
likely to live in mother-only families and in poverty, especially
in the rural South. 13,14 As suggested by some participants and
other researchers, limited activities and decreased parental
monitoring may contribute to increased risky behaviors.15
In rural communities or "small towns with nothing to do,"
where everyone "knows each other," some parents may feel a
false sense of security and less need to monitor their children.
Even if rural teens believe that becoming pregnant is wrong or
has negative consequences, without education about pregnancy
prevention or financial support to become involved in
afterschool activities, or health insurance to obtain birth
control, pregnancy may be more likely. NPs, especially those
who work in these environments, must be creative in helping
teens and parents overcome these barriers.
While 68% of the participants believed teen pregnancy is bad or
wrong, more than 32% believed teen pregnancy is good or OK
or were ambivalent. As indicated in the TASDM and identified
25. by other researchers, positive or ambivalent teen pregnancy
attitudes promote risk taking. 16,17 This ambivalence was not
explained but could be related to living in environments where
many adults were teen parents and did not complete high school
or education beyond high school. The most important
consequence noted by these participants was the disruption of
school but without parental examples of educational success,
pregnancy might seem equally desirable. As health promotion
experts, nurse practitioners (NPs) could enquire about future
plans and promote success in the context of their usual teen-
pregnancy prevention strategies.
Nearly 66% of participants commented about the prevalence of
pregnancy among their peers. Without being asked, many also
noted that teens are sexually active. This, too, could contribute
to high teen-pregnancy rates since sexually active adolescents
influence non-sexually active peers to engage in risky
behaviors. 18 Recognizing the prevalence of teen pregnancy and
sexual activity could lead some teens to view pregnancy as
normal or even desirable.10 Limited activities and resources in
rural communities, the high prevalence, and the pregnancy
ambivalence of some teens are identified problems that NPs
may recognize and could address with teens.
Many participants noted the importance of using "protection" if
engaging in sexual activity. Some desired more information
about sexual matters, and researchers have shown that providing
information in schools about sexually transmitted infections and
pregnancy risks can decrease risky behaviors. 19 However,
many rural community leaders and educators prefer abstinence-
only education, which restricts this desired instruction.
Abstinence is an essential component of sexuality education as
postponement of sexual debut is clearly associated with
decreased risky behaviors. 20 However, abstinence-only
education is often ineffective in preventing teen pregnancy21
because it often results in minimal or no sexuality education.
NPs, unlike other educators, have opportunities for open
conversations about sexual issues and must use these
26. opportunities as much as possible.
This research indicates that many rural adolescents are very
aware of teen pregnancy, understand the causes, consequences,
and means of prevention, which correlates with evidence-based
recommendations. However, limited activities and resources of
many rural teens, combined with high teen-pregnancy
prevalence (suggesting normalcy) and the ambivalence of some,
may be overriding forces. These findings, which are helpful in
understanding high teen pregnancy rates, resonate with many
NPs and provide guidance for care strategies.
Limitations
These data were obtained from a timed writing exercise to help
students prepare for state testing. Since this was an in-class
assignment, students did not have the opportunity to opt out of
the exercise. The pressure of a writing assignment to prepare for
state testing and being asked to write about a "problem" could
have biased the participants to write negatively about teen
pregnancy. However, because the essays were written
anonymously, students might have shared their feelings more
candidly. While the essays provide a snapshot of insight from
rural high school students, individual interviews or focus groups
using probing questions could have generated more
comprehensive qualitative information. While data were
collected in a nontraditional manner, insightful information
resulted that would have been difficult to obtain any other way
in this population.
While difficult to ensure in qualitative research, several
measures were used to determine the validity and significance
of this project. The data were analyzed separately and jointly
and relevant themes identified with a research assistant. The
findings were shared and clarified with other adolescents,
educators, and researchers during and after data analysis to
ensure significance.
Conclusions
These results indicate that teens have significant insight about
teen pregnancy, including explanations, consequences, and
27. prevention suggestions. The recognized prevalence of pregnant
or parenting teens and ambivalence of some suggests that teen
pregnancy could be seen as a rural norm. Based on the insight
and recommendations of these teens, NPs could be bolder in
initiating conversations about the consequences of pregnancy
and need for safe sexual practices. Hearing this "cry" from the
teens themselves could be persuasive to community and school
leaders who prefer abstinence-only education.
These findings could improve efforts to decrease rural teen
pregnancy. The greatest need cited by these participants is for
more sexual information, while the greatest teen-pregnancy
consequence they noted is school disruption and decreased
future success. NPs are on the front line in their efforts to
promote safe sexual practices while parents and educators focus
on school success. It's time to join forces in these efforts!
Boys (n)
Boys %
Girls (n)
Girls %
Total (N)
Total %
Bad, wrong, stupid
39
73.58%
46
63.89%
85
68%
Ambivalent
13
24.52%
23
31.94%
36
28. 28.8%
Good, right, OK
1
1.89%
3
4.16%
4
3.2%
Total
53
100%
72
100%
125
100%
References
1 SD Hoffman, By the numbers: The public costs of teen
childbearing, 2006, The National Campaign to Prevent Teen
Pregnancy, Washington, DC
2 K Kost, S Henshaw, L Carlin, U.S. teenage pregnancies, births
and abortions: national and state trends and trends by race and
ethnicity, Accessed September 10, 2012.
3 E Terry-Humen, J Manlove, KA Moore, Playing catch-up:
how children born to teen mothers fare, Accessed September 10,
2012.
4 VJ Hotz, SW McElroy, SG Sanders, Consequences of teen
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Having Kids: Economic Costs and Social Consequences of Teen
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7 Florida Charts, Florida Department of Health Office of Health
Statistics &Assessment. 2011. Florida Birth Query System,
Accessed September 10, 2012.
8 US Census Bureau, State &County QuickFacts, Accessed
October 27, 2010.
9 Weiss JA. Decreasing teen pregnancy in vulnerable
adolescents. Poster presentation, National Academies of
Practice Forum 2011, Washington, DC, March 2011.
10 JA Weiss, ML Jampol, JA Lievano, SM Smith, JL Wurster,
Normalizing risky sexual behaviors: a grounded theory study,
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11 JA Weiss, Preventing teen pregnancy by avoiding risk
exposure, American J Health Studies, Vol. 25, 2010, 202-210
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13 US Department Health &Human Services, Health Resources
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Portrait of the Nation 2007, 2007, The Department, Rockville,
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Subject: Teenage pregnancy; Teenagers; Writing; Pregnancy;
Teachers; Qualitative research; Secondary schools; Secondary
school students; Decision making; Mothers; Data analysis;
Teenage parents; Community; Rural areas;
Publication title: The Journal for Nurse Practitioners
Volume: 8
Issue: 10
Pages: 804-809
Publication year: 2012
Publication date: Nov 2012
Year: 2012
Publisher: Elsevier Limited
Place of publication: Philadelphia
Country of publication: United States
Publication subject: Medical Sciences--Nurses And Nursing
ISSN: 15554155
Source type: Scholarly Journals
Language of publication: English
Document type: Journal Article
DOI: http://dx.doi.org/10.1016/j.nurpra.2012.02.028
ProQuest document ID: 1507211795
Document URL:
http://search.proquest.com/docview/1507211795?accountid=458
Copyright: Copyright Elsevier Limited Nov 2012
31. Last updated: 2014-03-21
Database: ProQuest Central
BibliographyBibliography
Citation style: APA 6th - American Psychological Association,
6th Edition
Josie, A. W. (2012). Who will listen? rural teen pregnancy
reflections. The Journal for Nurse Practitioners, 8(10), 804-809.
doi:http://dx.doi.org/10.1016/j.nurpra.2012.02.028
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Teen Pregnancy Prevention: A
New Paradigm
Kristen A. Plastino, MD
Despite common myths, teen pregnancy and teen birth ratesare
decreasing in the United States.1 The two most ob-
vious reasons for this decline are that more teens are abstaining
from intercourse and sexually active teens are increasingly
using contraception. Despite this decrease, teen childbearing in
the United States remains a public health issue. The cost for
local, state, and federal taxpayers was at least $10.9 billion in
2008, with most of the costs being associated with negative
consequences for the children of teen mothers.2 An increase in
healthcare costs, increased rates of incarceration, and lost tax
revenue caused by unemployment adversely affect the children
of teen mothers, in addition to the high likelihood of the child’s
32. placement in foster care.3
When the lay public and media discuss solutions to this
problem, often, highly politicized terms such as abstinence
only, abstinence plus, or comprehensive sex education are used.
These terms do not reflect whether a program is effective and
these labels often do not truly describe the content of the
program. As medical professionals, we often discuss evidence-
based medicine and best practices; therefore, we should con-
sider a similar paradigm with regard to sex education. There are
more than 30 curricula found on the Web site of the Office of
Adolescent Health (www.hhs.gov/ash/oah) that are considered
evidence-based programs (EBPs). These programs have
strongly influenced the behaviors and/or sexual health out-
comes of youth exposed to a specific program. In addition,
these programs have been shown to influence one or more of
the following behaviors: delayed sexual debut, increased use of
condoms and/or contraception, reduced frequency of sexual
intercourse, and reduction of the number of sexual partners.4
That said, being labeled as an EBP does not define whether the
program discusses contraception. It is behavioral change that is
recognized as the most important point.
Instituting an EBP in a school can be difficult because of
the subject matter (sex) and the time constraints of the school
day. It is important to begin the process with a thorough needs
assessment to gather data with regard to social norms and at-
titudes about teen pregnancy within that community. The as-
sessments can be as simple as scheduling informal meetings
with key stakeholders, organizing focus groups, or assessing
a process or program that has already been initiated. When
conducting a needs assessment, it is important to engage the
various stakeholders such as teens, parents, school adminis-
trators, teachers, and other organizational staff. Once the as-
33. sessment has been completed, it is imperative that the data be
shared with the involved groups so that a program can be
chosen that best fit the community’s needs.
EBPs are only one component of a community saturation
or community-wide initiative to combat teen pregnancy. Com-
munity mobilization, stakeholder education, linking teens to
preventive services, sustainability, and cultural competency are
also required togain success from a program. Engagement teams
should be constructed to include youth, community members,
and involved stakeholders. The terms youth leadership team,
community action team, and core partner leadership team have
been used to delineate their focus. These teams are used to
mobilize the community and provide a grassroots component to
ensure sustainability of the project. The stakeholders in a com-
munity effort could include superintendents, other teen preg-
nancy prevention groups, clinical providers, health departments,
Women,Infants,andChildrenprograms,probationoffices,foster
care systems, medical societies, and medical alliances.
Implementation of EBPs and mobilization of the com-
munity work best when there are both formal and informal
linkages of teens to clinical services. Teens, in general, do not
seek preventive services. Often, they are seen by a healthcare
provider only if they need an immunization, need a sports
physical, or have an acute illness/injury such as strep throat or a
broken bone. It is important to advocate that all visit types with
all providers include time alone to ask sensitive questions and
to complete a sexual health history. More important, we must
ensure that physicians and physician extenders are not com-
pletely responsible for all of this additional questioning. It is
acceptable to ‘‘task-shift’’ the questions to a medical assistant
or nurse, who can then alert a physician to key or trigger re-
sponses to the questions.5 Organizations such as the American
Congress of Obstetricians and Gynecologists and the American
Academy of Pediatrics have specific best practices for teen-
34. friendly care. They include same-day appointments, stream-
lined clinic visits, and no Pap smear or pelvic exam for females
younger than 21 years unless there are pelvic complaints. The
Centers for Disease Control and Prevention’s guidelines indi-
cate chlamydia testing for all sexually active females younger
than 25 years.6
Empowering parentsVmaking sure parents know that they
should be talking early and often to their teens, monitoring their
teen’s behavior and friends, and discouraging early datingVis
an important component of any adolescent’s care. Teens need
to be counseled so they can begin to think ahead, value
themselves, and know their emotional and physical limits. In
Editorial
Southern Medical Journal & Volume 106, Number 9, September
2013 493
From the Department of Obstetrics & Gynecology, University of
Texas Health
Science Center at San Antonio.
Reprint requests to Dr Kristen A. Plastino, Department of
Obstetrics & Gy-
necology, University of Texas Health Science Center, 7703
Floyd Curl Dr,
San Antonio, TX 78229. E-mail: [email protected]
The author has no financial relationships to disclose and no
conflicts of interest
to report.
Accepted June 14, 2013.
Copyright * 2013 by The Southern Medical Association
36. Pregnancy.
Counting it up: the public costs of teen childbearing: key data.
http://
www.thenationalcampaign.org/costs/pdf/counting-it-up/key-
data.pdf.
Published June 2011. Accessed August 6, 2013.
3. The National Campaign to Prevent Teen and Unplanned
Pregnancy. Teen
pregnancy, birth, and sexual activity data.
http://www.thenationalcampaign.
org/national-data/teen-pregnancy-birth-rates.aspx. Accessed
May 20, 2013.
4. Department of Health and Human Services, Office of
Adolescent Health.
TPP Resource Center: evidence-based programs.
http://www.hhs.gov/ash/
oah/oah-initiatives/teen_pregnancy/db/index.html#cite-4.
Published October
2012. Accessed August 6, 2013.
5. Walker I, McManus MA, Fox HB. Medical home innovations:
where do
adolescents fit? Report no. 7.
http://www.thenationalalliance.org/pdfs/
Report7.%20Medical%20Home%20Innovations.pdf. Published
December
2011. Accessed August 7, 2013.
6. Centers for Disease Control and Prevention. Sexually
transmitted diseases
(STDs): chlamydia. http://www.cdc.gov/std/chlamydia.
Accessed July 14, 2013.
The SMJ is pleased to offer a special interview with Dr
38. Annotated Bibliography
What is an annotated bibliography?
An annotated bibliography is a list of citations to books,
articles, web pages, and other
documents. The reference citation is listed first and is followed
by a brief description. The
annotation informs the reader of the relevance and quality of the
sources cited.
What is the purpose of the annotated bibliography?
In certain classes, you will be asked to write an annotated
bibliography, which sounds quite
intimidating, but is simply a brief summary of something you
have read or consulted during the
course of your research on a given subject. The annotated
bibliography has a structured format,
and the purpose for this is to provide the organizational tool
you need to keep track of your
research and references. The bibliography may serve a number
of purposes: illustrate the quality
of research, provide examples, review literature on a particular
subject, or provide further
exploration of the subject.
Provided below is a sample annotated bibliography. Doctoral
students should follow the
sample annotated bibliography provided in courses. This sample
annotated bibliography may
differ in appearance from formatting required in the School of
Advanced Studies.
40. extensive demographics, including average age, income, travel
distance, cost, ethnicity,
gender, religion, and field of study.
Brookfield, S. (n.d.). Adult learning: An overview. Retrieved
from
http://www.nl.edu/ace/Resources/Documents/AdultLearning.htm
l
This is an excellent and thorough article covering four major
research areas: self-
directed learning, critical reflection, experiential learning, and
learning to learn. The
author refutes current definitions of adult learning and
motivation and proposes instead
that culture, ethnicity, and personality have greater significance
than are espoused in
the current myths that describe adult learners. This article is
interesting to consider in
that it diametrically opposes the existing and widely accepted
views on the subject.
Donaldson, J. F., Graham, S.W., Martindill, W., & Bradley, S.
(2000, Spring). Adult
undergraduate students: How do they define their experiences
and their success? Journal
41. of Continuing Higher Education, 48(2) 2-11. Retrieved from
http://www.informaworld.com/ujch
The small study confirms current thinking that adults return to
school for primarily
external reasons, e.g., a major life event or career advancement.
The research further
illustrates that actual success in learning comes from an internal
locus of control that
includes life experience, maturity, motivation, and self-
monitoring.
Marienau, C. (1999, Spring). Self-assessment at work: Outcome
of adult learners’ reflections on
practice. American Association for Adult & Continuing
Education, 49(3), 135. Retrieved
from http://www.aaace.org/
As a qualitative study of adults in graduate programs, the study
reviews adults’ use of
self-assessment and experiential learning from the perspectives
of performance at work
and personal development. This article is enlightening in that it
explores the benefits to
Center for Writing Excellence
43. The important information
gleaned is that the emphasis on adult learner programs at
historically traditional
universities is a much higher priority due to the increasing
population of adult students.
Sheldon, K. M., & Houser, M. L. (2001). General motivation for
college measure. Journal of
Personality and Social Psychology, 80, 152-165. Retrieved from
http://www.apa.org/journals/psp/
This source is a psychosocial instrument designed to measure
adult students’ general
motivation for attending college. This instrument is appropriate
to my research topic
because it profiles adult students and rates motivation in terms
of both intrinsic and
extrinsic factors. It supports the findings in my other sources
and adds another
component: the pursuit of happiness.