bankCustomer1223333SmithJamesbbbbbb12345 Abrams Rd Dallas TX 75043185019123220001000.0005138970142250020101113334LeLiemaaaaaa444 Coit Rd Plano TX 75075137366879810002010111347749515001000.00051212121BellamyKevinbellbell34 GreenVille Richardson TX 75080143233432140020101232123PescadorCharlespescpesc44 Summit Plano TX 750931321668712125020101234432DominguezJohnsondomidomi5551 Monfort Dallas TX 750421543442343240020101234534TranVantrantran1000 Coit Rd Plano TX 7507514325512341801000.00051234567SmithArmandosmithsmith123 Walnut rd Dallas TX 7424311234567892201000.00051313131BluittMarkblutblut222 St. Ann Allen TX 7521316543345671280201011111111113801000.00051455415CoronadoChristcorocoro56 Campbell Rd Richardson TX 750821432331234112020102312435TrinhLaurentrintrin2800 Spring Creek Plano TX 75074143216765436020102323232BurnsJoneburnburn1234 Plano Rd Dallas TX 7524013214432452971000.00052345432NeangWilliamsneannean8109 Scott lane Plano TX 750141234556545180020103214566FanTiffanyfannfann4321 Coit Rd Plano TX 750751765112343220020103344555TorresWannertorrtorr121 Custer Rd Plano TXx 750251543556712321020103456654EsquivelOrlandoesquesqu43 International Rd Dallas TX 752401123554345481020104322344FitzhughLaurenfitzfitz232 Park Rd Plano TX 750931234554345221820104323433RemschelTinaremsrems125 Alma rd Plano TX 75023143211567847101000.0005122222222240020104343434BryantAnnbuyabuya4343 Goerge Prince Plano TX 75075123455432121020105225525CaveStevencavecave154 James St Arlington TX 75042176566543440020105433455KuykendalDevinkuykkuyk25E Parker Rd Plano TX 7507412314454655302010143557722140001000.00055456545NguyenBobnguynguy2323 Floy Rd Richardson TX 750801234665456216520106543123CrowleyMattcrowcrow111 Jose lane Dallas TX 75042112311234321551000.00056543456NguyenMarynguynguy354 Duche Allen TX 7501312341132653202010213321455712001000.00057654321KennedyJohnsonkennkenn43 Buckingham Dallas TX 752401987654321166020107655677MunozJosemunomuno324 Hedgecox Rd Plano TX 7502517651123432882010
Student 1 & 2
Reply to 2 of your classmates' threads. Each reply must be 150 words and comment on their ability to synthesize, not merely summarize, their selected texts. Offer specific examples to encourage them and possible revisions to make it a stronger synthesis.
Student #1 Post
Top of Form
A broad, general problem seen throughout the country is the integration of online course work into the public-school classroom. Technology is integrated into all levels of education: pre-K, elementary, secondary, and higher education (Leggatt, 2016). It began with a modest inclusion of videos or allowing students to research using school-provided laptops or tablets. This was the simple way of using technology. Now that technology is more accessible and affordable, districts are providing students with digital devices to use in and out of schools, allowing them to utilize their phones, and requiring them to complete coursework online outside of the classroom (Hohlfeld, Ritzhaupt, Dawson, & Wilson,.
A presentation on April 22, 2010 at the TCC Worldwide Conference on Technology.
Using 21st Century tools to helps students successfully navigate educational systems. Collaboration, communication, Web 2.0 tools.
The Impact of Smaller Learning Communities on Closing the Achievement Gaps am...William Kritsonis
The Impact of Smaller Learning Communities on Closing the Achievement Gaps among Student Populaion Groups in Texas High Schools - Dissertation Proposal by Elias Alex Torrez - Dissertation Chair: William Allan Kritsonis, PhD
An analysis of 2009 AEIS data will be conducted to determine the difference of Smaller Learning Communities and student achievement, economically disadvantaged, and attendance, dropout/completion rates. The findings will be reported upon the actual completion of the PhD dissertation.
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Catholic Education: A Journal of Inquiry
and Practice
Volume 16 | Issue 1 Article 3
July 2013
Educational Salvation: Integrating Critical
Spirituality in Educational Leadership
Carlos R . McCray
Floyd D. Beachum
Christopher Yawn
Follow this and additional works at: http://digitalcommons.lmu.edu/ce
This Article is brought to you for free with open access by the School of Education at Digital Commons at Loyola Marymount University and Loyola
Law School. It has been accepted for publication in Catholic Education: A Journal of Inquiry and Practice by the journal's editorial board and has been
published on the web by an authorized administrator of Digital Commons at Loyola Marymount University and Loyola Law School. For more
information about Digital Commons, please contact [email protected] To contact the editorial board of Catholic Education: A Journal of
Inquiry and Practice, please email [email protected]
Recommended Citation
McCray, C. R ., Beachum, F. D., & Yawn, C. (2012). Educational Salvation: Integrating Critical Spirituality in Educational Leadership.
Journal of Catholic Education, 16 (1). Retrieved from http://digitalcommons.lmu.edu/ce/vol16/iss1/3
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Course Theme Reading List Students Below you will find a read.docxvanesaburnand
Course Theme Reading List
Students:
Below you will find a reading list that includes 62 references on the theme and topics you will discuss and research in this class in preparation for the Course Project. Although you are not required to read all 62 of the references, you should plan to dedicate sufficient time to retrieve and preview sources on topics that are of interest to you. The list of readings will help you narrow a topic for your Course Project.
These selections should be the first ones that you consult as you explore potential topics and begin your research process. Read and review the selections on topics that you are considering. Those that you do use will provide content that can be incorporated into your writing assignments as support or contrast for your thesis and your Final Project.
A final requirement of the Course Project is that all students must include at least one of the selected course readings below in their final research projects.
Once you are introduced to library search strategies, you will search for the remaining number of sources required for inclusion in-text and on the References page of the final assignment.
Each selection can be accessed in Writing Today or in the DeVry Library databases: EBSCOhost, LexisNexis, or ABI Inform.
For more information: Talk to your professor or use the Ask the Librarian service.
Theme: Education (16 references)
Topics:
Articles
1. School Bullies
Cloud, J. (2012, March 12). The myths of bullying. Time, 179(10). Retrieved from http://www.time.com/time/magazine
Cornell, D. G., & Brockenbrough, K. (2004). Identification of bullies and victims: A comparison of methods. Journal of School Violence, 3(2-3), 63–87. doi:10.1300/J202v03n02_05
2. No Child Left Behind Act/ Race to the Top
Ravitch, D. (2011). Dictating to the schools: A look at the effect of the Bush and Obama administration on schools. Education Digest, 76(8), 4-9.
Onosko, J. (2011). Race to the Top leaves children and future citizens behind: The devastating effects of centralization, standardization, and high stakes accountability. Democracy & Education, 19(2), 1–11.
3. Grade Inflation
Kohn. A. (2013). From grading to degrading. In R. Johnson-Sheehan & C. Paine (Eds.), Writing Today (2nd ed., pp. 254–261). Boston, MA: Pearson Education.
Hall, R. A. (2012). A neglected reply to grade inflation in higher education. Global Education Journal, 2012(3), 144–165.
4. College Students and Underage
Drinking
Office of Applied Studies, Substance Abuse and Mental Health Services Administration. (2013). Underage alcohol use among full-time college students. In R. Johnson-Sheehan & C. Paine (Eds.), Writing Today (2nd ed., pp. 743–745). Boston, MA: Pearson Education.
Wechsler, H., & Nelson, T. F. (2010). Will increasing alcohol availability by lowering the minimum legal drinking age decrease drinking and related consequences among youths? American Journal of Public Health, 100(6), 986–992. doi:10.2105/AJ.
A presentation on April 22, 2010 at the TCC Worldwide Conference on Technology.
Using 21st Century tools to helps students successfully navigate educational systems. Collaboration, communication, Web 2.0 tools.
The Impact of Smaller Learning Communities on Closing the Achievement Gaps am...William Kritsonis
The Impact of Smaller Learning Communities on Closing the Achievement Gaps among Student Populaion Groups in Texas High Schools - Dissertation Proposal by Elias Alex Torrez - Dissertation Chair: William Allan Kritsonis, PhD
An analysis of 2009 AEIS data will be conducted to determine the difference of Smaller Learning Communities and student achievement, economically disadvantaged, and attendance, dropout/completion rates. The findings will be reported upon the actual completion of the PhD dissertation.
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Catholic Education: A Journal of Inquiry
and Practice
Volume 16 | Issue 1 Article 3
July 2013
Educational Salvation: Integrating Critical
Spirituality in Educational Leadership
Carlos R . McCray
Floyd D. Beachum
Christopher Yawn
Follow this and additional works at: http://digitalcommons.lmu.edu/ce
This Article is brought to you for free with open access by the School of Education at Digital Commons at Loyola Marymount University and Loyola
Law School. It has been accepted for publication in Catholic Education: A Journal of Inquiry and Practice by the journal's editorial board and has been
published on the web by an authorized administrator of Digital Commons at Loyola Marymount University and Loyola Law School. For more
information about Digital Commons, please contact [email protected] To contact the editorial board of Catholic Education: A Journal of
Inquiry and Practice, please email [email protected]
Recommended Citation
McCray, C. R ., Beachum, F. D., & Yawn, C. (2012). Educational Salvation: Integrating Critical Spirituality in Educational Leadership.
Journal of Catholic Education, 16 (1). Retrieved from http://digitalcommons.lmu.edu/ce/vol16/iss1/3
digitalcommons.lmu.edu?utm_source=digitalcommons.lmu.edu%2Fce%2Fvol16%2Fiss1%2F3&utm_medium=PDF&utm_campaign=PDFCoverPages
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http://digitalcommons.lmu.edu/ce/vol16?utm_source=digitalcommons.lmu.edu%2Fce%2Fvol16%2Fiss1%2F3&utm_medium=PDF&utm_campaign=PDFCoverPages
http://digitalcommons.lmu.edu/ce/vol16/iss1?utm_source=digitalcommons.lmu.edu%2Fce%2Fvol16%2Fiss1%2F3&utm_medium=PDF&utm_campaign=PDFCoverPages
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http://digitalcommons.lmu.edu/ce/vol16/iss1/3?utm_source=digitalcommons.lmu.e ...
Course Theme Reading List Students Below you will find a read.docxvanesaburnand
Course Theme Reading List
Students:
Below you will find a reading list that includes 62 references on the theme and topics you will discuss and research in this class in preparation for the Course Project. Although you are not required to read all 62 of the references, you should plan to dedicate sufficient time to retrieve and preview sources on topics that are of interest to you. The list of readings will help you narrow a topic for your Course Project.
These selections should be the first ones that you consult as you explore potential topics and begin your research process. Read and review the selections on topics that you are considering. Those that you do use will provide content that can be incorporated into your writing assignments as support or contrast for your thesis and your Final Project.
A final requirement of the Course Project is that all students must include at least one of the selected course readings below in their final research projects.
Once you are introduced to library search strategies, you will search for the remaining number of sources required for inclusion in-text and on the References page of the final assignment.
Each selection can be accessed in Writing Today or in the DeVry Library databases: EBSCOhost, LexisNexis, or ABI Inform.
For more information: Talk to your professor or use the Ask the Librarian service.
Theme: Education (16 references)
Topics:
Articles
1. School Bullies
Cloud, J. (2012, March 12). The myths of bullying. Time, 179(10). Retrieved from http://www.time.com/time/magazine
Cornell, D. G., & Brockenbrough, K. (2004). Identification of bullies and victims: A comparison of methods. Journal of School Violence, 3(2-3), 63–87. doi:10.1300/J202v03n02_05
2. No Child Left Behind Act/ Race to the Top
Ravitch, D. (2011). Dictating to the schools: A look at the effect of the Bush and Obama administration on schools. Education Digest, 76(8), 4-9.
Onosko, J. (2011). Race to the Top leaves children and future citizens behind: The devastating effects of centralization, standardization, and high stakes accountability. Democracy & Education, 19(2), 1–11.
3. Grade Inflation
Kohn. A. (2013). From grading to degrading. In R. Johnson-Sheehan & C. Paine (Eds.), Writing Today (2nd ed., pp. 254–261). Boston, MA: Pearson Education.
Hall, R. A. (2012). A neglected reply to grade inflation in higher education. Global Education Journal, 2012(3), 144–165.
4. College Students and Underage
Drinking
Office of Applied Studies, Substance Abuse and Mental Health Services Administration. (2013). Underage alcohol use among full-time college students. In R. Johnson-Sheehan & C. Paine (Eds.), Writing Today (2nd ed., pp. 743–745). Boston, MA: Pearson Education.
Wechsler, H., & Nelson, T. F. (2010). Will increasing alcohol availability by lowering the minimum legal drinking age decrease drinking and related consequences among youths? American Journal of Public Health, 100(6), 986–992. doi:10.2105/AJ.
UGS 302 Syllabus: The role of technology among youth in society and education...Joan E. Hughes, Ph.D.
Fall 2013. A semester-long, writing-intensive course that leads first-year students in considering inventions and innovations (technological and historical) that have changed society and education. We weave from exploring current trends to historical shifts to again current digital innovations with critique from a range of perspectives (educational, political, advertising/marketing, technical, psychological). This course includes university-level requirements including: visiting remarkable places at UT (Harry Ransom Center, TACC VisLab), attending university lectures, engaging in research, writing and oral presenting, and being taught by a Ph.D. tenured faculty member.
Dr. William Allan Kritsonis & Steven Norfleetguestfa49ec
Dr. William Allan Kritsonis & Steven Norfleet
In 2004, Dr. William Allan Kritsonis was recognized as the Central Washington University Alumni Association Distinguished Alumnus for the College of Education and Professional Studies. Dr. Kritsonis was nominated by alumni, former students, friends, faculty, and staff. Final selection was made by the Alumni Association Board of Directors. Recipients are CWU graduates of 20 years or more and are recognized for achievement in their professional field and have made a positive contribution to society. For the second consecutive year, U.S. News and World Report placed Central Washington University among the top elite public institutions in the west. CWU was 12th on the list in the 2006 On-Line Education of “America’s Best Colleges.”
From the Penn IUR and Penn GSE sponsored conference:
“Preparing Today’s Students for Tomorrow’s Jobs in Metropolitan America: The Policy, Practice and Research Issues"
May 25-26, 2011
Organized by Laura Perna, a professor in Penn GSE, and Susan Wachter, a professor in Penn’s Wharton School, “Preparing Today’s Students for Tomorrow’s Jobs” explores the most effective institutional and public-policy strategies to be sure high school and college students and adult learners have the knowledge and skills required for future employment.
“The conference addresses such critical questions as: How do we define success with regard to the role of education in preparing students for work?” Perna said. “How well are different educational providers preparing future workers? What is the role of public policy in improving connections between education and work?
“It seeks to improve our understanding of several fundamental dimensions of this issue through insights from federal, state and local policy leaders, college administrators and researchers.”
Guest speakers include Eduardo Ochoa, assistant secretary of the U.S. Department of Education; former Pennsylvania Gov. Edward Rendell; Lori Shorr, chief education officer to Philadelphia Mayor Michael Nutter; Charles Kolb from the Committee for Economic Development in Washington, D.C.; Claudia Neuhauser from the University of Minnesota; Bethany Krom from the Mayo Clinic; and Harry Holzer from Georgetown University.
“Much recent attention focuses on the need to improve high school graduation and college degree completion. But, relatively less attention has focused on whether graduates and degree recipients have the skills and education required by employers,” Perna said.
The event is sponsored by the Penn’s Pre-Doctoral Training Program in Interdisciplinary Methods for Field-Based Research in Education, with funding from the U.S. Department of Education’s Institute for Education Sciences in collaboration with Penn’s Institute for Urban Research.
EMMA Summer School - Larry Cooperman - MOOCs: reexamining our assumptionsEUmoocs
This presentation was given during the EMMA Summer School, that took place in Ischia (Italy) on 4-11 July 2015.
More info on the website: http://project.europeanmoocs.eu/project/get-involved/summer-school/
Follow our MOOCs: http://platform.europeanmoocs.eu/MOOCs
Design and deliver your MOOC with EMMA: http://project.europeanmoocs.eu/project/get-involved/become-an-emma-mooc-provider/
Universal Design in Learning at Learning Disabilities Association Conference ...rbomar
Universal Design in Learning is a framework where student diversity, evidence-based instructional practices, education theory and education legislative requirements can intersect. This power point presents the history and brain science behind UDL and some practical suggestions for implementing UDL in your classroom.
Learning Theories and Instructional Pathways for Adult Learners in the Online...AngelaGibson
Learning Theories and Instructional Pathways for Adult Learners in the Online Environment: What Creates SUCCESS?
Presented by: Dr. Angela M. Gibson, American Public University System, and Dr. Lori Kupczynski, Texas A&M University - Kingsville at the 15th Annual Sloan-C International Conference on Online Learning October 2009
Universal Design in Learning at Learning Disabilities Association Conference ...rbomar
Universal Design in Learning is a framework where learning theory, diversity of learners, education legislation and evidenced-based instructional practices can intersect. This power point will show you the history and science behind UDL and provide some practical application of UDL to the instructional practices in the classroom.
This is a North Central University course (EDU 7101), Week 5 Assignment: Support a Claim. It is written in APA format, has been graded by an instructor (A), and includes references. Most higher-education assignments are submitted to turnitin, so remember to paraphrase. Let us begin.
INDICATORS OF ACADEMIC DELINQUENCIES AS A MEANS OF PROMOTING GOODWILLHoly Angel University
This presentation was orally presented in National Marketing Educators Conference for technical review intended for Research Journal Publication. The conference was held in Saint Louis University, College of Business and Accountancy, Baguio City, Philippines. I hope this could be of help to other researchers with studies of parallel to this topic on Academic Delinquencies and Image Building
Danielle Herro
Sustainable Innovations: Bringing
Digital Media and Emerging
Technologies to the Classroom
Because traditional schools struggle to effec-
tively understand, implement, and sustain digital
learning initiatives, innovating with digital media
in classrooms is a difficult endeavor. Prac-
titioners need examples to better understand
conditions necessary to move forward with
digital media and learning (DML) in schools.
This article provides examples and supports
research proposing that context and culture
matter when innovating in schools. Three class-
room cases using Web 2.0, app development, and
game design are discussed, offering educators a
pathway to consider similar pedagogical and
participatory approaches to foster learning.
Classroom contexts, teachers’ perspectives, dis-
trict supports, technical requirements, and
scalability are highlighted. The examples suggest
innovative DML initiatives can flourish within
schools when participants are mindful of context
and when a participatory culture is supported
(Jenkins, Clinton, Purushotma, Robison, &
Weigel, 2006).
INNOVATION WITH digital media to promotelearning in schools is fraught with challenges.
Prohibitive policies, inadequate infrastructure,
curriculum requirements, and insufficient pro-
fessional development limit teacher and student
digital media and learning (DML) experiences
(Collins & Halverson, 2009). The structure of
schooling with teacher-directed, inflexible blocks
of time runs counter to openly networked,
participatory practices enabled by digital media
(Fahser-Herro & Steinkuehler, 2009). Limited
support and embedded, industrial-age practices
like standardized instruction taught in discrete
chunks of time, common to schools, thwart
innovation and change (Cuban, 2001; Ertmer,
2005; Shaffer, 2006).
Research and models toward sustainable
DML practices suggest pathways for scalable
Danielle Herro is an assistant professor of Digital
Media and Learning at Clemson University.
Correspondence should be addressed to Professor
Danielle Herro, Eugene T. Moore School of Education,
Clemson University, 205 Tillman Hall, Clemson, SC
29634. E-mail: [email protected]
Color versions of one or more of the figures in the
article can be found online at www.tandfonline.com/
htip.
Theory Into Practice, 54:117–127, 2015
Copyright q The College of Education and Human Ecology, The Ohio State University
ISSN: 0040-5841 print/1543-0421 online
DOI: 10.1080/00405841.2015.1010834
117
mailto:[email protected]
mailto:[email protected]
http://dx.doi.org/10.1080/00405841.2015.1010834
innovations that can happen in schools. The
Consortium for School Networking (2014)
engaged in MacArthur funded research selected
13 innovative school districts detailing policies,
practices, challenges, and successes using digital
media for learning. The resulting whitepaper
suggested that to scale technological innovation
educators must (a) consider the ...
Barbara Silva is the CIO for Peachtree Community Hospital in Atlanta.docxwilcockiris
Barbara Silva is the CIO for Peachtree Community Hospital in Atlanta, Georgia. As the chief information officer, it has been her duty to assemble a team of healthcare information professionals to prepare for the implementation of HIPAA Privacy Rules.
How did Barbara and her team orchestrate moving forward toward HIPAA Privacy compliance? First, she established a steering committee responsible for HIPAA Privacy planning. The committee focused on three broad areas of development, including:
education;
assessment; and
development of policies and procedures.
The steering committee recognizes that the scope of this project is quite vast and that it encompasses many different areas of the facility. The scope involves not just hospital information systems, but the operations of many departments and manual processes. These varied items are included in the scope of assessment and are found to be the biggest challenge. Developing HIPAA compliant policies and procedures is not a one-time activity as changes are constant. Development and continuous updating will mean that this project is one that will be an ongoing effort.
Part of Peachtree Community Hospital’s key to success has been pulling together the right combination of professionals. The result is a multidisciplinary team which will include the HIM services director and the CCO (chief compliance officer).
Barbara has garnered the following information from experts in the area of HIPAA Privacy Rules who have suggested that healthcare organizations consider the following steps to become compliant:
Inventory the organization’s data as the first step in policy implementation.
Read the Federal Register information on HIPAA.
Focus on HIPAA as a business process issue.
Secure the support of top management and the active involvement and participation of staff in all affected areas.
Thoroughly review outside vendor contracts to ensure compliance with business associate agreements.
Appoint a dedicated staff to the HIPAA privacy initiative.
Preparing for HIPAA compliance will require a complex and thorough evaluation and realignment of business and operational processes.
Your Role/Assignment
You have been consulted by CIO Barbara Silva as the healthcare information systems expert. You will be working directly with the director of HIM services. As a consultant, you have vast experience with HIPAA implementations. Your expertise will be required in several areas.
K E Y P L A Y E R S
Barbara Silva, CIO
As the chief information officer, Barbara will assemble a team of healthcare professionals to prepare for the implementation of HIPAA Privacy Rules. She must ensure that Peachtree is in full compliance with HIPAA regulations for every aspect of the organization
–
not just hospital information systems, but also the operations of related departments and manual processes. Her concerns encompass a large scope of the project, and she will need to identify key people to become involved in this project.
James H.
BARGAIN CITY Your career is moving along faster than you e.docxwilcockiris
BARGAIN CITY
Your career is moving along faster than you expected. You thought that your expertise in Information
systems would result in an initial break-in period as a programmer for Bargain City, a retail chain modeled
along the lines of Wal-Mart. But the resignation of three systems analysts changed all that. The analysts
left to form their own consulting firm.
Knowing that you had a strong dose of systems analysis in college, your boss, Alisa Ernst, decided to let
you begin as a systems analyst. It didn't take her long to give you your first assignment. Alisa made
arrangements for you to visit an area store for the purpose of becoming familiar with activity at the store
level. She expects you to prepare a written report that might serve as the basis for future systems
projects.
You arrive at the West Alameda store at 9 A.M., and you are amazed at how many people are already
shopping. The lot is full, and you have to wait ten minutes-it seems like thirty--to get a parking place.
Inside, the conditions are no better. The store is huge, with fifteen checkout counters, but only four are
open. Each of the four, one of which is the express lane, has a long line of shoppers waiting to check out.
It's a good thing that you are not buying anything. Since you are only conducting a systems study, you will
be able to get out sooner.
You watch the action--or inaction--for a while and then wander back to the storeroom where three stock
clerks are opening boxes. You hear one of them say, "Have you found it yet?" Curious, you introduce
yourself and ask what they are looking for. One of the clerks tells you that the store has a special on
cookout items but ran out of charcoal starter fluid. The truck that was supposed to bring additional stock
broke down in Tuba City. The lack of starter fluid is one reason the lines up front are so long; the
checkout clerks are having to give out rain checks. You can understand why the stock clerks are having
such difficulty; the storeroom is a real mess. Boxes are stacked everywhere. There seems to be no rhyme
or reason to anything.
You ask where the store computer is, and you are directed to a small room in the corner. There it is,
humming away. Automation in action.
With a good grasp of the backroom operation, you return to the front for the purpose of checking out the
office. There's a big line there as well--people waiting to cash checks and return purchases. Most of the
returns seem to be glassware items that the customers found to be broken when they opened their
shopping bags at home. The sackers had not packed the items properly.
When you finally reach the head of the line, you are surprised to learn that the cashier is really the store
manager. He asks you to come back when he has more time. He explains that he had to "let a lot of
people go" in order to stay within the budget that headquarters imposed. You can tell by the way he
snarls his explanation that he is not ver.
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participatory approaches to foster learning.
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digital media and learning (DML) experiences
(Collins & Halverson, 2009). The structure of
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Danielle Herro is an assistant professor of Digital
Media and Learning at Clemson University.
Correspondence should be addressed to Professor
Danielle Herro, Eugene T. Moore School of Education,
Clemson University, 205 Tillman Hall, Clemson, SC
29634. E-mail: [email protected]
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Theory Into Practice, 54:117–127, 2015
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mailto:[email protected]
http://dx.doi.org/10.1080/00405841.2015.1010834
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Barbara Silva is the CIO for Peachtree Community Hospital in Atlanta.docxwilcockiris
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Part of Peachtree Community Hospital’s key to success has been pulling together the right combination of professionals. The result is a multidisciplinary team which will include the HIM services director and the CCO (chief compliance officer).
Barbara has garnered the following information from experts in the area of HIPAA Privacy Rules who have suggested that healthcare organizations consider the following steps to become compliant:
Inventory the organization’s data as the first step in policy implementation.
Read the Federal Register information on HIPAA.
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Secure the support of top management and the active involvement and participation of staff in all affected areas.
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Your Role/Assignment
You have been consulted by CIO Barbara Silva as the healthcare information systems expert. You will be working directly with the director of HIM services. As a consultant, you have vast experience with HIPAA implementations. Your expertise will be required in several areas.
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Barbara Silva, CIO
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You arrive at the West Alameda store at 9 A.M., and you are amazed at how many people are already
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Why is diversity inclusion important? What are the benefits? Specifically address UCCO purpose for diversity.
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Remember to integrate citations accurately and appropriately for all resource types; use attribution (credit) as a method to avoid plagiarism. Use NoodleBib to document your sources and to complete your APA formatted reference page and in-text citations.
Transferable Skills for this Project Stage:
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Discuss how working with others can help with respect for diversity and respect for diverse perspectives.
What are the challenges and benefits of employing a diverse workforce?
What should Barbara's plan be for encouraging teamwork among a diverse workforce and ensuring that employees make meaningful and valuable contributions to team projects and tasks. Incorporate Barbara's personal experience with the team of clinic managers.
Remember to integrate citations accurately and appropriately for all resource types; use attribution (credit) as a method to avoid plagiarism. Use NoodleBib to document your sources and to complete your APA formatted reference page and in-text citations.
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Diversity & Teamwork
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Barbara schedules a meeting with a core group of clinic managers. Th.docxwilcockiris
Barbara schedules a meeting with a core group of clinic managers. The purpose of the meeting is to review the strategic plan and to gather additional feedback from the managers. Barbara is aware of the importance of diversity within the organization. Diversity and inclusion is particularly important because of the population served by UCCO facilities. However, she realizes during the meeting that there may be some issues with diversity and culture. Furthermore, how diversity and culture impact team performance. Several managers made comments regarding distribution of work and employee perspectives based on stereotypes. She also found out that there are many personality conflicts and issues with subordination. Barbara encountered the conflict and degradation comments, first-hand during the meeting.
Visit the Rasmussen online Library and search for a minimum of 3 articles covering diversity and culture and teamwork.
For this project assignment on UCCO complete a minimum of a 3 page report to address management of change with strategic planning and with the following concepts:
What is the role of executives in the process of change management and strategic planning? How do issues with diversity and culture relate to change management?
Why is diversity inclusion important? What are the benefits? Specifically address UCCO purpose for diversity.
Discuss how working with others can help with respect for diversity and respect for diverse perspectives.
What are the challenges and benefits of employing a diverse workforce?
What should Barbara's plan be for encouraging teamwork among a diverse workforce and ensuring that employees make meaningful and valuable contributions to team projects and tasks. Incorporate Barbara's personal experience with the team of clinic managers.
Remember to integrate citations accurately and appropriately for all resource types; use attribution (credit) as a method to avoid plagiarism. Use NoodleBib to document your sources and to complete your APA formatted reference page and in-text citations.
Discussed the importance of diversity inclusion, benefits, and purpose for diversity at UCCO, with examples and supportive references.
Discussed how working with others can help with respect for diversity and respect for diverse perspectives. Provided supportive examples and references.
Discussed the challenges and benefits of employing a diverse workforce, with examples and supportive references.
Discussed the role of executives in the process of change management and strategic planning, as well as issues with diversity and culture related to change management; with examples and supportive references.
Discussed plan for encouraging teamwork among a diverse workforce and ensuring that employees make meaningful and valuable contributions to team projects and tasks. Incorporated Barbara?s personal experience with the team of clinic managers and provided examples and supportive references.
Transferable Skills fo.
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BARBARA NGAM, MPA
Shoreline, WA 98155 ▪ 801.317.5999 ▪ [email protected]
Hi tutor: Here is an example of my current cover letter, which I think it is not applicable or not good enough. Please use below format and build it off from my resume. Please point out my greatest skills and experiences from my resume into the cover letter so that recruiters can capturing or noticing my skills set and capability, thanks.
12/14/2018
Department: VM Foundation
Virginia Mason Medical Center
1100 9th Avenue
Seattle, WA. 98101
Re: Job Number: 182930
Dear Hiring Manager:
Dependable and energetic Accounting Professional with over 9 years of experience in general ledger, reporting, modelling, consolidation, analysis, reconciliations, closing and revenue cycle is seeking to obtain a position that will utilize my potential as a Senior Accountant. It would be privilege to put practice my accounting skills and knowledge gained in private and public accounting for the benefit of the organization.
From analyzing financial reports and overseeing accounts payable and receivable to implementing improved financial processes and providing excellent leadership skills, I excel in strategically directing infinite aspects of accounting activities. My demonstrated expertise in business and financial operations, along with my dedication to increasing productivity and efficiency prepares me to make a significant impact on your organization.
Please consider the following highlights of my experience:
· Accurately and expeditiously facilitated account reconciliations, risk assessments, auditing processes, invoice collection, financial analysis, wire transfer transactions, fixed assets, year-end preparations and month-end closing while providing a superior level of service and support to realize optimal financial performance.
· Successfully cleaned up company accounts by uncovering and writing off old debtors and duplicate creditors, clearing journals, and reclassifying expenses and assets in conjunction with external accountants.
· Collaborated effectively with cross-functional teams and external auditors to drive maximum productivity, efficiency, and accuracy.
· Excelled within time-sensitive, fast-paced atmospheres while resolving issues and ensuring compliance with internal policies and regulatory guidelines.
· In-depth knowledge of various computer applications, including the following: PeopleSoft, Oracle, Concur, Sage Fixed Assets (Sage FAS), Loan Accounting System (LAS) and Microsoft Office applications.,
At your convenience, I welcome an opportunity to meet with you to discuss your goals and objectives and how my experience and abilities can contribute to meeting and exceeding those goals.
Thank you very much for your time and consideration. I am looking forward to hearing from you soon.
Sincerely yours,
Barbara Ngam
BARBARA NGAM, MPA
Shoreline, WA 98155 ▪ 801.317.5999 ▪ [email protected]
SENIOR ACCOUNTANT
Proven success with budgets, financial analys.
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Unmasking the Prevailing Culprits in The Present-Day Education System
In pursuit of a holistic, critically provoking, meaningful, and educational oriented environment where teachers are free to teach, and learners are free to think, and the disappointing reality continues to present itself from every dimension. The faults in the current education system are critically unmasked by Mark Edmundson and Paulo Freire in their two invaluable pieces of articles. A careful analysis of the ideas tabled by the two influential education thinkers illustrates numerous underlying commonalities in their works as well as some overlooked ideas in their arguments. The fact that their central ideas in their respective scholarly works revolve around unmasking the true culprits in the present-day education implies that, if Edmundson and Freire were able to converse with each other, they would both agree on the need to change the current education system and build it around critical thinking. It’s to this end that this paper seeks to synthesize their ideas in an attempt to identify common grounds, differences as well the areas they both overlooked.
Looking at the prevailing schooling system in America as well as the ways through which learners are carrying out their studies, the perception of the two education thinkers is of great heed to the whole education system. Deeply entrenched into the Edmundson and Freire respective pieces of literature is the overarching conspiracy and oppression theme where the established, who is this case is the teacher among other the education leaders seek to contain, manipulate, and control the thoughts of the learners. As acknowledged by Freire, “Teachers either work for the liberation of the people- their humanization- or for their domestication, their dominance” (p.243). As a result of this domination and hierarchical relationship, the only knowledge that the learners in the prevailing education system receive are from the teachers, an aspect that dehumanizes the students as they do not get the chance to develop their own knowledge or even challenge the one received from the teachers. The oppression and domination ideology as presented by Freire cast invaluable light on the need for both teachers and students to embrace an “authentic” approach to education which grants them some chance to be aware of their respective incompleteness and eventually strive to be fully human (Freire 244). In a bid to rethink Freire’s oppression implication, as a college student one ought to act as a co-creator of knowledge at the expense of posing as an empty vessel waiting to be filled by the college professor or instructor.
Similarly, Edmundson acknowledges the presence of oppression in thinking and learning approaches in the contemporary schools, but from a different angle from the one used by Freire. While Freire profoundly argues that students are highly dehumanized a.
Banking industry•Databases that storeocorporate sensiti.docxwilcockiris
Banking industry:
• Databases that store
o corporate sensitive / proprietary information
o employee payroll, health records, etc.
o vendor information
o credit card information
other items as determined by the type of company
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• Security Measures and policies
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BAOL 531 Managerial AccountingWeek Three Article Research Pape.docxwilcockiris
BAOL 531: Managerial Accounting
Week Three: Article Research Paper and Posting Topics
Article Research Papers and Posting: This is a graduate course and students will be expected to research and write papers summarizing in their own words what they have found on current topics from the weekly readings. Research is a theoretical review and application of a topic to a specific industry or field.
The research must be conducted using peer-reviewed trade or academic journals. While Blogs, Wikipedia, encyclopedias, textbooks, popular magazines, newspaper articles, online websites, etc. are helpful for providing background information, these resources are NOT suitable resources for this research assignment.
Assignment Requirements:
i. Choose a research topic from the chapter readings or from the weekly list provided by your professor (See list or potential topics below from Chapter’s 1, 2, 4, 5, and 6).
ii. Research/find a minimum at least one (1), preferably two (2) different peer-reviewed articles on your topic from the University of the Cumberlands Library online business database. The article(s) must be current/published within the last five (5) years.
iii. Write a three (3) to four (4) page double spaced paper in APA format discussing the findings on your specific topic in your own words. Note - paper length does not include cover page or References page.
iv. Structure your paper as follows:
a. Cover page
b. Overview describing the importance of the research topic in your own words
c. Purpose of Research of the article in your own words
d. Review of the Literature summarized in your own words
e. Conclusion in your own words
f. Personal Thoughts
g. References
v. An example paper has been provided for students (attached to email along with this document). Please review this paper for proper structure and APA formatting.
vi. Attach your paper to the Discussion board by the Saturday due date (150 points).
vii. Read and respond to at least four (4) other student postings by the Sunday due date (20 points).
Week Three: Article Research Paper and Posting – List of potential research topics from Chapter’s 1, 2, 4, 5, and 6.
1. Evolution of Management Accounting
2. Decision Management
3. Balanced Scorecard
4. Historical Cost in Accounting
5. Operating Leverage
6. Controllability Principle
7. Lean Accounting Systems
8. Responsibility Accounting
9. Return on Investment as a measurement tool (ROI)
10. Opportunity Costs
11. Performance Measurement System in management
12. Performance Reward System in management
13. Budget Sandbagging
14. Budget Gaming techniques
15. Ratchet Effect of Budgeting
16. Participative Budgeting
17. Strategic Planning and Budgeting
18. Line-item Budgeting
19. Rolling Budget technique
20. Zero-based budgeting
21. Any other managerial accounting topics you wish to pursue from Chapter’s 1, 2, 4, 5, and 6.
Grading Criteria:
· Content & Structure (75 points): All of the requested components are completed as assigned; cont.
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Barbara and Judi entered into a contract with Linda, which provided that they open a jewelry store in Fullerton. Linda is obligated to supply all jewelry in accordance with a specified price list. Linda also agreed that she would not personally compete or supply another retail merchant, either directly or indirectly, within the City of Fullerton.
Linda, in order to give the necessary credit to Barbara and Judi, required that Joanne act as a guarantor. Barbara and Judi have been very successful, making substantial profits each month.
After one year's time, Barbara, who also has an additional job as a legal secretary, requires an extended vacation. Judi is fully in agreement. While Barbara is on her vacation, Linda sells jewelry to three additional retailers, all of whom, in the space of one week, open competitive shops in Fullerton. Linda's agreement with the new retailers is to provide inventory to the new stores at a substantially reduced cost, permitting them to sell retail at rates far below Judi and Barbara's cost. In one month's time, Judi closes the business and, unknown to Barbara, files suit in Federal District Court, alleging breach of contract on Linda's part and further alleging that she only has been damaged. Barbara returns from her extended vacation one month after the suit is filed and files a motion to intervene under Rule 24. Linda files a motion under Rule 19, alleging that Barbara should be joined as a party. Joanne, who lives in Nevada, learns of the lawsuit and asks her attorney to file a motion to intervene under Rule 24. Linda, in the requisite time, files her answer and files a motion under Rule 14 to implead the Rhodesian Diamond Company, her supplier and with whom she has a contract which required that she increase her sales and open new offices or lose her contract.
Assume proper jurisdiction of the subject matter, parties and venue. Discuss all civil procedure issues and give proper argument concerning motions made by Linda, Joanne and Barbara.
Discuss your answers in a very full narrative IRAC essay with much detail.
.
Bank ReservesSuppose that the reserve ratio is .25, and that a b.docxwilcockiris
Bank Reserves
Suppose that the reserve ratio is .25, and that a bank has actual reserves of $15,000, loans of $40,000, and demand deposits of $50,000.
A. Excess reserves are $____________________.
B. This bank, being a single bank in a multibank system, can safely lend $____________________.
C. The multibank system can safely lend $__________________.
D. It is possible for the monetary base to increase by a total of $___________________. Assume now that the Fed lowers the reserve ratio to .20:
E. This bank, being a single bank in a multibank system, can now safely lend $_____________________.
F. The multibank system can safely lend $____________________.
G. It is now possible for the monetary base to increase by a total of $________________________.
H. The increase/decrease in the potential money supply because of the decrease in the required reserve ratio is $_____________________.
.
Baldwin's Kentucky Revised Statutes Annotated
Title XXXV. Domestic Relations
SuperBrowse Chapter 403. Dissolution of Marriage; Child Custody (Refs & Annos)
SuperBrowse Custody
1. Proposed Legislation
Effective: July 14, 2018
KRS § 403.270
403.270 Custodial issues; best interests of child shall determine; rebuttable presumption that joint custody and equally shared parenting time is in child’s best interests; de facto custodian
Currentness
(1) (a) As used in this chapter and KRS 405.020, unless the context requires otherwise, “de facto custodian” means a person who has been shown by clear and convincing evidence to have been the primary caregiver for, and financial supporter of, a child who has resided with the person for a period of six (6) months or more if the child is under three (3) years of age and for a period of one (1) year or more if the child is three (3) years of age or older or has been placed by the Department for Community Based Services. Any period of time after a legal proceeding has been commenced by a parent seeking to regain custody of the child shall not be included in determining whether the child has resided with the person for the required minimum period.
(b) A person shall not be a de facto custodian until a court determines by clear and convincing evidence that the person meets the definition of de facto custodian established in paragraph (a) of this subsection. Once a court determines that a person meets the definition of de facto custodian, the court shall give the person the same standing in custody matters that is given to each parent under this section and KRS 403.280, 403.340, 403.350, 403.822, and 405.020.
(2) The court shall determine custody in accordance with the best interests of the child and equal consideration shall be given to each parent and to any de facto custodian. Subject to KRS 403.315, there shall be a presumption, rebuttable by a preponderance of evidence, that joint custody and equally shared parenting time is in the best interest of the child. If a deviation from equal parenting time is warranted, the court shall construct a parenting time schedule which maximizes the time each parent or de facto custodian has with the child and is consistent with ensuring the child's welfare. The court shall consider all relevant factors including:
(a) The wishes of the child's parent or parents, and any de facto custodian, as to his or her custody;
(b) The wishes of the child as to his or her custodian, with due consideration given to the influence a parent or de facto custodian may have over the child's wishes;
(c) The interaction and interrelationship of the child with his or her parent or parents, his or her siblings, and any other person who may significantly affect the child's best interests;
(d) The motivation of the adults participating in the custody proceeding;
(e) The child's adjustment and continuing proximity to his or her home, school, and community;
(f) The mental and physical health of all in.
Bank confirmations are critical to the cash audit. What information .docxwilcockiris
Bank confirmations are critical to the cash audit. What information does the auditor obtain by sending bank confirmations? Explain the different types of bank confirmations and what assertions each type addresses. How do you determine which is the best bank confirmation type to use ?
.
BalShtBalance SheetBalance SheetBalance SheetBalance SheetThe Frank Beverage GroupThe Frank Beverage GroupThe Frank Beverage GroupThe Frank Beverage GroupFirst QuarterSecond QuarterThird QuarterFourth Quarter2019-20202019-20202019-20202019-2020ASSETSASSETSASSETSASSETSCurrent AssetsCurrent AssetsCurrent AssetsCurrent AssetsCash$110,102Cash$161,052Cash$186,936Cash$219,214Accounts Receivable$35,569Accounts Receivable$37,746Accounts Receivable$40,057Accounts Receivable$42,508Inventory-$1,887Inventory$14,313Inventory$31,504Inventory$50,300Other Current Assets$0Other Current Assets$0Other Current Assets$0Other Current Assets$0Total Current Assets$143,784Total Current Assets$213,111Total Current Assets$258,497Total Current Assets$312,022Fixed AssetsFixed AssetsFixed AssetsFixed AssetsLand$0Land$0Land$0Land$0Facilities$0Facilities$0Facilities$0Facilities$0Equipment$0Equipment$0Equipment$0Equipment$0Computers & Telecommunications$0Computers & Telecommunications$0Computers & Telecommunications$0Computers & Telecommunications$0(Less Accumlated Depreciation)$0(Less Accumlated Depreciation)$0(Less Accumlated Depreciation)$0(Less Accumlated Depreciation)$0Total Fixed Assets$0Total Fixed Assets$0Total Fixed Assets$0Total Fixed Assets$0Other Assets$0Other Assets$0Other Assets$0Other Assets$0TOTAL ASSETS$143,784TOTAL ASSETS$213,111TOTAL ASSETS$258,497TOTAL ASSETS$312,022LIABILITIESLIABILITIESLIABILITIESLIABILITIESCurrent LiabilitiesCurrent LiabilitiesCurrent LiabilitiesCurrent LiabilitiesShort-Term Notes Payable$9,873Short-Term Notes Payable$9,997Short-Term Notes Payable$10,122Short-Term Notes Payable$10,249Income Taxes Due$16,109Income Taxes Due$34,046Income Taxes Due$46,006Income Taxes Due$59,618Other Current Liabilities$0Other Current Liabilities$0Other Current Liabilities$0Other Current Liabilities$0Total Current Liabilities$25,982Total Current Liabilities$44,043Total Current Liabilities$56,128Total Current Liabilities$69,868Long-Term LiabilitiesLong-Term LiabilitiesLong-Term LiabilitiesLong-Term LiabilitiesLong-Term Notes Payable$7,735Long-Term Notes Payable$5,189Long-Term Notes Payable$2,610Long-Term Notes Payable-$0Other Long-Term Liabilities$0Other Long-Term Liabilities$0Other Long-Term Liabilities$0Other Long-Term Liabilities$0Total Long-Term Liabilities$7,735Total Long-Term Liabilities$5,189Total Long-Term Liabilities$2,610Total Long-Term Liabilities-$0NET WORTHNET WORTHNET WORTHNET WORTHPaid-In Capital$61,740Paid-In Capital$61,740Paid-In Capital$61,740Paid-In Capital$61,740Retained Earnings$48,327Retained Earnings$102,139Retained Earnings$138,018Retained Earnings$180,414Total Net Worth$110,067Total Net Worth$163,879Total Net Worth$199,758Total Net Worth$242,154TOTAL LIABILITIES AND NET WORTH$143,784TOTAL LIABILITIES AND NET WORTH$213,111TOTAL LIABILITIES AND NET WORTH$258,497TOTAL LIABILITIES AND NET WORTH$312,022
For information about this worksheet, see "Balance Sheet" in "The Financials" chapter of Successful Business Plan: Secrets & Strategies..
BAM 515 - Organizational Behavior(Enter your answers on th.docxwilcockiris
BAM 515 - Organizational Behavior
(Enter your answers on the enclosed answer sheet)
1) The members of a ________ work together intensively via electronic means, and may never actually meet.
A) cyber group
B) digital team
C) virtual team
D) electronic group
2) The risks associated with planning can be reduced by an understanding of all of the following except
A) decision making.
B) team composition.
C) political science.
D) individual biases.
3) The way managers lead is changing because millions of employees work in
A) downsized organizations.
B) self-managed teams.
C) expanding positions.
D) outsourced functions.
4) Which of the following is not one of the three principal kinds of skills needed by managers?
A) Human
B) Analytical
C) Technical
D) Conceptual
5) An ________ is a rule or routine an employee follows to perform some task in the most effective way.
A) organizational pattern
B) organizational procedure
C) organizational routine
D) organizational schematic
Unit 1 Examination
51
BAM 515 - Organizational Behavior
6) An organization’s workforce consists of workers of different ages, religions, and socioeconomic backgrounds, all of which contribute to its
A) social responsibility.
B) ethics.
C) affirmative action.
D) diversity.
7) The ________ involves responding to the diverse needs of employees and developing employment approaches that promote the well-being of employees.
A) flexibility challenge
B) decision-making challenge
C) fairness and justice challenge
D) performance challenge
8) Organizational behavior is relevant to crisis management because it provides ________ needed to respond to a crisis.
A) guidelines, procedures, and boundaries
B) definitions and contextual perspectives
C) lessons about how to manage and organize the resources
D) an overview of sound management principles
9) ________ consists of computer and communication hardware and software, and the
skills of designers, programmers, technicians, and managers.
A) Strategic capital
B) Knowledge management
C) Corporate knowledge
D) Information technology
10) Standard Textile Company’s Chinese employees are not always comfortable
A) taking the initiative.
B) performing their jobs well.
C) learning new techniques.
D) All of the above
Unit 1 Examination
52
BAM 515 - Organizational Behavior
11) Psychologists have studied identical twins and have
A) attempted to determine to what extent personality is inherited.
B) been unable to determine what impact nature or nurture has on personality development.
C) identified specific genes that are responsible for inherited personality.
D) determined that the personalities of twins are impacted more by nature than are the personalities of non twins.
12) Individuals with an________ tend to believe that outside forces are largely responsible for their fate.
A) extrasensory locus of control
B) external locus of control
C) interdepartmental locus of control
D) internal loc.
BalanchineGeorge Balanchine is an important figure in the histor.docxwilcockiris
Balanchine
George Balanchine is an important figure in the history of ballet as he was a major exponent of ballet in the US. He established the first school of American ballet in NYC with Lincoln Kirstein in 1934. Balanchine’s style has been called Neoclassical and the success of his NYC Ballet has spawned many regional companies in the US, including Miami City Ballet, keeping his repertory alive. Balanchine brought a new aesthetic to ballet, stripping away its sentimentality and bringing attention to the movement rather than the spectacle. He brought quick footwork, precision and musicality to classical ballet technique. He collaborated extensively with the composer Stravinsky. His work with the Ballet Russe in the early 20th century exposed Balanchine to the most prominent musical composers and visual artists of the period (i.e. Picasso, Matisse, etc.) which influenced his experimentation with abstraction in the form.
Ballet continues to evolve today. Traditional classical ballets such as Sleeping Beauty and Swan Lake are still performed today with the addition of more contemporary interpretations of the form. Some examples of contemporary ballet:
Modern Dance
Modern dance began as a departure from the restrictions of ballet and a desire to express a wider palette of the human experience. It emphasized the expression of emotion, the exploration of dynamics in the body and presented narratives in a more abstract manner. Some modern dance pioneers eventually developed their own codification and/or process for working. The postmodern dancers rejected codification of any kind as well as known methods for composition. They valued personal movement, innovative forms of performance and preferred abstraction over story telling.
Pioneers of Modern Dance
Isadora Duncan 1877-1927, believed movement should be drawn from nature and was inspired by Ancient Greece, wearing long toga-like robes in her performances. The Duncan technique was comprised of movements such as hopping, swinging, running, skipping and leaping; her desire was to free the body from the confines of ballet.
Ruth St Denis 1878-1968, was inspired by the dances of Asia, in addition to other culturally based forms. She is well known for her grand spectacles, creating a formal school/company. Her husband Ted Shawn was also a pioneer in modern dance who created an all male dance company in addition to performing with Ruth. Martha Graham was a student Ruth St. Denis and later became a member of her company.
Mary Wigman 1886-1973, was a German dancer/choreographer inspired by Expressionism, an artistic movement that emphasized raw emotions. She was a student of Rudolf Laban. In her famous Witch Dance, she went against traditional norms of female beauty in dance.
https://www.youtube.com/watch?v=AtLSSuFlJ5c
Rudolf Laban 1879-1958, is sometimes referred to as the father of German modern dance; he developed a system for notating dance called Labanotation in addition to developin.
Balancing Function and Fashion Please respond to the following.docxwilcockiris
"Balancing Function and Fashion" Please respond to the following:
Error messages are a key part of an overall interface design strategy of guidance for the user. Discuss strategies to ensure integrated, coordinated error messages that are consistent across an application.
Choose the one topic covered in Chapter 11 (error messages, non-anthropomorphic design, display design, window design, and color) that creates the biggest challenge to achieving balance between function and fashion. Support your response.
.
The Indian economy is classified into different sectors to simplify the analysis and understanding of economic activities. For Class 10, it's essential to grasp the sectors of the Indian economy, understand their characteristics, and recognize their importance. This guide will provide detailed notes on the Sectors of the Indian Economy Class 10, using specific long-tail keywords to enhance comprehension.
For more information, visit-www.vavaclasses.com
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
How to Split Bills in the Odoo 17 POS ModuleCeline George
Bills have a main role in point of sale procedure. It will help to track sales, handling payments and giving receipts to customers. Bill splitting also has an important role in POS. For example, If some friends come together for dinner and if they want to divide the bill then it is possible by POS bill splitting. This slide will show how to split bills in odoo 17 POS.
Ethnobotany and Ethnopharmacology:
Ethnobotany in herbal drug evaluation,
Impact of Ethnobotany in traditional medicine,
New development in herbals,
Bio-prospecting tools for drug discovery,
Role of Ethnopharmacology in drug evaluation,
Reverse Pharmacology.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
Students, digital devices and success - Andreas Schleicher - 27 May 2024..pptxEduSkills OECD
Andreas Schleicher presents at the OECD webinar ‘Digital devices in schools: detrimental distraction or secret to success?’ on 27 May 2024. The presentation was based on findings from PISA 2022 results and the webinar helped launch the PISA in Focus ‘Managing screen time: How to protect and equip students against distraction’ https://www.oecd-ilibrary.org/education/managing-screen-time_7c225af4-en and the OECD Education Policy Perspective ‘Students, digital devices and success’ can be found here - https://oe.cd/il/5yV
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
1. bankCustomer1223333SmithJamesbbbbbb12345 Abrams Rd
Dallas TX
75043185019123220001000.0005138970142250020101113334L
eLiemaaaaaa444 Coit Rd Plano TX
75075137366879810002010111347749515001000.00051212121
BellamyKevinbellbell34 GreenVille Richardson TX
75080143233432140020101232123PescadorCharlespescpesc44
Summit Plano TX
750931321668712125020101234432DominguezJohnsondomido
mi5551 Monfort Dallas TX
750421543442343240020101234534TranVantrantran1000 Coit
Rd Plano TX
7507514325512341801000.00051234567SmithArmandosmithsm
ith123 Walnut rd Dallas TX
7424311234567892201000.00051313131BluittMarkblutblut222
St. Ann Allen TX
7521316543345671280201011111111113801000.00051455415C
oronadoChristcorocoro56 Campbell Rd Richardson TX
750821432331234112020102312435TrinhLaurentrintrin2800
Spring Creek Plano TX
75074143216765436020102323232BurnsJoneburnburn1234
Plano Rd Dallas TX
7524013214432452971000.00052345432NeangWilliamsneannea
n8109 Scott lane Plano TX
750141234556545180020103214566FanTiffanyfannfann4321
Coit Rd Plano TX
750751765112343220020103344555TorresWannertorrtorr121
Custer Rd Plano TXx
750251543556712321020103456654EsquivelOrlandoesquesqu4
3 International Rd Dallas TX
752401123554345481020104322344FitzhughLaurenfitzfitz232
Park Rd Plano TX
750931234554345221820104323433RemschelTinaremsrems125
Alma rd Plano TX
2. 75023143211567847101000.0005122222222240020104343434B
ryantAnnbuyabuya4343 Goerge Prince Plano TX
75075123455432121020105225525CaveStevencavecave154
James St Arlington TX
75042176566543440020105433455KuykendalDevinkuykkuyk25
E Parker Rd Plano TX
7507412314454655302010143557722140001000.00055456545N
guyenBobnguynguy2323 Floy Rd Richardson TX
750801234665456216520106543123CrowleyMattcrowcrow111
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75042112311234321551000.00056543456NguyenMarynguyngu
y354 Duche Allen TX
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ennedyJohnsonkennkenn43 Buckingham Dallas TX
752401987654321166020107655677MunozJosemunomuno324
Hedgecox Rd Plano TX 7502517651123432882010
Student 1 & 2
Reply to 2 of your classmates' threads. Each reply must be 150
words and comment on their ability to synthesize, not merely
summarize, their selected texts. Offer specific examples to
encourage them and possible revisions to make it a stronger
synthesis.
Student #1 Post
Top of Form
A broad, general problem seen throughout the country is the
integration of online course work into the public-school
classroom. Technology is integrated into all levels of education:
pre-K, elementary, secondary, and higher education (Leggatt,
2016). It began with a modest inclusion of videos or allowing
students to research using school-provided laptops or tablets.
This was the simple way of using technology. Now that
technology is more accessible and affordable, districts are
providing students with digital devices to use in and out of
schools, allowing them to utilize their phones, and requiring
them to complete coursework online outside of the classroom
3. (Hohlfeld, Ritzhaupt, Dawson, & Wilson, 2017). On top of that,
the new state standards, in all disciplines, now require teachers
to include technology-based activities when covering most
material (Han, Capraro, & Capraro, 2016).
A more specific problem that grows from those new uses is the
issue of online course work assigned in high-need classrooms to
students from low socioeconomic backgrounds. These students
enrolled in high-need urban school systems are traditionally
from underrepresented, diverse backgrounds (Weir, Errity, &
McAvinue, 2015). Their socioeconomic status typically reflects
high poverty statistics, and they usually receive free or reduced
lunches. These characteristics are relevant to this issue because
those households may not be able to afford wireless internet,
which is customarily needed to complete online coursework or
research. So, the question becomes, how do we assign
homework or projects, using these new district-required
technology requirements, without discriminating against
students who can only work during school hours?
Statement of the Problem: Following modern standards and
assigning technology-based coursework to be worked on in and
out of the classroom to students of disadvantaged backgrounds
that may not have wireless internet access.
This problem can be investigated through a variety of methods.
First would be semi-structured interviews with teachers in high-
need urban school systems. Second, could be an anonymous
survey sent to students or students' families asking if they have
access to the internet at their homes. A third method could
include a document analysis of the lessons built by teachers
who have attempted to remedy this issue, followed by reviewing
the requirements in their standards. The fourth and final method
would be another anonymous survey given to students and their
teachers about their feelings towards using technology and if it
benefits their learning experiences. Sometimes the technology
used does not help or guide the learning experience but rather
impedes the purpose of the lesson (Ames, 2017). This would be
a secondary issue seen with this general problem. (word count:
4. 421)
References
Ames, C. W. M. (2017). Teacher perceptions of factors
influencing technology integration in K-12 schools [Master's
thesis]. Retrieved from
https://digitalcommons.usu.edu/etd/5277/
Han, S., Capraro, R. M., & Capraro, M. M. (2016). How
science, technology, engineering, and mathematics project-
based learning affects high-need students in the U.S. Learning
and Individual Differences, 51, 157-166. doi:
https://doi.org/10.1016/j.lindif.2016.08.045
Hohlfeld, T. N., Ritzhaupt, A. D., Dawson, K., & Wilson, M. L.
(2017). An examination of seven years of technology
integration in Florida schools: Through the lens of the Levels of
Digital Divides in Schools. Computers & Education, 113, 135-
161, doi: https://doi.org/10.1016/j.compedu.2017.05.017
Leggatt, L. (2016) Overcoming the barriers of distance: Using
mobile technology to facilitate moderation and best practice in
initial teacher training. Journal of Further and Higher
Education, 40(3), 432-446, doi:
10.1080/0309877X.2014.984597
Weir, S., Errity, D., & McAvinue, L. (2015). Factors associated
with educational disadvantage in rural and urban areas. The
Irish Journal of Education, 40, 94-110, Retrieved from
https://www.jstor.org/stable/24582832
Bottom of Form
Student #2 Post
Education expands constantly due to the amount of research and
knowledge discovered each day. There is no denying the
improvements made within our classrooms due to the rising
brain research completed, utilizing methods such as cooperative
learning, behavioral interventions etc. As educators we must be
extremely careful not to fall into “fad education” that might be
found on Pinterest, or TeachersPayTeachers. The only core
5. value that drives us within our lives in religion. As we moved
into a secular education it divided the families from the
educational process. Plummeting the reading success among
America's youth. Secular education contrasts many traditional
views, proving evidence found through a Harvard study
conducted by Glaeser (2002) “We present evidence supporting
the idea that the positive relationship between education and
attendance is the result of omitted factors (such as interests and
social skills), which relate both to church-going and school
attendance.” John Dewey is often seen as the father of
America’s public-school system, finding that in order to most
benefit society it must be provided for all to have equitable
means of life. This began to turn America's educational
excellence to mediocracy. How could socialistic equality bring
turmoil in the classroom? Many families reinforced reading
strategies through sharing verses and lessons from the Bible,
reading together. Education that once was founded on God’s
word, is now being steered by governmental interests. Which is
best for our child and society? Australia recognizes the idea of
secularism but does not run their country with those views.
Hakinson (2011) mentions that Australia is seeking to enrich
religion through their public education through federal funding,
suggesting a time for a new Enlightenment.
Religion has no agenda, religion does not benefit from our use
of it, we benefit from the use of religion and living through
God’s word. A tragic problem is occurring in our secular
classrooms affecting students' knowledge, in turn creating a
selfish society seeking profits for their own and not for the
benefit of other's.
References
Glaeser, E. (2002). Education and Religion. Harvard University
and NBER, 1–40. Retrieved from
https://scholar.harvard.edu/files/glaeser/files/education_and_rel
igion.pdf
Hankinson, L. (2011). Secularism in education examined.
6. Education, 92(7), 29. Retrieved from
http://ezproxy.liberty.edu/login?url=https://search-proquest-
com.ezproxy.liberty.edu/docview/887257170?accountid=12085
COURSE OBJECTIVES – LEARNING OUTCOME
[LO1]
Provide UML class diagram and the code of data type classes
Provide the pseudo-code or flowchart based on the requirement
of a project before writing the code of the driver class. Also,
can access data members of data type classes
Describe and implement the inheritance relationship between
super class and child classes.
Can use abstract classes or interface and apply polymorphism to
the real-life problem project
[LO2]
Describe and implement operations of unsorted/sorted array-
based structures
[LO3]
Describe and implement operations of Stack and Queue
structures. Using Stack/Queue to the real life problem project
[LO4]
Describe and implement operations of Singly Linked List and
Doubly Linked List
[LO5]
Describe and implement operations of Hashed data structure
[LO7]
Describe and implement operations of Binary Search TreesLAB
OBJECTIVES
-Create a new project, add source file to the project, compile
and run the program without errors and qualified to the
7. requirement
-Declare variables of int, double, String;
-provide UML of data types
-Create data types with data members, constructors, mutator
methods
-Apply Inheritance relationship
-Apply polymorphism in the project
-provide the pseudo-code of program
-create and manage the menu to loop back to re-display after
each task: using do.. while
-Use switch statement to determine and define the action for
each task
-Format the output in columns and double numbers with 2
decimal digits
-Display message box
-can create a data structure of UnsortedOptimizedArray,
Restricted Data Structures: Stack and Queue, Linked List,
Hashed, Tree
-can process all operations of UnsortedOptimizedArray,
Restricted Data Structures: Stack and Queue, Linked List,
Hashed, Tree
-can access data in file .xlxs
NEW CONCEPTS
-process on one data structure that is a data member of one node
of other data structure
SKILLS REQUIRED TO DO THIS LAB
Review all skills required from the previous labs and focus on
the following:
-Review to create the pseudo-code or a flowchart of a lab
-Review the syntax to create a data type class with data
members, constructors, mutator accessor methods, method
toString
-Review how to define a child class including data member,
constructor, toString and other methods inheriting from parent
8. class:
-Review how to declare an object in main(), how to access the
methods of data type classes from main()
-Review how to apply polymorphism
-Review control structure: if..else, switch, do..while loop
-How to set the decimal digits (2) of a double number
-How to display the message box
-How to access on each operation of UnsortedOptimizedArray,
Restricted Data Structures: Stack and Queue, Linked List,
Hashed, Tree
-How to access file .xlxs
NEW SKILLS:
-Learn how to create and access node of a data structure that is
data member of a node in other data structure
HOW TO DO EACH PART
From now and on yourLastName will be changed to your last
name
*Step1: Read the requirement of each part.
Provide the UML of class Account_yourLastName, class
CheckingAccount_yourLastname, class
SavingAccount_yourLastName, class BankCustomer
Provide the pseudo-code or flowchart of main()
*Step2:
-start editor eclipse, create the project with the project name:
SP2020_PROJECT_yourLastName
-add data type classes:
Account_yourLastName.java
CheckingAccount_yourLastName.java
SavingAccount_yourLastName.java
BankCustomer_yourLastName.java
-add data structure classes
Select one that has learned from the course to add in (DO
NOT SELECT THE ONE FROM JAVA)
9. -Add the driver class
SP2020_BankSystem_yourLastName (part1)
*Step3: follow UMO and step by step in the pseudo-code to
write the java code
*Step4: compile and run the program
*Step5: debug if there are any errors to complete the program
PROJECT INSTRUCTION
DATA TYPE CLASSES
-Reuse the class Account_yourLastName,
CheckingAccount_yourLastName,
SavingAccount_yourLastName from the previous lab WITH
MAKE THE FOLLOWING CHANGES:
class Account_yourLastName:
* add a data member:
protected String statement and initialize in each constructor to
empty String
* add the method setMonthlyStatement() and method
getMonthlyStatement() as below:
public void setMonthlyStatement()
{
statement = String.format("%-25s%10sn", "Account
Number:", accountNumber) +
String.format("%-25s%10.1fn",
"Balance:", balance);
}
public String getMonthlyStatement()
{
return statement;
}
Class CheckingAccount_yourLastName
* add the method setMonthlyStatement() as below:
public void setMonthlyStatement()
10. {
String str = String.format("%-15s%20sn", "Account Type:",
"Checking Account") + super.getMonthlyStatement() +
String.format("%-25s%10.1fn", "Service Fee:", serviceFee);
balance = balance - serviceFee;
statement = str + String.format("%-25s%10.1fn",
"New balance:", balance);
}
*if the class CheckingAccount_yourLastName does not have
the following field then add it in
private float minimumAmount;
set it to 20 in no-argument constructor and pass the value to
parameter constructor to initialize a below, for example:
//constructor
public CheckingAccount()
{
super();
serviceFee = 10;
minimumAmount = 20;
}
public CheckingAccount(String num, float money, float
fee, float min)
{
super(num, money);
serviceFee = fee;
minimumAmount = min;
}
Class SavingAccount_yourLastName
* add the method setMonthlyStatement() as below:
public void setMonthlyStatement()
{
String str = String.format("%-15s%20sn", "Account
Type:", "Saving Account") +
super.getMonthlyStatement() +
11. String.format("%-25s%10.2f%%n", "Interest
Rate:", interestRate * 100);
balance = balance + balance * interestRate;
statement = str + String.format("%-25s%10.2fn",
"New balance:", balance);
}
*if the class SavinggAccount_yourLastName does not have
the following field then add it in
private float minimumAmount;
set it to 50 in no-argument constructor and pass the value to
parameter constructor to initialize a below, for example:
public SavingAccount()
{
super();
interestRate = 0.0f;
minimumAmount = 50.0f;
}
public SavingAccount(String num, float money, float rate,
float min)
{
super(num, money);
interestRate = rate;
minimumAmount = min;
}
Class BankCustomer_yourLastName
This class holds the information of one Bank customer
including: customerID (String), lastName (String),
firstName(String), username(String), password (String),
phone(String), address(String), listAccount(LinkedList)
Also, it must have the following: no-argument constructor,
parameter constructor, mutator methods for listAccount, and
accessor methods for customerID, username, password,
listAccount, compareTo, deepCopy, and toString, etc.
12. The listAccount to store all the accounts that one customer has.
DRIVER CLASS
Provide the pseudo-code or flowchart then write the code for
the application
This project to provide the SP2020_BankSystem_yourLastName
that allow the bank employee can do some work on all Bank
Customers or on each account of one customer
INPUT FILE
All the information of existing bank customers is stored in the
file bankCustomer.xlxs This file is provided from eCampus.
After download to save to your folder, open it on your screen,
then SAVE AS with the extension csv, bankCustomer.csv
Each line of the file bankCustomer.csv will contain information
of one bank customer and each information separated by comma
as below:
11112222,Martinez,Luis,bbb,bbb,2147251234,
address,1850191232,2000.0,20.0,10.0,1389701422,500.0,100.0,.
0005,
The information is got from this line as below:
customerID = 11112222
lastName = Martinez
firstName = Luis
userName = bbb
password = bbb
phone = 2147251234
address = address
List of accounts:
accountNumber = 1850191232
balance = 2000.00
minimuAmount = 20.00
serviceFee = 10.00
13. accountNumber = 138970142
balance = 500.00
minimuAmount = 100.00
interestRate = 0.05%
Based on the last value of group 4 information of one account,
you can recognize if it is checking account or saving account to
create the account object
DRIVER CLASS IN main()
Declare the following constants at the top of class
//constant
static final float CHECKING_MINIMUM_AMOUNT =
20.0f;
static final float SAVING_MINIMUM_AMOUNT =
50.0f;
static final float SERVICE_FEE = 10.0f;
static final float INTEREST_RATE = 0.0005f;
When the application runs, first, the application should create
one data structure to store the Bank Customer nodes. The type
of data structure, you can choose one from the list of data
structure types that we have learned from the course:
UnsortedOptimizedArray, SinglyLinkedList,
SinglyLinkedListIterator, LQHased, or BinarySearchTree
Open file bankCustomer.csv to read.
Each line should be read as a String that is the information of
one BankCustomer, then split information by the delimiter
comma then assign each piece information to one variable.
Create a LinkedList object named as listAccount to store all the
accounts this customer has then create one object of
BankCustomer then insert to the data structure
At the end of file, close file then the data structure stores all the
BankCustomer of the bank system
14. Display main menu:
SP2020_BankSystem_Martinez.java
MAIN MENU – BANK LUIS MARTINEZ
1. Work on Bank Customers
2. Work on Accounts of One Customer
0. Exit
Type a number from 1 or 2 to next step or 0 to exit;
0. EXIT
Before terminating the program, do the following:
-OPEN THE OUTPUT FILE WITH THE SAME NAME AS
ABOVE INPUT FILE (bankCustomer.csv) TO WRITE
-FOR EACH NODE OF A CUSTOMER IN THE DATA
STRUCTURE, COMBINE THE INFORMATION OF ONE
CUSTOMER TO ONE LINE THAT SEPARATE BY COMMAS
THEN WRITE THE OUTPUT FILE FOR NEXT USE
To create one output line, you should provide one method
toFile() in the class BankCustomer similar like toString but the
information on one line and separated by commas
Provide one new method in the data structure class similar like
showAll, write to file and call the toFile() instead of toString()
1.SERVICE: Work on Bank Customers
Display menu:
BankSystem_Martinez.java
TASKS ON ALL BANK CUSTOMERS
1. INSERT - Add new Customer - Open new Account
2. FETCH - Display One Customer With All Accounts
3. DELETE - Remove one Customer
4. UPDATE - Modify information of one Customer
5. UPDATE - Open new account for one Customer
6. SHOWALL - Display all Customers with their accounts
7. Process Monthly Statement for customers on all their
accounts
0. DONE
15. Type a number from 1 to 6 or 0 to exit:
Task DONE comeback the main menu
Task INSERT - Add new Customer - Open new Account
Ask from the keyboard for the information of one customer to
create an object of BankCustomer
Insert to data structure
Check if insert success, display message:
One new customer is added - Customer ID: 1111222
Otherwise, display message:
Add new customer not successfully
Task FETCH - Display One Customer With All Accounts
Ask from the keyboard for the ID of customer
Fetch the information of this customer and print in on the screen
If the ID cannot be found then display message: This customer
does not exist in the system
Task DELETE - Remove one Customer
Ask from the keyboard for the ID of customer
Delete this customer.
If delete is successful, display message: Delete customer
successfully
Otherwise, display message: This customer does not exist in the
system or delete not success
Task UPDATE - Modify information of one Customer
Ask from the keyboard for the ID of customer
Fetch to get the customer information
If the customer cannot be found, display message: This
customer does not exist in the system
Otherwise, ask for which information users want to modify
Set new value for that information
Update the customer to the data structure
Task UPDATE - Open new account for one Customer
16. Ask from the keyboard for the ID of customer, then get
customer information to get the list Account
Ask for information to create the new account
Add the new account to the listAccount
Set the new list to the customer
Task SHOWALL - Display all Customers with their accounts
Just show all the customer with all information of each
customer
Task Process Monthly Statement for customers on all their
accounts
Add to the data structure class the following method:
public void processOnAllNodes()
{
LinkedList<Account> listAccount = null;
Account = null;
int count = 0;
depend on the type of data structure, similar to do
for showAll,
go to each node do the following:
listAccount = data[i].getListAccount();
for (int j=0; j < listAccount.size(); j++)
{
account = listAccount.get(i);
account.setMonthlyStatement();
count++;
}
}
Display the message("Process statement on " + count + "
accounts");
}
In main, the data structure name will call this method
17. 2.SERVICE: Work on Accounts of One Customer
Ask for the ID of customer to work on then get the information
of customer from data structure
Declare an object of LinkedList listAccount to read the list of
accounts of this customer
Display menu
BankSystem_Martinez.java
TASKS ON ONE CUSTOMER INFORMATTION
1. toString - Display one Customer With All Account
2. SHOW ALL - Display All Accounts
3. FETCH - Display one Account
4. FETCH - Check Current Balance of one Account
5. UPDATE - Change username and password
6. UPDATE - Deposit to one Account
7. UPDATE - Withdraw from one Account
8. UPDATE - Transfer Money from one account to other
account
0. DONE
Type a number from 1 to 8 or 0 to exit:
Task DONE comeback the main menu
Task toString - Display one Customer With All Account
Print out the information of one BankCusotmer
Task SHOW ALL - Display All Accounts
Data structure of this part is LinkedList, show all the accounts
in the listAccount
Task FETCH - Display one Account
Data structure of this part is LinkedList, just fetch one account
in the listAccount
18. Task FETCH - Check Current Balance of one Account
Ask for account number, the use that account number to read
account from listAccount
When you have the account, call the function check
current balance
Task UPDATE - Change username and password
Ask for new username, password
Set user name and password for this customer by call
accessor methods
Task UPDATE - Deposit to one Account
Ask for account number, the use that account number
to read account from listAccount
When you have the account, ask for amount to deposit
then call the function deposit
Task UPDATE - Withdraw from one Account
Ask for account number, the use that account number
to read account from listAccount
When you have the account, ask for amount to
withdraw then call the function withdraw
Task UPDATE - Transfer Money from one account to other
account
Ask for account number of the account you want to send the
money from, get the account1
Ask for account number of the account you want to
send the money to, get the account 2
Ask for amount of money want to transfer
Account1 call withdraw
Account2 call deposit