CHD 204 Chapters 13 & 14Watch the video, Integrating Mus.docx
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This document provides instructions for a CHD 204 assignment on chapters 13 and 14. It includes 20 questions to answer about topics like the effects of stress on learning, brain development in infants, stages of sensorimotor development, language development, and principles for teaching toddlers. Students are also instructed to watch a video on integrating music and movement with literacy and write three comments. Several website links to books on related topics are also provided.
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Read Chapter 7 and answer the following questions1. What a.docx
Read Chapter 7 and answer the following questions:
1. What are preschoolers like?
2. Define
large motor, coordination, agility
and
conscience
.
3. What do preschoolers do?
4. What do preschoolers need?
5. Define
sense of initiative, socialized
and
norms
.
6. List the
seven (7)
dimensions of an environment advocated by Prescott.
7. Describe an environment that provides for initiative.
8. List
six (6)
opportunities for children provided through good storage of materials.
9. Define
pictograph
.
10. List
six (6)
environments that foster initiative
.
11. Describe an environment that helps to develop creativity.
12. List
eight (8)
factors for creativity.
13. Describe an environment for learning through play.
14. Where do you begin when deciding how to set up a room?
15. What should you know about pathways in the room?
16. How can you modify a classroom for children with special needs?
17. List
seven (7)
suggestions for welcoming children with special needs.
18. Describe an environment for outdoor play.
19. List
seven (7)
suggestions for an environment that fosters play.
20. How can you plan for safety?
21. Define
interest centers, indirect guidance, private space
and
antibiased
.
22. Describe an environment that fosters self-control.
23. Define
time blocks, child-initiated,
and
teacher-initiated
.
24. List
six (6)
features found in schedules that meet children's needs.
25. List
eight (8)
principles of developmentally appropriate transitions for preschoolers.
26. Define
kindergarten
. Describe kindergarten today.
27. Define
screening, readiness tests, transitional classes
and
retention
.
28. What is the kindergarten dilemma?
29. List
five (5)
inappropriate physical environments for preschoolers.
Read Chapter 8 and answer the following questions:
1. What are primary-age children like?
2. What do primary-age children like to do?
3. Define
peers, sense of industry, competence
and
concrete
.
4. What do primary-age children need?
5. How do primary-age children learn best?
6. What are some of the concerns about public education?
7. Describe an environment for a sense of industry.
8. What is a benefit of the learning-center approach for primary-age children?
9. What is a planning contract?
10. What is an advantage to providing a number of separate learning centers?
11. What is a planning board?
12. Define
portfolio
.
13. How do teachers of primary-age children use portfolios and work samples?
14. What are two large and important learning centers related to literacy?
15. What should a writing center contain?
16. List
four (4)
suggestions for an environment that fosters early literacy.
17. Describe an environment that fosters math understanding.
18. Describe a physical environment that fosters scientific awareness.
19. Describe an environment for relationships.
20. List
five (5)
suggestions for fostering peer- and te.
Read Chapter 3. Answer the following questions1.Wha.docx
Read Chapter 3
.
Answer the following questions:
1.
What can give a teacher insight into children’s language behavior?
2.
How many new words might a preschooler acquire each day?
3.
Define
receptive vocabulary and expressive vocabulary.
4.
Compare speech when a child is excited to speech when a child is embarrassed, sad, or shy.
5.
What is the focus of play for very young preschoolers?
6.
Define
regularization.
7.
What is the focus for questions during the toddler period?
8.
Define
overextension.
9.
Describe
running commentaries.
10.
List
eight (8)
possible developmental reasons and benefits of self-talk.
11.
Define
consonant and vowel.
12.
What advice should be given to families and early childhood educators?
13.
List
(four) 4
suggestions for books for younger preschoolers.
14.
List
ten (10)
expectations as preschoolers get older.
15.
Describe friendships of young preschoolers.
16. List
five (5)
areas of growth in children through group play.
17. How do children learn language?
18. Explain
relational words
and why these words are important.
19. Explain
impact words, sound words, created words
and
displaying creativity
.
20. Discuss the danger of assumptions about intelligence through language ability.
21. List
four (4)
speech and language characteristics of older preschoolers.
22. What may depress a child's vocabulary development?
23. Define
metalinguistic awareness.
24. How does physical growth affect children's perceptions of themselves?
25.
Define
mental image.
26.
Define
visual literacy.
27.
Explain the order in which motor skills are developed.
28.
Explain the
Montessori
approach to education for young children.
29. List
seventeen (17) objectives for refining perceptual-motor skills.
30.
Define
assimilation and accommodation.
31. What is a zone of proximal development?
32.
What is the teacher’s role in working with infants, toddlers and preschoolers?
33.
Define
metalinguistic skills.
34.
Define
social connectedness.
35. List
six (6)
social ability goals that serve as a strong foundation for future schooling.
.
Chd 203 Chapter 3Read Chapter 3. Answer the following .docx
Chd 203
Chapter 3
Read Chapter 3
.
Answer the following questions:
1.
What can give a teacher insight into children’s language behavior?
2.
How many new words might a preschooler acquire each day?
3.
Define
receptive vocabulary and expressive vocabulary.
4.
Compare speech when a child is excited to speech when a child is embarrassed, sad, or shy.
5.
What is the focus of play for very young preschoolers?
6.
Define
regularization.
7.
What is the focus for questions during the toddler period?
8.
Define
overextension.
9.
Describe
running commentaries.
10.
List
eight (8)
possible developmental reasons and benefits of self-talk.
11.
Define
consonant and vowel.
12.
What advice should be given to families and early childhood educators?
13.
List
(four) 4
suggestions for books for younger preschoolers.
14.
List
ten (10)
expectations as preschoolers get older.
15.
Describe friendships of young preschoolers.
16. List
five (5)
areas of growth in children through group play.
17. How do children learn language?
18. Explain
relational words
and why these words are important.
19. Explain
impact words, sound words, created words
and
displaying creativity
.
20. Discuss the danger of assumptions about intelligence through language ability.
21. List
four (4)
speech and language characteristics of older preschoolers.
22. What may depress a child's vocabulary development?
23. Define
metalinguistic awareness.
24. How does physical growth affect children's perceptions of themselves?
25.
Define
mental image.
26.
Define
visual literacy.
27.
Explain the order in which motor skills are developed.
28.
Explain the
Montessori
approach to education for young children.
29. List
seventeen (17) objectives for refining perceptual-motor skills.
30.
Define
assimilation and accommodation.
31. What is a zone of proximal development?
32.
What is the teacher’s role in working with infants, toddlers and preschoolers?
33.
Define
metalinguistic skills.
34.
Define
social connectedness.
35. List
six (6)
social ability goals that serve as a strong foundation for future schooling.
...
Unit 1 Fundamentals of Second Language Acquisition.pptx
This document provides an overview of the course unit on fundamentals of second language acquisition. It will focus on classifying theories of second language acquisition from a historical and pedagogical perspective. Students will explore what is known about how the brain processes language and the impact of bilingualism. Theories covered include Ellis' overview of SLA theories and Van Patten's characterization of different SLA theories. Learning activities include analyzing the relationship between SLA theories and designing activities to apply the theories in a classroom setting.
Respond to the following questions in complete paragraphs1.Iden.docx
Respond to the following questions in complete paragraphs:
1.Identify the major components of the American Association on Intellectual and Developmental Disabilities (AAIDD) definition and classification system for people with intellectual an d developmental disabilities.
2. Identify the characteristics of individuals with intellectual disabilities.
3. Identify five skills areas that should be addressed in programs for elementary children and for adolescents with intellectual disabilities.
4. Identify four ways in which speech, language, and communication are interrelated.
5. Identify three factors that are thought to cause language disorders and stuttering.
6. Describe how treatment approaches fro language disorders generally differ for children and for adults.
7. Describe the variability and severity of characteristics within the autism spectrum
8. Identify the primary impairments present in children with autism spectrum disorders.
9. Identify the factors related to the biological theoretical view regarding the causes of autism spectrum disorders
10. Identify the major approaches to the treatment of autism spectrum disorder.
Important vocabulary
1.biomedical factors
2.anoxia
3.anencephaly
4.hydrocephalus
5.language delay
6. language disorder
7.phonology
8.syntax
9.morphology
10.semantics
11.receptive language disorders
12. expressive language disorders
13.aphasia
14. cluttering
15.delayed speech
16.autism
17. savant syndrome
18. Asperger's syndrome
19. ASD
20. Pervasive developmental disorders
Please use APA style and citations along with references , each item should have at leash 3 sentences in the form of a small paragraph.
.
Top Emergency Services Educator Tips
It is a tremendous challenge to deliver quality emergency services education. The hurdles that have to be overcome by program directors and individual educators to meet objectives and help students achieve competencies can be discouraging at best. That's why we have to stick together. Here is a treasure-trove of top-tips for educators.
Risky, edgy teaching
This document outlines 9 lesson ideas presented at a conference on risky teaching. Each idea has an element of risk but also has the potential for great results if successful. The aims are to provide practical ideas that teachers can try in their own classrooms within the next couple weeks. Several of the ideas involve active learning techniques like demonstrations, role plays, guided fantasies and games to more fully engage students. While there are risks, research suggests engagement leads to better behavior, progress and self-esteem for students. The document discusses potential risks and benefits of each approach.
Top Emergency Services Educator Tips
It is a tremendous challenge to deliver quality emergency services education. The hurdles that have to be overcome by program directors and individual educators to meet objectives and help students achieve competencies can be discouraging at best. That's why we have to stick together. Here is a treasure-trove of top-tips for educators.
Recommended
Read Chapter 7 and answer the following questions1. What a.docx
Read Chapter 7 and answer the following questions:
1. What are preschoolers like?
2. Define
large motor, coordination, agility
and
conscience
.
3. What do preschoolers do?
4. What do preschoolers need?
5. Define
sense of initiative, socialized
and
norms
.
6. List the
seven (7)
dimensions of an environment advocated by Prescott.
7. Describe an environment that provides for initiative.
8. List
six (6)
opportunities for children provided through good storage of materials.
9. Define
pictograph
.
10. List
six (6)
environments that foster initiative
.
11. Describe an environment that helps to develop creativity.
12. List
eight (8)
factors for creativity.
13. Describe an environment for learning through play.
14. Where do you begin when deciding how to set up a room?
15. What should you know about pathways in the room?
16. How can you modify a classroom for children with special needs?
17. List
seven (7)
suggestions for welcoming children with special needs.
18. Describe an environment for outdoor play.
19. List
seven (7)
suggestions for an environment that fosters play.
20. How can you plan for safety?
21. Define
interest centers, indirect guidance, private space
and
antibiased
.
22. Describe an environment that fosters self-control.
23. Define
time blocks, child-initiated,
and
teacher-initiated
.
24. List
six (6)
features found in schedules that meet children's needs.
25. List
eight (8)
principles of developmentally appropriate transitions for preschoolers.
26. Define
kindergarten
. Describe kindergarten today.
27. Define
screening, readiness tests, transitional classes
and
retention
.
28. What is the kindergarten dilemma?
29. List
five (5)
inappropriate physical environments for preschoolers.
Read Chapter 8 and answer the following questions:
1. What are primary-age children like?
2. What do primary-age children like to do?
3. Define
peers, sense of industry, competence
and
concrete
.
4. What do primary-age children need?
5. How do primary-age children learn best?
6. What are some of the concerns about public education?
7. Describe an environment for a sense of industry.
8. What is a benefit of the learning-center approach for primary-age children?
9. What is a planning contract?
10. What is an advantage to providing a number of separate learning centers?
11. What is a planning board?
12. Define
portfolio
.
13. How do teachers of primary-age children use portfolios and work samples?
14. What are two large and important learning centers related to literacy?
15. What should a writing center contain?
16. List
four (4)
suggestions for an environment that fosters early literacy.
17. Describe an environment that fosters math understanding.
18. Describe a physical environment that fosters scientific awareness.
19. Describe an environment for relationships.
20. List
five (5)
suggestions for fostering peer- and te.
Read Chapter 3. Answer the following questions1.Wha.docx
Read Chapter 3
.
Answer the following questions:
1.
What can give a teacher insight into children’s language behavior?
2.
How many new words might a preschooler acquire each day?
3.
Define
receptive vocabulary and expressive vocabulary.
4.
Compare speech when a child is excited to speech when a child is embarrassed, sad, or shy.
5.
What is the focus of play for very young preschoolers?
6.
Define
regularization.
7.
What is the focus for questions during the toddler period?
8.
Define
overextension.
9.
Describe
running commentaries.
10.
List
eight (8)
possible developmental reasons and benefits of self-talk.
11.
Define
consonant and vowel.
12.
What advice should be given to families and early childhood educators?
13.
List
(four) 4
suggestions for books for younger preschoolers.
14.
List
ten (10)
expectations as preschoolers get older.
15.
Describe friendships of young preschoolers.
16. List
five (5)
areas of growth in children through group play.
17. How do children learn language?
18. Explain
relational words
and why these words are important.
19. Explain
impact words, sound words, created words
and
displaying creativity
.
20. Discuss the danger of assumptions about intelligence through language ability.
21. List
four (4)
speech and language characteristics of older preschoolers.
22. What may depress a child's vocabulary development?
23. Define
metalinguistic awareness.
24. How does physical growth affect children's perceptions of themselves?
25.
Define
mental image.
26.
Define
visual literacy.
27.
Explain the order in which motor skills are developed.
28.
Explain the
Montessori
approach to education for young children.
29. List
seventeen (17) objectives for refining perceptual-motor skills.
30.
Define
assimilation and accommodation.
31. What is a zone of proximal development?
32.
What is the teacher’s role in working with infants, toddlers and preschoolers?
33.
Define
metalinguistic skills.
34.
Define
social connectedness.
35. List
six (6)
social ability goals that serve as a strong foundation for future schooling.
.
Chd 203 Chapter 3Read Chapter 3. Answer the following .docx
Chd 203
Chapter 3
Read Chapter 3
.
Answer the following questions:
1.
What can give a teacher insight into children’s language behavior?
2.
How many new words might a preschooler acquire each day?
3.
Define
receptive vocabulary and expressive vocabulary.
4.
Compare speech when a child is excited to speech when a child is embarrassed, sad, or shy.
5.
What is the focus of play for very young preschoolers?
6.
Define
regularization.
7.
What is the focus for questions during the toddler period?
8.
Define
overextension.
9.
Describe
running commentaries.
10.
List
eight (8)
possible developmental reasons and benefits of self-talk.
11.
Define
consonant and vowel.
12.
What advice should be given to families and early childhood educators?
13.
List
(four) 4
suggestions for books for younger preschoolers.
14.
List
ten (10)
expectations as preschoolers get older.
15.
Describe friendships of young preschoolers.
16. List
five (5)
areas of growth in children through group play.
17. How do children learn language?
18. Explain
relational words
and why these words are important.
19. Explain
impact words, sound words, created words
and
displaying creativity
.
20. Discuss the danger of assumptions about intelligence through language ability.
21. List
four (4)
speech and language characteristics of older preschoolers.
22. What may depress a child's vocabulary development?
23. Define
metalinguistic awareness.
24. How does physical growth affect children's perceptions of themselves?
25.
Define
mental image.
26.
Define
visual literacy.
27.
Explain the order in which motor skills are developed.
28.
Explain the
Montessori
approach to education for young children.
29. List
seventeen (17) objectives for refining perceptual-motor skills.
30.
Define
assimilation and accommodation.
31. What is a zone of proximal development?
32.
What is the teacher’s role in working with infants, toddlers and preschoolers?
33.
Define
metalinguistic skills.
34.
Define
social connectedness.
35. List
six (6)
social ability goals that serve as a strong foundation for future schooling.
...
Unit 1 Fundamentals of Second Language Acquisition.pptx
This document provides an overview of the course unit on fundamentals of second language acquisition. It will focus on classifying theories of second language acquisition from a historical and pedagogical perspective. Students will explore what is known about how the brain processes language and the impact of bilingualism. Theories covered include Ellis' overview of SLA theories and Van Patten's characterization of different SLA theories. Learning activities include analyzing the relationship between SLA theories and designing activities to apply the theories in a classroom setting.
Respond to the following questions in complete paragraphs1.Iden.docx
Respond to the following questions in complete paragraphs:
1.Identify the major components of the American Association on Intellectual and Developmental Disabilities (AAIDD) definition and classification system for people with intellectual an d developmental disabilities.
2. Identify the characteristics of individuals with intellectual disabilities.
3. Identify five skills areas that should be addressed in programs for elementary children and for adolescents with intellectual disabilities.
4. Identify four ways in which speech, language, and communication are interrelated.
5. Identify three factors that are thought to cause language disorders and stuttering.
6. Describe how treatment approaches fro language disorders generally differ for children and for adults.
7. Describe the variability and severity of characteristics within the autism spectrum
8. Identify the primary impairments present in children with autism spectrum disorders.
9. Identify the factors related to the biological theoretical view regarding the causes of autism spectrum disorders
10. Identify the major approaches to the treatment of autism spectrum disorder.
Important vocabulary
1.biomedical factors
2.anoxia
3.anencephaly
4.hydrocephalus
5.language delay
6. language disorder
7.phonology
8.syntax
9.morphology
10.semantics
11.receptive language disorders
12. expressive language disorders
13.aphasia
14. cluttering
15.delayed speech
16.autism
17. savant syndrome
18. Asperger's syndrome
19. ASD
20. Pervasive developmental disorders
Please use APA style and citations along with references , each item should have at leash 3 sentences in the form of a small paragraph.
.
Top Emergency Services Educator Tips
It is a tremendous challenge to deliver quality emergency services education. The hurdles that have to be overcome by program directors and individual educators to meet objectives and help students achieve competencies can be discouraging at best. That's why we have to stick together. Here is a treasure-trove of top-tips for educators.
Risky, edgy teaching
This document outlines 9 lesson ideas presented at a conference on risky teaching. Each idea has an element of risk but also has the potential for great results if successful. The aims are to provide practical ideas that teachers can try in their own classrooms within the next couple weeks. Several of the ideas involve active learning techniques like demonstrations, role plays, guided fantasies and games to more fully engage students. While there are risks, research suggests engagement leads to better behavior, progress and self-esteem for students. The document discusses potential risks and benefits of each approach.
Top Emergency Services Educator Tips
It is a tremendous challenge to deliver quality emergency services education. The hurdles that have to be overcome by program directors and individual educators to meet objectives and help students achieve competencies can be discouraging at best. That's why we have to stick together. Here is a treasure-trove of top-tips for educators.
Thinking toolbox 1
This document provides an overview of strategies and tools for developing creative and critical thinking skills. It discusses key thinking frameworks like Bloom's Taxonomy, which categorizes different thinking skills. Tools for opening the "thinking toolbox" are presented, including brainstorming, questioning techniques, and goal setting. The document also provides examples and templates for lesson planning using these thinking strategies and how to incorporate them into teaching and learning.
Joined up real communication with real meaning
1. The document discusses strategies for developing students' spontaneous speaking skills in a foreign language, including listening carefully to the question, thinking of a quick response using known language, and asking a follow up question to continue the conversation.
2. A survey of students found that most equate spontaneous speaking with real-life conversations and see it as important for building confidence. However, many did not mention strategies for coping in an unplanned speaking situation.
3. The document provides examples of questions students could ask each other to practice spontaneous speaking and lists online resources available for language teaching.
Public speaking teacher training
1. The document provides guidelines for a speech assignment, outlining the expected components of the speech and presentation. It addresses choosing a topic, researching the topic, developing an outline, preparing visual aids, rehearsing, and delivering the speech.
2. Students are instructed to find a topic that interests both themselves and their audience, research it from multiple sources, and create an outline and bibliography before compiling their full speech.
3. The guidelines emphasize practicing the speech, preparing visual aids if needed, and delivering it confidently through eye contact, vocal variation and appropriate gestures. Students should memorize the introduction and conclusion.
USE ANy EBOOK that deal with child development any editionsDeve.docx
USE ANy EBOOK that deal with child development any editions
Developmentally Appropriate Practice Curriculum and Development in Early Education
by Carol Gestwicki
Chapter 1
Read Chapter 1 and answer the following questions:
1. Define
developmental principles
and
preschoolers
.
2. Define
accreditation, academic, prekindergartens
and
early learning standards
.
3. List
eight (8)
new trends and concerns encountered in the early childhood field.
4. What is the position statement on developmentally appropriate practice?
5. List
five (5)
guidelines of early childhood practice.
6. Define
polarities
and
assessment
.
7. List
several
characteristics of intentional teaching.
8. What are
three (3)
important kinds of information and knowledge that form the basis of professional decision making?
9. Define
genetic, experiential, temperament, disabilities, developmental delays
and
culture
.
10. List
three (3)
dimensions that must be given attention when planning truly developmentally appropriate programs.
11. Define
domain, cognitive, sequence, chronological
and
heredity
.
12. List several characteristics of a good preschool.
13. Define
neurobiological, sensorimotor, symbolic
and
constructivism.
14. Define
scaffolding, interrelationships
and
continuum
.
15. Explain
interdependence.
16. List and
explain
the
four (4)
important areas of development.
17. Define
internalize, longitudinal studies, key developmental indicators, dispositions, initiative, divergent
and
facilitator.
18. How are children at risk because of stress?
19. Do the benefits in later academic situations justify the earlier stress caused by pushing academic learning prematurely onto young children?
20. List
ten (10)
misunderstandings about developmentally appropriate practice. Pick one that you can relate to and explain your feelings toward the subject.
21. Define
foundational
and
rote-learning.
22. Explain the
DISTAR
approach.
23. Define
literacy
and
objectives.
Social Studies for the Preschool/Primary Child
1. What are the two main purposes for the social studies?
2. What kind of education for children did John Dewey promote?
3. Describe the social studies curriculum initiated by
Lucy Sprague Mitchell.
4. Define
spiral curriculum.
List the areas of emphasis for K-3rd grade.
5. Define what Mitchell meant by
relationship thinking.
6. List the
four (4)
principles of Piaget and Vygotsky that were congruent with Mitchell’s beliefs.
7. List the
eight (8)
components of the social-living curriculum of the 1930’s and 1940’s.
8. What was the failure of the social-living curriculum?
9. Explain
holiday curriculum.
How should holidays be used in the curriculum?
10. What was
Sputnik?
11. Describe the kindergarten program according to Robison and Spodek.
12. Explain the
War on Poverty
. Give specifics about what was included in the War on Poverty and the result ...
Different Trumps Same: Getting the Brain to Pay Attention
By Sharon Bowman. How to get - and keep - the brain's attention in any learning environment. For teachers, trainers, instructors, and presenters.
Memory lab
This memory lab assignment requires completing several memory tasks with a partner and analyzing the results using psychological concepts. Key tasks include:
1) Both complete online memory tests and analyze performance in terms of recognition, mnemonics, recall, interference, and short-term memory.
2) Observe the partner complete the same tests and compare responses, using psychology terms to explain differences in performance.
3) Administer recall and recognition tests on Disney dwarves to the partner and compare performance, explaining factors like serial position effect.
4) Time the partner listing US presidents and analyze recall based on serial position, then discuss a flashbulb memory of 9/11 and chunking of digit sequences.
5
Text Psychology Core Concepts Zimbardo, Johnson and Hamilton 7TH.docx
Text: Psychology Core Concepts: Zimbardo, Johnson and Hamilton 7
TH
EDITION (978-0-205183463) I cant found the text online maybe you can
Or You can access The Discovering Psychology video series on the internet for free!
Go to
www.learner.org
Click on the blue tab near the top that reads “view programs”
Many film series will be listed. They are in alphabetical order. Scroll down to Discovering Psychology: Updated Edition. Click on it.
All 26 episodes from the series are listed in order. Double click on the box that says “VoD” next to the episode you wish to view. That’s it!
Type 1 page for each ½ hour video unit where you submit bullets outlining the content of each ½ hour lecture (not more than one page in length)
AND, SEPARATELY, ANSWER ALL LEARNING OBJECTIVE QUESTIONS FROM THE ATTACHED/ENCLOSED PACKET( state each question before each of your responses. Make sure you cite page references from the text for each of your answers).
ANSWERS TO THESE QUESTIONS CAN BE FOUND IN VIDEO AND TEXT INSIDE FRONT AND BACK COVER OF TEXT WILL TELL YOU WHAT CHAPTERS CORRELATE WITH WHICH VIDEOS).
Week 8 Nov. 4 videos/Obj. units 15,16
Week 9 Nov.11 videos/Obj. units 17,18
Week 10 Nov. 18 videos/Obj. units 19,20
Week 4 Oct.
7 videos/Obj. units 7,8 Week 11 Nov. 25 videos/Obj. units 21/22
Week 5 Oct. 14 videos/Obj. units 9,10 Week 12 Dec. 2 videos/Obj. units 23/24
Week 6 Oct. 21 videos/Obj. units 11,12 Week 13 Dec. 09 videos/Obj. units 25/26
Week 7 Oct. 28 videos/Obj. units 13,14
Objective 7
After viewing the television program and completing the assigned readings, you should be able to:
1. Define and compare sensation and perception.
2. Describe how a visual stimulus gets translated into “sight” in the brain.
3. Describe the field of psychophysics.
4. Be able to distinguish distal and proximal stimuli.
5. Explain why illusions provide clues to perceptual mechanisms.
6. Describe Gestalt psychology.
7. Describe the phenomenon of perceptual constancy.
8. Describe the psychological dimensions of sound and the physiology of hearing.
9. Describe the difference between top-down and bottom up processing.
10. Discuss the senses of smell, taste and touch.
Objectives 8
After viewing the television program and completing the assigned readings, you should be able to:
1. Define learning.
2. Describe the process of classical conditioning and show how it demonstrates learning by association.
3. Cite examples of extinction, spontaneous recovery, generalizations, and discrimination.
4. Describe the process of operant conditioning.
5. Know the distinction between positive and negative punishment and between positive and negative reinforcement.
6. Describe how observational learning occurs.
7. Discuss the varieties of reinforcement schedules, including.
Learning style inventory (1)
This document discusses learning styles and multiple intelligences. It includes a learning style inventory quiz to help determine if a person has a visual, auditory, or kinesthetic learning style. It then provides analysis questions about the quiz results and discusses whether someone can have equal scores across multiple styles. Finally, it discusses the importance of teaching students about learning styles and multiple intelligences so they can better understand their own strengths and weaknesses as learners. Some example ways to teach these concepts to students are described, such as a hands-on demonstration using apples to illustrate the different ways students can learn.
Disability Research PresentationDisability Research Presentation.docx
Disability Research Presentation
Disability Research Presentation
Complete a research project on a disability or disorder. Use a minimum of 4 sources. Avoid using medical encyclopedias. Use APA format for citing sources at the end and within the body of the PowerPoint. The power point must have 10-15 slides. The first slide will be your title page. The last slide will have your sources. Answer the following questions within your PowerPoint presentation, making use of descriptions and examples:
1. What is the disability called now and by what other names has it been called?
2. What is the prevalence of this disability?
3. When is it most often diagnosed and how?
4. What are some of the assessment tools used to diagnose the disability?
5. What are the characteristics of the disability and what developmental domains does it effect and in what ways?
6. What are the struggles many families face that have children with this disability and what are some ways they cope?
7. Name at least two helpful resources such as support groups or organizations that would be helpful for parents regarding this disability.
8. What services do these children need at school and what kind of placement is most often made?
9. What are some specific methods that are used to teach these children? Are any of these methods based on research? In other words, are there any studies that you could find that prove any particular method works?
10. What are some specific effective techniques or methods or evidence-based practices that assist in the inclusion of these children in regular classes?
11. What are some important ideas to keep in mind while working with these children?
12. What are some resources, support groups or organizations that are helpful in the goal of teaching these children
.
Intro-Conclusion.ppt
This document provides guidance on effective introductions and conclusions for presentations. For introductions, it recommends capturing the audience's attention, creating interest in the subject, and introducing the topic. It offers opening strategies like asking questions, using novelty, striking ideas, imagination, and personal testimony. For conclusions, it suggests restating or summarizing the subject, including a brief evaluation, and inspiring further interest without dragging on or making excuses. Overall, the document outlines components and techniques for engaging introductions and impactful conclusions.
Pa final project(1)Lana Davis
The document provides instructions for a final project template for a course on supporting phonemic awareness in the classroom. It outlines parts to include in the template such as general classroom information, reflections on phonemic awareness and readings, plans for student assessment and analysis, strategies and activities to incorporate phonemic awareness, relevant standards, and use of technology. The template is to be completed throughout the course and submitted at the end for feedback.
Avanced english cs lab1
The document is a lab manual for an advanced English communication skills course at Megha Institute of Engineering and Technology for Women in Hyderabad, India from 2011-2012. The manual covers topics like functional English, vocabulary building, group discussions, interview skills, resume writing, reading comprehension, and technical report writing. It provides general tips for conversations, examples of conversation starters, and tips for starting and keeping conversations going. It also discusses the importance of body language in communication and some key parts of non-verbal communication like facial expressions and gestures.
5W1H of English Mastery
Combing through language experts' memoirs, autobiographies, interviews and quotes from third-party websites, their views on English Mastery converge on this simple fact: Use it with feedback often or lose it.
LEARNERS WITH DIFFICULTY IN REMEMBERING AND CONCENTRATING.pptx
This document provides training on teaching learners who have difficulty remembering or concentrating. It discusses identifying these learners using a screening device and planning appropriate accommodations. The objectives are to describe learner characteristics, plan supports, explain how multi-sensory materials can help, and appreciate these learners. Activities are included to identify characteristics. Strategies discussed are modeling, multisensory methods, behavior modification, peer tutoring, and individualized instruction. Multi-sensory materials that can help learning are also presented such as pictures, manipulatives and modeling materials. The training concludes by having participants create accommodation plans for learners.
Phonemic Awareness CLOI Final Project
This final project is the culmination of several weeks of study in the Commonwealth Learning Online Institute's course entitled "Supporting Phonemic Awareness in the Classroom" Not only does this course teach about the importance of Phonemic awareness and offers a multitude of references for teaching strategies, but also encourages the learner to explore technology for the classroom.
7 level B1
En esta sección, un asistente de idiomas
responde a preguntas sobre el tema de la unidad.
News report: Un reportaje de noticias sobre algún
acontecimiento reciente relacionado con el tema.
Expert: Aquí un experto en la materia da su opinión
sobre algún aspecto del tema.
Interview: Una entrevista a una persona relacionada
con el tema.
Student: Un estudiante comenta su experiencia
personal sobre el tema.
Debate: Un debate entre varias personas con
opiniones encontradas sobre algún aspect
Unlocking learner motivation in the era of digital natives
For all the focus on "EdTech" in the classroom, little work has been done, leveraging technology outside the classroom. Teens, in particular, could benefit from new approaches in this area. What are the best formats; how can we motivate self-learning; and what is best done outside, vs. inside, the classroom?
how to learn a new language in 6 months
The document outlines Lonsdale's five principles and seven actions for rapid language acquisition. The five principles are to focus on relevant content, use the language to communicate, understand meaning before words through gestures, see language learning as physiological training, and maintain a positive psychological state. The seven actions are to listen a lot without understanding, focus on meaning, start mixing known words, focus on high frequency words, get a language parent for support, mimic facial expressions when speaking, and directly connect new words to mental images instead of just memorizing translations.
Veative ELL Teacher's Guide for VR
This document provides an overview of an English language learning series that uses virtual reality. It includes background information on why VR is well-suited for language education, a description of the content and features included in the series, and instructions for how to use the various exercises and practice activities in the VR environment. The series is designed to provide learners with speaking practice, vocabulary building, and confidence through immersive scenarios. It includes over 100 conversations, short sentences, vocabulary words, and assessments. Learners can practice pronunciation, engage in dialogues, and test their comprehension through various interactive features and levels for students of different English abilities.
Yongin.dec.2010.textbook.adaptation
The document discusses key ingredients for an effective English language teaching methodology. It recommends (1) having an inspired and happy teacher, (2) creating a student-centered classroom, and (3) lowering students' affective filters through fun activities and adapting to their interests and learning styles. Specific techniques mentioned include using entry points, brain-based activities, cooperative learning, thinking routines, and speaking frames to engage students.
Problem 7. Dollars for WaitingJeffrey Swift has been a messenger.docx
Problem 7. Dollars for Waiting?
Jeffrey Swift has been a messenger used by a couple of the local businesses where the Discrimina, Inc. machine shop is located. Sometimes he has done some extra errands inside the Discrimina building for a couple of hours. For the last several weeks, he has helped package items for shipment on Thursdays. Things have gone well, but Jeffrey is concerned because sometimes he has waited over two hours in the waiting room while waiting for the packaging to begin. He wouldn't mind but Discrimina pays only for packaging time, not for waiting time. He can never be certain when the parts will be ready for packaging because final quality checking time varies wildly.
Jeffrey has his own delivery business, but Discrimina has only paid him cash. Each time, Jeffrey has given the company a receipt for the cash. While he waits, he sometimes goes out for donuts for the crew. At other times, he plays games on his PDA or makes cell calls to friends.
Question
If Jeffrey Swift sues for the waiting time hours, what is the likely result and why? Write your answer in a Word document in 1-2 pages.
.
Problem 8-2B(a) Journalize the transactions, including explanation.docx
Problem 8-2B
(a) Journalize the transactions, including explanations.
(Note, enter all accounts in one box.
The dates have been included to help with formatting).
Date
Account Titles and Explanation
Debit
Credit
1
2
3
4
5
(b) Enter the January 1, 2014 balances in Accounts Receivable and Allowance for Doubtful Accounts. Post the transactions to the ledger T Accounts
Be sure to post the amounts to the correct side of the T-Account!
Accounts Receivable
Bal.
(2)
(1)
(3)
(5)
(4)
(5)
Bal.
Allowance for Doubtful Accounts
(4)
Bal.
(5)
Bal.
(c)
Prepare the journal entry to record bad debt expense for 2014, assuming that aging the accounts receivable indicates that expected bad debts are $140,000.
Balance needed
...............................................................................
$
Balance before adjustment [see (b)]
................................................
Adjustment required
.......................................................................
$
The journal entry would therefore be as follows:
(d) Accounts Receivable Turnover Ratios:
Enter your answer here
Average Collection Period:
Enter your answer here
Problem 8-6B
(a) Journalize the transactions, including explanations.
(Note, enter all accounts in one box.
The dates have been included to help with formatting).
Date
Account Titles and Explanation
Debit
Credit
5
20
Feb
18
Apr
20
30
May
25
Aug
18
Sept.
1
Problem 9-2B
(a) Journalize the transactions, including explanations.
(Note, enter all accounts in one box.
The dates have been included to help with formatting).
If there are two entries for the same day, then you do not need to enter the date again.
Date
Account Titles and Explanation
Debit
Credit
April
1
May
1
May
1
June
1
Sept
1
PART B
Dec
31
31
(c)
Partial Balance Sheet
TONG CORPORATION
Partial Balance Sheet
December 31, 2014
Assets
Plant assets
Account title
Amount
Account title
Amount
Account title
Amount
Account title (or contra account)
Amount
Total plant assets
Amount
Problem 9-7B
(a)
BUS 1
Year
Computation
Accumulated Depreciation
Amount
Amount
Amount
BUS 2
Year
Computation
Accumulated Depreciation
Amount
Amount
Amount
BUS 3
Year
Computation
Accumulated Depreciation
Amount
Amount
Amount
(b)
BUS 2
Year
Depreciation Expense
Amount
Amount
.
More Related Content
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Thinking toolbox 1
This document provides an overview of strategies and tools for developing creative and critical thinking skills. It discusses key thinking frameworks like Bloom's Taxonomy, which categorizes different thinking skills. Tools for opening the "thinking toolbox" are presented, including brainstorming, questioning techniques, and goal setting. The document also provides examples and templates for lesson planning using these thinking strategies and how to incorporate them into teaching and learning.
Joined up real communication with real meaning
1. The document discusses strategies for developing students' spontaneous speaking skills in a foreign language, including listening carefully to the question, thinking of a quick response using known language, and asking a follow up question to continue the conversation.
2. A survey of students found that most equate spontaneous speaking with real-life conversations and see it as important for building confidence. However, many did not mention strategies for coping in an unplanned speaking situation.
3. The document provides examples of questions students could ask each other to practice spontaneous speaking and lists online resources available for language teaching.
Public speaking teacher training
1. The document provides guidelines for a speech assignment, outlining the expected components of the speech and presentation. It addresses choosing a topic, researching the topic, developing an outline, preparing visual aids, rehearsing, and delivering the speech.
2. Students are instructed to find a topic that interests both themselves and their audience, research it from multiple sources, and create an outline and bibliography before compiling their full speech.
3. The guidelines emphasize practicing the speech, preparing visual aids if needed, and delivering it confidently through eye contact, vocal variation and appropriate gestures. Students should memorize the introduction and conclusion.
USE ANy EBOOK that deal with child development any editionsDeve.docx
USE ANy EBOOK that deal with child development any editions
Developmentally Appropriate Practice Curriculum and Development in Early Education
by Carol Gestwicki
Chapter 1
Read Chapter 1 and answer the following questions:
1. Define
developmental principles
and
preschoolers
.
2. Define
accreditation, academic, prekindergartens
and
early learning standards
.
3. List
eight (8)
new trends and concerns encountered in the early childhood field.
4. What is the position statement on developmentally appropriate practice?
5. List
five (5)
guidelines of early childhood practice.
6. Define
polarities
and
assessment
.
7. List
several
characteristics of intentional teaching.
8. What are
three (3)
important kinds of information and knowledge that form the basis of professional decision making?
9. Define
genetic, experiential, temperament, disabilities, developmental delays
and
culture
.
10. List
three (3)
dimensions that must be given attention when planning truly developmentally appropriate programs.
11. Define
domain, cognitive, sequence, chronological
and
heredity
.
12. List several characteristics of a good preschool.
13. Define
neurobiological, sensorimotor, symbolic
and
constructivism.
14. Define
scaffolding, interrelationships
and
continuum
.
15. Explain
interdependence.
16. List and
explain
the
four (4)
important areas of development.
17. Define
internalize, longitudinal studies, key developmental indicators, dispositions, initiative, divergent
and
facilitator.
18. How are children at risk because of stress?
19. Do the benefits in later academic situations justify the earlier stress caused by pushing academic learning prematurely onto young children?
20. List
ten (10)
misunderstandings about developmentally appropriate practice. Pick one that you can relate to and explain your feelings toward the subject.
21. Define
foundational
and
rote-learning.
22. Explain the
DISTAR
approach.
23. Define
literacy
and
objectives.
Social Studies for the Preschool/Primary Child
1. What are the two main purposes for the social studies?
2. What kind of education for children did John Dewey promote?
3. Describe the social studies curriculum initiated by
Lucy Sprague Mitchell.
4. Define
spiral curriculum.
List the areas of emphasis for K-3rd grade.
5. Define what Mitchell meant by
relationship thinking.
6. List the
four (4)
principles of Piaget and Vygotsky that were congruent with Mitchell’s beliefs.
7. List the
eight (8)
components of the social-living curriculum of the 1930’s and 1940’s.
8. What was the failure of the social-living curriculum?
9. Explain
holiday curriculum.
How should holidays be used in the curriculum?
10. What was
Sputnik?
11. Describe the kindergarten program according to Robison and Spodek.
12. Explain the
War on Poverty
. Give specifics about what was included in the War on Poverty and the result ...
Different Trumps Same: Getting the Brain to Pay Attention
By Sharon Bowman. How to get - and keep - the brain's attention in any learning environment. For teachers, trainers, instructors, and presenters.
Memory lab
This memory lab assignment requires completing several memory tasks with a partner and analyzing the results using psychological concepts. Key tasks include:
1) Both complete online memory tests and analyze performance in terms of recognition, mnemonics, recall, interference, and short-term memory.
2) Observe the partner complete the same tests and compare responses, using psychology terms to explain differences in performance.
3) Administer recall and recognition tests on Disney dwarves to the partner and compare performance, explaining factors like serial position effect.
4) Time the partner listing US presidents and analyze recall based on serial position, then discuss a flashbulb memory of 9/11 and chunking of digit sequences.
5
Text Psychology Core Concepts Zimbardo, Johnson and Hamilton 7TH.docx
Text: Psychology Core Concepts: Zimbardo, Johnson and Hamilton 7
TH
EDITION (978-0-205183463) I cant found the text online maybe you can
Or You can access The Discovering Psychology video series on the internet for free!
Go to
www.learner.org
Click on the blue tab near the top that reads “view programs”
Many film series will be listed. They are in alphabetical order. Scroll down to Discovering Psychology: Updated Edition. Click on it.
All 26 episodes from the series are listed in order. Double click on the box that says “VoD” next to the episode you wish to view. That’s it!
Type 1 page for each ½ hour video unit where you submit bullets outlining the content of each ½ hour lecture (not more than one page in length)
AND, SEPARATELY, ANSWER ALL LEARNING OBJECTIVE QUESTIONS FROM THE ATTACHED/ENCLOSED PACKET( state each question before each of your responses. Make sure you cite page references from the text for each of your answers).
ANSWERS TO THESE QUESTIONS CAN BE FOUND IN VIDEO AND TEXT INSIDE FRONT AND BACK COVER OF TEXT WILL TELL YOU WHAT CHAPTERS CORRELATE WITH WHICH VIDEOS).
Week 8 Nov. 4 videos/Obj. units 15,16
Week 9 Nov.11 videos/Obj. units 17,18
Week 10 Nov. 18 videos/Obj. units 19,20
Week 4 Oct.
7 videos/Obj. units 7,8 Week 11 Nov. 25 videos/Obj. units 21/22
Week 5 Oct. 14 videos/Obj. units 9,10 Week 12 Dec. 2 videos/Obj. units 23/24
Week 6 Oct. 21 videos/Obj. units 11,12 Week 13 Dec. 09 videos/Obj. units 25/26
Week 7 Oct. 28 videos/Obj. units 13,14
Objective 7
After viewing the television program and completing the assigned readings, you should be able to:
1. Define and compare sensation and perception.
2. Describe how a visual stimulus gets translated into “sight” in the brain.
3. Describe the field of psychophysics.
4. Be able to distinguish distal and proximal stimuli.
5. Explain why illusions provide clues to perceptual mechanisms.
6. Describe Gestalt psychology.
7. Describe the phenomenon of perceptual constancy.
8. Describe the psychological dimensions of sound and the physiology of hearing.
9. Describe the difference between top-down and bottom up processing.
10. Discuss the senses of smell, taste and touch.
Objectives 8
After viewing the television program and completing the assigned readings, you should be able to:
1. Define learning.
2. Describe the process of classical conditioning and show how it demonstrates learning by association.
3. Cite examples of extinction, spontaneous recovery, generalizations, and discrimination.
4. Describe the process of operant conditioning.
5. Know the distinction between positive and negative punishment and between positive and negative reinforcement.
6. Describe how observational learning occurs.
7. Discuss the varieties of reinforcement schedules, including.
Learning style inventory (1)
This document discusses learning styles and multiple intelligences. It includes a learning style inventory quiz to help determine if a person has a visual, auditory, or kinesthetic learning style. It then provides analysis questions about the quiz results and discusses whether someone can have equal scores across multiple styles. Finally, it discusses the importance of teaching students about learning styles and multiple intelligences so they can better understand their own strengths and weaknesses as learners. Some example ways to teach these concepts to students are described, such as a hands-on demonstration using apples to illustrate the different ways students can learn.
Disability Research PresentationDisability Research Presentation.docx
Disability Research Presentation
Disability Research Presentation
Complete a research project on a disability or disorder. Use a minimum of 4 sources. Avoid using medical encyclopedias. Use APA format for citing sources at the end and within the body of the PowerPoint. The power point must have 10-15 slides. The first slide will be your title page. The last slide will have your sources. Answer the following questions within your PowerPoint presentation, making use of descriptions and examples:
1. What is the disability called now and by what other names has it been called?
2. What is the prevalence of this disability?
3. When is it most often diagnosed and how?
4. What are some of the assessment tools used to diagnose the disability?
5. What are the characteristics of the disability and what developmental domains does it effect and in what ways?
6. What are the struggles many families face that have children with this disability and what are some ways they cope?
7. Name at least two helpful resources such as support groups or organizations that would be helpful for parents regarding this disability.
8. What services do these children need at school and what kind of placement is most often made?
9. What are some specific methods that are used to teach these children? Are any of these methods based on research? In other words, are there any studies that you could find that prove any particular method works?
10. What are some specific effective techniques or methods or evidence-based practices that assist in the inclusion of these children in regular classes?
11. What are some important ideas to keep in mind while working with these children?
12. What are some resources, support groups or organizations that are helpful in the goal of teaching these children
.
Intro-Conclusion.ppt
This document provides guidance on effective introductions and conclusions for presentations. For introductions, it recommends capturing the audience's attention, creating interest in the subject, and introducing the topic. It offers opening strategies like asking questions, using novelty, striking ideas, imagination, and personal testimony. For conclusions, it suggests restating or summarizing the subject, including a brief evaluation, and inspiring further interest without dragging on or making excuses. Overall, the document outlines components and techniques for engaging introductions and impactful conclusions.
Pa final project(1)Lana Davis
The document provides instructions for a final project template for a course on supporting phonemic awareness in the classroom. It outlines parts to include in the template such as general classroom information, reflections on phonemic awareness and readings, plans for student assessment and analysis, strategies and activities to incorporate phonemic awareness, relevant standards, and use of technology. The template is to be completed throughout the course and submitted at the end for feedback.
Avanced english cs lab1
The document is a lab manual for an advanced English communication skills course at Megha Institute of Engineering and Technology for Women in Hyderabad, India from 2011-2012. The manual covers topics like functional English, vocabulary building, group discussions, interview skills, resume writing, reading comprehension, and technical report writing. It provides general tips for conversations, examples of conversation starters, and tips for starting and keeping conversations going. It also discusses the importance of body language in communication and some key parts of non-verbal communication like facial expressions and gestures.
5W1H of English Mastery
Combing through language experts' memoirs, autobiographies, interviews and quotes from third-party websites, their views on English Mastery converge on this simple fact: Use it with feedback often or lose it.
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This document provides training on teaching learners who have difficulty remembering or concentrating. It discusses identifying these learners using a screening device and planning appropriate accommodations. The objectives are to describe learner characteristics, plan supports, explain how multi-sensory materials can help, and appreciate these learners. Activities are included to identify characteristics. Strategies discussed are modeling, multisensory methods, behavior modification, peer tutoring, and individualized instruction. Multi-sensory materials that can help learning are also presented such as pictures, manipulatives and modeling materials. The training concludes by having participants create accommodation plans for learners.
Phonemic Awareness CLOI Final Project
This final project is the culmination of several weeks of study in the Commonwealth Learning Online Institute's course entitled "Supporting Phonemic Awareness in the Classroom" Not only does this course teach about the importance of Phonemic awareness and offers a multitude of references for teaching strategies, but also encourages the learner to explore technology for the classroom.
7 level B1
En esta sección, un asistente de idiomas
responde a preguntas sobre el tema de la unidad.
News report: Un reportaje de noticias sobre algún
acontecimiento reciente relacionado con el tema.
Expert: Aquí un experto en la materia da su opinión
sobre algún aspecto del tema.
Interview: Una entrevista a una persona relacionada
con el tema.
Student: Un estudiante comenta su experiencia
personal sobre el tema.
Debate: Un debate entre varias personas con
opiniones encontradas sobre algún aspect
Unlocking learner motivation in the era of digital natives
For all the focus on "EdTech" in the classroom, little work has been done, leveraging technology outside the classroom. Teens, in particular, could benefit from new approaches in this area. What are the best formats; how can we motivate self-learning; and what is best done outside, vs. inside, the classroom?
how to learn a new language in 6 months
The document outlines Lonsdale's five principles and seven actions for rapid language acquisition. The five principles are to focus on relevant content, use the language to communicate, understand meaning before words through gestures, see language learning as physiological training, and maintain a positive psychological state. The seven actions are to listen a lot without understanding, focus on meaning, start mixing known words, focus on high frequency words, get a language parent for support, mimic facial expressions when speaking, and directly connect new words to mental images instead of just memorizing translations.
Veative ELL Teacher's Guide for VR
This document provides an overview of an English language learning series that uses virtual reality. It includes background information on why VR is well-suited for language education, a description of the content and features included in the series, and instructions for how to use the various exercises and practice activities in the VR environment. The series is designed to provide learners with speaking practice, vocabulary building, and confidence through immersive scenarios. It includes over 100 conversations, short sentences, vocabulary words, and assessments. Learners can practice pronunciation, engage in dialogues, and test their comprehension through various interactive features and levels for students of different English abilities.
Yongin.dec.2010.textbook.adaptation
The document discusses key ingredients for an effective English language teaching methodology. It recommends (1) having an inspired and happy teacher, (2) creating a student-centered classroom, and (3) lowering students' affective filters through fun activities and adapting to their interests and learning styles. Specific techniques mentioned include using entry points, brain-based activities, cooperative learning, thinking routines, and speaking frames to engage students.
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More from jeffsrosalyn
Problem 7. Dollars for WaitingJeffrey Swift has been a messenger.docx
Problem 7. Dollars for Waiting?
Jeffrey Swift has been a messenger used by a couple of the local businesses where the Discrimina, Inc. machine shop is located. Sometimes he has done some extra errands inside the Discrimina building for a couple of hours. For the last several weeks, he has helped package items for shipment on Thursdays. Things have gone well, but Jeffrey is concerned because sometimes he has waited over two hours in the waiting room while waiting for the packaging to begin. He wouldn't mind but Discrimina pays only for packaging time, not for waiting time. He can never be certain when the parts will be ready for packaging because final quality checking time varies wildly.
Jeffrey has his own delivery business, but Discrimina has only paid him cash. Each time, Jeffrey has given the company a receipt for the cash. While he waits, he sometimes goes out for donuts for the crew. At other times, he plays games on his PDA or makes cell calls to friends.
Question
If Jeffrey Swift sues for the waiting time hours, what is the likely result and why? Write your answer in a Word document in 1-2 pages.
.
Problem 8-2B(a) Journalize the transactions, including explanation.docx
Problem 8-2B
(a) Journalize the transactions, including explanations.
(Note, enter all accounts in one box.
The dates have been included to help with formatting).
Date
Account Titles and Explanation
Debit
Credit
1
2
3
4
5
(b) Enter the January 1, 2014 balances in Accounts Receivable and Allowance for Doubtful Accounts. Post the transactions to the ledger T Accounts
Be sure to post the amounts to the correct side of the T-Account!
Accounts Receivable
Bal.
(2)
(1)
(3)
(5)
(4)
(5)
Bal.
Allowance for Doubtful Accounts
(4)
Bal.
(5)
Bal.
(c)
Prepare the journal entry to record bad debt expense for 2014, assuming that aging the accounts receivable indicates that expected bad debts are $140,000.
Balance needed
...............................................................................
$
Balance before adjustment [see (b)]
................................................
Adjustment required
.......................................................................
$
The journal entry would therefore be as follows:
(d) Accounts Receivable Turnover Ratios:
Enter your answer here
Average Collection Period:
Enter your answer here
Problem 8-6B
(a) Journalize the transactions, including explanations.
(Note, enter all accounts in one box.
The dates have been included to help with formatting).
Date
Account Titles and Explanation
Debit
Credit
5
20
Feb
18
Apr
20
30
May
25
Aug
18
Sept.
1
Problem 9-2B
(a) Journalize the transactions, including explanations.
(Note, enter all accounts in one box.
The dates have been included to help with formatting).
If there are two entries for the same day, then you do not need to enter the date again.
Date
Account Titles and Explanation
Debit
Credit
April
1
May
1
May
1
June
1
Sept
1
PART B
Dec
31
31
(c)
Partial Balance Sheet
TONG CORPORATION
Partial Balance Sheet
December 31, 2014
Assets
Plant assets
Account title
Amount
Account title
Amount
Account title
Amount
Account title (or contra account)
Amount
Total plant assets
Amount
Problem 9-7B
(a)
BUS 1
Year
Computation
Accumulated Depreciation
Amount
Amount
Amount
BUS 2
Year
Computation
Accumulated Depreciation
Amount
Amount
Amount
BUS 3
Year
Computation
Accumulated Depreciation
Amount
Amount
Amount
(b)
BUS 2
Year
Depreciation Expense
Amount
Amount
.
Problem 14-4AFinancial information for Ernie Bishop Company is pre.docx
Problem 14-4A
Financial information for Ernie Bishop Company is presented below.
ERNIE BISHOP COMPANY
Balance Sheets
December 31
Assets
2013
2012
Cash
$ 70,000
$ 65,000
Short-term investments
52,000
40,000
Receivables (net)
98,000
80,000
Inventory
125,000
135,000
Prepaid expenses
29,000
23,000
Land
130,000
130,000
Building and equipment (net)
168,000
175,000
$672,000
$648,000
Liabilities and Stockholders’ Equity
Notes payable
$100,000
100,000
Accounts payable
48,000
42,000
Accrued liabilities
44,000
40,000
Bonds payable, due 2016
150,000
150,000
Common stock, $10 par
200,000
200,000
Retained earnings
130,000
116,000
$672,000
$648,000
ERNIE BISHOP COMPANY
Income Statement
For the Years Ended December 31
2013
2012
Net sales
$858,000
$798,000
Cost of goods sold
611,000
575,000
Gross profit
247,000
223,000
Operating expenses
204,500
181,000
Net income
$ 42,500
$ 42,000
Additional information:
1.
Inventory at the beginning of 2012 was $118,000.
2.
Total assets at the beginning of 2012 were $632,000.
3.
No common stock transactions occurred during 2012 or 2013.
4.
All sales were on account.
5.
Receivables (net) at the beginning of 2012 were $88,000.
(a)
Indicate, by using ratios, the change in liquidity and profitability of Ernie Bishop Company from 2012 to 2013.
(Round Earnings per share to 2 decimal places, e.g. 1.65, and all others to 1 decimal place, e.g. 6.8 or 6.8% .)
2012
2013
Change
LIQUIDITY
Current
Acid-test
Receivables turnover
Inventory turnover
PROFITABILITY
Profit margin
Asset turnover
Return on assets
Earnings per share
$
(b)
Given below are three independent situations and a ratio that may be affected. For each situation, compute the affected ratio (1) as of December 31, 2013, and (2) as of December 31, 2014, after giving effect to the situation. Net income for 2014 was $50,000. Total assets on December 31, 2014, were $700,000.
Situation
Ratio
(1)
18,000 shares of common stock were sold at par on July 1, 2014.
Return on common stockholders’ equity
(2)
All of the notes payable were paid in 2014. The only change in liabilities was that the notes payable were paid.
Debt to total assets
(3)
Market price of common stock was $9 on December 31, 2013, and $12.50 on December 31, 2014.
Price-earnings ratio
2013
2014
Change
Return on common stockholders’ equity
Debt to total assets
Price-earnings ratio
Click if you would like to Show Work for this question:
Open Show Work
.
Problem and solution essay about the difficulties of speaking Engli.docx
Problem and solution essay about the difficulties of speaking English language for international students in the foriegn country.
- introduction with good thesis statement( start with transition word and include the problem and solution)
- first body paragraph ( define and explain the problem)
- second body paragraph. give the solution
- conclusion
two paraphrase
.
problem 8-6 (LO 4) Worksheet, direct and indirect holding, interco.docx
problem 8-6 (LO 4) Worksheet, direct and indirect holding, intercompany mer-
chandise,
machine. The
following
diagram
depicts
the
relationships
among
Mary
Company, John Company, and Joan Company on December 31, 2014:
Mary
John
Owns 60%
Owns 40%
Joan
Owns 50%
Mary Company purchases its interest in John Company on January 1, 2012, for $204,000.
John Company purchases its interest in Joan Company on January 1, 2013, for $75,000. Mary
Company purchases its interest in Joan Company on January 1, 2014, for $72,000. All invest-
ments are accounted for under the equity method. Control over Joan Company does not occur
until the January 1, 2014, acquisition. Thus, a D&D schedule will be prepared for the invest-
ment in Joan as of January 1, 2014.
The following stockholders’ equities are available:
John
Joan
Company
December31
,
December 31
2011
2012
2013
Commonstock ($10par). ........... ............
$150,000
Commonstock ($10par). ........... ............
$100,000
$100,000
Paid-incapitalinexcess of par ............. ..... 75,000
Retained earnings .............................
75,000
50,000
80,000
Totalequity ......... ........... ............
$300,000
$150,000
$180,000
On January 2, 2014, Joan Company sells a machine to Mary Company for $20,000. The
machine has a book value of $10,000, with an estimated life of five years and is being depre-
ciated on a straight-line basis.
John Company sells $20,000 of merchandise to Joan Company during 2014 to realize a gross
profit of 30%. Of this merchandise, $5,000 remains in Joan Company’s December 31, 2014,
inventory. Joan owes John $3,000 on December 31, 2014, for merchandise delivered during
2014.
Trial balances of the three companies prepared from general ledger account balances on
December 31, 2014, are as follows:
Mary
John
Joan
Cash ...................... ........... ......
62,500
60,000
30,000
Accounts Receivable ........................... 200,000
55,000
30,000
Inventory ................... ........... ......
360,000
80,000
50,000
Investmentin JohnCompany........... ........ 270,000
Investmentin JoanCompany........... .......... 86,000
107,500
Property, Plant,andEquipment.... ........... ...2,250,000
850,000
350,000
Accumulated Depreciation ....... ........... .... (938,000)
(377,500)
(121,800
Mary
John
Joan
Intangibles.... ........... ........... .........
15,000
Accounts Payable ............... ........... ...
(215,500)
(61,000)
(22,000)
AccruedExpenses............... ........... ...
(12,000)
(4,000)
(1,200)
BondsPayable. ........... ........... .........
(500,000)
(300,000)
(100,000)
Common Stock($5par) ........................
(500,000)
Common Stock($10par) ....................... (150,000)
Common Stock($10par) ....................... (100,000)
Paid-In Capital inExcessof Par ...... ........... (700,000)
(75,000).
Problem 4-5ADevine Brown opened Devine’s Carpet Cleaners on March .docx
Problem 4-5A
Devine Brown opened Devine’s Carpet Cleaners on March 1. During March, the following transactions were completed.
Mar. 1
Invested $10,940 cash in the business.
1
Purchased used truck for $6,050, paying $3,025 cash and the balance on account.
3
Purchased cleaning supplies for $1,128 on account.
5
Paid $1,788 cash on one-year insurance policy effective March 1.
14
Billed customers $4,723 for cleaning services.
18
Paid $1,538 cash on amount owed on truck and $402 on amount owed on cleaning supplies.
20
Paid $1,648 cash for employee salaries.
21
Collected $1,926 cash from customers billed on March 14.
28
Billed customers $2,561 for cleaning services.
31
Paid gasoline for month on truck $393.
31
Withdrew $769 cash for personal use.
(a)
Your answer is correct.
Journalize the March transactions.
(Record entries in the order displayed in the problem statement. Credit account titles are automatically indented when amount is entered. Do not indent manually.)
Date
Account Titles and Explanation
Debit
Credit
J1
J1
J1
J1
J1
J1
J1
J1
J1
J1
J1
J1
J1
J1
J1
J1
J1
J1
J1
J1
J1
J1
J1
[removed]
[removed]
[removed]
Click if you would like to Show Work for this question:
Open Show Work
SHOW LIST OF ACCOUNTS
SHOW ANSWER
LINK TO TEXT
LINK TO TEXT
LINK TO TEXT
LINK TO TEXT
Attempts: 2 of 5 used
(b) and (c)
Your answer is partially correct. Try again.
Prepare a trial balance at March 31 on a worksheet. Enter the following adjustments on the worksheet and complete the worksheet.
(1)
Earned but unbilled revenue at March 31 was $843.
(2)
Depreciation on equipment for the month was $463.
(3)
One-twelfth of the insurance expired.
(4)
An inventory count shows $273 of cleaning supplies on hand at March 31.
(5)
Accrued but unpaid employee salaries were $598.
DEVINE’S CARPET CLEANERS
Worksheet
For the Month Ended March 31, 2012
Trial Balance
Adjustments
Adjusted Trial Balance
Income Statement
Balance Sheet
Account Titles
Dr.
Cr.
Dr.
Cr.
Dr.
Cr.
Dr.
Cr.
Dr.
Cr.
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Problem 1-4A (Part Level Submission)Matt Stiner started a delivery.docx
Problem 1-4A (Part Level Submission)
Matt Stiner started a delivery service, Stiner Deliveries, on June 1, 2014. The following transactions occurred during the month of June.
June 1
Stockholders invested $14,493 cash in the business in exchange for common stock.
2
Purchased a used van for deliveries for $14,932. Matt paid $3,189 cash and signed a note payable for the remaining balance.
3
Paid $669 for office rent for the month.
5
Performed $4,502 of services on account.
9
Declared and paid $203 in cash dividends.
12
Purchased supplies for $109 on account.
15
Received a cash payment of $1,468 for services provided on June 5.
17
Purchased gasoline for $124 on account.
20
Received a cash payment of $1,385 for services provided.
23
Made a cash payment of $531 on the note payable.
26
Paid $122 for utilities.
29
Paid for the gasoline purchased on account on June 17.
30
Paid $1,255 for employee salaries.
(a)
Show the effects of the previous transactions on the accounting equation.
(If a transaction causes a decrease in Assets, Liabilities or Stockholders' Equity, place a negative sign (or parentheses) in front of the amount entered for the particular Asset, Liability or Equity item that was reduced. See Illustration 1-8 for example.)
STINER DELIVERIES
Assets
=
Liabilities
+
Stockholders' Equity
Retained Earnings
Date
Cash
+
Accounts
Receivable
+
Supplies
+
Equipment
=
Notes
Payable
+
Accounts
Payable
+
Common
Stock
+
Revenues
–
Expenses
–
Dividends
June 1
$
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$
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$
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$
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$
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$
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$
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PROBLEM 5-5BPrepare a correct detailed multiple-step income stat.docx
PROBLEM 5-5B
Prepare a correct detailed multiple-step income statement.
Assume a tax rate of 25%.
WRIGHT COMPANY
Income Statement
For the Month Ended December 31, 2014
Sales Revenues
Account title
Amount
Account title
Amount
Account title
Amount
Net Sales
Cost of goods sold
Gross profit
Amount
Operating Expenses
Account title
Amount
Account title
Amount
Account title
Amount
Account title
Amount
Account title
Amount
Account title
Amount
Account title
Amount
Total operating expenses
Amount
Income from operations
Amount
Other revenues and gains
Account title
Amount
Other expenses and losses
Account title
Amount
Amount (Total)
Income before income taxes
Income tax expense
Net Income
P5-5B
An inexperienced accountant prepared this condensed income statement for
Wright Company, a retail firm that has been in business for a number of years.
WRIGHT COMPANY
Income Statement
For the Year Ended December 31, 2014
Revenues
Net sales $952,000
Other revenues 16,000
968,000
Cost of goods sold 548,000
Gross profit 420,000
Operating expenses
Selling expenses 160,000
Administrative expenses
104,000
264,000
Net earnings $156,000
As an experienced, knowledgeable accountant, you review the statement and determine
the following facts.
1. Net sales consist of sales $972,000, less freight-out on merchandise sold $20,000.
2. Other revenues consist of sales discounts $12,000 and interest revenue $4,000.
3. Selling expenses consist of salespersons’ salaries $88,000; depreciation on equip-
ment $4,000; sales returns and allowances $46,000; advertising $12,000; and sales
commissions $10,000. All compensation should be recorded as Salaries and Wages
Expense.
4. Administrative expenses consist of office salaries $54,000; dividends $14,000; utili-
ties $13,000; interest expense $3,000; and rent expense $20,000, which includes
prepayments totaling $2,000 for the first month of 2015. The utilities represent
utilities paid. At December 31, utility expense of $3,000 has been incurred but not
paid.
Problem 6-2B
(a) Determine the Cost of Goods Available for Sale
Date
Explanation
Units
Unit Cost
Total Cost
Total
(b) Determine the ending inventory and cost of goods sold under each of the assumed cost flow methods.
Prove the accuracy of the cost of goods sold under FIFO and LIFO.
FIFO
(1) Ending Inventory
(2) Cost of Goods Sold
Date
Units
Unit Cost
Total Cost
Cost of goods available for sale
Amount
Amount
Amount
Less: ending inventory
Amount
Amount
Amount
Total
Amount
Total
Amount
Cost of Goods Sold
Amount
Proof of Cost of Goods Sold (FIFO)
Date
Units
Unit Cost
Total Cost
Amount
Amount
Amount
Amount
Amount
Amount
Amount
Amount
Total
Amount
Total
Amount
LIFO
(1) Ending Inventory
(2) Cost of Goods Sold
Date
Units
Unit Cost
Total Cost
Cost of goods available for sale
Amount
Amount
Amount
Less: ending inventory
Amount
Amount
Amount
Total
Amount
Total
Amount
Cost of Goods Sold
Amount
Proof of .
Problem 12-9ACondensed financial data of Odgers Inc. follow.ODGE.docx
Problem 12-9A
Condensed financial data of Odgers Inc. follow.
ODGERS INC.
Comparative Balance Sheets
December 31
Assets
2014
2013
Cash
$ 147,864
$ 88,572
Accounts receivable
160,674
69,540
Inventory
205,875
188,216
Prepaid expenses
51,972
47,580
Long-term investments
252,540
199,470
Plant assets
521,550
443,775
Accumulated depreciation
(91,500
)
(95,160
)
Total
$1,248,975
$941,993
Liabilities and Stockholders’ Equity
Accounts payable
$ 186,660
$ 123,159
Accrued expenses payable
30,195
38,430
Bonds payable
201,300
267,180
Common stock
402,600
320,250
Retained earnings
428,220
192,974
Total
$1,248,975
$941,993
ODGERS INC.
Income Statement Data
For the Year Ended December 31, 2014
Sales revenue
$710,882
Less:
Cost of goods sold
$247,892
Operating expenses, excluding depreciation
22,710
Depreciation expense
85,095
Income tax expense
49,922
Interest expense
8,656
Loss on disposal of plant assets
13,725
428,000
Net income
$ 282,882
Additional information:
1.
New plant assets costing $183,000 were purchased for cash during the year.
2.
Old plant assets having an original cost of $105,225 and accumulated depreciation of $88,755 were sold for $2,745 cash.
3.
Bonds payable matured and were paid off at face value for cash.
4.
A cash dividend of $47,636 was declared and paid during the year.
Prepare a statement of cash flows using the indirect method.
(Show amounts that decrease cash flow with either a - sign e.g. -15,000 or in parenthesis e.g. (15,000).)
ODGERS INC.
Statement of Cash Flows
For the Year Ended December 31, 2014
$
$
$
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.
Problem 13-6AIrwin Corporation has been authorized to issue 20,80.docx
*Problem 13-6A
Irwin Corporation has been authorized to issue 20,800 shares of $100 par value, 10%, noncumulative preferred stock
and 981,000 shares of no-par common stock. The corporation assigned a $2.50 stated value to the common stock. At
December 31, 2014, the ledger contained the following balances pertaining to stockholders’ equity.
The preferred stock was issued for land having a fair value of $142,900. All common stock issued was for cash. In
November, 1,500 shares of common stock were purchased for the treasury at a per share cost of $14. In
December, 500 shares of treasury stock were sold for $15 per share. No dividends were declared in 2014.
Preferred Stock $119,000
Paid-in Capital in Excess of Par—Preferred Stock 23,900
Common Stock 981,000
Paid-in Capital in Excess of Stated Value—Common Stock 1,781,300
Treasury Stock (1,000 common shares) 14,000
Paid-in Capital from Treasury Stock 500
Retained Earnings 81,600
.
Problem 1-2A (Part Level Submission)On August 31, the balance sh.docx
Problem 1-2A (Part Level Submission)
On August 31, the balance sheet of Donahue Veterinary Clinic showed Cash $11,249, Accounts Receivable $4,649, Supplies $600, Equipment $6,000, Accounts Payable $6,549, Common Stock $15,176, and Retained Earnings $773. During September, the following transactions occurred.
1.
Paid $2,933 cash for accounts payable due.
2.
Collected $1,339 of accounts receivable.
3.
Purchased additional equipment for $1,727, paying $792 in cash and the balance on account.
4.
Earned revenue of $7,976, of which $2,117 is collected in cash and the balance is due in October.
5.
Declared and paid a $2,338 cash dividend
6.
Paid salaries $2,401, rent for September $1,011, and advertising expense $191.
7.
Incurred utilities expense for month on account $257.
8.
Received $11,046 from Capital Bank on a 6-month note payable.
(a)
Your answer is partially correct. Try again.
Prepare a tabular analysis of the September transactions beginning with August 31 balances.
(If a transaction causes a decrease in Assets, Liabilities or Stockholders' Equity, place a negative sign (or parentheses) in front of the amount entered for the particular Asset, Liability or Equity item that was reduced. See Illustration 1-8 for example.)
DONAHUE VETERINARY CLINIC
Assets
Liabilities
Stockholders' Equity
Cash
+
Accounts
Receivable
+
Supplies
+
Equipment
=
Notes
Payable
+
Accounts
Payable
+
Common
Stock
+
Retained
Earnings
+
Revenues
–
Expenses
–
Dividends
Bal.
$
$
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$
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$
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$
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=
$
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$
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$
.
Problem 1-2A (Part Level Submission)On August 31, the balance shee.docx
Problem 1-2A (Part Level Submission)
On August 31, the balance sheet of Donahue Veterinary Clinic showed Cash $10,017, Accounts Receivable $3,417, Supplies $600, Equipment $6,000, Accounts Payable $5,317, Common Stock $13,962, and Retained Earnings $755. During September, the following transactions occurred.
1.
Paid $2,747 cash for accounts payable due.
2.
Collected $1,407 of accounts receivable.
3.
Purchased additional equipment for $2,004, paying $818 in cash and the balance on account.
4.
Earned revenue of $7,940, of which $2,680 is collected in cash and the balance is due in October.
5.
Declared and paid a $1,115 cash dividend
6.
Paid salaries $2,507, rent for September $1,185, and advertising expense $131.
7.
Incurred utilities expense for month on account $267.
8.
Received $12,192 from Capital Bank on a 6-month note payable.
(a)
Prepare a tabular analysis of the September transactions beginning with August 31 balances.
(If a transaction causes a decrease in Assets, Liabilities or Stockholders' Equity, place a negative sign (or parentheses) in front of the amount entered for the particular Asset, Liability or Equity item that was reduced. See Illustration 1-8 for example.)
DONAHUE VETERINARY CLINIC
Assets
Liabilities
Stockholders' Equity
Cash
+
Accounts
Receivable
+
Supplies
+
Equipment
=
Notes
Payable
+
Accounts
Payable
+
Common
Stock
+
Retained
Earnings
+
Revenues
–
Expenses
–
Dividends
Bal.
$
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$
[removed]
$
[removed]
$
[removed]
$
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$
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$
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Click if you would like to Show Work for this.
Prior to posting in this discussion, completeThe Parking Garage.docx
Prior to posting in this discussion, complete
The Parking Garage
scenario interactivity module and view the video,
This is Water by David Foster Wallace
. Reflect on what you have seen and recall a time when you experienced simplistic and unfounded stereotypical thinking. What could you have done differently? What is something that you need to work on in the future to become a better critical thinker? 200 words
.
Prior to engaging in this discussion, read Chapters 10 and 11 in y.docx
Prior to engaging in this discussion, read Chapters 10 and 11 in your text as well as the “Steps for Effective Discharge Planning” article, and review any relevant Instructor Guidance.
For this discussion, refer to the information in the
“Introduction to the Miller Family”
document.
Select one of the family members below whose medical condition has the potential to have worsened to the point that they would need to be hospitalized. Once you have chosen your subject, create a discharge scenario. Each of these family members has been introduced in an earlier assignment. Be sure to review your materials for that assignment including any relevant instructor feedback.
Option 1:
Elías - leukemia
Option 2:
Lila - diabetes (IDDM)
Option 3:
Sam - liver disease caused by heavy drinking
Option 4:
Lucy - bipolar disorder and serious substance abuse (dual diagnosis)
In your initial post, create and present a possible scenario in order to respond to the subject’s discharge from the hospital. See earlier assignments for samples of how to begin crafting the scenario for your subject. Remember to be creative, refer to the “Introduction to the Miller Family” document, and include as much detailed information as appropriate. Be sure to address the following points in your initial post.
Describe the specific issues that need to be addressed when discharging this patient.
Briefly identify who (individuals, professionals, agencies, or organizations) might be identified in the plan, what needs to be done, and when it should happen.
Identify community resources (e.g., doctors, counselors, and agencies) that will be needed, what their roles are in the plan, and assess how they might meet the needs of your patient. Integrate the biological theory of intellect and cognition with your subject’s sociocultural experiences in order to better ascertain his or her needs.
Identify and discuss at least one barrier for success based on the individual’s intellect and his or her sociocultural experiences and perspectives. Critique the contributions of community-based programs and how they might alleviate issues related to this barrier.
dq2
Watch one of the eight videos from
The Future of Medicine
playlist. Then, go to the Ashford University Library and find two research articles related to the social impact or relevance of the topic addressed in your selected video. For assistance with finding peer-reviewed articles, please see the
tutorial
on the Ashford University Library website. Consider the work you have completed in the previous discussions throughout the course. Summarize how we, as individuals, are affected by disease, disability, or disorder. What emotions do we experience toward others with these conditions (empathy, judgment, fear, guilt)? Critique the contributions of community-based programs and how they influence our societal reactions to diseases, disabilities, and disorders. Examine and comment on the ways in which individuals, families, communi.
Privacy in a Technological AgePrivacy protection is a hot top.docx
Privacy in a Technological Age:
Privacy protection is a hot topic in today’s data-hungry technological world
. In a well-written paper,
1.
Begin with an examination of an individual’s right to privacy
.
Then consider
2.
How advanced surveillance and monitoring technologies might intrude upon this right to privacy.
3.
How might the roles and obligations of an organization conflict with its workers right to privacy?
Provide specific examples to support your analysis.
Your well-written paper should be 2-3 pages in length and formatted according to the
CSU-Global Guide to Writing and
APA Requirements
. You should reference 2-3 scholarly sources (your textbook can count as one of these). The CSU-Global Library is a good place to find these scholarly sources
Textbook is attached
Reynolds, G. W. (2014).
Ethics in information technology
(5th ed.). Stamford, CT: Cengage Learning
Note:
I don’t need cover page.
.
Privacy Introduction Does the technology today Pene.docx
Privacy :
Introduction
Does the technology today
Penetrates
our
privacy
?
Harms and the benefits.
What is the natural right for privacy ?
How we can trust the people or the organizations in our privacy ?
Does the governments have the right to go through our privacy? why ?
What the limit for privacy ?
How we can protect our privacy ?
Conclusion
.
Prisoner rights in America are based largely on the provisions of th.docx
Prisoner rights in America are based largely on the provisions of the Bill of Rights. In this assignment, you will research the U.S. Bill of Rights and explain its major provisions. You should address the impact that the Bill of Rights has had on the field of criminal justice, corrections, and prisoners' rights. Also, explain how the Bill of Rights is applied at the state level.
Identify and explain the major provisions of the Bill of Rights.
How has the Bill of Rights significantly impacted the prisoners' rights and the fields of criminal justice and corrections?
Explain how the Bill of Rights is applied at the state level.
What are 2 major avenues of relief pursued by prisoners?
You must reference at least 2 credible sources in APA style.
4 pages
No plagerism
Abstract and Reference Page
.
Principles of Supply and Demanda brief example of supply and deman.docx
Principles of Supply and Demand
a brief example of supply and demand for public health goods and services. Select two factors that might influence price elasticity of demand for public health goods or services in your example. Explain how and why price elasticity might influence the quantity of goods and services demanded in that example.
.
Primary Task Response Within the Discussion Board area, write 300.docx
Primary Task Response:
Within the Discussion Board area, write 300–500 words that respond to the following questions with your thoughts, ideas, and comments. This will be the foundation for future discussions by your classmates. Be substantive and clear, and use examples to reinforce your ideas.
Interest groups play a significant role in contemporary American politics, on a wide range of public policy issues, from healthcare (Affordable Care Act, for example) to gun control (the NRA is a well-known example), and from financial services regulation to regulating food production.
For this discussion board, choose an interest group that appeals to you and then identify a public policy issue that your selected interest group is working on impacting. In addition, include the following information:
What types of activities are conducted by your interest group? Provide examples of activities undertaken by the group within the last 12 months. Activities can include lobbying, television or radio spots, media spots, rallies or other activities. Also, if available, provide links to any news articles about the organization’s activities or press releases from the organization or other articles from the organization’s website for your classmates’ reference.
How is your chosen interest group connected to the average citizen, if at all? Provide examples of average citizens’ involvement in your chosen interest group, if any. If your chosen interest group rarely or does not interact with the average citizen, please discuss how the work of your chosen interest group indirectly impacts the average citizen, if at all.
Do you believe that interest groups do, or have the ability to, promote corruption in government? Explain your position. If they do or have the potential to do so, why do you believe so? If not, what do you think prevents them from corrupting government? Support your position with specific examples.
.
Pretend you are a British government official during the time leadin.docx
Pretend you are a British government official during the time leading up the Revolutionary War.
Write a 2-3 paragraph letter to the editor of your local newspaper explaining your feelins about the actions of the colonists. Be sure to give examples. (Things to possibly include: Do you think they are overreacting? Why or why not? How do you feel the issues should be resolved?) Really put some thought into this assignment, it wouldn't hurt to do some outside research to support your Letter to the Editor
.
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- 5. 17. List five (5) items for inclusion in the book area. 18. List and explain ten (10) principles for teaching language to toddlers. 19. Define overgeneralization . 20. List three (3) unsupportive cognitive/language environments for toddlers that should be avoided. website books https://books.google.com/books?id=XVYWAAAAQBAJ&q=ho w+children+play#v=snippet&q=how%20children%20play&f=fal se https://books.google.com/books?id=qyJTCwAAQBAJ&printsec =frontcover&dq=developmentally+appropriate+practice&hl=en &sa=X&ved=0ahUKEwjAmPSZrfTYAhUo3IMKHQqdAUQQ6A EIJzAA#v=snippet&q=process-oriented&f=false https://books.google.com/books?id=5icYp5QGLckC&pg=PA33 &dq=characteristics+that+define+play.&hl=en&sa=X&ved=0ah UKEwjizMjR- fTYAhXEs1MKHZvcDKMQ6AEILzAB#v=onepage&q=characte ristics%20that%20define%20play.&f=false