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Chd 222 Read Chapter 6 and answer the following questions: 1. Define culture. 2. List the nine (9) manifestations or evidence of a culture (see Table 6.1). 3. Define each approach: Contributions Approach; Additive Approach; Transformation Approach; Social Action Approach. 4. List three (3) things a teacher must understand in order to incorporate respect for individuals. 5. Pick one of the six (6) questions about examining your own attitude and values toward people of different classes. Tell how you personally are addressing that question as you encounter people of different cultures. 6. Why must learning to celebrate diversity be a part of every early childhood curriculum and program? 7. List five (5) principles you should understand in order to teach children to celebrate diversity. 8. Explain each term: Interconnectedness and interdependency; Multiculturalism; conflict resolution. 9. What are values? 10. List and explain the three (3) ways children learn values. 11. Explain indoctrination. Why does this method not work? 12. List three (3) ways teachers can plan for children to explore their own feelings, reactions and values within a safe and secure environment. 13. List the six (6) steps in value analysis. 14. Why is teaching values controversial ? 15. How might you encourage anti-bias values in the classroom? 16. List four (4) suggestions for play props and materials that encourage anti-bias values in the classroom. 17. List three (3) suggestions for immediately addressing prejudice and discrimination in the classroom. 18. List three (3) instructional strategies that support the creation of an anti-bias learning environment. 19. List six (6) suggestions for deciding whether to ban war toys from the classroom. 20. List three (3) strategies that can help uncover children’s ideas about war and peace. ...
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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 ...
Topic on Understanding your Self and Its Syllabus
This document provides information for the course "Understanding the Self" being offered in the second semester of the 2023-2024 academic year at Ligao Community College. The course aims to facilitate students' exploration of issues regarding self and identity through understanding perspectives from various disciplines like philosophy, sociology, and psychology. It is divided into three parts that examine the nature of the self, various aspects that comprise the self, and how to better manage and care for the self. The course outcomes include discussing representations of the self, examining influences on identity development, and acquiring skills to improve self-regulation, goal setting, and self-care. The 18-week plan outlines topics on spiritual, physical, material, digital and other
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Today’s agenda chapter 6 cultureminute polltopic 1 cultur
This document provides an agenda for a class on culture and communication. The agenda includes:
1) Defining culture and discussing how culture is learned and transmitted.
2) Exploring the concept of organizational culture through examples like Google.
3) Introducing an assignment where students will analyze an example of course concepts from everyday life in 250-300 words.
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Read Chapter 2 and answer the following questions1. List .docx
Read Chapter 2 and answer the following questions:
1. List
five (5)
decisions a teacher must make about the curriculum.
2. List
three (3)
ways that all children are alike.
3. List
three (3)
similar needs of young children.
4. Describe the change in thought from age 2 through age 11 or 12.
5. List
four (4)
ways teachers can determine children’s background experiences.
6. List
three (3)
ways to find out children’s interests.
7. List
four (4)
ways to determine the developmental levels and abilities of children.
8. What is P.L. 94-142 and what does it state?
9. List
four (4)
things you need to do as a teacher of special children regarding P.L. 94-142.
10. List
eight (8)
categories of special needs children.
11. List the
eleven (11)
goals of an inclusion program.
12.
List
and
explain three (3)
methods to gain knowledge about the culture and values of a community.
13. Why must teachers of young children understand geography, history, economics and other social sciences?
14. List
six (6)
ways children can assist with planning.
15. List
five (5)
elements that should be included in lessons plans.
16. List
four (4)
main sections that every lesson plan should include regardless of format.
17. Define
behavioral objective.
What
three (3)
questions do behavioral objectives answer?
18. What are
four (4)
goals which can be accomplished through the use of units, projects, and thematic learning?
19. List
three (3)
considerations for selecting themes or topics.
20. After selecting a theme or topic, list
seven (7)
elements that should be included in planning for the theme or unit.
21. List
five (5)
uses for authentic assessment
.
22.
List
and
describe
four (4)
types of assessments.
23. List
five (5)
things you should look for when interviewing children.
24. What are
rubrics
, and how can rubrics be used?
25. What are standardized tests and why might they
not
be useful to teachers of young children?
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Assignment
Exceptional Children
Directions: Unless otherwise stated, answer in complete sentences, and be sure to use correct English spelling and grammar. Sources must be cited in APA format. Your responses should total eight (8) double spaced pages in length.
Part 1
Discuss the following concepts and provide an example for each as it relates to the developmental-behavioral approach.
1. Negative reinforcement
2. Intrinsic reinforcement
3. Positive reinforcement
4. Natural and logical consequences
5. Withdrawing or withholding reinforcement
6. Incompatible behaviors
7. Catch the child being good
8. Reminders, redirection, reprimands
9. Sit and watch
10. Time-out
Part 2
In order to acknowledge and understand the diversity of childrearing beliefs and practices among families, you must first acknowledge and understand your own beliefs and practices about childrearing. Exploring and analyzing your own history and its effects on your behavior may assist you in creating a better understanding and compassion for the families with which you are entrusted to support. Please review the section on Cultural Models and Child-Rearing Practices (pages 75–78) and write a 2-page reflection essay discussing your own child-rearing beliefs and practices and how these beliefs might influence your work with diverse families.
Discuss how these topics do or do not influence you today and how they might have an effect on your work with diverse families. Stay focused on relevant information concerning the implications for your work with young children and their families.
· History: family history of ethnic origin, language (s), geography, and immigration
· Growing up: where you grew up, pattern of movement or stability, and your family of origin structure
· Your current family or living structure
· Values of independence or interdependence
· Discipline approaches
· Attitudes toward disability
· Influence of racism
· Family structure
· Parents’ roles
· Caregiver-child communication
· Medical practices
Part 3
Using the information in Chapter 10, you will compare and contrast three (3) inclusion models by filling out the Inclusion Support Model Chart (see below). For each model, your will describe the key elements and distinctive characteristics, examine the advantages and challenges, and discuss the resources needed to implement each model.
One-To-One Assistant
Itinerant Consultation
Coteaching
Key elements and distinctive characteristics of model
Advantages
Challenges
Resources needed to implement the model
Part 4
Next, assume you have been hired by a school district to provide inclusion support to children with disabilities, ages 3–5. Write a two-page reflection essay on which inclusion model you might like to try and why. Discuss what it might look like and what skills you might need to acquire or already have that might help the model develop successfully—keep in mind that there is no one right inclusion ...
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Developmentally Appropriate Practice Curriculum and Development in Early Education
by Carol Gestwicki
Chapter 1
Read Chapter 1 and answer the following questions:
1. Define
developmental principles
and
preschoolers
.
2. Define
accreditation, academic, prekindergartens
and
early learning standards
.
3. List
eight (8)
new trends and concerns encountered in the early childhood field.
4. What is the position statement on developmentally appropriate practice?
5. List
five (5)
guidelines of early childhood practice.
6. Define
polarities
and
assessment
.
7. List
several
characteristics of intentional teaching.
8. What are
three (3)
important kinds of information and knowledge that form the basis of professional decision making?
9. Define
genetic, experiential, temperament, disabilities, developmental delays
and
culture
.
10. List
three (3)
dimensions that must be given attention when planning truly developmentally appropriate programs.
11. Define
domain, cognitive, sequence, chronological
and
heredity
.
12. List several characteristics of a good preschool.
13. Define
neurobiological, sensorimotor, symbolic
and
constructivism.
14. Define
scaffolding, interrelationships
and
continuum
.
15. Explain
interdependence.
16. List and
explain
the
four (4)
important areas of development.
17. Define
internalize, longitudinal studies, key developmental indicators, dispositions, initiative, divergent
and
facilitator.
18. How are children at risk because of stress?
19. Do the benefits in later academic situations justify the earlier stress caused by pushing academic learning prematurely onto young children?
20. List
ten (10)
misunderstandings about developmentally appropriate practice. Pick one that you can relate to and explain your feelings toward the subject.
21. Define
foundational
and
rote-learning.
22. Explain the
DISTAR
approach.
23. Define
literacy
and
objectives.
Social Studies for the Preschool/Primary Child
1. What are the two main purposes for the social studies?
2. What kind of education for children did John Dewey promote?
3. Describe the social studies curriculum initiated by
Lucy Sprague Mitchell.
4. Define
spiral curriculum.
List the areas of emphasis for K-3rd grade.
5. Define what Mitchell meant by
relationship thinking.
6. List the
four (4)
principles of Piaget and Vygotsky that were congruent with Mitchell’s beliefs.
7. List the
eight (8)
components of the social-living curriculum of the 1930’s and 1940’s.
8. What was the failure of the social-living curriculum?
9. Explain
holiday curriculum.
How should holidays be used in the curriculum?
10. What was
Sputnik?
11. Describe the kindergarten program according to Robison and Spodek.
12. Explain the
War on Poverty
. Give specifics about what was included in the War on Poverty and the result ...
Topic on Understanding your Self and Its Syllabus
This document provides information for the course "Understanding the Self" being offered in the second semester of the 2023-2024 academic year at Ligao Community College. The course aims to facilitate students' exploration of issues regarding self and identity through understanding perspectives from various disciplines like philosophy, sociology, and psychology. It is divided into three parts that examine the nature of the self, various aspects that comprise the self, and how to better manage and care for the self. The course outcomes include discussing representations of the self, examining influences on identity development, and acquiring skills to improve self-regulation, goal setting, and self-care. The 18-week plan outlines topics on spiritual, physical, material, digital and other
2017.06.24 Daegu KOTESOL chapter meeting
this was our monthly meeting. the discussion was on authentic materials in the EFL classroom. These slides were a brief review of authentic learning.
Glasser's Choice Theory
1. The document summarizes a presentation by "The Fantastic Five" on William Glasser's Choice Theory.
2. The theory posits that human behavior is motivated by internal factors like satisfying basic needs rather than external factors.
3. The presentation covers an overview of the theory, its implications for reflective practice learners, a critique of its effectiveness in education, and references.
Today’s agenda chapter 6 cultureminute polltopic 1 cultur
This document provides an agenda for a class on culture and communication. The agenda includes:
1) Defining culture and discussing how culture is learned and transmitted.
2) Exploring the concept of organizational culture through examples like Google.
3) Introducing an assignment where students will analyze an example of course concepts from everyday life in 250-300 words.
EDU 382 Entire Course NEW
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Read Chapter 2 and answer the following questions1. List .docx
Read Chapter 2 and answer the following questions:
1. List
five (5)
decisions a teacher must make about the curriculum.
2. List
three (3)
ways that all children are alike.
3. List
three (3)
similar needs of young children.
4. Describe the change in thought from age 2 through age 11 or 12.
5. List
four (4)
ways teachers can determine children’s background experiences.
6. List
three (3)
ways to find out children’s interests.
7. List
four (4)
ways to determine the developmental levels and abilities of children.
8. What is P.L. 94-142 and what does it state?
9. List
four (4)
things you need to do as a teacher of special children regarding P.L. 94-142.
10. List
eight (8)
categories of special needs children.
11. List the
eleven (11)
goals of an inclusion program.
12.
List
and
explain three (3)
methods to gain knowledge about the culture and values of a community.
13. Why must teachers of young children understand geography, history, economics and other social sciences?
14. List
six (6)
ways children can assist with planning.
15. List
five (5)
elements that should be included in lessons plans.
16. List
four (4)
main sections that every lesson plan should include regardless of format.
17. Define
behavioral objective.
What
three (3)
questions do behavioral objectives answer?
18. What are
four (4)
goals which can be accomplished through the use of units, projects, and thematic learning?
19. List
three (3)
considerations for selecting themes or topics.
20. After selecting a theme or topic, list
seven (7)
elements that should be included in planning for the theme or unit.
21. List
five (5)
uses for authentic assessment
.
22.
List
and
describe
four (4)
types of assessments.
23. List
five (5)
things you should look for when interviewing children.
24. What are
rubrics
, and how can rubrics be used?
25. What are standardized tests and why might they
not
be useful to teachers of young children?
book
Social Studies for the Preschool/Primary Child
Carol Seefeldt; Sharon D. Castle; Renee Falconer
also you may used any addition
.
AssignmentExceptional ChildrenDirections Unless otherwis.docx
Assignment
Exceptional Children
Directions: Unless otherwise stated, answer in complete sentences, and be sure to use correct English spelling and grammar. Sources must be cited in APA format. Your responses should total eight (8) double spaced pages in length.
Part 1
Discuss the following concepts and provide an example for each as it relates to the developmental-behavioral approach.
1. Negative reinforcement
2. Intrinsic reinforcement
3. Positive reinforcement
4. Natural and logical consequences
5. Withdrawing or withholding reinforcement
6. Incompatible behaviors
7. Catch the child being good
8. Reminders, redirection, reprimands
9. Sit and watch
10. Time-out
Part 2
In order to acknowledge and understand the diversity of childrearing beliefs and practices among families, you must first acknowledge and understand your own beliefs and practices about childrearing. Exploring and analyzing your own history and its effects on your behavior may assist you in creating a better understanding and compassion for the families with which you are entrusted to support. Please review the section on Cultural Models and Child-Rearing Practices (pages 75–78) and write a 2-page reflection essay discussing your own child-rearing beliefs and practices and how these beliefs might influence your work with diverse families.
Discuss how these topics do or do not influence you today and how they might have an effect on your work with diverse families. Stay focused on relevant information concerning the implications for your work with young children and their families.
· History: family history of ethnic origin, language (s), geography, and immigration
· Growing up: where you grew up, pattern of movement or stability, and your family of origin structure
· Your current family or living structure
· Values of independence or interdependence
· Discipline approaches
· Attitudes toward disability
· Influence of racism
· Family structure
· Parents’ roles
· Caregiver-child communication
· Medical practices
Part 3
Using the information in Chapter 10, you will compare and contrast three (3) inclusion models by filling out the Inclusion Support Model Chart (see below). For each model, your will describe the key elements and distinctive characteristics, examine the advantages and challenges, and discuss the resources needed to implement each model.
One-To-One Assistant
Itinerant Consultation
Coteaching
Key elements and distinctive characteristics of model
Advantages
Challenges
Resources needed to implement the model
Part 4
Next, assume you have been hired by a school district to provide inclusion support to children with disabilities, ages 3–5. Write a two-page reflection essay on which inclusion model you might like to try and why. Discuss what it might look like and what skills you might need to acquire or already have that might help the model develop successfully—keep in mind that there is no one right inclusion ...
Running head CHILD OBSERVATION 1 Child Ob.docx
Running head: CHILD OBSERVATION 1
Child Observation
Student Name
Brandman University
Date
CHILD DEVELOPMENT 2
Abstract
This paper discusses an observation done in a child care setting with a child who was four years old at
the time of the observation. During the observation, the child participated in circle time, snack time,
and free play, where the observer was able to look for behavioral indicators of her development. After
the observation, activities were assigned to four categories: social skills, fine motor skills, gross motor
skills, and cognitive skills. Applications of the observation were made to Erikson, Vygotsky, and
Bandura’s theories. This child is developing within “normal” standards, demonstrating a healthy self-
esteem and a willingness to look to adults as role models.
CHILD DEVELOPMENT 3
Child Observation
Name: Jerry Doe
Term: Summer 1, 2017
First Name of Child: Claudia
Age of Child: 4 years old
Date of Observation: June 4, 2019
Time of Observation: 2:00 to 3:00 p.m.
Place of Observation: Child Care Center
Other People Present in the Observation Setting: 1 teacher, 2 assistants, 9 other children
Development: Appears to be normal and on track according to guidelines
Permission: Permission was granted by the Director of the Child Care Center and parents
Description of Setting
Claudia was observed through a two way mirror. At no time did the observer and the child interact.
During the observation, Claudia participated in circle time, snack time, and free play. She appeared to
relate to other children well and was enthusiastic during circle time. She appeared to be on track
developmentally. The room was set up in centers, including dramatic play, blocks, reading, science,
and art.
Social Development
Sits with legs crossed during number and story time
Rocks back and forth while singing with the group
Smiles and gives the answer when the teacher asks the group to identify a number
Talks to child next to her three different times
Smiles and yells another answer when the teacher calls on her
Points to the felt board while talking to the girl next to her
Smiles at the girl next to her
CHILD DEVELOPMENT 4
Claps for the other children three different times
Tells a boy he “did a good job”
Hugs a girl next to her two different times
Scoots closer to the girl next to her and smiles
Leans toward and boy and talks to him during snack time
Talks to others at the table during snack
Hits a boy on the head with her twisted-up paper placemat
Pulls on a boy’s shirt while taking him to the book area
Squeezes between the boy and another girl on the couch and laughs and smiles
Shares book with two other children
Smiles when teacher tells her she is correct
Tells girl next to her, “I got it right!”
Gross Motor Skills Development
Crosses her legs 6 different times wh ...
Reply to students Reply to other classmates’ threads, providing .docx
Reply to students
Reply to other classmates’ threads, providing commentary, feedback, suggested reading, or questions for consideration. Reply must be 250 words and provide 1 reference in APA format.
Student 1 Response
Let’s say that you are researching a topic that concerns all fifth-grade students in the United States. Trying to gather data for every fifth-grade student in the United States is not a feasible task. A researcher would not even have access to that many students. A generalization will be concluded about the population that is being studied and that generalization will need an adequate sampling in order to be valid. “The sample is the group of elements or a single element, from which data are obtained” (McMillan, 1996, p. 86). Sampling allows for the study of a part that represents a whole of a population and techniques are needed to ensure that the sample will lead to a valid conclusion. “Sampling techniques tell us how to select cases that can lead to valid generalizations about a population, or the entire group you wish to learn about” Check & Schutt, 2012, p. 91). The sample must be an ideal representation of the population that is being studied. The sample must share the same characteristics of those of the total population (Check & Schutt, 2012).
Before determining the sample, it is important to have a detailed description of the population characteristics that is to form the focus of the study. There are a variety of methods in determining sampling for educational research and the caliber of representatives is based on the sampling procedures used (McMillan, 1996). Check and Schutt (2012) state that an important distinction about samples is whether they are based on a probability or a nonprobability sampling method. When using the probability sampling, the researcher knows in advance the likelihood the any element of a population will be selected for the study (Check & Schutt, 2012). “Probability sampling is a method of sampling in which the subjects are selected randomly in such a way that the researcher knows the probability of selecting each member of the population” (McMillan, 1996, p. 87). The random selection reduces the chance of having systematic bias in the selection elements. Sampling methods that do not let the researcher know in advance the likelihood of selection is called nonprobability sampling methods (Check & Schutt, 2012). “Nonprobability sampling methods can be useful when random sampling is not possible, when a research question does not concern a larger population, and when a preliminary exploratory study is appropriate” (Check & Schutt, 2012, p. 112).
Probability sampling methods are further broken down into types of random sampling. There are four types of random sampling: simple random sampling, systematic random sampling, cluster sampling, and stratified random sampling. Some examples of nonprobability sampling methods include availability sampling, quota sampling, purposive sampling, and sno.
Culturally responsive teaching
The document provides information about culturally responsive teaching (CRT). It begins by stating the workshop objectives, which are to understand how students differ by culture/race and class, define and describe CRT and how it respects student differences, and utilize strategies to increase achievement for subgroups. It then discusses why CRT is important and what CRT is and is not. Several key strategies for CRT are outlined, including establishing inclusion norms, developing positive attitudes, enhancing meaning, and engendering competence. The document concludes by discussing applying an action research process to address underperformance by minority males in a teacher's class.
Culturally responsive classrooms intro
Culturally responsive classrooms acknowledge student diversity and make content relevant to different cultures. It is important to find connections between students' cultures and subject matter. Factors like the classroom environment, instructional methods, and curriculum can be made more culturally responsive. Teachers should set clear learning goals and use formative assessments to help all students. When possible, involve students in constructing knowledge and give them choices in how they learn and show their learning.
Table 1 A Comparison between Kouzes and Posner’s Five Exempl.docx
Table 1 A Comparison between Kouzes and Posner’s Five Exemplary Practices of
Leadership and Senge’s Five Disciplines.
Element
(Common)
Kouzes & Posner
(Practice)
Senge
(Discipline)
Values/Actions
Congruence
Model the Way:
Clarify personal values
Align Actions with values
Personal Mastery:
Clarify personal vision
Hold creative tension
Shared Vision Inspire A Shared
Vision:
Envision Future
Enlist Others
In common vision
Building Shared Vision:
Unearthing shared pictures
of the future
Commitment not
Compliance
Question the
Status Quo
Challenge the Process:
Search for Innovation and
opportunities
Experiment-take risks
Mental models:
Surface internal assumptions
be open to scrutiny
Learningful conversations
Learning Together
Through
Collaboration
Enable Others to Act:
Foster collaboration through trust
& relationships
Strengthen/empower others
Team Learning:
Suspend assumptions and
Enter into dialogue
Thinking together and
learning as a team
Integration of the
Whole
Encourage the Heart:
Creation of a culture of celebration
through individual & group
recognition
Celebrate a Spirit of Community
Systems Thinking:
Integrate all disciplines into a
body of theory/practice
Whole exceeds the sum of the
parts
Source: Gregory, R. (2008). The Art of Collaborative Leadership: Practices & Disciplines.
Chapter Two
Part one:
1. What is the Jelly Bean model? How is this different from a tossed salad? How is this different
from the soup model?
2. What are the four types of acculturation and which type have you seen happen the most in
organizations?
3. On page 25, it talks about institutional bias—what is this?
4. What is the difference between surface and deep diversity?
5. Why does the text state it helps to know history or what is also called cultural knowledge?
Part two: Don’t Box Me In Exercise
1. Write down what defines you as a person.
2. How do you think others categorize you when they first see you?
3. Do you categorize others from different ethnicities than you when you see them? Why do you
think people do this?
4. Now Watch Don’t Box Me in Video found in this Unit while watching the video choose three of
the stereotypes shown.
5. State the three stereotypes you have chosen by explaining what it is and explain where each
one of these stereotypes come from and why each still exist in society.
Part three: Complete the Cultural Diversity Self-Assessment below then copy and paste the questions
and your answers without this you will lose points.
Cultural Diversity Self Assessment
Read each statement and write almost never, sometimes or always next to the
statement. Remember, be as candid as possible with your responses, there are no right or wrong
answers. Understanding where you stand with your viewpoint below will assist you in better
understanding the material in the course. I.
Module 3 ConclusionThrough this module’s online lectures and textb.docx
Module 3 Conclusion
Through this module’s online lectures and textbook readings, you analyzed how values and ethics are developed. You also evaluated the importance of accepting and managing diversity effectively.
Here are the key points covered:The six value orientations—individualism or collectivism; preferred personality; view of human nature; human-nature relationship; power distance; long-term vs. short-term orientation—all influence how individuals and groups understand and respond to the world, which in turn, affects how they interact with others.In addition to being truthful, ethical communication involves deciding which information can and should be disclosed or withheld as well as assessing the benefits or harm associated with specific messages.Truthfulness plays a fundamental role in ethical communication due to two reasons, you expect messages to be truthful and messages have consequences. The ethical consequences of sharing or withholding information depend on whether it is likely to help people to make informed decisions or not. A message is considered legitimately private when other parties have no right to expect access to it. Finally, to be an effective communicator, you have to discern the benefits or harm associated with your messages.The process of determining ethical choices and decisions can be based on both individual perspective and communal perspective. When ethics are discussed in an organizational context, the rights of the individual, such as the right to free speech or privacy, assume importance. However, a communal approach focuses on the common good or the best interests of the entire community. The morality of an action is assessed based on its consequences for the group.The three barriers to accepting diversity include preconceptions or lack of knowledge, stereotyping, and prejudice. These internal barriers however, can be overcome by increasing motivation, increasing knowledge of self and others, and avoiding stereotypes.Diversity can enhance your interpersonal effectiveness by increasing your opportunities, enhancing your abilities at work, and improving your self-awareness.
Diversity; Interpersonal Effectiveness
Learning about and accepting diversity can improve your interpersonal effectiveness and increase your personal and professional opportunities. It also allows you to widen your circle of friends and acquaintances and may even open up new business opportunities by helping you work in or manage diverse work groups.
Learning about diversity can increase your effectiveness at work. It can also help improve your ability to communicate with colleagues and customers or clients who differ from you. This may pave the way for organizational rewards and opportunities. In addition, accepting diversity and honing your skills in this area can enhance your self-awareness. Part of accepting and understanding diversity is the ability to understand and critique your own cultural beliefs and values. This understanding ...
Module 1 activity clil unit plan template
This document outlines a CLIL (Content and Language Integrated Learning) unit plan for a 4th grade science class titled "Hey, You! Stay Healthy!". The unit aims to teach students about nutrition, exercise, and maintaining a healthy lifestyle. It will focus on vocabulary related to food, diet, and activities. Students will learn why staying healthy is important, create balanced menus, and explain what they've learned to others. The unit touches on several LOMCE competencies and connects to other subjects like PE, math, English and language arts. It emphasizes soft skills like respect, sharing knowledge, teamwork and communication.
Bloom's taxonomy ppp2011
The document discusses Bloom's Taxonomy, which classifies learning objectives into three domains: cognitive, affective, and psychomotor. The cognitive domain involves mental skills and ranges from basic recall to evaluation. The affective domain involves attitudes, values, and emotions. The psychomotor domain involves physical skills. Verbs are provided as examples for writing learning objectives within each domain and level.
Syllabus [Gerontology (GTY-154 A) - Aging in American Society]
This document provides information about a course titled "Aging in American Society" including the instructor details, course description, goals, objectives, assignments, and grading criteria. The key points are:
- The course is an introductory social gerontology course that will provide an overview of aging from individual, social, and global perspectives.
- Students will learn about aging through multiple disciplinary lenses like biology, psychology, sociology, and public health.
- Major assignments include quizzes, an individual presentation on an aging topic, and a final paper on the presented topic.
- The course aims to help students understand aging concepts and articulate aging issues from an interdisciplinary approach.
B.ed. 8th sem developmental psychology
This course is designed to develop students' understanding of child development from early childhood through adolescence. It covers key concepts and theories of growth, development, and learning. The course is divided into six units, covering topics such as developmental stages and theories, individual differences, motivation, guidance and counseling, and social issues relevant to children's wellbeing and education. The objectives are for students to understand child development concepts, theories, and how to support children's healthy development, learning, and address individual needs and challenges.
Part I A Model of Multicultural Education Review pages 329 to 335. S.docx
Part I A Model of Multicultural Education Review pages 329 to 335. Summarize each of the levels of multicultural education in three sentences. Make sure they are sentences and not just words or phrases. Please use the format below. Type all responses. (12 points)
Tolerance
a.b.c. 2. Acceptancea.b.c.
Respect “Don’t just look up ‘respect’ on Wikipedia. Use the jargon from the reading.
a.b.c.
Affirmation, solidarity, and critique
a.b.c. Part II Connecting with Yourself and Others
Becoming a multicultural person
As the textbook states on page 332, “…becoming a multicultural person in a society that values monoculturalism is not easy. It means re-educating ourselves in several ways.” How will you grow and/or transform yourself in each of the three ways suggested?(5 points each) Please number your responses.
We simply need to learn more.
We need to confront our own racism and biases.
We need to learn to see reality from a variety of perspectives.
Talk to a teacher
Find a current or retired teacher who taught any grade from preschool to high school for more than two years. I want you to either use Face-time, Google Duo, Zoom or a mask if you see them in person. J The interview will be much more interesting and genuine if you see their face. Type up their responses to each question, but don’t use their real name.
Ask the teacher what grades they taught, for how long and in what city and state. (1 point).
Ask them describe any segregation, tracking or inequities by color, culture, SES (social economic status), or gender within the school they worked. (8 points)
Ask them to describe any attempts that took place to change the school policies, culture or classroom experiences in order to help the lower performing students in any way. (8 points)
What concerns do they have for the future of public education in The United States of America? (8 points)
What hopes do they have for the future of public education in The United States of America? (8 points)
.
Session 1
This document provides an introduction to an online module on inclusive education. [1] It outlines the learning outcomes which focus on reflecting on inclusive policies, deploying teaching strategies to meet learning needs, and relating theory to practice. [2] To meet these outcomes, students will need to complete readings, gather evidence on inclusion from their school, and write a 3,000 word case study applying theory to practice. [3] The module discusses defining inclusion and considering different perspectives on inclusive values.
Stad draft 21 april 2014_dr_fam
This document outlines a training curriculum that aims to help participants become better trainers. It covers five units: 1) Understanding adult learners, 2) Playing the role of a trainer, 3) Optimizing diversity among trainees, 4) Providing engaging facilitation, and 5) Assessment. The curriculum maps learning outcomes, topics, activities and assessments. It provides examples and tasks for participants to apply principles like catering to different thinking styles and leveraging trainees' experiences. The goal is for participants to learn how to design effective training that considers characteristics of adult learners and diversity.
Peer Mentoring Booklet 2016
This document is a resource guide for peer educators in the Herberger Business School at St. Cloud State University. It provides an overview of the role and responsibilities of peer educators, including cultivating relationships with mentees and sharing experiences to help mentees adjust to college. It also covers developmental advising models and explains that peer educators should focus on sharing their experiences rather than giving direct advice. The guide reviews the liberal education and business core requirements for various business degrees and provides resources for peer educators to familiarize themselves with campus services and degree programs.
multicultural education
This document discusses multicultural education, providing definitions from several scholars. It describes multicultural education as promoting equitable access and achievement for all students. The document outlines the five dimensions of multicultural education according to James Banks: content integration, knowledge construction, prejudice reduction, equity pedagogy, and empowering school culture. It also discusses the four levels of multicultural education presented by Banks: contributions, additive, transformational, and social action approach. Finally, the document outlines the seven steps for developing a multicultural lesson plan.
Adult learning theory principles and practice
Obtain an overview of adult learning theory (andragogy) and learn how Gagne's nine events of instruction can be modified with adult learning theory in mind. Some critiques of the theory are also presented.
Identity, Community, Responsibility and Bodies of Knowledge .docx
Identity, Community, Responsibility and Bodies of Knowledge
From “A New Agenda for Higher Education: Shaping a Life of the Mind for Practice.” 2008. William M.
Sullivan and Matthew S. Rosin. The Carnegie Foundation for the Advancement of Teaching.
For purposes of the ORGL seminars, you will be particularly interested in understanding the highlighted concepts
on page 94 of the following excerpt.
“The academy” refers to institutions of higher education.
INSTRUCTOR COMMENTS on Sullivan & Rosin… Chapter IV, pgs. 93 – 95.
Sullivan & Rosin describe four guiding principles that relate to how students learn:
I. Identity
II. Community
III. Responsibility
IV. Bodies of Knowledge
These elements also relate to the different approaches of the three ORGL seminars.
In ORGL 3000, emphasis is on the Self - or your personal identity – and how you learn.
Sullivan and Rosin define IDENTITY: Identity is “the reflective and formative…ways in which persons are
formed, through institutional and social engagement, as they participate in evolving traditions of
knowing” (Sullivan & Rosin Part I of IV, 2008, p. 94)
In ORGL 3050, we concentrate on Self in Context referring to those things around us which influence how our
identities develop and how we interact with others:
Self in Context relates to Sullivan and Rosin’s Parts II and III: COMMUNITY is “Participation
with others populates the imagination with models of what it means to engage the natural, social,
and contextual contexts of action.” RESPONSIBILITY—“the person lives up to her responsibility for
others and the values of the community… Only by keeping faith with the trust of others does the
professional achieve legitimacy and meaning.” (Sullivan & Rosin, 2008, p. 94)
In ORGL 4000, the focus is on how the Self Transforms, being able to appreciate multiple perspectives or bodies of
knowledge, being self-aware and being able to transform our behaviors.
In Sullivan and Rosen’s Part IV of IV, BODIES OF KNOWLEDGE are defined as — disciplinary (and
multidisciplinary) frameworks for ‘arguing and knowing.’ (Sullivan & Rosin, 2008, p. 94)
Sullivan & Rosin’s Practical Reasoning
The four principles above comprise the foundation of “practical reasoning,” proposed by Sullivan and Rosin. In their view
undergraduate education must move beyond "critical thinking" to the idea of "practical reasoning" integrating teaching
practices from the liberal arts—which develop students' ability to assume responsibility for their purposes and identity—
with those from professional education, which stress competence and practice.
Practical reasoning offers a repertoire of skills and habits of mind that can help adults figure out what to do when
navigating the challenges of contemporary adult life.
READ THE FOLLOWING PAGES 93-95 FROM SULLIVAN & ROSIN.
ORGL 3050. Fiddler & Marienau. Conceptual Frameworks for Reflection
Let’s look at ...
chd 222Read Chapter 7 and answer the following questions1. .docx
chd 222
Read Chapter 7 and answer the following questions:
1. Give several different rationales for teaching history.
2. Define the
study of history.
3.
List
and
explain
the
five (5)
key concepts of history.
4. Define
intuitive time
and
operational time.
5. What is included in understanding calendar time?
6. How can routines help teach time?
7. How can you prepare children for measuring time?
8. How can you use the life of a child to teach about passage of time?
9. Give examples of
change
that pertains to children in each of the following areas:
in school; in the neighborhood or community; in nature; in children.
10. Explain
CLASP. (Explain completely giving examples of what should be included in this project.)
11. How can children understand the continuity of human life and a feeling of connection among human experiences?
12. Explain
intergenerational contacts.
How can you as a teacher provide intergenerational contacts with children in your care?
13. List
five (5)
ways holiday celebrations can be planned around children’s activities and become meaningful.
14. Give suggestions for each holiday listed:
Columbus Day:
Halloween:
Thanksgiving:
Hanukkah:
Christmas:
Other Winter Holidays:
National Days:
Valentine’s Day:
Other Holidays:
15. What are
cultural universals?
16. How can you as a teacher teach children about the past?
17. List
seven (7)
examples of objects used to foster social studies knowledge.
18. List
three (3)
types of visual discovery aids and
explain
how each can be used.
19. How are narratives and the arts used in studying history?
20. List
five (5)
suggestions for helping children become historians.
Book title
Social Studies for the Preschool/Primary Child
Author
Carol Seefeldt; Sharon D. Castle; Renee Falconer
...
Select THREE (3) of the following questions to answer. Answer the q.docx
Select THREE (3) of the following questions to answer. Answer the questions in essay form. Use complete sentences and proper grammar. Each answer must be one page in length, double spaced. Submissions will be graded on these guidelines. Please number your responses to the questions.
1. Explain what is meant by our changing cultural landscape.
2. Describe and give examples of demographic, social and cultural changes that are responsible for the growing importance of diversity.
3. Discuss one example that illustrates each of the following statements.
Dimensions of diversity may be hidden or visible.
Dimensions of diversity are found within groups as well as within individuals.
Dimensions of diversity are in a constant state of flux.
Dimensions of diversity are not always clear-cut or easily defined.
4. List and explain five diversity myths.
5. Contrast assimilation and pluralism and give an example of each. 6. Explain three benefits of developing a global perspective.
...
Using Focus Groups In Qualitative Research
The focus group interviews were conducted on the campus of the University of California, Irvine to understand students' coping mechanisms for loneliness and stress using technology. Four students and a moderator participated in each interview, seated in a circle in an empty classroom to encourage open dialogue. The interviews lasted up to 30 minutes and were recorded, then transcribed verbatim for analysis.
Problem 7. Dollars for WaitingJeffrey Swift has been a messenger.docx
Problem 7. Dollars for Waiting?
Jeffrey Swift has been a messenger used by a couple of the local businesses where the Discrimina, Inc. machine shop is located. Sometimes he has done some extra errands inside the Discrimina building for a couple of hours. For the last several weeks, he has helped package items for shipment on Thursdays. Things have gone well, but Jeffrey is concerned because sometimes he has waited over two hours in the waiting room while waiting for the packaging to begin. He wouldn't mind but Discrimina pays only for packaging time, not for waiting time. He can never be certain when the parts will be ready for packaging because final quality checking time varies wildly.
Jeffrey has his own delivery business, but Discrimina has only paid him cash. Each time, Jeffrey has given the company a receipt for the cash. While he waits, he sometimes goes out for donuts for the crew. At other times, he plays games on his PDA or makes cell calls to friends.
Question
If Jeffrey Swift sues for the waiting time hours, what is the likely result and why? Write your answer in a Word document in 1-2 pages.
.
Problem 8-2B(a) Journalize the transactions, including explanation.docx
Problem 8-2B
(a) Journalize the transactions, including explanations.
(Note, enter all accounts in one box.
The dates have been included to help with formatting).
Date
Account Titles and Explanation
Debit
Credit
1
2
3
4
5
(b) Enter the January 1, 2014 balances in Accounts Receivable and Allowance for Doubtful Accounts. Post the transactions to the ledger T Accounts
Be sure to post the amounts to the correct side of the T-Account!
Accounts Receivable
Bal.
(2)
(1)
(3)
(5)
(4)
(5)
Bal.
Allowance for Doubtful Accounts
(4)
Bal.
(5)
Bal.
(c)
Prepare the journal entry to record bad debt expense for 2014, assuming that aging the accounts receivable indicates that expected bad debts are $140,000.
Balance needed
...............................................................................
$
Balance before adjustment [see (b)]
................................................
Adjustment required
.......................................................................
$
The journal entry would therefore be as follows:
(d) Accounts Receivable Turnover Ratios:
Enter your answer here
Average Collection Period:
Enter your answer here
Problem 8-6B
(a) Journalize the transactions, including explanations.
(Note, enter all accounts in one box.
The dates have been included to help with formatting).
Date
Account Titles and Explanation
Debit
Credit
5
20
Feb
18
Apr
20
30
May
25
Aug
18
Sept.
1
Problem 9-2B
(a) Journalize the transactions, including explanations.
(Note, enter all accounts in one box.
The dates have been included to help with formatting).
If there are two entries for the same day, then you do not need to enter the date again.
Date
Account Titles and Explanation
Debit
Credit
April
1
May
1
May
1
June
1
Sept
1
PART B
Dec
31
31
(c)
Partial Balance Sheet
TONG CORPORATION
Partial Balance Sheet
December 31, 2014
Assets
Plant assets
Account title
Amount
Account title
Amount
Account title
Amount
Account title (or contra account)
Amount
Total plant assets
Amount
Problem 9-7B
(a)
BUS 1
Year
Computation
Accumulated Depreciation
Amount
Amount
Amount
BUS 2
Year
Computation
Accumulated Depreciation
Amount
Amount
Amount
BUS 3
Year
Computation
Accumulated Depreciation
Amount
Amount
Amount
(b)
BUS 2
Year
Depreciation Expense
Amount
Amount
.
More Related Content
Similar to Chd 222Read Chapter 6 and answer the following questions.docx
Running head CHILD OBSERVATION 1 Child Ob.docx
Running head: CHILD OBSERVATION 1
Child Observation
Student Name
Brandman University
Date
CHILD DEVELOPMENT 2
Abstract
This paper discusses an observation done in a child care setting with a child who was four years old at
the time of the observation. During the observation, the child participated in circle time, snack time,
and free play, where the observer was able to look for behavioral indicators of her development. After
the observation, activities were assigned to four categories: social skills, fine motor skills, gross motor
skills, and cognitive skills. Applications of the observation were made to Erikson, Vygotsky, and
Bandura’s theories. This child is developing within “normal” standards, demonstrating a healthy self-
esteem and a willingness to look to adults as role models.
CHILD DEVELOPMENT 3
Child Observation
Name: Jerry Doe
Term: Summer 1, 2017
First Name of Child: Claudia
Age of Child: 4 years old
Date of Observation: June 4, 2019
Time of Observation: 2:00 to 3:00 p.m.
Place of Observation: Child Care Center
Other People Present in the Observation Setting: 1 teacher, 2 assistants, 9 other children
Development: Appears to be normal and on track according to guidelines
Permission: Permission was granted by the Director of the Child Care Center and parents
Description of Setting
Claudia was observed through a two way mirror. At no time did the observer and the child interact.
During the observation, Claudia participated in circle time, snack time, and free play. She appeared to
relate to other children well and was enthusiastic during circle time. She appeared to be on track
developmentally. The room was set up in centers, including dramatic play, blocks, reading, science,
and art.
Social Development
Sits with legs crossed during number and story time
Rocks back and forth while singing with the group
Smiles and gives the answer when the teacher asks the group to identify a number
Talks to child next to her three different times
Smiles and yells another answer when the teacher calls on her
Points to the felt board while talking to the girl next to her
Smiles at the girl next to her
CHILD DEVELOPMENT 4
Claps for the other children three different times
Tells a boy he “did a good job”
Hugs a girl next to her two different times
Scoots closer to the girl next to her and smiles
Leans toward and boy and talks to him during snack time
Talks to others at the table during snack
Hits a boy on the head with her twisted-up paper placemat
Pulls on a boy’s shirt while taking him to the book area
Squeezes between the boy and another girl on the couch and laughs and smiles
Shares book with two other children
Smiles when teacher tells her she is correct
Tells girl next to her, “I got it right!”
Gross Motor Skills Development
Crosses her legs 6 different times wh ...
Reply to students Reply to other classmates’ threads, providing .docx
Reply to students
Reply to other classmates’ threads, providing commentary, feedback, suggested reading, or questions for consideration. Reply must be 250 words and provide 1 reference in APA format.
Student 1 Response
Let’s say that you are researching a topic that concerns all fifth-grade students in the United States. Trying to gather data for every fifth-grade student in the United States is not a feasible task. A researcher would not even have access to that many students. A generalization will be concluded about the population that is being studied and that generalization will need an adequate sampling in order to be valid. “The sample is the group of elements or a single element, from which data are obtained” (McMillan, 1996, p. 86). Sampling allows for the study of a part that represents a whole of a population and techniques are needed to ensure that the sample will lead to a valid conclusion. “Sampling techniques tell us how to select cases that can lead to valid generalizations about a population, or the entire group you wish to learn about” Check & Schutt, 2012, p. 91). The sample must be an ideal representation of the population that is being studied. The sample must share the same characteristics of those of the total population (Check & Schutt, 2012).
Before determining the sample, it is important to have a detailed description of the population characteristics that is to form the focus of the study. There are a variety of methods in determining sampling for educational research and the caliber of representatives is based on the sampling procedures used (McMillan, 1996). Check and Schutt (2012) state that an important distinction about samples is whether they are based on a probability or a nonprobability sampling method. When using the probability sampling, the researcher knows in advance the likelihood the any element of a population will be selected for the study (Check & Schutt, 2012). “Probability sampling is a method of sampling in which the subjects are selected randomly in such a way that the researcher knows the probability of selecting each member of the population” (McMillan, 1996, p. 87). The random selection reduces the chance of having systematic bias in the selection elements. Sampling methods that do not let the researcher know in advance the likelihood of selection is called nonprobability sampling methods (Check & Schutt, 2012). “Nonprobability sampling methods can be useful when random sampling is not possible, when a research question does not concern a larger population, and when a preliminary exploratory study is appropriate” (Check & Schutt, 2012, p. 112).
Probability sampling methods are further broken down into types of random sampling. There are four types of random sampling: simple random sampling, systematic random sampling, cluster sampling, and stratified random sampling. Some examples of nonprobability sampling methods include availability sampling, quota sampling, purposive sampling, and sno.
Culturally responsive teaching
The document provides information about culturally responsive teaching (CRT). It begins by stating the workshop objectives, which are to understand how students differ by culture/race and class, define and describe CRT and how it respects student differences, and utilize strategies to increase achievement for subgroups. It then discusses why CRT is important and what CRT is and is not. Several key strategies for CRT are outlined, including establishing inclusion norms, developing positive attitudes, enhancing meaning, and engendering competence. The document concludes by discussing applying an action research process to address underperformance by minority males in a teacher's class.
Culturally responsive classrooms intro
Culturally responsive classrooms acknowledge student diversity and make content relevant to different cultures. It is important to find connections between students' cultures and subject matter. Factors like the classroom environment, instructional methods, and curriculum can be made more culturally responsive. Teachers should set clear learning goals and use formative assessments to help all students. When possible, involve students in constructing knowledge and give them choices in how they learn and show their learning.
Table 1 A Comparison between Kouzes and Posner’s Five Exempl.docx
Table 1 A Comparison between Kouzes and Posner’s Five Exemplary Practices of
Leadership and Senge’s Five Disciplines.
Element
(Common)
Kouzes & Posner
(Practice)
Senge
(Discipline)
Values/Actions
Congruence
Model the Way:
Clarify personal values
Align Actions with values
Personal Mastery:
Clarify personal vision
Hold creative tension
Shared Vision Inspire A Shared
Vision:
Envision Future
Enlist Others
In common vision
Building Shared Vision:
Unearthing shared pictures
of the future
Commitment not
Compliance
Question the
Status Quo
Challenge the Process:
Search for Innovation and
opportunities
Experiment-take risks
Mental models:
Surface internal assumptions
be open to scrutiny
Learningful conversations
Learning Together
Through
Collaboration
Enable Others to Act:
Foster collaboration through trust
& relationships
Strengthen/empower others
Team Learning:
Suspend assumptions and
Enter into dialogue
Thinking together and
learning as a team
Integration of the
Whole
Encourage the Heart:
Creation of a culture of celebration
through individual & group
recognition
Celebrate a Spirit of Community
Systems Thinking:
Integrate all disciplines into a
body of theory/practice
Whole exceeds the sum of the
parts
Source: Gregory, R. (2008). The Art of Collaborative Leadership: Practices & Disciplines.
Chapter Two
Part one:
1. What is the Jelly Bean model? How is this different from a tossed salad? How is this different
from the soup model?
2. What are the four types of acculturation and which type have you seen happen the most in
organizations?
3. On page 25, it talks about institutional bias—what is this?
4. What is the difference between surface and deep diversity?
5. Why does the text state it helps to know history or what is also called cultural knowledge?
Part two: Don’t Box Me In Exercise
1. Write down what defines you as a person.
2. How do you think others categorize you when they first see you?
3. Do you categorize others from different ethnicities than you when you see them? Why do you
think people do this?
4. Now Watch Don’t Box Me in Video found in this Unit while watching the video choose three of
the stereotypes shown.
5. State the three stereotypes you have chosen by explaining what it is and explain where each
one of these stereotypes come from and why each still exist in society.
Part three: Complete the Cultural Diversity Self-Assessment below then copy and paste the questions
and your answers without this you will lose points.
Cultural Diversity Self Assessment
Read each statement and write almost never, sometimes or always next to the
statement. Remember, be as candid as possible with your responses, there are no right or wrong
answers. Understanding where you stand with your viewpoint below will assist you in better
understanding the material in the course. I.
Module 3 ConclusionThrough this module’s online lectures and textb.docx
Module 3 Conclusion
Through this module’s online lectures and textbook readings, you analyzed how values and ethics are developed. You also evaluated the importance of accepting and managing diversity effectively.
Here are the key points covered:The six value orientations—individualism or collectivism; preferred personality; view of human nature; human-nature relationship; power distance; long-term vs. short-term orientation—all influence how individuals and groups understand and respond to the world, which in turn, affects how they interact with others.In addition to being truthful, ethical communication involves deciding which information can and should be disclosed or withheld as well as assessing the benefits or harm associated with specific messages.Truthfulness plays a fundamental role in ethical communication due to two reasons, you expect messages to be truthful and messages have consequences. The ethical consequences of sharing or withholding information depend on whether it is likely to help people to make informed decisions or not. A message is considered legitimately private when other parties have no right to expect access to it. Finally, to be an effective communicator, you have to discern the benefits or harm associated with your messages.The process of determining ethical choices and decisions can be based on both individual perspective and communal perspective. When ethics are discussed in an organizational context, the rights of the individual, such as the right to free speech or privacy, assume importance. However, a communal approach focuses on the common good or the best interests of the entire community. The morality of an action is assessed based on its consequences for the group.The three barriers to accepting diversity include preconceptions or lack of knowledge, stereotyping, and prejudice. These internal barriers however, can be overcome by increasing motivation, increasing knowledge of self and others, and avoiding stereotypes.Diversity can enhance your interpersonal effectiveness by increasing your opportunities, enhancing your abilities at work, and improving your self-awareness.
Diversity; Interpersonal Effectiveness
Learning about and accepting diversity can improve your interpersonal effectiveness and increase your personal and professional opportunities. It also allows you to widen your circle of friends and acquaintances and may even open up new business opportunities by helping you work in or manage diverse work groups.
Learning about diversity can increase your effectiveness at work. It can also help improve your ability to communicate with colleagues and customers or clients who differ from you. This may pave the way for organizational rewards and opportunities. In addition, accepting diversity and honing your skills in this area can enhance your self-awareness. Part of accepting and understanding diversity is the ability to understand and critique your own cultural beliefs and values. This understanding ...
Module 1 activity clil unit plan template
This document outlines a CLIL (Content and Language Integrated Learning) unit plan for a 4th grade science class titled "Hey, You! Stay Healthy!". The unit aims to teach students about nutrition, exercise, and maintaining a healthy lifestyle. It will focus on vocabulary related to food, diet, and activities. Students will learn why staying healthy is important, create balanced menus, and explain what they've learned to others. The unit touches on several LOMCE competencies and connects to other subjects like PE, math, English and language arts. It emphasizes soft skills like respect, sharing knowledge, teamwork and communication.
Bloom's taxonomy ppp2011
The document discusses Bloom's Taxonomy, which classifies learning objectives into three domains: cognitive, affective, and psychomotor. The cognitive domain involves mental skills and ranges from basic recall to evaluation. The affective domain involves attitudes, values, and emotions. The psychomotor domain involves physical skills. Verbs are provided as examples for writing learning objectives within each domain and level.
Syllabus [Gerontology (GTY-154 A) - Aging in American Society]
This document provides information about a course titled "Aging in American Society" including the instructor details, course description, goals, objectives, assignments, and grading criteria. The key points are:
- The course is an introductory social gerontology course that will provide an overview of aging from individual, social, and global perspectives.
- Students will learn about aging through multiple disciplinary lenses like biology, psychology, sociology, and public health.
- Major assignments include quizzes, an individual presentation on an aging topic, and a final paper on the presented topic.
- The course aims to help students understand aging concepts and articulate aging issues from an interdisciplinary approach.
B.ed. 8th sem developmental psychology
This course is designed to develop students' understanding of child development from early childhood through adolescence. It covers key concepts and theories of growth, development, and learning. The course is divided into six units, covering topics such as developmental stages and theories, individual differences, motivation, guidance and counseling, and social issues relevant to children's wellbeing and education. The objectives are for students to understand child development concepts, theories, and how to support children's healthy development, learning, and address individual needs and challenges.
Part I A Model of Multicultural Education Review pages 329 to 335. S.docx
Part I A Model of Multicultural Education Review pages 329 to 335. Summarize each of the levels of multicultural education in three sentences. Make sure they are sentences and not just words or phrases. Please use the format below. Type all responses. (12 points)
Tolerance
a.b.c. 2. Acceptancea.b.c.
Respect “Don’t just look up ‘respect’ on Wikipedia. Use the jargon from the reading.
a.b.c.
Affirmation, solidarity, and critique
a.b.c. Part II Connecting with Yourself and Others
Becoming a multicultural person
As the textbook states on page 332, “…becoming a multicultural person in a society that values monoculturalism is not easy. It means re-educating ourselves in several ways.” How will you grow and/or transform yourself in each of the three ways suggested?(5 points each) Please number your responses.
We simply need to learn more.
We need to confront our own racism and biases.
We need to learn to see reality from a variety of perspectives.
Talk to a teacher
Find a current or retired teacher who taught any grade from preschool to high school for more than two years. I want you to either use Face-time, Google Duo, Zoom or a mask if you see them in person. J The interview will be much more interesting and genuine if you see their face. Type up their responses to each question, but don’t use their real name.
Ask the teacher what grades they taught, for how long and in what city and state. (1 point).
Ask them describe any segregation, tracking or inequities by color, culture, SES (social economic status), or gender within the school they worked. (8 points)
Ask them to describe any attempts that took place to change the school policies, culture or classroom experiences in order to help the lower performing students in any way. (8 points)
What concerns do they have for the future of public education in The United States of America? (8 points)
What hopes do they have for the future of public education in The United States of America? (8 points)
.
Session 1
This document provides an introduction to an online module on inclusive education. [1] It outlines the learning outcomes which focus on reflecting on inclusive policies, deploying teaching strategies to meet learning needs, and relating theory to practice. [2] To meet these outcomes, students will need to complete readings, gather evidence on inclusion from their school, and write a 3,000 word case study applying theory to practice. [3] The module discusses defining inclusion and considering different perspectives on inclusive values.
Stad draft 21 april 2014_dr_fam
This document outlines a training curriculum that aims to help participants become better trainers. It covers five units: 1) Understanding adult learners, 2) Playing the role of a trainer, 3) Optimizing diversity among trainees, 4) Providing engaging facilitation, and 5) Assessment. The curriculum maps learning outcomes, topics, activities and assessments. It provides examples and tasks for participants to apply principles like catering to different thinking styles and leveraging trainees' experiences. The goal is for participants to learn how to design effective training that considers characteristics of adult learners and diversity.
Peer Mentoring Booklet 2016
This document is a resource guide for peer educators in the Herberger Business School at St. Cloud State University. It provides an overview of the role and responsibilities of peer educators, including cultivating relationships with mentees and sharing experiences to help mentees adjust to college. It also covers developmental advising models and explains that peer educators should focus on sharing their experiences rather than giving direct advice. The guide reviews the liberal education and business core requirements for various business degrees and provides resources for peer educators to familiarize themselves with campus services and degree programs.
multicultural education
This document discusses multicultural education, providing definitions from several scholars. It describes multicultural education as promoting equitable access and achievement for all students. The document outlines the five dimensions of multicultural education according to James Banks: content integration, knowledge construction, prejudice reduction, equity pedagogy, and empowering school culture. It also discusses the four levels of multicultural education presented by Banks: contributions, additive, transformational, and social action approach. Finally, the document outlines the seven steps for developing a multicultural lesson plan.
Adult learning theory principles and practice
Obtain an overview of adult learning theory (andragogy) and learn how Gagne's nine events of instruction can be modified with adult learning theory in mind. Some critiques of the theory are also presented.
Identity, Community, Responsibility and Bodies of Knowledge .docx
Identity, Community, Responsibility and Bodies of Knowledge
From “A New Agenda for Higher Education: Shaping a Life of the Mind for Practice.” 2008. William M.
Sullivan and Matthew S. Rosin. The Carnegie Foundation for the Advancement of Teaching.
For purposes of the ORGL seminars, you will be particularly interested in understanding the highlighted concepts
on page 94 of the following excerpt.
“The academy” refers to institutions of higher education.
INSTRUCTOR COMMENTS on Sullivan & Rosin… Chapter IV, pgs. 93 – 95.
Sullivan & Rosin describe four guiding principles that relate to how students learn:
I. Identity
II. Community
III. Responsibility
IV. Bodies of Knowledge
These elements also relate to the different approaches of the three ORGL seminars.
In ORGL 3000, emphasis is on the Self - or your personal identity – and how you learn.
Sullivan and Rosin define IDENTITY: Identity is “the reflective and formative…ways in which persons are
formed, through institutional and social engagement, as they participate in evolving traditions of
knowing” (Sullivan & Rosin Part I of IV, 2008, p. 94)
In ORGL 3050, we concentrate on Self in Context referring to those things around us which influence how our
identities develop and how we interact with others:
Self in Context relates to Sullivan and Rosin’s Parts II and III: COMMUNITY is “Participation
with others populates the imagination with models of what it means to engage the natural, social,
and contextual contexts of action.” RESPONSIBILITY—“the person lives up to her responsibility for
others and the values of the community… Only by keeping faith with the trust of others does the
professional achieve legitimacy and meaning.” (Sullivan & Rosin, 2008, p. 94)
In ORGL 4000, the focus is on how the Self Transforms, being able to appreciate multiple perspectives or bodies of
knowledge, being self-aware and being able to transform our behaviors.
In Sullivan and Rosen’s Part IV of IV, BODIES OF KNOWLEDGE are defined as — disciplinary (and
multidisciplinary) frameworks for ‘arguing and knowing.’ (Sullivan & Rosin, 2008, p. 94)
Sullivan & Rosin’s Practical Reasoning
The four principles above comprise the foundation of “practical reasoning,” proposed by Sullivan and Rosin. In their view
undergraduate education must move beyond "critical thinking" to the idea of "practical reasoning" integrating teaching
practices from the liberal arts—which develop students' ability to assume responsibility for their purposes and identity—
with those from professional education, which stress competence and practice.
Practical reasoning offers a repertoire of skills and habits of mind that can help adults figure out what to do when
navigating the challenges of contemporary adult life.
READ THE FOLLOWING PAGES 93-95 FROM SULLIVAN & ROSIN.
ORGL 3050. Fiddler & Marienau. Conceptual Frameworks for Reflection
Let’s look at ...
chd 222Read Chapter 7 and answer the following questions1. .docx
chd 222
Read Chapter 7 and answer the following questions:
1. Give several different rationales for teaching history.
2. Define the
study of history.
3.
List
and
explain
the
five (5)
key concepts of history.
4. Define
intuitive time
and
operational time.
5. What is included in understanding calendar time?
6. How can routines help teach time?
7. How can you prepare children for measuring time?
8. How can you use the life of a child to teach about passage of time?
9. Give examples of
change
that pertains to children in each of the following areas:
in school; in the neighborhood or community; in nature; in children.
10. Explain
CLASP. (Explain completely giving examples of what should be included in this project.)
11. How can children understand the continuity of human life and a feeling of connection among human experiences?
12. Explain
intergenerational contacts.
How can you as a teacher provide intergenerational contacts with children in your care?
13. List
five (5)
ways holiday celebrations can be planned around children’s activities and become meaningful.
14. Give suggestions for each holiday listed:
Columbus Day:
Halloween:
Thanksgiving:
Hanukkah:
Christmas:
Other Winter Holidays:
National Days:
Valentine’s Day:
Other Holidays:
15. What are
cultural universals?
16. How can you as a teacher teach children about the past?
17. List
seven (7)
examples of objects used to foster social studies knowledge.
18. List
three (3)
types of visual discovery aids and
explain
how each can be used.
19. How are narratives and the arts used in studying history?
20. List
five (5)
suggestions for helping children become historians.
Book title
Social Studies for the Preschool/Primary Child
Author
Carol Seefeldt; Sharon D. Castle; Renee Falconer
...
Select THREE (3) of the following questions to answer. Answer the q.docx
Select THREE (3) of the following questions to answer. Answer the questions in essay form. Use complete sentences and proper grammar. Each answer must be one page in length, double spaced. Submissions will be graded on these guidelines. Please number your responses to the questions.
1. Explain what is meant by our changing cultural landscape.
2. Describe and give examples of demographic, social and cultural changes that are responsible for the growing importance of diversity.
3. Discuss one example that illustrates each of the following statements.
Dimensions of diversity may be hidden or visible.
Dimensions of diversity are found within groups as well as within individuals.
Dimensions of diversity are in a constant state of flux.
Dimensions of diversity are not always clear-cut or easily defined.
4. List and explain five diversity myths.
5. Contrast assimilation and pluralism and give an example of each. 6. Explain three benefits of developing a global perspective.
...
Using Focus Groups In Qualitative Research
The focus group interviews were conducted on the campus of the University of California, Irvine to understand students' coping mechanisms for loneliness and stress using technology. Four students and a moderator participated in each interview, seated in a circle in an empty classroom to encourage open dialogue. The interviews lasted up to 30 minutes and were recorded, then transcribed verbatim for analysis.
Similar to Chd 222Read Chapter 6 and answer the following questions.docx (20)
Reply to students Reply to other classmates’ threads, providing .docx
Reply to students Reply to other classmates’ threads, providing .docx
Table 1 A Comparison between Kouzes and Posner’s Five Exempl.docx
Table 1 A Comparison between Kouzes and Posner’s Five Exempl.docx
Module 3 ConclusionThrough this module’s online lectures and textb.docx
Module 3 ConclusionThrough this module’s online lectures and textb.docx
Syllabus [Gerontology (GTY-154 A) - Aging in American Society]
Syllabus [Gerontology (GTY-154 A) - Aging in American Society]
Part I A Model of Multicultural Education Review pages 329 to 335. S.docx
Part I A Model of Multicultural Education Review pages 329 to 335. S.docx
Identity, Community, Responsibility and Bodies of Knowledge .docx
Identity, Community, Responsibility and Bodies of Knowledge .docx
chd 222Read Chapter 7 and answer the following questions1. .docx
chd 222Read Chapter 7 and answer the following questions1. .docx
Select THREE (3) of the following questions to answer. Answer the q.docx
Select THREE (3) of the following questions to answer. Answer the q.docx
More from jeffsrosalyn
Problem 7. Dollars for WaitingJeffrey Swift has been a messenger.docx
Problem 7. Dollars for Waiting?
Jeffrey Swift has been a messenger used by a couple of the local businesses where the Discrimina, Inc. machine shop is located. Sometimes he has done some extra errands inside the Discrimina building for a couple of hours. For the last several weeks, he has helped package items for shipment on Thursdays. Things have gone well, but Jeffrey is concerned because sometimes he has waited over two hours in the waiting room while waiting for the packaging to begin. He wouldn't mind but Discrimina pays only for packaging time, not for waiting time. He can never be certain when the parts will be ready for packaging because final quality checking time varies wildly.
Jeffrey has his own delivery business, but Discrimina has only paid him cash. Each time, Jeffrey has given the company a receipt for the cash. While he waits, he sometimes goes out for donuts for the crew. At other times, he plays games on his PDA or makes cell calls to friends.
Question
If Jeffrey Swift sues for the waiting time hours, what is the likely result and why? Write your answer in a Word document in 1-2 pages.
.
Problem 8-2B(a) Journalize the transactions, including explanation.docx
Problem 8-2B
(a) Journalize the transactions, including explanations.
(Note, enter all accounts in one box.
The dates have been included to help with formatting).
Date
Account Titles and Explanation
Debit
Credit
1
2
3
4
5
(b) Enter the January 1, 2014 balances in Accounts Receivable and Allowance for Doubtful Accounts. Post the transactions to the ledger T Accounts
Be sure to post the amounts to the correct side of the T-Account!
Accounts Receivable
Bal.
(2)
(1)
(3)
(5)
(4)
(5)
Bal.
Allowance for Doubtful Accounts
(4)
Bal.
(5)
Bal.
(c)
Prepare the journal entry to record bad debt expense for 2014, assuming that aging the accounts receivable indicates that expected bad debts are $140,000.
Balance needed
...............................................................................
$
Balance before adjustment [see (b)]
................................................
Adjustment required
.......................................................................
$
The journal entry would therefore be as follows:
(d) Accounts Receivable Turnover Ratios:
Enter your answer here
Average Collection Period:
Enter your answer here
Problem 8-6B
(a) Journalize the transactions, including explanations.
(Note, enter all accounts in one box.
The dates have been included to help with formatting).
Date
Account Titles and Explanation
Debit
Credit
5
20
Feb
18
Apr
20
30
May
25
Aug
18
Sept.
1
Problem 9-2B
(a) Journalize the transactions, including explanations.
(Note, enter all accounts in one box.
The dates have been included to help with formatting).
If there are two entries for the same day, then you do not need to enter the date again.
Date
Account Titles and Explanation
Debit
Credit
April
1
May
1
May
1
June
1
Sept
1
PART B
Dec
31
31
(c)
Partial Balance Sheet
TONG CORPORATION
Partial Balance Sheet
December 31, 2014
Assets
Plant assets
Account title
Amount
Account title
Amount
Account title
Amount
Account title (or contra account)
Amount
Total plant assets
Amount
Problem 9-7B
(a)
BUS 1
Year
Computation
Accumulated Depreciation
Amount
Amount
Amount
BUS 2
Year
Computation
Accumulated Depreciation
Amount
Amount
Amount
BUS 3
Year
Computation
Accumulated Depreciation
Amount
Amount
Amount
(b)
BUS 2
Year
Depreciation Expense
Amount
Amount
.
Problem 14-4AFinancial information for Ernie Bishop Company is pre.docx
Problem 14-4A
Financial information for Ernie Bishop Company is presented below.
ERNIE BISHOP COMPANY
Balance Sheets
December 31
Assets
2013
2012
Cash
$ 70,000
$ 65,000
Short-term investments
52,000
40,000
Receivables (net)
98,000
80,000
Inventory
125,000
135,000
Prepaid expenses
29,000
23,000
Land
130,000
130,000
Building and equipment (net)
168,000
175,000
$672,000
$648,000
Liabilities and Stockholders’ Equity
Notes payable
$100,000
100,000
Accounts payable
48,000
42,000
Accrued liabilities
44,000
40,000
Bonds payable, due 2016
150,000
150,000
Common stock, $10 par
200,000
200,000
Retained earnings
130,000
116,000
$672,000
$648,000
ERNIE BISHOP COMPANY
Income Statement
For the Years Ended December 31
2013
2012
Net sales
$858,000
$798,000
Cost of goods sold
611,000
575,000
Gross profit
247,000
223,000
Operating expenses
204,500
181,000
Net income
$ 42,500
$ 42,000
Additional information:
1.
Inventory at the beginning of 2012 was $118,000.
2.
Total assets at the beginning of 2012 were $632,000.
3.
No common stock transactions occurred during 2012 or 2013.
4.
All sales were on account.
5.
Receivables (net) at the beginning of 2012 were $88,000.
(a)
Indicate, by using ratios, the change in liquidity and profitability of Ernie Bishop Company from 2012 to 2013.
(Round Earnings per share to 2 decimal places, e.g. 1.65, and all others to 1 decimal place, e.g. 6.8 or 6.8% .)
2012
2013
Change
LIQUIDITY
Current
Acid-test
Receivables turnover
Inventory turnover
PROFITABILITY
Profit margin
Asset turnover
Return on assets
Earnings per share
$
(b)
Given below are three independent situations and a ratio that may be affected. For each situation, compute the affected ratio (1) as of December 31, 2013, and (2) as of December 31, 2014, after giving effect to the situation. Net income for 2014 was $50,000. Total assets on December 31, 2014, were $700,000.
Situation
Ratio
(1)
18,000 shares of common stock were sold at par on July 1, 2014.
Return on common stockholders’ equity
(2)
All of the notes payable were paid in 2014. The only change in liabilities was that the notes payable were paid.
Debt to total assets
(3)
Market price of common stock was $9 on December 31, 2013, and $12.50 on December 31, 2014.
Price-earnings ratio
2013
2014
Change
Return on common stockholders’ equity
Debt to total assets
Price-earnings ratio
Click if you would like to Show Work for this question:
Open Show Work
.
Problem and solution essay about the difficulties of speaking Engli.docx
Problem and solution essay about the difficulties of speaking English language for international students in the foriegn country.
- introduction with good thesis statement( start with transition word and include the problem and solution)
- first body paragraph ( define and explain the problem)
- second body paragraph. give the solution
- conclusion
two paraphrase
.
problem 8-6 (LO 4) Worksheet, direct and indirect holding, interco.docx
problem 8-6 (LO 4) Worksheet, direct and indirect holding, intercompany mer-
chandise,
machine. The
following
diagram
depicts
the
relationships
among
Mary
Company, John Company, and Joan Company on December 31, 2014:
Mary
John
Owns 60%
Owns 40%
Joan
Owns 50%
Mary Company purchases its interest in John Company on January 1, 2012, for $204,000.
John Company purchases its interest in Joan Company on January 1, 2013, for $75,000. Mary
Company purchases its interest in Joan Company on January 1, 2014, for $72,000. All invest-
ments are accounted for under the equity method. Control over Joan Company does not occur
until the January 1, 2014, acquisition. Thus, a D&D schedule will be prepared for the invest-
ment in Joan as of January 1, 2014.
The following stockholders’ equities are available:
John
Joan
Company
December31
,
December 31
2011
2012
2013
Commonstock ($10par). ........... ............
$150,000
Commonstock ($10par). ........... ............
$100,000
$100,000
Paid-incapitalinexcess of par ............. ..... 75,000
Retained earnings .............................
75,000
50,000
80,000
Totalequity ......... ........... ............
$300,000
$150,000
$180,000
On January 2, 2014, Joan Company sells a machine to Mary Company for $20,000. The
machine has a book value of $10,000, with an estimated life of five years and is being depre-
ciated on a straight-line basis.
John Company sells $20,000 of merchandise to Joan Company during 2014 to realize a gross
profit of 30%. Of this merchandise, $5,000 remains in Joan Company’s December 31, 2014,
inventory. Joan owes John $3,000 on December 31, 2014, for merchandise delivered during
2014.
Trial balances of the three companies prepared from general ledger account balances on
December 31, 2014, are as follows:
Mary
John
Joan
Cash ...................... ........... ......
62,500
60,000
30,000
Accounts Receivable ........................... 200,000
55,000
30,000
Inventory ................... ........... ......
360,000
80,000
50,000
Investmentin JohnCompany........... ........ 270,000
Investmentin JoanCompany........... .......... 86,000
107,500
Property, Plant,andEquipment.... ........... ...2,250,000
850,000
350,000
Accumulated Depreciation ....... ........... .... (938,000)
(377,500)
(121,800
Mary
John
Joan
Intangibles.... ........... ........... .........
15,000
Accounts Payable ............... ........... ...
(215,500)
(61,000)
(22,000)
AccruedExpenses............... ........... ...
(12,000)
(4,000)
(1,200)
BondsPayable. ........... ........... .........
(500,000)
(300,000)
(100,000)
Common Stock($5par) ........................
(500,000)
Common Stock($10par) ....................... (150,000)
Common Stock($10par) ....................... (100,000)
Paid-In Capital inExcessof Par ...... ........... (700,000)
(75,000).
Problem 4-5ADevine Brown opened Devine’s Carpet Cleaners on March .docx
Problem 4-5A
Devine Brown opened Devine’s Carpet Cleaners on March 1. During March, the following transactions were completed.
Mar. 1
Invested $10,940 cash in the business.
1
Purchased used truck for $6,050, paying $3,025 cash and the balance on account.
3
Purchased cleaning supplies for $1,128 on account.
5
Paid $1,788 cash on one-year insurance policy effective March 1.
14
Billed customers $4,723 for cleaning services.
18
Paid $1,538 cash on amount owed on truck and $402 on amount owed on cleaning supplies.
20
Paid $1,648 cash for employee salaries.
21
Collected $1,926 cash from customers billed on March 14.
28
Billed customers $2,561 for cleaning services.
31
Paid gasoline for month on truck $393.
31
Withdrew $769 cash for personal use.
(a)
Your answer is correct.
Journalize the March transactions.
(Record entries in the order displayed in the problem statement. Credit account titles are automatically indented when amount is entered. Do not indent manually.)
Date
Account Titles and Explanation
Debit
Credit
J1
J1
J1
J1
J1
J1
J1
J1
J1
J1
J1
J1
J1
J1
J1
J1
J1
J1
J1
J1
J1
J1
J1
[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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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
$
$
$
[removed]
.
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.
$
$
[removed]
$
[removed]
$
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$
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$
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=
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$
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$
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$
[removed]
$
.
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.
$
[removed]
$
[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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𝐄𝐱𝐩𝐥𝐚𝐢𝐧 𝐭𝐡𝐞 𝐍𝐚𝐭𝐮𝐫𝐞 𝐚𝐧𝐝 𝐒𝐜𝐨𝐩𝐞 𝐨𝐟 𝐚𝐧 𝐄𝐧𝐭𝐫𝐞𝐩𝐫𝐞𝐧𝐞𝐮𝐫:
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Educational Technology in the Health Sciences
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