This article discusses research showing that the American Dream of social mobility through hard work is less attainable today than in the past. Poor Americans, especially white Americans, are much more pessimistic about their ability to get ahead through hard work compared to poorer Latin Americans. The article analyzes survey data showing high levels of stress and lack of optimism among poor white Americans, while poor black and Hispanic Americans are more optimistic about their future prospects despite facing discrimination. The declining belief in the American Dream, especially among poor whites, suggests it may be in tatters given reduced social support for those facing difficulties.
MenuACCT 212: Course Project 1RequirementRequirement DescriptionWorksheetPart A1Prepare the Journal Entries in the General JournalJournal Entries2Post Journal Entries to the General LedgerGeneral Ledger3Prepare a Trial BalanceTrial BalancePart B4Prepare the Adjusting EntriesAdjusting Entries5Post Adjusting Entries to the General LedgerGeneral Ledger6Prepare an Adjusted Trial BalanceAdjusted TB7Prepare the Financial StatementsFinancial Statements8Prepare the Closing EntriesClosing Entries9Post Closing Entries to the General LedgerGeneral Ledger10Prepare the Post Closing Trial BalancePost Closing TB
Click on the worksheet link to complete the corresponding Requirement or the Project Instructions button below for an overview.
Project Instructions/xl/drawings/drawing1.xml#'Project%20Instructions'!A1
Project InstructionsCourse Project #1 OverviewThe Course Project consists of 10 Requirements for you to complete. The Course Project is due at the end of Week 6. See the Syllabus section ”Due Dates for Assignments & Exams” for due date information. All of the information you need to complete the Course Project is located in this Workbook.
• There are eight worksheets in the workbook you will need to complete.
• A list of October transactions
• A Chart of Accounts reference sheet
• A Grading Rubric to help explain what is expected.
• Each worksheet has the Check Figures embedded as a comment.
ScenarioYou’ve just secured a new client in your accounting practice, the Rawls Repair Corporation (RRC), a brand new small business specializing in bicycle repair. The owner, Rob Rawls, is a terrific cyclist and bike repair specialist, but definitely not an accountant. Your job is to help Rob put his affairs in order. Luckily Rob has only been in operation for a month and things have not gotten too out of hand yet! Rob has to submit his financial statements to his investors and doesn’t know where to begin. It’s your job to go through the complete Accounting cycle to prepare the financial statements for the RRC.RequirementsGuidelinesUse the embedded assistance in the template, guidance in your textbook, and examples in the weekly lectures to complete this project. Should you have any questions contact your professor.
Before You Begin:
Review the Week 2 Lecture prior to starting work on this project.
Print the Chart of Accounts and October Transactions worksheets for your reference. You will need to refer to both throughout the project.
Review the Grading Criteria.
SAVE your work frequently in this workbook.
October TransactionsDuring its first month of operation, the Rawls Repair Corporation, which specializes in bicycle repairs, completed the following transactions.October TransactionsDateTransaction DescriptionOct. 1Began business by making a deposit in a company bank account of $12,000, in exchange for 1,200 shares of $10 par value common stock.Oct. 1Paid the premium on a 1-year insurance policy, $1,200.Oct. 1Paid the current month's store rent ex ...
The document provides an overview of the accounting cycle and key concepts in financial accounting. It discusses [1] what accounts are and how they are used to record business transactions, [2] the basic steps in the recording process including journalizing, posting to ledgers, and preparing a trial balance, and [3] key adjusting entries related to deferrals like prepaid expenses and unearned revenues, and accruals like accrued revenues and accrued expenses. The purpose is to explain the fundamentals of recording and reporting financial information according to generally accepted accounting principles.
This document provides information about an online course and final exam for ACCT 504. It includes details on assignments and case studies for each week of the course, as well as three different practice final exams with multiple choice questions testing concepts related to financial accounting, reporting, analysis, and more. The document provides high-level overviews and essential details about the course content and structure as well as samples of the type of questions included on the final exam.
Solutions manual for fundamental accounting principles volume 1 canadian 15th...Miller612
Here are the journal entries to record the transactions:
Jan. 1 Accounts Receivable 1,000
Service Revenue 1,000
To record services provided on account
Jan. 5 Cash 400
Accounts Receivable 400
To record collection of account receivable
Jan. 10 Accounts Payable 920
Cash 920
To record payment of accounts payable
Jan. 15 Service Revenue 900
Accounts Receivable 900
To record services provided on account
Jan. 20 Cash 1,800
Accounts Receivable 1,800
To record collection of accounts receivable
Jan. 25 Cash 2,500
Accounts Payable 2,500
To record payment of accounts payable
Jan. 30 Accounts
MenuACCT 212: Course Project 1RequirementRequirement DescriptionWorksheetPart A1Prepare the Journal Entries in the General JournalJournal Entries2Post Journal Entries to the General LedgerGeneral Ledger3Prepare a Trial BalanceTrial BalancePart B4Prepare the Adjusting EntriesAdjusting Entries5Post Adjusting Entries to the General LedgerGeneral Ledger6Prepare an Adjusted Trial BalanceAdjusted TB7Prepare the Financial StatementsFinancial Statements8Prepare the Closing EntriesClosing Entries9Post Closing Entries to the General LedgerGeneral Ledger10Prepare the Post Closing Trial BalancePost Closing TB
Click on the worksheet link to complete the corresponding Requirement or the Project Instructions button below for an overview.
Project Instructions/xl/drawings/drawing1.xml#'Project%20Instructions'!A1
Project InstructionsCourse Project #1 OverviewCourse Project #1 consists of two parts, A and B, respectively. There are 10 Requirements for you to complete in this exercise, Part A has 1-3 and Part B has 4-10. Part A is due at the end of Week 3. Part B is due at the end of Week 5. See Syllabus/”Due Dates for Assignments & Exams” for due date information. All of the information you need to complete Course Project #1 is located in this Workbook.
• There are 8 worksheets in the workbook you will need to complete for Parts A & B.
• A list of October transactions
• A Chart of Accounts reference sheet
• A Grading Rubric to help explain what is expected.
• Each worksheet has the Check Figures embedded as a comment.
ScenarioYou’ve just secured a new client in your accounting practice, the Rawls Repair Corporation, (RRC) a brand new small business specializing in bicycle repair. The owner, Rob Rawls, is a terrific cyclist and bike repair specialist, but definitely not an accountant. Your job is to help Rob put his affairs in order. Luckily Rob has only been in operation for a month and things have not gotten too out of hand yet! Rob has to submit his financial statements to his investors and doesn’t know where to begin. It’s your job to go through the complete Accounting cycle to prepare the financial statements for the RRC.RequirementsGuidelines For Part A:• Complete Requirements 1-3 on the Journal Entries, General Ledger, and Trial Balance worksheets.• Type your work directly into the worksheets.• Save your workbook as “CourseProject1A_ ACCT212_YourLastName”.• Submit the workbook to the DropBox under “Course Project 1-Part A” by the end of Week 3.For Part B:• Using feedback from your instructor and Part A, complete Requirements 4-10.• Type your work directly into the worksheets.• Save your workbook as “CourseProject1B_ACCT212_YourLastName”.• Submit the workbook to the DropBox under “Course Project 1-Part B” by the end of Week 5.
Before You Begin:
Review the Week 2 Lecture prior to starting work on this project.
Print the Chart of Accounts and October Transactions worksheets for you ...
The document provides an overview of the accounting cycle, which consists of a recording phase and reporting phase. The recording phase involves analyzing transactions, recording them in journals, posting to ledgers, and preparing a trial balance. The reporting phase involves preparing adjusting entries, a post-adjusted trial balance, financial statements, and closing entries. The purpose is to review the basic steps of the accounting process, including journalizing, posting, preparing financial statements, and closing books at the end of each period.
The document summarizes key aspects of accounting information systems and the accounting cycle, including:
1) It explains the basic accounting equation and double-entry system of debit and credit entries.
2) It outlines the steps in the accounting cycle from journalizing transactions to preparing financial statements and closing entries.
3) It describes the purpose and preparation of adjusting and closing journal entries to update revenue, expenses and inventory accounts.
MenuACCT 212: Course Project 1RequirementRequirement DescriptionWorksheetPart A1Prepare the Journal Entries in the General JournalJournal Entries2Post Journal Entries to the General LedgerGeneral Ledger3Prepare a Trial BalanceTrial BalancePart B4Prepare the Adjusting EntriesAdjusting Entries5Post Adjusting Entries to the General LedgerGeneral Ledger6Prepare an Adjusted Trial BalanceAdjusted TB7Prepare the Financial StatementsFinancial Statements8Prepare the Closing EntriesClosing Entries9Post Closing Entries to the General LedgerGeneral Ledger10Prepare the Post Closing Trial BalancePost Closing TB
Click on the worksheet link to complete the corresponding Requirement or the Project Instructions button below for an overview.
Project Instructions/xl/drawings/drawing1.xml#'Project%20Instructions'!A1
Project InstructionsCourse Project #1 OverviewThe Course Project consists of 10 Requirements for you to complete. The Course Project is due at the end of Week 6. See the Syllabus section ”Due Dates for Assignments & Exams” for due date information. All of the information you need to complete the Course Project is located in this Workbook.
• There are eight worksheets in the workbook you will need to complete.
• A list of October transactions
• A Chart of Accounts reference sheet
• A Grading Rubric to help explain what is expected.
• Each worksheet has the Check Figures embedded as a comment.
ScenarioYou’ve just secured a new client in your accounting practice, the Rawls Repair Corporation (RRC), a brand new small business specializing in bicycle repair. The owner, Rob Rawls, is a terrific cyclist and bike repair specialist, but definitely not an accountant. Your job is to help Rob put his affairs in order. Luckily Rob has only been in operation for a month and things have not gotten too out of hand yet! Rob has to submit his financial statements to his investors and doesn’t know where to begin. It’s your job to go through the complete Accounting cycle to prepare the financial statements for the RRC.RequirementsGuidelinesUse the embedded assistance in the template, guidance in your textbook, and examples in the weekly lectures to complete this project. Should you have any questions contact your professor.
Before You Begin:
Review the Week 2 Lecture prior to starting work on this project.
Print the Chart of Accounts and October Transactions worksheets for your reference. You will need to refer to both throughout the project.
Review the Grading Criteria.
SAVE your work frequently in this workbook.
October TransactionsDuring its first month of operation, the Rawls Repair Corporation, which specializes in bicycle repairs, completed the following transactions.October TransactionsDateTransaction DescriptionOct. 1Began business by making a deposit in a company bank account of $12,000, in exchange for 1,200 shares of $10 par value common stock.Oct. 1Paid the premium on a 1-year insurance policy, $1,200.Oct. 1Paid the current month's store rent ex ...
The document provides an overview of the accounting cycle and key concepts in financial accounting. It discusses [1] what accounts are and how they are used to record business transactions, [2] the basic steps in the recording process including journalizing, posting to ledgers, and preparing a trial balance, and [3] key adjusting entries related to deferrals like prepaid expenses and unearned revenues, and accruals like accrued revenues and accrued expenses. The purpose is to explain the fundamentals of recording and reporting financial information according to generally accepted accounting principles.
This document provides information about an online course and final exam for ACCT 504. It includes details on assignments and case studies for each week of the course, as well as three different practice final exams with multiple choice questions testing concepts related to financial accounting, reporting, analysis, and more. The document provides high-level overviews and essential details about the course content and structure as well as samples of the type of questions included on the final exam.
Solutions manual for fundamental accounting principles volume 1 canadian 15th...Miller612
Here are the journal entries to record the transactions:
Jan. 1 Accounts Receivable 1,000
Service Revenue 1,000
To record services provided on account
Jan. 5 Cash 400
Accounts Receivable 400
To record collection of account receivable
Jan. 10 Accounts Payable 920
Cash 920
To record payment of accounts payable
Jan. 15 Service Revenue 900
Accounts Receivable 900
To record services provided on account
Jan. 20 Cash 1,800
Accounts Receivable 1,800
To record collection of accounts receivable
Jan. 25 Cash 2,500
Accounts Payable 2,500
To record payment of accounts payable
Jan. 30 Accounts
MenuACCT 212: Course Project 1RequirementRequirement DescriptionWorksheetPart A1Prepare the Journal Entries in the General JournalJournal Entries2Post Journal Entries to the General LedgerGeneral Ledger3Prepare a Trial BalanceTrial BalancePart B4Prepare the Adjusting EntriesAdjusting Entries5Post Adjusting Entries to the General LedgerGeneral Ledger6Prepare an Adjusted Trial BalanceAdjusted TB7Prepare the Financial StatementsFinancial Statements8Prepare the Closing EntriesClosing Entries9Post Closing Entries to the General LedgerGeneral Ledger10Prepare the Post Closing Trial BalancePost Closing TB
Click on the worksheet link to complete the corresponding Requirement or the Project Instructions button below for an overview.
Project Instructions/xl/drawings/drawing1.xml#'Project%20Instructions'!A1
Project InstructionsCourse Project #1 OverviewCourse Project #1 consists of two parts, A and B, respectively. There are 10 Requirements for you to complete in this exercise, Part A has 1-3 and Part B has 4-10. Part A is due at the end of Week 3. Part B is due at the end of Week 5. See Syllabus/”Due Dates for Assignments & Exams” for due date information. All of the information you need to complete Course Project #1 is located in this Workbook.
• There are 8 worksheets in the workbook you will need to complete for Parts A & B.
• A list of October transactions
• A Chart of Accounts reference sheet
• A Grading Rubric to help explain what is expected.
• Each worksheet has the Check Figures embedded as a comment.
ScenarioYou’ve just secured a new client in your accounting practice, the Rawls Repair Corporation, (RRC) a brand new small business specializing in bicycle repair. The owner, Rob Rawls, is a terrific cyclist and bike repair specialist, but definitely not an accountant. Your job is to help Rob put his affairs in order. Luckily Rob has only been in operation for a month and things have not gotten too out of hand yet! Rob has to submit his financial statements to his investors and doesn’t know where to begin. It’s your job to go through the complete Accounting cycle to prepare the financial statements for the RRC.RequirementsGuidelines For Part A:• Complete Requirements 1-3 on the Journal Entries, General Ledger, and Trial Balance worksheets.• Type your work directly into the worksheets.• Save your workbook as “CourseProject1A_ ACCT212_YourLastName”.• Submit the workbook to the DropBox under “Course Project 1-Part A” by the end of Week 3.For Part B:• Using feedback from your instructor and Part A, complete Requirements 4-10.• Type your work directly into the worksheets.• Save your workbook as “CourseProject1B_ACCT212_YourLastName”.• Submit the workbook to the DropBox under “Course Project 1-Part B” by the end of Week 5.
Before You Begin:
Review the Week 2 Lecture prior to starting work on this project.
Print the Chart of Accounts and October Transactions worksheets for you ...
The document provides an overview of the accounting cycle, which consists of a recording phase and reporting phase. The recording phase involves analyzing transactions, recording them in journals, posting to ledgers, and preparing a trial balance. The reporting phase involves preparing adjusting entries, a post-adjusted trial balance, financial statements, and closing entries. The purpose is to review the basic steps of the accounting process, including journalizing, posting, preparing financial statements, and closing books at the end of each period.
The document summarizes key aspects of accounting information systems and the accounting cycle, including:
1) It explains the basic accounting equation and double-entry system of debit and credit entries.
2) It outlines the steps in the accounting cycle from journalizing transactions to preparing financial statements and closing entries.
3) It describes the purpose and preparation of adjusting and closing journal entries to update revenue, expenses and inventory accounts.
MenuACCT 212: Course ProjectRequirementRequirement DescriptionWorksheet Name1Prepare the Journal Entries in the General Journal1 - Journal Entries2Post Journal Entries to the General Ledger2 - General Ledger3Prepare a Trial Balance3 - Trial Balance4Prepare the Adjusting Entries4 &5 - Adjusting Entries5Post Adjusting Entries to the General Ledger4 &5 -Adjusting Entries ( Use worksheet #2)6Prepare an Adjusted Trial Balance6- Adjusted TB7Prepare the Financial Statements7 - Financial Statements8Prepare the Closing Entries8&9 - Closing Entries ( use worksheet #2)9Post Closing Entries to the General Ledger8&9- General Ledger10Prepare the Post Closing Trial Balance10 - Post Closing Trial Balance11Compute Ratios11-Ratios12Interpret the Ratios12-Interpretation of Ratios
Project InstructionsCourse Project OverviewThe Course Project consists of 10 Requirements for you to complete. The Course Project is due at the end of Week 6. See the Syllabus section ”Due Dates for Assignments & Exams” for due date information. All of the information you need to complete the Course Project is located in this Workbook.
• There are eight worksheets in the workbook you will need to complete.
• A list of March transactions
• A Chart of Accounts reference sheet
• A Grading Rubric to help explain what is expected.
• Each worksheet has the Check Figures embedded as a comment.
ScenarioYou’ve just secured a new client in your accounting practice, Bethany's Bicycle Corporation (BBC), a brand new small business specializing in bicycle repair. The owner, Bethany Beck, is a terrific cyclist and bike repair specialist, but definitely not an accountant. Your job is to helpBethany put his affairs in order. Luckily Bethany has only been in operation for a month and things have not gotten too out of hand yet! Bethany has to submit his financial statements to her investors and doesn’t know where to begin. It’s your job to go through the complete Accounting cycle to prepare the financial statements for the BBC.RequirementsGuidelinesUse the embedded assistance in the template, guidance in your textbook, and examples in the weekly lectures to complete this project. Should you have any questions contact your professor.Milestone 1 is due in Week 4 - This includes project requirements 1-3.Milestone 2 is due in Week 6 - This includes project requirements 4-10.
Before You Begin:
Review the Week 2 Lecture prior to starting work on this project.
Print the Chart of Accounts and October Transactions worksheets for your reference. You will need to refer to both throughout the project.
Review the Grading Criteria.
SAVE your work frequently in this workbook.
March TransactionsDuring its first month of operation, the Bethany's Bicycle Corporation, which specializes in bicycle repairs, completed the following transactions.March TransactionsDateTransaction DescriptionMarch 1Began business by making a deposit in a company bank account of $20,000, in exchange for 2,000 shares of $10 par value.
This document provides a summary of an ACCT 504 final exam with multiple choice and problem-solving questions related to accounting concepts. The exam covers topics such as sole proprietorships, dividends, financial statements, ratios, cash flows, journal entries, and internal controls. Students are asked to calculate ratios, prepare financial statements, analyze internal controls, record journal entries, and indicate sections of the statement of cash flows.
This document provides a summary of an ACCT 504 final exam with multiple choice and problem-solving questions related to accounting concepts. The exam covers topics such as sole proprietorships, dividends, financial statements, ratios, cash flows, journal entries, and internal controls. Students are asked to calculate ratios, prepare financial statements, analyze internal controls, record journal entries, and indicate sections of the statement of cash flows.
This document appears to be a study guide for an ACCT 504 final exam. It contains 14 multiple choice questions covering various accounting concepts related to sole proprietorships, dividends, financial statements, inventory cost flow assumptions, bonds, cash flows, ratio analysis, and internal controls. The questions would help test a student's understanding of topics like the advantages of different business forms, the accounting equation, accrual accounting, inventory methods, bond issuance, and financial statement analysis techniques.
This document provides a summary of an ACCT 504 final exam with multiple choice and problem-solving questions related to accounting concepts. The exam covers topics such as sole proprietorships, dividends, financial statements, ratios, cash flows, journal entries, and internal controls. Students are asked to calculate ratios, prepare financial statements, analyze internal controls, record journal entries, and indicate sections of the statement of cash flows.
This document provides a summary of an ACCT 504 final exam with multiple choice and problem-solving questions related to accounting concepts. The exam covers topics such as sole proprietorships, dividends, financial statements, ratios, cash flows, journal entries, and internal controls. Students are asked to calculate ratios, prepare financial statements, analyze internal controls, record journal entries, and indicate sections of the statement of cash flows.
This document appears to be a study guide for an ACCT 504 final exam. It contains 14 multiple choice questions covering various accounting concepts related to sole proprietorships, dividends, financial statements, inventory cost flow assumptions, bonds, cash flows, ratio analysis, and internal controls. The questions would help test a student's understanding of topics like the advantages of different business forms, the accounting equation, accrual accounting, inventory methods, bond issuance, and financial statement analysis techniques.
The document outlines the steps in completing the accounting cycle, including preparing adjusting entries, an adjusted trial balance, financial statements, closing entries, and a post-closing trial balance. Key steps include:
1) Recording adjusting entries to account for expenses, revenues, assets, and liabilities not yet recorded;
2) Preparing an adjusted trial balance after all adjustments are posted;
3) Creating financial statements from the adjusted trial balance, including statements of income, changes in equity, and financial position;
4) Closing temporary accounts like revenue and expense to retained earnings through closing entries;
5) Producing a post-closing trial balance to verify the accounting equation is balanced after closing.
The document discusses the fiscal period and trial balance process for preparing financial statements. It explains that a fiscal period is a time period for reporting financial information, with most beginning on the 1st of a month. A trial balance is used to summarize ledger information needed for statements. Adjustments are made to accounts to match expenses to the period they generated revenue before finalizing the statements. The totals of debit and credit columns are calculated, with net income determined by the difference of the income statement columns.
The document discusses trial balance, which is a statement that lists the debit and credit balances of ledger accounts to test the arithmetical accuracy of accounting books. A trial balance has certain features, such as being prepared on a specific date and including all ledger accounts. It also discusses the purpose of a trial balance, which is to test accuracy, provide a summary of ledger account balances, and serve as the basis for preparing final financial statements. The document outlines different methods for preparing a trial balance and provides examples of common account adjustments that are made, such as for closing stock, depreciation, outstanding expenses, and prepaid expenses.
Adjusting entries are journal entries made at the end of an accounting period to ensure revenues and expenses are recorded in the appropriate period. This involves adjusting accounts for accruals, such as unpaid expenses and unrecorded revenue, and deferrals like prepaid expenses and unearned revenue. An adjusted trial balance is prepared after adjusting entries to prove the equality of debit and credit balances before financial statements are made.
A fiscal period is the time period that a business uses to report its financial information, such as a month or year. At the end of each fiscal period, the business prepares a trial balance to summarize the ledger accounts and make any necessary adjustments to match expenses with the revenue they generated. The business then prepares financial statements by extending the account balances from the adjusted trial balance to the income statement and balance sheet columns and calculating net income or loss.
The document provides an overview of exercises, problems, cases, and internet assignments from Chapter 3 of an accounting textbook. It lists 13 exercises that cover key accounting concepts like the accounting cycle, journal entries, financial statements, and accounting principles. It also describes 5 problems, 2 cases, 1 business week assignment, and 1 internet assignment. The problems require students to record transactions and analyze their impact. The cases focus on revenue recognition and income measurement. The assignments reinforce concepts and require outside research.
The document analyzes financial transactions and prepares financial statements for Dog Concierges, LLC over its first two years of operations. It includes a transaction analysis showing the impact of events on the balance sheet and income statement. It also includes a cash flow statement showing positive cash flow from operations and negative cash flow from investing and financing activities. Finally, it includes a balance sheet prepared using information from the cash flow statement. The analysis provides insight into the company's financial performance and position.
This document provides an overview of the eight key steps in the accounting cycle for processing transactions: 1) Identifying transactions, 2) Classifying transactions, 3) Journalizing transactions, 4) Posting to ledgers, 5) Making adjusting entries, 6) Making closing entries, 7) Preparing a trial balance, and 8) Presenting final financial statements. It describes each step in the process, highlighting concepts like double-entry bookkeeping, debit and credit rules for different types of accounts, and examples of accounting entries for common bank transactions.
Brief Exercise 4-5The ledger of Rios Company contains the follow.docxhartrobert670
Brief Exercise 4-5
The ledger of Rios Company contains the following balances: Owner’s Capital $28,375; Owner’s Drawings $1,917; Service Revenue $50,657; Salaries and Wages Expense $27,423; and Supplies Expense $6,708.
The closing entries are as follows:
(1)
Close revenue accounts.
(2)
Close expense accounts.
(3)
Close net income/(loss).
(4)
Close drawings.
Post the closing entries in the order presented in the problem and use the numbers as a reference.
Salaries and Wages Expense
Supplies Expense
Service Revenue
Owner’s Drawings
Income Summary
Owner’s Capital
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Question Attempts: 0 of 3 used
Brief Exercise 4-7
The following selected accounts appear in the adjusted trial balance columns of the worksheet for Goulet Company.
Identify the accounts that would be included in a post-closing trial balance.
Accumulated Depreciation
Depreciation Expense
Owner’s Capital
Owner’s Drawings
Service Revenue
Supplies
Accounts Payable
Yes or no questions
Brief Exercise 4-8
The steps in the accounting cycle are listed in random order below.
List the steps in proper sequence, assuming no worksheet is prepared, by placing numbers 1–9.
(a)
Prepare a trial balance.
(b)
Journalize the transactions.
(c)
Journalize and post closing entries.
(d)
Prepare financial statements.
(e)
Journalize and post adjusting entries.
(f)
Post to ledger accounts.
(g)
Prepare a post-closing trial balance.
(h)
Prepare an adjusted trial balance.
(i)
Analyze business transactions.
Write 1-9 numbers
Brief Exercise 4-10
The balance sheet debit column of the worksheet for Hamidi Company includes the following accounts: Accounts Receivable $13,059; Prepaid Insurance $3,847; Cash $4,935; Supplies $4,377, and Debt Investments (short-term) $6,050.
Prepare the current assets section of the balance sheet, listing the accounts in proper sequence. (List current assets in order of liquidity.)
HAMIDI COMPANY
Partial Balance Sheet
$
$
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For drop down boxes use list of accounts from this list:
Current Assets Stockholders Equity Total Liabilities and stockholders equit.
Current Liabilities Total Assets Total Long term Investments
Intangible Assets Total Current Assets Total Long term liabilities
Long term Investments Total Current Liabilities Total property, plant, and equipment
Long term Liabilities Total Intangible Assets Total stockgholders equity
Property, plant, and equipment Total Liabilities
Exercise 4-1
The trial balance columns of the worksheet for Nanduri Company at June 30, 2014, are as follows.
NANDURI COMPANY
Worksheet
For the Month Ended June 30, 2014
Trial Balance
Account Titles
Dr.
Cr.
Cash
2,324
Accounts Receivable
2,317
Supplies
...
The document provides details of the Devry ACCT504 full course, including weekly discussions and assignments. It outlines the course content, which covers topics such as the accounting equation, financial statements, inventory cost flow assumptions, internal controls, accounting for assets and liabilities. It also provides a case study assignment on completing the full accounting cycle and a course project involving a comparative financial analysis of Nike and Under Armour using their 2014 financial statements.
The document provides solutions to exercises for an accounting study guide. It includes solutions for exercises on defining accounting and its main functions, the difference between financial and management accounting, key financial statements (balance sheet, income statement, statement of cash flows), basic accounting principles, preparing balance sheets and income statements, double-entry accounting, recording transactions, and summarizing changes in financial position through journals and ledgers. Sample transactions are provided and journal entries are made to record the transactions.
This document provides an introduction to basic accounting concepts. It discusses key terms like assets, liabilities, capital/owners equity, revenues and expenses. It also explains the accounting process and accounting cycle, which involves analyzing transactions, recording them in journals, posting to ledger accounts, preparing financial statements and closing temporary accounts. The document aims to provide a foundational understanding of accounting fundamentals and how they are used in business and personal finance.
InstructionsW4 Nightingale Case A & B – 35 points - Individual A.docxdirkrplav
Instructions
W4 Nightingale Case A & B – 35 points - Individual Assignment
As indicated in the syllabus, it is important to demonstrate knowledge of MS Project. Week 4 includes using the software and interpreting the results as follows:
1. Read the Nightingale Project - LG textbook pg 333-335
2. Review MS Project Video Tutorials (Lessons/Course Materials/Support Videos) and complete the Case for both Part A and Case Part B.
3. Submit two separate MS Project .mpp files (one for part A and one for part B). Remember to submit the appropriate “view” reflecting all applicable columns and content information.
4. Submit MS Word file to specifically answer all questions for both parts (part A questions 1-3 & part B questions 1-4).
5. Ensure you document the version of MS Project you are using in the submission comments field.
Hints:
You should read ALL instructions in the case and case technical details before you start the Project file.
You may want to set up the Project file ex: start date, holidays, work days, etc. before entering in any tasks.
Ensure the project name is on the first line of the Project file and all other tasks as detailed in the case are indented just once.
The predecessor numbers for all subtasks will then be one higher than in the text as the first line (main task) is now the Project name.
The lag mentioned in the case A section is plus lag.
analyze certain bodily substances and compare them widi a sample from a suspect.
Forensic science consultant Richard Saferstein tells us that portions of the DNA structure are as unique to each individual as fingerprints. He writes that inside each of the 60 trillion cells in the human body are strands of genetic material called chromosomes. Arranged along the chromosomes, like beads on a thread, are nearly 100,000 genes. Genes are the fundamental unit of heredity. They instruct the body cells to make proteins drat determine everydiing from hair color to susceptibility to diseases. Each gene is actually composed of DNA specifically designed to carry out a single body function. Scientists have determined that DNA is die substance by which genetic instructions are passed from one generation to the next. (Saferstein 353-394)
DNA profiling has helped investigators solve crimes and ensure that diose guilty of crimes are convicted in court. Profiling is the examination of DNA samples from a body substance or fluid to determine whether they came from a particular subject. For example, semen on a rape victim's clothing can be positively or negatively compared with a suspect's semen.
police laboratories. Smaller departments may contract with large county crime labs or state police crime labs. Some departments use die services of the FBI lab. (Durose 1)
Private (nongovernment) labs are taking on greater importance in the U.S. legal system. Their analyses are increasingly being introduced into criminal and civil trials, often not only as evidence but also to contradict evidence presented by .
InstructionsView CAAE Stormwater video Too Big for Our Ditches.docxdirkrplav
Instructions:
View CAAE Stormwater video "Too Big for Our Ditches"
http://www.ncsu.edu/wq/videos/stormwater%20video/SWvideo.html
Explain how impermeable surfaces in the urban environment impact the stream network in a river basin. Why is watershed management an important consideration in urban planning? Unload you essay (200-400 words).
Neal.LarryBUS457A7.docx
Question 1
Problem:
It is not certain about the relationship between age, Y, as a function of systolic blood pressure.
Goal:
To establish the relationship between age Y, as a function of systolic blood pressure.
Finding/Conclusion:
Based on the available data, the relationship is obtained and shown below:
Regression Analysis: Age versus SBP
Analysis of Variance
Source DF Adj SS Adj MS F-Value P-Value
Regression 1 2933 2933.1 21.33 0.000
SBP 1 2933 2933.1 21.33 0.000
Error 28 3850 137.5
Lack-of-Fit 21 2849 135.7 0.95 0.575
Pure Error 7 1002 143.1
Total 29 6783
Model Summary
S R-sq R-sq(adj) R-sq(pred)
11.7265 43.24% 41.21% 3.85%
Coefficients
Term Coef SE Coef T-Value P-Value VIF
Constant -18.3 13.9 -1.32 0.198
SBP 0.4454 0.0964 4.62 0.000 1.00
Regression Equation
Age = -18.3 + 0.4454 SBP
It is found that there is an outlier in the dataset, which significantly affect the regression equation. As a result, the outlier is removed, and the regression analysis is run again.
Regression Analysis: Age versus SBP
Analysis of Variance
Source DF Adj SS Adj MS F-Value P-Value
Regression 1 4828.5 4828.47 66.81 0.000
SBP 1 4828.5 4828.47 66.81 0.000
Error 27 1951.4 72.27
Lack-of-Fit 20 949.9 47.49 0.33 0.975
Pure Error 7 1001.5 143.07
Total 28 6779.9
Model Summary
S R-sq R-sq(adj) R-sq(pred)
8.50139 71.22% 70.15% 66.89%
Coefficients
Term Coef SE Coef T-Value P-Value VIF
Constant -59.9 12.9 -4.63 0.000
SBP 0.7502 0.0918 8.17 0.000 1.00
Regression Equation
Age = -59.9 + 0.7502 SBP
The p-value for the model is 0.000, which implies that the model is significant in the prediction of Age. The R-square of the model is 70.2%, implies that 70.2% of variation in age can be explained by the model
Recommendation:
The regression model Age = -59.9 +0.7502 SBP can be used to predict the Age, such that over 70% of variation in Age can be explained by the model.
Question 2
Problem:
It is not sure that whether the factors X1 to X4 which represents four different success factors have any influences on the annual savings as a result of CRM implementation.
Goal:
To determine which of the success factors are most significant in the prediction of a successful CRM program, and develop the corresponding model for the prediction of CRM savings.
Finding/Conclusion:
Based on the available da.
More Related Content
Similar to InstructionsCASE STUDY - THE COMPLETE ACCOUNTING CYCLEName ______.docx
MenuACCT 212: Course ProjectRequirementRequirement DescriptionWorksheet Name1Prepare the Journal Entries in the General Journal1 - Journal Entries2Post Journal Entries to the General Ledger2 - General Ledger3Prepare a Trial Balance3 - Trial Balance4Prepare the Adjusting Entries4 &5 - Adjusting Entries5Post Adjusting Entries to the General Ledger4 &5 -Adjusting Entries ( Use worksheet #2)6Prepare an Adjusted Trial Balance6- Adjusted TB7Prepare the Financial Statements7 - Financial Statements8Prepare the Closing Entries8&9 - Closing Entries ( use worksheet #2)9Post Closing Entries to the General Ledger8&9- General Ledger10Prepare the Post Closing Trial Balance10 - Post Closing Trial Balance11Compute Ratios11-Ratios12Interpret the Ratios12-Interpretation of Ratios
Project InstructionsCourse Project OverviewThe Course Project consists of 10 Requirements for you to complete. The Course Project is due at the end of Week 6. See the Syllabus section ”Due Dates for Assignments & Exams” for due date information. All of the information you need to complete the Course Project is located in this Workbook.
• There are eight worksheets in the workbook you will need to complete.
• A list of March transactions
• A Chart of Accounts reference sheet
• A Grading Rubric to help explain what is expected.
• Each worksheet has the Check Figures embedded as a comment.
ScenarioYou’ve just secured a new client in your accounting practice, Bethany's Bicycle Corporation (BBC), a brand new small business specializing in bicycle repair. The owner, Bethany Beck, is a terrific cyclist and bike repair specialist, but definitely not an accountant. Your job is to helpBethany put his affairs in order. Luckily Bethany has only been in operation for a month and things have not gotten too out of hand yet! Bethany has to submit his financial statements to her investors and doesn’t know where to begin. It’s your job to go through the complete Accounting cycle to prepare the financial statements for the BBC.RequirementsGuidelinesUse the embedded assistance in the template, guidance in your textbook, and examples in the weekly lectures to complete this project. Should you have any questions contact your professor.Milestone 1 is due in Week 4 - This includes project requirements 1-3.Milestone 2 is due in Week 6 - This includes project requirements 4-10.
Before You Begin:
Review the Week 2 Lecture prior to starting work on this project.
Print the Chart of Accounts and October Transactions worksheets for your reference. You will need to refer to both throughout the project.
Review the Grading Criteria.
SAVE your work frequently in this workbook.
March TransactionsDuring its first month of operation, the Bethany's Bicycle Corporation, which specializes in bicycle repairs, completed the following transactions.March TransactionsDateTransaction DescriptionMarch 1Began business by making a deposit in a company bank account of $20,000, in exchange for 2,000 shares of $10 par value.
This document provides a summary of an ACCT 504 final exam with multiple choice and problem-solving questions related to accounting concepts. The exam covers topics such as sole proprietorships, dividends, financial statements, ratios, cash flows, journal entries, and internal controls. Students are asked to calculate ratios, prepare financial statements, analyze internal controls, record journal entries, and indicate sections of the statement of cash flows.
This document provides a summary of an ACCT 504 final exam with multiple choice and problem-solving questions related to accounting concepts. The exam covers topics such as sole proprietorships, dividends, financial statements, ratios, cash flows, journal entries, and internal controls. Students are asked to calculate ratios, prepare financial statements, analyze internal controls, record journal entries, and indicate sections of the statement of cash flows.
This document appears to be a study guide for an ACCT 504 final exam. It contains 14 multiple choice questions covering various accounting concepts related to sole proprietorships, dividends, financial statements, inventory cost flow assumptions, bonds, cash flows, ratio analysis, and internal controls. The questions would help test a student's understanding of topics like the advantages of different business forms, the accounting equation, accrual accounting, inventory methods, bond issuance, and financial statement analysis techniques.
This document provides a summary of an ACCT 504 final exam with multiple choice and problem-solving questions related to accounting concepts. The exam covers topics such as sole proprietorships, dividends, financial statements, ratios, cash flows, journal entries, and internal controls. Students are asked to calculate ratios, prepare financial statements, analyze internal controls, record journal entries, and indicate sections of the statement of cash flows.
This document provides a summary of an ACCT 504 final exam with multiple choice and problem-solving questions related to accounting concepts. The exam covers topics such as sole proprietorships, dividends, financial statements, ratios, cash flows, journal entries, and internal controls. Students are asked to calculate ratios, prepare financial statements, analyze internal controls, record journal entries, and indicate sections of the statement of cash flows.
This document appears to be a study guide for an ACCT 504 final exam. It contains 14 multiple choice questions covering various accounting concepts related to sole proprietorships, dividends, financial statements, inventory cost flow assumptions, bonds, cash flows, ratio analysis, and internal controls. The questions would help test a student's understanding of topics like the advantages of different business forms, the accounting equation, accrual accounting, inventory methods, bond issuance, and financial statement analysis techniques.
The document outlines the steps in completing the accounting cycle, including preparing adjusting entries, an adjusted trial balance, financial statements, closing entries, and a post-closing trial balance. Key steps include:
1) Recording adjusting entries to account for expenses, revenues, assets, and liabilities not yet recorded;
2) Preparing an adjusted trial balance after all adjustments are posted;
3) Creating financial statements from the adjusted trial balance, including statements of income, changes in equity, and financial position;
4) Closing temporary accounts like revenue and expense to retained earnings through closing entries;
5) Producing a post-closing trial balance to verify the accounting equation is balanced after closing.
The document discusses the fiscal period and trial balance process for preparing financial statements. It explains that a fiscal period is a time period for reporting financial information, with most beginning on the 1st of a month. A trial balance is used to summarize ledger information needed for statements. Adjustments are made to accounts to match expenses to the period they generated revenue before finalizing the statements. The totals of debit and credit columns are calculated, with net income determined by the difference of the income statement columns.
The document discusses trial balance, which is a statement that lists the debit and credit balances of ledger accounts to test the arithmetical accuracy of accounting books. A trial balance has certain features, such as being prepared on a specific date and including all ledger accounts. It also discusses the purpose of a trial balance, which is to test accuracy, provide a summary of ledger account balances, and serve as the basis for preparing final financial statements. The document outlines different methods for preparing a trial balance and provides examples of common account adjustments that are made, such as for closing stock, depreciation, outstanding expenses, and prepaid expenses.
Adjusting entries are journal entries made at the end of an accounting period to ensure revenues and expenses are recorded in the appropriate period. This involves adjusting accounts for accruals, such as unpaid expenses and unrecorded revenue, and deferrals like prepaid expenses and unearned revenue. An adjusted trial balance is prepared after adjusting entries to prove the equality of debit and credit balances before financial statements are made.
A fiscal period is the time period that a business uses to report its financial information, such as a month or year. At the end of each fiscal period, the business prepares a trial balance to summarize the ledger accounts and make any necessary adjustments to match expenses with the revenue they generated. The business then prepares financial statements by extending the account balances from the adjusted trial balance to the income statement and balance sheet columns and calculating net income or loss.
The document provides an overview of exercises, problems, cases, and internet assignments from Chapter 3 of an accounting textbook. It lists 13 exercises that cover key accounting concepts like the accounting cycle, journal entries, financial statements, and accounting principles. It also describes 5 problems, 2 cases, 1 business week assignment, and 1 internet assignment. The problems require students to record transactions and analyze their impact. The cases focus on revenue recognition and income measurement. The assignments reinforce concepts and require outside research.
The document analyzes financial transactions and prepares financial statements for Dog Concierges, LLC over its first two years of operations. It includes a transaction analysis showing the impact of events on the balance sheet and income statement. It also includes a cash flow statement showing positive cash flow from operations and negative cash flow from investing and financing activities. Finally, it includes a balance sheet prepared using information from the cash flow statement. The analysis provides insight into the company's financial performance and position.
This document provides an overview of the eight key steps in the accounting cycle for processing transactions: 1) Identifying transactions, 2) Classifying transactions, 3) Journalizing transactions, 4) Posting to ledgers, 5) Making adjusting entries, 6) Making closing entries, 7) Preparing a trial balance, and 8) Presenting final financial statements. It describes each step in the process, highlighting concepts like double-entry bookkeeping, debit and credit rules for different types of accounts, and examples of accounting entries for common bank transactions.
Brief Exercise 4-5The ledger of Rios Company contains the follow.docxhartrobert670
Brief Exercise 4-5
The ledger of Rios Company contains the following balances: Owner’s Capital $28,375; Owner’s Drawings $1,917; Service Revenue $50,657; Salaries and Wages Expense $27,423; and Supplies Expense $6,708.
The closing entries are as follows:
(1)
Close revenue accounts.
(2)
Close expense accounts.
(3)
Close net income/(loss).
(4)
Close drawings.
Post the closing entries in the order presented in the problem and use the numbers as a reference.
Salaries and Wages Expense
Supplies Expense
Service Revenue
Owner’s Drawings
Income Summary
Owner’s Capital
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Brief Exercise 4-7
The following selected accounts appear in the adjusted trial balance columns of the worksheet for Goulet Company.
Identify the accounts that would be included in a post-closing trial balance.
Accumulated Depreciation
Depreciation Expense
Owner’s Capital
Owner’s Drawings
Service Revenue
Supplies
Accounts Payable
Yes or no questions
Brief Exercise 4-8
The steps in the accounting cycle are listed in random order below.
List the steps in proper sequence, assuming no worksheet is prepared, by placing numbers 1–9.
(a)
Prepare a trial balance.
(b)
Journalize the transactions.
(c)
Journalize and post closing entries.
(d)
Prepare financial statements.
(e)
Journalize and post adjusting entries.
(f)
Post to ledger accounts.
(g)
Prepare a post-closing trial balance.
(h)
Prepare an adjusted trial balance.
(i)
Analyze business transactions.
Write 1-9 numbers
Brief Exercise 4-10
The balance sheet debit column of the worksheet for Hamidi Company includes the following accounts: Accounts Receivable $13,059; Prepaid Insurance $3,847; Cash $4,935; Supplies $4,377, and Debt Investments (short-term) $6,050.
Prepare the current assets section of the balance sheet, listing the accounts in proper sequence. (List current assets in order of liquidity.)
HAMIDI COMPANY
Partial Balance Sheet
$
$
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For drop down boxes use list of accounts from this list:
Current Assets Stockholders Equity Total Liabilities and stockholders equit.
Current Liabilities Total Assets Total Long term Investments
Intangible Assets Total Current Assets Total Long term liabilities
Long term Investments Total Current Liabilities Total property, plant, and equipment
Long term Liabilities Total Intangible Assets Total stockgholders equity
Property, plant, and equipment Total Liabilities
Exercise 4-1
The trial balance columns of the worksheet for Nanduri Company at June 30, 2014, are as follows.
NANDURI COMPANY
Worksheet
For the Month Ended June 30, 2014
Trial Balance
Account Titles
Dr.
Cr.
Cash
2,324
Accounts Receivable
2,317
Supplies
...
The document provides details of the Devry ACCT504 full course, including weekly discussions and assignments. It outlines the course content, which covers topics such as the accounting equation, financial statements, inventory cost flow assumptions, internal controls, accounting for assets and liabilities. It also provides a case study assignment on completing the full accounting cycle and a course project involving a comparative financial analysis of Nike and Under Armour using their 2014 financial statements.
The document provides solutions to exercises for an accounting study guide. It includes solutions for exercises on defining accounting and its main functions, the difference between financial and management accounting, key financial statements (balance sheet, income statement, statement of cash flows), basic accounting principles, preparing balance sheets and income statements, double-entry accounting, recording transactions, and summarizing changes in financial position through journals and ledgers. Sample transactions are provided and journal entries are made to record the transactions.
This document provides an introduction to basic accounting concepts. It discusses key terms like assets, liabilities, capital/owners equity, revenues and expenses. It also explains the accounting process and accounting cycle, which involves analyzing transactions, recording them in journals, posting to ledger accounts, preparing financial statements and closing temporary accounts. The document aims to provide a foundational understanding of accounting fundamentals and how they are used in business and personal finance.
Similar to InstructionsCASE STUDY - THE COMPLETE ACCOUNTING CYCLEName ______.docx (20)
InstructionsW4 Nightingale Case A & B – 35 points - Individual A.docxdirkrplav
Instructions
W4 Nightingale Case A & B – 35 points - Individual Assignment
As indicated in the syllabus, it is important to demonstrate knowledge of MS Project. Week 4 includes using the software and interpreting the results as follows:
1. Read the Nightingale Project - LG textbook pg 333-335
2. Review MS Project Video Tutorials (Lessons/Course Materials/Support Videos) and complete the Case for both Part A and Case Part B.
3. Submit two separate MS Project .mpp files (one for part A and one for part B). Remember to submit the appropriate “view” reflecting all applicable columns and content information.
4. Submit MS Word file to specifically answer all questions for both parts (part A questions 1-3 & part B questions 1-4).
5. Ensure you document the version of MS Project you are using in the submission comments field.
Hints:
You should read ALL instructions in the case and case technical details before you start the Project file.
You may want to set up the Project file ex: start date, holidays, work days, etc. before entering in any tasks.
Ensure the project name is on the first line of the Project file and all other tasks as detailed in the case are indented just once.
The predecessor numbers for all subtasks will then be one higher than in the text as the first line (main task) is now the Project name.
The lag mentioned in the case A section is plus lag.
analyze certain bodily substances and compare them widi a sample from a suspect.
Forensic science consultant Richard Saferstein tells us that portions of the DNA structure are as unique to each individual as fingerprints. He writes that inside each of the 60 trillion cells in the human body are strands of genetic material called chromosomes. Arranged along the chromosomes, like beads on a thread, are nearly 100,000 genes. Genes are the fundamental unit of heredity. They instruct the body cells to make proteins drat determine everydiing from hair color to susceptibility to diseases. Each gene is actually composed of DNA specifically designed to carry out a single body function. Scientists have determined that DNA is die substance by which genetic instructions are passed from one generation to the next. (Saferstein 353-394)
DNA profiling has helped investigators solve crimes and ensure that diose guilty of crimes are convicted in court. Profiling is the examination of DNA samples from a body substance or fluid to determine whether they came from a particular subject. For example, semen on a rape victim's clothing can be positively or negatively compared with a suspect's semen.
police laboratories. Smaller departments may contract with large county crime labs or state police crime labs. Some departments use die services of the FBI lab. (Durose 1)
Private (nongovernment) labs are taking on greater importance in the U.S. legal system. Their analyses are increasingly being introduced into criminal and civil trials, often not only as evidence but also to contradict evidence presented by .
InstructionsView CAAE Stormwater video Too Big for Our Ditches.docxdirkrplav
Instructions:
View CAAE Stormwater video "Too Big for Our Ditches"
http://www.ncsu.edu/wq/videos/stormwater%20video/SWvideo.html
Explain how impermeable surfaces in the urban environment impact the stream network in a river basin. Why is watershed management an important consideration in urban planning? Unload you essay (200-400 words).
Neal.LarryBUS457A7.docx
Question 1
Problem:
It is not certain about the relationship between age, Y, as a function of systolic blood pressure.
Goal:
To establish the relationship between age Y, as a function of systolic blood pressure.
Finding/Conclusion:
Based on the available data, the relationship is obtained and shown below:
Regression Analysis: Age versus SBP
Analysis of Variance
Source DF Adj SS Adj MS F-Value P-Value
Regression 1 2933 2933.1 21.33 0.000
SBP 1 2933 2933.1 21.33 0.000
Error 28 3850 137.5
Lack-of-Fit 21 2849 135.7 0.95 0.575
Pure Error 7 1002 143.1
Total 29 6783
Model Summary
S R-sq R-sq(adj) R-sq(pred)
11.7265 43.24% 41.21% 3.85%
Coefficients
Term Coef SE Coef T-Value P-Value VIF
Constant -18.3 13.9 -1.32 0.198
SBP 0.4454 0.0964 4.62 0.000 1.00
Regression Equation
Age = -18.3 + 0.4454 SBP
It is found that there is an outlier in the dataset, which significantly affect the regression equation. As a result, the outlier is removed, and the regression analysis is run again.
Regression Analysis: Age versus SBP
Analysis of Variance
Source DF Adj SS Adj MS F-Value P-Value
Regression 1 4828.5 4828.47 66.81 0.000
SBP 1 4828.5 4828.47 66.81 0.000
Error 27 1951.4 72.27
Lack-of-Fit 20 949.9 47.49 0.33 0.975
Pure Error 7 1001.5 143.07
Total 28 6779.9
Model Summary
S R-sq R-sq(adj) R-sq(pred)
8.50139 71.22% 70.15% 66.89%
Coefficients
Term Coef SE Coef T-Value P-Value VIF
Constant -59.9 12.9 -4.63 0.000
SBP 0.7502 0.0918 8.17 0.000 1.00
Regression Equation
Age = -59.9 + 0.7502 SBP
The p-value for the model is 0.000, which implies that the model is significant in the prediction of Age. The R-square of the model is 70.2%, implies that 70.2% of variation in age can be explained by the model
Recommendation:
The regression model Age = -59.9 +0.7502 SBP can be used to predict the Age, such that over 70% of variation in Age can be explained by the model.
Question 2
Problem:
It is not sure that whether the factors X1 to X4 which represents four different success factors have any influences on the annual savings as a result of CRM implementation.
Goal:
To determine which of the success factors are most significant in the prediction of a successful CRM program, and develop the corresponding model for the prediction of CRM savings.
Finding/Conclusion:
Based on the available da.
InstructionsUse and add the real life situation provided below t.docxdirkrplav
Instructions
Use and add the real life situation provided below to write this paper. Provide examples to explain the behaviors, and use researched material to support your reasoning.
(Real life situation)
Gender Inequality in the Workplace: Sexual Harassment against Women
Although many women have been confident enough to report sexual harassment in the workplace, it is still very hard and uncomfortable for other women to stand up and also makes it more surprising how many of these incidences are still taking place every day. Workplace sexual harassment goes for both genders and it’s even harder for men since they are always viewed as the aggressors and superior gender and the mindset of our society shapes a lot of what we perceive is okay and normal behavior towards each other.
One interesting experience I heard of recently was involving a female service member and her superiors. This female works in an office with about four other males who are very aware about her feelings towards the behavior of her superior who happens to work outside of that specific office. The superior officer comes in everyday to check up on their work, make small talk with the guys and also has a habit of always rubbing her shoulders when he walks over to her desk. She explains that the first time it happened she thought it was odd being that she doesn’t have that type of relationship with him and gave him a pass, but then it became a an everyday thing. She tried tactics such as getting up from her desk, walking away from him and even voiced to the other males how uncomfortable it made her; they thought it was funny. They too had a complaint about him on making them feel uncomfortable: he had a habit of grabbing and scratching his private parts; but accepted it as a guy thing and would be viewed in a negative way if they reported. Her reason for not reporting was because she was afraid to get him in trouble, he had a family and wouldn’t dare to jeopardize his career, or even worse be criticized for making a big deal out of nothing after all its just a shoulder rub.
Required Elements:
· Describe the situation in detail; already mentioned above;
· Analyze the differences in communication, problem-solving, and leadership between the men and the women in the situation;
· Did any stereotypical notions seem to influence the behaviors of the women and the men involved in the situation? If so, explain what were they? If not, indicate so.
· Identify challenges related to gender in the situation described.
· Identify best practices that address the challenges identified.
· Devise three to five action plans that could be implemented to strengthen the behaviors of men and women in the workplace. Action plans can be implements by HR, a management or manager, CEO, or employee. Make sure to provide ideas as to why the action plan is necessary or would be useful in the workplace.
· Do not offer o.
InstructionsThe objective of this assessment is to demonstrate y.docxdirkrplav
The document outlines improvements made to the recruitment and selection processes at Southwood School. It identifies weaknesses in the original processes, such as relying only on newspaper advertisements and limited selection methods. The HR manager led changes including expanding recruitment methods by adding a school website and emphasizing internal recruitment. Selection methods were enhanced by adding teaching observations and involving student interview panels to provide a more comprehensive evaluation of candidates. The revisions aimed to attract a more diverse candidate pool, provide a better candidate experience, and make selection decisions based on a wider range of skills and feedback.
InstructionsThis assignment will be checked using anti-plagia.docxdirkrplav
Instructions:
This assignment will be checked using anti-plagiarism software and returned to your instructor with an originality report.
After Completion of Lab 2, Students Must complete a one page paper on a topic of their choice from the material covered in Lab 2.
It should include your name and a topic title.
It should be 1 page, 12 pt font, double spaced.
References (with whatever format you are comfortable using)should be included at the end of your paper.
This assignment is due by the Sunday, 15 November, at 11:55pm MST. (Students with Makeup Lab approval will complete the assignment after Makeup Lab).
Please attach using one of the following formats (.doc .pdf or .txt)
Turn the paper into the "Exams, Lab Reports and Research Paper" Link For Lab 1 Report.
Grading Criteria:
Lab Report Must be at least one page. (-5 for shortness of submission).
Additional page with References (use reference format you are familiar using) (-5 for no references).
Lab Report must explain how topic is discovered, developed, and applied....not a restatement of the Lab Activity. (-5 for explaining the Lab Activity).
Turn in your Report on time. (- 5 points deducted per week for late submissions!!! )
Choose ONE of the following topics:
-Light Box II: Color.
-Rainbow.
-Blue Sky.
-Interference.
-Polarizers.
-Ultraviolet Light.
-Infrared Light. (IR).
-Computer Optical Microscope.
-X-ray Fluorescence.
-Scanning Electron Microscopy.
-Optical Microscopy.
“When you’re a Spy, your job title can be anything, from Manager to Waiter, even criminal. The reason for the multitude of names? As a Spy, your job is to gather information from a range of sources, and you need to do it in any way you can. That includes putting on a disguise.
There are a few different paths that you can take to get into this career, and you can focus on a range of specialties, from technical to languages. The title “Spy” isn’t really used anymore. Instead, you’re now called a Covert Investigator or, more broadly, a CIA Agent. Whatever the title, it means you investigate and protect US interests abroad.
You investigate things like terrorism, fraud, corrupt governments, and a wide variety of other crimes. Your job is to keep Policymakers and the President of the United States aware and informed on the happenings around the world.
You can find the information you need in a lot of different ways. You might get to go undercover and pretend to be a different person, but for the most part, your job is much more routine. You carry out interviews with informants and allied Agents, analyze data, and read through research. You look for possible international problems, such as civil unrest, war, famine—anything that can cause problems for the United States.
This job involves a lot of collaboration and communication. You work with other Agents, international police forces, or informants. The informants you work with are usually average people, so the ability to speak their language is a big plus.”.
instructionss.docxjust to make sure againi need u to ext.docxdirkrplav
This document provides instructions to extend a report on the design and analysis of electrical power transmission towers from 40 to 65 pages by adding several new chapters and sections. It then provides the content for these new sections, including expanding the literature review, conclusions and recommendations section. It also includes the content for a sample transmission tower design project report, providing details on the introduction, aims, loads on towers, literature review, analysis and design of a sample 220kV transmission tower.
InstructionsProvide an analysis of the affects of the publics.docxdirkrplav
Instructions:
Provide an analysis of the affects of the publics widespread interest on televised crime dramas on the manner that the criminal justice system is administered.
1 page in length
12 pt font
Double Spaced
Arial or Times New Roman
APA formatted references for any quoted or paraphrased material
.
This document contains instructions for an open book exam with multiple choice and word problems related to statistics. It provides 14 questions testing concepts like types of statistical tests to use for different data, hypotheses for statistical tests, interpreting statistical output, and correctly identifying variables and appropriate statistical analyses for different datasets. Datasets are provided in separate tabs for questions requiring calculations and analysis of real data.
InstructionsPlease answer the following question in a minimum.docxdirkrplav
Instructions:
Please answer the following question in a minimum of 500 words. Be sure to include 2 citations.
Question:
On August 31, 2010, Chickasaw Industries issued $25 million of its 30-year, 6% convertible bonds dated August 31, priced to yield 5%. The bonds are convertible at the option of the investors into 1,500,000 shares of Chickasaw's common stock. Chickasaw records interest expense at the effective rate. On August 31, 2013, investors in Chickasaw's convertible bonds tendered 20% of the bonds for conversion into common stock that had a market value of $20 per share on the date of the conversion. On January 1, 2012, Chickasaw Industries issued $40 million of its 20-year, 7% bonds dated January 1 at a price to yield 8%. On December 31, 2013, the bonds were extinguished early through acquisition in the open market by Chickasaw for $40.5 million.
Required:
1.
Using the book value method, would recording the conversion of the 6% convertible bonds into common stock affect earnings? If so, by how much? Would earnings be affected if the market value method is used? If so, by how much?
2.
Were the 7% bonds issued at face value, at a discount, or at a premium? Explain.
3.
Would the amount of interest expense for the 7% bonds be higher in the first year or second year of the term to maturity? Explain.
4.
How should gain or loss on early extinguishment of debt be determined? Does the early extinguishment of the 7% bonds result in a gain or loss? Explain.
Statistics Questions to Answer.doc.rtf
2
*Note: An Excel Workbook has also been uploaded. Within that workbook are 8 XLS files which are included in 8 separate tabs. These files will be needed to answer most of the questions.This work is due Friday, September 19th
Q1)Fill in the blanks (show your work).
Variable
N
Mean
Median
TrMean
StDev
haircut
171
23.17
17.00
21.14
18.20
sleep
171
6.6477
7.0000
6.6487
0.8396
age
171
27.421
27.000
27.098
3.646
Correlations:haircut,sleep, age
haircut
sleep
sleep
-0.117
age
0.062
(1)
Covariances:haircut,sleep, age
haircut
sleep
age
haircut
(2)_
sleep
-1.79232
0.70491
age
4.12314
-0.45372
13.29226
Blank 1 =
Blank 2 =
Q2)Is the following statement correct? Explain why or why not.
“A correlation of 0 implies that no relationship exists between the two variables under study.”
Q3)Does how long children remain at the lunch table help predict how much they eat? The data in file lunchtime.xls (File is in Tab#1 of Excel Workbook) gives information on 20 toddlers observed over several months at a nursery school. “Time” is the average number of minutes a child spent at the table when lunch was served. “Calories” is the average number of calories the child consumed during lunch, calculated from careful observation of what the child ate each day.
Findthecorrelationforthesedata.
Supposeweweretorecordtimeatthetableinhoursratherthaninminutes.Howwouldthecorrelationchange?Why?
Writeasentenceortwoexplainingwhatthiscorrelationmeansfort.
InstructionsMy report is about the future of work and focuses the .docxdirkrplav
Instructions
My report is about the future of work and focuses the role of a woman. I have already done some work for this report. Down below you will see the points we spoke about in the report and why we chose this subject. More importantly, you will also see the scenario we came up with and the framing questions we created. You will need both the scenario and framing questions and write a summary about it in 600 words. I need you to do this section:
*Scenario plan: Working together the group is required to construct a future scenario using the scenario template. The completed scenario will be attached in the appendix. You will need to insert in your report a summary of your future scenario identifying the evidence/trends it is based upon, framing questions and key elements around work that are relevant to your analysis to the future of work (Approx 600 words). (The template & framing questions should be in your appendix.)Introduction
· The future of work will have an impact on women in terms of employment and job positions in an organization.
· Corporations will be equally hiring men and women based on their skills and knowledge.
· The wage gap between genders will decrease in the near future.
· Women will become more independent leading the marriage rates to drop.
· When it comes to politics, the role of a women in a less developed country will change significantly as women are now allowed to vote and become members of the parliament. Rationale
· Theme: Gender and diversity
· Why?
Coming from an Arab country, we have noticed many changes in the typical role of women all around the world. We noticed that women are starting to change their habits and lifestyle. Women are becoming highly educated, searching for independence, and working more to enhance their career path. Women are no longer categorized as the traditional housewivesScenario: Everything Will Change“Post-Fordism”
Society and culture
-Feminized values
-Women and men equally valued
-Make, do, and mend culture
-Increasing diversity
Family life
-Parents work long hours little time for kids
-Schools and institutions take greater responsibility for children
-Men contribute equally for child rearing, housework and time at work
Education
-Vocational
-Individual happiness linked to societal outcomes
The workplace
-Pay gap decrease between genders
-Equality between genders
-Even value of diversity
-Women greater presence in public, business life
-Responsible and ethical corporations
The environment
-No clean energy developed
-Wealthy nations survive while poor nations don’t do so well
Science and technology
-High surveillance of all citizens
-Innovation is highly valued
-Highly networked
-Development of new technology with few people to afford it
Politics
-Single party dominates
-Strong alliances between countries
-People vote according to policies that value social and environmental outcomes
-Women politicians increase
-Governmental regulations change regarding expatriates
Economics.
InstructionsInstructions for the Microsoft Excel TemplatesThis wor.docxdirkrplav
This document provides instructions for completing Microsoft Excel templates for a grading assignment. It explains that only the provided workbook should be submitted and that it contains the assignment details. Students should enter their name and solve problems by filling in highlighted cells with account titles, values, formulas, and text explanations. The templates are formatted to print on standard paper sizes and use standard accounting formatting like commas. Students should leverage features like split panes and lookup formulas to assist with copying data accurately. Sample templates are provided for problems on income statements, retained earnings statements, and long-term construction contracts.
InstructionsResearch and write a brief answer to the following .docxdirkrplav
Instructions:
Research and write a brief answer to the following question. Your response should be between 150-300 words. Your work should follow the conventions of Standard American English (correct grammar, punctuation, etc.). Your writing should be well ordered, logical and unified, as well as original and insightful. Furthermore, all sources used should be properly cited using APA formatting. You can find a blank assignment template in the Doc Sharing.
Question:
Continuous Quality Improvement (CQI) is a management philosophy and a management method. Identify and explain the philosophical and methodological characteristics of CQI. Select the characteristic you find most valuable and explain why.
.
Instructionsinstructions.docxFinal Lab ReportYou are requ.docxdirkrplav
Instructions/instructions.docx
Final Lab Report
You are required to write a complete laboratory report that covers all three experiments for "Lab 2: Water Quality and Contamination," using knowledge gained throughout the course. To begin, download the Final Lab Report Template and utilize this form to ensure proper formatting and inclusion of all required material. Additionally, view the Sample Final Lab Report before beginning this assignment, which will illustrate what a Final Lab Report should look like. You must use at least four scholarly sources and your lab manual to support your points. The report must be six to ten pages in length (excluding the title and reference pages) and formatted according to APA style. For information regarding APA samples and tutorials, visit the Ashford Writing Center, located within the Learning Resources tab on the left navigation toolbar.
The Final Lab Report must contain the following eight sections in this order:
1. Title Page – This page must include the title of your report, your name, course name, instructor, and date submitted.
2. Abstract – This section should provide a brief summary of the methods, results, and conclusions. It should allow the reader to see what was done, how it was done, and the results. It should not exceed 200 words and should be the last part written (although it should still appear right after the title page).
3. Introduction – This section should include background information on water quality and an overview of why the experiment was conducted. It should first contain background information of similar studies previously conducted. This is accomplished by citing existing literature from similar experiments. Secondly, it should provide an objective or a reason why the experiment is being done. Why do we want to know the answer to the question we are asking? Finally, it should end with all three hypotheses from your Week Two experiments. These hypotheses should not be adjusted to reflect the “right” answer. Simply place your previous hypotheses in the report here. You do not lose points for an inaccurate hypothesis; scientists often revise their hypotheses based on scientific evidence following the experiments.
4. Materials and Methods – This section should provide a detailed description of the materials used in your experiment and how they were used. A step-by-step rundown of your experiment is necessary; however, it should be done in paragraph form, not in a list format. The description should be exact enough to allow for someone reading the report to replicate the experiment, however, it should be in your own words and not simply copied and pasted from the lab manual.
5. Results – This section should include the data and observations from the experiment. All tables and graphs should be present in this section. In addition to the tables, you must describe the data in text; however, there should be no personal opinions or discussion outside of the results located within t.
INSTRUCTIONSInstructionsPlease evaluate, display, and interpret t.docxdirkrplav
This Excel document contains instructions to evaluate, display, and interpret a dataset measuring the number of members seen in an office each week over the course of a year. The evaluator is asked to use descriptive statistics, inferential statistics, charts, tables and graphs to analyze the data and tell an easy to understand story about what the data shows to executive leadership. The dataset lists the week of the year and corresponding number of members seen for each of the 52 weeks.
InstructionsEach of your 2 replies must contain at least .docxdirkrplav
Instructions:
Each of your 2 replies must contain at least 1 or 2 paragraphs including a minimum of 200 words. One of your replies must cover a topic different than the one you discussed in your thread. Seek to understand your classmate’s thread, including the economic theory and facts he/she presented as well as his/her points of view and real-world example. Aim to communicate your own understanding of relevant facts, your values, and your perspective on the topic. Each reply must contain at least 1 citation in current APA format.
Reply to these two:
#1 Monica
Three types of Unemployment
Unemployment is divided into three categories by economist: frictional, structural, and cyclical. Frictional unemployment is unemployment due to constant changes in the economy that prevent qualified unemployed workers from being immediately matched up with existing job openings (Gwartney et al.) Structural unemployment is unemployment due to structural characteristics of the economy that make it difficult for job seekers to find employment to hire workers (Gwartney et al.) Cyclical unemployment is unemployment due to recessionary business conditions and inadequate labor demand (Gwartney et al.)
“Frictional unemployment is not as harmful to an economy as other types of unemployment, such as cyclical and structural unemployment. That's because a rise in frictional unemployment is simply an increase of workers moving toward better positions (Amadeo).”
Frictional unemployment comes from imperfect information. An example would be most businesses now when they are in the hiring process they will do a bunch of interviews and spend money trying to find the best person for that job. The people who are looking for jobs are constantly looking on the internet, the newspaper, local bulletin boards, and social media for the right job that fits them. In the county I live with I see a lot of structural unemployment. People that do have job openings require education; the ones who are unemployed have no education so they aren’t qualified. A lot of office jobs require you to have computer knowledge. Around my home town, there is very little education especially when it comes to technology. The last type of unemployment we see happening today all around the world. Businesses are cutting back and laying employees off. Where I currently work, when someone leaves, they aren’t filling the positions. We have to do more work with fewer employees.
I have a friend who lost her job and I try to encourage her to never give up and keep her faith. Philippians 4:5 states, “Do not be anxious about anything, but in everything by prayer and supplication with thanksgiving let your request be made known to God.” That is a good scripture for everyone who is unemployed to keep in mind. Times can be tough when you are looking for a job, but the Bible tells us to never give up, and pray about it.
Amadeo, K. (2014). Frictional Unemployment. US Economy. Retrieved from
http://useconomy.
InstructionsInstructions for numberguessernumberGuesser.html.docxdirkrplav
Instructions/Instructions for numberguesser/numberGuesser.html
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Instructions/Instructions for shoerental/ShoeRentalClass.html
Instructions/lab4.docx
1. Complete the Programmers Workshop on pg 313-316 (Including Detective Work). Upload the numberGuesser.html file here.
2. Complete the Object Lesson on pg 316-320 (Including Detective Work). Upload the ShoeRentalClass.html page you create here.
Introduction to Unix - POS420
Unix Lab Exercise Week 5
Job Control :
1. How to suspend the jobs running in foreground ?
Open a file in vi and press CTRL-Z to put it into background
$ vi filename
CTRL-Z
filename[New file]
[1] + Stopped vi filename
$
where 1 is the job number, + or - make the current and previous jobs.
2. How to make it run in foreground ?
You can use fg command to make it run in foreground. If more than one job is suspended, you can use fg %n where n is the number is the sequence of the process to make that process come in foreground.
$ fg %1
Now you will see vi editor again.
3. How to make it run in background ? (Only stopped jobs)
You can use bg command to make it run in background. If more than one job is suspended, you can use bg %n where n is the number is the sequence of the process to make that process come in background.
Let us suspend this job one more time.
$ vi filename
CTRL-Z
filename[New file]
[1] + Stopped vi filename
$
Let us run in background .
$ bg %1
4. Another way to suspend a job by using kill command.
Run vi in this session.
Open another connection through telnet. Now you have two sessions.
Type ps command to see what processes are running.
$ ps
PID TT STAT TIME COMMAND
5226 q7 S 0:01 -ksh (ksh) - This is new shell
6314 q7 R 0:00 ps
5487 ub S 0:00 -ksh (ksh) - This is previous shell
6312 ub S 0:00 vi filename - vi is running in previous session.
Now send a STOP signal to the process. kill -l will give you a lo\ist of signals.
$ kill -STOP 6312
Now you will see this in the other session
[1] + Stopped (signal) vi filename
To .
InstructionsI need 3 pages of the four questions. That is abo.docxdirkrplav
Instructions:
I need 3 pages of the four questions. That is about 200 words for each question. The answers MUST be articulate and to the point. I do not pay for shoddy work. Give me a paragraph for each question. Use the links given for each question as your sources. You can seek outside references as additional sources if need be. Thank you.
2. How did Hellenism spread, how far did it spread, and what effects did it have on both Greeks and those unfamiliar with Greek culture? Give some examples of Hellenistic influences on the Mediterranean world and its culture post Alexander the Great.
http://www.history.com/topics/ancient-history/peloponnesian-war http://www.metmuseum.org/toah/hd/haht/hd_haht.htm http://www.shsu.edu/~his_ncp/ArrAlex.html
3. What were the main achievements and failures of the Roman Republic? Give some examples of some of the issues that impacted Roman life and society during the Republic and discuss these. How did the crisis of leadership in the late Republic lead to civil war, particularly after the assassination of Julius Caesar?
http://www.princeton.edu/~achaney/tmve/wiki100k/docs/Roman_Republic.html http://www.class.uh.edu/mcl/classics/Rom/Livy.html
4. Augustus effectively became the first Roman Emperor in 31 BC and initiated a series of reforms that began a 200 year period of relative tranquility, peace, and prosperity for Rome and its Empire. Why were his successors, particularly after 180 AD, generally not as successful in expanding upon his achievements?
http://www.pbs.org/empires/romans/ http://www.csun.edu/~hcfll004/nicolaus.html
5. How did Christian ideas and practices respond to changing political and social circumstances in the later Roman Empire? What appeal did Christianity have for Romans at this time, and what accounted for its spread? What role did the Emperor Constantine play in its success?
http://www.tribunesandtriumphs.org/roman-empire/causes-for-the-fall-of-the-roman-empire.htm http://www.westmont.edu/~fisk/articles/TacitusAndPlinyOnTheEarlyChristians.html
.
InstructionsFor this assignment, collect data exhibiting a relat.docxdirkrplav
Instructions
For this assignment, collect data exhibiting a relatively linear trend, find the line of best fit, plot the data and the line, interpret the slope, and use the linear equation to make a prediction. Also, find r2 (coefficient of determination) and r (correlation coefficient). Discuss your findings. Your topic may be that is related to sports, your work, a hobby, or something you find interesting. If you choose, you may use the suggestions described below.
A Linear Model Example and Technology Tips are provided in separate documents.
Tasks for Linear Regression Model (LR)
(LR-1) Describe your topic, provide your data, and cite your source. Collect at least 8 data points. Label appropriately. (Highly recommended: Post this information in the Linear Model Project discussion as well as in your completed project. Include a brief informative description in the title of your posting. Each student must use different data.)
The idea with the discussion posting is two-fold: (1) To share your interesting project idea with your classmates, and (2) To give me a chance to give you a brief thumbs-up or thumbs-down about your proposed topic and data. Sometimes students get off on the wrong foot or misunderstand the intent of the project, and your posting provides an opportunity for some feedback. Remark: Students may choose similar topics, but must have different data sets. For example, several students may be interested in a particular Olympic sport, and that is fine, but they must collect different data, perhaps from different events or different gender.
(LR-2) Plot the points (x, y) to obtain a scatterplot. Use an appropriate scale on the horizontal and vertical axes and be sure to label carefully. Visually judge whether the data points exhibit a relatively linear trend. (If so, proceed. If not, try a different topic or data set.)
(LR-3) Find the line of best fit (regression line) and graph it on the scatterplot. State the equation of the line.
(LR-4) State the slope of the line of best fit. Carefully interpret the meaning of the slope in a sentence or two.
(LR-5) Find and state the value of r2, the coefficient of determination, and r, the correlation coefficient. Discuss your findings in a few sentences. Is r positive or negative? Why? Is a line a good curve to fit to this data? Why or why not? Is the linear relationship very strong, moderately strong, weak, or nonexistent?
(LR-6) Choose a value of interest and use the line of best fit to make an estimate or prediction. Show calculation work.
(LR-7) Write a brief narrative of a paragraph or two. Summarize your findings and be sure to mention any aspect of the linear model project (topic, data, scatterplot, line, r, or estimate, etc.) that you found particularly important or interesting.
Scatterplots, Linear Regression, and Correlation [Section 1.4, starting on page 114 in the textbook]
When we have a set of data, often we would like to develop a model that fits the data.
First .
InstructionsFor this week’s assignment, you will synthesize the .docxdirkrplav
Instructions
For this week’s assignment, you will synthesize the most relevant information in the situation below, and present a solution in your own words, using your own analysis. You will not use all of the information included in the scenario. Remember it is not appropriate to cut and paste entire sections from the situation to substitute for your own analysis.
The objective of the assignment is to organize your message in a way that will be most effective in persuading the Chief Executive Officer (CEO) to take action.
Situation: Convincing the CEO to Approve a Public Relations Plan
You are the director of public relations for Easy to Be Green, the innovative new company that helps homeowners, businesses, and municipalities become more environmentally friendly. The company has been active in environmental issues in the community since its founding a few years ago and generally has good community relations. Recently EBG’s director of research, who is strongly opinionated about environmental issues, spoke in public about the environmental practices of some local companies who employ many people in the community. Lately, you’ve found that some of your local contacts seem a little less interested in EBG’s public relations initiatives, and there has even been a small drop in sales. There may be no connections between these events, but you want to be proactive about the company’s community relations.
You also want to protect the company against charges of hypocrisy. The other day you as walked through the parking lot, it occurred to you that the majority of the employees drive SUVs, pick-ups, and other kinds of gas guzzlers. This includes the CEO, whose family car is a luxury sedan. The company’s delivery and service vans are also not the most environmentally-friendly vehicles.
After a little research, you come up with a tentative plan. You have learned that a local hybrid car dealership has been offering an interesting deal. Employees of companies that buy hybrids as company vehicles can get discounts when they buy hybrids for themselves. You think that the company should consider purchasing a couple of hybrid vans and encourage employees to buy hybrids for themselves by offering substantial rebates for these purchases. You want to get the CEO’s approval before you pursue this idea any further. You anticipate that he will have significant resistance. The company vehicles are not due for replacement, and the rebates to employees could add up to quite a lot if many employees take up the offer. On the other hand, if only a few employees take up the offer, a significant environmental initiative will seem like a failure. The CEO is a risk-taker in terms of business initiatives but tends to be conservative in management practices. He might also be a little defensive about the hybrid promotion plan because of his own vehicle choices.
You feel strongly that the potential benefits of this plan—in long-term savings on gas, in goo.
it describes the bony anatomy including the femoral head , acetabulum, labrum . also discusses the capsule , ligaments . muscle that act on the hip joint and the range of motion are outlined. factors affecting hip joint stability and weight transmission through the joint are summarized.
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How to Make a Field Mandatory in Odoo 17Celine George
In Odoo, making a field required can be done through both Python code and XML views. When you set the required attribute to True in Python code, it makes the field required across all views where it's used. Conversely, when you set the required attribute in XML views, it makes the field required only in the context of that particular view.
This presentation was provided by Steph Pollock of The American Psychological Association’s Journals Program, and Damita Snow, of The American Society of Civil Engineers (ASCE), for the initial session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session One: 'Setting Expectations: a DEIA Primer,' was held June 6, 2024.
Walmart Business+ and Spark Good for Nonprofits.pdfTechSoup
"Learn about all the ways Walmart supports nonprofit organizations.
You will hear from Liz Willett, the Head of Nonprofits, and hear about what Walmart is doing to help nonprofits, including Walmart Business and Spark Good. Walmart Business+ is a new offer for nonprofits that offers discounts and also streamlines nonprofits order and expense tracking, saving time and money.
The webinar may also give some examples on how nonprofits can best leverage Walmart Business+.
The event will cover the following::
Walmart Business + (https://business.walmart.com/plus) is a new shopping experience for nonprofits, schools, and local business customers that connects an exclusive online shopping experience to stores. Benefits include free delivery and shipping, a 'Spend Analytics” feature, special discounts, deals and tax-exempt shopping.
Special TechSoup offer for a free 180 days membership, and up to $150 in discounts on eligible orders.
Spark Good (walmart.com/sparkgood) is a charitable platform that enables nonprofits to receive donations directly from customers and associates.
Answers about how you can do more with Walmart!"
Leveraging Generative AI to Drive Nonprofit InnovationTechSoup
In this webinar, participants learned how to utilize Generative AI to streamline operations and elevate member engagement. Amazon Web Service experts provided a customer specific use cases and dived into low/no-code tools that are quick and easy to deploy through Amazon Web Service (AWS.)
This presentation includes basic of PCOS their pathology and treatment and also Ayurveda correlation of PCOS and Ayurvedic line of treatment mentioned in classics.
Main Java[All of the Base Concepts}.docxadhitya5119
This is part 1 of my Java Learning Journey. This Contains Custom methods, classes, constructors, packages, multithreading , try- catch block, finally block and more.
InstructionsCASE STUDY - THE COMPLETE ACCOUNTING CYCLEName ______.docx
1. InstructionsCASE STUDY - THE COMPLETE ACCOUNTING
CYCLEName: ___________________________________This
Case Study is worth 100 points, or 10% of your final course
grade.This Case Study relates to TCOs E and F, and Chapters 2
and 3.MAKE SURE TO COMPLETE ALL REQUIREMENTS
WHICH ARE LISTED BELOW.There are 10 sheets in the
Workbook, including this one.All of the information that you
need for the project is located in this
Workbook.RequirementsSheet in WorkbookRequirement 1—
Prepare the Journal Entries in the General JournalJournal
EntriesRequirement 2—Post Journal Entries to the General
LedgerGeneral LedgerRequirement 3—Prepare a Trial
BalanceTrial BalanceRequirement 4—Prepare the Adjusting
EntriesAdjusting EntriesRequirement 5—Post Adjusting Entries
to the General LedgerGeneral LedgerRequirement 6—Prepare
an Adjusted Trial BalanceAdjusted Trial BalanceRequirement
7—Prepare the Financial StatementsFinancial
StatementsRequirement 8—Prepare the Closing EntriesClosing
EntriesRequirement 9—Post Closing Entries to the General
LedgerGeneral LedgerRequirement 10—Prepare the Post
Closing Trial BalancePost-Closing Trial BalanceHint for
success: Review the Week 2 Lesson prior to starting this
project.There are also hints contained within certain cells on
some of the Worksheet tabs. You can hover over the red pointer
at the top right-hand corner of the cell to read the hint.Hints are
provided for the following balances:1) The debits for the
journal entries are on the Journal Entries tab.2) The credits for
the journal entries are on the Journal Entries tab.3) The cash
balance is on the General Ledger tab.4) The debits for the trial
balance are on the Trial Balance tab.5) The credits for the trial
balance are on the Trial Balance tab.6) The debits for the
adjusted trial balance are on the Adjusted Trial Balance tab.7)
The credits for the adjusted trial balance are on the Adjusted
Trial Balance tab.8) Net income for the income statement is on
2. the Financial Statements tab.9) Retained earnings as of July 31
are on the Financial Statements tab.10) Total assets for the
balance sheet are on the Financial Statements tab.11) Total
liabilities and shareholders' equity for the balance sheet are on
the Financial Statements tab.12) The debits for the post-closing
trial balance are on the Post-Closing Trial Balance tab.13) The
credits for the post-closing trial balance are on the Post-Closing
Trial Balance tab.
Journal EntriesRequirement #1:During its first month of
operation, the Quick Tax Corporation, which specializes in tax
preparation,completed the following transactions.July 1Began
business by making a deposit in a company bank account of
$60,000, in exchangefor 6,000 shares of $10 par value common
stock.July 3Paid the current month's rent, $3,500July 5Paid the
premium on a 1-year insurance policy, $4,200July 7Purchased
supplies on account from Little Company, $1,000.July 10Paid
employee salaries, $3,500July 14Purchased equipment from
Lake Company, $10,000. Paid $2,500 down and the balance
wasplaced on account. Payments will be $500.00 per month
until the equipment is paid. The first payment is due 8/1.Note:
Use accounts payable for the balance due.July 15Received cash
for preparing tax returns for the first half of July, $8,000July
19Made payment on account to Lake Company, $500.July
31Received cash for preparing tax returns for the last half of
July, $9,000July 31Declared and paid cash dividends of
$600.Prepare journal entries to record the July transactions in
the General Journal below.Use the following account names for
journal entries.General JournalChart of Accounts: Account Title
(Normal Balance)DateDescription(Account
Name)DebitCreditAssetsCash (Debit)Prepaid Insurance
(Debit)Supplies (Debit)Equipment (Debit)Accumulated
Depreciation - Equipment (Credit)LiabilitiesAccounts Payable
(Credit)Income Tax Payable (Credit)Stockholders'
EquityCommon Stock (Credit)Retained Earnings
(Credit)Dividends (Debit)RevenueTax Preparation Revenue
(Credit)ExpensesRent Expense (Debit)Salaries Expense
3. (Debit)Insurance Expense (Debit)Supplies Expense
(Debit)Depreciation Expense (Debit)Income Tax Expense
(Debit)0
DeVry: Debits equal $100,300
0
DeVry: Credits equal $100,300
Note: Remember that debits must equal credits—All of your
journal entries should balance.
General LedgerThis Sheet will be used for Requirements 2, 5,
and 9.Requirement #2:Post the July journal entries to the
following T-accounts and compute ending balances.Cash (111)
DeVry: The balance of the Cash account after posting all
journal entries should be $62,200.
Tax Preparation RevenuePrepaid Insurance (117)Rent Expense
(511)Supplies (119)Salaries Expense (512)Equipment
(144)Insurance Expense (513)Accumulated Depreciation-
Equipment (145)Supplies Expense (514)Accounts Payable
(212)Depreciation Expense (515)Income Tax Payable
(213)Income Tax Expense (516)Common Stock (311)Retained
Earnings (312)Dividends (313
Trial BalanceRequirement #3:Prepare a trial balance for July in
the space below.Quick Tax CorporationTrial BalanceJuly 310
DeVry: Debits equal $85,000
0
DeVry: Credits equal $85,000
Adjusting EntriesRequirement #4: Prepare adjusting entries
4. using the following information in the General Journalbelow.
Show your calculations!a) One month's insurance has expired.b)
The remaining inventory of supplies is $400.c) The estimated
depreciation on equipment is $125.d) The estimated income
taxes are $3,000.General JournalDateDescription (Account
Name)DebitCreditRequirement #5:Post the adjusting entries to
the General Ledger T-accounts and compute adjusted
balances.Just add to the balances that are already listed.
Adjusted Trial BalanceRequirement #6: Prepare an adjusted
trial balance in the space below.Quick Tax CorporationAdjusted
Trial BalanceJuly 310
DeVry: Debits equal $88,125
0
DeVry: Credits equal $88,125
Financial StatementsRequirement #7:Prepare the financial
statements for the Quick Tax Corporation as of July 31 in the
space below.You will only be preparing the income statement,
statement of retained earnings, and the balance sheet.The
statement of cash flows is a required financial statement, but is
not required for this case study.Quick Tax CorporationQuick
Tax CorporationQuick Tax CorporationIncome
StatementStatement of Retained EarningsBalance SheetFor the
Month Ending July 31For the Month Ending July 31July
31Revenues:Retained Earnings, July 1Assets:RevenueAdd: Net
IncomeCashSubtotalSuppliesExpenses:Less: DividendsPrepaid
InsuranceRent ExpenseRetained Earnings, July 31
DeVry: Retained Earnings equals $5,325
EquipmentSalaries ExpenseLess: Accum. Depr.Insurance
ExpenseTotal Assets
5. DeVry: Total assets equals $76,325
Supplies ExpenseDepreciation ExpenseLiabilities:Income Tax
ExpenseAccounts Payable Total ExpensesIncome Tax
PayableTotal LiabilitiesNet Income
DeVry: Net Income equals $5,925
Stockholders' Equity:Common StockRetained EarningsTotal
Stockholders' EquityTotal Liabilities and Stockholders' Equity
DeVry: Total Liabilities & Stockholders' Equity equals $76,325
Closing EntriesRequirement #8:Prepare the closing entries at
July 31 in the General Journal below.General
JournalDateDescription (Account
Name)DebitCreditRequirement #9:Post the closing entries to the
General Ledger T-accounts and compute ending balances.Just
add to the adjusted balances already listed.
Post-Closing Trial BalanceRequirement #10:Prepare a post-
closing trial balance as of July 31 in the space below.Quick Tax
CorporationPost-Closing Trial BalanceJuly 310
DeVry: Debits equal $76,450
0
DeVry: Credits equal $76,450
Grading RubricCase Study 1 Rubric Please note that this rubric
provides a general guideline, but you can score anywhere
between 0 and the maximum number of points for that step,
depending on the accuracy and completenessof your
work.CriteriaOutstandingGoodPoorVery PoorPoints
AwardedStep 1 Prepared Journal Entries (20
points)Journal entries use accurate accounts and amounts; and
debits and credits are used correctly. Minor errors such as
6. incorrect account names or credits listed prior to debits.Errors
in computations that resulted in incorrect amounts to be debited
and credited.Evidence of an attempt to complete the journal
entries.20 points16 points12 points8 pointsStep 2
Posted to the General Ledger (10 points)Posting is correct,
leading to accurate account balances.Posting is mostly correct,
but minor errors are evident.Posting has several errors that
resulted in incorrect account balances.Posting is done poorly,
but does show evidence of an attempt to complete.10 points8
points6 points4 pointsStep 3 Prepared a Trial
Balance (10 points)Correct account names and balances so to
arrive at a correct trial balance. Some minor errors such as
incorrect account names or incorrect totals due to errors in prior
steps.Errors in computations that resulted in incorrect amounts
to be debited and credited.Evidence of an attempt to complete
the trial balance.10 points8 points6 points4 pointsStep 4
Prepared Adjusting Journal Entries (10 points)Journal entries
use accurate accounts and amounts; and debits and credits are
used correctly. Journal entries mostly use accurate accounts and
amounts; and debits and credits are used correctly.Journal
entries have some errors in use of accounts and amounts; and
debits and credits are only used somewhat correctly.Journal
entries have some errors in use of accounts and amounts; and
debits and credits are not used correctly.10 points8 points6
points4 pointsSteps 5 and 6 Posted and
Prepared an Unadjusted Trial Balance (10 points)Posting is
correct, leading to an accurate trial balance.Posting is mostly
correct, leading to a mostly correct trial balance.Posting has
several errors, leading to a trial balance with several
errors.Posting is done poorly or not at all, leading to inaccurate
or no trial balance.10 points8 points6 points4 pointsStep 7
Prepared Financial Statements (20 points)All three Financial
Statements are prepared accurately and in an appropriate
format.Two of the three financial Statements are prepared
accurately, and mostly in an appropriate format. One statement
has some errors.One of the three Financial Statements is
7. prepared accurately and mostly in an appropriate format. Two
statements have some errors.One or fewer of four Financial
Statements are prepared accurately and mostly in an appropriate
format. Three or all statements have some errors.20 points16
points12 points8 pointsStep 8 Prepared
Closing Journal Entries (10 points)Journal entries use accurate
accounts and amounts; and debits and credits are used correctly.
Journal entries mostly use accurate accounts and amounts; and
debits and credits are used correctly.Journal entries have some
errors in use of accounts and amounts; and debits and credits
are only somewhat used correctly.Journal entries have some
errors in use of accounts and amounts; and debits and credits
are not used correctly.10 points8 points6 points4 pointsSteps 9
and 10 Posted and Prepared Post-Closing Trial
Balance (10 points)Posting is correct, leading to an accurate
trial balance.Posting is mostly correct, leading to a mostly
correct trial balance.Posting has several errors, leading to a trial
balance with several errors.Posting is done poorly or not at all,
leading to inaccurate or no trial balance.10 points8 points6
points4 pointsTotal Points Earned Out of 100 Points0
The Guardian
“Is the American Dream really dead?”
By Carol Graham
June 20, 2017
Research shows that poor people in the US are 20 times less
likely to believe hard work will get them ahead than their
(poorer) Latin American counterparts – with white Americans
particularly pessimistic. What’s driving their despair?
The United States has a long-held reputation for exceptional
tolerance of income inequality, explained by its high levels of
social mobility. This combination underpins the American
dream – initially conceived of by Thomas Jefferson as each
8. citizen’s right to the pursuit of life, liberty and the pursuit of
happiness.
This dream is not about guaranteed outcomes, of course, but
the pursuit of opportunities. The dream found a persona in the
fictional characters of the 19th-century writer Horatio Alger
Jr – in which young working-class protagonists go from from
rags to riches (or at least become middle class) in part due to
entrepreneurial spirit and hard work.
Yet the opportunity to live the American dream is much less
widely shared today than it was several decades ago. While 90%
of the children born in 1940 ended up in higher ranks of the
income distribution than their parents, only 40% of those born
in 1980 have done so.
Attitudes about inequality have also changed. In 2001, a study
found the only Americans who reported lower levels of
happiness amid greater inequality were left-leaning rich people
– with the poor seeing inequality as a sign of future
opportunity. Such optimism has since been substantially
tempered: in 2016, only 38% of Americans thought their
children would be better off than they are.
In the meantime, the public discussion about inequality has
completely by-passed a critical element of the American
dream: luck.
Just as in many of Alger’s stories the main character benefits
from the assistance of a generous philanthropist, there are
countless real examples of success in the US where different
forms of luck have played a major role. And yet, social support
for the unlucky – in particular, the poor who cannot stay in full-
time employment – has been falling substantially in recent
years, and is facing even more threats today.
In short, from new research based on some novel metrics of
wellbeing, I find strong evidence that the American dream is in
9. tatters, at least.
White despair, minority hope
My research began by comparing mobility attitudes in the US
with those in Latin America, a region long known for high
levels of poverty and inequality (although with progress in the
past decades). I explored a question in the Gallup world poll,
which asks respondents a classic American dream question:
“Can an individual who works hard in this country get ahead?”
I found very large gaps between the responses of ‘the rich’ and
‘the poor’ in the US (represented by the top and bottom 20%
income distributions of the Gallup respondents). This was in
stark contrast to Latin America, where there was no significant
difference in attitudes across income groups. Poor people in the
US were 20 times less likely to believe hard work would get
them ahead than were the poor in Latin America, even though
the latter are significantly worse off in material terms.
Another question in the poll explores whether or not
respondents experience stress on a daily basis. Stress is a
marker of poor health, and the kind of stress typically
experienced by the poor – usually due to negative shocks that
are beyond their control (“bad stress”) – is significantly worse
for wellbeing than “good stress”: that which is associated with
goal achievement, for those who feel able to focus on their
future.
In general, Latin Americans experience significantly less stress
– and also smile more – on a daily basis than Americans. The
gaps between the poor and rich in the US were significantly
wider (by 1.5 times on a 0–1 score) than those in Latin
America, with the poor in the US experiencing more stress than
either the rich or poor in Latin America.
The gaps between the expectations and sentiments of rich and
poor in the US are also greater than in many other countries in
10. east Asia and Europe (the other regions studied). It seems that
being poor in a very wealthy and unequal country – which
prides itself on being a meritocracy, and eschews social support
for those who fall behind – results in especially high levels of
stress and desperation.
But my research also yielded some surprises. With the low
levels of belief in the value of hard work and high levels of
stress among poor respondents in the US as a starting point, I
compared optimism about the future across poor respondents of
different races. This was based on a question in the US Gallup
daily poll that asks respondents where they think they will be
five years from now on a 0-10 step life satisfaction ladder.
I found that poor minorities – and particularly black people –
were much more optimistic about the future than poor white
people. Indeed, poor black respondents were three times as
likely to be a point higher up on the optimism ladder than were
poor whites, while poor Hispanic people were one and a half
times more optimistic than whites. Poor black people were also
half as likely as poor whites to experience stress the previous
day, while poor Hispanics were only two-thirds as likely as poor
whites.
What explains the higher levels of optimism among minorities,
who have traditionally faced discrimination and associated
challenges? There is no simple answer.
One factor is that poor minorities have stronger informal safety
nets and social support, such as families and churches, than do
their white counterparts. Psychologists also find that minorities
are more resilient and much less likely to report depression or
commit suicide than are whites in the face of negative shocks,
perhaps due to a longer trajectory of dealing with negative
shocks and challenges.
Another critical issue is the threat and reality of downward
11. mobility for blue-collar whites, particularly in the heartland of
the country where manufacturing, mining, and other jobs have
hollowed out. Andrew Cherlin of Johns Hopkins University
finds that poor black and Hispanic people are much more likely
than poor white people to report that they live better than their
parents did. Poor whites are more likely to say they live worse
than their parents did; they, in particular, seem to be living the
erosion of the American dream.
The American problem
Why does this matter? My research from a decade ago – since
confirmed by other studies – found that individuals who were
optimistic about their futures tended to have better health and
employment outcomes. Those who believe in their futures tend
to invest in those futures, while those who are consumed with
stress, daily struggles and a lack of hope, not only have less
means to make such investments, but also have much less
confidence that they will pay off.
Desperate people are more likely to die prematurely, but living
with a lot of premature death can also erode hope
The starkest marker of lack of hope in the US is a significant
increase in premature mortality in the past decade – driven by
an increase in suicides and drug and alcohol poisoning and a
stalling of progress against heart disease and lung cancer –
primarily but not only among middle-aged uneducated white
people. Mortality rates for black and Hispanic people, while
higher on average than those for whites, continued to fall during
the same time period.
The reasons for this trend are multi-faceted. One is the
coincidence of an all-too-readily-available supply of drugs such
as opioids, heroin and fentanyl, with the shrinking of blue-
collar jobs – and identities - primarily due to technological
change. Fifteen per cent of prime age males are out of the
12. labour force today; with that figure projected to increase to 25%
by 2050. The identity of the blue-collar worker seems to be
stronger for white people than for minorities, meanwhile. While
there are now increased employment opportunities in services
such as health, white males are far less likely to take them up
than are their minority counterparts.
Lack of hope also contributes to rising mortality rates, as
evidenced in my latest research with Sergio Pinto. On average,
individuals with lower optimism for the future are more likely
to live in metropolitan statistical areas (MSAs) with higher
mortality rates for 45- to 54-year-olds.
Desperate people are more likely to die prematurely, but living
with a lot of premature death can also erode hope. Higher
average levels of optimism in metropolitan areas are also
associated with lower premature mortality rates. These same
places tend to be more racially diverse, healthier (as gauged by
fewer respondents who smoke and more who exercise), and
more likely to be urban and economically vibrant.
Technology-driven growth is not unique to the US, and low-
skilled workers face challenges in many OECD countries. Yet
by contrast, away from the US, they have not had a similar
increase in premature mortality. One reason may be stronger
social welfare systems – and stronger norms of collective social
responsibility for those who fall behind – in Europe.
Ironically, part of the problem may actually be the American
dream. Blue-collar white people – whose parents lived the
American dream and who expected their children to do so as
well – are the ones who seem most devastated by its erosion and
yet, on average, tend to vote against government programmes.
In contrast, minorities, who have been struggling for years and
have more experience multi-tasking on the employment front
and relying on family and community support when needed –
are more resilient and hopeful, precisely because they still see a
13. chance for moving up the ladder.
There are high costs to being poor in America, where winners
win big but losers fall hard. Indeed, the dream, with its focus on
individual initiative in a meritocracy, has resulted in far less
public support than there is in other countries for safety nets,
vocational training, and community support for those with
disadvantage or bad luck. Such strategies are woefully
necessary now, particularly in the heartland where some of
Alger’s characters might have come from, but their kind have
long since run out of luck.
Carol Graham is the author of Happiness for All? Unequal
Hopes and Lives in Pursuit of the American Dream (Princeton
University Press, 2017).
I NTR O D U CTI O N
The Making and Persistence
of the American Dream
John Kenneth White
Sandra L. Hanson
T
H E AM ER ICAN DR EAM remains a vibrant concept that
Amer-
icans comprehend and defi ne in various ways as relevant to
their
own life experiences. Th e endurance of this “great epic,” as it
was
once so famously described (Adams 1941, 405), is remarkable,
14. espe-
cially given the depressions, recessions, economic contractions,
and
battles over civil rights, women’s rights, and gender equality
that the
United States has witnessed over the years. Th ese economic
struggles
have been hard and are presently ongoing, starting with the
severe eco-
nomic downturn that began in December 2007 and resulted in
govern-
ment bailouts of the U.S. banking and automotive industries and
the
election of Barack Obama to the presidency, all before the end
of a sin-
gle calendar year. But other struggles, too, have caused citizens
to rede-
fi ne the American Dream. For much of our history, African
Americans
and women were excluded from its promise. It would be left to
Martin
Luther King and feminist leaders to enlarge the American
Dream to
include themselves and to encourage their constituencies to
have a stake
in its success. In 2008, Americans voted in their fi rst African
American
president. Th is dramatic moment in American history combined
with
one of the most severe economic downturns since the Great
Depression
provide the backdrop for this volume on the American Dream.
The American Dream throughout History
Th e resiliency of the American Dream can be traced to the
15. Declaration
of Independence in 1776 and its promise that citizens of the new
nation
2 ■ John Kenneth White and Sandra L. Hanson
were already endowed by their Creator with certain inalienable
rights,
including life and liberty, and that these same people were
entitled to
engage in many varied pursuits of happiness. Th ese pursuits of
happi-
ness oft en ended with many fi nding some degree of fulfi
llment. Writing
in 1831, Alexis de Tocqueville declared that the Americans he
encoun-
tered had “acquired or retained suffi cient education and
fortune to sat-
isfy their own wants.” Tocqueville added that they “owe nothing
to any
man, they expect nothing from any man, they acquire the habit
of always
considering themselves as standing alone, and they are apt to
imagine
that their whole destiny is in their own hands” (Tocqueville
1989, 194;
emphasis added).
Th ese sentiments give the American Dream its staying power.
Not
surprisingly, Americans have looked to their leaders since the
nation’s
founding to reaffi rm the promise of the American Dream, with
its guar-
16. antees of fuller liberties and a better life for all. In his 2009
inaugural
address, Obama gave testimony to the Dream’s endurance,
citing his
own life’s journey to become the fi rst African American
president: “Th is
is the meaning of our liberty and creed, why men and women
and chil-
dren of every race and every faith can join in celebration across
this
magnifi cent mall. And why a man whose father less than sixty
years ago
might not have been served at a local restaurant can now stand
before
you to take a most sacred oath” (Obama 2009).
Yet it is not only in government documents or presidential
speeches
that the American Dream fi nds expression. Th e popular culture
also has
given the American Dream a powerful voice. Contrasting his
gritty child-
hood in Brooklyn at the turn of the twentieth century with his
stunning
success on Broadway by the age of twenty-fi ve, playwright
Moss Hart
concluded that the American Dream belonged not only to him
but to
everyone: “It was possible in this wonderful city for that
nameless little
boy—for any of its millions—to have a decent chance to scale
the walls
and achieve what they wished. Wealth, rank, or an imposing
name
counted for nothing. Th e only credential the city asked was the
boldness
17. to dream. For those who did, it unlocked its gates and its
treasures, not
caring who they were or where they came from” (Hart 1959,
436). Years
later, the Brian De Palma fi lm Scarface had a trailer describing
the main
character this way: “He loved the American Dream. With a
vengeance”
(Kamp 2009).
Surprisingly, the term “American Dream” is of relatively recent
vin-
tage. Journalist Walter Lippmann fi rst used the term “American
Dream”
The Making and Persistence of the American Dream ■ 3
in a 1914 book titled Drift and Mastery in which he urged
readers to
fi nd a new Dream for the twentieth century that would end the
malaise
of government inaction that had allowed American politics to
aimlessly
drift (Jillson 2004, 6). But historian James Truslow Adams
popularized
the phrase “American Dream” in 1931. In his book titled Th e
Epic of
America (and whose working title was Th e American Dream),
Adams
described the American Dream in terms Hart would recognize:
“that
dream of a land in which life should be better and richer and
fuller for
every man, with opportunity for each according to ability or
18. achieve-
ment” (Adams 1941, 404). But, for Adams, the American Dream
involved
something more than mere acquisition of wealth and fame:
It is not a dream of motor cars and high wages merely, but a
dream of social order in which each man and each woman shall
be able to attain to the fullest stature of which they are innately
capable, and be recognized by others for what they are, regard-
less of the fortuitous circumstances of their birth. . . . It has
been
a dream of being able to grow to fullest development as man
and
woman, unhampered by the barriers which had slowly been
erected in older civilizations, unrepressed by social orders
which
had developed for the benefi t of classes rather than for the
simple
human being of any and every class. And that dream has been
realized more fully in actual life here than anywhere else,
though
very imperfectly even among ourselves. (Ibid., 404–405)
At its core, the American Dream represents a state of mind—
that is,
an enduring optimism given to a people who might be tempted
to suc-
cumb to the travails of adversity, but who, instead, repeatedly
rise from
the ashes to continue to build a great nation. Even in the midst
of the
Great Depression, Adams was confi dent that the United States
would
overcome its diffi culties and that the American Dream would
endure
thanks to a prevailing optimism that sustains it. Th is die-hard
19. optimism,
Adams declared, had already carried the nation from its
primitive begin-
nings into the twentieth century and remained the source of its
contin-
ued successes:
Beginning with a guard scarce suffi cient to defend the
stockade
at Jamestown against a few naked Indians, we grew until we
were
able to select from nearly 25,000,000 men of military age such
4 ■ John Kenneth White and Sandra L. Hanson
millions as we would to hurl back at our enemies across the sea,
only nine generations later. A continent which scarce suffi ced
to
maintain a half million savages now supports nearly two hun-
dred and fi ft y times that number of as active and industrious
people as there are in the world. Th e huge and empty land has
been fi lled with homes, roads, railways, schools, colleges,
hospi-
tals, and all the comforts of the most advanced material civiliza-
tion. (Ibid., 401–402)
Notably, Adams penned these words at a time when economic
fear
was rampant, the stock market had collapsed two years before,
the inef-
fectual Herbert Hoover was president, and the nation’s very
survival
seemed very much in doubt. By 1933, the stock market had lost
75 per-
20. cent of its 1929 value, national income had been cut in half,
exports
were at their lowest levels since 1904, and more than six
hundred thou-
sand properties (mostly farms) had been foreclosed (Alter 2006,
148).
Surveying the economic desolation in January 1933, former
president
Calvin Coolidge remarked: “In other periods of depression it
has always
been possible to see some things which were solid and upon
which you
could base hope. But as I look about me I see nothing to give
ground for
such hope—nothing of man” (Ibid.). (Within days, Coolidge
was dead.)
Although Franklin D. Roosevelt’s New Deal brought economic
relief,
the new president knew that to make his eff orts long-lasting,
they should
be linked to a new American Dream. Accordingly, Roosevelt
told his
fellow Democrats upon accepting renomination in 1936:
“Liberty
requires opportunity to make a living decent according to the
standard
of the time, a living that gives man not only enough to live by,
but some-
thing to live for.” Without the opportunity to make a living,
Roosevelt
continued, “life was no longer free; liberty no longer real; men
could no
longer follow the pursuit of happiness” (Roosevelt 1936).
Yet even in the midst of a Great Depression, Americans sensed
that
21. their collective futures would be bright, if not for themselves,
then
surely for their heirs. A poll the Roper Organization conducted
in 1938
found only 30 percent agreed that a top limit should be imposed
on
incomes, with anyone exceeding that limit remitting the excess
to the
federal government in the form of excise taxes; 61 percent
disagreed
(Roper Organization, 1938). Americans believed economic
prosperity
was possible and achieving it would ratify the American Dream
whose
promise of hard work (not good luck) is the path to prosperity.
Indeed,
The Making and Persistence of the American Dream ■ 5
through every period of triumph and tragedy, Adams maintained
that
the American Dream was the glue that kept the country
together: “We
have a long and arduous road to travel if we are to realize the
American
Dream in the life of our nation, but if we fail, there is nothing
left but the
eternal round. Th e alternative is the failure of self-government,
the fail-
ure of the common man to rise to full stature, the failure of all
that the
American Dream has held of hope and promise for mankind”
(Adams
1941, 416).
22. Adams’s words have echoed throughout the decades,
particularly at
the onset of Obama’s presidency. Like Roosevelt before him,
Obama has
had to summon the nation from the sloughs of despair.
Accepting the
Democratic presidential nomination in 2008, Obama sought to
cast
himself as an exemplar of the American Dream and the best
person who
could revive and reclaim it for the rest of us:
Four years ago, I stood before you and told you my story, of
the brief union between a young man from Kenya and a young
woman from Kansas who weren’t well-off or well-known, but
shared a belief that in America their son could achieve whatever
he put his mind to.
It is that promise that’s always set this country apart, that
through hard work and sacrifi ce each of us can pursue our indi-
vidual dreams, but still come together as one American family,
to ensure that the next generation can pursue their dreams, as
well. Th at’s why I stand here tonight. Because for 232 years, at
each moment when that promise was in jeopardy, ordinary men
and women, students and soldiers, farmers and teachers, nurses
and janitors, found the courage to keep it alive.
We meet at one of those defi ning moments, a moment when
our nation is at war, our economy is in turmoil, and the Ameri-
can promise has been threatened once more. (Obama 2008)
Th e threat of which Obama spoke was very real. Even as he
uttered
these words, the nation was mired in a recession judged by most
econo-
23. mists to have been the worst since the Great Depression of the
1930s.
More than 7,200,000 jobs were lost; the offi cial unemployment
rate
exceeded 10 percent for the fi rst time in twenty-nine years; and
the
number of Americans who gave up looking for work or were
marginally
attached workers hit the 17 percent mark (Fox 2009). Taking
note of
6 ■ John Kenneth White and Sandra L. Hanson
these dismal statistics, Obama declared that they represented
“the
American Dream [going] in reverse” (Kamp 2009).
Despite these adverse statistics and continued uncertainty
regarding
whether the prescriptions the Obama administration has issued
for eco-
nomic revival will work, faith in the American Dream itself
remains
strong. In 2009, 75 percent told pollsters from CBS News and
the New
York Times that they had either already achieved the American
Dream
or that they expected to achieve it; only one in fi ve said it was
unattain-
able (CBS News/New York Times 2009). Sociologist Barry
Glassner
explained why the American Dream was not imperiled, despite
the
straightened economic circumstances:
24. You want to hold onto your dream when times are hard. For the
vast majority of Americans at every point in history, the pros-
pect of achieving the American Dream has been slim, but the
promise has been huge. . . . At its core, this notion that anyone
can be president, or anyone can be a billionaire, is absurd. A lot
of Americans work hard, but they don’t become president and
they don’t become billionaires. (Seelye 2009)
Yet for many Americans, holding onto the American Dream has
become increasingly more diffi cult. During his presidency,
Bill Clinton
defi ned the American Dream this way: “If you work hard and
play by
the rules, you should be given a chance to go as far as your
God-given
ability will take you” (Jillson 2004, 7). But in the years since,
many
Americans have hit a glass ceiling. In 2002, Barbara Ehrenreich
began to
hear from college graduates and white-collar workers who
upbraided
her for not taking note of their hard-luck stories, “despite doing
every-
thing else right.” As one unhappy middle-class correspondent
told
Ehrenreich:
Try investigating people like me who didn’t have babies in high
school, who made good grades, who work hard and don’t kiss a
lot of ass and instead of getting promoted or paid fairly must
regress to working for $7/hr., having their student loans in per-
petual deferment, living at home with their parents, and gen-
erally exist in debt which they feel they may never get out of.
(Ehrenreich 2005, 1–2)
25. The Making and Persistence of the American Dream ■ 7
As Phyllis Moen and Patricia Roehling have observed, “Th e
American
Dream is itself a metaphor for occupational success, a metaphor
that
works for the winners of the educational and occupational
career game,
but that remains elusive for growing numbers of men and
women across
age, class, educational, racial, ethnic, and geographical divides”
(Moen
and Roehling 2005, 188).
Even so, the American Dream still endures, and that endurance
is a
testament to its power. Some years ago, singer/songwriter Bruce
Spring-
steen wondered aloud in a song entitled “Th e River” whether
the Amer-
ican Dream was a lie or it represented something worse (White
1990,
28). But this is a question that most Americans do not want to
consider.
Instead of questioning the American Dream, Americans are
more likely
to blame themselves when things do not turn out as they hoped.
Nearly
a half century ago, a mechanic admitted as much in an
interview:
I could have been a lot better off but through my own foolish-
ness, I’m not. What causes poverty? Foolishness. When I came
out of the service, my wife had saved a few dollars and I had a
26. few bucks. I wanted to have a good time, I’m throwing money
away like water. Believe me, had I used my head right, I could
have had a house. I don’t feel sorry for myself, what happened,
happened, you know. Of course you pay for it. (Lane 1962, 69)
Years later, an Iowa farmer facing foreclosure expressed a
similar view:
“My boys all made good. It’s their old man who failed”
(Malcolm 1987).
Th e fact is that the American Dream is deeply embedded in
Ameri-
can mythology and in the consciousness of its citizens. Th at is
exactly
what gives the American Dream its staying power, even in times
when
it seems as though it should surely die. Aft er all, myths last
because they
are dreams fulfi lled in our imaginations. So it is with the
American
Dream. And because it fi nds fulfi llment either in one’s own
life or in the
lives of others, Americans are ever more devoted to it. In 1978,
Garry
Wills famously observed that in the United States, one must
adopt the
American Dream “wholeheartedly, proclaim it, prove one’s
devotion to
it” (Wills 1978, xxii). Twenty years later, political scientist
Alan Wolfe
interviewed Henry Johnson, a successful, middle-class black
man from
DeKalb County, Georgia, who declared his ongoing faith in the
Ameri-
can Dream despite the adversities he had encountered in life: “I
think
27. 8 ■ John Kenneth White and Sandra L. Hanson
the American Dream is alive and well, and I think I could sell
the Amer-
ican Dream to my kids through myself. Th is stuff about
working hard
and being morally sound and the more you give, the more you
receive
and things will come to you. I think those are all things that are
not fan-
tasies. Th ose things can happen and, through my own
experiences,
those things have happened. . . . Like I said, I believe in the
American
Dream, I do.” Sitting nearby, Johnson’s wife told the
interviewer, “Wow,
that was good; quote him on that” (Wolfe 1998, 317–318).
One reason the American Dream endures is that it has been
closely
intertwined with deeply held American values, especially
freedom and
equality of opportunity. In a 2008 poll, 75 percent strongly
agreed with
this statement: “America is unique among all nations, because it
is
founded on the ideals of freedom, equality, and opportunity”
(Green-
berg Quinlan Rosner Research 2008). Pollsters for CBS News
and the
New York Times found 27 percent of respondents specifi cally
linked the
American Dream to the values of freedom and equality of
28. opportunity.
Typical among the responses were these:
“Freedom to live our own life.”
“Someone could start from nothing.”
“Th at everybody has a fair chance to succeed.”
“To become whatever I want to be.”
“To be healthy and have nice family and friends.”
“More like Huck Finn; escape to the unknown; follow your
dreams.” (Seelye 2009)
Th e linking of the American Dream to equality of opportunity
is
particularly important to understanding the Dream’s endurance.
Equal-
ity of opportunity is a powerful concept, because, unlike other
individ-
ual rights that can be easily taken away by authoritarian
governments
(e.g., freedoms of speech and religious worship), it is a state of
mind
that is virtually impossible to eliminate. As the historian Adams
wrote,
“I once had an intelligent young Frenchman as a guest in New
York,
and aft er a few days I asked him what struck him most among
his new
impressions. Without hesitation, he replied, ‘Th e way that
everyone of
every sort looks you right in the eye, without a thought of
inequality’”
(Adams 1941, 404). Tocqueville once declared that if given the
choice
between freedom and equality, most Americans would choose
the lat-
29. ter for that very reason (Tocqueville 1989, 96). Although
Tocqueville
The Making and Persistence of the American Dream ■ 9
wrote about nineteenth-century Americans, his words still have
reso-
nance. Englishman G. K. Chesterton noted that what separated
the
United States from his native country in the twentieth century
was the
American commitment to a democratic theory based on the idea
of
equality: “It is the pure classic conception that no man must
aspire to be
anything more than a citizen, and that no man should endure
anything
less.” Th e ideal citizen, said Chesterton, was someone who
believed in
“an absolute of morals by which all men have a value invariable
and
indestructible and a dignity as intangible as death” (Chesterton
1922,
16–17). At the onset of the twenty-fi rst century, the words of
Adams,
Tocqueville, and Chesterton remain Rosetta stones to
understanding
how the battles over civil rights for African Americans, feminist
rights,
and gay rights are working their way toward greater equality for
more
Americans.
As the recent struggles over civil rights, women’s rights, and
30. gay
rights illustrate, the American Dream is not a static concept.
Although
Americans have historically associated the American Dream
with the
values of freedom and equality of opportunity, these values
have under-
gone various iterations over the years. Remarkably, the very fi
rst survey
concerning the American Dream was not conducted until 1985,
when
CBS News and the New York Times asked a question that
explicitly tied
the American Dream to the concept of home ownership: “Do
you think
that people who may never own a house miss out on an
important part
of the American Dream?” Not surprisingly, 76 percent answered
“yes”
(CBS News/New York Times 1985). Other surveys have
demonstrated
how powerfully connected the American Dream is to a quantifi
ed mea-
sure of economic success (particularly educational attainment),
includ-
ing these responses:
84 percent said it meant being able to get a high school educa-
tion. (Wall Street Journal 1986)
79 percent said it meant owning a home. (Penn, Schoen, and
Berland Associates 2008)
77 percent said it meant being able to send one’s children to
college. (Ibid.)
31. 76 percent said it meant being optimistic about the future.
(Ibid.)
68 percent said it meant being able to get a college education.
(Ibid.)
10 ■ John Kenneth White and Sandra L. Hanson
64 percent said it meant being fi nancially secure enough to
have
ample time for leisure pursuits. (Ibid.)
61 percent said it meant doing better than your parents did.
(Ibid.)
58 percent said it meant being able to start a business on one’s
own. (Ibid.)
52 percent said it meant being able to rise from clerk or worker
to president of a company. (Ibid.)
But although the American Dream remains closely tied to the
values
of freedom and equality of opportunity, its iterations throughout
the
years have changed. When a Penn, Schoen, and Berland
Associates 2008
study asked respondents to defi ne the American Dream, the
responses
were more spiritual and vested in emotional, rather than
material, secu-
rity. Substantial majorities considered the following items to be
a “major
part” of the American Dream:
32. Having a good family life, 93 percent (Ibid.)
Having quality health care for myself and my family, 90 percent
(Ibid.)
Having educational opportunities for myself and my family,
88 percent (Ibid.)
Being able to speak your mind regardless of the positions you
take, 85 percent (Ibid.)
Having a comfortable and secure retirement, 85 percent (Ibid.)
Being able to succeed regardless of your family background or
where you come from, 82 percent (Ibid.)
Being economically secure and not having to worry about being
able to aff ord things, 81 percent (Ibid.)
Achieving peace in the world, 63 percent (Ibid.)
Having the time to enjoy the good things in life without having
to work too many hours, 59 percent (Ibid.)
Reducing the eff ects of global warming, 56 percent (Ibid.)
Certainly, although economic security continues to define the
American Dream, the Dream itself has been broadened to
include a
greater sense of personal well-being and quality-of-life issues
(such as
having access to quality health care, working toward world
peace, and
reducing the harmful eff ects of global warming).
The Making and Persistence of the American Dream ■ 11
33. A Dream in Doubt? No. Harder to Achieve? Yes.
In an early-twentieth-century work titled Success among the
Nations, his-
torian Emil Reich declared that Americans were possessed “with
such an
implicit and absolute confi dence in their Union and in their
future suc-
cess, that any remark other than laudatory is unacceptable to the
major-
ity of them,” adding, “We have had many opportunities of
hearing public
speakers in America cast doubts upon the very existence of God
and of
Providence, question the historic nature or veracity of the whole
fabric
of Christianity; but it has never been our fortune to catch the
slightest
whisper of doubt, the slightest want of faith, in the chief God of
Amer-
ica, unlimited belief in the future of America” (Reich 1904,
265–266).
But in recent years, expressions of self-doubt about the nation’s
future have been uttered more frequently. Vice President Joseph
Biden,
for one, has said that “the American economic dream has begun
to
evaporate” (Dionne, Jr. 1987). What is striking is that the vice
president
made this declaration more than two decades ago as a candidate
seeking
the Democratic presidential nomination in 1988. Not
surprisingly, when
economic diffi culties beset the nation, one might suspect (a
34. Great
Depression notwithstanding) that the American Dream will take
a beat-
ing. So it is today. According to the most recent surveys:
75 percent claim the American Dream is not as attainable today
as it was when George W. Bush was elected president in 2000.
(Zogby International 2008)
59 percent believe the American Dream will be harder for
today’s
children under the age of eighteen to achieve. (Greenberg
Quinlan Rosner Research and Public Opinion Strategies 2009)
57 percent say the American Dream will be harder for them to
achieve in the next decade. (Time/Abt SRBI 2009)
54 percent believe the American Dream has become “impos-
sible” for most people to achieve. (Opinion Research Corpo-
ration 2006)
50 percent think they are either “somewhat far” or “very far”
from achieving the American Dream. (Henry J. Kaiser Family
Foundation/Washington Post/Harvard University 2008)
Despite these daunting statistics, faith in the American Dream
per-
sists. In March 2009, a moment when the economic crisis was
palpable,
12 ■ John Kenneth White and Sandra L. Hanson
the Gallup Organization and USA Today found an
overwhelming 72
35. percent still agreed with this statement: “If you work hard and
play by
the rules, you will be able to achieve the American Dream in
your life-
time” (Gallup Organization/USA Today 2009). Moreover, 69
percent
believed their children would achieve the American Dream
(Penn,
Schoen, and Berland Associates 2008).
In one sense, the American Dream will always remain elusive
and,
therefore, disappoint us. A 2008 survey makes the point: 84
percent
agreed that the American Dream is “a never-ending pursuit
[and] I can
always do more to achieve it” (Penn, Schoen, and Berland
Associates
2008). Achieving the American Dream will always be partly an
individ-
ual pursuit. Yet it is also a Dream that we entrust to our
presidents. Th e
subtitle of Obama’s book Th e Audacity of Hope reads
“thoughts on
reclaiming the American Dream” (Obama 2006). It is not, as
Obama
suggests, that the American Dream is lost; rather, there is a
prevailing
sense (and hope) that he can somehow renew the American
Dream. As
Vice President Biden declared in his 1988 presidential quest:
“Th e role
of a President in mobilizing our society is to convince all of our
citizens
that they can and must shape their own future and the nation’s
future”
36. (Dionne, Jr. 1987). If Obama can fulfi ll this vital role of the
presidency,
the American Dream will thrive. If not, the American Dream
will still
endure, in spite of our disappointments.
Th e historic economic, political, and social times of this period
in
the twenty-fi rst century is the context in which we provide an
examina-
tion of the American Dream. In the pages that follow, experts
from mul-
tiple disciplines provide insight into the nature and resilience of
the
American Dream in this time frame, with a special focus on the
millen-
nial recession and the election of President Obama. Th e
discussion
begins with “Twilight’s Gleaming: Th e American Dream and
the Ends
of Republics,” in which American Studies expert James Cullen
provides
historical insight into the American Dream by drawing parallels
with
the Roman republic and empire. Cullen argues that many of the
most
cherished aspects of the American Dream, such as upward
mobility,
have clear antecedents in other civilizations. Th e next two
chapters pro-
vide a political critique of the American Dream. Historian
Michael
Kimmage’s chapter (“Th e Politics of the American Dream,
1980 to
2008”) examines the Depression, the New Deal, and party
platforms
37. to reveal the optimism and enthusiasm for particular versions of
the
American Dream in the United States. Political scientist John
White’s
The Making and Persistence of the American Dream ■ 13
chapter on “Th e Presidency and the Making of the American
Dream”
also notes historical variation in the Dream in his examination
of the
American presidency as a place where the American Dream has
become
personifi ed. Sociologists Jim Loewen and Sandra Hanson
provide insight
into racial and gender variation in the American Dream in the
next
two chapters. In his chapter (“Dreaming in Black and White”)
Loewen
examines race-based residential segregation and the Dream of
two sepa-
rate Americas. Hanson (“Whose American Dream? Gender and
the
American Dream”) uses a series of public opinion polls on the
Ameri-
can Dream to show how achievement of and attitudes toward the
Amer-
ican Dream vary for men and women. American political
pollster John
Zogby’s chapter (“Want Meets Necessity in the New American
Dream”)
compiles decades of public opinion polling data to reveal the
nature and
strength of the American Dream with a consideration of
38. generational
diff erences, the impact of September 11, the economic
downturn, and
the Obama presidency. Sociologist William D’Antonio provides
a Cath-
olic refl ection on the role of religion in defi ning the Dream
and making
it achievable for all. In the conclusion (“Th e American Dream:
Where
Are We?”), the editors reveal the complexity of the American
Dream
using sociological, political, and historical frames of reference.
Th ey
fi nd that although evidence of the Dream’s continued existence
is abun-
dant, its meaning has been altered and the Great Recession has
tem-
pered the Dream itself. Th is situation remains the case despite
the opti-
mism that came with the election of the fi rst African American
to the
presidency and Obama’s repeated attempts to instill public confi
dence.
Polls
CBS News/New York Times, poll, April 1–5, 2009. Text of
question: “Do you
think you will reach, as you defi ne it, ‘Th e American Dream’
in your lifetime,
or have you already reached it?” Already reached it, 44 percent;
will reach it
in my lifetime, 31 percent; will not reach it in my lifetime, 20
percent; don’t
know/no answer, 5 percent.
39. CBS News/New York Times, poll, January 14–17, 1985. Text of
question: “Do you
think that people who may never own a house miss out on an
important
part of the American Dream?” Yes, 76 percent; no, 19 percent;
don’t know/
no answer, 5 percent.
Gallup Organization/USA Today, poll, March 2, 2009. Text of
question: “Which
is closer to your view—if you work hard and play by the rules,
you will be
able to achieve the American Dream in your lifetime, or even by
working
14 ■ John Kenneth White and Sandra L. Hanson
hard and playing by the rules, the American Dream is
unattainable for you?”
If you work hard and play by the rules, you will be able to
achieve the Amer-
ican Dream in your lifetime, 72 percent; even by working hard
and playing
by the rules, the American Dream is unattainable for you, 25
percent; don’t
know, 2 percent; refused, 1 percent.
Greenberg Quinlan Rosner Research and Public Opinion
Strategies, poll, Janu-
ary 27–February 8, 2009. Text of question: “Th inking about
young people,
do you think it will be easier or harder for them to achieve the
American
Dream?” Much easier, 13 percent; somewhat easier, 21 percent;
40. somewhat
harder, 30 percent; much harder, 29 percent; about the same
(volunteered),
3 percent; don’t know/refused, 3 percent.
Henry J. Kaiser Family Foundation/Washington Post/Harvard
University, poll,
June 18–July 7, 2008. Text of question: “I’d like to talk to you
now about a
term with which you are probably familiar: the American
Dream. How close
are you to achieving the American Dream—are you very close,
somewhat
close, somewhat far, or very far?” Very close, 8 percent;
somewhat close,
35 percent; somewhat far, 27 percent; very far, 23 percent;
already achieved
it (volunteered), 4 percent; don’t know what that is
(volunteered), 1 percent;
don’t know, 2 percent.
Opinion Research Corporation, poll, October 13–15, 2006. Text
of question: “Do
you agree or disagree: Th e American Dream has become
impossible for
most people to achieve?” Agree, 54 percent; disagree, 45
percent; don’t
know/undecided/refused, 2 percent.
Penn, Schoen, and Berland Associates, poll, June 19–29, 2008.
Text of question:
“I’m going to read you some possible defi nitions or
descriptions of the
American Dream, and for each one I’d like you to tell me if
that’s very much
what you understand the American Dream to mean, or sort of
41. what it means,
or not what it means. . . . To own a home.” Very much, 79
percent; sort of,
18 percent; not, 3 percent; don’t know, 1 percent.
Penn, Schoen, and Berland Associates, poll, June 19–29, 2008.
Text of question:
“Is it likely your children will achieve the American Dream?”
Yes, 69 per-
cent; no, 20 percent; don’t know/no answer, 10 percent.
Penn, Schoen, and Berland Associates, poll, June 19–29, 2008.
Text of question:
“Which is closer to your view? I have set goals for my life that
once reached
will mean that I have achieved the American Dream. Th e
American Dream
is a never-ending pursuit [and] I can always do more to achieve
it.” I have set
goals for my life that once reached will mean that I have
achieved the Amer-
ican Dream, 13 percent; the American Dream is a never-ending
pursuit
[and] I can always do more to achieve it, 84 percent; don’t
know/no answer,
3 percent.
Roper Organization, poll, November 1938. Text of question:
“Do you believe
there should be a top limit of income and that anyone getting
over that limit
should be compelled to turn the excess back to the Government
as taxes?”
Yes, 30 percent; no, 61 percent; don’t know, 9 percent.
42. The Making and Persistence of the American Dream ■ 15
Time/Abt SRBI, poll, April 1–5, 2009. Text of question:
“People sometimes talk
about the American Dream, that is the ability of all Americans
to achieve
their goals in life through hard work. Would you say that it’s
going to be
easier or harder for Americans to achieve the American Dream
in ten years
than it is today, or that things won’t change much?” Easier, 13
percent;
harder, 57 percent; won’t change much, 24 percent; no
answer/don’t know,
5 percent.
Wall Street Journal, poll, October 1986. Text of question: “I’m
going to read you
some possible defi nitions or descriptions of the American
Dream, and for
each one I’d like you to tell me if that’s very much what you
understand the
American Dream to mean, or sort of what it means, or not what
it means. . . .
To be able to get a high school education.” Very much, 84
percent; sort of,
11 percent; not, 4 percent.
Zogby International, poll, May 12–14, 2008. Text of question:
“Do you believe
that the American Dream is as attainable today as it was eight
years ago?”
Yes, 24 percent; no, 75 percent; not sure, 2 percent.
References
43. Adams, J. T. 1941. Th e epic of America. Garden City, NY:
Blue Ribbon Books.
Alter, J. 2006. Th e defi ning moment: FDR’s hundred days and
the triumph of hope.
New York: Simon and Schuster.
Chesterton, G. K. 1922. What I saw in America. New York:
Dodd, Mead.
Dionne, E. J., Jr. 1987. Biden, off ering a 1988 vision, says
American Dream is
evaporating. New York Times, May 15.
Ehrenreich, B. 2005. Bait and switch. New York: Metropolitan
Books, Henry
Holt.
Fox, J. 2009. Nope, no jobs here. October 2. Message posted to
http://curious
capitalist.blogs.time.com/2009/10/02.nope-no-jobs-here.
Hart, M. 1959. Act one: An autobiography. New York: Random
House.
Jillson, C. 2004. Pursuing the American Dream: Opportunity
and exclusion over
four centuries. Lawrence: University Press of Kansas.
Kamp, D. 2009. Rethinking the American Dream. Vanity Fair,
April. Available at
www.vanityfair.com/culture/features/2009/04/american-
dream200904.
Lane, R. 1962. Political ideology: Why the common man
believe what he does. New
York: Free Press.
44. Malcolm, A. H. 1987. What fi ve families did aft er losing the
farm. New York
Times, February 4.
Moen, P., and P. Roehling. 2005. Th e career mystic: Cracks in
the American Dream.
Lanham, MD: Rowman and Littlefi eld.
Obama, B. 2006. Th e audacity of hope: Th oughts on
reclaiming the American
Dream. New York: Crown Publishers.
———. 2008. Acceptance speech. Democratic National
Convention, Denver,
Colorado, August 28.
16 ■ John Kenneth White and Sandra L. Hanson
———. 2009. Inaugural address. Washington, D.C., January 20.
Reich, E. 1904. Success among the nation. New York: Harper.
Roosevelt, F. D. 1936. Acceptance speech. Democratic National
Convention,
Philadelphia, Pennsylvania, June 27. Available at
www.2austin.cc.tx.us/
1patrick/his2341/fdr36acceptancespeech.htm.
Seelye, K. Q. 2009. What happens to the American Dream in a
recession? New
York Times, May 8.
Tocqueville, A. de. 1989. Democracy in America. Vol. II. New
York: Alfred A.
45. Knopf.
White, J. K. 1990. Th e new politics of old values. Hanover,
NH: University Press of
New England.
Wills, G. 1978. Inventing America. New York: Vintage Books.
Wolfe, A. 1998. One nation aft er all. New York: Viking.
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57. New America
“The American Dream”
By Rachel Fishman
2017
{To view the graphs in this article, use the list of links to
readings}
Findings by Generation
Despite the recession being officially over and unemployment
the lowest it has been since 2007, the recovery has been felt
unevenly. Barry Ritholtz in Bloomberg View explained why
Americans hate the recovery from the Great Recession: many
people are still unemployed or underemployed, and any wage
increases have mostly been wiped away by escalating housing
and healthcare costs.
It is unsurprising, therefore, that our survey shows that
Americans believe the American Dream—from finding a well-
paying job to supporting a family—is becoming more difficult
to attain compared to their parents. Overall, 60 percent of
respondents said that it is more difficult to find a well-paying
job compared to their parents. The exception is the Silent
Generation (ages 72 and over), whose parents grew up during
the Great Depression.
This pattern also holds true when respondents are asked if it is
becoming harder to afford a family than in previous
generations. Overall, 64 percent of Americans believe it has
become more difficult. In stark contrast, only 40 percent of the
58. Silent Generation agrees.
Only about half of Americans (51 percent) believe that there are
lots of well-paying jobs that do not require a college degree.
Members of Generation X, who are in their prime earning years,
are the least likely Americans to believe there are lots of well-
paying jobs that do not require a college degree.
And while Americans are split on whether or not there are well-
paying jobs available without a college degree, there is wide
agreement (75 percent) that it is easier to be successful with a
degree than without. Generation Z, which is just entering higher
education or the workforce, overwhelmingly believes this to be
the case (84 percent agree).
About half of Americans believe society respects those with a
college degree more than those without. For the younger
generations, this is especially the case: only 37 percent of
Generation Z, 32 percent of Millennials, and 35 percent of
Generation X believe that American society respects those who
have not gone to college.
Findings by Race and Ethnicity
Following the 2016 presidential election, an analysis by Jeff
Guo of the Washington Post’s Wonkblog revealed that while
white working-class voters helped Donald Trump win the
presidency, his victory is not connected to any actual decline in
their economic mobility over the past four years. As it turns
out, according to Guo, Trump outperformed Hillary Clinton in
areas that have been in economic decline for years, places
where unemployment was a little higher and median incomes
were a little lower than the national average.
Our data, which were gathered right after the Trump
inauguration, reflected this anxiety. White Americans were
more likely to say in the survey that it is harder to find a well-
59. paying job than it was for their parents (62 percent), compared
to African Americans (56 percent), Asians (48 percent), and
Hispanics (57 percent). Whites were also more likely to say that
it is getting harder to afford a family (71 percent), than African
Americans (55 percent), Asians (49 percent), and Hispanics (66
percent).
This is unsurprising, given that familial history across the past
two generations will be different for different ethnic groups.
For example, a recent Hispanic immigrant might see current
prospects as better than his parents’ prospects. An African
American Baby Boomer might see her prospects as better than
the pre-Civil Rights prospects of her parents.
Regardless of race, however, at least three out of four people
think it is easier to be successful with a college degree than
without.