Measurement
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The document discusses measurement and how it can be taught to students. It recommends that students measure frequently using real problems to develop estimation skills. Instruction should emphasize concepts that transfer across measurement systems. Measurement involves identifying attributes, choosing units, comparing objects to units, determining the number of units, and reporting measurements. Key attributes include length, capacity, weight, area, volume, angle, temperature, and time.
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Assignment (Part A - individual), total marks = 60
Due Date: 19th September
Question 1
(Marks: 28)
On 31 May 2012 Interactive Ltd had a cash balance as per company records of $10
949 debit. The bank statement from Community Bank on that date showed a credit
balance of $15 569.20. A comparison of the statement with the cash account
revealed the following facts:
1. The statement included a debit entry of $120 for the printing of additional
company cheques.
2. Cash sales of $1672.30 on 12 May were deposited in the bank. The cash
receipts journal entry and the deposit slip were incorrectly made for
$1692.30. The bank credited Interactive Ltd for the correct amount.
3. Unpresented cheques at 31 May totalled $2552.50, and outstanding deposits
were $1672.30.
4. On 18 May Interactive Ltd issued cheque no. 1181 for $1370 to M. Helms on
account. The cheque, which cleared the bank in May, was incorrectly
journalised and posted by Interactive Ltd for $1730.
5. A $6000 note receivable was collected by the bank for Interactive Ltd on 31
May plus $160 interest. The bank charged a collection fee of $40. No interest
has been accrued on the note.
6. Included with the cheques paid was a cheque issued by Teller Pty Ltd to P.
Jonet for $1200 that was incorrectly charged to Interactive Ltd by the bank.
7. On 31 May the bank statement showed a dishonoured cheque of $1400 that
had been issued by W. Hoad, a customer, to Interactive Ltd.
Required
(a) Prepare the bank reconciliation as at 31 May 2012.
(b) Prepare the necessary adjusting entries as at 31 May 2012.
Question 2 (Marks: 14)
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- Measurement involves assigning numerical values to attributes and is interwoven throughout primary grades.
- Early experiences focus on comparisons using informal units before introducing standard units.
- Formalizing units with the metric system provides consistency but introduces difficulties due to units like litres being too large and prefixes like milli being misunderstood.
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Assignment (Part A - individual), total marks = 60
Due Date: 19th September
Question 1
(Marks: 28)
On 31 May 2012 Interactive Ltd had a cash balance as per company records of $10
949 debit. The bank statement from Community Bank on that date showed a credit
balance of $15 569.20. A comparison of the statement with the cash account
revealed the following facts:
1. The statement included a debit entry of $120 for the printing of additional
company cheques.
2. Cash sales of $1672.30 on 12 May were deposited in the bank. The cash
receipts journal entry and the deposit slip were incorrectly made for
$1692.30. The bank credited Interactive Ltd for the correct amount.
3. Unpresented cheques at 31 May totalled $2552.50, and outstanding deposits
were $1672.30.
4. On 18 May Interactive Ltd issued cheque no. 1181 for $1370 to M. Helms on
account. The cheque, which cleared the bank in May, was incorrectly
journalised and posted by Interactive Ltd for $1730.
5. A $6000 note receivable was collected by the bank for Interactive Ltd on 31
May plus $160 interest. The bank charged a collection fee of $40. No interest
has been accrued on the note.
6. Included with the cheques paid was a cheque issued by Teller Pty Ltd to P.
Jonet for $1200 that was incorrectly charged to Interactive Ltd by the bank.
7. On 31 May the bank statement showed a dishonoured cheque of $1400 that
had been issued by W. Hoad, a customer, to Interactive Ltd.
Required
(a) Prepare the bank reconciliation as at 31 May 2012.
(b) Prepare the necessary adjusting entries as at 31 May 2012.
Question 2 (Marks: 14)
At 30 June 2012, the trial balance of Gleason Ltd contained the following amounts
before adjustme ...
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Use IDSR indicators to monitor surveillance and response activities at all levels
Identify targets and indicators for your level
Monitor surveillance activities at all levels
Evaluate the system and conduct after action review post outbreaks
Use results to take action to improve surveillance and response
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This document discusses the concepts of measurement in research. It defines measurement as a process of determining the extent or quantity of a concept using a standard or procedure. Concepts can be difficult to measure directly, so researchers operationalize them by developing instruments to measure their indicators empirically. This involves two steps - conceptualization, where the concept is clearly defined, and operationalization, where specific measurement procedures are linked to the conceptual definition. Examples are provided of how concepts like gender ratios or opinions could be measured using numerical scales or symbols. Overall, the key points are that measurement is essential for quantitative research and involves carefully defining and devising ways to quantify concepts of interest.
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The recent surge in pro-Palestine student activism has prompted significant responses from universities, ranging from negotiations and divestment commitments to increased transparency about investments in companies supporting the war on Gaza. This activism has led to the cessation of student encampments but also highlighted the substantial sacrifices made by students, including academic disruptions and personal risks. The primary drivers of these protests are poor university administration, lack of transparency, and inadequate communication between officials and students. This study examines the profound emotional, psychological, and professional impacts on students engaged in pro-Palestine protests, focusing on Generation Z's (Gen-Z) activism dynamics. This paper explores the significant sacrifices made by these students and even the professors supporting the pro-Palestine movement, with a focus on recent global movements. Through an in-depth analysis of printed and electronic media, the study examines the impacts of these sacrifices on the academic and personal lives of those involved. The paper highlights examples from various universities, demonstrating student activism's long-term and short-term effects, including disciplinary actions, social backlash, and career implications. The researchers also explore the broader implications of student sacrifices. The findings reveal that these sacrifices are driven by a profound commitment to justice and human rights, and are influenced by the increasing availability of information, peer interactions, and personal convictions. The study also discusses the broader implications of this activism, comparing it to historical precedents and assessing its potential to influence policy and public opinion. The emotional and psychological toll on student activists is significant, but their sense of purpose and community support mitigates some of these challenges. However, the researchers call for acknowledging the broader Impact of these sacrifices on the future global movement of FreePalestine.
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Information and Communication Technology in Education
(𝐓𝐋𝐄 𝟏𝟎𝟎) (𝐋𝐞𝐬𝐬𝐨𝐧 2)-𝐏𝐫𝐞𝐥𝐢𝐦𝐬
𝐄𝐱𝐩𝐥𝐚𝐢𝐧 𝐭𝐡𝐞 𝐈𝐂𝐓 𝐢𝐧 𝐞𝐝𝐮𝐜𝐚𝐭𝐢𝐨𝐧:
Students will be able to explain the role and impact of Information and Communication Technology (ICT) in education. They will understand how ICT tools, such as computers, the internet, and educational software, enhance learning and teaching processes. By exploring various ICT applications, students will recognize how these technologies facilitate access to information, improve communication, support collaboration, and enable personalized learning experiences.
𝐃𝐢𝐬𝐜𝐮𝐬𝐬 𝐭𝐡𝐞 𝐫𝐞𝐥𝐢𝐚𝐛𝐥𝐞 𝐬𝐨𝐮𝐫𝐜𝐞𝐬 𝐨𝐧 𝐭𝐡𝐞 𝐢𝐧𝐭𝐞𝐫𝐧𝐞𝐭:
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